TY  - JOUR
T1  - Does Teacher Education Matter?: Newly Graduated Teachers’ Evaluations of Teacher Education in Sweden
T2  - Reflecting Education
SN  - 1746-9082
A1  - Åstrand, Björn
PY  - 2012
VL  - 2
IS  - 8
SP  - 6
EP  - 22
LA  - eng
PB  - London, UK : Institute of Education, University of London, UK
KW  - teacher education
KW  - newly graduated teachers
KW  - evaluation
KW  - sweden
KW  - lärarutbildning
KW  - lärarstudenter
KW  - värdering
KW  - sverige
KW  - historia med utbildningsvetenskaplig inriktning
KW  - history of education
AB  - What do newly graduated teachers think about the value of their own teacher preparation? This study reports the findings of a national questionnaire administered to almost 10,000 student teachers in Sweden who in the 2007-08 academic year were conferred with a teacher degree. Teacher education programmes in Sweden were subject to national evaluations in 2005 and 2008. Substantial criticism was voiced against programmes and the public debate was loud. In relation to those evaluations and the following debates, the national association for deans responsible for teacher education programmes sparked an internal discussion on quality, an initiative that resulted in launching this questionnaire as a collaborative project. The questionnaire asked for the opinions of these newly graduated teachers by including questions in four areas, with each evaluating a different aspect of the teacher profession concerning how well they had been prepared for: 1) direct teaching/instruction; 2) the wider work of a teacher; 3) development work; and 4) outreach and collaboration. According to these newly graduated teachers, they appear to have been best prepared for their entry to working life when it comes to direct teaching/instruction. The other three areas have a smaller proportion of satisfied respondents. It was also found that, despite decades of reforms aimed at merging the two teacher education traditions (the academic tradition and the seminar tradition), significant differences still remain concerning how subject teachers (teachers for secondary school) and class teachers (teachers for pre- and primary school) experience and evaluate their teacher preparation. The results are analysed in relation to the general debate on learning in higher education and the more specific discussion on the value of teacher preparation. They are also discussed in relation to programme design and whether particular areas of study should mainly be located in either initial (pre-service) teacher education or programmes for professional development. (http://www.reflectingeducation.net/index.php/reflecting/article/view/112 )
ER  - 

TY  - JOUR
T1  - RE didactics in Sweden - defined by the national curriculum?: Discussing didactics of RE in a Swedish context
T2  - Usuteaduslik Ajakiri
SN  - 1406-6564
A1  - Dalevi, Sören
A1  - Niemi, Kristian
PY  - 2016
VL  - 1
IS  - 69
SP  - 62
EP  - 78
LA  - eng
PB  - Tartu : Estonian Academic Theological Society
KW  - re
KW  - religion
KW  - didactics of religious education
KW  - religious education
KW  - teacher education
KW  - sweden
KW  - pedagogics
KW  - religionsdidaktik
KW  - sverige
KW  - lärarutbildning
KW  - lärarutbildare
KW  - läromedel
KW  - forskning
KW  - religious studies and theology
KW  - education
ER  - 

TY  - CONF
T1  - Conflicting Ideas on Democracy and Values Education in Swedish Teacher Education
T2  - Crossing Boundaries for Learning – through Technology and Human Efforts
A1  - Åstrand, Björn
PY  - 2014
SP  - 223
EP  - 252
LA  - eng
PB  - Helsinki : CICERO Learning Network, Helsinki University
KW  - sweden
KW  - teacher education
KW  - democracy
KW  - values education
KW  - parry
KW  - constructive education
KW  - reconstructive education
KW  - historia med utbildningsvetenskaplig inriktning
KW  - history of education
AB  - A decade ago, less than 25% of students in four teacher education programs in Sweden had positive feelings towards their studies in values education. The majority of the students claimed that they had learned the basic concepts, but felt that those concepts were not clearly defined (Frånberg, 2006, p. 151). Consequently, roughly 4 out of 5 students felt that they had not been sufficiently prepared for their role of instilling values in their students. The newly reformed teacher education program was accompanied by an increased ministerial emphasis on values education, but it is unclear what impact it had (Zackari, 2000, p. 11). Studies indicate signs of improvement, but those studies are not fully comparable, so there are good reasons to address these issues again (Åstrand, 2013a). The fact that the majority of students report ambiguity in their understanding of the main concepts of values education suggests there may be varied understanding of the central concepts among teacher educators. The primary aim of this article was to study understandings of and approaches to core terms in Swedish teacher education that relate to democracy and values education. Following that, the analysis also takes into account changes in legislation, policy and reform. 
ER  - 

TY  - CONF
T1  - Multicultural and multilingual education: Current challenges in teacher education in Sweden and Finland
A1  - Paulsrud, BethAnne
A1  - Zilliacus, Harriet
PY  - 2018
LA  - eng
KW  - teacher education
KW  - challenges
KW  - multilingual education
KW  - multicultural education
KW  - utbildning och lärande
KW  - education and learning
AB  - This paper presents part of the research collaboration Multilingual and intercultural education in Sweden and Finland (MINTED), a study of education policy and teacher education. We have examined how the concepts multilingualism and interculturality are represented, on the one hand, explicitly and implicitly in teacher education in relation to national policy, and on the other hand, in the perspectives of teacher educators and students in response to the multilingual and multicultural classroom. In this paper, we present an empirical study of teacher educator views on the challenges and needs they face in relation to multicultural and multilingual education in their teacher training institutions. We have interviewed 29 teacher educators (14 in Finland and 15 in Sweden) at eight universities with an aim to understand the current policies and practices for supporting quality multicultural and multilingual education. Our analysis is framed by three general categories: Instructional, institutional and socio-political challenges in teacher education (Gorski, 2012), and we relate the study to our previous analyses of the national curricula for compulsory schooling in the two countries. Results indicate that educators call for greater competence in addressing diversity in the classroom, with a need for concrete encounters and experiences. Moreover, a deeper integration of multicultural and multilingual education across the institutions is needed. In our presentation, we offer examples of both challenges and strategies considered by the educators for a teacher education programme that may better serve all students. We also highlight differences between the two national contexts. We contribute to the symposium in several ways. First, our study offers a timely investigation into current needs in teacher education. This is relevant as pre-service teachers will be facing a very different classroom than the teacher educators themselves had in their respective school contexts. As one teacher educator stated: ”We need to prepare teacher students to teach in a school that looks much different than the one they went to themselves.” Second, we offer a unique comparison of two seemingly similar but rather different contexts. Finland and Sweden are neighbouring countries with similar education policies, practices and values, yet quite different frameworks and practices. Finally, we address the implications of our study on the directions necessary for the development of teacher education and how spaces for multilingual and intercultural educational practices can be created.
ER  - 

TY  - CONF
T1  - From a Swedish perspective: Theory + Research + Policy + Practical wisdom + Teacher education = ?
A1  - Vu, Mai Trang
A1  - Sandström, Karyn
PY  - 2019
LA  - eng
PB  - European Educational Research Association (EERA)
KW  - theory-research-practice connection
KW  - teacher knowledge
KW  - research-based teacher education
KW  - english language education
KW  - sweden
AB  - Contribution: While the role of theory and research is perceived as essential in preparing future teachers for the complexity of teaching, realising the theory-research-practice nexus in teacher education has been identified as one “perennial” dilemma (Darling-Hammond, 2006). Current studies from different countries, while acknowledging the shift from a craft-oriented tradition towards a more academic, research-based approach in teacher education, have indicated challenges faced by teacher educators, especially regarding curriculum and the links between university and school (e.g. Marcondes, Finholdt Angelo Leite, & Karl Ramos, 2017; Sancho-Gil, Sánchez-Valero, & Domingo-Coscollola, 2017; Valeeva & Gafurov, 2017).This paper discusses the development of teacher education courses within a revised primary (English) language teacher education programme at Umeå University, Sweden. It focuses on how teacher knowledge is conceptualised and realised. In line with contemporary research on teacher education, the study argues that an integration between theory, research, and practical training can help student teachers form a sound knowledge and skill springboard. Such an integration enhances their creativity, autonomy, and identity, which is particularly relevant to the Swedish context, and potentially relevant to other European settings in general.The key mission of the Swedish school, as stated in the Swedish National curriculum, is to “encourage all pupils to discover their own uniqueness as individuals and thereby be able to participate in the life of society by giving of their best in responsible freedom” (Skolverket - The Swedish National Agency for Education, 2018, p.5). Swedish learners are encouraged to become autonomous yet responsible through realising their potentials and developing their identity as individuals and being part of the society. Those fundamental tasks and values promoted in the Swedish education have implications for teacher education. In the Swedish context, if the school is to educate children to become independent and responsible, teachers must embrace and embody these qualities, since teacher beliefs influence their practice and agency (e.g. Biesta, Priestley, & Robinson, 2015; Brookfield, 2017).The study’s theoretical framework is based on the view that teacher education involves relationships with factors beyond classroom confines, such as authoritative policies, practical wisdom, and teaching professionalism. Our courses’ development is thus informed by contemporary research on teacher knowledge in general and English language teacher knowledge in particular. We adopted the perspective that teaching is not only an apprenticeship of observation (Lortie, 1975); rather, it is an “interplay” (Boyd et al., 2015) between policy, theory, research, and practical wisdom. Education is liberating: it helps students be able to manage daily classroom practices but it also enables life-long learning and empowers themselves as teachers. With this positioning, we build on the framework of teacher knowledge commonly used (e.g. Roters, 2017) that comprises content knowledge, pedagogical content knowledge, knowledge of context and curriculum, and general pedagogical knowledge. We expand the model with a greater attention to research, theory, and reflection, while promoting the development of a growth mindset. Teachers’ abilities to understand and review theories of learning and teaching is now seen as necessary for professional growth (Richards & Farrell, 2005; Boyd et al., 2015; Farrell, 2016) and this should be the overall goal in teacher education (Ellis, 2012).We thus acknowledge the complexity of teacher educators’ work (Boyd & White, 2017). Teacher educators should adopt a “researcherly disposition” (Tack & Vanderlinde, 2016) and the development of teacher education content should be grounded in not only practical experience, mandated by policy, but also theory and research. Teacher educators’ engagement with research helps better their practices and also creates new knowledge on teacher education.Method: The courses in focus are one Theory class, one Methodology class, and one class on Being a language teacher, taught to primary student teachers at Umeå University during a recent academic year. The paper presents how the development of the courses (objectives, rationale, content, delivery, and assessment) is connected to contemporary teacher education theories and research. The designing and development of the courses, based on the objectives and requirements specified in the curriculum, followed Backward design approach (Wiggins, Wiggins & McTighe, 2005). The way we aligned our conceptualisation of teacher knowledge with Swedish national policies, as well as our students’ needs, is also discussed. To gain information on the effectiveness of the approach, we considered end-of-course stakeholder evaluation (Kiely, 2012), in this case students’ feedback and instructors’ reflective insights. Expert peer feedback from our colleagues was also sought. General evidence of learning and change of attitude was reviewed through a portion of students’ submitted assignments. Initial input from students’ reflections from their first teaching practicum is regarded as a gateway to understanding their teacher cognition (Borg, 2015). Ongoing dialogues between students and instructors during the courses are also discussed as a method of course evaluation (Freeman & Dobbins, 2013). Expected Outcomes:  Our research-based approach yielded courses following the “interplay” between policy, theory, research, and practice. Of particular importance were a background of theory and research of second language acquisition for young learners, inquiry-based teacher education, teacher identities and agency, and reflective practice. Results from the student data indicate theory and research still intimidate them. Student teachers tend to imagine teacher knowledge as practical knowledge and skills, such as teaching “tips” and concrete classroom techniques. From our own reflections as course developers, we identified two significant concerns. First, reconciling the paradox between theoretical advocacy and practical guidance needs an explicit and coherent connection between curriculum design, coursework, and field experiences (Darling-Hammond, 2017; Flores, 2017). Second, the programme needs to better prepare students to activate their autonomy. Some dilemmas between design and meeting goals include knowledge interpretations (instrumental vs. liberal), knowledge presentability, materials, teachers and learners’ roles, and the transition from university learning to school professional practices, considering the ‘academic-vocational divide’. However, we also noted changes in our students’ self-awareness, knowledge development, teaching beliefs, and their attitude towards theory and practice.The study has provided more understandings of the design and implementation of teacher education. During this process, teacher educators are both consumers and producers of knowledge. Seeing course development as an iterative cycle (Forsyth, Jolliffe, & Stevens, 1999/2017), our process needs ongoing review and discussions. Overall the courses showed initial positive results in encouraging student teachers to be more aware of the theory underlying their practice and beliefs, while seeing practice as possibilities for transformation (Flores, 2018). We believe this autonomy will help student teachers establish their own professional stance, especially in response to different demands and uncertainties in their teaching career.References: Biesta, G., Priestley, M. & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching, 21(6), 624-640.Borg, S. (2015). Teacher cognition and language education: Research and practice. Bloomsbury Publishing.Boyd, P. and White, E. (2017). Teacher educator professional inquiry in an age of accountability. In Boyd, P. & Szplit, A. (eds.) Teacher and teacher educator inquiry: International perspectives. Attyka.Boyd, P., Hymer, B., & Lockney, K. (2015). Learning Teaching: becoming an inspirational teacher. Critical Publishing.Brookfield, S. D. (2017). Becoming a critically reflective teacher. John Wiley & Sons.Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314.Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309.Ellis, R. (2012). Language teaching research and language pedagogy. Wiley Blackwell.Farrell, T. S. C. (2016). From trainee to teacher: Reflective practice for novice teachers. Equinox Pub. Limited.Forsyth, I., Jolliffe, A., & Stevens, D. (1999/2017). Evaluating a course. Routledge.Freeman, R., & Dobbins, K. (2013). Are we serious about enhancing courses? Using the principles of assessment for learning to enhance course evaluation. Assessment & Evaluation in Higher Education, 38(2), 142-151.Flores, M. A. (2018). Linking teaching and research in initial teacher education: knowledge mobilisation and research-informed practice. Journal of Education for Teaching, 44(5), 621-636.Kiely, R. (2012). Designing evaluation into change management process. In C. Tribble (Ed.) Managing Change in English Language Teaching: Lessons from Experience, (pp. 75-90). London: British Council.Lortie, D. (1975). Schoolteacher: A sociological analysis. Chicago: University of Chicago.Marcondes, M. I., Finholdt Angelo Leite, V., & Karl Ramos, R. (2017). Theory, practice and research in initial teacher education in Brazil: challenges and alternatives. European Journal of Teacher Education, 40(3), 326-341.Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Ernst Klett Sprachen.Sancho-Gil, J. M., Sánchez-Va
ER  - 

TY  - CONF
T1  - Decolonizing teacher education
A1  - Lindblom, Anne
PY  - 2019
LA  - eng
KW  - decolonization
KW  - teacher education
KW  - sámi schools in sweden
KW  - special education
KW  - specialpedagogik
KW  - intercultural studies
KW  - interkultur
AB  - Interculturality is about enabling relations based on equity and respect between cultures. When doing research within Indigenous context, I work within an Indigenist paradigm. This means putting my Western preconceptions aside as a non-Indigenous researcher, and embracing Indigenous philosophical assumptions. A core goal is decolonization, which entails the obligation to disseminate research results to student teachers as a step in decolonizing teacher education, and the academy. Knowledge about the history and organization of the Swedish educational system is a learning objective in teacher education.  In this paper session, I would like to discuss possible implications for intercultural relations that arise from the invisibility of Sámi schools, and their history, from the content in teacher education, using my work at Karlstad University, Sweden, as an example.
ER  - 

TY  - CHAP
T1  - Teacher Education in Sweden: The organization of today and some challenges for tomorrow
T2  - European Dimensions of Teacher Education
A1  - Niklasson, Laila
PY  - 2011
SP  - 97
EP  - 114
LA  - eng
PB  - Ljubljana : Faculty of Education, University of Ljubljana, Slovenien
KW  - education teacher education europe sweden
KW  - pedagogik lärarutbildning europa sverige
ER  - 

TY  - CHAP
T1  - Strengthening socio-cultural ways of learning moral reasoning and behavior in teacher education
T2  - The Sage handbook of research on teacher education
A1  - Thornberg, Robert
PY  - 2017
LA  - eng
PB  - : Sage Publications
KW  - moral education
KW  - values education
KW  - citizenship education
KW  - teacher education
KW  - student teacher
KW  - socio-cultural theory
KW  - social constructivism
KW  - social constructionism
KW  - moral
KW  - relativism
KW  - moral development
KW  - moral reasoning
KW  - teacher
ER  - 

TY  - JOUR
T1  - Tell us about your nation’s past: Swedish and Australian preservice history teachers’ conceptualisation of their national history
T2  - Yearbook (of the International Society for History Didactics)
SN  - 1608-8751
A1  - Vinterek, Monika
A1  - Donnelly, Debra
A1  - Thorp, Robert
PY  - 2017
IS  - 38
SP  - 51
EP  - 72
LA  - eng
KW  - history didactics
KW  - teacher education
KW  - preservice history teachers’ national history
KW  - australian
KW  - swedish
KW  - compare
KW  - narration
KW  - historiedidaktik
KW  - lärarstudenter
KW  - lärarutbildning
KW  - berättelser
KW  - nation
KW  - förståelse
KW  - förflutna
KW  - australien
KW  - sverige
KW  - jämförelse
KW  - utbildning och lärande
KW  - education and learning
AB  - The Comparing our Pasts (COP) project aimed to determine what Swedish and Australian pre-service history teachers know, understand and believe to be important about their nations’ past. In this study pre-service history teachers were asked to write a short history of their nation in their own words without using outside sources of information. This article reports on a preliminary analysis of resulting texts, comparing and contrasting their conceptualisations of Sweden and Australia and what aspects of history were manifest in the analysed data. Given that the participant group is situated in two different national contexts, this study aims to analyse how the pre-service teachers’ narratives of the nation can be understood as influenced by the national historical cultures of Sweden and Australia. The results show that the respondents’ narratives expressed both similarities and differences that highlight the pertinence of a historical cultural approach to history education and pre-service history teacher training that may be linked to the differing national historical contexts. These results are then used to argue the importance of an awareness of historicity in order to highlight and stress how our views of and approaches to national history is contextually contingent. This poses a challenge to history teacher training both in Sweden and Australia.
ER  - 

TY  - JOUR
T1  - Swedish religion education: Objective but Marinated in Lutheran Protestantism?
T2  - Temenos
SN  - 0497-1817
A1  - Berglund, Jenny
PY  - 2013
VL  - 2
IS  - 49
SP  - 165
EP  - 184
LA  - eng
KW  - re
KW  - sweden
KW  - non-confessional
KW  - syllabus
KW  - church of sweden
KW  - lutheran protestantism
KW  - politik
KW  - ekonomi och samhällets organisering
KW  - politics
KW  - economy and the organization of society
AB  - In this article, I use the experience of a Czech doctoral student to discuss why religion education in Sweden can be understood as both deeply Lutheran and at the same time neutral and objective. In do- ing this, I look at the present syllabus in religion education, point to some of the changes that have been made in relation to the previous syllabus, and highlight some of the controversies that arose when it was written in 2010. I also put Swedish religion education and Swed- ish educational system in a historical context, pointing to its relation to liberal theology and cultural Protestantism. In addition, I present how teacher education is organized for religion education teachers and how the academic Study of Religions has been an important part of this during recent decades. At the end of the article I reflect upon the protestant taste of Sweden’s ‘non-denominational and neutral’ religion education.
ER  - 

TY  - CONF
T1  - Teacher Student Recruitment: Experiences from Portugal and Sweden
A1  - Niklasson, Laila
A1  - Assuncão Flores, Maria
PY  - 2012
LA  - eng
KW  - teacher education
KW  - recruitment
KW  - portugal
KW  - sweden
ER  - 

TY  - CONF
T1  - Characteristics of Teacher Competence: Trends over Time and Between Student Groups in the Swedish Compulsory School
A1  - Alatalo, Tarja
A1  - Hansson, Åse
A1  - Johansson, Stefan
A1  - Gustafsson, Jan-Eric
PY  - 2018
LA  - eng
KW  - teacher quality
KW  - teacher education
KW  - teacher characteristics
KW  - teacher competence
KW  - equality
KW  - utbildning och lärande
KW  - education and learning
AB  - BackgroundAchievement differences across schools have increased in Sweden during the past two decades, at the same time as average achievement levels have declined, for example in mathematics (Holmlund et al., 2014; SOU 2014:05) and reading (Skolverket, 2013). These negative trends may be related to schools’ demographic, organizational and resource prerequisites. The organizational basis for the Swedish compulsory school has undergone significant changes since the late 1980s, with free school choice, an increasing number of private schools and a larger autonomy for school leaders. The increased school segregation with respect to migration background since the implementation of these reforms (Yang Hansen & Gustafsson, 2016), could possibly be caused by the continuing decline in inclusion of migrant students and a related educational inequality in instructional quality and teacher competence. Inclusion is defined as a structure of organizing integration according to particular rules and regulations.The results of research on effects of teacher competence are, however, somewhat fragmented and unclear, at least with respect to effects on different student groups. This can partly be explained by uncertainties in the determination of crucial teacher characteristics. Making comparisons between for example authorized and unauthorized teachers has been shown to be problematic. There is vast research in this field which is characterized by severe methodological problems, e.g. with respect to drawing causal conclusions from cross-sectional observational data. For example, no correlation between student achievement and various resource factors has been found in some studies (e.g. Hanushek, 1997), whereas others found a positive correlation (e.g. Greenwald, Hedges & Laine, 1996).A teacher effect on student achievement is, however, well manifested (e.g., Gustafsson, 2003; Gustafsson & Myrberg, 2002; Johansson, Myrberg, & Rosén, 2015; Nye, Konstantopoulus, & Hedges, 2004; Rockoff, 2004), and the results also suggest that lower achieving students, as for example immigrants, are the more likely to benefit from increases in teacher effectiveness (e.g., Sanders, 1998). Teacher quality is, furthermore, one of the resource factors that explains most of the increase in performance differences between schools in Sweden (Björklund, Fredriksson, Gustafsson, & Öckert, 2010, Ch 7; Gustafsson & Myrberg, 2002). The general reduction in teacher quality in Sweden the last decades (SOU 2014:05), and the decreased equality of allocation of teacher competence between schools (Hansson & Gustafsson, 2016; OECD, 2013), supports these results. However, the variation between student outcomes that different teachers are achieving (Hanushek, 2003) needs to be further problematized and discussed. Teacher knowledge and skills, teacher training and teaching experience are examples of characteristics highlighted in different meta-studies (e.g., Greenwald, Hedges & Laine, 1996), that should be subject of such an investigation.This study intends to develop a precise and differentiated description of teacher quality for use in future analyses of relations between teacher competence and educational results, with focus on interactions with student composition of schools due to students’ socio-economic and migration backgrounds. The description is among other factors focusing on teacher’s basic knowledge, subject-related and pedagogical training, and type of teacher training program. One aim is to investigate the variation over time in access to qualified teachers and the variation in teacher qualifications between schools. In further analyses, the significance of the teacher characteristics for literacy and mathematics in grades 1 to 6 will be focused.Overall, the project, which this study is a part of, is expected to generate insights about essential conditions for effective and equitable teaching in Swedish and mathematics in primary school, and about distributions of teacher competence across schools with different student composition.
ER  - 

TY  - JOUR
T1  - Education science in Sweden: Promoting research for teacher education or weakening its scientific foundations?
T2  - Education Inquiry
SN  - 2000-4508
A1  - Beach, Dennis
PY  - 2011
VL  - 2
IS  - 2
SP  - 207
EP  - 220
LA  - eng
PB  - : Umeå University
KW  - teacher education trivium
KW  - teacher education quadrivium
KW  - professional knowledge
KW  - vertical and horisontal discourse
KW  - lärarutbildning
KW  - teacher education and education work
AB  - Certain common elements can be identified regarding teacher education development in advanced knowledge-based economies. One of these is the attempt, up until relatively recently, to develop a solid foundation of scientific professional knowledge for what Basil Bernstein called the teacher education Trivium: roughly speaking, pedagogical sciences: approximately the psychology, sociology and philosophy of education. Another more recent development is to reverse this trend through a returning emphasis on academic subjects. The present article is based on an analysis of this policy trajectory in Sweden.
ER  - 

TY  - CONF
T1  - In search of social sustainability: Promotion of equity and diversity in Nordic teacher education
A1  - Kreitz-Sandberg, Susanne
PY  - 2018
LA  - eng
KW  - international and comparative education (ice)
KW  - teacher education
KW  - gender
KW  - geder inclusion
KW  - gender equity
KW  - diversity
KW  - sustainability
KW  - sweden
KW  - finland
KW  - vergleichende erziehungswissenschaft
KW  - lehramtsstudien
KW  - gleichstellung
KW  - geschlecht
KW  - internationell och jämförande pedagogik
KW  - lärarutbildning
KW  - jämställdhet
KW  - mångfald
KW  - hållbarhet
KW  - pedagogik med inriktning mot utbildningsvetenskap
KW  - educational science
AB  - This presentation will conceptualise on the issue of sustainability more generally and particularly in relation to its social role for providing equity in and through education. The paper frames the discussion within the UN Sustainable Development Goals and their accomplishment in and for educational practice. The purpose is to explore how teacher education can address the role of equity and equality in educational institutions in the context of social sustainable pedagogical processes.The paper takes an international comparative perspective and presents some Swedish cases in the light of Nordic discussions gender and equity in the field of education and it will specifically touch on the role teacher education can play in this context. Equity, diversity and equality are framed in an intersectional perspective, where gender is understood within the scope of other parameters of inequality as ethnicity, sexual identity, which are also important dimensions of identity.The paper will analyse specific examples that will be chosen from three teacher education programmes in Sweden, one for pre-school teachers, one for teachers in leisure time centres and one for teachers in adult education. The study builds on ethnographic observations and document analyses of programme curriculums, course of studies, study guidelines and other documents at a Swedish university. These cases are being discussed in the light of other Nordic studies and in with inspirations from a norm-critical theoretical perspective.The results can elucidate that working with gender and equity can be organised systematically within programme studies at university. The results are re-examined in relation to their importance for building social sustainable structures in institutions for education within the education system.
ER  - 

TY  - CHAP
T1  - Inkludering i svensk lärarutbildning
T2  - Bildning för alla - En pedagogisk utmaning
A1  - Persson, Bengt
A1  - Barow, Thomas
PY  - 2012
SP  - 223
EP  - 232
LA  - swe
PB  - : Kristianstad University Press
KW  - inkludering
KW  - lärarutbildning
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Googlar man på begreppen ”inclusion”, ”inclusive education” eller ”inkludering” får man ett närmast oräkneligt antal träffar. Inclusion som begrepp dyker upp redan på 1950-talet i USA som ett led i medborgarrättsrörelsernas strävan efter ett samhälle där diskriminering främst på grund av hudfärg skulle bekämpas. Den engelske forskaren och förkämpen för en mer demokratisk utbildning, Len Barton, beskrev i en artikel 2008 hur inkludering borde förstås: […] inclusive education is not an end in itself but a means to an end. It is about contributing to the realisation of an inclusive society with the demand for a rights approach as a central component of policy making. Thus, the question of inclusion is fundamentally about questions of human rights, equity, social justice and the struggle for a non-discriminatory society (Barton, 2008). Citatet sammanfattar kraftfullt vad inkludering handlar om. Inkludering är inte en fråga om fysisk placering utan om våra väl övervägda intentioner om ett bättre samhälle. Skolans uppgift är att med hjälp av inkluderande arbetsformer lägga grunden till en insikt om människors lika värde och vikten av skapandet av ett framtida samhälle där tolerans, respekt och likvärdighet är centrala. En sådan definition kan verka pompös och utopisk. I ett skolsystem där mätning, rangordning och konkurrens har en framträdande plats, kan skolans mer övergripande syften och ambitioner vara svåra att hävda. Ändå är det viktigt att komma ihåg att just dessa värden låg till grund för grundskolans införande på 1960-talet. Då var socialisationsmålet väl så viktigt som kvalifikations- eller kunskapsmålet vilket knappast kan sägas om 2010-talets skola.
ER  - 

TY  - CONF
T1  - School-based mathematics teacher education in Sweden and Finland: characterizing mentor – prospective teacher discourse
T2  - The Eighth Congress of the European Society for Research in Mathematics Education. Feb 6th - Feb 10th, 2013
A1  - Knutsson, Malin
A1  - Hemmi, Kirsti
A1  - Bergwall, Andreas
A1  - Ryve, Andreas
PY  - 2013
LA  - eng
PB  - Antalya, Turkey
KW  - comparative study
KW  - finland
KW  - school-based teacher education
KW  - sweden
AB  - Despite many similarities between the neighbouring countries Sweden and Finland, prior studies indicate that conceptualizations and discourses about school-based teacher education are very different. In this paper we add to this picture of differences, and contribute to the research discourse about school-based teacher education, by identifying and characterizing aspects of mathematics teaching made relevant in review meetings between mentors and prospective primary teachers. While the Swedish discourse typically focuses on the students’ individual work with textbooks, connections to everyday experiences and teaching as individual supervision, the Finnish discourse emphasizes lesson aims, learning and progression in mathematics through formative assessment and differentiation according to pupils’ abilities
ER  - 

TY  - CHAP
T1  - The use of learning management systems in Engineering Education: A Swedish case study
T2  - Shifting Perspectives in Engineering Education
A1  - Garrote Jurado, Ramon
PY  - 2006
SP  - 213
EP  - 226
LA  - eng
PB  - : Chalmers Strategic Effort on Learning and Teaching (C-SELT) Chalmers University of Technology
KW  - higher education
KW  - engineering education
KW  - flexible learning
KW  - flexible delivery
KW  - gender
KW  - curriculum studies
KW  - educational development
KW  - supervision of research
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - New technology creates many new teaching and learning possibilities but at the same time places great demands on teachers and learners (Scott, 2001). In March 2002 the Swedish government created the Net University to stimulate and mediate net based learning in higher education. SEK600 million was set aside to be distributed between universities who supported e-learning initiatives. Of the total amount SEK500 million was given directly to universities who offered e-learning courses via the Swedish Net University. Some of this material was packaged in a pedagogically sound way and reflected well on teachers educational designers who cared about and understood the special requirements of e-learners. Unfortunately other material consisted of course notes and lectures that were simply downloaded with a great deal of thought for the learner. More recently the Net University has seen the need for more interactive courses that make use of commercial learning management systems (hereafter LMS). LMS such as BlackBoard, WebCT, Fronter, Ping Pong and others provide a way for teachers and learners to arrange course materials in a clear and helpful way as well as providing useful interactive teaching and learning tools. In early 2006 it hopes to be able to recommend that participating universities use one particular LMS in order to gain the greatest pedagogical and economical benefit for the universities and their teachers and learners. The recommendation follows an exhaustive evaluation process.
ER  - 

TY  - CONF
T1  - Unaccompanied minor immigrants facing the Swedish school system: challenges of practice
T2  - ECER 2012, European Conference of Educational Research, Cádiz, Spain, September 17-21, 2012
A1  - Popov, Oleg
A1  - Carlsson, Inger
A1  - Sturesson, Erik
PY  - 2012
LA  - eng
PB  - : ECER
KW  - intercultural education
KW  - refugees
KW  - minors
KW  - teacher education
KW  - ensamkommande flyktingbarn
KW  - skola
KW  - lärarutbildning
KW  - education
AB  - Social inclusion of refugee children is an important issue in Sweden and many other European countries. Sweden has a population less than 2% of the European Union but accepts more than 20% of all unaccompanied minor immigrants in the EU. Logically, effectiveness of their schooling creates necessary pre-conditions for success of their integration in the society. However, political attention and state funding are concentrated on assuring quality living conditions and legal support for incoming minors, leaving responsibility for their education to underfunded municipal schools. Thus, the study conducted in a secondary school in Northern Sweden showed that the school was facing problems in getting mother tongue teachers’ support and funding extra curriculum activities to facilitate refugee children’s socialisation and effective Swedish language acquisition. This made their in-schooling process lengthy and rather painful for all actors involved. A sociocultural theoretical lens was used to understand the situation and outline further studies. In teacher education in Umeå, we treated intercultural issues of integration of unaccompanied minor immigrants in the Swedish school system in a course at the end of the students’ training. In group interviews and guided discussions in the course, prospective teachers recognised existing systemic problems in education of immigrant children and expressed a feeling of lack of instrumental intercultural competence to deal with such problems.
ER  - 

TY  - CONF
T1  - South Africa and Sweden comparative studies: Karlstad University preschool teacher education student research projects
A1  - Margrain, Valerie
A1  - Alvarsson, Victoria
A1  - Engels, Hanna
A1  - Lindahl, Therese
A1  - Royem, Elin
A1  - Svärd, Madelene
PY  - 2019
LA  - eng
KW  - comparative research
KW  - preschool
KW  - teacher education
KW  - south africa
KW  - sweden
AB  - This presentation shares research findings of three comparative studies conducted by five students in their sixth semester of preschool teacher education at Karlstad University. Three of the students had travelled to Capetown, South Africa, for professional experience, with concurrent opportunity to collect data. This data was them compared with data gathered in Sweden. One project comparatively analysed a series of photographs representing the inside learning environments of a preschool in South Africa (Svärd) and a preschool in Sweden (Royem). Another project supported preschool children to use a tablet to take photographs of things they wished to which illustrated how their preschool is in South Africa (Alvarsson) and Sweden (Engels), with subsequent comparative analysis. The final project (Lindahl) completed a text analysis of early childhood curriculum documents from South Africa and Sweden. The presentation celebrates the intercultural work of these student teachers through sharing their key findings.
ER  - 

TY  - CONF
T1  - Trialogue in Swedish RE teacher education
T2  - NCRE 2013 : Religious education in post-secular (?) societies
A1  - Deborg, David
PY  - 2013
LA  - eng
KW  - re teacher
KW  - upper secondary school
KW  - sweden
KW  - knowledge construction
AB  - The aim of the study is to explore what is constructed as key knowledge, essential for an Upper Secondary school RE teacher, in Swedish RE teacher education and to analyze how this knowledge is constructed. This paper sets out to give an overview of the project and discuss some initial results from a pilot study based on one observation of a three-way meeting and interviews with the participants both before and after the trialogue.Swedish Upper Secondary school teacher education is conducted in what can be considered as two different social practices, one being the academic courses at university and the other the in-school training at the partner schools. Accordingly, the teacher students are educated in two educational contexts -the “theoretical” social practice of university and the “practical” social practice of school. The outline sketched above is why this research project sets out not to investigate the regular education in RE teacher education through lectures, seminars etc., the dialogue between teacher student and their teachers respectively, but instead the trialogue between RE teacher student, RE Upper Secondary school teacher and mentor, and the RE university professor. The three-way meeting described is beingundertaken when the teacher student carries out in-school training and the academic professor, the student and the mentor meet for a trialogue concerning the development of the teacher student. In conclusion, the main aim of this paper is to present my PhD student research project, with a focus on initial results from a pilot study.
ER  - 

TY  - CONF
T1  - ICT, teacher education and assessment: What is assessed and how is it done?
A1  - Enochsson, Ann-Britt
A1  - Buskqvist, Ulf
PY  - 2011
LA  - eng
KW  - teacher education
KW  - assessment
KW  - education
AB  - Although it is mandatory for student teachers in Sweden to show an ability to use ICT in pedagogical activities to obtain a teacher's degree, this ability is not always assessed in courses. Student teachers themselves claim that they are not enough prepared, not only in Sweden. Assessment in teacher training has two sides, the students will be assessed themselves, but they will also learn how to assess others. When ICT is involved there are further two sides; the student teachers ability to use ICT will be assessed and ICT can be used for assessment. When discussing teacher training, ICT and assessment there are several perspectives to take into account. This paper presents a review of research within the area, but it also takes a step further and looks at how ICT is used in combination with assessment in other parts of higher education to discuss how teacher education can be developed in this respect.
ER  - 

TY  - JOUR
T1  - Literary scholar, teacher educator?: English staff profiles and attitudes to teacher education
T2  - Nordic Journal of English Studies
SN  - 1502-7694
A1  - Dodou, Katherina
A1  - Gray, David
PY  - 2021
IS  - 2
SP  - 59
EP  - 98
LA  - eng
KW  - literary studies
KW  - teacher education
KW  - english
KW  - teacher educator
KW  - policy
AB  - Over the past decade, what it means to be an academic teacher of English-language literature in Swedish institutions of higher education has changed. As a result of recent political reforms, many literature staff have come to assume the role as teacher educators. To better understand the implications of this development, the article maps the academic qualifications and research interests of English staff who teach on teacher education (TEd) literature courses nationally and their attitudes to TEd teaching. The article is based on data gathered via a semi-closed questionnaire and analysed using content and discourse analysis. It shows that a majority of the study participants are PhD holders in English with a specialisation in literature. Although few staff are qualified teachers and/or are engaged in literature teaching and learning scholarship, several have school teaching experience. Respondent attitudes to the teacher educator role vary, as do the conditions for TEd teaching at different institutions. The findings suggest that respondent expertise and self-identification and their previous TEd teaching experiences are consequential for their attitudes, as is the matter of whether the role requires that they address areas, such as school-oriented teaching and learning theories and practices, in which they lack competence. These findings, the article suggests, have bearing on future strategic discussions in English studies.
ER  - 

TY  - CONF
T1  - Teacher agency and parental involvement: insights from Swedish secondary education
A1  - Bossér, Ulrika
A1  - Klope, Eva
A1  - Wernholm, Marina
A1  - Hedlin, Maria
PY  - 2025
LA  - eng
KW  - education
AB  - There are positive associations between parent-teacher collaboration and students’ well-being and achievement in school (Epstein, 2018; Borgonovi & Montt, 2012). Policies in many countries state that parental involvement should be an integral part of the school routine and teachers’ work. According to the Swedish curriculum, guardians and schools share responsibility for creating good conditions for students’ development and learning. However, parent-teacher relations are complex as teachers and parents often hold different views of the functions of parental involvement. Moreover, due to a lack of school routines and common guidelines, teachers are often left to develop their own strategies to manage parental involvement (Hedlin & Frank, 2022). This study addresses the question: How do teachers navigate their context with respect to the management of parental involvement? It explores teachers’ perspectives and experiences, drawing upon an ecological view of teacher agency (Priestley et al., 2015) that understands agency as achieved through the interplay of previous experience, aspirations, and available cultural, structural, and material resources.Analysis of 17 interviews with teachers reveals that the best interests of their students typically guide teacher-parent relations. This results in substantial efforts from teachers to establish trustful collaborations and be readily available, especially to parents of children at risk of low achievement. However, experiences of sometimes being questioned and distrusted by parents make teachers spend significant time on demonstrating a solid foundation for professional judgments. The results also show that teachers prioritize among limited resources to meet parents’ demands regarding individual students while caring for the needs of all students. This can be understood in light of the undermining of school as a universal institution in Sweden, which has led to the possibility for resourceful parents to exert a large influence in school, at the expense of educational equity (Englund, 2009).ReferencesBorgonovi, F., & Montt, G. (2012). Parental involvement in selected PISA countries and economies. OECD Education Working Papers, No. 73. OECD Publishing.Englund, T. (2009). The general school system as a universal or a particular institution and its role in the formation of social capital. Scandinavian Journal of Educational Research, 53(1), 17-33.Epstein, J. L. (2018). School, family, and community partnerships in teachers’ professional work. Journal of Education for Teaching, 44(3), 397-406.Hedlin, M., & Frank, E. (2022). They want a reply immediately!: Teachers talk about contact between home and school. Journal of Teacher Education and Educators, 11(2), 271-289.Priestley, M., Biesta, G., & Robinson, S. (2015). Teacher agency: what is it and why does it matter? In R. Kneyber & J. Evers (Eds.), Flip the System: Changing Education from the Bottom Up. Routledge.
ER  - 

TY  - CONF
T1  - What is health promotion in Swedish upper secondary school?: An analysis of how the teacher comes across in student health plans
T2  - 3rd World Conference on Teaching and Education
A1  - Hammerin, Zofia
A1  - Basic, Goran
A1  - Bergnéhr, Disa
PY  - 2021
LA  - eng
KW  - teaching
KW  - health
KW  - education
KW  - student
KW  - teacher
KW  - social pedagogy
KW  - socialpedagogik
AB  - Ever since the Ottawa charter in 1986, health promotion through schools has been stressed across the globe. In Sweden, where the present study is set, school health promotion is stipulated on a national level by the Education Act and the Health And Medical Services Act. It is emphasized in national directives that health promotion should be part of the education. The present study aims to widen our understandings of health promotion by exploring the so-called Student Health Plan (SHP) in upper secondary schools, which is a document conducted to concretize the national directives. The aim of the study is to examine how the teacher comes across in the SHPs regarding health promotion. The data consists of 37 SHPs from high schools. The SHPs were analyzed using thematic analysis and the data was coded and divided into themes. The analysis resulted in two themes: The “invisible” teacher and The visible teacher. Teachers are largely “invisible” in the SHPs and lack tasks and responsibility. When the teacher is visible, student attendance, teaching and relational work are areas of responsibility in health promotion. Standard teacher tasks are considered health promotion, which motivates the question of the necessity of a SHP. The findings also suggest that regular teaching is health promoting, strengthening the key role of the teacher in the health promoting work. 
ER  - 

TY  - CONF
T1  - Teachers' experiences of conditions for anti-racist action
A1  - Bergh, Andreas
A1  - Wiklund, Matilda
PY  - 2019
LA  - eng
KW  - teacher
KW  - anti-racist action
KW  - agency
KW  - education
KW  - sweden
AB  - This study takes its departure from two teachers’ descriptions of challenges and possibilities that they have experienced as conditioning their professional anti-racist actions. The two descriptions are excerpts from qualitative interviews, conducted within a larger research project about teachers’ work to counteract racism, of which this study is a part. The aim of this part study is to contribute with insights about what teachers experience as conditioning their anti-racist actions. This knowledge is of importance for teachers’ didactic choices in their anti-racist work, as well as for school leadership facilitating such work. In the study, racism and anti-racism are understood as enacted practices. Agency, as something achieved and situated, constitutes a central theoretical lens. Therefore, ecological teacher agency conceptions are put to work in the analysis. Tentative findings are presented in the form of teachers’ experiences of conditions for anti-racist action in terms of: 1. Personal experiences over time, 2. Professional experiences over time, 3. National contextual issues, and 4. Local context issues.
ER  - 

TY  - JOUR
T1  - Att kvalificera sig till mentor – perspektiv på kompetensbehov och utbildning av mentorer för nya lärare
T2  - Psykologi i kommunen
SN  - 1892-3364
A1  - Aspfors, Jessica
A1  - Fransson, Göran
PY  - 2015
VL  - 2
IS  - 50
SP  - 17
EP  - 27
LA  - swe
KW  - finland
KW  - mentor
KW  - mendor education
KW  - mentor training
KW  - nqt
KW  - norway
KW  - teacher
KW  - teacher induction
KW  - sweden
KW  - introduktionsår
KW  - lärare
KW  - mentorsutbildning
KW  - norge
KW  - sverige
AB  - Under senare år har allt mer fokus och resurser riktats mot lärares kompetensutveckling. Ett område för satsningar har bl.a. varit mentorskap. Mycket har skrivits om mentorskap generellt och om nya lärare och deras behov speciellt, men vad vet vi om mentorers kompetensutveckling och lärande? Vilka kompetenser behövs och hur påverkar det utbildning av veiledere/mentorer? I denna artikel sätter vi fokus på kvalificering av mentorer för nya lärare och på den kompetens de kan behöva för att på ett medvetet och framgångsrikt sätt vara mentor för nya lärare. Vi kommer att diskuter vilka kompetenser mentorer kan behöva och hur det i sin tur kan påverka utbildning av veileder/mentorer – såväl till innehåll som till form. Vi kommer inte att gå närmare in på frågan i vilken mån mentorskap är positivt eller inte för nya lärare, eftersom vår bedömning är att det finns mycket forskning som på ett övertygande sätt visar på dess positiva effekter (se t.ex. Bjerkholt, 2012; Dahl et al., 2006; Ingersoll & Strong, 2011; Waterman & He, 2011), även om vissa frågetecken kan resas kring dess räckvidd, exempelvis för skolutveckling (Dahl et al., 2006). Vi tar utgångspunkt i den internationella forskningen på området men ger också konkreta exempel från ett nordiskt perspektiv, i synnerhet från Sverige och Finland. Vi inleder med en bakgrundsteckning kring vad tidigare forskning på området lyfter fram om mentorers professionella utveckling och lärande till att bli mentor.
ER  - 

TY  - JOUR
T1  - To acquire a taste for friluftsliv – a part of becoming a PE teacher?: Swedish Physical Education teacher educators’ thoughts about their students’ preferences for friluftsliv
T2  - Movning Bodies
SN  - 1503-6065
A1  - Backman, Erik
PY  - 2009
VL  - 1
IS  - 7
SP  - 9
EP  - 26
LA  - eng
PB  - Oslo : Norges Idrettshøgskole
KW  - friluftsliv
KW  - school
KW  - physical education teacher student
KW  - physical education teacher education
KW  - habitus
KW  - taste.
KW  - education
KW  - utbildningsvetenskap med inriktning mot praktiska kunskapstraditioner
KW  - educational sciences in arts and professions
AB  - Teacher students’ own biographies and early experiences of teaching have proven to have a major significance for their future teaching, compared to perspectives and content in teacher education. This is also the case for Physical Education (PE) teacher students, whose preferences for physical activity are often constituted by their experiences of sport. Based on the values assigned to friluftsliv (or its anglicised equivalents, “outdoor recreation” or “outdoor education”) in Swedish Physical Education Teacher Education (PETE), the disparity between the taste of Swedish PE teacher educators’ and that of their students’ for friluftsliv is analysed. The lack of teaching in friluftsliv in Swedish schools seems to be an example of that PE teaching is mainly based on PE teachers’ taste for physical practices, rather than on the PE curriculum. In this article the potential to change this condition by developing the teaching in friluftsliv at Swedish PETE is discussed.  
ER  - 

TY  - CONF
T1  - State Interventions in Teacher Salary Negotiation Processes: The Case of Sweden
A1  - Svedberg, Lars
A1  - Johansson, Olof
PY  - 2017
LA  - eng
KW  - teacher salary
KW  - first teacher
KW  - education
AB  - Recently, Swedish government entered a ground forbidden for it since 1936! Then it was decided that employer associations should deal with salary negotiations directly with trade unions. Now the state contends that municipalities have not exercised their autonomous power to improve student performances satisfactorily. This has paved a way for the state to intervene in the salary negotiation process. Our data suggest that differentiated pay increase appears to be a two-edged sword. 
ER  - 

TY  - BOOK
T1  - Social inclusion through segregation?: A tri-country cooperation Moldova, Ukraine and Sweden STINT IB2018-8090
PY  - 2020
LA  - eng
PB  - Gävle University Press
KW  - inclusive education
KW  - special education
KW  - teacher education
KW  - health education
KW  - students with special educational needs
KW  - education
KW  - innovative learning
AB  - The project ‘Social inclusion through segregation?’ that is presented in this final report has been conducted by Liya Kalinnikova Magnusson, associate professor at the University of Gävle, in col-laboration with Jeremias (Jerry) Rosenqvist Aulin, professor emeritus at Malmö University and guest professor at the University of Gävle. The project has been supported financially by The Swe-dish Foundation for International Cooperation in Research and Higher Education (Stiftelsen för internationalisering av högre utbildning och forskning) (STINT-project No. IB2018-8090).The Swedish society and school system have for many years taken a leading position on integration and inclusion in school. In spite of this politically supported ambition, a decrease in inclusive prac-tices has been discerned over the last ten-fifteen years, e.g. with new student groups appearing in former inclusive schools (Blom, 2004; Heimdahl-Mattson, 2007). This tendency can be seen in other Nordic countries too.In order to deepen our knowledge about this phenomenon, a comparison with its development in other countries, where segregation in education has been more or less the rule, seems reasonable. The ambition of this project has been to investigate the status of inclusion in the former Soviet Union states of Ukraine and Moldova, compare it with the status in Sweden and suggest a research platform for further studies in this field in cooperation with the Faculty of Correctional Pedagogy and Psy-chology at National Pedagogical University named after M. Dragomanov (Ukraine), the Faculty of Special Psycho-pedagogy at the State Pedagogical University named after I. Creanga (Moldova) and the Academy of Education and Economics at the University of Gävle (Sweden). The guiding re-search question for the study has been: Can we reach social inclusion in life through segregation in school?
ER  - 

TY  - CONF
T1  - Teaching for a peaceful and sustainable future: Students’ transformative learning in conflict management in preschool teacher education
T2  - Abstract book
A1  - Frödén, Sara
A1  - Bajramovic, Sanela
PY  - 2024
SP  - 79
EP  - 79
LA  - eng
KW  - peace education
KW  - education for sustainable development
KW  - conflict
KW  - nonviolent communication
KW  - higher education
KW  - preschool teacher education
KW  - education
AB  - Peaceful societies are viewed as both the goal and means of sustainable development. In Swedish preschool teacher education, conflict management has been one of the examination objectives since 2011. However, the need for a more comprehensive and adequate peace education remains, as successful teaching for peace that provides a sustainable commitment needs to be transformative and include both intellectual, emotional, and practical aspects.This study aims to highlight the transformative potential of teacher education by exploring students' learning processes in the field of ​​conflict management. What structural conditions, including teaching methods, can promote students' transformative learning in conflict management? What altered perspectives emerge, and how and why do they occur?The study combines theories of positive peace and peacebuilding with Jack Mezirow's theory of transformative learning, which both focus on social relations as a prerequisite for personal transformation and collective action. The data consists of documents produced within the frame of a course in a preschool teacher program, such as teaching materials, course evaluations, and 103 students' critical self-reflecting journals and argumentative texts.The multi-staged data analysis is partly based on the different phases of transformative learning. It includes a) self-examination, b) critically reflecting and reconsidering one's and others' assumptions and actions, c) exploring new roles, and d) describing or applying new ways of acting.The results show how preschool teacher education can contribute to peacebuilding by stimulating transformative learning. The course's design encouraged the students to reconsider previous beliefs and actions through scenario-based workshops focusing on problem-solving using consensus decision-making processes, nonviolent communication, and role-playing. There were apparent shifts in perspectives regarding students' i) the concept of conflict, ii) self-identification concerning different conflict styles, iii) leadership style, iv) self-believed ability to handle conflicts constructively, and v) understanding of and response to children's acts of resistance.
ER  - 

TY  - JOUR
T1  - Snacking on Knowledge and Feel Good: Challenging discourses on arts in education
T2  - European Journal of Philosophy in Arts Education
SN  - 2002-4665
A1  - Holmberg, Kristina
A1  - Zimmerman Nilsson, Marie-Helene
A1  - Ericsson, Claes
A1  - Lindgren, Monica
PY  - 2016
VL  - 1
IS  - 1
SP  - 38
EP  - 67
LA  - eng
KW  - arts in education
KW  - music education
KW  - education
KW  - discourse analysis
KW  - late modernity
KW  - social constructionism
KW  - discourse
AB  - The aim of this article is to re-think the results of four larger studies conducted by the authors during the last decade, all with a discourse analytical approach. The studies are empirical and concern the Swedish field of arts in education and deal with a comprehensive material consisting of interviews, observations and field notes. In the results of these studies three prominent discourses emerges. A Curriculum discourse, where content knowledge is connected to traditions, norms and values of educational institutions, a Feel-good discourse that deals with content knowledge where social and personal aspects are essential, and a Snacking on knowledge discourse where content knowledge is portrayed as something students are able to pick and choose according to their own preference. Ideas of late modern society and arts in education are then used as a basis to carry out a critical discussion about the emerging discourses. Also different teacher and student positions are problematized.
ER  - 

TY  - CONF
T1  - The Origin and Early Development of Normalisation in Sweden
A1  - Barow, Thomas
PY  - 2011
LA  - eng
KW  - special eduction
KW  - disability research
KW  - normalisation
KW  - sweden
KW  - special education
KW  - history of disability
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The Origin and Early Development of Normalisation in Sweden: Normalisation can be seen as a key concept, both in disability research and in special education. In Sweden so far, the origin of this basic approach is connected to the time period after World War II. The purpose of this paper is to nuance this perspective. The existing Swedish historiography on normalisation, to some extent written by protagonists of the concept, will be discussed. We agree on the full effectiveness of normalisation based on a reform-oriented social policy from the 1960s. However, by means of historical research and based on hermeneutic methods, this study aims to demonstrate the concept’s origin and early development in Sweden already some decades before. For that purpose historical sources from contemporary Swedish literature and archives will be analysed. In particular the so called external schools for the feeble-minded (externatskolor för sinnesslöa) had a certain impact on the emergence and spreading of the normalisation approach. As a result of our research, and by linking it to the development of the Swedish welfare state, normalisation can be contextualised historically. This outcome is of high relevance for understanding the history of a path-breaking concept. Finally, and with regard to the future, the question of adaptability and modernity of normalisation arises.
ER  - 

TY  - CONF
T1  - Changing teacher education in Sweden
A1  - Beach, Dennis
A1  - Eriksson, Anita
A1  - Player-Koro, Catarina
PY  - 2011
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Despite attempts through official policy over the past forty years and up to the end of the first decade of the new millennium to ‘unite’ teacher education and provide a common teacher education programme for all teachers with a common professional scientific knowledge content, as in many other countries teacher education in Sweden today is still currently subjectively structured in accordance with a vertically and horizontally differentiated school system that gives rise to different teacher educational traditions and different ways of perceiving what characterizes the teachers’ mission and professional expertise. Moreover, recent developments are reinstating this distinction even at an objective level of formal policy. The present paper discusses and illustrates these issues based on data from three separate ethnographic studies of teacher education over the past twenty five years by the authors. This research constitutes thus a series of policy ethnographic investigation across three decades of policy making in Swedish teacher education.
ER  - 

TY  - CONF
T1  - Inkludering och exkludering inom lärarutbildningen. En enkätstudie om lärarstudenternas bakgrund och syn på sina studier
A1  - Barow, Thomas
A1  - Gieth, Fredric
A1  - Adrianson, Lillemor
PY  - 2011
LA  - swe
KW  - teacher education
KW  - sweden
KW  - inclusion
KW  - exclusion
KW  - widening participation
KW  - social reproduction
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - INCLUSION AND EXCLUSION IN TEACHER EDUCATION. A QUESTIONNAIRE ON TEACHER STU-DENTS’ BACKGROUND AND PERSPECTIVES ON THEIR STUDIES. In recent years, the increasing heterogeneity among Swedish university students has been widely discussed. ”New” groups of students are entering higher education, such as people with a migration background and/or disability. This development is promoted by efforts of widening participation and the Swedish Anti-Discrimination Act at the policy level. Changes in the student population affect programmes in teacher education in particular. Nowadays, and to a growing extent, more young adults with an educationally disadvantaged family background become teachers. Based on a user perspective, it is the aim of this study to show how these developments influence the students’ view on their studies, determined by usual study tasks such as searching literature, writing papers or passing tests. The research was inspired by Bourdieu and Passeron’s concept of social reproduction, and by Luhmann’s approach of inclusion and exclusion. A questionnaire was distributed to 316 teacher students. Data on social origin, earlier school experiences, and the current perceived educational situation were gathered and statistically analyzed. Several significant variances on the students’ social and academic background and their perceived situation at the university were found. The mothers’ social and educational background was of high relevance for students’ experiences of their ongoing education at the university. Moreover, the perception of failure in schools had a negative impact on the students view about their current studies. In a wider perspective, the results underline the difficulties in overcoming social reproduction and exclusion by means of education. These findings raise questions on how universities can cope with the increasing diversity of their students.
ER  - 

TY  - CONF
T1  - PROFESSORS' VISIONS OF MUSIC TEACHER EDUCATION
T2  - Nordic Network for Music Education NNMPF
A1  - Ferm Thorgersen, Cecilia
A1  - Johansen, Geir
A1  - Juntunen, Marja-Leena
PY  - 2012
LA  - eng
PB  - Rejkavik : Rejkavik University
KW  - music teacher education
KW  - visions
KW  - musikdidaktik
KW  - employabilty
KW  - education
KW  - music education
AB  - Recent developments at the labor market for music teachers require a broader understanding of the music teacher profession than before and cause music teachers to establish themselves as versatile music workers at various levels and areas of music education. This requires music teacher education to not only offer a variety of relevant courses albeit also to secure that the student music teachers profit from the potential synergies of relating and reflecting the learning outcomes of those courses in each other. As a basis for succeeding in such an endeavor, studies into the characteristics and manifestations of the various educational traditions at play are very much needed. In addressing this need empirically we found the notion and concept of vision a possible point of departure. Drawing on Hammerness (2006) we conceive music teacher's visions to entail "images of an ideal practice" (ibid.: 1), bringing together their hopes, cares and dreams with their understandings. As such, a vision represent a reach for them that also is within the realm of possibility. In turn vision connect to their understandings, dispositions; and practices as well as notions of accessible tools. While the role and function of visions among teachers and student teachers have been scrutinized by several scholars, visions' role in the teacher education of particular subjects and the role of the teacher educators' visions have not yet been systematically studied. We hold that these visions may turn out to be equally important for the quality of teaching and learning in music teacher education that (music) teachers' visions may prove to be in the areas and schools for which the student music teachers are qualified. Furthermore, the professors' visions can be expected to influence the visions of student music teachers and teacher freshmen and thus constitute a kind of visions of second degree. Hence, in this presentation we will address the following question: What characterize the visions of Musikdidaktik professors and how do those visions relate to their notions of understandings, dispositions, practices, and tools within the Musikdidaktik subject as a learning community? The study is positioned within the field of research on higher music education and how that education can be further developed. The theoretical framework draws on teacher thinking research (e.g. Jyrhämä 2002; Kansanen 1999), questions of teaching and teacher development in teacher education (Darling-Hammond 2006; Darling-Hamond & Bransford ed. 2005) and the understanding of teaching and learning in musikdidaktik (e.g., Ferm & Johansen 2008, Juntunen 2007). The study is a shared project of three researchers from Sweden, Norway and Finland each examining one music teacher education program of their country educating both classroom and instrumental music teachers. Data consist of four semi-structured interviews of musikdidaktik professors from each country representing musikdidaktik for classroom, voice, piano and strings. The results will be presented and discussed in connection with Professors visions of good practice, Professors visions of an ideal graduate, and Professors visions of the musikdidaktik subject as a whole. The ways in which similarities and differences between countries and musikdidaktik traditions emerge from the visions will be discussed in relation to music teacher education, as well as music teaching practice.  
ER  - 

TY  - JOUR
T1  - Teacher education in social science in Sweden in historical and comparative perspectives
T2  - Journal of Social Science Education
SN  - 1618-5293
A1  - Eklund, Niklas
A1  - Larsson, Anna
PY  - 2009
VL  - 2
IS  - 8
SP  - 81
EP  - 93
LA  - eng
PB  - Bielefeld : sowi-online e.V.
KW  - disciplinarity
KW  - trading zone
KW  - civics
KW  - teacher education
KW  - swedish universities
KW  - education
AB  - In this paper, we will examine teacher education in social science. In the Swedish context, teacher education is part of the university system, but teacher education in social science is differently organized than social science education for other students. Teacher education in social science today is also, as a result of the deregulation at all levels of the Swedish educational system in the 1990s, locally designed and there are significant differences between universities. The aim of this paper is twofold. The first aim is to explore the roots of the current situation in the history of teacher education in social science in Sweden from the mid 1900s and into the early 2000s. The other aim is to describe and discuss comparatively how this education is organized at different Swedish universities today. The analysis revolves around questions about disciplinarity, organization and teacher education as a “trading zone” between the traditional academic disciplinary organization of social science and the conceived needs of the school subject Civics.
ER  - 

TY  - CHAP
T1  - A transactional theory on sustainability teaching: Teacher moves
T2  - Sustainable Development Teaching
A1  - Östman, Leif
A1  - Van Poeck, Katrien
A1  - Öhman, Johan
PY  - 2019
SP  - 140
EP  - 152
LA  - eng
PB  - Milton Park and New York : Routledge
KW  - education
AB  - This chapter focuses on teachers’ influence on students’ ethical and moral learning and, in particular, on how teachers can promote students’ growth as moral subjects in environmental and sustainability education (ESE) practice. It describes and discusses a variety of ‘ethical moves’, i.e. actions performed by a teacher that open up a space for articulating moral reactions and deliberating on ethical opinions. Six types of ethical moves are distinguished: clarifying ethical moves, articulating ethical moves, evaluating ethical moves, testing ethical moves, controversy-creating ethical moves and hierarchizing ethical moves. By performing such moves, the authors argue and illustrate, teachers can turn students’ moral experiences into fruitful drivers for pluralistic ESE by enabling students to express and share moral experiences and standpoints, to articulate ethical differences and controversies and to reflect and deliberate on moral reactions and dilemmas.
ER  - 

TY  - CHAP
T1  - Contemporary challenges for quality assurance in teacher education: the Swedish example – do central inspections impede local quality cultures?
T2  - Quality assurance and teacher education
A1  - Åstrand, Björn
PY  - 2012
SP  - 85
EP  - 114
LA  - eng
PB  - Oxford : Peter Lang Publishing Group
KW  - swedish higher education
KW  - swedish teacher education
KW  - quality assurance
KW  - autonomy
KW  - institutional variety
KW  - high quality teaching
KW  - promotion of excellence
KW  - historia med utbildningsvetenskaplig inriktning
KW  - history of education
AB  - This chapter provides a description as well as an empirical analysis of the Swedish quality assurance (QA) system for teacher education (TE). On a descriptive level it is essential to note that TE is included in the general QA system for higher education (HE). Governmental ordinances provide the framework and the Swedish National Agency for Higher Education (NAHE) is the responsible body.The description of Swedish HE and its QA system offers a frame for understanding of Swedish TE and its QA model. The QA system of Swedish HE is recently reformed towards focus on outcome in relation to previous system focusing on prerequisites, processes and results. Higher education institutions (HEI) has to apply to requirements but they are not only free to act and design local quality assurance system according to local strategies, they are assumed to do so in order to enhance quality.On an analytical level concern is raised regarding consequences of the increased emphasis on QA. There are indications that progress in QA also results in higher quality in first category operations as research and teaching but there are concerns that emphasis on national QA activities diminishes the role of QA elements developed locally due to local conditions, strategies etc.Self-evaluation reports are essential parts of the last decades QA system and such reports are in this study used as empirical records on QA strategies. The relationship between institutional characteristics and choice of QA elements is analyzed as significant for the level of adaptation to what’s assumed to be required from above and as indications on development of local QA cultures. Findings indicate that HEI restricts their QA to what appears to be required by NAHE. The external inspection seems to dominate over local initiatives that could be assumed to be of fundamental importance for the future development. 
ER  - 

TY  - JOUR
T1  - Upsetting the norms of teacher education
T2  - Educational Research for Social Change
SN  - 2221-4070
A1  - Meaney, Tamsin
PY  - 2013
VL  - 2
IS  - 2
SP  - 17
EP  - 30
LA  - eng
PB  - : Faculty of Education: Nelson Mandela Metropolitan University, Port Elizabeth, South Africa
KW  - mathematics education
KW  - teacher preparation
KW  - intercultural education
KW  - multicultural education
KW  - responsibility
AB  - Traditionally, multicultural education is not seen as something that those from the mainstream need to concern themselves with unless it is as a holiday fill-in activity. Intercultural education on the other hand explores the responsibility for the construction of culture by mainstream society. In this article, I explore my role in the delivering of mathematics education courses in teacher education programs in three countries: New Zealand, Australia, and Sweden. I focus on my attempts to raise mainstream as well as minority students’ awareness of intercultural understandings. Different approaches, including the use of storytelling, were used to match local circumstances but all had the same aim of making preservice teachers reappraise the role that mathematics education has in marginalising some children's cultural backgrounds.
ER  - 

TY  - CONF
T1  - Situating ICT in Teacher Education Program: Early Childhood Preservice Teacher Education
T2  - European Conference on Educational Research (ECER)
A1  - Masoumi, Davoud
PY  - 2019
LA  - eng
KW  - innovative learning
KW  - innovativt lärande
AB  - The introduction of information technologies (IT) as agent of change has been pushed to educational practices. The ability to use and embed information technologies as an integral component of educational practices is increasingly considered an important qualification for educational institutions and teachers. Such extensive push of technological technologies, seems, has not transform educational practices in preschool and schools (Brown, Englehardt, & Mathers, 2016; Cuban, 2018; Player-Koro, 2013).An increasing number of studies highlight the importance of developing pre-service teachers’ digital competences as significant factor in determining the future level of information technology use in teaching and learning practices (Bakir, 2015; Brown et al., 2016; Tondeur et al., 2011). The Swedish Higher Education act underline the integrating information technologies as an integral part of teacher education programs (Government Bill, 2009/10:89, 2017/03:17). The Swedish curriculum for preschool (2018), similarly, highlights the preschool teachers’ role in providing authentic opportunities to develop children’s digital skills. A number of measures including substantial level of investment on IT have, accordingly, been adopted to extend the integration of IT in teacher education programs. The qualified pre-service teachers are, thus, expected to demonstrate ability and competence to use information technologies in their educational practices (Government Bill, 2017/03:17). An increasing number of teacher education institutions are implementing a verity of approaches to enhance pre-service teachers’ digital competences (Tondeur, van Braak, Ertmer, Ottenbreit-Leftwich, & Development, 2017). The ways i.e. how well teacher education programs prepare new teachers’ digital competences are seen as one of the factors which defines the teacher education programs’ quality.Preparing future teachers who know how to integrate and make use of IT in their teaching and learning practices remains a challenging goal for teacher education programs (Brown et al., 2016; Scherer, Tondeur, Siddiq, & Baran, 2018; Tondeur et al., 2012). It seems that many newly qualified teachers do not have the necessary skills to be able seamlessly woven information technologies into the teaching and learning practices (Chigona, 2015; Player-Koro, 2013). Davis (2010) and Tondeur et al. (2012) in their studies argue that promoting pre-service teachers’ digital competences are not firmly anchored in teacher-education programs. The findings of these studies reconfirm that pre-service teachers’ graduates are ill-prepared to use information technologies in their educational practices (Bakir, 2015; Jordan & Elsden-Clifton, 2017; Lund & Hauge, 2011; Player-Koro, 2013; Scherer et al., 2018). Little research, however, has focused on preparing early childhood preservice teachers’ digital competences.This study, accordingly, aimed to examine the underlying challenges in terms of whether (and if so, how) pre-service early childhood teachers are prepared to use information technologies in their future educational practices. The research questions that guide this case study are (1) How do preservice teachers perceive their digital competences? How do pre-service teachers’ digital competences are processed during their teacher education program? and Which factors can challenge and contribute developing of the preservice teacher digital competences?
ER  - 

TY  - CHAP
T1  - Status and Trends of STEM Education in Sweden
T2  - Status and Trends of STEM Education in Highly Competitive Countries
A1  - Hartell, Eva
A1  - Buckley, Jeffrey
PY  - 2022
SP  - 305
EP  - 359
LA  - eng
PB  - Taipei, Taiwan : Technological and Vocational Education Research Center (TVERC) National Taiwan and K–12 Education Administration (K12EA), Ministry of Education, Taiwan.
KW  - stem education
KW  - stem economy
KW  - swedish stem education
KW  - swedish compulsory education
KW  - trends and issues in stem education in sweden
KW  - teknikdidaktik
KW  - naturvetenskapens didaktik
KW  - stem
KW  - grundskola
KW  - gymnasium
KW  - teknik och lärande
KW  - technology and learning
KW  - teknikvetenskapens lärande och kommunikation
KW  - education and communication in the technological sciences
AB  - STEM education in Sweden exists for students from their initial engagement with compulsory education at the age of 6 and is mandatory and cohesive for all students until they enter upper secondary level. The importance of STEM education is highlighted through the impact of STEM on the Swedish economy and can be further seen through government investment in STEM-related research activity. The aim of this chapter is to contextualize STEM education in the Swedish pre-college education system, and to discuss associated trends and issues which have emerged. The chapter includes an overview of the Swedish education system, noting when and where students make decisions on what they will study. This is followed by a description of some of the available STEM-related activities for students which complement their formal education. Next, trends in how Sweden has performed in related international assessments (PISA and TIMSS) are presented with a breakdown of student post-secondary education employment and further study demographics. The chapter concludes with commentary on current STEM education reform, and a presentation of some of the current trends and issues facing STEM education in Sweden which predominantly relate to a teacher supply shortage, gender differences in performance and STEM uptake, and the refinement and updating of STEM education provision in response to societal needs.
ER  - 

TY  - JOUR
T1  - Migrant teachers’ self-estimated digital competence: A study within Swedish teacher education
T2  - Contemporary Issues in Technology and Teacher Education
SN  - 1528-5804
A1  - Käck, Annika
A1  - Männikkö Barbutiu, Sirkku
A1  - Fors, Uno
PY  - 2019
VL  - 2
IS  - 19
EP  - 2
LA  - eng
KW  - digital competence
KW  - migrant teachers
KW  - swedish teacher education
KW  - tpack
KW  - european digital competence framework for citizens
KW  - digital competence of educators framework
KW  - convergent mixed-methods research design
KW  - informationssamhället
KW  - information society
AB  - An increasing number of migrant teachers with a foreign teaching degree enter Swedish teacher education to complement their studies to become eligible to teach in Swedish schools. Digital competence is one of the central skills required of teachers in today’s digitized information society. Within teacher education few studies examine how migrant teachers estimate their ability and skills within digital competence. Hence, in the present study, migrant teachers’ digital competence is investigated applying the framework of technology, pedagogy, and content knowledge (TPACK), the European Digital Competence Framework for Citizens (DigComp 2.1), and the Digital Competence of Educators framework (DigCompEdu). A convergent mixed-methods research design was used. The combined datasets consisted of a web survey, focus groups, individual interviews, and reflective texts, which were analyzed both quantitatively and qualitatively. The respondents’ initial teacher education was obtained in 57 countries/regions. The findings highlight that migrant teachers’ digital competence is diverse, scoring from both very low to high in TPACK, as well as in DigComp 2.1, from a foundation proficiency level to a highly specialized one. This result implies that further development to enhance migrant teachers’ digital competence must be diversified.
ER  - 

TY  - CONF
T1  - Taking responsibility for a marginal vocation: Mother tongue teacher training and the logistics of autonomous higher education in Sweden
A1  - Avery, Helen
PY  - 2015
LA  - eng
KW  - mother tongue tuition
KW  - sweden
KW  - teacher education
KW  - higher education
KW  - language policy
AB  - Higher education in Sweden has experienced increasing competitive pressure, while adopting paradigms borrowed from market philosophies (Beach, 2013). As in other European ountries, macro steering, incitaments and criteria for endorsing specific programmes operate through aggregated quality indicators, and tend to be more concerned with international ranking (Hazelkorn, 2008) than with meeting domestic needs. Additionally, deep-running tensions exist between what is seen as academic ’excellence’ and vocational relevance (Slantcheva-Durst, 2010). Despite a supposed increase in autonomy, forward looking strategic planning at university level is narrowly constrained (Bleiklie & Michelsen, 2013). While the nation-wide lack of qualified teachers has been amply documented, no concerted efforts are made to remedy the situation. Recruitment difficulties are exasperated by poor working conditions (cf. the situation in Norway, Valenta, 2009). Assuming comprehensive training in the more than 130 languages taught as mother tongue in Sweden would be daunting to manage alone for any single institution. On the other hand, the administrative burden of initiating cooperation across institutions is prohibitive, as well as the cost of managing coordination between a large number of partner institutions – within and outside Sweden. Competition between universities further reduces chances for effective cooperation. The ambition of equivalent standards and symmetrical structures in terms of credit requirements, progression or definition of levels ignores the substantial differences in actual conditions pertaining to different languages, student groups or locations. Finally, in a markets-driven higher education landscape, costly specialisations become dependent on direct targeted external financing. Without private or public sponsorship, the ratio between the number of highly specialised teacher trainers needed to establish credible programmes and the potential number of students per course is not financially viable for the course provider, particularly concerning smaller languages. Sweden has formerly held a vantaged position with respect to life-long learning (Boström, Boudard & Siminou, 2001), allowing continuous and flexible refinement of competences for active professionals. Today, the combined forces of marketisation and the Bologna process appear instead to have created relatively rigid structures that tend to favour a broad massified mid-section of the educational market, but make it difficult to maintain more specialised or rapidly changing disciplines.
ER  - 

TY  - CONF
T1  - The Place of Religion in Nordic Higher Education: The Case of Swedish ECEC Teacher Education
T2  - Abstract Book
A1  - Skaremyr, Ellinor
A1  - Raivio, Magdalena
A1  - Kuusisto, Arniika
PY  - 2025
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This paper examines the place of religion in Nordic Higher Education through the case of Swedish ECEC Teacher Education. Sweden, alongside other Nordic countries, is both an increasingly secular and a notably multi-religioussociety. This may generate tensions related to worldview visibility and the related self-expression, relevant alsofrom the freedom of religion and Human Rights perspectives. Although equity and non-discrimination related toreligion and worldviews are central to all higher education, we know very little of what the visibility of religion andother worldviews in ECEC teacher education is like at present, and how the students themselves have experiencedthis phenomenon during their degree studies. This project aims to fill this gap in research, whereof the presentpaper focuses on the pilot study data from student narratives.In Sweden, the discourse and content of ECEC teacher educations, from the perspectives of religion andworldviews, are yet to be explored. For this purpose, a theoretical tool (Raivio et al. 2022) based on criticalpedagogy, black feminist and postcolonial theory (e.g. hooks, 1994; Spivak,1988; Yuval-Davis, 2011) and feministethics of care (Noddings, 2013) will be used for analyzing and discussing discursive elements of ‘othering’ and‘belonging’.The presented preliminary findings will focus on the ECEC teacher students’ perceived experiences of theeducational content related to issues linked to religion and worldviews during their education. A survey was usedto gather their narratives of perceived experiences. The survey, which consisted of open-ended questions, wasposted on the students' learning platforms.Findings from an ongoing pilot study indicate that students perceive that they rarely encounter contents related toreligions during the seminars or lectures as the theoretical part of their teacher education, however, that theydescribe that they often meet children and parents with different religious affiliations during their teachingpractice. Students' narratives suggest that there is a dominant Christian and/or secular discourse within theprograms, which places students with religious or other than Christian worldviews as “the other” and in themargins of the discussions.Addressing value issues related to social relations, equity and non-discrimination related to religion andworldviews is crucial in higher education. This project, focusing on religion in Swedish preschool teacher education,is highly relevant to Nordic educational research, as this perspective has not been previously studied in ECECteacher education.
ER  - 

TY  - RPRT
T1  - ICT in initial teacher training: Sweden, Country report
A1  - Enochsson, Ann-Britt
PY  - 2010
LA  - eng
PB  - OECD Publishing
KW  - education
ER  - 

TY  - CONF
T1  - Male students’ experiences of preschool teacher-training programs in Sweden and Brazil
A1  - Goncalves, Ricardo
A1  - Frödén, Sara
PY  - 2025
LA  - eng
KW  - male preschool teacher-student
KW  - higher education
KW  - gender
KW  - sweden
KW  - brazil
KW  - education
AB  - Only 4% of ECE staff in Sweden and Brazil are men, despite significant differences in gender equality policies and views on male caregiving. To address this gender imbalance, this study aims to explore the experiences of male preschool teacher students in Sweden and Brazil. What challenges do these students encounter, and which factors contribute to successfully completing preschool teacher education?While previous research often focuses on practicing professionals (Hedlin et al, 2019; Warin, 2015) and masculinity theories (Heikkilä & Hellman, 2017; Haddad & Marques, 2022), fewer studies center on male ECE students, the diversity within this minority group and their sense of belonging in higher education (Grimshaw et al., 2023). To address this gap, this study combines various minority theories (Frost & Meyer, 2023; Diamond & Alley, 2022; Moss Kanter, 1977). Thematic data analysis is performed using an abductive approach within a qualitative interpretative paradigm. In-depth, semi-structured interviews were conducted with fourteen male students at the end of the preschool teacher training program in Sweden and Brazil. The students gave informed consent, and pseudonyms were used to protect their identities. To ensure voluntary participation, the interviewing researchers had no examining role toward the students and emphasized their right to withdraw consent at any time without affecting their education.The results highlight the importance of male representation, mentorship, social network support, positive work experience in preschools, and the impact of intersecting categories like ethnicity and age. Also, several strategies for developing an inclusive and supportive environment for male preschool teacher students are suggested.
ER  - 

TY  - CONF
T1  - Clothing and its role in teacher education in Crafts: a Swedish case
A1  - Westerlund, Stina
A1  - Ågren, Karin
A1  - Mattsson, nina
PY  - 2024
LA  - eng
KW  - sloyd
KW  - swedish craft teacher education
KW  - dressmaking
KW  - curriculum study
AB  - Crafts education in Swedish compulsory school has changed. If clothing, rational sewing methods and consumer perspective was part of curriculum for textile craft education in the 1960s, today’s Crafts education is multimaterial, process- and sustainability oriented and not explicitly tied to particular techniques. Societal changes in the 1980’s also changed the home sewing tradition of clothes opening for global trade and new patterns for consumption. Of course, teacher education (TE) in Crafts has reacted and undergone changes related to clothing, but are we fully aware of how and in what direction? This presentation gives an introduction into curriculum development for Crafts in compulsory school related to clothing and a brief overview of clothing (amount, orientation, content, context) at the four institutions that provide Crafts TE in Sweden. Presentation includes concrete examples from themes and student assignments showing development, direction and visions for clothing and sewing in Crafts TE at Umeå university.
ER  - 

TY  - CONF
T1  - Degree projects improving co-operation between the teacher education program and schools: - Swedish experiences
A1  - Lundgren, Mats
A1  - von Schantz Lundgren, Ina
PY  - 2006
LA  - eng
KW  - degree projects
KW  - co-operation between the teacher education program and schools
AB  - In 1977, when teacher education inSwedenwas incorporated into the university system, the main reason was to transform it into an academic tradition. Now, nearly 30 years later, there is still tension between the academic and the vocational tradition; they show up as different and separated elements in a program that is meant to prepare students for a career as a teacher and for a possible future career as a researcher in this field. This tension gives rise to a risk of allowing parallel “tracks” to develop and of isolating the degree thesis work from other courses. On the teacher-training program in which we are involved, close co-operation with partner-schools, where the practical part of the program takes place, has been established. Here, the students´ degree theses are an important factor in making this co-operation work on a concrete level. Accordingly, the purpose of the degree thesis is both to reflect problems in schools and contribute to better teaching in the individual school, but also to offer relevant educational subject matter to the students, which may be adapted as an element in the university’s research environments. From these points of view, the degree thesis is an important part of teacher education and rather more than just a single course. The degree thesis should be an element that gives the students an opportunity to show that they have reached central goals in the teacher education program. It should also be an integral part in the development of critical and scholarly thinking, deepening pedagogical and didactic knowledge and giving the students an opportunity to apply research methods. We will here use two minor case studies: one that compares teacher education programs in five Swedish universities and one minor study at one of those universities, in order to elaborate on the questions: - What purpose has a degree thesis and what role does it play in teacher education? - What criteria are relevant to assessing a degree thesis and what qualities do the degree theses have? - Is it possible to assess a degree thesis fairly and what happens to students who do not pass? - How could the degree thesis be used to improve the contact between the teacher education program and its partner schools in order to contribute to the development of the individual school?
ER  - 

TY  - CONF
T1  - The Murder Mystery of Teacher Education: A Historical Perspective on Debates on Teaching and Teaching Methods in Sweden
A1  - Mikhaylova, Tatiana
A1  - Pettersson, Daniel
A1  - Magnússon, Gunnlaugur
PY  - 2024
LA  - eng
KW  - teacher education
KW  - teaching
KW  - teaching methods
KW  - history of teacher education
ER  - 

TY  - JOUR
T1  - Arts Education in Swedish Teacher Training - What´s at Stake?
T2  - Australian Journal of Teacher Education
SN  - 1835-517X
A1  - Lindgren, Monica
A1  - Ericsson, Claes
PY  - 2011
VL  - 8
IS  - 36
SP  - 18
EP  - 31
LA  - eng
PB  - Katoomba, Australia : Social Science Press
KW  - arts education
KW  - sweden
KW  - teacher eduation
KW  - discourse
AB  - Swedish teacher education has undergone several reforms in recent decades aimed at incorporating teacher education into the university setting and strengthening the teaching profession. In view of earlier research that has shown how arts education in schools is ruled by dominant knowledge ideologies, the purpose of the project is to critically scrutinize current discourses related to arts learning and arts education in teacher education. The study is based on social constructionist theory and data were collected by various means, including 19 focus group interviews with teachers and students at 10 Swedish teacher education institutes. Our analysis shows that an academic discourse focusing on theory, reflection and textual production has pushed aside skills-based practice. A second discourse, characterized by subjectivity and relativism vis-à-vis the concept of quality, is also found in the material. Finally, a therapeutic discourse is articulated and legitimized based on an idea that student teachers should be emotionally balanced.
ER  - 

TY  - CONF
T1  - How does Local Autonomy meet International and National Quality Policy Rhetoric?: A Study of Local Educational Actors Doing of Education
A1  - Bergh, Andreas
PY  - 2015
LA  - eng
KW  - quality
KW  - conceptual history
KW  - autonomy/control
KW  - teacher
KW  - sweden
KW  - education
ER  - 

TY  - CONF
T1  - Becoming a mathematics teacher (BeMT): The role of teacher education
T2  - Conference on teachers’professional identitiesLinnaeus University
A1  - Ebbelind, Andreas
A1  - Helliwell, Tracy
PY  - 2022
SP  - 12
EP  - 13
LA  - eng
PB  - : Institutionen för matematik, Linnéuniversitetet
KW  - mathematical education
KW  - matematikdidaktik
AB  - We met at CERME 11 in Utrecht in February 2019. Two early career researchers from different countries, different settings, and different theoretical perspectives. Andreas, a primary mathematics teacher educator from Sweden, was researching the process of becoming a mathematics teacher, whilst Tracy, a secondary mathematics teacher educator from the UK, was researching her own process of becoming a mathematics teacher educator. Although there were obvious differences in our backgrounds as well as our research foci and approaches, when we spoke we were struck more by similarities and resonances than differences. We found that we shared common research interests and were both motivated by the lack of research concerning the practices of mathematics teacher educators in relation to the development of mathematics teachers. Since then, we have been collaborating as researchers and this conference provides us with an opportunity to share our joint research story thus far, including empirical studies that relate to both prospective teachers of mathematics and mathematics teacher educators and the relationship between the two. In doing so we will present the core methodological and ethical challenges that we have encountered and how we have handled these, including the development of a methodology for studying the language-in-use of mathematics teacher educators through combining our different theoretical perspectives (Helliwell & Ebbelind, submitted). In September 2021, we presented findings from an initial phase of our research together where we examined the interpersonal aspects of the language used by one mathematics teacher educator in Sweden (Ebbelind & Helliwell, 2021). We arrived at several important questions about how participating in an initial teacher education situation may contribute to the development of prospective mathematics teachers. In a related study (Ebbelind & Helliwell, 2022a), we applied a further layer of analysis, this time from the perspective of a group of prospective mathematics teachers participating in the same teacher education situation. In doing so, we became aware of the conflicting stories being told (and lived) concerning the effective teaching and learning of mathematics. Findings from these two initial studies inspired us to explore further the different perceptions of mathematics teaching and learning of those people destined to become our future teachers of mathematics. Subsequently, we have begun addressing the issue of mathematics teacher learning and development from an ethical perspective (Ebbelind & Helliwell, 2022b) whilst exploring innovative ways of conducting and communicating research that encourages members of the mathematics teacher education community (ourselves included) to critically reflect on their practices and the design of their teacher education programmes. We have been drawn to using arts-based approaches to research as a way to say more about the process of becoming mathematics teachers than formal analytical methods can do alone (Ebbelind & Helliwell, 2022b). Ultimately, we aim to explore the role of mathematics teacher education in the formation and development of mathematics teachers’ professional identities, with a specific focus on the relationship with mathematics teacher educators’ practices.  
ER  - 

TY  - JOUR
T1  - Lecturers' attitudes about the use of learning management systems in engineering education: A Swedish case study
T2  - Australasian Journal of Educational Technology
SN  - 1449-3098
A1  - Garrote Jurado, Ramon
A1  - Pettersson, Tomas
PY  - 2007
VL  - 3
IS  - 23
SP  - 327
EP  - 349
LA  - eng
PB  - : Australasian Journal of Educational Technology
KW  - e-learning
KW  - information and communication technology
KW  - learning management systems
KW  - engineering education
KW  - ict
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The purpose of this study was to examine lecturers' attitudes towards learning management systems (LMS), with particular reference to identifying obstacles to increased use. At the University College of Borås, Sweden, 22 lecturers who had used WebCT during the previous 9 months were interviewed. The answers show that most of the lecturers, including those who only used minor parts of the LMS, believed that they could benefit from using a LMS in the future. The study did not support the hypothesis that fear of the complexity of the system or unwanted effects on education are important reasons for lecturers not to use the LMS. When lecturers decide individually to use tools in the LMS, the major concern is the initial amount of work compared with the expected benefits. Due to the benefits of a fully implemented LMS and the results of this study, it is recommended that institutions in higher education take actions to establish LMS as a standard tool, and support development of the lecturers' professional competence.
ER  - 

TY  - CONF
T1  - On collegial deliberation as a tool to counteract racism
A1  - Bergh, Andreas
A1  - Englund, Tomas
PY  - 2020
LA  - eng
KW  - teacher collaboration
KW  - deliberative communication
KW  - racism
KW  - education
KW  - sweden
AB  - This paper analyzes and discusses possibilities and challenges for teachers to use collegial mutual deliberation as a way to counteract racism. A starting point is taken from research on teacher collaboration that has emphasized the importance to locally create conditions for critical discussions that exceed coherence and simple solutions. To do this, we turn to the idea on deliberative communication, which in the paper fills two purposes: First, as a means for a teacher who, supported by us as researchers, leads a discussion about racism with colleagues, and secondly, as a theoretical lens to analyze that same discussion. The study provides theoretical and empirical knowledge about how collegial deliberation potentially can contribute to the development of a communicative teacher community.
ER  - 

TY  - JOUR
T1  - Student teacher cognition: Beliefs about foreign language learning and teaching
T2  - Encuentro
SN  - 1989-0796
A1  - Nordlund, Marie
PY  - 2017
IS  - 26
SP  - 22
EP  - 37
LA  - eng
PB  - : Universidad de Alcalá
KW  - pre-service teachers
KW  - second language acquisition
KW  - teacher beliefs
KW  - teacher education
KW  - inicial docente
KW  - adquisición de un segundo idioma
KW  - creencias de maestros
KW  - educación
KW  - english and education
KW  - engelska med didaktisk inriktning
AB  - This study investigates Swedish student teachers’ beliefs about seventeen commonly held views on language learning and language teaching. Their beliefs were surveyed by means of a questionnaire distributed before and after the students had taken part in their first English methodology course. The answers given to eleven of the statements are presented and discussed in this article. These statements were chosen for analysis because they are directly concerned with the teaching and learning of a second language (L2) in a classroom setting. The results show that many of the beliefs displayed by the participating student teachers go against the results of previous research within the field of second language acquisition (SLA), but also that some beliefs had started to change after the completion of the methodology course. In some cases, however, a more explicit focus would be needed in methodology courses for student teachers to be more capable in their future profession.
ER  - 

TY  - CONF
T1  - Gender diversity and equity in teacher education: Stakeholders' perspectives on practical approaches
T2  - Abstracts: Active Citizenship
A1  - Kreitz-Sandberg, Susanne
PY  - 2010
SP  - 356
LA  - eng
PB  - Malmö : Malmö högskola
KW  - teacher education
KW  - gender mainstreaming
KW  - education
AB  - This study investigates how stakeholders in teacher education reflect on gender equity in teacher education. The aim is to describe a variation of perspectives on needs and possible limits of gender integration in higher education. A gender diversity approach is applied with inspiration from feminist poststructural thought. The background of the study is the ongoing reconstruction of teacher education in Sweden, which embodies a variety of contradictions and dilemmas according to gender. In order to catch the spirit of the time the author conducted qualitative interviews with representatives of various subjects, thematic skill bases and areasof competence. How do stakeholders in teacher education reflect on practical approaches according to gender integration and diversity strategies? One of the expected results is that the positions of representatives for different subjects vary in relation to “gender as form” and “gender as a content” of instruction. By presenting at the NERA- conference I would like to discuss the results of my study and their relevance at an early stage with other actors in teacher education. Understanding actors’ perspectives is a necessity in order to develop adequate strategies for gender diversity and equity in teacher education.
ER  - 

TY  - CONF
T1  - Becoming adult educators in Sweden: A biographical perspective
T2  - Educating the adult educator
A1  - Andersson, Per
A1  - Köpsén, Susanne
PY  - 2009
SP  - 401
EP  - 411
LA  - eng
PB  - Thessaloniki : University of Macedonia
KW  - adult educator
KW  - adult teacher
KW  - teacher education
KW  - education
ER  - 

TY  - CONF
T1  - Teacher Registration Reform in Sweden: Opportunities, Challenges and “business as usual"
A1  - Fransson, Göran
PY  - 2011
LA  - eng
KW  - assessment
KW  - head teachers
KW  - teacher registration
KW  - mentors
KW  - new teachers.
KW  - education
ER  - 

TY  - CONF
T1  - The moral vacuum in Swedish teachers' language of values education
A1  - Thornberg, Robert
PY  - 2014
LA  - eng
KW  - values education
KW  - moral education
KW  - citizenship education
KW  - teacher education
KW  - student teachers
KW  - professional knowledge
ER  - 

TY  - CONF
T1  - Researching Swedish policy of research-based music education: A theoretical framework
T2  - Proceedings of the 21st International Seminar of the ISME Commission on Policy: Culture, Media and Education
A1  - Larsson, Christer
PY  - 2022
LA  - eng
KW  - sweden
KW  - education policy
KW  - music education
KW  - teacher professionalism
KW  - policy sociology
AB  - In Swedish schools, all education shall rest on a scientific foundation. Here, Sweden makes an interesting case since it was the first country to include such clear stipulations for schools and their professionals in the Education Act itself. Based on this legislation, several state policy processes have been initiated to raise the quality of Swedish schools and Swedish teachers. From a policy perspective, the so-called ‘PISA crisis’ in Sweden during the last decades has also helped to spark such initiatives. However, the term ‘scientific foundation’ is rather vaguely described in Swedish education policy texts, making it a ‘boundary object’. From a music education perspective, how does such a policy ensemble affect music teaching and music teachers in Swedish schools? This paper aims to discuss problematizations, policy technologies, and policy actors in this area of research. Specifically, the paper describes a theoretical framework that combines critical policy sociology and discourse theory. Also, I will argue how such a framework could aid the analysis of three policy contexts where various policy actors produce, enact or recontextualize Swedish state policy of ‘education on a scientific foundation’. Hopefully, such an epistemological effort could add new knowledge to previous music education research and help to map the discursive effects that policy efforts for research-based education bear on music education and music teachers.
ER  - 

TY  - CONF
T1  - Teacher education cultural diversity, social justice and inclusion in Swedish teacher education: Policies, challenges and possibilities.
A1  - Beach, Dennis
PY  - 2019
LA  - eng
KW  - teacher education
KW  - policy
KW  - social justice
KW  - social class
KW  - culture
KW  - equality
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - There is a history of policies from the late 1940s to 2000 for the introduction of research based knowledge in the education field for teacher education in Sweden as a way of supporting the intellectual preparation of future teachers for work in an integrated and inclusive school system. These policies were prompted by the National School Commission Inquiry into the possibilities for a common unitary comprehensive school, which had identified the main divisions between existing teacher education enrichments as an obstacle. Pulling these divisions together and educating teachers in a shared content developed from a common research base in the education field about the challenges faced in the realization of the comprehensive school vision was expressed as a possible solution. However, the project failed. The divisions remained. Schools did not overcome social reproduction. And in recent decades challenges have intensified as hyper-diversity, globalization and a recent turn towards market governance have added new complications.
ER  - 

TY  - CHAP
T1  - Addressing Existential Issues through the Eyes of Swedish Religious Education Teachers
T2  - Challenging Life
A1  - Löfstedt, Malin
A1  - Sjöborg, Anders
PY  - 2018
SP  - 83
EP  - 100
LA  - eng
PB  - Münster : Waxmann Verlag
KW  - religious education
KW  - sweden
KW  - existential question
KW  - existential issue
KW  - world view
KW  - teacher
KW  - survey
KW  - interviews
KW  - sociology of religion
KW  - religionssociologi
KW  - curriculum studies
AB  - Existential issues have been integral to the non-confessional subject of religious education (RE, ‘religionskunskap’) in Sweden since the late 1960s. This chapter deals with Swedish RE teachers’ prioritizations and reflections concerning existential issues in RE teaching. Data from interviews and classroom observations with 21 RE teachers in lower and upper secondary schools are analysed together with data from a national survey among RE teachers (n= 2342). The findings suggest that while teachers see existential issues as very important, they are far more likely to prioritize the study of ‘world religions’, referring to lack of time and a need to teach from a factual basis. These prioritizations are discussed in relation to religion  as a private matter, the concept of religious literacy, and the ‘Nussbaumian’ three crucial capacities of education.
ER  - 

TY  - CONF
T1  - Contextual Coherence in Teacher Education
A1  - Lilliedahl, Jonathan
A1  - Hansén, Sven-Erik
A1  - Wikman, Tom
PY  - 2018
LA  - eng
KW  - education
AB  - Teachers are expected to be able to work professionally in complex and differential circumstances, requiring a multidisciplinary and diversified curriculum that challenges the coherence of teacher education. Fragmentation, isolated courses, and perceived boundaries between campus and school-related studies are likely to counteract coherence and thus thequality of teacher education. On the contrary, connectedness within and between courses as well as relatively to strong relations to professional practices have been regarded as principles for improving quality (Canrinus, Bergem, Klette, and Hammerness, 2017; Hammerness, 2006; Hudson, 2017).Coherence may be conceptual and/or contextual (Muller, 2009). The former can be referred to verticality, principles of cumulative knowledge building, and how theories are combined and abstracted in critical practice. Contextual coherence, on the other hand, can be referred to horizontal connections, embedded in ongoing practices related to daily knowledge structures without any systematically expressed strategy. This paper aims at exploring how conceptual and contextualcoherence are (a) exposed in policy documents at different arenas of teacher education, and (b) perceived by teacher educators and students in practice. The governmental regulations of teacher education in Sweden, together with evaluating studies (Hansén & Wikman, 2016, 2017; Lilliedahl, 2017), constitute the empirical base of the study. In this presentation, we focus on the educational core courses common to diverse programs of teacher education in Sweden.Findings indicate that the administrative organization and universities’ different emphases concerning theoretical focus may affect conceptual coherence and the relative status of curricular content. Regarding contextual coherence, students complained that subject matter studies were weakly linked to educational themes, and the extrinsic relations to classroom practice were experienced as weak. The latter addresses a cracking issue in the design of teacher education nationally as well as in Europe.
ER  - 

TY  - JOUR
T1  - Child care and pre-school in Sweden: An overview of practices, tendencies and research
T2  - Rivista di Pedagogia e Didattica
A1  - Westling Allodi, Mara
PY  - 2007
IS  - 2
EP  - 2
LA  - eng
KW  - child care
KW  - pre-schools education
KW  - teacher training
KW  - swedish educational system
KW  - children
KW  - education
KW  - child and youth studies with focus on educational science
KW  - barn- och ungdomsvetenskap med inriktning mot utbildningsvetenskap
KW  - specialpedagogik
KW  - special education
AB  - The system and policy for child care and pre-school education in Sweden are overviewed: its structure and goals in the context of the Swedish society and its general welfare system are described. New challenges and actual problematic tendencies revealed by national evaluations and research are identified: the increasing quality variation, the broader attendance, the lack of qualified teachers, a narrowly interpretation of the curriculum, the rising numbers of children identified as having special educational needs. Some interpretations of the relationships among these emerging factors are suggested.
ER  - 

TY  - CONF
T1  - Preschool teacher education for public good?: teacher educators’ perspectives
A1  - Ribaeus, Katarina
A1  - Löfdahl, Annica
PY  - 2023
LA  - eng
AB  - The teacher education is often described as being in a performative and standard-based system. Being a teacher educator in this system is a complex task. Teacher educators have to deal with internal demands from students, colleagues and leaders and external demands from state authorities when shaping the education programme in which they teach. This presentation focuses on teacher educators in a Swedish preschool teacher education and aims to explore how commitment to and demands, inside and outside the higher education system, are handled and reflected upon. Results from interviews with teacher educators show among other, efforts to overcome less desirable traditions and how colleagues contribute to tensions but also are perceived as supportive colleagues to learn from. The combined results show how the teacher educators are part of webs of commitments. These webs are regarded as related fields and threads dependent on each other rather than separate parts, making the web/teacher education programme fragile. If any part breaks, the whole programme will be damaged. The discussion relates to how to overcome traditions and making actors in the programme shape a future-directed education together. We argue a need to provide possible tools to make use of deliberation and dialogue, to prepare future preschool teachers as well as the teacher education for public good. 
ER  - 

TY  - CONF
T1  - The political controversies of teacher education: a Swedish Case
A1  - Liljestrand, Johan
A1  - Edling, Silvia
PY  - 2018
LA  - eng
KW  - innovative learning
KW  - innovativt lärande
AB  - Swedish teacher education has been subject for public discussion and critique for several years, particularly in national media. Its recurrent occurrence in media discourse should not be seen only as a public phenomenon, separated from everyday thinking. As Fairclough (2000) points out medialization of society is also characterized by the way it colors individuals own meaning making. A general background for the political controversy of teacher education is the historic hallmark of being a young discipline in the academy and its “constrained relationship with the state” (Maguire 2014, p. 782), contributing to political issues of what characterizes a good school and good society. Earlier studies of Swedish prominent media discourse (e.g. Wiklund 2006) regarding school and teacher education reveals a negative and even stereotype image (Edling 2014, 2016) when it comes to deliver successful results on international tests, foremost PISA , indirectly framing teacher education as a means for achieving international economic success on the international market.  In this paper, we claim that public discussion of school and of teacher education is necessary. However, we need to discuss the conditions for such a conversation in the public sphere. We will approach this issue by looking deeper into the Swedish debate about teacher education in three prominent national newspapers, focusing on 2016-2017. In this period many issues were highlighted and condensed, such as the (low) academic status of educational research (cf. Condliffe Lagemann 2000), the possibilities for teacher education to equip teachers with skills to improve in the international competition of school knowledge and whether teacher education should be an academic type of education at all (cf. Maguire 2014).We will approach our data from one main purpose with three interrelated focus points. The purpose of our paper is to contribute to research about medias’ role when it comes to naming and framing the debate about teacher education in Sweden by analyzing how four major newspapers in-between 2016-2017 define a) challenges/strengths with current TE, b) solutions for change/improvement of current TE, and c) who the actors for promoting this change/improvement might be. The last point highlights the possibilities (and limitations) for dialogue between different actors and groups in society.    We have limited our search to the period of November 2016-November 2017 in order to handle a plausible volume of data and from the criteria that many different issues were brought up during this period, compared with other periods. The database Retriver was used for capturing debates in the three most prominent national newspapers (Dagens nyheter, Svenska dagbladet and Expressen). The analysis of media texts is conducted using critical discourse analysis. This involves a careful examination of words and semiotics to study whether and how language patterns occur and to discuss their plausible consequences for social life (van Dijk, 1995). The articles are thematised using an analytic table highlighting the focus points mentioned above. The results from this Swedish case could contribute with insights regarding potentialities for public discussion of a common teacher education in a democratic society.     ReferencesCondliffe Lagemann, E (2000) An Elusive Science. The Troubling History of Educational Research. Chicago: Chicago University Press.Edling, S (2014) Between curriculum complexity and stereotypes: exploring stereotypes of teachers and education in media as a question of structural violence. Journal of Curriculum Studies, 47: 3, 399-415.  Edling, S (2016) “Who” is Teacher Education? Approaching the Negative Stereotypes of Teacher Education. In J.M. Paraskeva & S. Steinberg eds. Curriculum. Decanonizing the Field. NY: Peter LangFairclough, N (2000) New Labour, new language? London: Routledge.Maguire, M (2014) Reforming teacher education in England: ‘an economy of discourses of truth’. Journal of Education Policy, 29:6, 774-784.  Van Dijk, T (1995) Aims of Critical Discourse Analysis. Japanese Discourse, Vol. 1, 17-27.Wiklund, M (2006) Kunskapens fanbärare. Den gode läraren som diskursiv konstruktion på en mediearena. [The flag-bearer of knowledge. The good teacher as a discoursive construction on the media arena] Örebro, Sweden: Universitetsbiblioteket.
ER  - 

TY  - CONF
T1  - Theory and Practice Issues in Pre-service Teacher Education: Discourse in Sweden and Turkey for the Latest Teacher Education Reforms
A1  - Kizildag, A
A1  - Eriksson, A
PY  - 2011
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Constant global social and economic changes cause education systems to change, including also teacher training. Education reforms cannot be consideredwithout modifications for teacher training systems. In other words, the adjustments in education systems are also reflected in the Teacher Education Reforms across countries.Therefore, this study aims to explore teacher education policies in twodifferent countries, Sweden and Turkey, via the analysis of the educationreforms. Teacher training has been modified throughout the years in the twocountries in relation to the gap between theory and practice, which has formeda discourse around which the reforms have developed. While Sweden was undergoing reform acts in 1985, 2001 and 2010, Turkey went through a similar process in 1997 and 2006. The reforms are analyzed in relation to the reasons, structural and substantive changes and expected outcomes. What were the causes for a reform? What was changed? What was offered instead? What outcomes were expected? These are the questions that form the core for the analysis in the paper. These issues are interrelated with theory and practice relations, teacher quality, and quality assurances. We have used critical discourse analysis (Chouliaraki & Farclough, 1999;Fairclough, 1992, 1995, 2003, 2006) both theoretically and methodologically. In terms of theoretical assumptions, intertextuality and interdiscursivity are used as analytical screens towards which the discourse about the relation between theory and practice in the process of policy text production is analysed. The concept of discourse is used in the way Fairclough (1992) defines it, as a form of language use and as a kind of social practice, which means that discourse contains the whole process of social interaction. For instance, the policy texts that are analysed represent a part of this process only, though the process also includes the conditions for policy text production and the process of interpretation. The paper compares and contrasts teacher education policies in terms of theory and practice relations within recent decades in two countries. However, the similarities and differences are also evaluated within a larger context, that of teacher education policies in the EU. Method The study adopts the critical discourse analysis of Fairclough (Chouliaraki &Farclough, 1999; Fairclough, 1992, 1995, 2003, 2006). The critical discourse analysis contributes to an analytical model for analysis of the policy text production process on the levels policy as text, discursive practice and social practice. Using Fairclough’s critical discourse analysis makes it possible to describe and compare the discourse around theory and practice in relation to power and ideology in two countries. The corpus of the study is limited to a set of key papers, such as policy documents, authority reports like green/white papers and governmental proposals for the latest two Teacher Education reforms:1997 and 2006 for Turkey and 1985, 2001 and 2010 for Sweden. The further documents include academic policy articles and reviews written specifically about the reforms. The necessity for including these texts comes from the difference between the strategies followed in the act of preparing and executing reforms. Turkey did not follow a similar framed policy-making for the teacher education reforms in question, unlike Sweden where government proposal had been voted in the parliament. Expected Outcomes We expect three interrelated outcomes from this piece of study: 1. Theory and practice relations and the evolution of this relationship throughout teacher educations reforms in Sweden and Turkey within the recent decades will be described in-depth. 2. The reasons and outcomes of the teacher education reforms in both countries will be compared and contrasted. 3. One can see the country profiles on education and teacher education throughout the reforms in question. References Chouliariki, L. & Fairclough, N. (1999). Discourse in late modernity: Rethinking Critical Discourse Analysis.Edinburgh: Edinburgh University Press. Fairclough, N. (1992). Discourse and Social Change. Cambridge: Polity Press. Fairclough, N. (1995). Critical discourse analysis: the critical study of language. London: Longman. Fairclough, N. (2000). Discourse, social theory, and social research: The discourse of welfare reform. Journal of Sociolinguistics, 4(2), pp.163-95. Fairclough, N. (2003). Analysing Discourse: Textual Analysis for Social Research. London: Routledge. Fairclough, N. (2006). Language and globalization. New York: Routledge. Kavak, Y., Aydin, A.& Akbaba Altun, S. (2007). Ögretmen Yetistirme ve Egitim Fakulteleri (1982-2007) [Teacher Education and Education Faculties (1982- 2007)]. Ankara, Turkey: Yuksekogretim Kurulu Yayini, 2007-5. Proposition(1984/85: 122). Regeringens proposition1984/85:122 om lärarutbildning för grundskolan m.m. Stockholm: Riksdagen1985. Proposition(1999/2000:135). En förnyadlärarutbildning. Stockholm: Regeringen. Proposition (2009/10:89).Bäst i klassen – en ny lärarutbildning.Stockholm: Regeringen.
ER  - 

TY  - CONF
T1  - Introducing AI as a subject in Swedish education
A1  - Velander, Johanna
A1  - Örtegren, Alex
A1  - Sperling, Katarina
PY  - 2024
LA  - eng
KW  - ai literacy
KW  - teacher education
KW  - document analysis
KW  - upper secondary school
KW  - sweden
AB  - The increasing presence of AI across social domains has stirred interest in the importance of individuals possessing AI-related skills and knowledge, often referred to as AI literacy. This literacy is commonly defined as competencies allowing individuals to critically evaluate and engage with AI technologies (Long & Magerko, 2020; Ng, 2021). Consequently, AI as a subject matter is being introduced in educational contexts worldwide, for example in existing subjects or separate AI school subjects (UNESCO, 2022). In Sweden, the empirical context of this paper, AI became an elective subject in upper-secondary STEM programs in 2024, including both theoretical and practical approaches to AI, with an expansion to all programs in 2025. As such, the new AI subject must be compatible with a range of program goals and content. Our paper focuses on how AI and the associated AI literacy are conceptualized in the national curriculum and relevant guiding materials.To date, AI education research has often focused on the theoretical dimensions of AI education e.g.,  AI definitions, practical applications of AI in everyday life, identification and recognition of AI systems, data structures, propositional logic, Python programming, natural language processing, computer vision, and machine learning (Sperling et al., 2024). This aligns with a functional literacy perspective, where AI literacy translates into a generic set of cognitive skills and includes competencies and skills for using AI in work and life, with a tendency toward instrumental understandings of AI (Velander et al., 2024). Therefore, calls for more critical literacy perspectives have been made (Merchant, 2021; Leander & Burris, 2020) to include, for example, questioning issues of power and control that underpin AI integration in society (Lankshear & Knobel, 1998; Merchant, 2021). Acknowledging the discussions above and the conceptual ambiguity of AI literacy, we examine how AI is conceptualized, including associated AI literacy perspectives, in AI-related steering documents for the AI subject in Swedish upper secondary school. Our paper contributes knowledge on the opportunities for upper-secondary school students to develop AI literacy and what being AI literate means. The following research question guides our study: How are AI and AI literacy conceptualized in current policy, guiding documents, and support materials for the AI subject in Swedish upper secondary school?To this end, we performed a document analysis (DA) on data related to the AI subject, comprising the national curriculum for upper secondary school, syllabi, and supplementary documents like commentaries and professional development texts, developed by the Swedish National Agency for Education, to guide and support teachers. As an analytical lens, we use Lankshear and Knoble’s (1998) literacy framework, which takes a sociocultural perspective on literacies to examine the presence (or absence) of any of three equally important and interrelated literacy perspectives: operational (competency/mastery, to use AI in a range of contexts in an appropriate manner); cultural (being literate in regards to something, i.e. understanding AI as situated in different contexts); and critical (understanding the socially constructed and context-sensitive nature of human practices used for meaning-making, as well as the ability to take active part in the transformation of such practices (Lemke, 1998). Following Bowen’s (2009) three-step approach to DA, our analysis first focused deductively on identifying and coding relevant text passages using Lankshear and Knoble's framework. Close reading with inductive coding followed, focusing on content in the previously identified passages from each perspective on AI literacy. The final step included condensation and a write-up of the results.Early results indicate a dominant operational literacy perspective on AI in the course syllabi. While operational competencies such as the ability to use AI in different contexts are important for engaging with AI from cultural and critical literacy perspectives, this presupposes relating and embedding operational competences in sociocultural contexts. Moreover, the results indicate that AI is conceptualized as a technology that we need to understand to use it responsibly, be able to evaluate its outcomes, and discuss its possible implications. A more critical perspective is absent, however, like identifying, questioning, re-imagining and actively contributing to transforming AI practices. In contrast, supplementary documents and support materials available to teachers reflect a more holistic approach in our analysis, where operational literacy is often linked to cultural and critical perspectives. For example, support materials on teaching about information search and retrieval and search algorithms (e.g., Sundin & Haider, 2016) are informed not only by technological constraints and abilities, but also cultural values, norms and commercial interests. Investigating these aspects of search and information retrieval includes inspecting algorithms and data as well as their outcomes and implications. From a critical perspective, these can be questioned and re-constructed to reflect on the values represented (or absent) in AI contexts. In conclusion, the analyzed documents represent AI literacy in different ways which, when translated into teachers’ practice, may shape students’ opportunities to develop AI literacy with implications for e.g., equity and students’ life and work in a rapidly changing world with AI. This extends to teacher education, which must consider relevant steering and support documents when preparing the next generation of AI teachers (cf. Örtegren & Olofsson, 2024).Bowen, G. A. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027Lankshear, C., & Knobel, M. (1998). Critical Literacy and New Technologies. http://www. https://eric.ed.gov/?id=ED444169Leander, K. M., & Burriss, S. K. (2020). Critical literacy for a posthuman world: When people read, and become, with machines. British Journal of Educational Technology, 51(4), 1262–1276. https://doi.org/10.1111/bjet.12924Lemke, J. (1998). Multiplying meaning. Reading science: Critical and functional perspectives on discourses of science, 87.Long, D., & Magerko, B. (2020). What is AI Literacy? Competencies and Design Considerations. Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, 1–16. https://doi.org/10.1145/3313831.3376727Merchant, G. (2021). Reading with technology: The new normal. Education 3-13, 49(1), 96–106. https://doi.org/10.1080/03004279.2020.1824705Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, 100041. https://doi.org/10.1016/j.caeai.2021.100041Sperling, K., Stenberg, C.-J., McGrath, C., Åkerfeldt, A., Heintz, F., & Stenliden, L. (2024). In search of artificial intelligence (AI) literacy in teacher education: A scoping review. Computers and Education Open, 6, 100169. https://doi.org/10.1016/j.caeo.2024.100169Sundin, O., & Haider, J. (2016). Sökkritik och algoritmers synlighet. Skolverket.Velander, J., Otero, N., & Milrad, M. (2024). What is Critical (about) AI Literacy? Exploring Conceptualizations Present in AI Literacy Discourse. In A. Buch, Y. Lindberg, & T. Cerratto Pargman (Eds.), Framing Futures in Postdigital Education (pp. 139–160). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-58622-4_8UNESCO. (2022). K-12 AI curricula: A mapping of government-endorsed AI curricula (ED-2022/FLI-ICT/K-12 REV.).Örtegren, A., & Olofsson, A. D. (2024). Pathways to professional digital competence to teach for digital citizenship: Social science teacher education in flux. Teachers and Teaching, 30(4), 526–544. https://doi.org/10.1080/13540602.2024.2342860
ER  - 

TY  - CONF
T1  - Learning About Learning by Making Board Games: Dialogical Perspectives from L1 Teacher Education
T2  - Abstracts of PapersPresented at the 15th European Conference on Game Based Learning ECGBL 2021
A1  - Thunberg, Stina
A1  - Andersson, Märtha
A1  - Graeske, Caroline
PY  - 2021
SP  - 127
EP  - 127
LA  - eng
PB  - Reading, UK : ACI Academic Conferences International
KW  - board games
KW  - teacher education
KW  - learning design
KW  - svenska med didaktisk inriktning
KW  - swedish and education
AB  - The Swedish curriculum for primary school emphasizes the importance of learning and play. How can teacher students learn about teaching by becoming designers of board games for learning? Recent research shows potential in board games for learning purposes as engaging social spaces for communication and dialogue of high relevance to L1 education (Bayeck, 2020). Based on the curriculum and research, we wanted to design for playful learning in teacher L1 education using board games' construction as a dialogical setting. The paper presents a pilot study's findings in an educational design project with a dialogical setting (McKenney & Reeves, 2018). The aim is to explore and stimulate playfulness and learning in L1 teacher education. The research questions are: What are the students' main perspectives made about learning during the design? Which design elements support a learning dialogue? What design principles be stated for further development? The research method used is qualitative thematic coding (Mason 1996). The design was tested as a part of two L1 courses for primary (year 0-3 and 4-6) teacher students; 62 students choose to participate. The design contained an introduction, two game workshops, and a finishing board game competition. The sessions took place online in Zoom in November and December 2020 and the finishing reports were submitted in January 2021. The students worked in groups online to create a board game to participate in the final contest. The empirical material is 186 written reflections after each session and 124 reports in a feedback process, and 62 final reports about the game's didactical concept. Preliminary results are that the game-making process in the study groups during workshops sustained and nourished playfulness, creativity, and didactic design thinking. On the other hand, the finishing game competition only supported learning for some of the students, while others were left with a sense of emptiness. 
ER  - 

TY  - CONF
T1  - Sustainable Knowledge of Reading and Writing Instruction: A Question for Teacher Education
A1  - Alatalo, Tarja
PY  - 2012
LA  - eng
KW  - reading and writing instruction
KW  - teacher education
KW  - phonologic knowledge
KW  - utbildning och lärande
KW  - education and learning
AB  - My study of 300 Swedish teachers in primary school grades 1-3 (Alatalo, 2011), showed that too many teachers lack understanding of children's reading and writing development. A large part of the teachers in the study, had difficulties describing and reasoning about the basic elements of reading and writing instruction. These knowledge gaps cause difficulties for teachers to implement good reading and writing instruction. One consequence of this is that students, who are at risk for getting any kind of difficulty in reading and writing, are not identified as early as possible and thus do not get the support they need. Another consequence is that many teachers teach without knowing how their instruction actually affects student learning. What can the teacher education do to increase teachers’ knowledge of students’ reading and writing? It is not enough to know that learning occurs in interaction with others, because there are abilities that each individual himself must develop and master. Automated decoding, reading fluency and comprehension are neither abilities that necessarily arise by itselves, but usually require a proficient teacher’s systematic instruction (Moats, 2009; Snow, Burns & Griffin, 1998). Teachers' knowledge of the processes in students' reading and writing development are needed even more in the interactive learning process and in a time of rapidly emerging new technological tools for teaching. These skills can be said to be sustainable. My above-mentioned study (Alatalo, 2011) indicates that teachers, who have knowledge of the language structures, and know the meaning of phonological awareness, also have more knowledge of reading and writing in general. Specifically, it may mean that those who know the meaning of phonologic awareness also find it easier to understand processes that lead for example to reading fluency and comprehension. This is something that the teacher education should notice.
ER  - 

TY  - CHAP
T1  - Externate als frühe Form der Normalisierung: Reformansätze in der schwedischen „Schwachsinnigenfürsorge“ 1900-1967
T2  - International vergleichende Heil- und Sonderpädagogik weltweit. Grundlagen - Migration - "Dritte Welt" - Europa
A1  - Barow, Thomas
PY  - 2012
SP  - 261
EP  - 274
LA  - ger
PB  - : Klinkhardt
KW  - normalization
KW  - sweden
KW  - social history
KW  - education
KW  - disability
KW  - special education
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - JOUR
T1  - Vorbild oder Zerrbild? Außen- und Innenperspektive auf inklusive Bildung in Schweden
T2  - Zeitschrift für Inklusion
SN  - 1862-5088
A1  - Barow, Thomas
PY  - 2011
VL  - 4
EP  - 4
LA  - ger
PB  - : Foerderverein Bidok Deutschland e.V.
KW  - special education
KW  - sweden
KW  - germany
KW  - model
KW  - inclusive education
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - Education science in Sweden
A1  - Beach, Dennis
PY  - 2012
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - JOUR
T1  - Swedish Student-Teachers in Digital Activities: Digital Competence Through Development-Oriented Thesis Projects
T2  - International Journal of Computer Science & Information Technology (IJCSIT)
SN  - 0975-4660
A1  - Karlsudd, Peter
PY  - 2019
VL  - 3
IS  - 11
EP  - 3
LA  - eng
KW  - development-oriented
KW  - digital tools
KW  - teacher education
KW  - teacher training
KW  - thesis projects
KW  - education
AB  - This article defines attempts using development-oriented thesis projects to increase teachers’ and pupils’ digital capability. To offer a more practice-oriented focus in the teacher education, the elementary school student-teachers were stimulated to participate in thesis projects with the purpose of developing the school events.Thirteen of the development-oriented thesis projects carried out during 2015-2018 involved testing the student-teacher’s ability to study and formulate the competence needs regarding digital learning at the practicum-school, as well as the results of carrying out activities for increasing the digital competence. The investigation is based on a review of completed thesis projects, process journals, and presentations and discussions in subsequent reports. An initial analysis of the thirteen development projects reveals two clear goal directions. One focus is on traditional knowledge goals and the other on more social goals. The outcomes clearly show that development-oriented thesis projects can be an effective way to increase the digital skills of teachers and pupils. Projects with distinct goals for collaboration and shared learning have reached further goal attainment than the projects focused more on discrete instruction and learning.When digital tools were used as a means to work with another area, for example, physical activity or democracy issues, the developed competence in digital skills became more pronounced and lasting. Digital competence is an important development area for school activities, and this study shows that development-oriented thesis projects can be an effective means toward a successful project. 
ER  - 

TY  - CHAP
T1  - The pedagogical consequences of ‘no touching’ in Physical Education: the case of Sweden
T2  - Touch in Sports Coaching and Physical Education
A1  - Öhman, Marie
A1  - Grundberg Sandell, Carin
PY  - 2015
SP  - 70
EP  - 84
LA  - eng
PB  - New York : Routledge
KW  - touching
KW  - physical contact
KW  - physical education
KW  - child protection
KW  - pedagogical consequences
KW  - sports science
KW  - education
AB  - The chapter is focused on the context of Physical Education and the professional ideals and responsibility of the PE teacher, while implicitly demonstrating the important point that issues and dilemmas around touch, abuse and protection do not recognize sectoral boundaries. Employing a Foucauldian lens in considering a rich selection of Swedish documentation, the chapter demonstrate the pervasive effect of a particular discourse across a range of contexts. The discursive pressures affecting perception and practice in school gymnasiums and sports fields cannot be understood in isolation from experience in sport clubs organisations like the scouts and guides, where high quality intergenerational relationships are essential to making ambitious holistic goals a reality. Thus, even if Swedish schools have not laid down draconian guidance regarding touch in PE or more generally, instead relying on more general statements of intent, PE teachers are still affected by more generalized and proscriptive discourses and their translation into other contexts where they may operate, including sports coaching outside school.Referring to recordings and transcripts of PE teaching sessions drawn from a wider Swedish study, the authors explore the tensions between teachers´ practice in different PE activities and the explicit general expectations of what should be happening in, and achieved by, all Swedish schools and teachers. While recognizing the importance of child protection in stopping bad things from happening, the authors argue that there is an equally significant imperative to ensure that good things happen in teaching contexts. Acts which are nothing of the sort now risk being interpreted as obviously sexual. They stress the importance of caring and that, if it is to be appropriately understood, respected, and protected, then a more sophisticated and holistic understanding of intergenerational and pedagogic interactions than that employed in current discourses on child protection is essential. In its absence, not only is teaching impoverished, but so too is the pupils´experience. The loss, virtually by default, of key ideals of Swedish education is obviously significant, but so too is the transgression against fundamental elements of children's rights, all in the name of a limited conception of protection.[le
ER  - 

TY  - CONF
T1  - Trials of suitability testing prior to admission to teacher education in Sweden
T2  - Abstract book. NERA 2017. Learning and education - material conditions and consequences. Copenhangen, Denmark, 23-25 March, 2017
A1  - Fonseca, Lars
A1  - Gerrevall, Per
PY  - 2017
LA  - eng
KW  - suitability testing
KW  - admission
KW  - teacher education
KW  - sweden
KW  - pedagogics
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - Trials of suitability testing prior to admission to teacher education in SwedenRELEVANCE FOR NORDIC EDUCATIONAL RESEARCH - Contemporary Swedish reports on teacher education and the teaching profession focus decreasing status of the teaching profession (Skolvärlden, 2014), a large future teacher shortage (Regeringen, 2016), major defection from teacher education (UKÄ 2016), an increasing number of complaints against individual teachers and schools (Skolinspektionen 2015) and falling ratings in PISA's knowledge assessments (OECD 2015). Related concerns are found in the other Nordic countries, with the exception of Finland (Nordic Council of Ministers 2009)In many of the problems described the good teacher is a prerequisite for improvement. The state's public inquiry (SOU 2008:109) states that "the single most important factor for a school system to be successful is that the right people become teachers.” (ibid., p.424)In 2014 The Swedish government asked for the holding of “a trial with requirements for suitability tests before entering the teacher and preschool teacher education ". Linnaeus University has, as one of two universities, been responsible for developing and trying out the suitability tests prior to admission in autumn 2016.The Linnaeus suitability tests were divided into three subtests regarding five content domains: a) written communications skills, b) oral communications skills, c) the ability to take a leadership role, d) interactive capabilities and e) ability to self-reflection and motivation for the teaching profession. A score was given for each of the five content domains. The presentation outlines the experience gained so far based on 168 applicants who have undergone the admittance test in 2016, as well as on 75 already admitted teacher students who participated in the prior simulated testing sessions during their first month at university in 2015.  RESEARCH AIM - The research aim addresses how 113 students preacademic results on the five domains in the suitability tests relate to their early achievements in both theoretical and teacher practice courses in teacher education. THEORETICAL FRAMEWORK - The study is framed within theories of admission research noting fields of tension where different interests meet. Admission test should give fair access to teacher education whilst justice also must include that future pupils are given access to the good teachers (Childs et al, 2011).  Previous studies has indicated that tests on written communication can predict academic success (Hernandez et al, 2006). Previous studies show varying results regarding to what extent socially interactive elements in suitability testing can predict success in teacher practice courses (Shechtman, 1989; Kosnik et al, 2005). RESEARCH DESIGN - Teacher Students (113) results on suitability tests are compared to their performance on theoretical courses and teacher practice courses in teacher education. Correlations are calculated for the relations between results of the five content domains in the suitability test. FINDINGS - Will consist of a comparision of the results of 113 Teacher Student on Linnaeus suitability tests compared with their results in early theoretical courses as well as in their first teacher training courses in teacher education.
ER  - 

TY  - CONF
T1  - Digital literacy in teacher education – an integration model
T2  - Learning & Teaching with Media & Technology
A1  - Männikkö Barbutiu, Sirkku
A1  - Käck, Annika
PY  - 2013
SP  - 111
EP  - 121
LA  - eng
PB  - Brussels : Association for Teacher Education in Europe
KW  - digital literacy
KW  - teacher education
KW  - competence development
KW  - learning organization
KW  - digital kompetens
KW  - lärarutbildning
KW  - kompetensutveckling
KW  - lärande organisation
KW  - man-machine-interaction (mmi)
KW  - människa-maskin-interaktion (mmi)
AB  - Teacher education in Sweden has been subject to criticism for not providing teachers-to-be with relevant knowledge and skills concerning the pedagogical use of ICT. Only as late as in 2005 a nationwide investment was launched and three projects commenced with the overall aim of enhancing ICT competence within teacher education. One of the projects was called LIKA (Learning, Information, Communication, Administration) which brought together four institutions of higher education in Stockholm region. This six-year project engaged approx. 600 teacher educators and 6 000 pre-service teachers in 245 different activities with the scope of integrating digital literacy in teacher education programs within the participating institutions. The project developed a holistic model for integration of ICT with digital literacy as a key concept including theoretical, didactic/pedagogical, and technical competences. In a holistic model, digital literacy is established both on the individual and organizational levels with the goal of developing a learning organization where collaborative knowledge creation and learning constitute vital parts of everyday actions. This can be obtained through long term commitment of all personnel in systematic improvement of courses and curricula through experimentation and competence development.
ER  - 

TY  - JOUR
T1  - Individual and flexible. Working conditions in the practice of Swedish distance-based teacher education
T2  - International Education Journal
SN  - 1443-1475
A1  - Lindberg, J.O.
A1  - Olofsson, Anders D.
PY  - 2006
VL  - 5
IS  - 7
SP  - 699
EP  - 708
LA  - eng
PB  - : Shannon Research Press
KW  - teacher education
KW  - working conditions
KW  - flexible learning
KW  - online learning community
KW  - sweden
AB  - This article reports on the working conditions within Swedish ICT-supported distance-based teacher education. Data collected from teacher trainees are analysed and discussed in relation to Swedish governmental policies concerning teacher education and distance education and theories emphasising the importance of social aspects of education. The findings indicate working conditions that are mainly controlled by the teacher education program, and that teacher trainees to a high degree are fostered into individualism. Exceptions are in group work, which on the other hand seems to be given only minor attention in teacher education. This raises questions related to the intentions of teacher education. First, there are questions concerning issues of flexibility and choice, more precisely about what aspects are flexible or not. Second, there are questions concerning possibilities of teacher education providing an education that enables teacher trainees to develop the competencies needed to be able to teach.
ER  - 

TY  - CHAP
T1  - A passion for teaching, or the brightest and the best?: Notions of quality in primary EFL teacher education
T2  - The professional development of primary EFL teachers
A1  - Enever, Janet
PY  - 2017
SP  - 95
EP  - 108
LA  - eng
PB  - Münster/New York : Waxmann Verlag
KW  - primary
KW  - efl
KW  - teacher education
KW  - quality
KW  - europe
KW  - education
AB  - This chapter adopts a historical view in reviewing patterns of pre- and in-service provision for teacher education across Europe, considering the merits of both concurrent and consecutive teacher education as frameworks for achieving quality in primary EFL provision.Since publication of the first PISA results in 2001, where Finland topped the global hit parade of education success (or rather, top in those strands of education that best lend themselves to measurement), the world has flocked to Finland in the hope of learning how to replicate their success – often in very different educational and cultural contexts. What can we learn from a system that selects those with a passion for teaching, in preference to the highest scoring applicants, then puts them through their paces in a five year, research-focused course as a preparation for a career as generalist primary teachers (including expertise in teaching English, Finnish, Swedish and possibly Sami)?Recently published data, together with new data from a number of contexts is interrogated to identify contemporary practices and future trends in primary EFL teacher education in Europe. The analysis reveals the need for further research to shed light on the range of delivery models currently existing in the field of primary ELT and clarify the nature of pre-service course content necessary to fully equip graduates with the expertise to understand the demands of particular models and to ensure appropriate learner outcomes.
ER  - 

TY  - CONF
T1  - Use of capital and lower case letters in ECE: Perspectives from Australasia & Sweden
T2  - Early Childhood Network
A1  - Margrain, Valerie
A1  - Mellgren, Elisabeth
PY  - 2019
LA  - eng
KW  - early years
KW  - literacy
KW  - writing
KW  - capital letters
KW  - lower case letters
KW  - sweden
KW  - australasia
KW  - education
AB  - This research investigates traditions and theories guiding early childhood education (ECE) use of capital and lower-case letters in Australasia and Sweden. Our earlier research (Mellgren & Margrain, 2015) indicated that Swedish preschool teachers commonly write a name in full capitals (ELLA) but Australasian teachers instead use only the first letter as a capital (Ella). Through interviews, this study probed beliefs about modelling writing, young children’s own writing, teacher education, literacy theory and ECE practice. Nine higher education academics were purposefully recruited and interviewed, amongst known networks of higher education ECE literacy expertise. Five interviews were conducted in Sweden, two in Australia, and two from New Zealand. Semi­structured interviews allowed respondents to discuss aspects of their own interest, expertise and theoretical understanding.  Thematic analysis of transcribed interview data uncovered articulated rationale for writing practices, beliefs and theories. Australian National and Swedish Research Council requirements for ethical practice were followed, for example use of pseudonymisation, and approved gained by an Australian university ethics committee. Findings indicated consistent difference between Australasian and Swedish perspectives, with each group somewhat surprised that there could be any question of how written text was modelled. All Australasian respondents indicated that use of a capital letter was to only be used at the start of a name or start of a sentence, even for and by very young children. They used terms such as ‘appropriate’, ‘conventional’, ‘right’, ‘correct’ and ‘obvious’, taking the view that ECE should follow school traditions to support children’s transition, and written text must follow the model of book-reading. However, Swedish participants all indicated that the full use of capitals was the more common way text was used in Swedish preschools, both as modelled by teachers and used by children. Rationale included that it is physically easier for children to write in block strokes, that teachers followed the way preferred by children, and that there were many examples of capital letter word use in wider society, especially in advertising. It was articulated that the preschool could have its own literacy traditions, separate from school. They indicated it was important to take the child’s perspective, with the approach guided by the aim of writing. These contrasting perspectives can be connected to theories of literacy as social practice (Makin, Jones Diaz & McLachlan, 2007), and ECE/school traditions. Neither group appeared sure of their theoretical stands for the use of capital or lower-case letters in ECE. The study has relevance to Nordic educational research since it shares information about Swedish preschool writing traditions and the role of ECE. The comparative analysis with countries from the other side of the world is useful as increasing globalisation means that families enter preschools and schools with culturally diverse literacy traditions.
ER  - 

TY  - CONF
T1  - Who is the 'dreamteacher'?: teacher education policy from a critical cosmopolitan perspective
A1  - Wahlström, Ninni
PY  - 2013
LA  - eng
KW  - cosmopolitanism
KW  - capabilities
KW  - teacher education
KW  - educational policy
KW  - education
AB  - PurposePhelan & Sumsion (2008) raised the question about what is, and what is not, perceived in teacher education, from the premise that until we can address what is absent, it will be difficult to catch sight of an alternative teacher education. In this paper I examine policy texts on teacher education, as authoritative and discursive influential texts, through a cosmopolitan lens. The purpose of the study is to contrast a (perceived) internationalized perspective on teacher education with economical overtones, and a (not perceived) perspective on teacher education from a 'capabilities approach', developed by Amartya Sen and Martha Nussbaum, to examine how ‘new’ questions can generate new discourses concerning teacher competences. The question posed here is: How can the ‘capabilities approach’ contribute to develop a deepened understanding of teacher education policy as an important factor in the struggle for reducing inequalities and poverty?  IntroductionFrom the perspective of education as a basic need and a fundamental right for all (Nussbaum 2000, Sen 1999); and with Nussbaum’s words “the key to all the human capabilities” (Nussbaum 2007, p. 322), teacher education concerns all nations, and we can ask, from a cosmopolitan perspective, which 'sets of capabilities' does a specific teacher education promote? For example, does this specific teacher education pay attention to a range of perspectives, global as well as national and local, or does it narrow the scope of educational questions to themes of skills and basic knowledge?  As Sen (1999, p. 19) notes, a capability is based on the freedom and power to do something and this power also can make room for demands of duty. Hence, the analytical question can be formulated as: what professional duties are emphasized in transnational policy texts on teacher education?   BackgroundThere is an increasing income inequality in OECD countries. It first started in the United Kingdom and the United States in the late 1970s and early 1980s, but from the late 1980s the increase in income inequality became more widespread. In the beginning of the 2000s, there is a widening gap between the rich and the poor, both in high-inequality countries and in traditionally low-inequality countries. Examples of the latter are Germany, Denmark and Sweden, where inequality grew more than in other OECD countries in the 2000s (OECD 2011a). When it comes to inequality patterns for the seven largest emerging economies, they all have levels of income inequality significantly higher than the OECD average (OECD 2011b). The concept of poverty in these findings is perceived as a relative measure: as the difference between the group who have the lowest income and the group who have the highest income (OECD 2011a). The European Union Member States, who also are Member States in the OECD, have as one of their targets for “Europe 2020” to reduce the number of Europeans living below the national poverty lines with 25 % (or 20 million people). So poverty, or inequality, is a current problem also in ‘rich’ countries. As part of the efforts to tackle poverty, EU has formulated another, interrelated, target: to reduce early school leavers from 15% to 10 % in 2020 (European Commission 2010). On the African continent the conditions are different, and poverty is here measured in more absolute terms. According to the African Union Commission (2009, p. 14), a third of the people in much of the Continent are underfed and more than 40 per cent live in conditions of poverty. The conclusion that can be drawn from policy documents and reports from these three international policy organizations are that though the underlying forces of inequality are different between the OECD countries, the emerging economy nations and the countries on the African continent, education are on the list of proposed policy solutions for all three organizations. The policy recommendations claims that access to basic education and higher educational attainment are important; however, to serve as effective tools against poverty these opportunities also must be spread more widely between different social groups (OECD 2011a,b, European Commission 2010, African Union Commission 2009). As shown above, there is no absolute definition of poverty. In the paper I use the poverty definition formulated by the OECD: “An income level that is considered minimally sufficient to sustain a family in terms of food, housing, clothing, medical needs and so on” (OECD glossary), and contrast it with Sen’s (1999, p. 75) definition of capability as “the freedom to achieve alternative functioning combinations.” Theoretical frameworkThe new global knowledge economy is based in an understanding of the economic importance of education. Michael Peters distinguishes between a view of a knowledge economy which posits the economy as subordinate to the state and as providing grounds for ‘education as a welfare right and the recognition of knowledge rights as a basis for social inclusion and informed citizenship’, and a view that sees the knowledge economy only in the service of trade and industry (Peters 2001, p. 13). In the international arena, organizations like the OECD and the European Union have increased their efforts in the field of educational policy (e.g. Grek et al. 2009; Grek & Ozga 2010; Dale & Robertson 2009). A ‘global education policy’, circulating, transformed and ‘borrowed’ between international education policy arenas and nations, has emphasised concepts such as ‘quality assurance’ and ‘teacher quality’ which has had the effect that teacher training has become a focal point for policy interest. In research on international educational policy, exemplified by the references above, the research results are centered around concepts as ‘globalization’ and ‘marketization’. Intergovernmental organizations (IGOs) have also marked an increased interest in the nongovernmental organizations (NGOs) concerning education during the last two decades, and the collaboration between the two forms of organizations has been intensified, exemplified by the Education for All movement (EFA ) and the Global Campaign for Education (GCE); where in the latter, Oxfam International has played a leading role (Munday & Murphy 2001). In the paper, I complement the current research on international policy of education with a cosmopolitan perspective; and more specifically, with the perspective of ‘capablities approach’. According to Amartya Sen (1999), there is a strong case for seeing poverty as deprivation of basic capabilities and not only, which is the most commonly used in international comparisons, as lack of income and wealth. “The shift in perspective is important in giving us a different – and more directly relevant – view on poverty not only in the developing countries, but also in the more affluent societies” (Sen 1999, p. 20).     The relation between cosmopolitanism and the 'capabilities approach', with Amartya Sen and Martha Nussbaum as its proponents, is ambiguous. Hansen (2011) understands the capabilities approach as part of an economic cosmopolitanism, influenced by values from political and moral cosmopolitanism, in its arguing for a bottom-up perspective on human capabilities, while acknowledging the need for institutional support. There are both similarities and differences in Nussbaum’s and Sen’s concepts of capabilities. Both agree on Sen’s attempt to create a space for understanding quality of life as what people are actually able to do or to be. Nussbaum, however, more explicitly relates the capabilities approach to rights for each person (Nussbaum 2000, p. 13). Further, while Nussbaum emphasizes the notion of “human dignity”, Sen stresses the notion of “public reasoning”, i.e. a person’s capacity to read, communicate, participate, argue, being listened to, being able to make informed choices and decisions and to participate in democratic deliberations (Nussbaum 2000, Sen 1999). The link that can be drawn between the capabilities approach and cosmopolitanism is that the scope of the capability approach (as a philosophical work) applies “to all human beings independently of their country of birth or residence, and not only to social institutions but also to the social ethos and to social practices” (Robeyns 2011, p. 18).  Thus, I place the capabilities approach in the strand of cosmopolitanism that primarily understands cosmopolitanism as a principle of justice; in contrast to the other main strand that understands cosmopolitanism as culture (Scheffler 2001). An additional clarification can be made by contrasting institutional and moral cosmopolitanism, and thereby placing cosmopolitan global justice as premised on moral cosmopolitanism. The moral cosmopolitan view is based on the assumption that individuals are entitled to equal concern regardless of their nationality; but the focus is not on global institution building (Tan 2002). In sum, I view the capabilities approach as a moral claim on justice in a moderate version; that is, recognizing the distinction between social justice within a society, and norms of global justice as an addition to, but not as a replacement of, national principles of justice (c.f. Scheffler 2001). As Robeyns (2011) notes, the capability approach can serve, not only as analysis of inequality in developing countries, but also as a framework for policy evaluations in economically developed communities (c.f. Sen above).MethodThe questions raised in this proposal will be answered by analyses of international policy texts on teacher education, read through the lens of four key concepts developed from an analysis of the capabilities approach: 1) having a capacity to consider oneself as a citizen both in a nation and in the world; 2) having a capacity for critical examination of one’s own life as well as of others'; 3) having a c
ER  - 

TY  - CONF
T1  - Swedish and Turkish student teachers' moral developmental and societal socialisation preferences in values education: A cross-cultural study
A1  - Thornberg, Robert
A1  - Oğuz, Ebru
PY  - 2015
LA  - eng
KW  - values education
KW  - moral education
KW  - citizenship education
KW  - teacher education
KW  - student teachers
KW  - normative ethics
KW  - educational goals
ER  - 

TY  - CHAP
T1  - The crosscurrents of Swedish mathematics teacher education
T2  - International perspectives on mathematics teacher education
A1  - Christiansen, Iben Maj
A1  - de Ron, Anette
A1  - Ebbelind, Andreas
A1  - Engström, Susanne
A1  - Frisk, Susanne
A1  - Kilhamn, Cecilia
A1  - Jatko Kraft, Veronica
A1  - Liljekvist, Yvonne
A1  - Nordqvist, Mathias
A1  - Nyman, Rimma
A1  - Österling, Lisa
A1  - Palmér, Hanna
A1  - Pansell, Anna
A1  - Pettersson, Astrid
A1  - Pettersson, Kerstin
A1  - Ridderlind, Inger
A1  - Skodras, Christina
A1  - Skog, Kicki
A1  - Sumpter, Lovisa
PY  - 2021
SP  - 9
EP  - 48
LA  - eng
PB  - Waxhaw, NC, USA : Information Age Publishing
KW  - mathematics education
KW  - matematikämnets didaktik
KW  - mathematical education
AB  - As with any programs in teacher education, Swedish mathematics teacher education is influenced by changing political winds, developments in Information and Communication Technology (ICT), culture, history, PISA results, research-based program designs, and a fair amount of passion. Content and outcomes are nationally determined and include the requirement of a strong research foundation, but this is often not how practcing techers work, which exerts its own pull on teacher education. The specific implementations of programs take different forms at the universities that offer mathematics teacher education. In order to provide a comprehensive yet meaningful ntroduction to both the current system and current practices, we describe the overall organization of Swedish mathematics teacher education, and then offer short cases of implemented programs. To ensure inclusivity, the various parts are written by mathematics educators from the respective institutions. In this way, both variation across mathematicas teacher education for diffrent grade levels and variation across different institutions working with the same national directives can be distinguished. Issues such as the academization of teacher education are problematized, as are other forces that constitute the crosscurrents in Swedish mathematics teacher education.
ER  - 

TY  - CONF
T1  - Teacher education in relation to higher education in Sweden
T2  - Proceedings of the International Conference on Higher Education Quality
A1  - Frånberg, Gun-Marie
PY  - 2008
LA  - eng
PB  - Xiamen : Institute of Education Xiamen University
KW  - teacher education
ER  - 

TY  - CONF
T1  - Education of Mentors
A1  - Fransson, Göran
A1  - Jokinen, Hannu
A1  - Klages, Wiebke
PY  - 2011
LA  - eng
KW  - induction
KW  - mentoring
KW  - teacher registration
KW  - practice arcitechture
KW  - education
AB  - In this presentation, we study various ways of organising education for mentors in Estonia, Denmark, Finland, Sweden and Norway. Our research questions are: (1.) How have the mentor training programmes been carried out? (2.) What is the degree of formalization of mentor’s education in the participant countries of NQT-COME? (3.) What are the advantages and disadvantages of formalizing mentoring and mentor education? Firstly, we will parallelly introduce a general description of the national solutions of education for mentors from seven viewpoints: (1.) by whom are the who mentors’ education organized (2.) what are the aims, contents and structures of mentor studies (3.) what is the level of accreditation of studies (4.) how is the mentors’ training financed (5.) how is it connected with initial and in-service teacher education (6.) how are the mentors recruited (7.) what are the current challenges and further plans in each of the aforementioned countries. Drawing from this, we will closer analyze the various national solutions within a continuum of formalization vs. in/nonformalization. As a conclusion, the most formalized system is one implemented in Estonia, whereas the least formalized practice architecture is found in Finland.
ER  - 

TY  - CONF
T1  - Children’s rights in teacher education in Sweden
A1  - Olsson, Åsa
A1  - Thelander, Nina
PY  - 2019
LA  - eng
KW  - children’s rights
KW  - teacher education
KW  - syllabus
KW  - content
AB  - General description (up to 600 words) In this paper children’s rights in teacher education is highlighted. The aim is to examine content and aims concerning children’s rights in core education courses, in Swedish teacher education. In 2020, Sweden will follow Norway’s and Finland’s example in incorporating the UN Convention on the Rights of the Child, UNCRC, into Swedish legislation. Arguments have been put forth that the principles of the best interests of the child (article 3) and children’s rights to participate in decisions (article 12) will be reinforced. In a commission of inquiry, set up by the Government (SOU 2016:19), it is argued that the new legislation requires capacity building in terms of general development of competence among professionals at all levels. The UN Committee on the Rights of the Child in Geneva submitted comments and recommendations in 2015 to Sweden's fifth periodic report. In these comments, the Committee expressed concern that "relevant professionals do not have sufficient training in assessing the best interests of the child" (p. 4). Since teachers are a key group of professionals working with children, there seems to be a need for studies of teacher education in Sweden, with regards to children’s rights in general and UNCRC in particular. In Sweden, teacher training is regulated on a national level by The Higher Education Ordinance, (Högskoleförordningens examens­ordning för lärarutbildningarna,1993:100) where general aims and content for teacher education is stipulated. All teacher education programs include “core education subjects” for 60 credits, equivalent to one year of full-time studies. Core education subjects comprise of seven sub-themes linked to future professional practice, where the one of particular interest in this study is “history of the school system, its organization, and conditions as well as the core values of early years education, including fundamental democratic values and human rights” (www.uhr.se). Previous research has explored different aspects of children’s rights in school. Several studies in the Nordic countries have been carried out in relation to children’s participatory rights in school (Andersson, 2017; Elvstrand, 2009; Rönnlund, 2011). The dual assignment for teachers to educate children about their rights and to observe and respect children’s rights in education has been discussed (Hägglund, Quennerstedt, and Thelander, 2013; Quennerstedt, 2015). Brantefors and Quennerstedt (2016) examined education research and found a disparity of motives for children’s human rights education, relating to children's age. Further, the researchers concluded that human rights education often becomes a vague question of human relations and interactions. With an aim to develop educational theoretical concepts for analyses of human rights education, Brantefors and Thelander (2017) identified four teaching and learning traditions of rights with emphasis on participation, empowerment, awareness of rights and finally right respecting. There are also several international studies that have discussed human rights education. In a survey, Bajaj (2017) explored the global field of human rights education, dealing with the theoretical and conceptual foundations as well as with practice. In a literature review of human rights education initiatives globally, Boutros (2018) identified deficient teacher training, inadequate literature and a low level of commitment by school administrations, to be major obstacles for effective implementation of human rights. Osler and Starkey (2017) articulate the historical background of human rights education and argue for education for democratic citizenship underpinned by the values of human rights.  Methods/methodology (up to 400 words) The data in this study consist of syllabi from teacher education programs in Sweden. Teacher education in Sweden is accessible at 24 universities and colleges. In the study, syllabi of ten universities and colleges are examined with regards to aims and content concerning children’s rights. The study covers core education courses in four different teacher education programs: Early years education programme, Primary education programme, grade F-3 and grade 4-6, Secondary education programme (förskollärarprogrammet, grundlärarprogrammet F-3, 4-6 and 7-9). There is an overarching syllabus for each teacher programme, and a specific syllabus for each core education course. Altogether, the empirical material adds up to about 250 local syllabi. The syllabi have been review in search for a number of keywords such as e.g. “children's rights”, “UN convention of the rights of the child”, “human rights”. The analysis of the syllabus was done by content analysis, which pointed towards full sentences and context.  Expected outcomes/results (up to 300 words)  Preliminary results indicate that content regarding children’s rights in teacher education concerns values and policies rather than knowledge. Local syllabuses at colleges and universities show similarities to The Higher Education Ordinance, (1993:100), often in exact wording. Few examples of efforts to specify or concretize national aim have been identified. Sometimes content regarding children’s rights tends to become more general and vague in local syllabuses, than in the national ordinance. The study may contribute with new knowledge to people working with course development in teacher education. Furthermore, there is a reason to believe that questions will be raised on a national level about implementation, competence, and accountability in relation to the new legislation, why the subject of our research may very well be of general interest in Sweden.
ER  - 

TY  - CONF
T1  - Bachelor thesis in teacher education with teaching professional orientation: A case study from Sweden
A1  - Råde, Anders
PY  - 2012
LA  - eng
KW  - bachelor thesis
KW  - teacher education
KW  - teaching profession
AB  - There is an ongoing discussion in professional academic education about the relationship between theory and practice. This is also the case in teacher education and some studies have shown an increase in the theorization of this education in the last three decades. But there is also an opposing strand defending a more practical approach in this education system and advocating collaboration with schoolteachers. In Sweden the final thesis of teacher education programs has given academic appearance considerably more weight and importance. Is it then possible to accomplish the bachelor thesis in teacher education with a focus on the students` practical teaching skills in collaboration with practitioners? This paper aims to study the occurrence of professional-oriented bachelor thesis in teacher education and to analyze them out of academic criteria. As theoretical premises, a division in two orientations in teacher education will be used: the academic orientation and the teaching professional orientation.
ER  - 

TY  - JOUR
T1  - Identity development in limbo: teacher transition from education to teaching
T2  - Nordisk matematikkdidaktikk
SN  - 1104-2176
A1  - Palmér, Hanna
PY  - 2010
VL  - 4
IS  - 15
SP  - 101
EP  - 122
LA  - eng
KW  - identity
KW  - teacher education
KW  - matematikdidaktik
KW  - mathematical education
AB  - The theories and results discussed in this article are from a study investigating the identity development of novice primary mathematics teachers. The article has two aims: first, to elaborate the notion of beliefs in relation to the notions of identity and identity development, with the purpose of developing a framework to investigate the process of becoming and being a teacher of mathematics; and second, to offer an example of the use of this framework in a study of novice primary mathematics teachers. The core of the example is the case of Jenny, a Swedish novice primary mathematics teacher. Jenny’s case, however, is not simply about her but also identity development when the formal aspect of employment is missing, a case not rare in Sweden.
ER  - 

TY  - CONF
T1  - Strategies for Implementing CLIL at a Swedish Upper Secondary School: Three Teacher Identities
T2  - Applied Linguistics Perspectives on Content and Language Integrated Learning, ALP-CLIL
A1  - Sandberg, Ylva
PY  - 2013
SP  - 69
EP  - 70
LA  - eng
KW  - educational linguistics
KW  - subcject-content-didactics
KW  - teacher cognition
KW  - focus group interview
KW  - språkdidaktik
KW  - language education
AB  - During 2011/2012, qualitative, semi-structured interviews were conducted with 18 content teachers teaching through the medium of English at three Swedish upper secondary schools. For the present study, which draws on research on the teaching and learning of content, bilingual education and teacher cognition, the views, knowledge and beliefs of three colleagues at the same school – a teacher of Economics, a History teacher and a Biology teacher – are in focus.Data were collected in a focus group interview. Data analysis was proceeded by means of interpretive analysis, and certain key areas were identified with regard to strategies for language use: content area (What?), year of study (When?), motivation (Why?), type of study group (Who?) and assessment (And?), which all seem to have impact on the quality and quantity of English-medium instruction of these subjects at the school.The expressed practices of the Economics teacher include limited usage of English in the first year, as much of the content taught deals with Swedish-specific regulations and practices for setting up small businesses, whereas the History teacher mentions no difficulties regarding English in the classroom, as this subject is being taught during the two final years of upper secondary school, when the students are supposed to have surmounted initial difficulties. The Biology teacher, a university student of English, speaks of the benefit of using multimodal resources, such as visuals and ICT-based vocabulary learning materials.In sum, the three CLIL teachers' identities and expressed practices seem to take a bearing on the following variables: characteristics, timing and assessment of content area, composition of study group, and availability of teaching and learning resources. The small-scale study cannot make claims beyond the present context, but can provide inspiration to similar studies at other schools. 
ER  - 

TY  - CONF
T1  - Developing 21st Century Skills in Swedish Compulsory School Technology Education: Three Teacher Perspectives
T2  - PATT 32 Proceedings
A1  - Schooner, Patrick
A1  - Nordlöf, Charlotta
A1  - Klasander, Claes
A1  - Hallström, Jonas
PY  - 2016
SP  - 411
EP  - 418
LA  - eng
PB  - Utrecht
KW  - technology
KW  - technology education
KW  - 21st century skills
AB  - The concept of 21st century skills has several definitions. Sweden, as well as other countries, address 21st century skills under various labels in technology education, especially in terms of competencies connected to technological literacy. However, regardless of used definition, two of the most occurring items concern problem solving and critical thinking. Previous research in the field of technology education lacks descriptions of the relationship between 21st century skills and teaching about technology within the compulsory school system. By investigating Swedish compulsory school technology teachers’ views on problem solving and critical thinking capabilities, this study aims at identifying different aspects of the relationship between technology education and 21st century skills. Through the use of in-depth qualitative interviews, this study was able to determine different teacher perspectives addressing problem-solving and critical thinking activities in a classroom environment. The study also explored how the 21st century skills of critical thinking and problem solving were dealt by the teachers and how they perceived that the skills were implemented in their teaching. Additionally, the study shows that the interviewed teachers expressed utilised three perspectives on teaching about technology in a critical thinking and problem solving mode. These were; (1) the artefact driven perspective, (2) the system perspective, and (3) the holistic perspective. In conclusion, even though the present Swedish curriculum does not explicitly mention 21st century skills, the teachers incorporate critical thinking and problem-solving in different settings within the subject of technology. The authors found that the teachers mix the perspectives depending on the teaching content, especially when teaching about complex technology.
ER  - 

TY  - CHAP
T1  - Religious Education in Teacher Education: About, For and In Diversity? – Austria, Canada, England, Turkey and India
T2  - The Bloomsbury Handbook of Schools and Religion
A1  - Von Brömssen, Kerstin
A1  - Niemi, Kristian
A1  - Stones, Alexis
PY  - 2023
SP  - 130
EP  - 154
LA  - eng
PB  - London : Bloomsbury Academic
KW  - religious studies and theology
ER  - 

TY  - CONF
T1  - Essentialism in education: psychology and the absence of change in Swedish teacher education
A1  - Säfström, Carl Anders
PY  - 1997
LA  - eng
ER  - 

TY  - CONF
T1  - Challenges in developing professional knowledge, education, and practices in Swedish higher education
T2  - Book of All Abstracts and Papers
A1  - Angervall, Petra
A1  - Stöhr, Christian
A1  - Sonesson, Anders
PY  - 2023
SP  - 199
EP  - 199
LA  - eng
PB  - Birmingham
KW  - higher education
KW  - professional education
KW  - professional knowledge
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The formation of professionals and professions is, simultaneously, a core function of contemporary universities and a field of contestation where different worldviews, rationalities and aspirations meet. In this symposium, we will present an interdisciplinary research collaboration, called PHE (Professional knowledge in Higher Education), between four academic institutions in Sweden. These institutions regularly collaborate on research activities concerning professional knowledge, professional education and learning addressing core issues for the welfare state, for social justice, sustainable development, and higher education pedagogy. We will present the main motivations for this collaboration, its goals, and examples of its ongoing interdisciplinary research.The symposium will situate our collaboration in current public and academic debates on the growing societal demand for strong, flexible, and pluralistic professional programs in higher education and in doing so, also address pressing issues related to welfare, the knowledge economy, and the labour market. Such demands pose new challenges for universities today in regard to, for example, the need for expertise and pedagogy. Central to this collaborative project is a new interdisciplinary research school, SPETS (Studies in Professional Education and Training for Society), with doctoral students from all four institutions and inter-institutional supervision. In the symposium, five ongoing doctoral projects that represent current challenges and tensions in Swedish professional education and development will be presented. In Matilda B Svensson’s research, she highlights the policy turns of teacher education in Sweden and how they affect understandings of professional knowledge. Per Holmgren and Yihua Zhang examine how digitalization impacts what is seen as valuable knowledge and pedagogy in HE today and how digitalization is used to address some of the key issues in professional programs. Reghan Borer’s study concerns how public engagement is addressed in Swedish doctoral education, and Sara Svensson discusses the use of arts-based pedagogies to facilitate personal and professional development across a range of professional education programs. In Amoni Kitooke’s work, he explores community-oriented aspects of professional education, particularly praxis and knowledge issues in teacher education.These doctoral projects, in parallel with other joint activities and meeting points in this collaborative endeavour, address issues that include highly relevant intersections between digitalization, internationalisation, equity, policy and quality assurance, economic disparities, migration, and community welfare, which point to some of the challenges of developing professional knowledge, education and practices in higher education today.
ER  - 

TY  - JOUR
T1  - Literacy and Multimodality in Swedish Teacher Education: Understanding and Bringing Together Theory and Practice
T2  - Utbildning och Lärande / Education and Learning
SN  - 2001-4554
A1  - Schmidt, Catarina
A1  - Häggström, Margaretha
PY  - 2019
VL  - 1
IS  - 13
SP  - 7
EP  - 23
LA  - eng
KW  - literacy
KW  - multimodalitet
KW  - lärarutbildning
KW  - teori och praktik
ER  - 

TY  - CONF
T1  - Some challenges for geography education: examples from the Swedish teacher education arena
A1  - Bladh, Gabriel
PY  - 2011
LA  - eng
KW  - geography
KW  - geografi
ER  - 

TY  - CONF
T1  - Ecclesiastical Educational re-orientations: The Church of Sweden as neglected divorcée from the nation state
A1  - Aldrin, Viktor
PY  - 2019
LA  - eng
KW  - religious education
KW  - sweden
KW  - church of sweden
KW  - schools
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - Computational Thinking Education for In-Service Elementary Swedish Teachers: Their Perceptions and Implications for Competence Development
T2  - CoolThink@JC
A1  - Kohen-Vacs, Dan
A1  - Milrad, Marcelo
PY  - 2019
SP  - 109
EP  - 112
LA  - eng
PB  - Hong-Kong : The Education University of Hong Kong
KW  - computational thinking (ct)
KW  - teacher education
KW  - visual programming
KW  - ct across subjects
KW  - computer science
KW  - education
AB  - Many countries and governments have laid down a national strategy for digitalization in schools with the intent to strengthen both pupils' and teachers’ digital competences. Computational Thinking (CT) can be regarded as a central ingredient of teaching and learning in the XXI century and should be part of these competences. The Swedish government has recently launched a national strategy for digitalization in schools stating that CT and programming should be integrated in many school subjects. Thus, one particular challenge that needs to be addressed is the one related to teachers' competencies and skills related to programming. Since 2016, The National Agency of Education has been working together with several Swedish universities on developing academic courses in the field of CT and programming for in-service teachers. One challenge we are exploring in this paper is the one related to teachers' perceptions and competencies related to programming. As part of our on-going efforts in the course “Introduction to Programming for Elementary Teachers” offered to in-service teachers we have analyzed data we collected representing teachers´ perceptions on CT and programming before the start of the course. We applied sentiment mining and word counting on 127 texts generated by the teachers. We examine their perceptions and cluster them accordingly in order to understand how teachers perceived different aspects related to CT education. By doing so, we lay down the foundations on how to tailor competence development efforts in this field so that they fit teachers´ need. We expect these efforts will lead to the development of a model enabling to identify teachers´ current perceptions in order to plan future actions that can increase their Technological Pedagogical Content Knowledge.
ER  - 

TY  - JOUR
T1  - Translanguaging in multilingual EFL lower-secondary classrooms: Practices and beliefs among experienced teachers in Sweden
T2  - The European Journal of Applied Linguistics and TEFL
SN  - 2192-1032
A1  - Källkvist, Marie
A1  - Sandlund, Erica
A1  - Sundqvist, Pia
A1  - Gyllstad, Henrik
PY  - 2024
VL  - 1
IS  - 13
SP  - 23
EP  - 44
LA  - eng
PB  - : LinguaBooks
KW  - translanguaging
KW  - efl
KW  - teacher beliefs
KW  - teacher practices
KW  - swedish
KW  - engelska med didaktisk inriktning
KW  - english education
ER  - 

TY  - CONF
T1  - K-ULF: an agile model for participatory practitioner-based research in STEM education
T2  - <em>11<sup>th</sup> Biennial International Design and Technology Teacher’s Association Research Conference (DATTArc). 7-10 Dec.2022. In collaboration with the International Conference on Technology Education (ICTE) – Asia Pacific, Technology Education New Zealand (TENZ), International Technology Engineering Education Association (ITEEA), and 2022 Venue Host, Southern Cross University, Gold Coast Campus, QLD. </em><em>Editors: Adj. Prof. Kurt Seemann and Prof. P John Williams.</em>
A1  - Hartell, Eva
A1  - Kozma, Cecilia
A1  - Pears, Arnold
PY  - 2022
SP  - 1
EP  - 3
LA  - eng
KW  - stem education
KW  - practitioner based research
KW  - participatory collaborative research
KW  - teacher education
KW  - k-ulf
KW  - kompensatoriska uppdraget
KW  - teknikdidaktik
KW  - naturvetenskapens didaktik
KW  - praktiknära forskning
KW  - lärarutbildning
KW  - ulf-avtal
KW  - teknik och lärande
KW  - technology and learning
KW  - teknikvetenskapens lärande och kommunikation
KW  - education and communication in the technological sciences
AB  - This extended abstract describes a project which develops STEM education, and a social justice and equal opportunity agenda, in which the school's egalitarianmission is seen as an imperative to support every child regardless of background. The K-ULF project (compensatory teaching and learning through practice-lead research[1]) takes an exploratory approach in developing and evaluating models for participatory practice-lead research. The initiative is a joint venture between academia and the Swedish school system. Traditionally teachers have seen more as the objects of study, rather than active agents in the creation of research questions, design or even results. The growing interest in evidence informed practice is gaining ground internationally, however the results of earlier studies may not always be relevant or when relevant not embedded in the learning and school culture in which they are used. The need for arenas where academia and practice collaborate, co-create, and learn from each other is desperately needed. Our aim is to develop models for participatory collaborative research where both researchers and teachers contribute, share, and create knowledge together. This approach has huge potential in terms of strengthening the research base for educational practices in schools and integrating the teaching profession and its development through collaboration with research and teacher education. K-ULF contributes to making research more relevant for educational practice in STEM education. The conference presentation presents the K-ULF model and its agile structure, inviting the audience torecontextualise our research into their own setting. [1] This is a loose translation from the Swedish name of the project.
ER  - 

TY  - JOUR
T1  - Education as change: Liberation from mental illness and self-stigma in favour of empowerment
T2  - Australian Journal of Adult Learning
SN  - 1443-1394
A1  - Hedegaard, Joel
A1  - Hugo, Martin
PY  - 2022
VL  - 1
IS  - 62
SP  - 97
EP  - 123
LA  - eng
PB  - : Adult Learning Australia (ALA)
KW  - empowerment
KW  - folk high school
KW  - liberating education
KW  - mental illness
KW  - self-stigma
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The purpose of this article is to describe how education can serve as a changing and liberating process for adults with long-term mental illness. Semi-structured interviews were conducted with 22 participants in Life-knowledge and Creative courses at a Swedish Folk High School. Five themes emerged in the interviews: (i) A meaningful social context – to undergo change with others; (ii) Self-awareness via non-violent communication – to change one’s self-image; (iii) Creating as rehabilitation – change through aesthetic learning processes; (iv) To function better in everyday life – to receive confirmation of change; (v) Opportunity horizons – to change hope for the future. The conclusion is that the Folk High School environment and the educational courses can contribute to an increased sense of well-being in the present. The liberating process primarily impacts the participants’ self-stigma positively as long as this takes place in environments where the participants have experience of not being exposed to social stigma, either at home or at the Folk High School. The participants do not entertain future life plans that extend beyond the context of Folk High School, but when examined in the light of their situation before they enrolled at Folk High School, the liberating process is still noticeable.
ER  - 

TY  - CHAP
T1  - Changing Perspectives on Physical Education in Sweden: Implementing Dimensions of Public Health and Sustainable Development
T2  - Physical Education and Health
A1  - Schantz, Peter
A1  - Lundvall, Suzanne
PY  - 2014
SP  - 463
EP  - 475
LA  - eng
PB  - Urbana, Illinois, USA : Sagamore Publishing
KW  - public health
KW  - physical education
KW  - physical activity
KW  - syllabus
KW  - sustainable development
KW  - physical environment
KW  - sweden
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - Health was introduced as part of physical education (PE) in Sweden in 1994. This chapter focuses on both transformational processes and the lack thereof in PE and in physical education teacher education (PETE) in Sweden with the introduction of "health." Prior to that PE focused entirely on different bodily movements for about 170 years, and the demanded changeover has been markedly lagging. At the same time, scientific development within the field of physical activity and health has been strong during the past two decades. Presently, the PETE at The Swedish School of Sport and Health Sciences, GIH in Stockholm, Sweden, is undergoing changes with the aim of creating a merger of perspectives from old, mainly sports-oriented, traditions in PE with newer individual and population health-related perspectives to a wider perspective of physical activity. These new perspectives are framed within diverse dimensions of the environment: for example, how the physical environment affects levels of physical activity and well-being and the need for sustainable development. The rationale for the latter perspective is that the contexts of bodily movement can affect the environment both positively and negatively and are thereby closely linked to both individual and public health. The transformational process described is still in an early state, and clearly future developmental steps are needed, some of which are described in the final section.
ER  - 

TY  - CONF
T1  - Liberal Arts and Teacher Education
A1  - Almqvist, Jonas
A1  - Bjork, Christopher
A1  - McCloskey, Erin
PY  - 2009
LA  - eng
KW  - education
AB  - In this paper, we will compare different discourses about teacher education as expressed by students, departments and alumnae/i at liberal arts colleges in USA, with two contemporary texts about teacher education in Sweden. The studies show (1) that the decision to become a teacher is an active choice made by these students during their time at the college, (2) that education programs in liberal arts institutions in USA stress that teacher education should be intellectually demanding with strong connection between theory and practice, and have a critical focus, and (3) that the graduates found student teaching, the relationships they had with professors and their fieldwork experiences to have had a dramatic impact on their success as teachers. Liberal arts colleges are a central part of the educational system in USA. They provide undergraduate studies in various areas and are often characterized by high ambitions and aims concerning good practices of education. Compared to teacher education in Sweden this is very interesting because it seems as the same issues concerning teaching and research are being discussed in both places.
ER  - 

TY  - JOUR
T1  - ICT and Teacher Professional Development: Four Swedish Cases and the Theoretical Framework
T2  - Distance Education Journal
SN  - 1672-0008
A1  - Lindberg, J Ola
A1  - Gu, Limin
PY  - 2009
VL  - 3
SP  - 24
EP  - 27
LA  - eng
KW  - education
KW  - teacher professional development
KW  - ict
AB  - In this paper,the background,theoretical framework and design of the Swedish part of an international comparative study of Technology Enhanced Teacher Professional Development(TETPD)are presented.The focus of the paper is on Teacher Professional Development(TPD)in areas of ICT and education in which ICT is considered as a technology that could enhance the practice of teaching and learning.The further aim of the paper is to provide a framework for a multiple case study in Sweden in two dimensions.The first dimension concerns ownership and management including both top-down governmental programs and bottom-up participant driven initiatives.The Second dimension concerns methods or modes in which both traditional face-to-face programs and programs run in virtual environments as online communities are included.Through the use of the framework,four different cases that are described as programs in which ICT is used in and for TPD are selected.The four cases are presented and related to the different perspectives on models and programs for TPD,and the new perspective on TPD suggested by Villegas-Reimers. The significance and prospect of the programs in terms of enhancing the use of ICT for teaching and learning are then discussed.
ER  - 

TY  - CONF
T1  - International Connections through ICT: Expanding the Training and Development of Teachers.: Conference:ITE Internationalisation and Innovations in Teacher Education. Dalarna, Sweden. April 30-May 4,.
A1  - Snyder, Kristen
A1  - Wagenius, Martin
PY  - 2002
LA  - eng
KW  - ict
KW  - teacher education
KW  - international
KW  - education
ER  - 

TY  - CONF
T1  - Investigating the politics of meaning(s) in Nordic research on special education mathematics​: developing a methodology​
T2  - Perspectives on professional development of mathematics teachers
A1  - Bagger, Anette
A1  - Roos, Helena
A1  - Engvall, Margareta
PY  - 2018
SP  - 141
EP  - 150
LA  - eng
PB  - Göteborg : Svensk förening för MatematikDidaktisk Forskning - SMDF
KW  - special education
KW  - mathematics education
KW  - research
KW  - policy of meaning
KW  - education
KW  - matematikens didaktik
KW  - mathematical education
AB  - This paper aims to develop a methodology to explore the politics of meaning in special education mathematics research. Mediated meaning, directions of intentionalities and perspectives on special education have been analysed in eight reviewed articles.  Results indicate that the politics of meaning in the Nordic sample are about processes of normalisation and effectiveness through methods and approaches. The teacher is emphasised as the centre for change and development also when it comes to organisational factors. Disabilities are not researched, perhaps cloaked by an overall relational approach or due to research paying attention to milder difficulties. The deve- loped methodology seems to be fruitful and will be applied on a broader international sample.
ER  - 

TY  - CONF
T1  - Programming in Technology Teacher Education
T2  - PATT 39: PATT on the Edge
A1  - Perez, Anna
PY  - 2022
SP  - 387
EP  - 393
LA  - eng
KW  - teacher education
KW  - technology
KW  - student teachers
KW  - programming
KW  - phenomenography
AB  - More research on teaching technology alongside programming is needed. Many Swedish teachers feel uncertain about what the new content in the National curriculum for technology imply. In recent years, however, research in this area has increased but yet there is a lack of research regarding student teachers experiences and development of knowledge during their teacher education. In this research proposal I would like to present a thesis work that addresses teacher education in technology and students' perceptions of technology with a programming content. This proposal is part of my thesis work and is intended to be carried out as three studies building on the results of its previous study and the first study started in the autumn of 2021. The overall aim for the thesis is to contribute knowledge that can be used to develop teacher education in technology. The studies to be included in the thesis will be phenomenographic studies in primary teacher education, for grades 4-6 (pupils 10-12 years old). In the first study student teachers from higher education in Sweden where interviewed individually. In the following studies teacher trainers will be interviewed and documents from courses in technology for teachers, where programming is included as a content, will be analysed in order to see the learning offered by the teacher education in technology. These studies together will contribute a nuanced view of how technology with a programming content is experienced in teacher education.  The results of the thesis will hopefully contribute new approaches to how teaching programming as part of technology should be varied and designed to enable student teachers to develop skills important for their future profession. In the long run, such a development of teacher education also has effects in pupils´ learning and understanding of programming in technology.
ER  - 

TY  - CONF
T1  - Trials of  suitability testing prior to admission to teacher education in Sweden - some early results
T2  - Changing perspectives and approaches in contemporary teaching
A1  - Fonseca, Lars
PY  - 2017
LA  - eng
KW  - suitability testing
KW  - sweden
KW  - teacher education
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - Contemporary Swedish reports on education focus decreasing status of theteaching profession (Skolvärlden, 2014), a large future teacher shortage(Regeringen, 2016), major defection from teacher education (UKÄ 2016) andfalling ratings in PISA's knowledge assessments (OECD 2015). The state'spublic inquiry (SOU 2008:109) states that "the single most important factor for a school system to be successful is that the right people become teachers.”(ibid., p.424) In 2014 The Swedish government asked for the holding of “a trial withrequirements for suitability tests before entering the teacher and preschool teacher education ". The presentation outlines the experience gained so far based on 168 applicants who have undergone the admittance test at  LinnaeusUniversity in 2016, as well as on 75 already admitted teacher students who participated in the prior simulated testing sessions during their first month at university in 2015. The results on suitability tests are compared with student performances on theoretical courses and teacher practice courses.Correlations are calculated for the relations between results of the subdomains in the suitability test. The study is framed within theories of admission research noting fields of tension where different interests meet. Admission test should give fair access to teacher education whilst justice also must include that future pupils are given access to the good teachers (Childs et al, 2011). Previous studies show varying results regarding to what extent socially interactive elements in suitability testing can predict success in teacher practicecourses (Shechtman, 1989; Kosnik et al, 2005).
ER  - 

TY  - CONF
T1  - The Development of Pre-school Student Teachers´ Attitudes Towards Science and Science Teaching During Their University Studies
T2  - Contemporary science education research
A1  - Sundberg, Bodil
A1  - Ottander, Christina
PY  - 2010
SP  - 157
EP  - 166
LA  - eng
PB  - Istanbul : Ankara Pegem Akademi
KW  - teacher education
KW  - science teaching
KW  - attitudes pre-school
KW  - lärarutbildning
KW  - attityder till naturvetenskap
KW  - förskollärare
KW  - subject didactics
KW  - ämnesdidaktik
KW  - education
AB  - Considerable concern has been raised in Sweden about decreasing interest in science among young people. One key to improving attitudes towards science is an early positive contact with science. Numerous studies have however shown that elementary and pre-school teacher generally have negative attitudes towards science and science teaching, as well as poor science content knowledge. As a consequence, science teaching in pre-schools often is fragmented. A pre-school teacher education that prepares student teachers for teaching science with confidence has therefore been put forward as a way of increasing quality science teaching in pre-schools. In this longitudinal study, attitudes towards science and science teaching of students enrolled in a science and art oriented pre-school teacher programme were followed during their first years of university studies.The results show that the socialization process into the scientific discourse takes time, and that one full year of exposure to activities with scientific content was needed for skeptical attitudes towards science to change. The results also indicate that dominant attitudes, norms and behaviors of the pre-school professional culture may clash with developing science teaching skills. Pre-school teacher education therefore also needs to communicate about these contradicting cultures.
ER  - 

TY  - CONF
T1  - The ecology of a professional field: Higher Education in Sweden
A1  - Agevall, Ola
A1  - Olofsson, Gunnar
PY  - 2019
LA  - eng
KW  - sociologi med utbildningsvetenskaplig inriktning
KW  - sociology education
AB  - Ever since Andrew Abbott’s seminal work on the system of professions, research on the professions has acknowledged, in principle at least, the necessity to consider professions in their relation to other professions. The division of labour, jurisdictional conflicts and intra-organizational interactions between professions have received their due share of scholarly attention. But less effort has been spent on understanding other ways in which a profession can be shaped and conditioned by its relations to its professional surroundings.In this paper, we examine how the reproduction and expansion of the Swedish corps of university teachers were conditioned by the manner in which universities were intertwined with the professional labour market which they increasingly supplied with PhDs. We argue that Swedish universities depended on these labour market niches to absorb an over-production of PhDs – thereby simultaneously establishing secure career paths extra muros and securing a pool of future would-be university professors. Equally important, the university and its teacher corps were shaped by these interconnections. First, individual career trajectories served as the warp that linked the university to neighboring organizations. Second, disciplines have their specific hinterlands of employing organizations, and the extent and type of external career paths differentiates the teacher corps with regard to its conditions of reproduction and expansion.
ER  - 

TY  - CONF
T1  - Teach for Sweden:: facilitating new teacher subject positions in the every-day teaching practice
A1  - Angervall, Petra
A1  - Zimmerman Nilsson, Marie-Helene
PY  - 2026
LA  - eng
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - teacher education and education work
AB  - Current national government discourses about Swedish school practices often construct teacher performance as insufficient and in need of new knowledge and skills. It is partly for this reason, the government has opened up alternative ways to prepare preservice teachers for the challenges and needs of schools over the last few decades. Teach for Sweden constitutes such an alternative, a private teacher education facilitator stemming from the global philanthropic Teach For All (TFA) movement. Today, TFA is implemented in most Western countries (Brewer, et al., 2015) with the general aim to support schools in disadvantaged communities. In specific, Teach for Sweden efforts to solve the problems of Swedish schools by recruiting and training new groups of preservice teachers (often qualified engineers) to undergo a short complementary teacher education program. National research on this program is scarce but describes an organisation using language that point at 'teach for' more so than dialogue, and that the leadership associated with Teach for Sweden is favored by measurable outcomes that reduces teaching to preparing for tests (Myers, 2021). The aim of this study is to analyse the subject positions that are constructed in conversations with Teach for Sweden graduates and how these positions relate to or challenge contemporary discourses in teacher education. The analysis will specifically focus on positions within the transition from the education period to working as a teacher after graduation, and discourses expressed within the same. The theoretical framework emanates from a discourse analytic approach and a Foucauldian perspective (Foucault, 1980), which provides a starting point for the analysis of power and dominance relations. The empirical material stems from an ongoing study comprising interviews with Teach for Sweden alumni. The analysis focuses on actors in interaction, which implies that inspiration is drawn from discursive psychology (Potter & Wetherell, 1987). Tentative findings reveal subject positions among the participants that construct contrasts between the Teach for Sweden program and every-day teaching practices. Inconsistencies between various discourses give rise to a hesitant subject position, where the alumni try to navigate to handle workloads, lack of resources and school leaders under pressure. The discrepancy between positions during and after the Teach for Sweden program thus illustrate challenges for the alumni, for professional knowledge and for future teacher work. Although several Nordic countries are involved in the global TFA movement, there is a need for more research in the area. In light of TFA’s growing presence and legitimacy, it is reasonable to suggest that the findings of this paper are relevant to Nordic educational research.
ER  - 

TY  - CONF
T1  - On teachers professional ambivalence´when colleagues express racism
A1  - Bergh, Andreas
A1  - Arneback, Emma
A1  - Tryggvason, Ásgeir
PY  - 2020
LA  - eng
KW  - professionalism
KW  - teacher
KW  - anti-racist action
KW  - colleagues
KW  - sweden
KW  - education
AB  - This paper sheds light on how teachers act and reflect on their actions in response to expressions of racism among colleagues. The empirical data consists of qualitative interviews with 27 high school teachers in Sweden, but, in order to dig deeper into the experiences of teachers, this paper focuses on three teachers (Tove, Fatima and Hannah). The result points at a professional ambivalence on how to act, since there is no common ground among teachers for how to act when colleagues express racism. To act against racism comes at high costs and very much depends on each teacher’s previous experiences of life and work. Consequently, each teacher is provided a unique space and resource base for reflection and action.
ER  - 

TY  - JOUR
T1  - Lärarstudenters relation till historieämnet
T2  - Nordidactica
SN  - 2000-9879
A1  - Ludvigsson, David
PY  - 2011
VL  - 1
IS  - 1
SP  - 40
EP  - 57
LA  - swe
PB  - Karlstad : CSD
KW  - history teaching
KW  - history didactics
KW  - student teacher
KW  - teacher education
KW  - teacher preparation
KW  - historiedidaktik
KW  - lärarstudenter
KW  - lärarutbildning
KW  - historieundervisning
AB  - Student teachers in Sweden conducted structured inquiry projects in which they investigated school children’s understanding of history. Analysis of the student teachers’ written assignments indicates ambivalence on part of the student teachers. On the one hand, they want to change both content and teaching methods in the subject of history, but on the other hand many of them seem happy with how things are. Further, the student teachers want to take the interests and needs of their pupils seriously, but they do not reflect much on what will be the practical consequences of this for their teaching. The student teachers did not use a specialised vocabulary when discussing history and history teaching, which indicates the academic training they have got may be inadequate. It appears that the investigations challenged the beliefs of the student teachers about children’s prior knowledge. After taking part in the projects, the student teachers claimed they had developed a new appreciation for children’s prior ideas. These findings suggest that structured investigations, focused on specific disciplinary content, have the potential to encourage student teachers’ reflection on their pupils’ cognition.
ER  - 

TY  - CONF
T1  - Aktuelle Trends der Lehrerbildung in Schweden. Auswirkungen auf sonderpädagogische Studienanteile
A1  - Barow, Thomas
PY  - 2010
LA  - ger
PB  - 46. Arbeitstagung der Dozentinnen und Dozenten für Sonderpädagogik in den deutschsprachigen Ländern
KW  - sweden
KW  - teacher education
KW  - education policy
KW  - special education
KW  - inclusion
AB  - Aktuelle Trends der Lehrerbildung in Schweden. Auswirkungen auf sonderpädagogische Studienanteile Die Aus- und Weiterbildung von Lehrern in Schweden befindet sich derzeit in einem tiefgreifenden Umbruch. Davon betroffen sind nicht zuletzt sonderpädagogische Studienanteile in der Ausbildung von Vorschul- bzw. Grundschulpädagogen, deren Kompetenz eine wichtige professionelle Grundlage der Bemühungen um inklusive Bildung darstellt. Das Aufbaustudium zum traditionellen „Speziallehrer“, dessen Hauptaufgabe im Sonderunterricht für Schüler mit Behinderungen liegt, wurde zulasten der Ausbildung zum stärker integrativ und beratend tätigen „Spezialpädagogen“ vor kurzem wieder aufgenommen. Eingebettet sind diese Veränderungen in die bildungspolitischen Reformen der seit 2006 amtierenden bürgerlichen Regierung. Darüber hinaus entstanden im Zuge des Bologna-Prozesses und der Profilstärkung einzelner Hochschulen neue sonderpädagogische Studiengänge. Im Vortrag werden die aktuellen Entwicklungen skizziert und in den bildungspolitischen Kontext Schwedens eingebettet.
ER  - 

TY  - CONF
T1  - Trialogue in Swedish RE teacher education
A1  - Deborg, David
PY  - 2013
LA  - eng
KW  - re teacher
ER  - 

TY  - CHAP
T1  - Reorganising teacher education in Sweden.: Paradoxes of ‘diversity’.
T2  - Education in ’Multicultural Societies.
A1  - Rabo, Annika
PY  - 2007
EP  - 50
LA  - eng
ER  - 

TY  - CONF
T1  - The Political Nature of Teacher Professionalism: on the Professional Projects of Sweden's Teacher Unions
A1  - Lilja, Peter
PY  - 2014
LA  - eng
PB  - EERA
KW  - professionalism
KW  - teacher professionalism
KW  - teacher unions
KW  - boundary work
KW  - symbolic polittics
KW  - professional projects
KW  - professionalization
KW  - education reforms
AB  - A central aspect of contemporary international education policy debates concern the need for improving the quality of teachers as one of the primary ways of increasing student results in international tests and evaluations. Such reforms, aimed at increasing the effectiveness or status of teachers in general, are often framed as being geared towards processes of teacher professionalization. However, the concept of professionalism, and consequently the desired outcomes of processes of professionalization, is not easily defined, opening room for political struggles over the meaning ascribed to it in different contexts. It is the overall intention of this paper to critically examine such political struggles over definitions of these concepts in the context of contemporary Swedish education policy making. Even if the paper draws on the case of Sweden, the discussion has wider implications as the political and institutional arrangements affecting the way education policies are currently framed are becoming increasing similar between countries, due to the fundamental influence of intergovernmental organizations such as the European Union (EU) or the Organization of Economic Cooperation and Development (OECD) on national policy making in the area of education. The introduction of ‘professional’ terminology in relation to teachers in Sweden was not introduced by teachers themselves or their organizations, but was imposed upon them as an integral part of the political process of educational decentralization and deregulation. However, as the traditional bureaucratic hierarchies of the welfare system were dismantled the possibility of adopting professional terminology became available to occupations, and occupational organizations, not normally considered full-fledged professions. This led to an expansion of the use of professional terminology on behalf of a number of public service occupations (e.g. teachers, nurses, social worker) previously referred to as semi-professional. This transformation of the system of welfare provision constitutes a precondition for the Swedish Teacher Unions to adopt and use a professional discourse as a strategy for trying to improve the conditions of their members in different ways. This paper summarizes the results of a Ph.D-project aimed at analyzing how Sweden’s two Teacher Unions construct their own versions of teacher professionalism in relation to two recent Swedish education reforms, intended to increase the professionalism of teachers. Using theories from the sociology of professions coupled with an institutional approach to the study of organizations the paper analyzes how the Teacher Unions construct professional projects in relation to each other as well as in relation to the reforms of the current Ministry of Education. Viewing professionalism as an institutional logic, it investigates the different strategies employed by the two Unions and considers their effects on the overall professional ambitions of Swedish teachers. By doing so it highlights the complexities facing occupational organizations – such as unions – as they engage in political struggles over how the meaning ascribed to concepts like professionalism is to be decided. In this sense, the Unions are considered as a kind of institutional actors using the idea of professionalism in order to promote their own ideas of how the future development of the teaching profession may best serve the interests of their members. The unions’ focus on processes of professionalization is also considered as a kind of identity-work aimed at providing Swedish teachers with a clearly defined occupational identity within the framework of a transformed welfare system. Methodology, Methods, Research Instruments or Sources Used The study is based on analyses of public union documents, as they are considered the best way to access the "public voice" of the two organizations. The primary material consist of referrals in which the Unions are responding to the suggestions of governmentally appointed public commissions suggesting how certain political initiatives are to be realized. These commission reports are, after the referrals have been taken into account, transformed into green papers to be decided by parliament. In addition to these formal statements, debate articles by (primarily) the Union chairs are also included into the analyses in order to provide a kind of narrative sense of how the Unions place their policies in relation to the overall education policy debates of Sweden. The textual analyses draws on the ideas of "policy sociology" as sociological concepts are used to interpret and understand the policies of the Unions. It is not an analysis for policy, in the sense that it is aimed to provide the Unions with strategies for how the are best to accomplish their policy objectives, but rather a critical analysis of the policies they employ and how they can be understood in the context where they arise. In this sense the study is critical in its ambition to problematize the Unions' use of professional terminology. The analysis is guided by an abductive approach as the interpretations have been developed in a continuous process where theory has provided new insights in relation to the empirical material at the same time as that same material has required new theoretical tools to be put in use in order to provide reasonable explanations. Conclusions, Expected Outcomes or Findings The overall conclusion to be drawn from the study is that the idea of teacher professionalization in the context of Swedish education policy making is a decidedly political process, somewhat removed or de-coupled from the everyday practice of Swedish teachers.  A central argument of the study is that the fact that Swedish teachers are organized in two different unions are complicating the formulation of a common professional project on behalf of Swedish teachers in general. This is because the two unions, though united in their wish to turn teaching into a "proper" profession, are constructing their professional projects from very opposing points of departure, resulting in a process of intraprofessional boundary-work dependent upon the historical tension between different teacher categories. As a result of the internal struggles between the two Teacher Unions the position of Swedish teachers in general becomes weak in relation to national education policy makers. As the unions are forced to compete for political influence in order to gain support for their own policies, the professional projects of Swedish teachers are becoming very dependent upon the political system in general. As a result the autonomy of Swedish teachers, as an occupational group, is restricted, seriously limiting the prospects for teachers to become "professionals" in any traditional understanding of the term.
ER  - 

TY  - CONF
T1  - The recontextualization of teacher professionalism and teacher preparedness in Swedish Teacher Education curriculum.
T2  - Symposium: Teacher education and curriculum: discourse, policy, practice.
A1  - Alvunger, Daniel
PY  - 2021
LA  - eng
KW  - education
AB  - In recent decades, the EU and the OECD have played increasing roles in influencing global policy on teacher quality and teacher education (TE). A pertinent issue in policy discourse is the relationship between teachers’ performance, TE and educational success (Nordin & Wahlström, 2019; Robertson, 2012; Robertson & Sorensen, 2017). While the notion of research-based TE remains a strong element in the Swedish policy on TE curriculum (Alvunger & Wahlström, 2017), a discourse stressing performativity and functional competences has gained ground, bolstered by a logic of “better prepared for the class-room in less time”. In a revision of the system of qualifications “subject-specific methodology” was added in the national TE curricula. The government is preparing for reforms including more practical and methodical elements and practice-integrated forms in TE, paired with a push for smoother pathways to become a teacher. For several reasons, this turn towards performativity and teaching as a ‘craft’ is interesting to study from a curriculum theory perspective. By using Bernstein’s (2000) concept of the pedagogic device as a theoretical framework – and with the Swedish TE policy landscape as a back-drop – this paper explores and identifies emergent meanings of ‘teacher professionalism’ and ‘teacher preparedness’ in the recontextualization of learning outcomes in the national TE curriculum. In this context, recontextualization is understood as a process of ‘meaning-making’ of learning outcomes and their transformation into new meanings in the pedagogic recontextualization field (Bernstein, 2000; cf. Singh, 2017). The guiding research questions are: What prominent and essential features do teacher education institutions ascribe the preparedness of teacher students? What meanings of teacher professionalism emerge in the transformation of the national learning outcomes? The paper draws from a content analysis (Bryman, 2018) and is inspired by Sachs’ (2016) four typologies of teacher professionalism to unpack the recontextualization of learning outcomes. The empirical data consists of self-evaluation reports written by Swedish universities during two separate but recent national audits of primary/secondary and upper secondary teacher education, conducted by the Swedish Higher Education Authority. Results show that the reports are not only to be considered representations and meanings based on the TE institutions’ interpretation and transformation of the learning outcomes but also accounts of how they adapt to the framing within an evaluative and auditing discourse. The analysis suggests there is an emphasis on a combination of ‘controlled professionalism’ and ‘professionalism as performance’ together with ‘co-operative professionalism’.ReferencesAlvunger, D. & Wahlström, N. (2017). Research-based teacher education? Exploring the meaning potentials of Swedish teacher education, Teachers and Teaching: Theory and Practice, DOI: 10.180/13540602.2017.1403315Bernstein, B. (2000). Pedagogy, Symbolic Control and Identity. Theory, research, critique. Revised edition. New York: Rowman & Littlefield Publishers.Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249–305. Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57, 300–314. Nordin, A. & Wahlström, N. (2019). Transnational policy discourses on ’teacher quality’: An educational connoisseurship and criticism approach. Policy Futures in Education, 1–17.Robertson, S.L. (2012). Placing Teachers in Global Governance Agendas, Comparative Education Review, 56(4), 584–607. Robertson, S. & Sorensen, . (2017). Global transformations of the state, governance and teachers’ labour: Putting Bernstein’s conceptual grammar to work. European Educational Research Journal, 1–19 Sachs, J. (2016). Teacher professionalism: Why are we still talking about it? Teachers and Teaching: Theory and Practice, 22, 413–425. Singh, P. (2017). Pedagogic governance: Theorising with/after Bernstein. British Journal of Sociology of Education 38(2): 144–163. 
ER  - 

TY  - CONF
T1  - Teachers's mentalities in human rights education for children: What teachers do, and why
A1  - Isenström, Lisa
PY  - 2018
LA  - eng
KW  - children's rights
KW  - human rights
KW  - education
KW  - teacher
KW  - human rights education
AB  - Background: Educating children about human rights is an important step toward strengthening human rights in the global society. Teachers play a crucial role in the enactment of this education. Hence, teachers require extensive human rights knowledge. However, teachers also require knowledge of how their thinking about children and rights influence their pedagogical approaches and strategies in relation to children’s human rights education.Significance and aims: The aim of this paper is to clarify how teachers’ different rights-teaching mentalities support children’s human rights-learning. By drawing on Foucault’s governmentality perspective I show teachers’ different rights-teaching mentalities and their impact on the enactment of children’s human rights education. This will provide valuable knowledge for teachers, teacher educators and policymakers when performing and/or making decisions about human rights education. Theoretical framework: The research draws on a theoretical framework that combines rights theorization and governmentality. The rights theorization (Bobbio, 1996, Orend, 2002), with a view on human rights as continually developing and expanding, creates a background for the study. By using the aspects of government - rationalities, techniques and aims (Foucault, 1987/2003; 1978/1991; Rose, 1999; Dean, 2010), I elaborate on the concept of teachers’ rights-teaching mentalities. With this concept I show how teachers’ theories when merged together with their actions and aims construct teachers’ rights-teaching mentalities and how they influence the education for children’s human rights. Research design: The data used in this paper draws on fieldwork from three grade 1 classes in Swedish schools. Each teacher was observed for approximately 50 hours. The observations were documented through field notes. Halfway into the observation period each teacher was interviewed. The aspects of government - rationalities, techniques and aims, guided the analysis. In several steps structures of qualitative similarities and differences were sought and potential rights-teaching mentalities were verified, changed, disappeared and new ones were formed. Findings: Six teachers’ rights-teaching mentalities were identified through the analysis. These could be divided into two groups, four rights-promoting mentalities and two rights-restraining mentalities. The rights-promoting mentalities support a positive rights-learning, install feelings of equal value and being an equal rights holder along with forming attitudes and behaviours in line with human rights. On the contrary the rights-restraining mentalities impose a negative rights-learning which can reduce feelings of equal value and being an equal rights holder along with fostering attitudes and behaviours not in line with human rights. 
ER  - 

TY  - JOUR
T1  - Seduced by Academia or Acting like a Fish in Water: Aspects on the Selection of the Swedish Upper Secondary Schoolteacher Programme
T2  - Kultura i Edukacja
SN  - 1230-266X
A1  - Persson, Magnus
PY  - 2012
VL  - 5
IS  - 91
SP  - 215
EP  - 234
LA  - eng
KW  - upper-secondary schoolteacher programme
KW  - habitus
KW  - education
KW  - selection of students
KW  - lärarutbildning
KW  - selektion
KW  - gymnasielärare
KW  - sociologi med utbildningsvetenskaplig inriktning
KW  - sociology education
AB  -  Th is text argue that the notion of divided habitus makes it possible to expand the understandingof educational choices and strategies made by the upper secondary schoolteacherstudents. Th e analogue of a distance, gap or tug between habitus and fi eld serve as a fruitfulillustration of how educational choices and participations can be more or lesscomplicated and full of confl ict, and in the end determine the presence or absence of educationalsuccess. Th e social distance between habitus and the teacher education positionon the fi eld of higher education tend to aff ect the actual entrance and participation of theindividual student. A wide distance is more complicated and full of confl ict and failure thana narrower one. By combining this to the individual achieved school-resources the selectionis becoming more complex but also with more consistency.
ER  - 

TY  - CONF
T1  - Beyond cheating? institutional leaders’ perspectives on generative AI in teacher education: a Swedish national interview study
A1  - Olofsson, Anders D.
A1  - Lundin, Mona
A1  - Lindfors, Maria
PY  - 2026
LA  - eng
KW  - education
AB  - Research topic/aim: This study situates teacher education within contemporary Swedish society, permeated by generative artificial intelligence (AI) tools like ChatGPT, including complex algorithmic (dis)information streams and deepfakes (Örtegren & Olofsson, 2024). The study explores how institutional leaders, primarily deans and directors with strategic responsibilities at 20 Swedish teacher education institutions, perceive and respond to generative AI within their institutions, and how they understand their role in creating conditions enabling teacher educators and student teachers to use generative AI in reflective, critical, and ethical ways.  Theoretical framework: This study adopts a postdigital lens. This lens suggests a shift from earlier views of digital technology (e.g., generative AI) as something exclusive and object-like toward a contemporary understanding of it as deeply integrated into society’s cultural and educational practices. It positions the institutional leaders within a broader understanding of the socio-technical systems in which teacher education is constituted (Knox, 2019, p. 368). Methodology/research design: In this national qualitative study, institutional leaders from all Swedish teacher education institutions offering programmes for school years 4–6 (N = 20) were interviewed using a semi-structured format. The participants were identified through their representation in the national body for teacher education, the Teacher Education Convent (in Swedish, Lärarutbildningskonventet). The interviews were conducted between May and August 2025, guided by one theme on “AI in teacher education now and in the future – from a leadership perspective”. A thematic analysis was carried out following Braun and Clarke’s (2019). Expected results/findings: The analysis revealed five main themes reflecting how institutional leaders perceive and respond to generative AI in teacher education as well as how they understand their role in creating conditions to use generative AI in reflective, critical, and ethical ways. The main themes were: (1) Organisational culture, policy and capacity for change, (2) Assessment and examination practices, (3) Professional digital competence and generative AI literacy, (4) Responsibility, democracy, and value systems, and (5) Ethics, data, and the limitations and risks of generative AI. The results underscore the central role of leadership in shaping institutional conditions that support critical, ethical, and pedagogically sound applications of generative AI in teacher education.  Relevance to Nordic educational research: This Swedish study provides the Nordic research community with new and empirically grounded insights into how institutional leadership in postdigital teacher education engages with digitalisation and generative AI. It also offers opportunities for comparative reflection on organisational structures, leadership practices, and ethical considerations in teacher education institutions across the Nordic countries. References:Braun, V., Clarke, V., Hayfield, N., & Terry, G. (2019). Thematic analysis. In P. Liamputtong (Ed.), Handbook of research methods in health social sciences (pp. 843–860). Springer Nature Singapore Pte Ltd.   Knox, J. (2019). What does the ‘postdigital’ mean for education? Three critical perspectives on the digital, with implications for educational research and practice. Postdigital Science and Education, 1(2), 357–370.  Örtegren, A., & Olofsson, A.D. (2024). Pathways to professional digital competence to teach for digital citizenship: Social science teacher education in flux. Teachers and Teaching, 30(4), 526–544.
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TY  - CONF
T1  - Pre-service physical education teachers' conceptions on the subject and profession: changes over time
A1  - Ferry, Magnus
PY  - 2017
LA  - eng
KW  - conceptions
KW  - pre-service teachers
KW  - sweden
KW  - teacher education
KW  - teacher socialization
AB  - Method: This exploratory study draw on survey data collected between 2005 and 2016 from pre-service teachers at one of Sweden’s PETE programmes. The data contains responses from about 300 pre-service teachers, who during their first PETE course, has answered a questionnaire addressing their background, previous and present exercise and sports habits, and their conception about PE and the future profession. Results: A preliminary analysis shows that pre-service teachers entering PETE are similar in many respects; they have a positive attitude towards sport and PE, have large experience of club sports and have often practiced sports at a high level. In relation to their conceptions, some variations were found, with for instance different opinions about what the goal and purpose of PE should be (eg. health promotion, develop sports skills…) and the knowledge a teacher should possess (eg. social skills, content knowledge…). Future analyses will illustrate this more accurate and investigate whether there are any differences over time. Conclusions: Pre-service teachers’ conception of PE and the future profession is embodied through the socialization process to becoming a PE teacher. These conceptions could also influence pre-service teachers’ lessons in PE in the future profession.
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TY  - CONF
T1  - Teacher registration, the state and the teacher: Analyses of changing roles, relations, identities and positions
A1  - Fransson, Göran
PY  - 2011
LA  - eng
KW  - dilemmatic space
KW  - mentor
KW  - newly qualified teachers
KW  - positioning
KW  - teacher registration.
KW  - education
AB  - Registration for teachers is to be introduced in Sweden July 1 2012 (SOU 2008:52). The reform includes: that newly qualified teachers must do a "probationary year” and be supported by a mentor. During this year the school leader are responsible for assessing whether the teacher is to be recommended being registered or not. The assessment is performed in relation to national standards developed by the Swedish National Agency for Education. The Teachers' Responsibility Board will be a new institution having the right to withdraw a teacher’s registration or to issue warnings. This reform changes a number of relational positions between teachers and a number of actors.  For instance, the relationship between the new teachers and the mentors is changing as the mentor can become involved in the formal assessment of the new teacher, a role mentors traditionally not has had neither in Sweden nor in other Nordic countries (Fransson, 2010; Fransson & Gustafsson, 2008). The relationship between teachers and parents are also change when parents are given the opportunity to formally report and question the teacher's registration, which can render the suspension of the registration or a warning. This could put teachers under pressure both to work harder and more in accordance with parents’ expectations, but also to protect him/herself, eg. a more extensive focus on documenting the educational activities to have the back free and also to adopt a more risk-free behavior (cf. Lindqvist & Nordänger, 2007). This way the reform can be a "tool” to discipline teachers and making them act within regimes of accountability and governmentality (cf. Devos, 2010). Such strategies appear in interviews with teachers who have been working for two years and were told to reflect over the hypothetical situation if it had existed a system with teacher registration, probation year and assessment when during their first year (Aspfors, Fransson & Heikkinen, forthcoming).The reform also implies that that ‘new teachers’ not any more will be regarded as fully qualified (albeit not yet very experienced) until they have reached the required standard and fulfilled the requirements of the probationary year. Thus, they are to be recognized as someone in-between a student teacher and a fully competent and qualified teacher and colleague, making “new teachers” being conceptualized and re-constructed in quite a different, changing identities, roles, relations and positions. In this paper this is discussed in relation to neo-liberal regimes of governance, accountability and governmentality.  Key words: Dilemmatic space, mentor, newly qualified teachers, positioning , teacher registration. Referenser:Aspfors, J., Fransson, G. & Heikkinen, H.L.T. (fortcoming). Mentoring as dialogue, collaboration and/or assessment?. In P. Tynjälä, M.-L. Stenström (eds.) “Nothing is Permanent but Change”. Transitions and Transformations in Learning and Education. Elsevier.Devos, A. (2010). New teachers, mentoring and the discursive formation of professional identity. Teaching and Teacher Education Vol. 26. 1219-223.Fransson, G. (2010). Mentors in dual roles, both to support and to assess? Analyses of opinions expressed in responses to a Swedish proposal on probationary year for new teachers. European Journal Teacher Education. 33(4), 371–386.Fransson, G. (2009). Knowledge input in responses to a government inquiry concerning probationary year for new teachers; the role of mentors and headmasters. Paper presented at European Conference of Educational Research (ECER) in Vienna, Austria, 28-30 september 2009. Presented 28 september.Fransson, G. & Gustafsson, C. (Eds.) 2008: Newly Qualified Teachers in Northern Europe. Comparative Perspectives on Promoting Professional Development. Teacher Education: Research Publications no 4. Gävle: Gävle University Press.Lindqvist, P. & Nordänger, U.K. (2007). Better safe than sorry? Risk and educational research. Educational Studies, Vol. 33, No. 1, March 2007, pp. 15–27.SOU. 2008:52. Legitimation och skärpta behörighetsregler [Swedish Government Official. Report 2008:52. Registration and stricter qualifying rules]. Ministry of Education and Research. 
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TY  - CONF
T1  - Students’ and Teachers’ Understanding of Student Influence in Swedish Rights-Based Schools
A1  - Quennerstedt, Ann
A1  - Isenström, Lisa
PY  - 2023
LA  - eng
KW  - children's rights
KW  - human rights
KW  - education
KW  - teacher
KW  - human rights education
AB  - To find support for their work with children’s rights, schools around the world have turned to NGOs that offer schoolprograms aiming to strengthen children’s rights at school. Evaluations undertaken of such school programs for children’srights have shown good effects, for example on school climate, relations, behaviour, and children's influence (Howe &Covell, 2010; Sebba & Robinson, 2010; Halås Torbjörnsen, 2020), but also raised some concerns (Sebba & Robinson,2010; Mejias & Starkey, 2012; Webb, 2014; Dunhill, 2019). The evidence presented for a correlation between learningabout rights and positive effects such as respectful behaviour and increased student influence is, according to Jerome andcolleagues (Jerome et al., 2015), rather weak. The authors argue that most studies have focused more on implementationprocesses than outcomes. They also highlight methodological weaknesses in some studies, in the form of low responserates in survey studies, few interviews in interview studies, mainly drawing on teachers’ views and narratives, or the viewsof students that were selected by teachers. To shed better light on the impact of school programs for children’s rights, thereseems to be a need for further research with a rigorous research design.Most children’s rights programs offered by NGO’s put children’s right to be involved in processes of deliberation anddecision making in school in the center of attention. Students’, teachers’ and policymakers’ perceptions and experiences ofchildren’s influence is also a well-researched topic (Johnson, 2017; Perry-Hazan, 2021). Studies have often reported thatchildren find their opportunities to influence matters that are relevant to them to be very limited (Emerson & Lloyd, 2017;Lake, 2011).One of the programs available is UNICEF’s Rights Respecting Schools Award (RRSA), which was developed by UNICEFUK. The UK version was brought to Sweden and modified by UNICEF Sweden to suit the Swedish school culture. It wasalso renamed to Rights-based school. Since the start in 2010 the Swedish version of the program has spread and is nowused in about 30 Swedish schools.No research-based evaluation of Rights-based school has so far been done. Commissioned by UNICEF Sweden, wecurrently undertake a large-scale evaluation research project, aiming to elucidate if, and in that case how, Rights-basedschool strengthens schools’ work with children’s rights. In this presentation we report on the first findings, focusing onstudent influence. One of the main objectives of Rights-based School is to increase students’ influence in school, specifiedas: “Each student is regularly given opportunities to take part in the development of school and to express her/his meaningand be heard in matters that concern her/hem. Decision makers are given the opportunity to take children’s views intoaccount and to provide feedback on decisions.”The research questions addressed in our initial analysis are:(1) How do teachers in Rights-based schools view and describe their work with student influence?(2) How do students in Rights-based schools view and experience their influence in school?(3) Can differences between teachers’ and students’ views be identified?(4) Can differences between schools that are new to the program, and a school that have worked with the program for along time be identified?The initial findings reported on in this paper present an opportunity to reflect on the continuing work and analyses. The main study will when ready not only provide grounds for UNICEF Sweden to revise their Rights-based school program, butwill also contribute to the international child rights community with knowledge about how organised rights-based schoolprograms may strengthen children’s rights in educational settings, as well as point out aspects in such programs that needto be reconsidered.Methodology, Methods, Research Instruments or Sources Used: The data for this paper was created in five different schools that use Rights-based school. Four of the schools had juststarted working with the program, while one school had used it for eight years. This school makes it possible to examinewhether long engagement makes a difference. Interviews with teachers and students in years 2, 5 and 8 were conductedduring two following years (2021 and 2022). One more set of interviews will be done in 2023. Initial analysis has beencarried out of the data from teachers and students in year 5, and it is the result of this analysis that is reported in the currentpaper. The sample for this analysis is:2021: 20 teachers, 61 students (28 interviews)2022: 18 teachers, 67 students (34 interviews)Total: 38 teachers, 128 students (62 interviews)The interviews were semi-structured. Teachers were individually interviewed and the students were mostly interviewed inpairs. Questions were asked to understand how students experience their influence in school and how teachers viewstudent influence.The interviews were recorded and transcribed. Qualitative content analysis (Bengtsson, 2016; Hsieh & Shannon, 2005) wasundertaken to understand meanings of student influence expressed by the interviewees. The analysis was done with the aidof NVivo software. Frequency analysis complemented the content analysis to identify which meanings were mostrepresented in the teachers’ and students’ statements.By conducting a large number of interviews with both teachers and students who has not been selected by principals orteachers, we claim that our research design avoids weaknesses pointed out in previous studies. The large number ofinterviews provides rigor to the content analysis and comparison of students’ and teachers’ perceptions. The mainevaluation study also includes interviews with teachers and students in schools that do not use Rights-based school. Theinclusion of these will significantly strengthen the findings of the evaluation study. These interviews have not yet beenanalysed and are therefore not included in this paper.Conclusions, Expected Outcomes or Findings: In schools that use Rights-based school, various councils (student council, food council, safety council) seem to serve asimportant arenas for realising students’ right to influence matters that concern them. In the new schools the students alsobring up less formal ways to influence their school day and environment. They say that they can just talk to the teachers ifthere is something they want. They find this mode of influence more efficient than going through the formal processes. This informal influence is not mentioned by any student in the school that has used the program for eight years. Thus, thisfinding raises questions of whether the program functions limiting to some kinds of student influence, by emphasisinginfluence via formal processes.The teachers almost unanimously express that the content of classroom work is directed by the curriculum, and thatstudents therefore cannot exercise much influence over educational content. However, by involving the students indecisions about how to work teachers have found ways to involve students in classroom decision making. The students donot seem to agree with this picture. In the new schools, influence over working methods is only mentioned in a third of theinterviews, and in the established school possibilities to affect working methods is only mentioned in two interviews, thestudents even accentuating that working methods are planned and decided by the teachers. A striking finding is thatstudents’ perception of what they can influence most in classroom work is the content.When asked about what they believe to be limiting for student influence, the students express very clearly that the mainhindrance for student influence in school is dire economic circumstances. Interestingly, when teachers are asked aboutwhat they think limits students’ influence, only one teacher mentions economy as a hindering factor.ReferencesDunhill, A. (2019). The language of the human rights of children: a critical discourse analysis. (Doctoral dissertation,University of Hull).Emerson, L., & Lloyd, K. (2017). Measuring children’s experience of their right to participate in school and community: Arights-based approach. Children & Society, 31, 120-133.Howe, R.B., & Covell, K. (2010). Miseducating children about their rights. Education, Citizenship and Social Justice, 5(2),91-102.Jerome, L., Emerson, L., Lundy, L., & Orr, K. (2015). Teaching and learning about child rights. A study of implementation in26 countries. Queens University Belfast/UNICEF.Johnson, V. (2017). Moving beyond voice in children and young people’s participation. Action Research, 15(1), 104-124.Lake, K. (2011). Character education from a children’s rights perspective: An examination of elementary students’perspectives and experience. International Journal of Children’s Rights, 19, 679-690.Mejias, S., & Starkey, H. (2012). Critical citizens or neo-liberal consumers? Utopian visions and pragmatic uses of humanrights education in a secondary school in England. In Politics, participation & power relations (pp. 119-136). Brill.Perry-Hazan, L. (2021). Conceptualising conflicts between student participation and other rights and interests. Discourse:Studies in the Cultural Politics of Education, 42(2), 184-198.Sebba, J., & Robinson, C. (2010). Evaluation of UNICEF UK’s rights respecting schools award (RRSA). London: UNICEFUK.Webb, R. (2014). Doing the rights thing: An ethnography of a dominant discourse of rights in a primary school in England(Doctoral dissertation, University of Sussex).
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TY  - CONF
T1  - Professional projects and organizational pressures: Swedish teacher unions from an institutional prespective
A1  - Lilja, Peter
PY  - 2013
LA  - eng
PB  - EERA
KW  - teacher professionalism
KW  - teacher unions
KW  - education policy
KW  - educational reforms
AB  - The aim of this paper is to discuss the professionalization policies of Sweden's teachers' unions in relation to - and in the context of - national and international education policy reform initiatives. Drawing on the tradition of organizational institutionalism, the paper argues that the teachers' unions focus on strategies of professionalization may have as much to do with questions of legitimacy in the eyes of the public, as with any specific effort at transforming the practice of teaching in a 'professional' direction.  International trends stressing the need for educational effectiveness as a key factor of national competitiveness has not only had great influence on the education policies of most nation states and the way education systems are managed, but also - on a larger scale - on the meaning of 'professional' work in general and its application to teachers and teaching. From having been a concept describing a kind of occupational value, arising from within certain occupational groups based on autonomy, discretion and collegiality centered in high-trust relationships with state officials and clients, professionalism has - in the world of today - been high jacked by managers wishing to use its seductive powers for the implementation of reforms based on opposing values. This kind of 'professionalism' is imposed from outside occupational groups and is centered on values such as transparency, effectiveness and accountability coupled with massive systems of external inspection. In this latter case, the high-trust relationship between professions, the state and clients is replaced by notions of risk and doubt leading to a transformed relationship between professionals, their clients and new kinds of managers in public service organizations transformed in a corporate direction. In Sweden, research into the ways that notions of teacher professionalism have been effected and developed in relation to the developments sketched above have primarily focused on one or more policy reforms at a macro-level of analysis, or on the experiences of individual teachers at the micro-level. However, Sweden’s teachers’ unions – the only organizations of teachers of any political significance – are interesting, in this respect, as facilitators of Swedish teachers’ professional projects, but also in their role as formal organizations within the context of the Swedish public sector. Starting from discussions of organizational isomorphism and its consequences within institutional theory the paper aims to focus on this meso-level in order to understand the way that organizational pressures (national as well as international) may affect the way that the unions construct such professional projects and shape their policies for the future development of the teaching profession in Sweden.         Methodology, Methods, Research Instruments or Sources Used The paper builds upon a qualitative content analysis of a number of different policy text produced by the Swedish teachers' unions; visionary documents, referrals to public commission reports and debate articles, signed primarily by the union chairs, from a number of Swedish newspapers. As the aim of the study is to analyze and discuss the 'public' voice of the unions as formal organizations, the use of such official documents and texts have been found very useful.   Conclusions, Expected Outcomes or Findings The preliminary findings show that the Swedish teachers' unions seems 'trapped' within a normative order emphasizing  professionalization as the primary way of organizational development and legitimacy. In the case of Sweden, this is accomplished through mimetic processes whereby union policies, aimed at the improvement of teaching, are modeled upon the medical profession, regardless of the differences between the technologies and practices of the occupations. In this way, the professional rhetoric of the unions is decoupled from the practice of teaching in order to maximize the public legitimacy needed for improving the declining social status of Swedish teachers.  References Ball, S.J. 2003. The Teacher’s Soul and the Terrors of Performativity. Journal of Education Policy 18, no 2: 215-228. DiMaggio, P.J. & W.W Powell. 1991. The Iron Cage Revisited: Institutional Isomorphism and Collective Rationality in Organization Fields. In The New Institutionalism in Organizational Analysis, eds. W.W. Powell & P. J. DiMaggio, 63-82. Chicago: University of Chicago Press. Evetts, J. 2003. The Sociological Analysis of Professionalism. Occupational Change in the Modern World. International Sociology 18, no. 2: 395-415. Evetts, J. 2009. New Professionalism and New Public Management: Changes, Continuities and Consequences. Comparative Sociology 8, 247-266. Fournier, V. 1999. The Appeal to ‘Professionalism’ as a Disciplinary Mechanism. The Sociological Review, 280-307. Lindblad R.F. & S. Lindblad. 2009. The Politics of Professionalizing Talk on Teaching: Boundary Work and Reconfigurations of Teachers and Teaching. In Re-Reading Education Policies. A Handbook Studying the Policy Agenda of the 21st Century, eds. M. Simons, M. Olssen, M.A. Peters, 754-773. Rotterdam: Sense Publishers.  Meyer, J.W. & B. Rowan. 1977. Institutionalized Organizations: Formal Structure as Myth and Ceremony. American Journal of Sociology 83, no. 2: 340-363. Scott, W.R. 2008. Lords of the Dance: Professionals as Institutional Agents. Organization Studies 29, no. 2:219-238. Svensson, L.G. 2010. Professions, Organizations, Collegiality and Accountability. In Sociology of Professions. Continental and Anglo-Saxon Traditions, eds. L.G. Svensson, J. Evetts, 145-166. Gothenburg: Daidalos.
ER  - 

TY  - JOUR
T1  - How do teacher students for compulsory schools learn compared to music teacher students in Sweden?: A comparative study of wo different student teacher groups in Sweden
T2  - The Quality of Higher Education
A1  - Boström, Lena
PY  - 2011
IS  - 8
SP  - 158
EP  - 178
LA  - eng
KW  - learning styles preferences
KW  - music teachers students
KW  - teacher students
KW  - teacher training
AB  - The teaching profession has been continually challenged to provide evidence of the effectiveness of teaching and learning methods.  The teacher education systems are currently undergoing reforms in Sweden. Hence, it is importance for educational institutions to be aware of the different ways that their student teachers learn and it is importance for prospective teachers to become aware of their own learning styles. The purpose of this research was to explore the learning styles preferences for two groups of prospective teachers:  music teachers and regular compulsory classroom teachers and to analyze their differences in the light of international research on learning styles. If these groups of prospective teachers differ, this would have an impact on higher education, students´ learning strategies and teachers´ teaching strategies. The study involved 65 randomly- selected student teachers. Thirty-three were student teachers for compulsory school and 32 were music student teachers.  Twenty subscales of the Productivity Environmental Preference Survey (PEPS) (Dunn, Dunn, &Price, 1984, 1991, 2000) were used to identify the learning-styles preferences of the participants. The results showed statistically significant differences between the two teacher student groups. Based on the results, it can be concluded that in comparison to music teacher students, compulsory teacher students differed in their choice of more formal designs, routine, and the times of the day when they would prefer to learn. The findings suggested the need for widely diverse teaching approaches in higher education for teachers
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TY  - CONF
T1  - Can research make a difference in Swedish?: Linguistic issues in internationalizing higher education.
A1  - Jämsvi, Susanne
PY  - 2014
LA  - eng
KW  - internationalization
KW  - europeanization
KW  - policy
KW  - higher education
KW  - language
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This research paper is about one aspect of the current internationalization, or Europeanization, of higher education of today. It addresses in particular linguistic issues in relation to or as an aspect of internationalization/Europeanization and how they are discursively constructed. Recent developments in Swedish higher education language policy texts are used as an example. Even though the ongoing mapping shows small signs of linguistic plurality, the dominant position of English is not challenged.
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TY  - JOUR
T1  - Normaliseringens uppkomst och tidiga utveckling i Sverige
T2  - Handicaphistorisk Tidsskrift
SN  - 1399-4786
A1  - Barow, Thomas
PY  - 2012
IS  - 28
SP  - 73
EP  - 100
LA  - swe
PB  - : Historisk Selskab for Handicap og Samfund
KW  - normalisation
KW  - sweden
KW  - welfare state
KW  - disability policy
KW  - integration
KW  - history of education
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - THE ORIGIN AND EARLY DEVELOPMENT OF NORMALISATION IN SWEDEN. Normalisation can be seen as a key concept, both in disability research and in special education. In Sweden so far, the origin of this basic approach is connected to the time period after World War II. The purpose of this paper is to nuance this perspective. The existing Swedish historiography on normalisation, to some extent written by protagonists of the concept, will be discussed. We agree on the full effectiveness of normalisation based on a reform-oriented social policy from the 1960s. However, by means of historical research and based on hermeneutic methods, this study aims to demonstrate the concept’s origin and early development in Sweden already some decades before. For that purpose historical sources from contemporary Swedish litera-ture and reports from school authorities will be analysed. In particular the so called external schools for the feeble-minded had a certain impact on the emergence and spreading of the normalisation approach. As a result of our research, and by linking it to the development of the Swedish welfare state, normalisation can be contextualised historically. This outcome is of high relevance for understanding the history of a path-breaking concept. Finally, and with regard to the future, the question of adaptability and modernity of normalisation arises.
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TY  - CONF
T1  - Teaching Geography in Sweden : Swedish Geography Teachers Subject Knowledge and Teaching Strategies
A1  - Bladh, Gabriel
PY  - 2015
LA  - eng
KW  - national survey
KW  - geography teachers
KW  - subject knowledge
KW  - teaching strategies
KW  - geography
KW  - geografi
KW  - education
AB  - In this presentation I will highlight how Swedish geography teachers think about their subject and how they enact it. During the autumn 2012 a survey was conducted among 3000 teachers, who teach geography in primary and secondary schools (4–9 grade) in Sweden. Building on analyses of the questionnaire, some basic data about Swedish geography teachers are presented, and some issues about teachers’ different subject approaches and different teacher strategies are discussed. Geography teachers’ subject view varies with e.g. length of education, pedagogical approach and on what level they are teaching. In terms of teacher strategies, more student active approaches can be contrasted with more traditional textbook teaching. The results show that traditional study materials and textbooks are increasingly challenged by less structured forms of source material
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TY  - BOOK
T1  - The Aporia of Equality: A Historico-Political Approach to Swedish Educational Politics 1946-2000
A1  - Wedin, Tomas
PY  - 2018
LA  - eng
PB  - Göteborgs Universitet
KW  - equality
KW  - politico-temporal problem
KW  - education
KW  - post-war period
KW  - sweden
KW  - political thought
KW  - regime of historicity
KW  - arendt
KW  - democratic paradox
KW  - imaginary equality
KW  - the social
KW  - tocqueville
KW  - world
AB  - In the present thesis, I analyse how the idea of equality appeared in Swedish educa- tional policy documents from 1946 to 2000. The dissertation aims to advance our understanding of equality as an educational ideal by analysing it as a politico- temporal problem. I do this by combining political thought with historiographical reflections. The material on which I draw is primarily governmental official reports (Statens offentliga utredningar) and Government bills. Utilising what I call the histo- rico-political approach, I examine the empirical material by focusing on how the idea of equality has been envisaged with regard to the past, present, and future. The chief problem is divided into five research questions, which in turn are analy- sed in four separate studies.By exploring how the relationship between teacher, pupil, and content has appeared in key policy documents, I reveal a crucial dislocation in educational poli- cies that has been overlooked to date. Whereas the idea of centring education around the individual pupil was initially popularised in the post-war period and articulated as a more efficient means for ensuring that pupils assimilated greater knowledge, this successively morphed into a democratic goal in itself, in line with the overt attempt to further the democratisation of the educational system in the 1970s. Concurrently, the role of the teacher and the content taught also underwent substantial changes. I show how these transformations can be seen as indicative of a new way of temporally charging equality, where the present is given priority at the expense of both the past and the future. Building on and yet diverging from previous research on Sweden’s educational reforms, in which the reforms around 1990 are depicted as a break from earlier educational policies, my results showcase important and seldom noted strands of continuity in educational policies from 1946 to 2000. In short, this project shows how the desire to further equalise conditions in the educational system paradoxically undermined the democratic order that it was intended to strengthen, helping to pave the way for the changes around 1990, which are often depicted as manifestations of a major, systemic shift.
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TY  - JOUR
T1  - From Seminar to University. Dismantling an old and Constructing a New teacher Education in Sweden and Finland 1946 – 1979.
T2  - Nordic Journal of Educational History, no 1 2017.
A1  - Furuhagen, Björn
A1  - Holmén, Janne
PY  - 2017
VL  - 1
IS  - 4
EP  - 1
LA  - eng
KW  - teacher education
KW  - educational reforms
KW  - finland
KW  - sweden
AB  - In the 1970s, Sweden and Finland abandoned the system of seminars for folk school teachers and incorporated all teacher education into the system of higher education. The visions behind the new education, as well as the original plans for its structure, were similar in both countries, but the outcomes were different. Finland managed to a greater extent to implement an academic teacher education located at universities, while the Swedish solution was deemed unsatisfactory by many actors, leading to several new reforms in the following decades. This can be explained by the different nature of the conflicts surrounding the reforms in Sweden and Finland. In Finland, the early 1970s was a period of intense left-right polarisation, followed by attempts to depoliticise teacher education. In Sweden, the vision of an academic teacher education met successful resistance from regional actors, resulting in the preservation of much of the old seminar system under the guise of small teacher education
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TY  - JOUR
T1  - Preservice Teachers’ Practical Knowledge and Their Sources
T2  - Journal of Teacher Education and Educators
SN  - 2147-0456
A1  - Ferry, B. Magnus
A1  - Åström, Peter
A1  - Romar, Jan-Erik
PY  - 2022
VL  - 1
IS  - 11
SP  - 33
EP  - 57
LA  - eng
PB  - Turkey : Uludag University
KW  - didactical milestones
KW  - physical education
KW  - teacher education
KW  - sweden
KW  - mixed-method design
AB  - Becoming a teacher requires preservice teachers (PSTs) to interpret experiences from different perspectives because of the reversal role from being a student to being a teacher. For teacher education programs to be most effective, they need to understand the knowledge that PSTs hold and develop in order to optimise professional learning. With an exploratory mixedmethod design, this study’s overall aim was to investigate the content of practical knowledge and perceived sources among a group of Swedish physical education PSTs (n=97). Their practical knowledge, operationalized through the concept of didactical milestone, were expressed in five different themes: the curriculum (what), the teacher (who), instructions (how), students (whom) and the classroom (where). Furthermore, the results showed that PSTs’ practical knowledge was influenced by situations before entering and during teacher education as well as from media, and to some extent, the PSTs’ work experiences. The results also showed that the type of source related to the different themes of practical knowledge. With the help of practical knowledge as construed in this study, teacher educators can assess PSTs’ capacity to reflect on teaching, as well as adjust their own instructional focus.
ER  - 

TY  - JOUR
T1  - Discourses on music in Swedish primary and preschool teacher education
T2  - Nordisk musikkpedagogisk forskning
SN  - 1504-5021
A1  - Lindgren, Monica
A1  - Ericsson, Claes
PY  - 2012
IS  - 14
SP  - 91
EP  - 103
LA  - eng
PB  - Oslo : Norges musikkhøgskole
KW  - teacher education
KW  - discourse
AB  - This study investigates prevailing discourses on music in the field of creative arts in Swedish teacher education for primary school and preschool, following the programme based on the 1999 teacher education reform. The data were collected from 19 focus group interviews with teacher educators and student teachers from ten higher education institutions that offer such teacher education programmes. Theories related to language as action and the consequences of linguistic actions were taken as central to the study. To identify and discuss the discursive formations, analytical tools inspired by discourse psychology and discourse theory were used in the analysis. The analysis demonstrated that an academic discourse focusing on theory, reflection, and textual production has pushed aside skills-based practice. A second discourse, characterized by subjectivity and relativism vis-á-vis the concept of quality, was also found in the material. Finally, a therapeutic discourse was articulated and legitimized based on the idea that student teachers should be emotionally balanced. The constructions may be regarded as strategies that legitimize the creative arts, which no longer have a clear identity in this teacher education context. The discourse on technical skills in music, which previously occupied a hegemonic position in the discursive field, has fallen apart, allowing other discourses to take root.
ER  - 

TY  - CONF
T1  - Special teacher education universals
A1  - Takala, Marjatta
A1  - Nordmark, Marie
A1  - Allard, Karin
PY  - 2019
LA  - eng
KW  - utbildning och lärande
KW  - education and learning
AB  - Research topic: Our aim is to compare special teacher education curricula in two Nordic countries, look do they have inclusive elements and reflect the results with other countries.Theoretical framework: General education seems to need special education to support pupils, although we live in the era of inclusion (European Agency for Special Needs and InclusiveEducation, 2016). In order to have these special educators, every country has an own system ofeducating them. It seems that the content and study time as well as requirements to students variesfrom country to country. In a study done by Darling, Dukes & Hall (2016), four universals werefound, namely: a) policy, b) practice, c) pedagogy, and d) teacher preparation/co-curricularactivities. Together 51% could be categorized into the last one, teacher preparation/co-curricularactivities, which included general learning activities used to teach/train teachers how to instructstudents as well as varied aspects of field experience and its critical role in the preparation of specialteachers. The smallest was policy (4%), with topics like bridging the gap between training and practice.Methodological design: In our study, we compared Finnish and Swedish special teacher education(STE) curriculum, meaning here the one year Finnish or 1,5year Swedish STE for qualified teachers.We looked at the internet based curricula of all six Finnish and seven Swedish universities offeringthis education. We did a content and text analysis to the curricula.Expected Findings: We found common topics as well as country specific issues. Both countries’STE includes a lot of core professional skills and knowledge, like the basic national documents andsupport systems with individual education plans and teachers’ responsibilities. The Swedish specialteacher students can choose between five specialization options, while the Finnish STE is a combodegree. There is no organized and supervised teaching practice in Sweden, but it is central n Finland.However, we also noticed that there could be global demands for STE. Like human universals, therecould be special education universals. One common issue is globalization, which should discussed inSTE. Another might be various learning difficulties. However, also the neoliberal education policymight have some effects on the goals of inclusion. The universals as well as the new educationalpolicy are discussed.Relevance to Nordic educational research: While the Nordic countries have rather similareducational requirement to pupils at school, also the requirements for teacher education and in thiscase STE, could be similar at least to a certain point. In order to create an optimal STE in cooperationwith neighbor countries, curriculum related issues differences need to be discussedReferences:Darling, S. M.; Dukes, C.; Hall, K. (2016). What Unites Us All: Establishing Special EducationTeacher Education Universals. Teacher Education and Special Education, 39(3), 209-219.European Agency for Special Needs and Inclusive Education. (2016). Leap forward for inclusion.Retrieved from https://www.european-agency.org/news/directors-blog/leap-forward-for-inclusion
ER  - 

TY  - CONF
T1  - Creating awareness: music teacher education for future children
T2  - ISME International Society for Music Educatation
A1  - Lonnert, Lia
PY  - 2020
SP  - 46
EP  - 51
LA  - eng
PB  - : ISME International Society for Music Educatation
KW  - music teacher education
KW  - gender
KW  - cultural diversity
KW  - music education
KW  - musikpedagogik
AB  - The Swedish school has an aim to overcome social and economical differences between pupils, and that all pupils should have equal opportunities. To make this aim possible, also in the subject of music, teacher education is central. Music teacher education should make students aware of the challenges. In this paper, the challenge discussed is gender and cultural diversity partially based on the curriculum for the mandatory school and partly on contemporary political issues. Gender has been addressed within music education, both as a general issue and within practical musical performance. Cultural diversity proves to be more difficult to address due to access to research, the definitions of the concepts, and students’ awareness of and identification with the concepts.
ER  - 

TY  - CONF
T1  - K-ULF: Creating Research Synergy in the Interface Between School and the Academy
T2  - PATT38 Book of Abstracts.
A1  - Hartell, Eva
A1  - Brugge, Rasmus
A1  - Boberg, Alice
A1  - Kozma, Cecilia
A1  - Pears, Arnold
PY  - 2021
SP  - 27
EP  - 28
LA  - eng
PB  - Turku, Finland : PATT Organizing Committee
KW  - practitioner based research
KW  - participatory research
KW  - kulf
KW  - technology education
KW  - engineering education
KW  - stem education
KW  - teacher education
KW  - life-long learning
KW  - evidence informed education
KW  - curriculum development
KW  - ulf-avtal
KW  - k-ulf
KW  - praktiknära forskning
KW  - teknikundervisning
AB  - The K-ULF project is part of a Swedish government initiative, to develop and evaluate sustainable collaboration models for empirical participatory research. The primary aim is to strengthen the research base for educational practice in schools through integrating the teaching profession and its development with university research and teacher education. Participatory research and co-design of teaching and learning studies is seen as a way to achieve the aim of strengthening the scientific ground and proven experience in education on a national level. Within the context of this initiative K-ULF places particular emphasis on egalitarianism in the context of schools and education. The project explores the role of practical work (laboratories and experimental curricula) on digital competencies and language development in STEM education. Studies conducted following the K-ULF model are a collaborative venture gathering teachers, teacher students, teacher educators and educational researchers at KTH Royal Institute of Technology and three municipalities Haninge, Lidingö and Stockholm, in Sweden. The K-ULF project is tightly integrated with KTH’s teacher education programs, involving students in their teaching rounds and their master thesis work. During the school visits they collect observational data documenting classroom practice and student learning behaviors. Master degree students thesis work is conducted in collaboration with mentors at schools in the end of the degree. K-ULF integrates classroom-based research and innovation with teaching degrees using a participatory Scholarship of Teaching and Learning model. This provides schools with direct participation in research closely connected to educational practices, helping to build a culture of research driven change in school teaching as well as driving research relevant to teachers in a mutual exchange between academia and school. This need of participatory research has recently been emphasized in two large scale Swedish Government reports. This presentation provides an overview of K-ULF as well as an illustrative example from one of the K-ULF pilot schools, Fredrika Bremergymnasiet in Haninge. The context for the study is the technology program, a prerequisite upper secondary school program preparing pupils to study engineering at university. The result from the case study is a new course design in which a teacher student specialized in programming and an experienced teacher collaboratively developed a curriculum module for product development. The new approach combines class content by embedding programming into a pre-existing curriculum module of mechanical and hardware. The illustrative example above is one of several cases in which the K-ULF model contributes to strengthening the interface between school and academy. 
ER  - 

TY  - CONF
T1  - What can digital technology contribute to in outdoor education in Physical Education and Physical Education Teacher Education?
T2  - Diversity and Inclusion in Outdoor &amp; Experiential Learning.
A1  - Isgren Karlsson, Andreas
PY  - 2019
LA  - eng
KW  - physical education
KW  - outdoor education
KW  - digital technology
KW  - utbildning och lärande
KW  - education and learning
AB  - Outdoor education (OE) is surrounded with challenges when positioned in physical education (PE) and physical education teacher education (PETE). Studies of OE in Swedish PE show that it is problematic to achieve goals and intentions in the national PE curriculum.  When OE is implemented in Swedish PE  it is often limited by factors such as the environment, resources, group size, pupils and the teacher's level of knowledge. PE teachers in Sweden have also proved to have difficulty using subject knowledge from PETE in their PE teaching. This relationship points to a need to strengthen the knowledge of how subject content in OE in PETE can influence school PE. Lately, digital technology has come to be an important part in schools and in teacher education in Sweden.  In this paper, we will describe a project which aims to investigate how digital technology is used, and how it can be used, in the context of OE in PE and PETE in Sweden. Increased knowledge of how contemporary processes such as digitalisation can influence educational practices is important in the strive to strengthen the relationship between PE and PETE with regards to OE.  
ER  - 

TY  - CONF
T1  - To become a Primary teacher: A Study of Pedagogic Discourses in Swedish Teacher Education
T2  - ECER 2017
A1  - Player-Koro, Catarina
A1  - Sjöberg, Lena
PY  - 2017
SP  - 1
EP  - 2
LA  - eng
PB  - : European Educational Research Association
KW  - pedagogic discourses
KW  - teaching
KW  - primary teachers
KW  - educational science
ER  - 

TY  - CONF
T1  - Teacher Education as Preparation for Diversity
A1  - Abraham, Getahun Yacob
PY  - 2019
LA  - eng
KW  - intercultural communication
KW  - intercultural education
KW  - intercultural perspective
KW  - preschool
KW  - preschool teacher education.
AB  - This study investigates how teacher education prepares student teachers to gain knowledge and experiences required to meet the needs of Swedish preschools with children with linguistic, religious and cultural diversities. The theoretical point of departure is Paulo Freire´s concepts of “generative themes”, dialogue and transformation, through examination of articles, policy documents and other materials available in intercultural/multicultural education. Findings indicate: importance of preschool teachers understanding of diversity among colleagues, children and parents; listening to children; giving closer attention to parents’ perspectives; helping children to understand and respect diversity; engaging with disadvantaged children’s diverse experiences; using good examples that illustrate unity in diversity; considering conflicts relating to children´s rights; and dealing with curriculum and preschool practice. Exposing students to realities outside university may include inviting experienced preschool teachers, giving cases for discussion, showing films to be analysed, etc. Materials should show both opportunities and difficulties of working in intercultural/multicultural environments. 
ER  - 

TY  - CONF
T1  - Vorbild oder Zerrbild? Außen- und Innenperspektive auf inklusive Bildung in Schweden
A1  - Barow, Thomas
PY  - 2011
LA  - ger
KW  - special eduction
KW  - inclusive education
KW  - sweden
KW  - germany
KW  - roll model
KW  - special education
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Keynote: Vorbild oder Zerrbild? Außen und Innenperspektive auf inklusive Bildung in Schweden: - Die Sonderpädagogik und Behindertenhilfe Schwedens genießen im deutschen Sprachraum seit Jahrzehnten einen ausgezeichneten Ruf. Dieser lässt sich vornehmlich auf die Einführung der neunjährigen Grundschule und Wandlungen im Bereich der Behindertenfürsorge seit den 1960-er Jahren zurückführen. Unzählige Besucherinnen und Besucher aus Mitteleuropa haben sich seitdem mit der Situation im Norden auseinandergesetzt. Ihren Niederschlag findet dies vor allem in Reiseschilderungen basierend auf zumeist kürzeren Studienbesuchen. Der Grundton dieser Berichte ist in allen Fällen zumindest wohlwollend, zum Teil überschwänglich bis euphorisch. Schweden erscheint darin oft als ein Vorbild für erwünschte Entwicklungen im eigenen Land. Im augenfälligen Kontrast dazu ist die Innenperspektive oft eine andere. Die innerschwedische Debatte handelt unter anderem von Gewalt und Mobbing in den Schulen, fehlerhaften Diagnose- und Kategorisierungsprozessen sowie schwachen Leistungen schwedischer Schülerinnen und Schüler bei internationalen Vergleichsuntersuchungen. Im Artikel werden ausgewählte Aspekte der Außen- und Innenperspektive näher aufgezeigt und die Kontraste in der Wahrnehmung diskutiert. Abschließend wird auf die Frage eingegangen, welchen Nutzen die Auseinandersetzung mit der Entwicklung in einem anderen Land dennoch haben kann.
ER  - 

TY  - CONF
T1  - Marketization of Education in Sweden: How far has it gone?
A1  - Erixon Arreman, I
A1  - Holm, Ann-Sofie
A1  - Lundahl, L
A1  - Lundström, U
PY  - 2012
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - An innovative approach for teacher students to learn about bullying via an immersive Virtual Reality bullying experience
A1  - Fransson, Göran
A1  - Holmberg, Jörgen
PY  - 2021
LA  - eng
KW  - virtual reality
KW  - vr
KW  - immersive
KW  - innovation
KW  - student teacher
KW  - teacher education
KW  - bullying
KW  - virtuell verklighet
KW  - innovativ
KW  - lärarstudent
KW  - mobbing
KW  - lärarutbildning
KW  - innovative learning
KW  - innovativt lärande
AB  - Even though in general Swedish pupils have a high level of digital competence (Internetstiftelsen, 2019), a national initiative for a rapid and systematic digitalization of the educational system has been introduced in Sweden. In this context, teacher education is regarded as being of strategic importance for preparing student teachers to teach in a highly digitalized society (Sveriges Kommuner och Landsting, 2019). Here, innovative initiative is important for helping student teachers to develop professional digital competence (Lund, Furberg, Bakken & Engelien, 2014). One example of an innovative initiative is the development of Digital Learning Labs (DLL) that are closely connected to teacher education and offer student teachers and experienced teachers opportunities to explore digital technologies. At the University of Gävle (Sweden), the Digital Learning Lab (2020) offers a number of state of the art technologies, such as robots for programming, media-production and technologies for virtual and augmented realities (VR and AR). In research-based explorative studies, teachers and student teachers elaborate on technologies such as VR and AR (Fransson, Holmberg, & Westelius, 2020). This way, their views becomes involved in principled innovation processes to enact the technology in the best way possible for teaching and learning. 
ER  - 

TY  - CONF
T1  - Entrepreneurship in Teacher Education - Conceptualization, Design & Learning outcomes
T2  - RENT XXX, Antwerpen, Belgium, 18-19 November, 2016
A1  - Axelsson, Karin
A1  - Mats, Westerberg
PY  - 2016
LA  - eng
KW  - entrepreneurship education
KW  - entrepreneurship
KW  - teacher education
KW  - entrepreneurial learning
KW  - qualitative
KW  - innovation and design
KW  - innovation och design
AB  - Objectives: Currently some novel initiatives in Sweden aim to introduce entrepreneurship broadly in teacher education programs. The purpose of this paper is to shed light on one of these early attempts. Specifically we will answer the following research questions: How is entrepreneurship conceptualized in teacher education programs? How is the education designed in terms of pedagogy and didactics? What are the main learning outcomes that the education strives for?Literature review: The broadening of the entrepreneurship concept where entrepreneurship is conceptualized as a general method for human development (Sarasvathy & Venkataraman, 2011) as well as the proposition by Hannon (2013) that entrepreneurism is the development of a set of individual behaviors, skills and attitudes can be applied in many societal contexts, has provided openings to work with entrepreneurship in teacher education. However in relation to entrepreneurship education we still lack knowledge on key educational and didactical issues, in terms of for instance the nature and impact of our activities (Fayolle, 2013) and in relation to teacher education programs this knowledge is even more scarce.Approach: In this mainly qualitative case study of a Swedish teacher education entrepreneurship module we apply interviews and surveys of both teachers and students to collect our empirical material. Our starting point is that entrepreneurship education activities in this setting needs to be underpinned by thoughts on theoretical concepts and practices from both entrepreneurship and learning theories. We use Fayolle and Gaillys (2008) teaching model framework as an analytic lens to help provide necessary understanding in relation to our pedagogical and didactical questions.Results: The results show how entrepreneurship education in teacher education is riddled with tensions relating to overall mission, target groups, pedagogy, content and assessments. However, there seem to be viable paths forward that might mitigate these tensions and provide a better opportunity for entrepreneurship education within the realm of teacher education.Implications and Value: First and foremost, we add to the knowledge about how entrepreneurship is introduced in teacher education programs, helping both researchers and practitioners understand the conceptualization, design in terms of pedagogy and didactic, as well as main learning outcomes. By using and building on Fayolle and Gailly’s (2008) theoretical teaching model framework, we provide structured empirical perspectives and knowledge aggregation on pedagogy and didactic in entrepreneurship education. As such we contribute to the knowledge about how entrepreneurship education is operationalized and perceived in a special case of non-business context, from both a teacher and student perspective.
ER  - 

TY  - CONF
T1  - Practical knowledge meets academia: continuity and change in teacher education
T2  - AERA Online Paper Repository
A1  - Linné, Agneta
A1  - Englund, Boel
A1  - Eliasson, Eva
A1  - Holmberg, Annelie
A1  - Tellgren, Britt
A1  - Sandström, Birgitta
PY  - 2011
LA  - eng
KW  - education
AB  - What is worth knowing, and what is considered a public good to know, reflects history and culture. This paper inquires into knowledge production and core values within three predominantly female teacher education traditions over time, and explores transforming practices and notions as those traditions were incorporated into the academic system of higher education in Sweden.  The three teacher education traditions are those of early childhood teachers, nursing teachers, and teachers of textile craft. Focus is upon forms of knowledge and local knowledge cultures within institutions of higher education. Power, knowledge, and gender come to the fore. The paper summarizes framework and key results of the research project Practical Knowledge Meets Academia, supported by the Swedish Research Council.
ER  - 

TY  - JOUR
T1  - Admission policy of the Swedish teacher education favouring men: Discussion in the Parliament 1962
T2  - Education Inquiry
SN  - 2000-4508
A1  - Hedlin, Maria
PY  - 2012
VL  - 2
IS  - 3
SP  - 227
EP  - 247
LA  - eng
KW  - teacher education
KW  - teachers
KW  - equity
KW  - femininity
KW  - masculinity
KW  - pedagogik och utbildningsvetenskap
KW  - pedagogics and educational sciences
AB  - In 1962 the Swedish Parliament decided on a school reform. Meritocracy and equal opportunity were important goals. However, these ideals were not applied to elementary school teacher education, where a sex quota policy favoured male applicants. In the Parliamentary debate, a woman member of the Right Wing Party raised objections to the policy. A man representative of the Social Democrat government's education politics had to explain why the admission policy that favoured men was not abolished. By evoking historical ideas of women teachers as inferior, and warnings of the feminisation of schools as a great threat, the admission rules were defended. Also, the analysis of the debate shows that women were supposed to hold back their individual rights and a woman arguing in favour of a gender neutral admission policy risked being labelled as “unwomanly”.
ER  - 

TY  - CONF
T1  - Constructions of RE teacher knowledge in supervision conferences
T2  - Shifting borders in Religious Education
A1  - Carlsson, David
PY  - 2015
SP  - 40
LA  - eng
KW  - religion
KW  - teacher knowledge
KW  - supervision conferences
KW  - teacher education
KW  - re teacher
AB  - The aim of this paper presentation is to present a tentative analysis of what is constructed as “teacher knowledge” of a RE teacher through supervision conferences in Swedish teacher education. The analysis will discuss different categories related to knowledge, skills and dispositions, needed for a RE teacher to teach in upper secondary school. A theoretical assumption is made that joint talk will construct meaning and, in the present case of studying a teacher education practice, that joint talk (and the analysis of joint talk) will construct scientific knowledge about “RE teacher knowledge”. The analysis is based upon an empirical material generated from observations and transcriptions of six supervisory conferences in Swedish RE teacher education held atsix different schools in five different cities, organized by three different universities in Sweden. Each supervisory conference is a tripartite dialogue, involving a RE student teacher, a RE teacher educator from university and a RE teacher from school. In the methodological design of the study, interviews with all three participants are included, both before and after the supervision conference. An observation of a RE lesson held by the student teacher before all supervision conferences respectively, arealso included. In the presentation a comparison will be included between RE teacher knowledge which is constructed by the triad in the conference talk and knowledge categories in focus when the participants are interviewed individually. To sum up, the presentation will concern a tentative analysis of RE teacher knowledge through the construction of categories based upon observations of a teacher education supervision practice and interviews with the participants.
ER  - 

TY  - CONF
T1  - Preschool teacher professionalism and education reform: An ethnographic analysis of the responses, consequences and implications of a recent education reform in Sweden.
A1  - Eriksson, Anita
A1  - Beach, Dennis
A1  - Svensson, Ann-Katrin
PY  - 2016
LA  - eng
KW  - preschool teacher
KW  - profession
KW  - education reform
KW  - preschool
KW  - ethnography
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - Music Teacher Socialization: Report from a Swedish Research Project
T2  - <em>On the Sociology of Music Education II</em>
A1  - Bouij, Christer
PY  - 2000
SP  - 51
EP  - 62
LA  - eng
PB  - Amherst : University of Massachusetts
KW  - musicology esp. musical education
KW  - musikvetenskap med musikpedagogisk inriktning
ER  - 

TY  - CONF
T1  - Teacher students writing activity: throught the lens of a mobile phone
A1  - Hort, Sofia
PY  - 2015
LA  - eng
KW  - writing activities
KW  - academic writing
KW  - svenska språket
KW  - swedish language
KW  - education
ER  - 

TY  - CONF
T1  - Teachers’ views regarding assessment in technology education
T2  - Technology Education for the Future: A Play on Sustainability
A1  - Gumaelius, Lena
A1  - Hartell, Eva
A1  - Svärdh, Joakim
PY  - 2013
SP  - 196
EP  - 205
LA  - eng
PB  - Waikato : University of Waikato
KW  - assessment
KW  - teacher training
KW  - technology education
KW  - bedömning
KW  - lärarutbildning
KW  - teknikundervisning
KW  - teknikdidaktik
AB  - Numerous studies have demonstrated that there is a lack of certified technology teachers in Swedish schools.In this study we explore possible differences between teachers with and without subject-specific education in technology didactics. The research question highlights to what extent teachers with subject-specific training (1) are using steering documents and (2) assessing students differently compared to teachers without academic subject-specific training. The collected data consists of a survey within a large teacher-training project ‘Tekniklyftet’, a technology initiative in which 28 schools in the Stockholm area have signed up for an ambitious technology education development program in their school.The results show that teachers with subject-specific training perceive themselves as more secure in their professional (technology) teacher role and express greater confidence in how to assess pupils in the subject of technology and also in how to use steering documents compared to non-subject specific trained teachers. 
ER  - 

TY  - JOUR
T1  - Die DaF-Lehrerausbildung in Schweden: Zwischen Pädagogik, Fachstudium, Sprachdidaktik und Praxis
T2  - Zeitschrift für Interkulturellen Fremdsprachenunterricht
SN  - 1205-6545
A1  - Fredriksson, Christine
A1  - Rosén, Christina
PY  - 2020
VL  - 1
IS  - 25
SP  - 705
EP  - 724
LA  - ger
PB  - : University of Alberta
KW  - german
KW  - teacher education
KW  - language teacher
KW  - in teacher training
KW  - foreign languages
KW  - swedish school system
KW  - daf-lehrerausbildung
KW  - sprachlehrer
KW  - lehrermangel
KW  - fortbildung
KW  - fremdsprachen
KW  - unterricht
KW  - schwedisches schulwesen
KW  - german education
KW  - tyska med didaktisk inriktning
AB  - For several years, the number of teacher students in German has dropped sharply in Sweden. At the same time, many German teachers are retiring or changing profession. For in-service German teachers there are so far only few chances for in-service teacher training, which could also be explained by the low status of foreign languages in the Swedish education system. At the same time, a huge shortage of teachers is already recognizable, which will only increase in near future. In this article, we take a close look at the language teacher education in Sweden. We examine the question of which areas of friction exist between the various scientific disciplines such as education, German studies, language didactics and practical training, involved in the German teacher education. What are the reasons for the lack of teachers in Swedish schools, and what measures can lead to securing a sustainable German teacher's competence?
ER  - 

TY  - CONF
T1  - Motiv, mål och upplevda resultat avseende svensk högskolepedagogisk utbildning: [Motives, Goals and Perceived Outcomes of Higher Education Teacher Training Courses in Sweden]
T2  - NU 2016, Malmö, 15-17 juni, 2016
A1  - Silander, Charlotte
A1  - Stigmar, Martin
PY  - 2016
LA  - eng
KW  - education
AB  - This paper provides an analysis of the motives, goals and perceived result of Higher Education Teacher Training courses (HETT) at Swedish universities. A growing demand on improved quality of teaching and learning in Swedish higher education have led to an increased number of Educational Development Units at universities as well as to a higher turn-out of teachers taking part in HETT. In addition, this has come with substantial investments in launching and organizing university units for educational development. Despite the demand on improved quality of teaching and learning in Swedish higher education, there is only limited research on the result of HETT courses. Existing training courses seem to embed a diverse set of goals, different expectations from course instructors and participants and in terms of result more research on HETT is needed. This study sets out to focus on perceived result of former course participants in HETT courses. Four groups of stakeholders are in focus: 1) students, 2) university teachers, 3) the university management and 4) the government. The overall question to be explored is: What different expectations do these stakeholders have on HETT regarding course motives and goals and what perceived result do they see. While motives and goals are mainly analyzed in existing documents, perceived outcomes are collected through interviews. .
ER  - 

TY  - CONF
T1  - Quality assurance and evaluation (QAE) – support or nuisance?.: Swedish teachers’ views
A1  - Karlsson, Håkan
A1  - Segerholm, Christina
PY  - 2008
LA  - eng
KW  - education
ER  - 

TY  - CONF
T1  - Education for National Defense: Swedish Defense Education for Secondary School Youth during WWII
A1  - Larsson, Esbjörn
PY  - 2016
LA  - eng
KW  - history of education
KW  - history of childhood and youth
KW  - military history
KW  - gender history
AB  - The links between physical education and military activities has a long tradition in Sweden, which dates back to the founder of Swedish gymnastics Per Henrik Ling (1776-1839) and his role as a teacher of physical education at the Royal Swedish War Academy. In 1863 weapons exercises was also introduced as part of gymnastics in Swedish schools and they went on until 1917, when military exercises was removed from Swedish secondary education. They then stayed discontinued until the outbreak of WWII, when the idea of a restoration of military exercises and other forms of defense education in Swedish schools were revived.This paper examines the defense service training that was introduced for both boys and girls during WWII. In 1940 the question of defense service training for children and youth surfaced again due to the escalating world war. After the issue had been investigated, an act was passed by the Swedish Parliament in the summer of 1941 and compulsory defense service training in Swedish secondary schools could commence that same autumn. The training proceeded in varying degrees at different schools until the spring of 1945 when the Parliament decided to end it. As it turned out there was no consensus in society regarding how far reaching the defense training for children and youth should be. The committee investigation preceding the decision to introduce defense service training proposed a very extensive training program. When the Parliament approved the introduction of defense training in Swedish schools, the scope of activities was decreased significantly, however. Studies of individual schools’ activities show that defense service training in some places had begun even before the fall of 1941, and some schools organized exercises that were more extensive than what the act later would require. In other schools they chose instead to downplay the purely military exercises.
ER  - 

TY  - CONF
T1  - LIKA – Digital Literacy in Teacher Education
T2  - Proceedings of Society for Information Technology &amp; Teacher Education International Conference 2007
A1  - Fors, Eva
A1  - Fåhraeus, Eva R.
A1  - Hössjer, Annika
A1  - Sönnerbrandt, Christopher
PY  - 2007
SP  - 1474
EP  - 1481
LA  - eng
PB  - Chesapeake, VA : Association for the Advancement of Computing in Education (AACE)
KW  - digital literacy
KW  - teacher education
KW  - man-machine-interaction (mmi)
KW  - människa-maskin-interaktion (mmi)
AB  - As a result of rapid changes in a digitalized society, an initiative is now taken by the Swedish Knowledge Foundation, with focus on ICT in Teacher training. Together with two other projects, the LIKA project was launched at the beginning of year 2006. The LIKA project is a six year collaboration project between four teacher education schools. After finished education teacher students shall be able to apply ICT in everyday professional teaching activities. LIKA has adapted the CDIO method, developed by engineering educational programmes. In order to assure a durable change in both organizational and curricular structures the sponsor has initiated a self assessment program and a parallel evaluation conducted by external researchers.
ER  - 

TY  - CHAP
T1  - Lessons from Sweden
T2  - Neoliberalism and market forces in education
A1  - Fejes, Andreas
A1  - Dahlstedt, Magnus
PY  - 2019
SP  - 231
EP  - 234
LA  - eng
PB  - : Routledge
KW  - neoliberalism
KW  - marketization
KW  - education
KW  - market forces
AB  - Through the establishment of a free school choice, the right to establish independent schools, and possibilities to make profit on publicly funded schools, Sweden has developed one of the most market-oriented education systems in the world. Currently, Chile and New Zealand are two of the few countries where similarities to the extreme market orientation in Swedish education can be traced (see Chapter 5). Even the OECD have critiqued the Swedish education system for having become too market oriented, contributing to an increase in inequalities and segregation. This critique is highly interesting in that the OECD is a global organisation that for decades has been promoting a market-liberal reform agenda throughout the world. In the report Improving Schools in Sweden – an OECD Perspective, on the state of the Swedish education system, the organisation concludes:Providing full parental school choice can result in segregating students by ability and/or socio-economic background and generate greater inequities while not necessarily raising performance… . Swedish school choice arrangements do not currently have a consolidated approach to ensure equity while supporting quality. There are no clear guidelines for schools, and funding strategies do not necessarily prioritise disadvantaged students across all municipalities, possibly implying that independent schools become more selective towards more advantaged students, given the same student costs.(OECD, 2015, p. 101) The current market-oriented system in Sweden was also elaborated in the school commission, commissioned by the government, delivering its final report in 2017 (SOU 2017:35). The commission was made up of researchers, as well as representatives from teacher trade unions as well as public and independent schools, and had the task to make a complete overview of the entire education system in Sweden. At large, the commission confirms, based on existing research, the assessment made by the OECD, in terms of an extreme market orientation in 232Sweden, contributing to an increase in inequality and segregation. However, rather than suggesting a makeover of the Swedish education system, as was made in the early 1990s when the market reforms were introduced and implemented, the commission provides suggestions on how the current system could be fine-tuned. Or rather, the neoliberal ideas behind the last decades’ makeover of the Swedish education system were further reinforced by the commission.
ER  - 

TY  - CHAP
T1  - Intercultural game in music teacher education: Exploring El Sistema in Sweden
T2  - Visions for intercultural music teacher education
A1  - Sæther, Eva
PY  - 2019
SP  - 81
EP  - 81
LA  - eng
PB  - London : Springer
AB  - El Sistema, the originally Venezuelan music teaching movement is spreading worldwide, suggesting Western classical music as a tool for counteracting poverty and segregation. In Sweden, this represents an interesting and perhaps pro- voking twist, as the hegemony of classical music in music teacher education has since long been replaced by the hegemony of popular music. Based on eldwork during the implementation of El Sistema in Malmö, the most multicultural town in Sweden, this chapter analyses El Sistema through the concept of habitus crises, an important ingredient in the development of intercultural pedagogic competencies. Through the understanding of El Sistema as a glocal phenomenon, the potential of the El Sistema intervention is discussed. The discussion is framed by a mapping of the tension elds that El Sistema teachers are navigating. The experiences of the El Sistema teachers in Malmö point towards a music teacher training that actively pre- pares for teaching in segregated, multi-cultural and socio-economic vulnerable areas. The chapter concludes with suggestions for future music teacher training in interacting ethnospaces: stimulating habitus crises and promoting transformative learning.
ER  - 

TY  - CHAP
T1  - Neoliberalising adult education.
T2  - In Dahlstedt, Magnus & Andreas Fejes (eds.) Neoliberalism and Market Forces in Education. Lessons from Sweden.
A1  - Carlson, Marie
A1  - Jacobsson, Bengt
PY  - 2019
SP  - 123
EP  - 137
LA  - eng
PB  - Oxon & NY : Routledge
KW  - adult education
KW  - courses for immigrants
KW  - marketization
KW  - value shifts
KW  - teacher profession
KW  - reduced discretion
KW  - increased bureaucracy
AB  - By drawing on the example of how the largest study association in Sweden, the Workers’ Educational Association (ABF), successfully competed for and won a large share of adult education in Gothenburg in the early 2000s, this chapter illustrates how values previously central to ABF were reshaped. Traditionally, ABF connected to Swedish popular education traditions of ‘bildung’ and the free, broad development of knowledge searching among its participants. By entering the competition for winning bids within adult education, ABF had to reorganise in order to better adapt to the market conditions. It, therefore, created a shareholding company that would be responsible for the adult education they won through procurement in Gothenburg. This area of ABF’s activities thus had to work under the same conditions, with the same logic, as any other business, ideologically shifting the focus from a view of a broader ‘bildung’ to a narrower economic focus on employability. The chapter is based on a policy ethnography in courses for immigrants, where the researchers participated also in teaching practice. Theoretically, a narrative approach is used and especially the teachers' situation is discussed; their reflections on increased bureaucracy, to perform and demonstrate “measurable” results and difficulties in sticking to previous values and knowledge views.
ER  - 

TY  - CONF
T1  - A municipal implementation of a new learning management system in K-12 schools: The teacher perspective
T2  - The Proceedings of the International Conference on Information Communication Technologies in Education 2017
A1  - Stödberg, Ulf
A1  - Håkansson Lindqvist, Marcia
PY  - 2017
LA  - eng
KW  - education
AB  - Municipalities continue to seek ways to enhance communication, information and documentation for teachers, students and parents through the implementation of learning management systems in schools. In this paper, the launch of a system for K-12 schools in a municipality in Sweden is studied from the teacher perspective. Survey comments submitted by the teachers (N=470) were analysed using a modified version of Koole’s (2011) Framework for the Rational Analysis of Mobile Education. The findings show possibilities such as communication and documentation, as well as challenges related to usability, access and resistance. Lessons learned regarding the implementation of the system are presented.
ER  - 

TY  - CONF
T1  - Introducing Dancemblage: Exploring Movement in Physical Education Teacher Education
A1  - Engdahl, Christopher
A1  - Ceder, Simon
PY  - 2024
LA  - eng
KW  - dance
KW  - physical education
KW  - creativity
KW  - posthumanism
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - Materiality and movement play crucial roles in both the educational practice of physical education (PE), and in physical education teacher education (PETE). This conference presentation presents how materialities, human as well as non-human, play part in movement exploration in creative dance in PETE.The methodological point of departure is a pedagogical unit in creative dance enacted as part of an optional dance course in a Swedish PETE program where movement exploration was studied. In the unit, students and a teacher collaboratively explored movement and movement assignments, including the use of materialities.In order to understand how materialities ‘co-act’ in movement exploration during class, this article provides a Deleuzian and a posthumanist approach. The concept dancemblage is introduced both as a way to analyse materiality and as something to work with in pedagogical practice. 
ER  - 

TY  - JOUR
T1  - Teachers' and Student Teachers' View of Being a Teacher: Comparative Case Studies in England, Finland and Sweden
T2  - Canadian Social Sciences
A1  - Sandström Kjellin, Margareta
A1  - Stier, Jonas
A1  - Asunta, Tuula
PY  - 2009
VL  - 3
IS  - 5
EP  - 3
LA  - eng
KW  - attitudes and values
KW  - citizenship education
KW  - cross-national case studies
KW  - teachers’ voices.
KW  - education
ER  - 

TY  - JOUR
T1  - Swedish and Dutch Pre-service Teachers’ Understandings of Equity and Preparedness to Promote Equity Through Their Teaching
T2  - Journal of Teacher Education and Educators
SN  - 2147-0456
A1  - Schreurs, Zoë
A1  - Chang Rundgren, Shu-Nu
PY  - 2023
VL  - 1
IS  - 12
SP  - 75
EP  - 93
LA  - eng
KW  - pre-service teacher
KW  - primary education
KW  - secondary education
KW  - teacher education
KW  - equity
AB  - Equity is an important topic in school context globally because international migration is rapidly diversifying schools and classrooms across the world. Teacher quality is seen strongly related to student outcomes than demographic characteristics of students, and therefore important for achieving equity. This explorative study investigates the extent to which Swedish and Dutch pre-service teachers (PSTs) understand equity and are prepared to implement equity in their practice. Qualitative method was conducted in the study. Data from semi-structured interviews with 15 PSTs from Sweden and the Netherlands was thematically analysed to examine teacher knowledge about equity in education and related dispositions. The results showed that, while Swedish pre-service teachers had more theoretical knowledge in relation to teaching for equity, Dutch pre-service teachers had more practical knowledge and were therefore more prepared to implement equity in their lessons. The study recommends that teacher professional development for both in- and pre-service teachers needs to pay more attention to how equity is taught and how teachers embody equity principles in their practice.
ER  - 

TY  - CONF
T1  - Research as power and knowledge: struggles over research in teacher education
T2  - Analysis of Educational Policies in a Comparative Perspective
A1  - Erixon Arreman, Inger
PY  - 2005
SP  - 89
EP  - 104
LA  - eng
PB  - Linz : Universitätsverlag Rudolf Trauner
KW  - discourses of research
KW  - sweden
KW  - gender
KW  - power/knowledge
KW  - interviews
ER  - 

TY  - CONF
T1  - Multilingual and intercultural education in Swedish and Finnish curricula
T2  - 2nd Biennial JustEd Conference
A1  - Zilliacus, Harriet
A1  - Paulsrud, BethAnne
PY  - 2016
LA  - eng
KW  - intercultural education
KW  - multicultural education
KW  - multilingual education
KW  - national curriculum
KW  - discourse analysis
KW  - pedagogik med inriktning mot utbildningsvetenskap
KW  - educational science
AB  - Multilingualism and interculturality are established concepts in the Nordic countries. Due to societal change and increasing diversity in schools, these concepts have been subject to constant re-conceptualizations within the educational field. In light of this, the present study explores Swedish and Finnish national school curricula, examining key concepts within the framework of critical multicultural education, including multilingual education. The aim is to investigate how the discourses on multilingual and intercultural education have developed in the Finnish and the Swedish national curricula from1994-2014. The study represents one part of the research project, MINTED (Multilingual and Intercultural Education in Sweden and Finland), investigating the relationship between education policy and teacher training programs in Sweden and Finland. The overall aim of MINTED is to acquire a deeper understanding of how both multilingual and intercultural education are embodied explicitly and implicitly in national policies, teacher training and teaching practice. While the focus is on the Swedish and Finnish contexts, how education policies have developed in relation to the concepts of multilingual and intercultural education is of international interest to scholars and practitioners involved in creating education policy for compulsory schools within an increasingly global context and a culturally and linguistically diverse world.Methods/methodology The curricula and policy texts were analyzed using discourse analysis. This discourse analytic perspective recognizes that language is not transparent but rather constitutive and represents a site where meaning is created and changed. The analysis searches for patterns in the curricula, which are associated with the topics of multilingual and intercultural education, seeking to understand the language linked to these terms as situated within the cultural contexts and positionings made within the documents. The Finnish documents included comprehensive school curricula from 1994, 2004 and 2014, as well as their amendments. Supporting documents included the government’s five-year Development Plans for Education and Research from 1991-2016. The Swedish documents comprised the following: the Swedish Curriculum for the Compulsory School System, the Pre-School Class and the Leisure-time Centre (1994); the Swedish Curriculum for the compulsory school, preschool class and the recreation centre (2011); and the Education Act (2010, last updated 2015).Expected outcomes/results The preliminary results reveal that in both contexts there has been a move away from a discourse on interculturalityas equivalent to othering, towards seeing interculturality as an intrinsic part of the school. In the Finnish curricula, this discursive development appears explicitly, as a movement from tolerance-oriented to pluralist-oriented education. Likewise, there is a development in Finnish curricula from promoting language as enrichment to enhancing multilingualism in education and in students’ identities. While language is key in the Swedish curricula, multilingual and intercultural education are not explicitly covered, but may be gleaned from the focus on human rights and respect for all. Thus, while there clearly is a movement towards more critical approaches to multilingualism and interculturality in the Finnish context, this is not evident in the Swedish context. A discussion on points of silence is thus necessary for understanding how the discourses on multilingual and intercultural education have developed. 
ER  - 

TY  - CHAP
T1  - The Polish Population and its Language in Sweden
T2  - Polish as a Heritage Language Around the World
A1  - Lubińska, Dorota
PY  - 2024
LA  - eng
PB  - : Routledge
KW  - polish in sweden
KW  - mother-tongue instruction
KW  - first-language attrition
KW  - family language policy
KW  - complementary polish schools
KW  - polish-swedish bilingualism
KW  - language maintenance
KW  - lexico-grammar
KW  - case system
KW  - syntax
KW  - phonology
KW  - language attitudes
KW  - language choice
KW  - language use
KW  - heritage language education
KW  - heritage language acquisition
KW  - child bilingualism
KW  - adult bilingualism
KW  - heritage language teacher education.
KW  - język polski w szwecji
KW  - szkolnictwo polskie w szwecji
KW  - emigracja polska w szwecji
KW  - atrycja językowa
KW  - język odziedziczony
KW  - bilingwizm polsko-szwedzki
KW  - tvåspråkighet
KW  - bilingualism
KW  - slavic languages
KW  - språkdidaktik
KW  - language education
AB  - The current Polish population in Sweden came into being after World War II, and is the fourth largest migrant group in Sweden, and the largest Polish concentration in the Nordic countries; since the enlargement of the European Union in 2004, it has experienced significant growth. It contains not only ethnic Poles, but also Polish Jews, and is multi-generational, relatively wealthy, and engaged in Swedish public life. The group’s vitality is characterised by diverse activity forms, mainly – but not solely – aimed at the maintenance and cultivation of Polish culture and traditions, e.g. different associations, their own website, and involvement in the Catholic Church in Sweden. Linguistic research on Polish as a migrant and heritage language in Sweden has largely focused on child language acquisition, adult first language attrition, and some aspects of language choice, use, and maintenance at the family level. Thanks to Sweden’s educational policy, Polish is offered as an elective subject in the Swedish school system. It is also taught as foreign language at university level. More linguistic and educational linguistic research is needed. 
ER  - 

TY  - CONF
T1  - Contributing to Change in Teacher Education? Assessing Student Teachers’ Attitudes Towards People with Autism Spectrum Disorder.
A1  - Lindblom, Anne
A1  - Soan, Sue
A1  - Dindar, Katja
A1  - Carew, Mark
A1  - Kärnä, Eija
A1  - Roos, Carin
PY  - 2016
LA  - eng
KW  - autism spectrum disorder
KW  - student teachers
KW  - disability attitudes
KW  - teacher education
KW  - inclusive education
KW  - special education
KW  - specialpedagogik
AB  - Theoretical framework, objectives and research questions Inclusive education is advocated in school legislation in Sweden, Finland and England, and support for children diagnosed with Autism Spectrum Disorder (ASD) is generally provided within the mainstream classroom. As ASD prevalence has risen markedly worldwide, and currently stands at approximately 1 in 100 (Autism Europe, 2016), it is likely that student teachers will encounter pupils with ASD during their practical placement, and subsequently, in the profession.Representations of ASD, such as difficulties in social interaction and communication, can entail challenges for the pupil in the mainstream context and for adults in the community (Shereen & Geuts, 2015). For the teacher, ensuring the pupil’s inclusion requires knowledge about ASD and adequate support and intervention methods to meet the individual’s needs. Previous research has mainly examined teachers’ and student teachers’ attitudes towards inclusion of pupils with ASD (e.g.,McGregor & Campbell, 2001; Ross-Hill, 2009) and the accuracy of their knowledge and beliefs about ASD (e.g., Talib & Paulson, 2015).Less attention has been paid to teachers’ attitudes towards ASD in general. Two recent studies have however examined student teachers’ (Park, Chitiyo, & Choi, 2010) and teacher’s attitudes (Park & Chitiyo, 2011) towards pupils with ASD. The studies found that both groups held positive attitudes towards children with ASD, yet women reported more positive attitudes than men. Further, in the student teacher group participants’ exposure to ASD and their academic major influenced their attitudes so that the students majoring in special education had more positive attitudes than students majoring in general education (Park et al., 2010). These studies have not however examined the mechanisms of attitude change (e.g., why does exposure lead to more positive attitudes), which the current study aims to explore.Given that the majority of previous research has taken place in the USA, (e.g. Talib and Paulson, 2015);  there is an urgent  need to investigate student teachers’ attitudes towards ASD, particularly pupils with ASD,  in Europe, in order to ensure the continuing provision of high quality inclusive education in this context. Moreover, to our knowledge there are no previous studies clarifying whether differences exist in student teachers’ attitudes towards ASD across different European countries. This study aims to fill these gaps. The project represents a collaboration between psychology and special education faculty members at three European universities across Sweden, Finland and England. The purpose of this presentation is to present results of this ongoing interdisciplinary research project and obtain feedback and comments from the scientific community.The research questions are:What are the attitudes of student teachers towards pupils with ASD?Are there differences in student teachers’ attitudes between Sweden, Finland, and England? Is there any relationship between the student teachers’ gender, course of study, knowledge of ASD, exposure to ASD and their attitudes?Methodology The project utilizes a mixed method approach consisting of two stages. This paper will disseminate the results of the first stage, a cross-sectional survey investigating student teachers’ attitudes toward ASD, their hypothesized predictors (e.g., knowledge of ASD, level of contact with people who have ASD), and potential mediators (e.g., anxiety).Participants will be students who are completing a teacher training course at each of the three universities conducting the research. These participants will complete the survey as part of a lecture on a closely related topic. Power analysis suggests that approximately 250 student teachers need to be recruited in each country to adequately test hypotheses (see below).  Measures are derived from extant research on disability attitudes (e.g., Krahé & Altwasser, 2006) and utilise nine point Likert scales. In addition to closed measures, the survey also includes open-ended questions designed to elicit deeper responses from participants and gain rich insight into the thoughts, feelings and concerns that student teachers hold when educating pupils with ASD in the classroom.The survey was designed in English, and subsequently translated into Swedish and Finnish by native speakers of each language. It has already been piloted in all three countries, with positive feedback about its intuitiveness and ease of comprehension for participants. In addition to addressing the research questions (above), the results of the survey will also be used to inform the second stage of the project, comprising in-depth interviews with student teachers about their experiences of educating pupils with ASD.Expected outcomes As this is an on-going research project with data being gathered between January and May 2016, the findings and literature-relevant discussion will be presented at the conference.  Data is currently being collected in all three countries. However, drawing on the findings of previous research (e.g., Park & Chitiyo, 2011), the following hypotheses can be made:Student teacher attitudes toward ASD will be positive overall.Female student teachers will hold more positive attitudes than males.Student teachers completing a special education focused teaching training course will hold more positive attitudes than those completing a general education focused one.Higher levels of prior contact with people who have ASD will be associated with more positive attitudes towards them.In light of the paucity of research investigating student teacher attitudes in the European context, we make no specific hypotheses regarding potential differences between our samples.Our pilot data suggest that the collective findings from this research project will encourage all student teachers to reflect on their attitudes towards all pupils with a special need or disability, as this was a general trend.  It is hoped that through this self-reflection attitudes towards all pupils with ASD or another disability or special educational need will positively impact on practice in the classroom. By investigating student teachers’ attitudes towards educating pupils diagnosed with ASD, and what may influence them, new knowledge can be generated. We aspire to promote improvement and influence teacher education policies in Sweden, Finland and England.Intent of publicationIt is intended that findings from the project contribute to at least one peer-reviewed article, to be disseminated in a high quality journal covering this area of interest, e.g., Autism, European Journal of Special Needs Education, International Journal of Inclusive Education, Journal of Autism and Developmental Disorders, and The Teacher Educator.References Autism Europe. Prevalence rate of autism. (2016). Available from: http://www.autismeurope.org/about-autism/prevalence-rate-of-autism/Krahé, B., & Altwasser, C. (2006). Changing negative attitudes towards persons with physicaldisabilities: An     experimental intervention. Journal of Community & Applied Social Psychology, 16, 59-69. McGregor, E. & Campbell, E. (2001). The attitudes of teachers in Scotland to the integration of children with autism into mainstream schools. Autism : The International Journal of Research and Practice, 5(2), 189–207.Park, M. & Chitiyo, M. (2011). An Examination of Teacher Attitudes towards Children with Autism. Journal of Research in Special Educational Needs, 11(1), 70–78.Park, M., Chitiyo, M., & Choi, Y. S. (2010). Examining pre-service teachers’ attitudes towards children with autism in the USA. Journal of Research in Special Educational Needs, 10(2), 107–114.Ross-Hill, R. (2009). Teacher attitude towards inclusion practices and special needs students. Journal of Research in Special Educational Needs, 9(3), 188–198.Scheeren, A.M., & Geuts, H.M. (2015). Research on community intergration in autism spectrum disorder: Recommendations from research on psychosis.  Research in Autims Spectrum Disorders, 17, 1-12.Talib.T.L., & Paulson, S. (2015). Differences in competence and beliefs about autism among teacher education students. The Teacher Educator (50)4, 240-256.                                           
ER  - 

TY  - CONF
T1  - Teacher Education and Anthropocene
A1  - Christenson, Nina
PY  - 2019
LA  - eng
KW  - geography
KW  - geografi
AB  - Education in general and teacher education in particular is believed to play a key role for a sustainable world. In recent years, there has been discussion on the need to reorient teacher education towards sustainable development. These discussions elucidated that teacher education is no longer about just a mastery of content knowledge and skill in a particular discipline that one is trained for, and necessitates the need for the development of key competences and skills. Yet it is not well documented how teacher education programmes in different nations have successfully transformed and integrated sustainable development into the core of teacher education programmes. What can teacher education contribute in terms of providing directions to rethink humans’ relationship with the planet in today’s Anthropocene era? What kind of (fresh) approach to teacher education is required in the Anthropocene/in 21stcentury? How can teacher education responds/is responding to the challenges posed by the Anthropocene? The discussion is anchored around two particular teacher training programmes, i.e. primary school teacher training at the University of Gothenburg and Karlstad University, and presented as a comparison format. Both of these programmes includes one single objective related to sustainable development in thestudy plan for teacher education for primary school respectively. During the fourth semester students can choose one specialization and in two of these, technology and natural sciences and the specialization for social sciences includes one course objective dealing with sustainability perspectives respectively. We conclude that sustainability perspectives are very limited during all of the courses for future primary teachers at both Karlstad University and the University of Gothenburg.
ER  - 

TY  - JOUR
T1  - Values education as the daily fostering of school rules
T2  - Research in education (Manchester)
SN  - 0034-5237
A1  - Thornberg, Robert
PY  - 2008
VL  - 1
IS  - 80
SP  - 52
EP  - 62
LA  - eng
KW  - values education
KW  - moral education
KW  - school rules
KW  - everyday
KW  - ethnography
KW  - education
AB  - This article reports an overview of the findings from an ethnographic research project conducted in two Swedish primary schools with the aim of exploring values education that takes place in day-to-day interactions of teachers and students. Teachers' main concern in their practice of values education is to attempt to teach students to be nice and kind to others, to behave well, and to understand and follow rules. The analysis of the rules resulted in five rule categories: relational rules, structuring rules, protecting rules, personal rules and etiquette rules. According to the findings, four main intervention strategies are used by the teachers within the everyday rule practice: assertion, explanation, negotiation and preparation. Even if students to a great degree accept and have confidence in school rules and teachers' way of upholding them, the findings also show that many of them are critical of some teacher behaviours and rules.
ER  - 

TY  - CONF
T1  - A teacher registration reform that transforms the ‘educational space’: An analysis of changing roles, relations, powers and positions
A1  - Fransson, Göran
PY  - 2013
LA  - eng
KW  - teacher registration
KW  - educational space
KW  - positioning
KW  - teacher induction
KW  - education
AB  - Using the theoretical perspective of ‘educational space’, this paper analyses the Swedish teacher registration reform and it´s induction system and how it changes roles, positions, relations, powers and identities within the Swedish educational system. An educational space can be understood as a relational category in which object and actor are related to another and where changeable positions and boundaries are created (Ferrrare & Apple, 2010). In this sense, actors within an educational system – such as teachers, principals, mentors and NQTs – position themselves and are also actively positioned by others (Leander & Osborne, 2008). They are also positioned by norms, values, curricula and legislation; in this case by the teacher registration reform and the structured induction system.
ER  - 

TY  - CONF
T1  - Fostering Professional Collaboration in the Education of Pupils with Severe Intellectual and Multiple Disabilities: an Action Research-inspired Project in Sweden
A1  - Barow, Thomas
A1  - Sjölin, Maria
A1  - Jonasson, Alexandra
A1  - Hallgren, Niss Kerstin
A1  - Taneja Johansson, Shruti
PY  - 2024
LA  - eng
KW  - special education
KW  - intellectual disability
KW  - collaboration
KW  - specialpedagogik
KW  - intellektuell funktionsnedsättning
KW  - samverkan
KW  - funktionsnedsättning och samhälle
KW  - disability research
KW  - education
AB  - The education of children with severe multiple disabilities represents a significant challenge in inclusive education across many countries (cf. Agran et al., 2020; Kleinert, 2020; Cologon, 2022). Despite the UN Convention on the Rights of People with Disabilities, these children are often educated separately. The general school system frequently faces various obstacles, prompting Slee's question, "Who is in and who is out?" (Slee, 2013, 905).While inclusive education is a central goal of Swedish school legislation, several pupils are outside the general education system. Currently, approximately 0.5 percent of all Swedish children attend compulsory school for pupils with severe intellectual disabilities. They follow a separate curriculum covering five areas: aesthetics, communication, physical coordination, everyday activities, and perception of reality. Many of these children rely on comprehensive aids, particularly in communication and mobility. Nursing assistance and care are essential in this context, often with a perceived tension in their relationship to curricular content. Overcoming the dichotomy between care and education is crucial in this regard (Östlund, 2015). The existence of different professions in educational practice must also be considered, such as special education teachers and teaching assistants in the classroom, the latter characterized by an intermediate position between the teacher and the pupils (Östlund et al., 2021). Additionally, the children are supported by habilitation and therapeutic professionals such as occupational and speech therapists.The purpose of the presented project is to ensure the right to education for students with severe intellectual disabilities, often combined with neurodevelopmental and physical disabilities. The goal is to enhance students' opportunities for education, personality development, participation, and autonomy. The overarching research question is how the various professional groups involved can develop collaboration that benefits the students' education. This question has not been addressed in a Swedish context before, and the project may also provide new impulses for collaboration regarding other target groups in education, mainly within Sweden. Given the focus on the specific target group of children with severe intellectual disabilities, this research is also relevant to an international audience, highlighting the need for collaboration in an interdisciplinary educational context.The study's theoretical foundation is based on a collaboration model that integrates horizontal and vertical forms of cooperation (Axelsson & Bihari Axelsson, 2013). All forms of collaboration occur within a social context where various domains interact and mutually influence one another. This can be elucidated through Bronfenbrenner's (1979) ecological approach, where the individual – in our case, the pupil – is placed at the center. Surrounding the pupil is a microsystem comprising, among other elements, family, and school, which, in turn, interacts within a mesosystem and is connected to a broader exosystem (social services, legislation, etc.) and an overarching macrosystem (attitudes, culture, etc.). This theoretical approach can be correlated with neo-institutional perspectives involving the four analysis levels of the political domain, professional domain, administrative domain, and the users' domain (Danermark & Kullberg, 1999). In our research, a clear understanding of the collaborative nature and collaboration factors and integration of systems-theoretical and neo-institutional perspectives contribute to a deeper understanding of the processes in education. These theoretical approaches assist in comprehending the interaction among various professionals and their relationship with pupils.Methodology, Methods, Research Instruments or Sources Used: The action research-inspired project and its methods are approved by the Swedish Ethical Review Authority. The ongoing research involves two schools in one municipality and is conducted across four phases, currently transitioning from phase 2 to 3. In phase 1, data was collected from practice to serve as a mapping for planning and identifying areas of development in the operation. Phase 2 involved planning interventions in consultation with stakeholders to enhance teaching practices. Phase 3 includes the implementation and documentation of the plan and intervention. The analysis and documentation of the change process take place in phase 4, with feedback provided to participants. The accumulated documentation serves as the foundation for ongoing collegial discussions and reflections throughout the process, and it will also be integrated into both schools’ systematic quality work.In phase 1 of the project, three methods were employed: structured video observations, semi-structured interviews, and focus group interviews (Bryman, 2016). The data was collected by both researchers and students working on advanced-level theses, establishing a connection between research and education.1. Structured video observations: This method aims to map pupils' instructional time, time spent on their care needs and on physiotherapy. Video observations are selected based on the complexity of the instruction, the effort to avoid influencing the proceedings through observation, and the possibility of using the recorded material as part of the action research process.2. Semi-structured interviews: This method, conducted with pupils' caregivers and professionals from habilitation services, aims to provide interviewees with the opportunity to share their thoughts and perspectives on collaboration. The analysis involved coding themes raised by the interviewees.3. Focus group interviews: These interviews were conducted with educators and teaching assistants, focusing on the shared meaning construction of the interviewed individuals who collaborate daily in the work team. The analysis also involves coding of themes.Conclusions, Expected Outcomes or Findings: The findings are based on the diverse empirical data collection methods outlined above. Given the ongoing nature of the project presented here, these outcomes should be regarded as interim steps toward a more comprehensive reporting of the results. On both the vertical and horizontal levels, factors that are either supportive or hindering were identified. Supportive factors included clear task distribution and the mutual complementation of competencies among professionals with diverse skills. Educational professionals highly positively evaluate the provision of adapted tools by habilitation staff. On the other hand, hindering factors include unclearly expressed expectations and everyday events that disrupt the learning process. These obstacles include interruptions due to treatments deemed unnecessary in the school routine (e.g., school dentist), time-consuming room changes, and unreliable student transportation. While these hindrances are attributed to the microsystem, other challenges lie in the meso- and partially in the exosystem, such as staffing shortages and the absence of training opportunities. On the macrosystem, hindering attitudes become obvious, in particular varying perspectives on educational needs. From a neo-institutional viewpoint, the results primarily touch upon the professional and users' domains, but issues in the political and administrative domains are also evident. The limitations of this research and development project pertain to the limited empirical material based on the schooling of children with severe intellectual disabilities in one municipality. Simultaneously, it is assumed that in the further course of the project, ways will be developed to address the outlined challenges. The preliminary results extend previous Swedish research (Östlund, 2015; Östlund et al., 2021). At the same time, these first results are encouraging and indicate paths on how the educational processes of children in precarious life situations can be influenced in a way that strengthens their autonomy.References:Agran, M., Jackson, L., Kurth, J. A., Ryndak, D., Burnette, K., Jameson, M., Zagona, A., Fitzpatrick, H. & Wehmeyer, M. (2020). Why Aren’t Students with Severe Disabilities Being Placed in General Education Classrooms: Examining the Relations Among Classroom Placement, Learner Outcomes, and Other Factors. Research and Practice for Persons with Severe Disabilities, 45(1), 4-13Axelsson, R. & Bihari Axelsson, S. (2013). Samverkan som samhällsfenomen – några centrala frågeställningar. Axelsson; R. & Bihari Axelsson, S. (eds.). Om samverkan – för utveckling av hälsa och välfärd (17-38). Lund: StudentlitteraturBradbury, H. (ed.) (2015). The SAGE handbook of action research (Third edition) Los Angeles, Calif.: SAGEBronfenbrenner, U. (1979). The ecology of human development: experiments by nature and design. Cambridge, Mass.: Harvard University PressBryman, A. (2016). Social research methods. (Fifth edition). Oxford: Oxford University Press.Cologon, K. (2022). Is inclusive education really for everyone? Family stories of children and young people labelled with ‘severe and multiple’ or ‘profound’ ‘disabilities’. Research Papers in Education, 37(3), 395-417  Danermark, B. & Kullberg, C. (1999). Samverkan: välfärdsstatens nya arbetsform. Lund: StudentlitteraturKleinert, H. L. (2020). Students With the Most Significant Disabilities, Communicative Competence, and the Full Extent of Their Exclusion. Research and Practice for Persons with Severe Disabilities, 45(1), 34-38Östlund, D. (2015). Students with profound and multiple disabilities in education in Sweden: teaching organisation and modes of student participation. Research and practice in intellectual and developmental disabilities, 2(2), 148-164Östlund, D., Barow, T., Dahlberg, K. & Johansson, A. (2021). In between special needs teachers and students: Paraprofessionals work in self-contained
ER  - 

TY  - JOUR
T1  - How do teacher leaders lead in professional learning communities?: Explicit and tacit negotiations
T2  - International Studies in Educational Administration
SN  - 1324-1702
A1  - Grimm, Frida
PY  - 2023
VL  - 1
IS  - 51
SP  - 34
EP  - 51
LA  - eng
PB  - : Commonwealth Council for Educational Administration and Management (CCEAM)
KW  - teacher leadership
KW  - teacher leaders
KW  - middle leadership
KW  - professional development
KW  - professional learning communities
KW  - educational leadership
KW  - education
AB  - Teacher leaders who lead peers in professional learning communities (PLCs) are an increasing phenomenon in school organisations in several parts of the world today. However, the knowledge of how they lead professional learning is sparse. The purpose of this article is to create deeper understandings of teacher leadership in PLCs. It is based on data acquired through an empirical study with so-called 'first teachers' in three Swedish schools during 2021 and 2022. The article providesin-depth descriptions of explicit and tacit teacher leadership practices in PLCs. According to the results, the first teachers in the study led their peers by securing structure and relevance, building a supportive, sharing, and reflective community, and encouraging the use of new teaching methods. They tacitly negotiated their leadership in relation to previous experiences in teaching, leadership and professional development, explicit and tacit boundaries within teacher communities of practices, and their own understandings of their professional identity. The article contributes with important insights into how these negotiations made them build safe and inspiring learning cultures, but also restrained them to challenge their peers’ current understandings of teaching. The results highlight the need to illuminate and understand both explicit and tacit teacher leadership practices when developing and improving teacher leadership for professional learning in schools.  
ER  - 

TY  - JOUR
T1  - Finns det några religiösa här?: Pedagogiskt drama som metodik i ämneslärarutbildningen i religionskunskap
T2  - LIR.journal
SN  - 2001-2489
A1  - Kittelmann Flensner, Karin
PY  - 2017
VL  - 8
SP  - 66
EP  - 81
LA  - swe
KW  - religious education
KW  - educational drama
KW  - teacher education
KW  - methodology
KW  - religionsundervisning
KW  - drama
KW  - lärarutbildning
KW  - educational science
AB  - In recent years, both school and teacher education have been much debated in Sweden and a vast amount of reforms has been implemented. One of the modifcations in the policy documents of teacher training is that the concept of methodology was reintroduced in teacher education. This means that the responsibility to educate teachers both in subject knowledge, as well as in didactics and methodology are the concerns of the departments where the teacher students study their specialized subjects. An example of a methodology used in a variety of ways, with different purposes and in different groups, is educational drama. Educational drama is commonly used in professional programs, for example in legal education, medical education, nursing education, social work education, physical therapist education and teacher training. What arguments for educational drama are there to be found in research? How could this methodology be part of the teacher training program in religious education? What would possible advantages and disadvantages of this kind of methodology be? These questions will be discussed in this article.
ER  - 

TY  - CONF
T1  - A pilot project concerning the establishment of 'advanced' education training schools: dilemmas and problems for the Swedish teacher education
T2  - Leading Education
A1  - Leffler, Eva
A1  - Svedberg, Gudrun
PY  - 2016
LA  - eng
KW  - student teachers
KW  - school-based teacher educators
KW  - municipalities
ER  - 

TY  - JOUR
T1  - School leaders and Initial Teacher Education in Sweden: Response to restructuring partnership
T2  - Contemporary Educational Leadership
SN  - 2391-4572
A1  - Niklasson, Laila
PY  - 2017
VL  - 1
IS  - 4
SP  - 55
EP  - 73
LA  - eng
KW  - school leaders
KW  - initial teacher education
KW  - practicum
KW  - whole school approach
AB  - This article present and discuss school leader´s perception of a trial with practices schools during Initial Teacher Education in Sweden. The change was initiated from a national level and resulted in fewer partnership schools, increased amount of student teachers at each school, and mentors with a mentor education. As school leaders are responsible for everyday activities in school, also changes in the practicum organization become a question.  The school leaders acknowledged the need of receiving student teachers from a recruitment point of view, but also because it created a possibility to have dialogues between schools and the University concerning Initial Teacher Education. The information from the University about the trial with practice schools was enough and in time, but there were also issues to be clarified.  Some old problems prevailed, like lack of information of students arriving and difference between practice courses and short field studies during subject courses. Problems related to the trial were new concepts, concern about too few mentors, large groups of student teachers at schools and unclear roles and responsibilities between school and university. A conclusion is that in comparison with national and local steering directives for school leaders concerning different school forms, steering directives for Initial Teacher Education has been less acknowledged and critically discussed. A whole school approach, where the school leader role and contribution is clarified is an issue to be further explored.
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TY  - CHAP
T1  - Reimagining Learning in a Language Education Course Thrust Online: Social Constructivism in Times of Social Isolation
T2  - Teaching, technology, and teacher education during the covid-19 pandemic
A1  - Cunningham, Una
A1  - Bergström, Anna
PY  - 2020
SP  - 449
EP  - 456
LA  - eng
PB  - : Association for the Advancement of Computing in Education (AACE)
KW  - social constructivism
KW  - preservice teacher education
KW  - online teaching
KW  - flipped learning
KW  - active learning
KW  - english language education
KW  - engagement tasks
KW  - course design
KW  - education
AB  - A campus-based initial teacher education module in nine units was quickly redesigned within the existingsyllabus to run online following the Swedish Government’s recommendation on 17 March 2020 to moveuniversity teaching online. We used a flipped approach: asynchronous preparatory activity (set reading withstudy questions, pre-recorded lectures and other podcasts or videos) was followed up by non-mandatory onlinesynchronous workshops and mandatory written unit tasks to be completed individually or in a group,and handed in individually. The unit tasks were designed as active learning, and entailed the application ofknowledge and understanding gained in the preparatory activities, deepening the learning of each individualwith co-constructed insights. This flipped pedagogy was complemented by collaborative active learning activitiesfor the students who participated in the workshops. The workshop participants were encouraged tocomplete their hand-in work together during the workshop, collaboratively building understanding. Thus, asocial constructivist view of learning was modelled and implemented.
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TY  - CHAP
T1  - Education for sustainable development in teacher education in Sweden: curriculum and discursive institutionalism
T2  - Education for sustainable development
A1  - Vu, Mai Trang
A1  - Alexiadou, Nafsika
PY  - 2026
SP  - 29
EP  - 50
LA  - eng
PB  - Leeds : Emerald Group Publishing Limited
KW  - education for sustainable development
KW  - teacher education
KW  - curriculum and syllabus study
KW  - discursive institutionalism
KW  - sweden
KW  - sustainability
KW  - hållbarhet
KW  - sustainable development
KW  - hållbar utveckling
AB  - Sustainability and Education for Sustainable Development (ESD) are evolving concepts shaped by varying interests, influencing perceptions of sharedvalues and future visions. This chapter examines ESD policy and its integrationinto teacher education (TE) curricula and university policy discourses in Sweden. Using a discursive institutionalism approach, the study explores the content of policy ideas and the interactive processes of policy coordination and communication. Despite Sweden’s long history of ESD engagement, the interpretation and enactment of the ESD framework remain sites of compromise and negotiation. Higher education institutions (HEIs) face challenges in conceptualising and evaluating ESD, with limited representation in course syllabi. International research also highlights that climate change education frameworks are the weakest in teacher training. Focusing on TE in Sweden, the study explores: What are the policy ideas on ESD as formulated in TE curricula? How are ESD policy ideas discursively constructed and communicated across different institutional policy discourses? The analysis uses data from two Swedish universities, including 52 syllabi and six key policies. Findings suggest that while ESD ideas are well elaborated in university policy discourse, their representation in the TE curriculum is narrower. The social dimension appears to stand out, while the action competence domain and transformative education are not highly noticeable. Meanwhile, there exists some degree of tension between interdisciplinarity and specialisation, and international and local outlooks, mirroring conflicting priorities between academia, the economy, society and global and local needs. The chapter provides insights into how ESD is interpreted, negotiated and communicated in Swedish TE.
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TY  - CONF
T1  - Swedish Schools Need Teachers Who Are Strong Leaders: Discourses on 'Teach for Sweden'
T2  - Teach For All: Bringing the American Dream to Denmark, England and Sweden
A1  - Angervall, Petra
PY  - 2025
LA  - eng
KW  - teach for sweden
KW  - teacher education
KW  - policy studies
KW  - teacher subjectivity
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - In recent years, the neoliberal Swedish political establishment has made a series of arguments that education, and teachers in particular, have failed, while at the same time overseeing an educational regulatory system that hasn't responded to the needs of schools (Beach & Bagely, 2012; Bylund & Player Koro, 2024). As a result, Teach for Sweden (TFS) (alongside other private education facilitators) has been marketed as a programme that aims to solve the problems of contemporary Swedish schools. Despite this, national research on this programme is scarce. In Myer's study (2019), he illustrates how TFS is created as an elite organisation using the symbolic language of the 'Teach For' model, referring to the 'top students' and 'world-class schools'. Dahlstrom (2013) argues that the leadership associated with TFS is that favoured by the new public management, i.e. a focus on measurable outcomes that reduces teaching to preparing for tests and exams. While the views and voices of TFA graduates have been studied internationally (Brewer & deMarrais, 2015; Matsui, 2015), as well as what counts as knowledge within the TFA organisation (Bailey, 2015), there is a lack of Swedish studies that examine how actors discursively position themselves within the TFS context. Therefore, the aim of this study is to a) analyse the subject positions that are constructed in conversations with TFS graduates and how these positions relate to the teacher subjectivities that this programme produces, and b) what problems these subjectivities seek to support or solve. The theoretical framework is post-structuralist theory with discourse analysis as the methodological approach (Foucault, 1980). Our starting point is a Foucauldian inspired analysis that provides an overarching view of the concept of discourse and gives us a starting point for revealing power relations. Further, the analysis is informed by discursive psychology (Poller & Whetherell, 1987) and discourse theory (Fairclough & Fairclough, 2012). We present an ongoing study comprising interviews with TFS graduates associated with different universities in Sweden. The findings are discussed, and discourses identified as part of the ideal model presented as TFS. Based on previous studies, we expect our findings to shed light on how new teacher subjectivities is negotiated and the tensions involved.
ER  - 

TY  - CHAP
T1  - Studying the evaluative views of students as a tool for professional development of teacher educators
T2  - Exploring professional development opportunities for teacher educators
A1  - Samuelsson, Lars
A1  - Lindström, Niclas
PY  - 2021
SP  - 195
EP  - 211
LA  - eng
PB  - London & New York : Routledge
KW  - professional development of teacher educators
KW  - professional development
KW  - teacher educators
KW  - student teachers
KW  - evaluative profiles
KW  - evaluative views
KW  - mediating values
KW  - conveying values
KW  - teacher education
KW  - value reproduction
KW  - individualistic values
KW  - collectivistic values
KW  - values in teacher education
AB  - Alongside the task of conveying knowledge to their pupils, teachers are also expected to mediate certain values, educational as well as ethical or societal. This value-conveying aspect of the teaching profession provides the focus of this chapter, the aim of which is to highlight its importance and show why reflecting on it is helpful for the professional development of teacher educators. As teachers in Swedish teacher education, we have conducted surveys with our students to assess some of their evaluative views that are of educational relevance. The results of these surveys reveal a tension between some of the values typically held by our students and parts of the value-conveying task of Swedish teachers. This tension, together with a comparison between the students’ values and the values prevalent in other countries, has provided the basis for interesting and rewarding discussions with our students. In the present chapter we describe our work with the students and argue that a teacher educator’s awareness of their own evaluative views, as well as those of their students, is important for developing the ability to reflectively and critically convey values in their pedagogical practice. Thus, it is an important aspect of the professional development of teacher educators.
ER  - 

TY  - JOUR
T1  - Organising the 'industrialisation of instruction': Pedagogical discourses in the Swedish Primary Teacher Education programme
T2  - Journal of Praxis in Higher Education
SN  - 2003-3605
A1  - Sjöberg, Lena
PY  - 2019
VL  - 1
IS  - 1
SP  - 37
EP  - 59
LA  - eng
PB  - Borås : Högskolan i Borås
KW  - primary teacher education program
KW  - swedish policy texts
KW  - educational science
AB  - This study examines the organisation of the Swedish Primary Teacher Education (PTE) programme by studying a local educational policy practice. The empirical material consists of policy documents and interviews with teacher educators at a large university. The study focuses on the pedagogical discourses in teacher education, by studying whether the examinations, courses, and education are basedon insulation or integrating principles, that is, strong or weak classification. The results of the study show that both the national policy text and the local organisationare based on principles and rationalities of strong classification, where the local policy practice is both constructed through and affected by commodification and market rationalities
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TY  - CONF
T1  - From Policy to Practice: Intercultural Competence in Swedish Teacher Education
T2  - Fifth international conference on the development and assessment of intercultural competence
A1  - Paulsrud, BethAnne
PY  - 2016
LA  - eng
KW  - pedagogik med inriktning mot utbildningsvetenskap
KW  - educational science
AB  - Swedish education ideology is summarized in the motto: One school for all. The growing number of multilingual pupils from diverse cultural backgrounds in the Swedish school system is, however, presenting new challenges, giving intercultural competence as a specific skill for teachers increasing importance. The present research is part of an ongoing project investigating the relationship between Swedish education policy and teacher training programs, focusing on the concept of intercultural competence, especially in relation to multilingualism and the notion of pluralism.The examination of the connection between official policies at a macro level and the perspectives of teacher trainers and teacher students at a micro level is accomplished through three sub-studies: 1) an analysis of the discourse of Swedish education policy; 2) an analysis of selected teacher training programs at Swedish universities; and 3) semi-structured interviews at the same universities with teacher educators, student teachers in pre-service training and mentor teachers who guide the student teachers during their practical work experience in the classroom. The first sub-study concentrates on the Swedish school law from 2010 (Skollagen, updated 2015) and the Swedish national curriculum from 2011, the unifying legal documents by which all schools must abide. The second sub-study targets teacher education at both a large university with a broad national intake of students and a smaller university with a primarily regional intake. In the third sub-study, the three informant groups offer views on whether the concept of intercultural competence is apparent throughout each step of the process from the university classroom to the student perspective to the compulsory school classroom.  Of special interest are the approaches employed by teacher educators in equipping teacher students with skills to effectively meet potential challenges and the practices promoted as appropriate for the classroom by the mentor teachers during training. The triangulation of methods allows for a deeper understanding of how intercultural competence is represented both explicitly and implicitly in teacher education in response to national policy as well as the attitudes of individual teachers and students in response to the multilingual and multicultural classroom.This poster will present the preliminary results of work in progress. Although the focus is on the Swedish context, how and why intercultural competence skills are being explored in teacher education is of interest to other educators as well as to researchers and practitioners involved in creating education policy for compulsory schools in other multilingual contexts. 
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TY  - JOUR
T1  - “As a teacher, you have to take the initiative": An intertextual study of the enactment of subject-specific professional development for teachers of Modern Languages/Spanish
T2  - Utbildning och Lärande / Education and Learning
SN  - 2001-4554
A1  - Rottenberg, Debora
PY  - 2021
VL  - 3
IS  - 15
SP  - 51
EP  - 70
LA  - eng
PB  - Falun : Högskolan Dalarna
KW  - teachers’ professional development
KW  - modern languages
KW  - spanish
KW  - enactment theory
KW  - swedish municipality
KW  - lärarfortbildning
KW  - moderna språk
KW  - spanska
KW  - genomförandeteori
KW  - svensk kommun
KW  - education
AB  - Denna studie undersöker genomförandet (Ball et al., 2012) av spansk ämnesspecifik lärarfortbildning i det svenska skolsystemet. Med utgångspunkt i policytexter på nationell nivå undersöks två olika typer av data från en pendlingskommun nära en storstad: texter på kommunalnivå och skolnivå samt intervjuer med lärare i ämnet. Materialet analyseras med hjälp av intertextualitetsanalys för att förstå översättningsprocesser till texter och praxis. Studien visar att spansk ämnesspecifik fortbildning är frånvarande på skolorna när det gäller översättningsprocesser till texter. Med undantag för en fristående skola nämns ämnesspecifik fortbildning överhuvudtaget inte i texterna. När det gäller översättningsprocesser till praxis visar studien för övrigt att det är enstaka lärarinsatser som ger upphov till fortbildningstillfällen, i många fall på lärarnas fritid. Analysen av översättningsprocesser till texter ger inte tillräckligt med information om ämnesspecifik fortbildning. Utifrån detta faktum kan man dra slutsatsen att en modell som kombinerar analysen av dessa processer med analysen av översättningsprocesser till praxis samt jämför båda ger fördjupad information om ämnesspecifik fortbildning. Detta tyder på att analysmodellen med fördel kan tillämpas för att studera andra kommuner och även andra ämnen för att bättre förstå genomförandet av ämnesspecifik fortbildning
ER  - 

TY  - JOUR
T1  - Discourses on music in Swedish primary and preschool teacher education
T2  - Nordisk musikkpedagogisk forskning : Årbok
SN  - 1504-5021
A1  - Lindgren, Monica
A1  - Ericsson, Claes
PY  - 2013
VL  - 1
IS  - 14
SP  - 91
EP  - 103
LA  - eng
KW  - teacher education
KW  - discourse
AB  - This study investigates prevailing discourses on music in the field of creative arts in Swedish teacher education for primary school and preschool, following the programme based on the 1999 teacher education reform. The data were collected from 19 focus group interviews with teacher educators and student teachers from ten higher education institutions that offer such teacher education programmes. Theories related to language as action and the consequences of linguistic actions are central to the study. To identify and discuss the discursive formations, analytical tools inspired by discourse psychology and discourse theory were used in the analysis. The analysis demonstrates that an academic discourse focusing on theory, reflection, and textual production has pushed aside skills-based practice. A second discourse, characterized by subjectivity and relativism vis-á-vis the concept of quality, is also found in the material. Finally, a therapeutic discourse is articulated and legitimized based on the idea that student teachers should be emotionally balanced. The constructions may be regarded as strategies that legitimize the creative arts, which no longer have a clear identity in this teacher education context. The discourse on technical skills in music, which previously occupied a hegemonic position in the discursive field, has fallen apart, allowing other discourses to take root.
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TY  - CONF
T1  - Sustainable Home Economics Teacher Education in Pandemic Times: Experiences from Swedish Universities
A1  - Berg, Gita
A1  - Höijer, Karin
A1  - Lindblom, Cecilia
A1  - Rendahl, Jenny
PY  - 2022
LA  - eng
KW  - kostvetenskap
KW  - food
AB  - One aspect of the Sustainable Development Goals is quality education. Not only should education work in favor of sustainable development on a global level; quality education needs to be sustainable in the sense that it provides opportunities for students’ learning in relation to the subject taught. The school subject Home Economics (HE) is often described as having cooking as a core feature. Consequently, HE-teacher education commonly includes practical cooking as a central part of the content. During the outbreak of the Covid-19 pandemic, educational preconditions suddenly changed, and possibilities for undertaking cooking on campus became limited. In this study, we investigate HE-teacher educators’ experiences of adjusting practical cooking activities during the covid-19 pandemic. The aim is twofold: first, to highlight how the pandemic situation has been tackled in Swedish HE-teacher education. Second, to contribute to the understanding of practical cooking as a part of sustainable HE-teacher education.In Sweden, there are four universities that offer HE-teacher education. Educators from these four universities were interviewed digitally in focus groups in two rounds. The first round was held in October 2020, the second in April/May 2021. The interviews followed a semi-structured design, and questions were asked about what the pandemic had meant for practical cooking activities in terms of problems, solutions and insights for the future. The interviews are analyzed using thematic analysis, and preliminary results show e.g. how educators used digital solutions, making the education accessible despite new restrictions. These solutions did not necessarily affect students’ possibilities to achieve formally stated learning goals, but there was a hesitation concerning whether tacit and situated aspects of learning was lost when physical encounters did not take place. In short, the results evoke new insights regarding what constitutes sustainable education for HE-teachers of today.   
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TY  - CONF
T1  - Personalisation of Education: Policy Critique and Cultural Contexts
A1  - Beach, Dennis
PY  - 2013
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Personalisation came to the forefront of the English reform agenda as the ‘big idea’ (Milliband) in2004. In this country, it has been specifically devised as a means to restructure public services like health and education. Even before that date but more intensively after the English agenda, reform initiatives and some piece-meal strategies are to be found, for instance, in such diverse contexts as Italy, Sweden or Japan. Two main perspectives are simultaneously at work in recent scholarship. In the first, personalisation is assessed as global education policy, in line with the current restructuring reforms of State administration worldwide. From this perspective, personalisation is largely a matter of education policy, clearly lacking proper pedagogical theory (Hartley, 2007; Peters, 2009). In the second perspective, personalisation is assumed to be not only a matter of recent education politics concerned with school customers and their choices, but foremost a reassembly of old and new pedagogical approaches under a new reform.
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TY  - CONF
T1  - THE PUBLIC OPINION: ON THE MAKINGS ON MODERN EDUCATION
A1  - Foss Lindblad, Rita
A1  - Lindblad, Sverker
PY  - 2017
LA  - eng
KW  - education policy analysis
KW  - international large scale assessments
KW  - public opinion research
KW  - comparative education
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Research topic/Aim: Our case is Sweden with its comprehensive welfare state education. This case have been in rapid change in education during the last decades, including worldwide restructuring measures such as deregulation, privatization and governing by school performances. Our aim is to analyze education as part of a modernization project based on the development of science as well as on democracy. Our approach to this is analyses of the public opinion in the Swedish welfare state in relation to the current context of Sweden and what its educational system offers. In order to realize these ambitions, we put forwards the following research questions: • What confidence and discontent in education is presented by the public opinion? How is this related to educational levels and political preferences among individuals? • To what extent is there confidence or mistrust in research in different fields – including educational research – and to what extent is this connected with educational levels and social positions among the individuals? Given our interest in modernization of education we have a special interest in how individuals in in teaching professions assess educational research. In order to sharpen the analysis of current trends in education modernization and educational research we made special analyses of the public opinion on the uses of large scale assessments of educational performances. Theoretical frameworks: Trust has become an important factor for understanding operations of governance and educational reforms and variances of success over countries. Given the present context of rapid social and political transformations and ongoing restructuring of higher education and research, the level and objects of trust thus becomes an important indicator of possibilities and readiness of change. Methodology/research design: We have chosen to analyze the views of the public opinion considering trust in science as such and for the eventual betterment of society, with a special focus on educational science. Data are obtained from the SOM-Institute survey 2014 sent to a national sample of 3 400 individuals, out of which 54 percent answered the questions – in sum 1 634 persons. Findings: In the public opinion the confidence in the school is not very high, and most individuals take very critical stances to current developments in schooling. Regarded as indicators of perceptions of education in a modernizing welfare state, the results present somewhat of a crisis in trust of schooling. This is further underlined by the finding that individuals with lower levels of education are more discontent with recent developments in education. Of special interest is the finding that the right wing populists – often in low paid jobs – are most dissatisfied with what education can offer them. Trust in educational research – especially among those in teaching professions – is also indicating that the modernization processes in education is at work. Stated otherwise, modernization of education and schooling seems to correspond to predominant distribution of resources in society, and universalistic claims about modernization seem to be contradicted by its premises and practices. Relevance for Nordic Educational Research: There is a large need for analyzing the current political situation and its politics of knowledge and educational policies in the Swedish welfare state and in similar welfare state contexts, such as the Nordic countries. 
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TY  - CONF
T1  - Attitudes towards IT and use of LMS in Teacher Education: A Swedish case study
T2  - Proceedings of Society for Information Technology &amp; Teacher Education International Conference, Mar 02, 2015 in Las Vegas, NV, United States
A1  - Ekman, Karin
A1  - Lundin, Johan
A1  - Svensson, Lars
PY  - 2015
SP  - 900
EP  - 906
LA  - eng
PB  - Chesapeake, VA
KW  - learning management system
KW  - lms
KW  - wil
KW  - work-integrated learning
KW  - arbetsintegrerat lärande
KW  - work integrated learning
KW  - informatics
KW  - informatik
AB  - In this paper we explore the relation between attitude and use of a university-wide Learning Management System (LMS) among faculty members engaged in teacher education at a large Swedish University. We compare the findings with a control group of educators from the same university, not involved in teacher education. The results reveal that all teachers fail to provide evidence for a correlation between attitude and use, which contest established assumptions in, for instance, the technology acceptance model (TAM). Still we can detect significant differences between teacher educators and other faculty members: Teacher educators are more positive to the potential for IT in general (p<0.1), and in particular more positive to (i) how IT develop their pedagogy, and (ii) that time spent on communicating with students through IT is time well spent. Furthermore, teacher educators use the LMS significantly more frequently, and with a wider scope of used functionality compared to other faculty.
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TY  - CONF
T1  - AI IN TEACHER EDUCATION:: PEDAGOGICAL MODELS FOR LIFELONG LEARNING AND INCLUSIVE PRACTICE
A1  - Widmark Saari, Christina
PY  - 2025
LA  - eng
AB  - Abstract:Introduction:The rapid development of artificial intelligence (AI), particularly generative language models, presents both pedagogical opportunities and challenges for teacher education. This study introduces a model-driven and research-based framework for integrating AI tools in teacher education, aiming to enhance students’ metacognitive abilities, support lifelong learning, and promote equity in educational settings.Two central research questions guide this study:1) How can university lecturers, despite the rapid development of AI technologies, teach with the support of AI-powered tools in teacher education?2) How can the integration of such tools into course design support teacher students’ metacognitive development, readiness for lifelong learning, and contribute to inclusive and motivating educational practices?Method:The study was conducted within the 15-credit course Educational Science Core II at Mid Sweden University. The course was redesigned to provide teacher students with a balanced combination of theoretical insight and practical experience in applying AI within educational contexts. Grounded in the frameworks of Technological Pedagogical Content Knowledge (TPACK), Substitution–Augmentation–Modification–Redefinition (SAMR), and the Traffic Light Model for responsible AI use, the intervention included two AI-focused modules.Students engaged with various AI tools through assignments involving translation, lesson planning, learning environment design, and ethical reflection. The pedagogical framework fostered metacognition, critical thinking, and self-regulated learning, while also supporting the development of inclusive and equitable learning spaces. By integrating research-based modeling with hands-on exercises, the course demonstrated how AI can be sustainably embedded in teacher education practice and contribute to enhanced educational quality in an era of digital transformation.Results:Findings indicate that systematic use of AI-powered tools can effectively support teacher students’ metacognitive development and professional readiness. Students developed critical awareness of AI’s capabilities and limitations, practiced ethical decision-making, and demonstrated increased motivation for integrating AI in their future teaching practices. Features such as machine translation and multilingual support proved especially helpful in reducing linguistic and functional barriers, thereby contributing to more inclusive and equitable learning conditions.Discussion:The proposed framework, anchored in TPACK, SAMR, and the Traffic Light Model, offers a sustainable and pedagogically sound approach to AI integration in teacher education. By modeling both practical application and critical reflection in AI use, university lecturers can equip future teachers with the technological fluency and ethical discernment required for a digitally transforming educational landscape. The study concludes that well-structured, theory-informed AI integration supports quality education, metacognitive growth, and equity in diverse learning environments.Keywords:Generative AI, ChatGPT, distance education, teacher education, metacognition, lifelong learning.
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TY  - CONF
T1  - Successes and obstacles in the work of upper-secondary schools with newly arrived students: a constructivist-inspired analysis of teachers’ verbal accounts regarding their schools’ organizational and practical work
T2  - Hope and education, NERA 2021
A1  - Basic, Goran
A1  - Medegård, Emma
A1  - Henrixon, Karolina
PY  - 2021
SP  - 22
EP  - 22
LA  - eng
PB  - : Nordic Educational Research Association and University of Southern Denmark
KW  - school success
KW  - oral account
KW  - representation
KW  - verbal emphasis
KW  - social recognition
KW  - dramatization
KW  - second language teacher
KW  - mother tongue teacher
KW  - special education teacher
KW  - headmaster
KW  - counselor
KW  - language introduction program
KW  - swedish as a second language
KW  - mother tongue study supervisor
KW  - subject teacher
KW  - integration
KW  - specialpedagogik
KW  - special education
KW  - social pedagogy
KW  - socialpedagogik
AB  - This study presents new knowledge arising from teachers’ verbal accounts of successes and obstacles inthe organizational and practical work of upper-secondary schools with newly arrived students. The ethnographic material is based on 33 teacher interviews and 11 fair copies of field notes from observations inupper-secondary school contexts. Analysis of the empirical data was conducted within the framing of socialconstructivist theories and previous research. The analysis reveals several dimensions contributing to the construction and reconstruction of successes and obstacles in the teachers’ accounts. Teachers areconstructed as actors with a power advantage relative to the “newly arrived student.” They set the agenda forstudent behavior, with an inclusive approach that is crucial to achieving success and counteracting obstacles. The approach imposes demands on how upper-secondary schools organize their work with newly arrived students and plays a role in determining supports and room for maneuvering that teachers have. The construction of normatively right (morally right) and deviant (morally wrong) action in the verbal interactive dynamic contributes to the creation and re-creation of both the recognition and exclusion of teachers and newly arrived students in and from the school context. This interactive dynamic implicitly highlights how actors with higher status in the school context (teachers) can use verbal means (language) as an interactive assertion of power to mark the position of actors with lower status in the school context (newly arrived students). The power to define and redefine the actor with lower status in the school context is conveyed, acted out, and exercised by teachers using verbal accounts. These interactions provide the space to control and oppress newly arrived students who, in that situation, occasionally are also engaged in a struggle for recognition in the school context. Previous research draws attention to the importance of raising awareness of teachers’ professional role in relation to power aspects and language used in interpersonal interactions in the school context.
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TY  - CONF
T1  - Teacher Shortage in Sweden: Different Perceptions from Different Professional Groups
A1  - Boström, Lena
A1  - Bostedt, Göran
PY  - 2024
LA  - eng
AB  - Internationally, teacher shortage appears to be a major societal problem, including Sweden (Boström et al., 2022; See & Gorard, 2020). According to the United Nations (UNESCO, 2016), the world needs at least 69 million new teachers to reach the education goals of Agenda 2030. In Europe, there is a shortage of teachers in basically all countries (Federičová's, 2020; The European Commission, 2020; OECD, 2020). In Sweden, the Swedish Na-tional Agency for Education [Skolverket] (2019; 2020) and Statistics Sweden (2017a, b) have alerted to the problem. Various actors (media, politicians, opinion leaders and trade unions) have in Sweden expressed their definite and different views on the matter (Kungliga Ingenjörsvetenskap-sakademin,2020). The voices of researchers, teachers and principals are though to a large extent absent (Boström, 2023). At the same time, all stakeholders agree on both the existence of teacher shortage and the im-portance of educated teachers in schools for creating the best possible con-ditions for students to learn.Our interest is to delineate the specific aspects of the teacher shortage's concerning causes and possible solutions according to professional groups in the field, i.e., that have concrete experience of teacher shortage and its consequences. The research questions for this study are:• According to seven different professional groups, what are the causes and solutions of teacher shortage?• Are there differences and similarities between the various professional groups regarding causes and solutions? If so, in what respects?Theoretical framework for the study is ”wicked problem” (Rittel & Web-ber, 1973). It refers to complex, open-ended, and ambiguous problems that are difficult to define, have no definitive solution, and are interconnected with other problems and societal issues. Wicked problems are characterized by their complex nature, the presence of multiple stakeholders with con-flicting interests, and the lack of clear problem boundaries. The wicked problem theory emphasizes that traditional approaches to problem-solving are often insufficient for addressing complex problems. Instead, it encour-ages a more holistic and collaborative approach, involving various stake-holders, disciplines, and perspectives.The study is based on a web survey, answered by 605 informants, consisting of 40 items about causes and possible solutions based on previous research and dialogue meetings with regional and national policy actors. The selection of participants included both academic and practical professions as well as a representation of teacher students. Data are analyzed by de-scriptive and inferential statistics. The results are reported with descriptive statistics and significance testing. Descriptive statistics presents an overall picture of the various items at a group level. Mann–Whitney U- test investigates the distinctions between professional categories.Preliminary results indicated that items were differently relevant for different professional groups. Three professional groups diverged largely from other groups, namely health staff, uneducated teachers, and teacher train-ers. The results confirm the importance of seeing the problem as “wicked” and therefore engaging diverse stakeholders in the problem-solving process to foster collective intelligence and shared responsibility. The connection to the conferences is evident, i.e., the role and impact of educated teachers in the context of school effectiveness and improvement.
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TY  - CONF
T1  - Symposium Practices of Mentoring (Part III): ICT Mentoring Practices and the Potential Impact of Teacher Standards
A1  - Fransson, Göran
PY  - 2015
LA  - eng
KW  - mentoring
KW  - ict
KW  - teacher
KW  - standards
KW  - professional development
KW  - symposia
KW  - mentorskap
KW  - it
KW  - ikt
KW  - professionell utveckling
KW  - lärarutbildning
KW  - lärare
AB  - This symposium is the third part of a triple symposium, entitled “Practices of Mentoring”. In part 1, practices of mentoring in Australia, Finland, Norway and Hungary are studied within the theory of practice architecture. Part 2 introduces innovative practices for teacher induction which have been developed in the European PAEDIEA project.  In part 3, chaired by Göran Fransson, the focus is shifted to using ICT in mentoring and problematizing the impact of teacher standards on mentoring practices. The aim of the symposium is to contribute to a discussion of novice teachers’ professional development with the added dimension of mentoring in ICT-rich environments and the potential impact of teacher standards on those mentoring practices. This aim will be achieved by addressing the issue from different perspectives to get a broad picture of the challenges and opportunities. Questions that arise from the presentation include: What are the benefits of ICT as a medium to facilitate mentoring or learning to be a mentor? How does ICT as the learning object shape the mentoring practices? What is the potential risk of teacher standards fostering coaching rather than mentoring? The symposium consists of four presentations. The first presentation focuses on mentoring teachers in Scotland who are inexperienced in ICT, and are implementing iPads into the classroom. The second paper examines a Norwegian mentor’s experiences of providing professional development using ICT (i.e. Facebook) as the medium to facilitate the mentoring practice. The third paper presents ICT as the mentoring medium in a mentoring course for the mentors of NQTs in Sweden. The final paper concludes with a comparative analysis of standards for the registration of teachers in Australia, Scotland and Sweden. A word frequency and contextual analysis problematise the teaching standards and their potential to promote coaching rather than mentoring. These four papers contribute to the mentoring debates that focus on: the use of ICT, teaching ICT skills and the role of the teacher.Mentoring for newly qualified teachers is a common phenomenon in many countries and research on mentoring has been from a variety of perspectives. Considering the manifold of technological resources and social networking sites (SNS) currently available, an apparently under-researched topic is ICT in the mentoring of novice teachers – both as the content and as a medium for mentoring or mentor training. The use of modern technologies to overcome distances in communication and mentoring has given rise to terms such as e-mentoring and online mentoring (Butler, Whiteman & Crow, 2012). Technology-enhanced mentoring can be used as a complement to face-to-face-mentoring but can also be used as the main communication source with its pros and cons for interaction (Butler et al., 2012). However, challenges to the mentoring practice are equally recognised: ICT changing the learning process (Alvarez, Guasch & Espasa, 2009; Helleve, 2007); and the impact of paralinguistic cues in body language being absent (Price, Richardson & Jelfs, 2007). Another issue presented for consideration is how mentoring takes place when the learning object is ICT. This kind of question has to been seen against the backdrop that an increasing number of researchers in recent years have stressed the importance of including subject-matter issues in the research of mentoring novice teachers (Ulvik, Smith & Helleve, 2009; Donna & Roehrig, 2011). It remains important to analyse how: the mentoring of novice teachers is facilitated by ICT; the practices of mentoring are enacted to teach ICT skills; and the potential influence teaching standards have in redefining mentoring into a coaching endeavour. This project comprises examples from Australia, Scotland, Sweden and Norway, but it is also of key significance for many other countries where ICT and the mentoring of novice teachers may be used as a tool for professional development.ReferencesAlvarez, I., T. Guasch and A. Espasa. 2009. University teacher roles and competencies in online learning environments: a theoretical analysis of teaching and learning practices, European Journal of Teacher Education, 32(3), 321–336. Butler, A. J., Whiteman, R. S. & Crow, G. M. (2012). Technology’s role in fostering transformational educator mentoring. International Journal of Mentoring and Coaching in Education 2( 3), 233-248. Donna, J.D. & Roehrig, G. (2011). Taxonomy of Beginning Science Teacher Challange: The Importance of Context-Specific Induction. Paper presented at The American Educational Research Association (AERA) annual conference, April 8 – April 12, New Orleans, USA. Helleve, I. 2007. In an ICT‐based teacher‐education context: why was our group ‘the magic group’?, European Journal of Teacher Education, 30:3, 267-284. Price, L., Richardson, J. T. & Jelfs, A. (2007). Face-to-face versus online tutoring support in distance education. Studies in Higher Education, 32(1), 1–20. Ulvik, M., Smith, K. & Helleve, I. (2009). Novice in secondary school – the coin has two sides. Teaching and Teacher Education 25 (2009) 835–842.
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T1  - Dance exergames – a pedagogical device in movement education?: Symposia: Technology and Social Networking in Teacher Education and Physical Education
T2  - ECER 2015
A1  - Nyberg, Gunn
A1  - Meckbach, Jane
PY  - 2015
LA  - eng
KW  - physical education
KW  - dance
KW  - exergames
KW  - capability to move
KW  - motor skill
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - A fundamental dimension of school physical education (PE) is arguably movement and movement activities. However, there is a lack of discussion, in the context of PE, regarding what can be called capability to move in terms of coordinative abilities, body consciousness and educing bodily senses (Larsson et al. 2011; Redelius et al. 2009; Evans 2004; Shusterman 2004; Kirk 2010; Tinning 2010). In this presentation we want to contribute to this discussion in terms of what capability to move can mean, and how this capability can be developed in the context of PE when introducing new artifacts. Our study focuses on the growing use of Exergames as a form of teaching aid in PE (Quennerstedt et al. 2013) and subsequently this study explores the potential contribution of these games to teaching and learning the capability to move. Many of these games include imitating movements and one aim of using the games in PE, apart from fighting obesity and increasing students’ fitness levels, is their potential contribution to motor skill acquisition (Meckbach et al. 2013).The aim with the presented study is twofold. Firstly, we will explore, through a phenomenographic analysis (Pang, 2003), a specific Exergame’s contribution to a group of students’(in a Swedish secondary school) motor skill acquisition in terms of their different ways of knowing two dance movements. Secondly, we will discuss necessary conditions for learning and developing capability to move and the game’s potential contribution ‘as a teacher’ in relation to the potential contribution of a PE-teacher.ReferencesEvans, John (2004) Making a difference? Education and ‘ability’ in physical education. European Physical Education Review 10 (1) 95-108.Kirk, David (2010) Physical Education Futures. Oxon: Routledge.Larsson, Håkan, Redelius, Karin and Fagrell, Birgitta (2011). Moving (in) the heterosexual matrix. On heteronormativity in secondary school physical education. Physical Education and Sport Pedagogy, 16 (1) 67–81. Meckbach, Jane; Gibbs, Beatrice; Almqvist, Jonas & Quennerstedt, Mikael (2014). Wii teach movement qualities in physical education, Sport Science Review, vol. XXIII, no. 5-6, 2014, 241 – 266.Pang, Ming Fai. 2003. “Two Faces of Variation: On Continuity in the Phenomenographic Movement.” Scandinavian Journal of Educational Research, 47 (2): 145–156.Quennerstedt, Mikale, Almqvist, Jonas, Meckbach, Jane, & Öhman, Marie. (2013). Why do Wii teach physical education in school? Swedish Journal of Sport Research, 2:55–81.Redelius, Karin, Fagrell, Birgitta, and Larsson, Håkan (2009). Symbolic capital in physical education and health. To do, to be or to know? That is the gendered question, Sport, Education and Society, 14(2): 245–260.Shusterman, Richard (2004). Somaesthethics and education: Exploring the terrain. In: Laura Bresler (ed) Moving bodies moving minds p. 51–60. Dordrecht: Kluwer Academic Publisher.Tinning, Richard (2010) Pedagogy and human movement. Theory, practice, research. Oxon: Routledge.  
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TY  - JOUR
T1  - Idrottsundervisning och maskulinitetens hegemoni: Genus och inflytande i gymnasieskolans ämne ”Idrott och hälsa”
T2  - Scandinavian Sport Studies Forum
SN  - 2000-088X
A1  - Alsarve, Daniel
A1  - Jakobsson, Johan
A1  - Helgesson, Jens
PY  - 2017
IS  - 8
SP  - 197
EP  - 219
LA  - swe
PB  - Malmö, Sweden : Department of Sport Sciences, Malmö University, Department of Sport Sciences
KW  - gender
KW  - hegemonic masculinity
KW  - heteronormativity
KW  - physical education
KW  - upper secondary school
KW  - teacher
KW  - education
AB  - The Swedish upper secondary school and its physical education (PE) should, according to the Lgy11 (the 2011 curriculum of upper secondary school in Sweden), raise aware- ness about and challenge stereotypes of masculinity and femininity. Previous research, however, has concluded that there is an upholding of traditional, hegemonic masculinity ideals through PE. The purpose of this article is to highlight how gender and power influence the outcome of a just education. Theoretical inspiration is taken from Irish Marion Young’s and Raewyn Connell’s work on gender and hegemonic masculinity, and the method involves interviews with PE teachers and observations of PE classes. Dance, ball games, competition, socializing violence, performance of heterosexual norms are identified as key points, which are discussed in terms of norms and power linked to men and masculinity ideals. The results show that the making of masculinity is constantly oc- curring in PE, both in active elements but also during “inactive” breaks. Although strong ideals linked to men and masculinity were identified, there were usually also alternative representations. In other words, the educational gender practices were not identified as unambiguous, but rather as ambiguous and contradictory. However, most respondents showed decided views on how boys and girls naturally “are” in certain ways, which con- ditions a counter-stereotypical approach to education. 
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TY  - CONF
T1  - Head Teachers on Evaluating Newly Qualified Teachers’ Competencies – What to Focus on and How.
T2  - <em>Teachers’ Life-cycle from Initial Teacher Education to Experienced Professional</em>
A1  - Fransson, Göran
PY  - 2012
SP  - 74
EP  - 90
LA  - eng
PB  - Brussels : Association for Teacher Education in Europe (ATEE)
KW  - induction
KW  - teacher evaluation
KW  - teacher competence
KW  - teacher registration.
KW  - kompetens
KW  - lärare
KW  - lärarlegitimation
KW  - lärarskicklighet
KW  - yrkeskunnande
KW  - education
AB  - A mandatory probationary year for newly qualified teachers in conjunction with teacher registration is to be introduced in Sweden from 1st July 2012 (Government Bill 2010/11:20). This reform requires newly qualified teachers to be supported by a mentor. During the probationary year, head teachers will be responsible for evaluating whether the teacher should be registered or not. This paper reports on an interview study that was conducted with nine Swedish head teachers concerning what kind of teacher competencies they would focus on when evaluating NQTs and how they would perform the evaluation.The results show that the head teachers would primarily like to focus on the following competencies of an NQT: (a) social interaction, (b) leadership and classroom management, and (c) mission and goal achievement. General pedagogical skills were mostly emphasised, whereas issues like subject knowledge and pedagogical content knowledge seemed to be taken for granted.The question of how the evaluation should be performed has two distinct dimensions: how to acquire information about NQTs competencies, which relates to technical issues of how information and impressions are made available for evaluation and how head teachers perceive, interpret, assess and evaluate what they see, hear and feel. As the latter, more elusive dimension involves cognitive and procedural aspects of evaluation, the head teachers involved in the study found it difficult to describe and explain.
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TY  - CONF
T1  - Preschool Teachers Responsibility in a Discourse-analytical Perspective: a Swedish Case
A1  - Eriksson, A
PY  - 2014
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Both internationally and nationally, there is an ongoing tendency to pinpoint responsibility as well as individual executives as responsible for different parts of activities (Svensson, 2011). However, in the educational area, this has particularly been applied when it comes to the heads of pre-schools and schools and to teachers in these contexts. Since the 2010 this trend has been clearly articulated through the discourse about preschool teachers' responsibility in the Swedish preschool curriculum (Skolverket, 2010). When the preschool curriculum was revised in 2010 there was a clear discursive change related to the preschool teacher's responsibility for the pedagogical activities. This change meant that parts of the responsibility that for many years had been described as a responsibility shared by the participants in the team, now came to be described as a preschool teacher's responsibility. Important to mention here are that these teams traditionally have consisted of various professionals, such as pre-school teachers with a university degree and child minders with an upper secondary degree. The aim of the paper is to highlight and problematize how the discourse about the pre-school teacher's mission of providing pedagogical activities in pre-school has been developed and changed over time in national policy documents. The following questions will be given special attention: How is preschool teachers' responsibility described in policy texts and other texts on higher education? What underlying discourses emerge in relation to descriptions of the preschool teachers' responsibility, why and in whose interest? Has the discourse on early childhood teacher's responsibility varied over time, if so how? The theoretical, as well as the metodological framework takes its point of departure in Faircloughs (1992, 1995, 2003) critical discourse analysis, which made it possible to investigate elements of educational change in policy texts. In the analysis the concept of discourse is both used as the designation of a specific discourse, in this case the discourse of responsibility, and in the wider sense in terms of language use seen as a kind of social practice (Fairclough, 1992). A discourse is constructed and compiled in a specific way. Each new discourse is always in effect a construction of older discourses that contribute to changes in for example policy documents. The concepts that have emerged as the most relevant ones for the analysis of discursive changes in the texts that I have analysed are intertextuality and interdiskursivitet. In relation to this study intertextuality has been used to elucidate the presence of text in other texts, while interdiscursivity involves an analysis of the particular mix of discourses, genres or styles, as articulated or working together in the text (Fairclough 2003). In the process of trying to understand the kind of responsibility that is projected in policy documents and other texts, Bernstein's (2000, 2003) concepts of horizontal and vertical discourse have been useful. These concepts contributed to an understanding of what kind of knowledge that were related to the discourse about the pre-service teachers respectively the teams responsibility. According to Bernsteins´ distinction vertical and horizontal discourse represents two fundamental forms of knowledge discourses which are described as a general and scientific respectively a context-bound common-sense knowledge discourse. Method Data is produced from a number of policy documents for the Swedish preschool from the early 1900s until 2010. The selection of documents includes both national preschool curriculum documents (Utbildningsdepartementet,1998; Skolverket, 2010), legal texts (SFS 2010:800), Government Bills (Pedagogiskt program för förskolan, 1987), reports (for example Befolkningskommissionen,1938; SOU 1951; SOU:26; SOU1972:27; Barnomsorg och skola kommittén, 1997), and other national texts containing advices and instructions (for example Socialstyrelsen, 1945, 1963). The data analysis consists on the one hand of a content analysis and on the other hand of an analysis of the use of concepts. The content analysis was used as a way to study the discourse about the preschool teachers' responsibility over time and the underlying discourses. The concept analysis was especially used in order to describe and understand the kind of responsibility that are described as the preschool teachers respectively the team's responsibility when the curriculum was revised in 2010. Expected Outcomes The results show that the discourse of preschool teacher's responsibility has been influenced by both preschool teachers' own interests, political ideas and social needs as well as economic and educational interests. Over the years the discursive change has been more and more related to the stronger state regulation and governance of early childhood education. When it comes to the discourse about the preschool teacher's responsibility there have been three important discursive changes, one in 1940s, one in 1970s and one in 2010, which in various degree was related to the preschool teachers professional knowledge and autonomi. For example, from being described as responsible in terms of being professional and autonomous in the 1940ies, to sharing responsibility with the others in the team in the 1970ies, to being described as responsible based on professional knowledge in the 2010 revised version of the curriculum. The analysis of the kind of professional knowledge that is especially ascribed the preschool teachers responsibility from 2010, is the kind of knowledge Bernstein (2000, 2003) describes as a vertical knowledge discourse. References Bernstein, B. (2000). Pedagogy, symbolic control and identity: theory, research, critique. (Rev. ed). Lanham, Md.: Rowman & Littlefield Publishers. Bernstein, Basil. (2003). Class, codes and control. Vol. 4, The structuring of pedagogic discourse. London: Routledge. Fairclough, N. (1992). Discourse and Social Change. Cambridge: Polity Press. Fairclough, N. (1995). Critical discourse analysis: the critical study of language. London: Longman. Fairclough, N. (2003). Analysing discourse:textual analysis for social research. NewYork:Routledge. SFS 2010:800. Skollagen. [The Education Act] Retriwed from http://www.riksdagen.se/ Socialstyrelsen (1945). Råd och anvisningar nr 27 [Advise and instructions no 27]. Stockholm: Socialstyrelsen Socialstyrelsen (1959). Råd och anvisningar nr 114/1959 [Advise and instructions no. 114/1959]. Stockholm: Socialstyrelsen Socialstyrelsen(1963). Råd och anvisningar nr 163/1963 [Advise and instructions no. 163/1963]. Stockholm: Socialstyrelsen SOU 1938:20. Betänkande angående barnkrubbor och sommarkolonier m. m. [Report on creches and holiday camps etc.]. Stockholm: Nord. bokh. i distr.. SOU 1951:15. Daghem och förskolor: betänkande om barnstugor och barntillsy [Nurseries and kindergartens: report on nurseries and child care]. Stockholm: 1951 SOU 1972:26. Förskolan del 1. Betänkande avgivet av 1968 års barnstugeutredning [ Preschool part 1. Report delivered by the 1968 child cottage investigation] Stockholm: Allmänna Förlaget. SOU 1972:27. Förskolan del 2. Betänkande avgivet av 1968 års barnstugeutredning. [ Preschool part 2. Report delivered by the 1968 child cottage investigation] Stockholm: Allmänna Förlaget. SOU 1987:3. Pedagogiskt program för förskolan [Pedagogical program for preschool] Stockholm: Allmänna förlaget. SOU 1997:157. Att erövra omvärlden: förslag till läroplan för förskolan: slutbetänkande [To conquer the world: proposal for a curriculum for preschool: final report]. Stockholm: Fritze. Svensson, L.G. (2011b). Profession, organisation, kollegialitet och ansvar.[ Profession , organization, collegiality and accountability] Socialvetenskaplig tidskrift (4), s 301-319. Utbildningsdepartementet (1998). Curriculum for the Preschool LPFÖ 98. Stockholm: Utbildningsdep., Regeringskansliet. Skolverket (2010). Curriculum for the Preschool LPFÖ 98, revised 2010. Stockholm: Skolverket.
ER  - 

TY  - CONF
T1  - The Challenges of Educational Leadership in Swedish Municipal Adult Education: A Focus on Professional Learning Networks Through the Lens of Theory of Practice Architecture
A1  - Portfelt, Ingela
A1  - Mufic, Johanna
PY  - 2025
LA  - eng
KW  - principals
KW  - professional learning
KW  - theory of practice architecture
KW  - adult education
KW  - sweden
AB  -  Principals in Sweden face significant challenges. While there is a national professional training program for principals, they may find themselves working in vastly different contexts, ranging from preschools to specialized schools and adult education (Portfelt, 2021). Sweden’s 290 municipalities vary greatly in size, population, and economic resources, all of which impact the conditions under which principals work to achieve educational goals (Mufic & Fejes, 2022). This variability is particularly evident in municipal adult education (MAE), where the municipality retains overarching responsibility for education, regardless of whether it is outsourced or managed in-house (Mufic, 2023). Previous research highlights that principals’ perceptions of their roles are influenced by how adult education is organized in their specific municipality (Bjursell, et al., 2015; Portfelt, 2021). Studies have also shown that principals in MAE emphasize its complexity, particularly in understanding the intricate regulatory framework, which - due to its general guidelines - can be implemented in different ways across municipalities (Bjursell, et al., 2015; Holmqvist, Andersson & Muhrman, 2024; Mufic, 2024).  To improve quality and equity in MAE, the Swedish National Agency for Education (SNAE) has established networks across the country specifically targeting principals (Mufic, unpublished). These networks focus on systematic quality work (SQW) and aim to provide principals with opportunities to meet, exchange experiences, and develop their approaches to the improvement of quality assurance processes, thereby developing principals’ professional learning. Despite the fact that MAE enrolls almost as many students as upper secondary school (SNAE, 2024), there is a notable lack of research and knowledge about this kind of education – especially in the light of the new network initiative from SNAE. Earlier studies have highlighted that teacher education does not adequately prepare teachers to work with adult learners (Fejes, 2019); similarly, one might question how well the national professional training program for principals equips principals to manage adult education (Portfelt, 2024).   Given the demand for insights into the professional learning of MAE principals from both researchers and practitioners, this study aims to investigate how principals’ professional learning manifests during network meetings and to identify what enables or constrains their learning within the specific network context. The study takes its point of departure from the following questions: How do principals’ professional learning practices manifest during network meetings? What enable or constrain their learning within the specific network context? How can these arrangements be reconfigured to better enable and support their professional learning? The site of the network is seen as a practice that is focused within a specific time and space. Given this focus, the study employs the framework of theory of practice architecture (Kemmis et al. 2014).  By focusing on the professional learning of principals within the decentralized, market-oriented, and fragmented context of Swedish adult education, the study situates itself within a case of international relevance. The expected outcome is a deeper understanding of how professional learning is manifested during the network meetings, how arrangements enable as well as constrain principals’ professional learning, as well as how these arrangements can be improved to support professional learning. The empirical material for this study comprises observations of a series of network meetings organized by the SNAE between 2022 and 2023. This data includes observations of ten network meetings focused on SQW  and the needs of newly arrived students. Attendees included in totalt 15 principals. Besides from one in person meeting, the rest of the sessions took place online, facilitating accessibility for participants across diverse geographic locations. The structure of the meetings varied, incorporating guest lectures, updates on recent policy changes, and open discussion time where participants engaged with one another, raised questions, and shared perspectives on key topics. This flexible structure encouraged active dialogue, enabling participants to share practical experiences and strategies relevant to their own contexts.  The observational approach was non-participatory (Cooper & Schindler, 2001), with the researcher acting as a passive observer to capture a detailed account of the meetings without influencing their content. Detailed observational notes were taken during the meeting. The methodological choice provided an opportunity to observe network meetings as they unfolded, offering valuable ‘in situ’ insights into both the verbal and non-verbal dynamics of discussion and decision-making in a collaborative educational setting (Wellington, 2015). The participants were aware of the researchers precense, a fact that may have affected what was said and done during the network meetings. All participants were informed of the study’s purpose, and written consent was obtained from each attendee. As no sensitive personal data was collected, ethical approval was not required, in line with regulations from the Swedish Research Council (2024).  Data have been analyzed through the framework of theory of practice architecture (Kemmis et al. 2014), with a particular focus on revealing the surrounding arrangements that enable as well as constrain the principals’ professional learning within the networking context, arrangement by the Swedish National Agency for Education (SNAE). This analysis does not only reveal the practice architecture of the network and how it influences principals’ professional learning, it also enables the identification of how the network arrangements can be improved to support professional learning. The expected outcome is a deeper understanding of how professional learning is manifested during the network meetings, how arrangements enable as well as constrain principals’ professional learning, as well as how these arrangements can be improved to support professional learning. The network meetings emerge as a crucial platform for professional learning, enabling principals to share experiences, reflect on policy obligations, and navigate competing demands. This collaborative space fosters the development of locally tailored strategies while addressing the ambiguities of policy frameworks.   The study also highlights evaluation and review practices, showing how principals adapt these processes to their municipalities’ unique conditions. The findings reveal that vague policies allow for local innovation but also introduce inconsistencies and "messy" practices.By focusing on MAE, the study contributes to the understanding of leadership in adult education, addressing a significant gap in both research and practice. It emphasizes the importance of professional networks and SQW in navigating the complexities of decentralized education systems, offering actionable insights for policymakers and practitioners.References Bjursell, C., Chaib, C., Falkner, C., & Ludvigsson, A. (2015). Kvalitetsarbete i vuxenutbildning. Nomen.  Cooper, D. C., & Schindler, P. S. (2001). Business Research Methods(7th Ed.). McGraw-Hill. Fejes, A. (2019). Redo för komvux? Hur förbereder ämneslärarprogrammen och yrkeslärarprogrammen studenter för arbete i kommunal vuxenutbildning? https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://www.diva-portal.org/smash/get/diva2:1320505/FULLTEXT01.pdf&ved=2ahUKEwj1ndbO9O2JAxXXKRAIHeLaLmQQFnoECBsQAQ&usg=AOvVaw0vo2TWOAeg7jkofNfGqykw Holmqvist, D., Andersson, P., & Muhrman, K. (2024). Fast delivery, on demand: how flexibility and individualization policy are enacted in Swedish municipal adult education. Nordic Journal of Studies in Educational Policy, 10(1), 60-72. https://doi.org/https://doi.org/10.1080/20020317.2024.2339402 Mufic, J. (2023). How the concept of the “chain of command” is construed through problematizations in Swedish adult education policy. International Journal of Leadership in Education. https://doi.org/https://doi.org/10.1080/13603124.2023.2272138 Mufic, J. (2024). Skolchef i komvux - mellan politik och rekror i styrkedjan. Utbildning & Demokrati, 33(1), 111-134. https://doi.org/https://doi.org/10.48059/uod.v33i1.2282 Mufic, J. (unpublished). School leaders’ perspectives on managing systematic quality work in a decentralised and market-oriented adult education system.  Mufic, J., & Fejes, A. (2022). 'Lack of quality' in Swedish adult education: a policy study. Journal of Education Policy,37(2), 269-284. https://doi.org/10.1080/02680939.2020.1817567  Portfelt, I. (2021). Komvuxrektorers autonomi - frivillig eller påtvingad? In B. Ahlström, G. Berg, M. Håkansson Lindqvist, & F. Sundh (Eds.), Att jobba som rektor - om rektorer som profesionella yrkesutövare (pp. 137-151). Studentlitteratur. Portfelt, I. (2024). Att leda lokal skolutveckling i komvux med aktionsforskande ansats. I Ove Johansson och Lars Svedberg (Eds.), Att leda mot skolans mål (pp. 133-145). Gleerups. SNAE. (2024). Elever och studieresultat i kommunal vuxenutbildning 2023. https://www.skolverket.se/skolutveckling/statistik/fler-statistiknyheter/statistik/2024-06-11-elever-och-studieresultat-i-kommunal-vuxenutbildning-2023 Swedish Research Council. (2024). God forskningssed. https://www.vr.se/analys/rapporter/vara-rapporter/2024-10-02-god-forskningssed-2024.html Wellington, J. (2015). Educational Research (2nd ed.). Bloomsbury Academic.   
ER  - 

TY  - CONF
T1  - Final thesis in Swedish Teacher education
A1  - Råde, Anders
A1  - Börjesson, Mattias
A1  - Nyman, Rimma
PY  - 2023
LA  - eng
AB  - In 1977 teacher education (TE) in Sweden was integrated in the universities and was regulated by the university law (SFS 1977:218). This was also an introduction of explicit demands of a research-based TE, even if also preparation for the professional work also was emphasized. In the higher educational reform in 1992 the final thesis was regulated for 13 professional educations in higher education and for mainly different programs of TE (Råde, 2016). The length of the thesis was not regulated at that time but in the TE reform of 2001 the thesis was given 15 ects (Prop. 1999/2000:135). The reform of 2007, in connection with the Bologna reform, the length of the thesis was elaborated (SFS 1993:100). The thesis in TE in the first cycle, as preschool TE, got 15 ects, and TE in the second cycle, as for primary school TE, got a thesis of 30 ects or two theses of 15 ects each. In the regulation of today the final thesis is called “independent work” and is often understand as a small doctoral thesis (Mattsson, 2008, Råde 2016). During several years there as been a discussion by researchers in Sweden about the orientation of the final thesis in TE. Some researchers emphasise the scientific orientation of the TE (Beach & Bagley, 2013). Other researchers advocate the professional orientation of the thesis (Karlsudd et al., 2017; Mattsson, 2008; Wernersson & Hansen Orwehag, 2016) and some highlights the integration of the two orientations (Erixon & Erixon Arreman, 2018; Råde, 2019). One important factor that has highly influenced the importance of the final thesis in higher education in Sweden was the introduction of the thesis as a quality indicator of scientific quality in the government´s evaluations of higher education (Svärd, 2014). In recent years the final thesis is not the only quality indicator in these evaluations as they are combined with the universities self-evaluations. But still the final theses are quite important and if they are evaluated as having lacking research base the education program receive a rating as having low quality. The use of scientific rigour as a standard for evaluation of TE is problematic in that theses should integrate scientific and professional aspects. If this circumstance is not dealt with in a satisfactory manner the university can lose the right to operate this program. This has resulted in a more clearly focus on the scientific orientation of the final thesis in TE, which can reduce the professional orientation of the thesis. Despite this, ongoing research identifies the role of didactics in final theses, pointing towards predominance of subject-matter and a strong focus on topics related to professional work (Börjesson & Nyman, forthcoming).
ER  - 

TY  - RPRT
T1  - Theory-based evaluation of the curriculum Lgr 11
A1  - Wahlström, Ninni
A1  - Sundberg, Daniel
PY  - 2015
LA  - eng
PB  - The Institute for Evaluation of Labour Market and Education Policy (IFAU)
KW  - education policy
KW  - education
KW  - school
KW  - schooling
KW  - teacher
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - This report presents and describes an evaluation project of the most recent Swedish curriculum reform, Curriculum for the compulsory school, preschool class and the recreation centre, Lgr 11. The purpose of the evaluation project is to generate new knowledge concerning the influences of international educational reform movements, national curriculum reforms and the implications for local teacher assessment practices. In this study we: (i) build on the framework of classical, explanatory curriculum theory by relating the societal, the programmatic and the classroom curriculum level, (ii) add a transnational perspective to the societal/ideological arena, (iii) link educational policies in the various arenas and levels by using the concept of recontextualisation, (iv) approach the question of what counts as knowledge as a struggle between basic curriculum orientations, and (v) introduce discursive institutionalism to curriculum theory as a way of including agency and change in educational institutions. The evaluation is using a mixed-methods design combining a discourse analysis of key curriculum documents, a quantitative teacher survey (n = 1 887) and a teacher interview study.The results show that the curriculum reform of Lgr 11 involves fundamental changes in the underlying ideas and assumptions (curriculum philosophies), which can partly be explained by a dominant transnational curriculum policy discourse. Further, Lgr 11 is in line with the standards-based reform model, which presumes a unidirectional and linear application of reform intentions and the results indicate an increased instrumentality in the view of teaching as a result of prescribed knowledge requirements and increased performance pressure. Finally, the evaluation shows that there are substantiated reasons to assume that the curriculum reform of 2011 will emphasize summative evaluation in Swedish schools, despite a strong discourse advocating formative assessment.
ER  - 

TY  - CONF
T1  - School Ending Ceremonies in the Church: How the Church of Sweden Lost its Influence over Public Religious Education
A1  - Aldrin, Viktor
PY  - 2023
LA  - eng
KW  - church of sweden
KW  - religious education
KW  - school ending ceremonies
KW  - skolavslutningar i kyrkan
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - Individual or collective?: Democratic education in Swedish preschools
T2  - Early childhood education, families and communities
A1  - Hjelmér, Carina
PY  - 2018
SP  - 75
EP  - 75
LA  - eng
PB  - : European Early Childhood Education Research Association
KW  - children's participation
KW  - collective influence
KW  - individual influence
KW  - power relations
KW  - democratic education
AB  - This paper focuses democratic education in Swedish preschools regarding children´s individual and collective influence. It covers planned activities, as well as unplanned in the daily life in preschool. A special interest is on instruction in situations when the influence has a collective stamp. Previous research show that preschool staff in Nordic countries foremost understand children´s participation in terms of individual choices and self-determination, which implies that instruction about democracy have an individual, rather than collective orientation (Bae 2010; Emilson & Johansson 2018). The analysis draws on Dillabough and Arnot ´s (2000) theories about democracy, whether the emphasis is on collective justice and struggles for equality or the rights of the individual.  Moreover, Bae´s (2012) concepts moments of democracy, and spacious and narrow interactional patterns, are used. An interpretative and critical ethnographic approach was applied, with participant observations to cover democratic processes in daily practice, and interviews with teacher teams and children (Hammersley & Atkinson 2007). A consent form including information about the project and informants rights was provided to all parents and teachers involved. Informed consent was negotiated with the children, and pseudonyms replaced the participants’ names. The invitations for children to exert influence during planned activities had an individual stamp even regarding group activities such as circle time. In the daily preschool life there were moments of democracy also of a collective character, often unconscious for the staff. By showing moments of democracy regarding children’s individual or collective participation, the quality of democratic education may increase.
ER  - 

TY  - CHAP
T1  - Läroplansteori i svensk lärarutbildning: En semantiskt orienterad läroplansanalys
T2  - Läroplansteori i och om lärarutbildning
A1  - Lilliedahl, Jonathan
PY  - 2020
SP  - 151
EP  - 162
LA  - swe
PB  - Göteborg : Institutionen för pedagogik och specialpedagogik, Göteborgs universitet
KW  - musikvetenskap med musikpedagogisk inriktning
KW  - musicology esp. musical education
KW  - education
AB  - Föreliggande paper belyser den mening läroplansteori tillskrivits som utbildningsinnehåll i svensk lärarutbildning. Utgångspunkten för studien är examensordningens föreskrift att samtliga lärarutbildningsprogram ska inbegripa läroplansteori som innehåll i den utbildningsvetenskapliga kärnan, samtidigt som de realiserande lärosätena ofrånkomligen behöver tolka innebörden i begreppet läroplansteori och relativt självständigt inplacera innehållet i den lokala lärar-utbildningens utformning. Utifrån syftet att begripa vilken mening läroplansteorin kommit att tillskrivas, utmejslas studiens resultat genom analyser av lokalt formulerade utbildnings- och kursplaner för utbildningens utformning och genomförande. Det analytiska ramverket består av en Bernsteiniansk ansats med särskilt fokus på hur läroplansteorin klassificerats såväl som i förhållande till vad som enligt Legitimation Code Theory definieras som semantiska koder. De senare avser att beteckna innehållets teoretiska förtätning i förhållande till dess kontextuella anknytning. Utifrån analyser av policytexter från 20 lärosäten menas att tolkningen av läroplansteorins innebörd varierar över den spännvidd som samtliga lärosäten bidrar till att skapa. Somliga lärosäten har organiserat läroplansteori och didaktik relativt särhållet, medan andra verkar ha orienterat sig kring innehållet utifrån ett slags integrerande kod där läroplansteorins innebörd smälts samman med främst allmän utbildningshistoria, skolans organisation och styrning, didaktikens grund-läggande frågor och läraruppdraget, men i vissa fall vidare än så. Utöver variationen av uppfattningar om läroplansteorins innebörd, varierar även i vilken grad läroplansteorin tillmätts betydelse i lärarutbildningen. Vidare framkommer ur materialet skiftande förhållningssätt beträffande i vilken grad läroplansteori är att betrakta som teori relativt praktisk yrkeskunskap i beaktande av den kommande yrkespraktiken. Därav påkallas en diskussion om läroplansteorins samtida ställning i svensk lärarutbildning, dels ifråga om likvärdighet lärosäten emellan, dels vilken betydelse läroplansteori tillskrivs i förhållande till allmän- såväl som ämnesdidaktiska perspektiv.
ER  - 

TY  - CONF
T1  - Tracing digital competence n teacher education: exploring swedish educare program curriculum plans
T2  - Communication Technologies in Education
A1  - Håkansson Lindqvist, Marcia
PY  - 2021
LA  - eng
PB  - : ICICTE
AB  - The importance of digital competence and 21st-century skills for pupils and teachers continues to be stressed in policy documents. This paper explores how digital competence for student teachers is expressed in program curriculum plans for Educare student teachers. In studying the program curriculum plans for 12 higher education institutions, traces of digital competences were found. The results were mainly related to a micro-level, i.e., involving student teachers’ own skills. A trace of design was also found in one document which could be interpreted at the meso-level, while there were no traces at the macro-level. If the intention is for Educare policy to emphasize the importance of digital competence and 21st-century skills for pupils, these traces must most likely be strengthened in order to support teacher students’ digital competence.
ER  - 

TY  - JOUR
T1  - Promoting professional freedom: Public preschools dealing with the market
T2  - Educação, Soeciedade & Culturas
SN  - 0872-7643
A1  - Karlsson, Marie
A1  - Löfdahl, Annica
A1  - Pérez Prieto, Héctor
PY  - 2009
VL  - 29
SP  - 73
EP  - 87
LA  - eng
KW  - privatisation
KW  - swedish preschool
KW  - teacher professionalism
KW  - teacher identity
KW  - narrative
KW  - education
AB  - The aim of this article is to contribute to the discussion of the privatisation and marketisation of childcare in Sweden from the perspective of public preschool teachers. Interviews were conducted with three teachers and their principal. The respondents were asked to elaborate on their experiences of the recent establishment of a nearby private preschool and its possible impact on their own preschool practice. A narrative analysis revealed three key narratives in the data: the market narrative, the narrative of the good public preschool and the narrative of professional freedom. The key narratives made visible a local sense making and re-negotiation of cultural discourses about marketisation, making freedom of choice a prerogative for public preschool teachers instead of for parents. We argue that this may have implications or the teaching profession and teacher identity.
ER  - 

TY  - CONF
T1  - Priority education policies in Sweden in times of decentralization and individualization
A1  - Francia, Guadalupe
A1  - Moreno Herrera, Lázaro
PY  - 2008
LA  - eng
KW  - education policies
KW  - equity
KW  - social desadvantages
KW  - education
AB  - This paper discusses policies for priority education target to social and ethnical underprivileged groups in order to reduce school failure in the Swedish School. This study based on text analysis reviews two programs for priority education started by the Swedish National Agency for School Improvements. It argues that these programs tend to reduce question of school failure to ethnic segregation and individualised teacher support. The paper discusses the difficulties to measure the impact these priority education actions have in the goal of all Child rights’ to equitable education. It problematises the lack of an analysis of the impacts of the decentralisation and individualisation ideology for schools in social and ethnical segregated areas. It argues further that educational priority measures based on an organizational and pedagogical separation of the students brings also the risks of increasing the discrimination of the students on the bases of language or ethnic background.
ER  - 

TY  - JOUR
T1  - Physiological and psychological stress reactions in relation to classroom noise
T2  - Scandinavian Journal of Work, Environment and Health
SN  - 0355-3140
A1  - Wålinder, Robert
A1  - Gunnarsson, Kristina
A1  - Runeson, Roma
A1  - Smedje, Greta
PY  - 2007
VL  - 4
IS  - 33
SP  - 260
EP  - 266
LA  - eng
KW  - neurological disorder
KW  - nervous system diseases
KW  - affect affectivity
KW  - glucocorticoid
KW  - adrenal hormone
KW  - steroid hormone
KW  - corticosteroid
KW  - europe
KW  - teacher
KW  - school
KW  - sweden
KW  - noise
KW  - working condition
KW  - emotion emotionality
KW  - elementary education
KW  - hemodynamics
KW  - arterial pressure
KW  - headache
KW  - blood pressure
KW  - school environment
KW  - classroom
KW  - noise pollution
KW  - stress
KW  - psychological effect
KW  - hydrocortisone
KW  - medicine
AB  - Objectives This study tested the hypothesis that classroom noise is related to stress reactions among primary school children. Stress was monitored via symptoms of fatigue and headache, systolic blood pressure, reduced diurnal cortisol variation, and indicators of emotional distress. Methods In three classrooms of pupils in the fourth grade (10 years of age), daily measurements of equivalent sound levels (Leq) were made during 4 weeks, evenly distributed from September to December. One day each week of the study, the pupils answered a questionnaire about disturbance and symptoms, and blood pressure and salivary cortisol were measured. In the first and fourth week, the children also performed a standardized drawing test concerning emotional indicators. Results Daily measurements of equivalent sound levels in the classes (Leq during schoolday) ranged from 59 to 87 dB(A). Equivalent sound-levels were significantly related to an increased prevalence of symptoms of fatigue and headache and a reduced diurnal cortisol variability. Blood pressure and emotional indicators were not significantly related to sound levels. Conclusions Current sound levels in Swedish classrooms may have a negative health impact, being directly or indirectly related to stress reactions among children. This finding indicates that noise should be focused on as a risk factor in the school environment.
ER  - 

TY  - CONF
T1  - Läroplansteorin i svensk lärarutbildning: En semantiskt orienterad läroplansanalys
A1  - Lilliedahl, Jonathan
PY  - 2017
LA  - swe
KW  - education
ER  - 

TY  - JOUR
T1  - [The virtual ward - the students' clinical education during the current pandemic].: Verksamhetsförlagd utbildning på distans under pandemin.
T2  - Lakartidningen
SN  - 1652-7518
A1  - Robertson, Josefina
A1  - Ahlgren, Erika
A1  - Rydberg, Frida
A1  - Snygg-Martin, Ulrika
A1  - Westin, Johan
A1  - Studahl, Marie
PY  - 2020
IS  - 117
EP  - 117
LA  - swe
KW  - betacoronavirus
KW  - coronavirus infections
KW  - education
KW  - distance
KW  - medical
KW  - methods
KW  - humans
KW  - pandemics
KW  - pneumonia
KW  - viral
KW  - students
KW  - sweden
KW  - universities
AB  - On March 17, 2020, the Swedish Government recommended all higher education institutions to move to online and distance learning during the COVID-19 pandemic. The integrated course in Infection, Microbiology, and Immunity at the Programme in Medicine at University of Gothenburg had to be completely transformed. Creative solutions have now replaced the clinical training that normally takes place during the students' clinical education at the hospital. We developed a digital concept entitled "the virtual ward", in which we interact with the students in real time. Here, the students are able to follow their patients on a daily basis during teacher-guided sessions.
ER  - 

TY  - JOUR
T1  - Experiences from implementation of lean practi­ces: Standardization versus self –management: A Swedish case study
T2  - Nordic Journal of Working Life Studies
SN  - 2245-0157
A1  - Oudhuis, Margareta
A1  - Tengblad, Stefan
PY  - 2013
VL  - 1
IS  - 3
SP  - 31
EP  - 48
LA  - eng
PB  - : Nordic Journal of Working Life Studies
KW  - lean production
KW  - sweden
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - In this article, we discuss important aspects of the perceived problematic relationship between self-management and standardization. The article presents data from three case studies con - ducted within manufacturing companies in Sweden, where the popularity of lean production has led to a renaissance for short-cycle and standardized assembly work in settings that traditionally have made use of sociotechnical production design. The data suggest that the implementation has not contributed to an increased commitment, smooth operations, and capacity for change and innovation. Despite these not so positive results, it is argued that it is possible to combine self-management principles with lean production and standardization if 1) the implementation of lean is done with a contextual sensitivity, 2) a balance is reached between the use of standards on the one hand and work enrichment on the other, and 3) a feeling of ownership as regards both implementation and production process is upheld among the production personnel.
ER  - 

TY  - CONF
T1  - Negotiating Identity and citizenship in teacher education
T2  - Teaching Citizenship
A1  - Hartsmar, Nanny
PY  - 2005
SP  - 141
EP  - 146
LA  - eng
PB  - : London Metropolitan University. (Ed. Ross, Alistair)
KW  - identity
KW  - teacher education
AB  - The first term of Teacher Education at most Universities in Sweden has, since 2001, nearly always been a period in which students study in mixed groups: they will have had different graduation profiles, from Pre School to FE College, and will also be mixed by their choice of subject. This is because students are expected to work in and with heterogeneous groups, which is one of the main principles of the Swedish Teacher education reforms. The correlation between parental social background and educational choice is well known: higher parental socio-economic status predicts a higher level of education for their children. In the current case, where students studying traditionally academic education, such as for being a FE College teacher, studying in the same program as Pre-school teachers, it is interesting to understand what happens to teacher identity. The aim of this paper is exploratory and twofold. Firstly we want to study the background variables of who the new teachers are. Secondly we want to analyse how they express their identity in interactions. To do this, we used two different instruments; a quantitative for the study of a large group and a qualitative smallscale study of four students.
ER  - 

TY  - BOOK
T1  - Autonomy in education: theoretical and empirical approaches to a contested concept: Special Issue of Nordic Journal on Studies on Educational Policy, NordSTEP
PY  - 2015
LA  - eng
PB  - CoAction Publishing
KW  - autonomy
KW  - teacher autonomy
KW  - governance
KW  - teacher professionalism
KW  - education
AB  - Autonomy is a widely used concept in educationpolicy and practice. The etymology of the con-cept derives from the Greekautonomos‘havingits own laws’ (Oxford Dictionaries, 2015). As such, thedebates around the concept circulate around individuals’or groups’ ability and capacity to self-rule, and the gov-ernance and/or constraints, which limit such a capacity.However, autonomy has also been widely contestedin philosophy, and as suggested by Rawls (1980), forexample, the concept has been defined in a variety ofways. In educational research too, the concept has beendebated from varying viewpoints, as, for example, scholarsengaged in education history (Smaller, 2015), educationsociology and policy (Ball, 2006; Apple, 2002), legalissues (Berka, 2000) and pedagogy (Reinders, 2010; Little,1995) have all problematised and defined its meaning inrelation to education.When applied to educational practice, this nuanced andcomplex concept may indeed mean a variety of things.Take school-level autonomy as an example. Schools arecomplicated social systems in which multiple actorsoperate in different roles, and in which one’s scope ofaction may affect the decision-making capacity of that ofothers. The question of who in a school community maypossess autonomy (e.g. the teachers, the principals, or thelearners) has fundamental implications for the ways inwhich the school operates. Also, the matters over whichthe members of the school community enjoy autonomyhave important implications for what school autonomymeans in practice. If we consider teacher autonomy moreclosely, it becomes apparent that teacher autonomy isoften understood in terms of a dichotomous pairing ofconstraint vs. freedom (Wermke & Ho ̈stfa ̈lt, 2014). Itcould be argued that teacher autonomy isalwaysaboutconstraint, and drawing from Gewirtz’s and Cribb’s (2009)work, we suggest focussing on the ways in which auto-nomy is constrained, as well as the matters over whichautonomy is enjoyed and by whom. Therefore, teacherautonomy should be distinguished from other formsof autonomy, for example, school or local autonomy.Indeed, increased school autonomy, or local autonomy, aswitnessed, for example, in relation to theFriskolamove-ment in Sweden orAcademiesmovement in England, doesnot automatically grant to teachers an increased scopeof action (Kauko & Salokangas, 2015; Salokangas &Chapman, 2014; Wermke & Ho ̈stfa ̈lt, 2014).Moreover, the teacher autonomy debate has beeninfluenced by and reflects wider global education trendsand international comparisons. Indeed, autonomy hasbeen a central concept in education policy in Nordiccountries (Frostenson, 2012) as well as elsewhere (Caldwell,2008; Glatter, 2012). Recently, this could be seen, forexample, in relation to ‘PISA envy’, and the ways inwhich Finland’s consistent success in PISA has beenexplained, at least partly, through its highly educated andautonomous teaching workforce (Lopez, 2012; Stenla ̊s,2011). However, as the contributions in this issue high-light, international comparisons concerning teacher auto-nomy must remain sensitive to the national and localcontexts in which teachers operate, and consider whatautonomy actually means for teachers in those settings(Salokangas & Kauko, in press; Wermke, 2013).It is these complexities, inherent in the concept ofautonomy, as well as its practical applications, that thisedited collection was set to discuss and offer contribu-tions to varied discourses concerning this important,widely debated, and contested concept. The special issueis divided into two sections. The first section presentsthree invited essays that offer theoretical perspectives onautonomy. The first two, by Gerald Dworkin and EvertVedung, respectively, are not educationalper se, but offerimportant conceptual contributions to the discussion.The third essay by Magnus Frostenson discusses the multi-dimensionality of the concept with a focus on educationand teaching. The second section comprises empiricalstudies that discuss the concept of autonomy in differentnational and local contexts. The articles report on researchconducted in Norway (Christina Elde Mølstadt & SølviMausethagen), Germany (Martin Heinrich), Sweden(Sara Maria Sjo ̈din, Andreas Bergh, Ulf Lundstro ̈m)and England (Ruth McGinity).
ER  - 

TY  - CONF
T1  - How does physical education teacher education matter?: A methodological approach to understand transitions of content areas from PETE to PE
T2  - Book of Abstracts
A1  - Backman, Erik
A1  - Tolgfors, Björn
A1  - Nyberg, Gunn
A1  - Quennerstedt, Mikael
PY  - 2021
SP  - 193
EP  - 193
LA  - eng
KW  - sports science
AB  - In this paper, we will address the question of how physical education teacher education (PETE) matters and suggest one way to explore the potential impact of PETE. A distinguishing feature of the studies of PETE’s impact on physical education is that they either include perspectives from preservice teachers involved in PETE courses or perspectives from physical education teachers in schools looking back at their education. Longitudinal attempts to follow preservice teachers’ journey from education to workplace, in order to grasp how they perceive the relation between teacher education and teaching practice in schools, and transitionsbetween these contexts, are few and far between. This gap of knowledge is a missing piece of the puzzle to further develop PETE, and to inform courses or life-long professional development for teachers. The purpose of this paper is to present a methodological approach for investigating transitions of content areas from courses in PETE into teaching practice in school physical education. This will be done trough combining the theoretical perspectives of Bernstein and Ball with a longitudinal study design. The theory of Bernstein enables us to say something about howpedagogic discourses are constructed, recontextualised and realised in PETE and in school physical education. The theory of Ball enables us to say something about about whatcontent areas become, in terms of fabrications, in the transition between these contexts. The longitudinal design will provide us with answers to how and what pedagogic discourses regarding content areas are transformed into in and between PETE and school physical education. The suggested methodology involves Stimulated Recall (SR) interviews, observations and communication with groups through social media. SR-interviews provides an immediateness in the reflection on teaching practice and content areas. Using social media groups is an effective strategy for maintaining contact with examined preservice teachers when they leave university.
ER  - 

TY  - JOUR
T1  - The politics of immortality: the funeral of an education minister and teacher unionist
T2  - History of Education and Children's Literature
SN  - 1971-1093
A1  - Landahl, Joakim
A1  - Ullman, Annika
PY  - 2019
VL  - 1
IS  - 14
SP  - 261
EP  - 278
LA  - eng
KW  - history of education
KW  - memory
KW  - funeral memories
KW  - sweden
KW  - xixth-xxth centuries
AB  - The funeral of former Education Minister and teacher unionist Fridtjuv Berg in 1916 is analysed here from the perspective of collective remembrance. Drawing on obituaries and on media coverage depicting the funeral, this article discusses how the commemoration of Berg was an expression of two uncompleted achievements of the late 19th and early 20th centuries: the rising social status of elementary school teachers and the emergence of a collective teacher identity. The funeral is analysed both as an expression of these tendencies and as an attempt to strengthen the very same tendencies, thereby counteracting the fact that the elementary school and its teachers were still haunted by a lack of social status as well as by fragmentation. Thus the funeral provided an opportunity to symbolically express cherished but precarious ideals.
ER  - 

TY  - CONF
T1  - Arts education and discourse analysis in Sweden: perspectives and contexts of application
T2  - Third New Zealand Discourse Conference, Engaging with Discourse, 5–7 December 2011
A1  - Holmberg, Kristina
A1  - Zimmerman Nilsson, Marie Heléne
A1  - Ericsson, Claes
A1  - Lindgren, Monica
PY  - 2011
LA  - eng
PB  - : The Institute of Culture, Discourse & Communication (ICDC)
KW  - discourse
KW  - education
KW  - art
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - In the last decade different forms of discourse analysis have emerged in research on Arts education in Sweden. It includes macro- as well as micro oriented studies and embraces perspectives such as discursive psychology, critical discourse analysis, discourse theory and Foucault inspired analysis. The application is spread to a wide range of educational contexts from pre- and elementary school to higher education at universities as well as to schools of music and art. The purpose of this paper is two-folded: i) to give some examples on how discourse analysis have been used in Swedish research on Arts education and ii) discuss this in a meta-perspective focusing on similarities and differences according to empirical material and results. Data consists of four larger research projects completed during the last five years, all conducted by the authors. In a meta-perspective, all four studies enclosed, two kinds of approaches are shown: Word-level analysis, identified as rhetorical actions in group-conversations, and practice-oriented analysis, identified as rhetorical actions in classroom praxis. Both approaches aim to identify hegemony and antagonistic discourses, and also to problematize the subject agency and what possible subject positions they open up for. The relation discourse-subject also contributes to the analysis of the over-determined subject and ideological dilemmas. According to the results, the area of Arts education in Sweden seems to be a battlefield of different discoursers. For example, this is shown by different ideological dilemmas related to activities in the music classroom and in the questions of democracy and pupil influence that rises in the studies. Among teacher educators in arts education two prominent discourses are shown: The first is a relativization of the concept of quality, and the second is that lack of subject knowledge is articulated as a teacher quality. With Foucaultian discourse analysis, questions of power and control in arts education are handled. In line with this, democracy and knowledge formation are then put into focus, something that is also discussed in this presentation.
ER  - 

TY  - CONF
T1  - Discursive constructions of communicativeness in Swedish higher education reforms
A1  - Strömberg Jämsvi, Susanne
PY  - 2017
LA  - eng
KW  - language policy
KW  - discourse analysis
KW  - higher education
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - The role of dissonance in mathematics teacher education
T2  - Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)
A1  - Ebbelind, Andreas
A1  - Helliwell, Tracy
PY  - 2023
LA  - eng
PB  - : ERME
KW  - mathematics teacher education
KW  - reading otherwise
KW  - fictionalising
KW  - dissonance.
KW  - mathematical education
KW  - matematikdidaktik
AB  - In this paper, we explore issues relating to how certain social phenomena, such as the experiences of teachers, can be researched. In doing so, we consider questions about the status of research texts, how they are created, and what purposes they serve through examining the relationships between the researcher, the reader and the text. We argue for the legitimacy of fictionalising educational experiences and having done so present a fictionalised dialogue between two prospective mathematics teachers from Sweden who independently decide to leave their teacher education programmes. We use the notion of dissonance to provide a potential theory for the decisions made by the two prospective teachers and discuss implications of this theory for the design of mathematics teacher education programmes. 
ER  - 

TY  - CONF
T1  - Special educators in Sweden: descriptions of their education and work
A1  - Lindqvist, Gunilla
A1  - Göransson, Kerstin
A1  - Nilholm, Claes
PY  - 2015
LA  - eng
KW  - utbildning och lärande
KW  - education and learning
AB  - The purpose of this paper presentation is to provide an overview of special educators’ work in Sweden. The paper investigates special educational needs coordinators’ (SENCOs’) and special-education teachers’ perceptions of their occupational role, of their preparedness for the role and of how their role is practised. The paper also illuminates questions about special educators’ knowledge and values as well as the grounds for the occupational groups to claim special expertise related to the identification of and work with school difficulties. A questionnaire was sent out in 2012 to all special educators in Sweden who were examined in the years and in accordance with the Swedish Examination Acts of 2001, 2007 and 2008 (N= 4252, 75% response rate). The study is unique in terms of three aspects. Firstly, it is unique due to the large-scale data collection. Secondly, the education of special educators in Sweden is in an international perspective unique. Swedish special educators have to study one and a half years (advanced level) following a degree in teaching in order to get a degree as a SENCO or a special-education teacher and thirdly, the Swedish school system has been long renowned for its ambition to be a school for all, i.e. for its inclusive tendencies. Thus, special educators have supposedly played an important part in this effort for a more inclusive school system. According to the results, special educators state that they are well prepared to work with some tasks, such as counseling, leading development work and teaching children/pupils individually or in groups. Concurrently, there are tasks that the groups are educated for (e.g. school-development work), which they seldom practise in their daily work. Primarily using Abbott’s (1988) reasoning concerning jurisdictional control, we discuss SENCOs’ and special-education teachers’ authority to claim special expertise in relation to certain kinds of work, clients and knowledge and thus, their chances of gaining full jurisdictional control in the field of special education. This study is part of a research project called Special professions? – A project about special-education teachers’ and special educational needs coordinators’ education and work and is funded by the Swedish Research Council.
ER  - 

TY  - CONF
T1  - Discourse Models in Swedish Physics Teacher Training: Potential Effects on Professional Identity
T2  - EARLI 2015 Book of Abstracts
A1  - Larsson, Johanna
A1  - Airey, John
PY  - 2015
SP  - 378
EP  - 378
LA  - eng
KW  - teacher training
KW  - physics
KW  - discourse models
KW  - professional identity
KW  - narrative
KW  - science education
KW  - naturvetenskap med utbildningsvetenskaplig inriktning
AB  - IntroductionIn Sweden, the training of secondary physics teachers generally consists of three parts: physics courses in the physics department, pedagogical core courses in the education department and teaching practice in schools. In this paper we study the discourse models enacted in these three training environments at a large university in Sweden. Our interest is the potential effects these discourse models may have on trainee physics teachers’ professional identity building.Building a professional identityTeacher training has numerous goals. Apart from learning subject matter and pedagogical skills, trainees are also in the process of building their professional teacher identity. Here, we argue that in order to support this process as effectively as possible we need to better understand the role the training environment plays in this identity-building process.The concept of professional identity has been used within educational research in a variety of ways (see for example summaries in Beauchamp & Thomas, 2009 and Beijaard, Meijer, & Verloop, 2004). For our purposes, we follow Connelly and Clandinin (1999) who view professional identity as consisting of the set of narratives teachers tell about what it means to be a teacher. In order to be judged as professional, these narratives need to be framed within accepted discourse models. As Gee points out:“[Discourse] allows (and requires) people to be (for a time and place) socioculturally distinctive who's and to accomplish socioculturally distinctive what's. These who's and what's are always defined, partially, in opposition to other sorts of who's and what's, and are always related to models of what count as "valuable" (and "normal") people, activities, and things.” (2005, p. 31).Thus, our aim is to study the potential effects of a Swedish teacher training programme on trainee physics teachers’ professional identity-building. What interests us are the discourse models that are enacted in the three environments that trainee physics teachers encounter, and the affordances and constraints for the construction of professional identities that these models entail.Methodology – data collection – analysisWe conducted semi-structured interviews (Kvale, 1996) with nine teacher educators (three physics lecturers, three pedagogy lecturers and three school placement supervisors). The interviews were guided by a smaller number of overarching themes, such as the informant’s opinion about what physics teacher students need to learn. Each of the themes was followed up with open-ended questions in order to elicit the particular concerns of the informant. The interviews lasted around 90 minutes and were later transcribed verbatim, iteratively coded and analysed thematically (Bogdan & Biklen, 1992)FindingsOur analysis resulted in a number of distinct and potentially competing discourse models (Gee 2005) that are enacted in the three environments trainee physics teachers meet. In this paper we particularly focus on the ‘physics expert’ model (see figure 1). Our reason for focusing on this particular model is that it dominates amongst both teacher educators at the physics department and school placement supervisors. In this model, the primary goal of physics education, both in secondary school and at university level is to create future physics experts.Figure 1: The physics expert discourse modelIn the physics expert discourse model current research into physics and its applications is seen as exciting and motivating both for students and teachers. In contrast, secondary school subject matter is viewed as inherently boring—something that needs to be made interesting. Following this logic, one important thing for trainee teachers to learn is how to keep up with new discoveries in physics in order to make school physics exciting and meaningful.The physics expert model co-exists with several other discourse models that are more likely to be invoked in the education department. These models value quite different goals such as the development of practical skills, reflective practice, critical thinking and citizenship. Educational significanceInvoking the physics expert model makes the building of a professional identity problematic for trainee physics teachers in a number of ways. First choosing to become a secondary school teacher does not sit very well with the valuing of a physics expert identity. If focused, cutting-edge research is what is valued, why would anyone choose to go and work with physics in an unfocused, general manner in schools? Second, the underlying premises of many of the courses trainee physics teachers take in the education department are difficult to reconcile with this model. For example, if the main role of a physics teacher is the creation of future physicists, important parts of the curriculum such as developing a scientifically literate society become relegated to a subsidiary status.  ConclusionsWe have identified a number of discourse models that we claim tacitly steer what is signalled as valued (and not valued) in the teacher-training programme we studied. For teacher trainers, we argue that a better understanding of these models will allow conscious, informed decisions to be taken about their own teaching practice. For prospective teachers, knowledge of these models is important since it empowers them to question the kind of teacher they want to become. Going forward it would be interesting to see whether similar models can be found in other teacher training programmes both within Sweden and in other countries.ReferencesBeauchamp, C., & Thomas, L. (2009). Understanding teacher identity: an overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189.Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128.Bogdan, R., & Biklen, S. K. (1992). Qualitative research for education : an introduction to theory and methods. Boston: Allyn and Bacon.Connelly, F. M., & Clandinin, D. J. (1999). Shaping a professional identity : stories of educational practice. New York: Teachers College Press.Gee, J. P. (2005). An introduction to discourse analysis : theory and method. New York: Routledge.Kvale, S. (1996). Interviews : an introduction to qualitative research interviewing. Thousand Oaks: SAGE.
ER  - 

TY  - BOOK
T1  - Skolavslutningar i kyrkan och spelet om religion i svensk skola
A1  - Aldrin, Viktor
PY  - 2018
LA  - swe
PB  - Artos  & Norma bokförlag
KW  - end of term ceremonies
KW  - religion
KW  - school
KW  - debates
KW  - church of sweden
KW  - swedish national agency for education
KW  - skolavslutningar i kyrkan
KW  - skola
KW  - debatt
KW  - svenska kyrkan
KW  - skolverket
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Skolavslutningar i kyrkan har vållat stor debatt sedan 1990-talet i Sverige. Men bruket av skolavslutningar i kyrkan är äldre än så. Det kan åtminstone spåras tillbaka till senare delen av 1800-talet. Kritiken mot fenomenet på en nationell nivå startade troligen år 1996 i samband med ett beslut i Uddevallas kommun om att förbjuda skolavslutningar i kyrkan. Beslutet togs för att främja mångfald – en mångfald som då betydde att bereda större plats för humanister med icke-religiös livsåskådning. Men snart kom argumentet om mångfald istället att tolkas som att hänsyn togs till muslimer vilka skapade problem för en svensk tradition.Denna bok har haft till syfte att undersöka skolavslutningar i kyrkan. Dessa rymmer emellertid även något mycket mer komplext än själva bruket: förhandlingar och omförhandlingar om religionens plats i skolan och då framför allt kristendomens plats i grundskolans obligatoriska utbildning (utöver skolämnet religionskunskap). Studien täcker perioden från 1990-talet och fram till år 2016. En stor mängd material har använts för att undersöka skolavslutningar i kyrkan, såsom exempelvis databaser, protokoll, riktlinjer, debattartiklar, motioner, lagar och läroplaner. Det saknas i stort sett tidigare forskning om fenomenet, förutom vissa omnämnanden i studier om bland annat Svenska kyrkans förändrade roll under 2000-talet. Studien är därför tänkt att bidra med dels fakta, dels teoretiska tolkningar för att söka förstå dessa fakta.Resultatet av studien visar att skolavslutningar i kyrkan är komplexa. Det handlar inte enbart om huruvida de ska vara tillåtna eller inte. I stället handlar det om olika fakta som krockar, lagtexter som ger motsatta instruktioner och underliggande meningar som har skilda utgångspunkter. En sammanfattning av studiens resultat blir därmed svår att genomföra utan att falla i den fälla som fenomenet så ofta hamnar i: att ta ställning antingen för eller emot (något som boken inte gör). Skolavslutningar i kyrkan handlar inte endast om för eller emot trossamfundet Svenska kyrkans närvaro i svensk skola, utan även om synen på vilka kunskaper en elev i dagens skola behöver för att leva i det globala samhälle som Sverige håller på att kliva in i. Skolavslutningen i kyrkan betraktas i studien som en spelplan där dessa diskussioner förs och där olika ideal krockar, förhandlas och omförhandlas. Sakfrågor som har debatterats på denna spelplan har rört den icke-konfessionella skolan i en konfessionell kyrklig miljö, kyrkobyggnaden som lokal, prästens roll som ledare, elevens närvaro, religiösa symboler, religiösa handlingar vid skolavslutningen samt psalmsång som diskriminering.Förutom att den beskriver debatten om skolavslutningar i kyrkan och tar fram fakta om dessa, går det att dra några övergripande slutsatser utifrån studien: den första är att skolavslutningar i kyrkan har både minskat och ökat i antal genom åren, den andra är att det finns en konkurrens mellan skolmyndigheterna och Svenska kyrkan om religionens betydelse för eleverna, och den tredje slutsatsen är att skolmyndigheternas religionsbegrepp är sekulärt och krockar med Svenska kyrkans syn.
ER  - 

TY  - JOUR
T1  - Caught between expectations: Swedish student teachers’ experiences of working with gender and sexuality issues
T2  - Nordic Studies in Education
SN  - 1891-5914
A1  - Zackariasson, Maria
PY  - 2015
VL  - 3
SP  - 217
EP  - 232
LA  - eng
KW  - student teachers
KW  - teacher education
KW  - sweden
KW  - gender
KW  - sexuality
KW  - lgbt issues
ER  - 

TY  - CONF
T1  - Swedish Second Language for Immigrant Students: Slow Lane or Fast Track Forward?
A1  - Avery, Helen
PY  - 2014
LA  - eng
KW  - swedish second language
KW  - immigrants
KW  - language in education policy
KW  - diversity
KW  - inclusion
KW  - sweden
KW  - svenska som andraspråk
KW  - svenskämnet
KW  - elever med invandrarbakgrund
KW  - inkluderande pedagogik
KW  - språk i utbildningspolitik
AB  - The paper reports on teacher and pupil interviews from a case study of a primary school in a highly diverse Swedish urban neighbourhood. It discusses some of the consequences of dividing the school subject Swedish into two separate syllabi (Swedish and Swedish as a Second Language, respectively), both with respect to inclusion and language development opportunities. Implications for teacher training programmes are considered.The study examines how primary school teachers teaching Swedish as a Second Language (SSL) and/or Swedish differentiate between these subjects. It looks at how they express their understanding of differences or similarities between aims, methods and teaching approaches, with respect to the needs of their pupils. Tensions and paradoxes are considered, between the ambition to provide equally valid instruction to all pupils, on the one hand, and the segregating mechanisms of distinct subject tracks, on the other. The discussion is placed in the wider theoretical framework of inclusive education (Persson, 2012), and intercultural school development (Lahdenperä, 1998, 2008), as well as drawing on research on Swedish language teaching for immigrants (Fridlund, 2011; Torpsten, 2008; Stroud, 2004).In a European perspective, improving education provisions for students with a migrant background is a central concern, aiming to support integration and ensure social cohesion (OECD, 2010; Sirius Literature Review). Migrants are far from being a homogenous group, however. Immigrant communities comprise second or third generation immigrants as well as newly arrived families and refugees, with a very wide range of socio-economic backgrounds and educational needs.Several European studies stress that language support is a strategic aspect which impacts migrants’ access to education and the effects of language proficiency on school performance are often underlined. Sweden has been mentioned as a positive example with respect to language support, for providing SSL classes (Sirius Literature Review). Other language-oriented support measures in Sweden include mother tongue instruction and study guidance in the mother tongue (OECD, 2009; Bunar, 2010).SSL is taught to newly arrived immigrant students, but also offered as a school subject in mainstream school. The intention of placing newly arrived students in mainstream classes at a relatively early stage is to allow them to benefit from contact with native speakers of Swedish. At same time it is thought that Swedish classes adapted for second language learners will better support their language development.In practice, there are numerous problems connected to SSL teaching in mainstream classes (Fridlund, 2011; Skolverket, 2008; Torpsten, 2008). Parents and students are reluctant to choose this option, since it is perceived to provide inferior teaching and is felt to not be equally valuable as a qualification. Officially, the two subjects are supposed to be equivalent, and there are only minimal differences the learning objectives and assessment criteria for exams.Not just new arrivals, but all students with some form of migrant background and/or all ’multilingual’ students (speaking other home languages besides Swedish) are categorised as non-native speakers of Swedish. Consequently, such students are often directed to SSL. The final decision of whether a student takes Swedish or SSL rests with the school, not the parents.Since December 2013, year 1-6 teachers teachers are required to have at least some qualification in Swedish or Swedish as a Second Language in order to teach SSL (www.andrasprak.su.se). Nevertheless, these requirements are minimal (half a term’s training for years 1-3 and one term for years 3-6) and hardly provide an adequate base, considering the challenges involved.
ER  - 

TY  - JOUR
T1  - Educational attainment and ultimate fertility among Swedish women born in 1955-59
T2  - Demographic Research
SN  - 1435-9871
A1  - Hoem, Jan M.
A1  - Neyer, Gerda
A1  - Andersson, Gunnar
PY  - 2006
VL  - 16
IS  - 14
SP  - 381
EP  - 404
LA  - eng
KW  - education
KW  - fertility
KW  - sweden
AB  - This is the second of two companion papers addressing the association between educational attainment and fertility for some sixty educational groups of Swedish women, defined according to field of education as well as level of education. The first paper is about childlessness and education, the present one about the mean number of children ever born. We find that ultimate fertility decreases somewhat with an increasing educational level, but its dependence on the field of education is much more impressive. In general, educational groups with relatively little childlessness also have relatively high ultimate fertility, and educational groups with much childlessness have relatively low ultimate fertility. In particular, women educated for the teaching or health-care professions have less childlessness and a higher ultimate fertility than others. Conversely, women with an education for esthetic or (non-teacher) humanist occupations have unusually high fractions childless and low ultimate fertility. Women with religious educations stand out by having very high fractions childless but quite ordinary mean ultimate fertility nevertheless; such women have very little childbearing outside of marriage. Women with research degrees have remarkably ordinary childbearing behavior; they do not forego motherhood to the extent that some theories would predict.
ER  - 

TY  - JOUR
T1  - Instructional responsibility in mathematics education: Modelling classroom teaching using Swedish data
T2  - Educational Studies in Mathematics
SN  - 0013-1954
A1  - Hansson, Åse
PY  - 2010
VL  - 2
IS  - 75
SP  - 171
EP  - 189
LA  - eng
KW  - mathematics education
KW  - instructional responsibility
KW  - instructional modes
KW  - teacher-centred
KW  - student-centred
KW  - teacher responsibility
AB  - There is an international trend in mathematics education of antiauthoritarianism, emphasising cooperative learning and students’ autonomous search for knowledge. In Sweden, this is framed by “students’ independent work”, characterized by only limited amounts of teacher-student and student-student interaction and communication and a low level of teacher responsibility for knowledge generation. Research investigating occurrence and effects of different dimensions of instructional responsibility and authority in classroom practise, however, often takes the very presence of instructional responsibility for granted. In this paper, an alternative model for description and analysis of instructional practise is proposed, which challenges the potential of the traditional division into teacher- versus student-centred modes of instruction. Theoretical starting-points for conceptualising and defining mathematics classroom practises focus on instructional responsibility both for knowledge generation and for how this responsibility would be expressed in instructional practise. It was also investigated how this model corresponds with data from TIMSS 2003. The empirical results supported the possibility of adopting this alternative perspective in modes of instruction.
ER  - 

TY  - JOUR
T1  - Barriers to a wider Implementation of LMS in Higher Education: a Swedish case study, 2006-2011
T2  - E-learning and education
A1  - Garrote Jurado, Ramon
PY  - 2012
IS  - 9
EP  - 9
LA  - eng
PB  - : Di P P - N R W
KW  - e-learning
KW  - learning management systems
KW  - lms
KW  - engineering education
KW  - educational technology
KW  - teacher education and education work
AB  - This article investigates barriers to a wider utilization of a Learning Management System (LMS). The study aims to identify the reasons why some tools in the LMS are rarely used, in spite of assertions that the learning experience and students’ performance can be improved by interaction and collaboration, facilitated by the LMS. Lecturers’ perceptions about the use of LMSs over the last four years at the School of Engineering, University of Borås were investigated. Seventeen lecturers who were interviewed in 2006 were interviewed again in 2011. The lecturers’ still use the LMS primarily for distribution of documents and course administration. The results indicate that their attitudes have not changed significantly. The apparent reluctance to utilize interactive features in the LMS is analyzed, by looking at the expected impact on the lecturers’ work situation. The author argues that the main barrier to a wider utilization of LMS is the lecturers’ fear of additional demands on their time. Hence, if educational institutions want a wider utilization of LMS, some kind of incentives for lecturers are needed, in addition to support and training.
ER  - 

TY  - CONF
T1  - The challenge of teacher training and research: which role for universities? : a Swedish experience
T2  - New information technologies in schools
A1  - Söderlund, Anders
PY  - 1991
LA  - eng
PB  - Lisbon : Organisation for Economic Cooporation and Development, OECD
KW  - education
ER  - 

TY  - CHAP
T1  - Svensk lärarutbildning – en akademisk professionsutbildning med förhinder
T2  - Lærerutdanning i nordiske land
A1  - Åstrand, Björn
PY  - 2020
SP  - 90
EP  - 119
LA  - swe
PB  - Oslo : Universitetsforlaget
KW  - lärarutbildning
KW  - forskning
KW  - akademi
KW  - professionsutbildning
KW  - lärarutbildningsreformer
KW  - utmaningar
KW  - historia med utbildningsvetenskaplig inriktning
KW  - history of education
ER  - 

TY  - CONF
T1  - Distance teacher education – some experiences from Dalarna University, Sweden: Paper presented at the 33rd Annual ATEE Conference Brussels, Belgium, 23rd – 27th August 2008
T2  - ATEE
A1  - Andersson, Catharina
A1  - Lundgren, Mats
PY  - 2008
LA  - eng
PB  - Bryssel
KW  - distance teacher education
AB  - Distance teaching is now-a-days used in different shapes. However, it is something different from traditional campus organised education as it systematically uses Information Communication Technology (ICT) as a key element. When the distance teacher education started in Sweden many teacher educators doubted the wisdom of this. They expressed that the educational process to become a teacher would be deteriorated. For instance, they feared for high drop out rates and difficulties to examine in a proper way. The Swedish National Agency for Higher Education has recently edited a report that showed that this form of teacher education was well adapted to the labour market, but the possibilities for the teacher students to shape their education were relatively limited. However, we still know quite little about the effects of this way to educate teacher students. This paper explores the possibility of using distance teacher education. In a case study 20 students, who were the first to finish a complete a distance teacher education at Högskolan Dalarna, were asked in a questionnaire how they had apprehended their education. We also interviewed four of these students, as well as five teacher educators. One of our findings were that the distance teacher education reached new target groups, who not had been able to participate in university studies if it not had been offered in this form. Especially, this was valid for the middle-aged women, living a long distance away from a university, with social responsibilities for children or old parents. Other findings were that these students in general were target oriented and ambitious, wrote more than the campus students and developed that kind of skill better. Marratech, an ICT system for small groups, e-mail and chat were used for the communication. Marratech was considered to permit free and spontaneous communication, both of the teacher educators and the students. Initially the teacher educators were sceptical to distance teacher education, but afterwards they were surprised of how well it had worked. They declared that they had better and nearer contact with their students and more control over the students´ performance, but some parts of the teacher education were better suitable for campus education, for example, power of creating characters. Distance teacher education was considered time consuming and demanded much activity from the teacher educators as the students wanted rapid responses. This study indicates that distance teacher education works well for mature individuals with high motivation. However, it demands more time from the teacher educators, but it gives in general good results. Still, there are pedagogical challenges to overcome. Maybe we should reflect on a mix of distance teacher education and campus based teacher education, instead of separated ways of accomplishing teacher education?
ER  - 

TY  - CONF
T1  - Compulsory higher education teacher training in Sweden: a nucleus for sholarship of teaching and learning
A1  - Sonesson, Anders
A1  - Lindberg-Sand, Åsa
PY  - 2006
LA  - eng
ER  - 

TY  - CONF
T1  - TECHNOLOGY ENHANCED TEACHER PROFESSIONAL DEVELOPMENT: FOUR CASES IN SWEDEN FOR TEACHERS’ PROFESSIONAL DEVELOPMENT AND THE USE OF ICT
T2  - Readings in Technology and Education
A1  - Lindberg, J Ola
A1  - Gu, Limin
PY  - 2009
SP  - 35
EP  - 43
LA  - eng
PB  - Fraser Valley : University of the Fraser Valley Press
KW  - education
KW  - teachers profesional development
KW  - ict
ER  - 

TY  - CONF
T1  - Motives for choosing a double degree programme. a case study in engineering and education
T2  - INTED2017
A1  - Cronhjort, Mikael
PY  - 2017
SP  - 4267
EP  - 4271
LA  - eng
PB  - : IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT
KW  - double degree
KW  - engineering
KW  - education
KW  - teacher
KW  - motives
AB  - In Sweden, as in many other western countries, student interest and performance in STEM subjects (science, technology, engineering and mathematics) has been declining during the last decades. In Sweden, to make it worse, there is presently a severe shortage of teachers in these subjects in secondary and upper secondary school. In an effort to increase students' interest in becoming teachers, a double degree programme in engineering and education called Master of Science in Engineering and in Education was started at KTH Royal Institute of Technology in 2002. The programme is given in cooperation with Stockholm University and prepares for three roles: The pedagogical engineer, the upper secondary teacher with the engineering perspective, and the researcher in technology and learning. The contribution of teachers to the upper secondary school from this double degree programme is significant. According to a study by the trade union "Lararforbundet", half of those taking a degree in Sweden from a five years teacher programme in the spring 2014 in the subjects physics, chemistry, biology and technology, graduated from this programme. During the last four years there has been around 500 applicants to the programme. 60 students are admitted yearly. According to a yearly exit survey, sent out within 12 months from graduation, about 30% of the graduates indicate that they work as teachers in upper secondary school. \ This study investigates what motives are expressed in the exit survey for having chosen this double degree programme in engineering and education. Data are available from 48 respondents. The material is analysed in an exploratory approach using content analysis, including manifest as well as latent content [1]. Codes were generated from the data. The findings identify two major types of motives: Students chose this programme because they found the combination of STEM-subjects and pedagogics attractive (expressed 40 times). They express that the different parts reinforce each other and that this combination match their personal interests. Students also chose this programme because they were uncertain of career choices and identity, afraid of choosing other specific alternatives, or they had a desire for security (expressed 37 times). Several minor types of motives are also identified. Some graduates express that status was a motive for choosing this programme (6 times), some had strategic motives (5 times), and some express that this programme was their second choice (3 times). When these motives are compared with motives for choosing other engineering programmes at KTH Royal Institute of Technology, there are similarities as well as differences [2]. One conclusion is that the programme seems to have fulfilled the ambition to make more students interested in a degree in education.
ER  - 

TY  - CONF
T1  - A democratic approach on inclusive learning environment in Swedish preschools: What counts, and who counts?
A1  - Klaar, Susanne
PY  - 2019
LA  - eng
KW  - inclusive education
KW  - democracy
KW  - selective traditions
KW  - walk-and-talk interview
KW  - swedish preschool
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The aim is to understand more about inclusive learning environments in preschool. This is done by investigating how different aspects of democracy become visible in teacher's talk about inclusive learning environments, and by discussing possible consequences for children's meaning making. UNESCO (2009:10) states that inclusive "education for all" has to be linked to learners' needs and be relevant for their diverse lives. In similar ways there is a large emphasis on democracy and equality in the curriculum for Swedish preschools (Pramling Samuelsson, Sheridan and Williams 2006:26). However, this inclusive approach on education highlights a complex dilemma between education as compensatory and education as participatory (Nilholm 2006:30). The use of democracy is based on three characteristic aspects of democracy in Swedish preschool education; i) support autonomy, ii) develop solidarity, iii) socialise to institutional norms (Klaar and Öhman 2014). The methodology is based on pragmatic curriculum theory and selective traditions (Öhman 2006, Svennbeck 2004). Walk-and-talk interviews (Klerfelt 2016) have been conducted with four different preschool teachers in four different preschools, and their utterances have been qualitatively analysed. Ethical approval was sought from the preschool teachers and the interviews were conducted when no children were present. The analysing process is still in progress but one preliminary result shows a tension between supporting autonomy and developing solidarity that differ depending on preschool location and current group of children. With a large focus on the autonomy aspect of democracy there is a possibility that the solidary aspect of democracy is left in the background
ER  - 

TY  - CONF
T1  - Redefining Engineering Education: The Transformative Role of Generative AI Technologies
T2  - Proceedings of IHSES 2024- International Conference on Humanities, Social and Education Sciences
A1  - Almusaed, Amjad
A1  - Rico Cortez, Marisol
A1  - Almssad, Asaad
PY  - 2024
SP  - 163
EP  - 175
LA  - eng
PB  - USA : ISTES
KW  - generative ai
KW  - engineering education
KW  - pedagogical innovation
KW  - active learning
KW  - cdio standards
KW  - byggteknik
KW  - construction engineering
AB  - I is a rapidly advancing technology, especially in education. "Generative AI" is particularly notable for revolutionizing how we teach and learn, prompting a reevaluation of teacher training. Engineering education is at the forefront of pedagogical innovation, enhancing learning tools, and fostering a new educational mindset. This transition makes problem-solving more straightforward for teachers and encourages the revision of teaching methods, thus enhancing student-teacher relationships. Teaching space with AI integration transforms students into active learners, deeply involved in shaping their educational paths. This paper will explore the influence of generative AI on engineering education through a literature review, demonstrating how it contributes to more flexible, advanced, and engaging learning spaces. It will draw attention to the urgent need for educators to embrace and actively participate in these emerging dynamics. Specifically, the paper will focus on CDIO Standards 2 and 8, evaluating generative AI's impact on learning outcomes and promoting active learning. It aims to reveal how fertile AI can synchronize educational objectives with hands-on, collaborative student experiences. 
ER  - 

TY  - CONF
T1  - What do upper secondary school teachers want to know from educational research on ICT in teaching and learning?
A1  - Olofsson, Anders D.
A1  - Lindberg, Ola J.
A1  - Fransson, Göran
PY  - 2016
LA  - eng
KW  - ict
KW  - digital competence
KW  - teacher
KW  - education
AB  - Introduction The purpose of this paper is to (a) present and discuss a multi-dimensional context sensitive design in an educational research project focusing on IT in teaching and learning in upper secondary schools, and (b) report what participating teachers want the resource to focus on. The project in focus in this paper is financed by the Swedish Research Council and will run between 2015-2018. The project embraces three levels of stakeholders – students, teachers and school leaders. This paper concerns the teachers and the importance of research projects being firmly based in the teachers´ own previous experiences, their questions and expectations on the project. The question posted is how the design of the project potentially can contribute with a long-term effect by providing knowledge and insights of importance when establishing sustainable ecologies of teaching and learning with IT in the schools? ,Over the last 15 years there has been a continuing discussion about ICT in schools (Olofsson, Lindberg, Fransson & Hauge, 2015). This both on a policy level (cf. the European Commission, 2008: OECD, 2010) and within the research community (cf. Cox, 2012; Beckman, Bennett and Lockyer, 2014). Promising words on a policy level seem that stand in somewhat contrast to what a rather large body of research in this field reports. For example McGarr (2009) claims a lack of evidence that ICT in school in fact change neither the practice nor the pedagogy. Voogt et al. (2011), claim the necessity of a substantial body of research studies showing that the IT in schools change educational practices and have a positive effect on students’ learning experiences. Säljö (2010) that the results of the use of ICT in schools are seldom obvious or successful at a general or a subject-specific level. In Sweden, Håkansson Lindqvist (2015) concludes, the absence of up-to date and research-based strategies for the use of IT in upper secondary schools is noteworthy.Even though significant efforts are done to improve the use of IT in schools, research seems to conclude that a lot of work remains. One might ask why. In this paper we can think of at least three reasons to this. First, and in line with Hayes (2006), research that reports negative results in relation to schools’ integration of IT tends to focus on indicators that can be identified in all schools, which means that there is a tendency for the results to be generalised. Further that so far studies have not enough considered the contextual factors that are unique to each school. Second, in line with Tondeur et al. (2009), that in order to understand the integration and use of IT in schools, research studies need to include structural and cultural factors and different levels in their design. Third, Third, implementing ICT must go hand in hand with teachers professional development to gain sustainability. In this, it has been claimed that the outcome of professional development to a great extent are influenced by “teachers subjectivity, which includes perceptions, previous knowledge, and the internalization of the power and influence present in educational policy and socioeconomic realities.” (Fore, et.al. 2015, p. 101). This call for to strengthen teachers influence and agency in professional development and implementation as well as in research. In order to capture the emergence and development of teaching and learning with IT the design theoretically draws on notions as task perception, agency, and  enactment as well as the TPACK-framework (Mishra & Koehler, 2008). Most important for this presentation is the notion of task perception, the self-understanding based on deeply held values and beliefs about the purpose with the education and one’s own tasks and responsibilities (Kelchtermans, 2009), agency, the way in which individuals “critically shape their response to problematic situations (Biesta & Tedder, 2006, p. 11), and how these interact in the enactment of ICT.Method and context With the ambition to design a context sensitive project in which the teachers will feel involved the teachers at the three upper secondary schools were in spring 2015 invited to answer a web-based survey. In order to focus on some aspects relation to different rational in different subjects as to the TPACK-framework were teachers teaching maths, social science or English and teachers in vocational education invited to answer the survey. In total 84 teachers were invited and 60 answered, giving a response rate of 71 %.Besides receiving information about the teachers´ previous experiences, their questions and expectations on the project this data also served as a basic description of the schools. The web-based survey contained in total 18 questions with a mix of background questions, Likert scale multiple choice questions combined with optional text comment boxes together with questions with open comment boxes only. In this paper the main focus is on the open-ended qualitative questions which have been analysis with help of the software NVivo in which codes were created based on content analysis (Miles, Huberman & Saldaña, 2014).The three schools are known for their advanced use of IT in teaching and learning and they can briefly be described as follows: School A being located in mid-Sweden in a municipal that has profiled itself for enacting IT to support teaching and learning in school. Since the mid-1990s, strategic efforts have been made regarding infrastructure and the professional development of teachers and school leaders in the digitalised school. School B is located in a large municipality in northern Sweden. For the past years the municipality has worked intensively to integrate and make use of IT. Due to School B’s advanced use of IT, a private foundation made it possible to establish a Centre of Technology and further to administrate 10,000,000 SEK over a period of 10 years for student scholarships. School C is the only upper secondary school in the municipality and has about 120 students and approximately 20 teachers. The school has become known for its distance teaching and its international partnerships. The principal of the school has received the Golden Apple Award from the Swedish journal “Computers in Education” (DIU) for his work in integrating IT in education. All three schools have for a rather long time been so-called one-to-one schools meaning that every student and teacher has their own computer.Some expected resultsAnalyses shows that the teachers wanted the research-project to generate knowledge (for the teachers) regarding: (a) know-how about technological aspects how using ICT (how to use a smartboard, a software etc.), (b) know-how about methods using ICT-tools, applications and s for teaching and student learning like Flipped classroom, using the smartboard, or video editing apps, (c) know-how how to improve the use of the schools LMS, (d) issues related to Safety (netcontrol and plagiarism), (e) examples of best practice in ICT use, and (f) how organisational and interpersonal relations could facilitate teachers collaboration in teaching and learning, regarding their own professional development as well as in teaching the students. For example, how to share IT-supported teaching experiences by means of teacher community learning that in the long run can pave the way for a joint understanding about the teaching practice. In addition, the survey also provided rich information about what opportunities and challenges the teachers have experienced when using ICT.The ambition is that the results of the survey to will generate a research-informed discussion about a context sensitive approach with potential to legitimize itself in the schools by starting in the needs expressed by the involved teachers. By doing so the project´s ambition is to open up for teachers’ involvement and agency and for the possibility for an enactment of ICT that becomes a sustainable use of IT in teaching and learning also after the project is finished. By this approach teacher concerns and knowledge is taken seriously as well as the question about ethics and values, that is – for whom and with which ambitions are we designing and carrying out research projects? This will be further problematized during the presentation.
ER  - 

TY  - CONF
T1  - Theological narration with children in a time of emerging crisis
A1  - Aldrin, Viktor
PY  - 2023
LA  - eng
KW  - covid-19
KW  - religious education
KW  - sweden
KW  - germany
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This paper focuses on the 2020–2022 COVID-19 pandemic of and its consequences for Religious Education in Germany and Sweden, and the online instructional texts for children and families provided by four Protestant denominations. It applies Hellspong’s comparative analysis of factual texts on the themes of language, content and social tone. The first question investigates how the analysed denominations compare in their instructional texts for families. The results show that all the texts acknowledge the difficulties of the pandemic and offer suggestions on how to cope and find new tools for Religious Education. All the texts pertain to theological orthodoxy, seldom providing any extra-denominational links and, if so, to similar denominations. The second question concerns what can be learned from these online instructional texts with respect to future pandemics with extended lockdowns. Online instructional texts from churches provide a platform for acknowledging suffering, and providing hope and means of assistance. Curated lists of links offer suggestions to families about what to do when they have run out of ideas. However, parents with little pedagogical training could also be assisted when providing home schooling. If used well, these online instructional texts can bring hope in times of trouble during a pandemic.
ER  - 

TY  - CONF
T1  - Assessment and legitimation of entrance auditions to Swedish music teacher education
A1  - Sandberg Jurström, Ragnhild
A1  - Lindgren, Monica
A1  - Zandén, Olle
PY  - 2019
LA  - eng
KW  - education
ER  - 

TY  - CONF
T1  - How researchers can support teacher change: lessons from Swedish secondary school
A1  - Wickman, Per-Olof
A1  - Piqueras, Jesús
A1  - Hamza, Karim
A1  - Angelin, Marcus
PY  - 2014
LA  - eng
KW  - naturvetenskapsämnenas didaktik
KW  - science education
AB  - In this presentation we show how contributions of researchers sustained teacher change in a professional development program in a Swedish secondary school. The program was part of a research project on how science education research can support science teachers’ day-to-day work with inquiry-based learning. We collected video data from thirteen meetings between researchers and teachers during three teaching cycles. We video recorded all lessons. For analysis we employed Clarke and Hollingsworth’s model of teacher professional growth. Here, we focus on how the researchers supported teachers’ changed PCK and practice through (a) explicit commitments regarding the consequences of employing the research based knowledge and (b) providing the teachers with thorough analyses and attendant concrete suggestions for how to change practice on the basis of this knowledge. These commitments on the researchers’ part resulted in distinct teacher change, observable as the teachers (1) were acknowledging salient outcomes of the researchers’ contributions, (2) took over the terminology of the researchers, and (3) consistently began to employ the associated concepts in their own planning, in talk with the researchers as well as in artifacts such as planning documents. Results have implications for understanding the role of researchers in professional development.
ER  - 

TY  - CONF
T1  - Journal of Praxis in Higher Education (JPHE)
PY  - 2019
LA  - eng
PB  - Högskolan i Borås, Petra Angervall
KW  - higher education
KW  - researching
KW  - teaching
KW  - praxis
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This journal is dedicated to praxis in higher education. A key assumption underpinning the journal is that education is a moral and political activity and that higher education and its practitioners cannot free themselves from moral nor political considerations. However, this assumption comes with several commitments. Rather than standing only from the outside looking in, as in positioning science or research as more valuable or important, this journal calls for the importance of a reflexive inside perspective (cf. Kemmis 2012; Walzer 1987). This implies taking the present structures, conditions, traditions and values – both internal and external – seriously, but also in situ when researching higher education (cf. Bendix Petersen, 2014). The journal is committed to research aimed at the transformation of existing practices and conditions in higher education. In particular, it is promoting research that has a transformative potential including both practical and theoretical dimensions of educational work and higher education research. It is also committed to the idea that through education research, one can seek to both promote justice as well as the capacity of people to express agency, and increase the possibilities provided by society at large to its members (cf. Fraser 2009). Research concerning praxis in higher education is thus both a theoretical position on a particular practice and itself an active engagement.  This journal welcomes contributions that are directly concerned with praxis in higher education or with research that is manifestly relevant to praxis in higher education.First issue 1(1) 2019:Editorial: ‘Another higher education journal—Really?’ By Melina Aarnikoivu, Kathleen Mahon, Marcus Agnafors, David M. Hoffman, and Petra AngervallResearch articles:1. ‘A conceptual enquiry into communities of practice as praxis in international doctoral education’By Liexu Cai, Dangeni, Dely L. Elliot, Rui He, Jianshu Liu, Kara A. Makara, Emily-Marie Pacheco, Hsin-Yi Shih, Wenting Wang, and Jie Zhang2. ‘Organising the ‘industrialisation of instruction’: Pedagogical discourses in the Swedish Primary Teacher Education programme’By Lena Sjöberg3. ‘The work of university research administrators: Praxis and professionalization’By Sandra Acker, Michelle K. McGinn, and Caitlin Campisi4. ‘Teacher educators’ perceptions of their profession in relation to the digitalization of society’By Anna Roumbanis Viberg, Karin Forslund Frykedal, and Sylvana Sofkova Hashemi
ER  - 

TY  - CONF
T1  - Inclusive and competitive: upper secondary schools’ marketization within one school market in Sweden
T2  - Paper presented at NFPF conference, 7-9 Mars, Reykjavik, Iceland.
A1  - Dovemark, Marianne
A1  - Holm, Ann-Sofie
PY  - 2013
LA  - eng
KW  - inclusion
KW  - education
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - Assessment as learning in music education: The risk of ‘criteria compliance’ replacing ’learning’ in the Scandinavian countries
A1  - Ferm, Cecilia
A1  - Zandén, Olle
A1  - Vinge, John
A1  - Nyberg, Johan
A1  - Andersson, Ninnie
A1  - Väkevä, Lauri
PY  - 2014
LA  - eng
KW  - musikpedagogik
KW  - music education
KW  - education
AB  - Assessment as learning in music education - the risk of ‘criteria compliance’ replacing ’learning’ in the Scandinavian countriesRecent reforms in England and USA give evidence that teaching methods and content can change rapidly, given a strong external pressure, for example through economic incentives, inspections, school choice and public display of schools’ and pupils’ performances. Educational activities in the Scandinavian countries have increasingly become dominated by obligations regarding assessment and grading. A common thread is the demand for equal and just assessment and grading through clear criteria and transparent processes. Torrance (2007) states that clarity in assessment procedures, processes and criteria has underpinned widespread use of coaching, practice and provision of formative feedback to boost achievement, but that such transparency encourages instrumentalism. He concludes that the practice of assessment has moved from assessment of learning, through assessment for learning, to assessment as learning, with assessment procedures and practices coming completely to dominate the learning experience and ‘criteria compliance’ replacing ‘learning’. Thus, formative assessment, in spite of its proven educational potential, threatens to be deformative (Torrance, 2012). In the symposium we will explore to what extent and how this development is visible from four perspectives. Four examples of assessment investigation of dance and music education in primary, lower and upper secondary schools will function as entrances to the dilemma.The symposium will start with an introduction of assessments demands in general and in the Scandinavian countries specifically, ending up in the theories of Torrance, and the risk of assessment as learning or even. Thereafter the following perspectives and settings will be described.Professionalism in Action – Music Teachers on an Assessment JourneyIf assessment practices within education have led, as Torrance (2007) claims, to instrumentalism in the form of “assessment as learning [and] criteria compliance” (p. 281-282), how can teachers and researchers reclaim the exploratory notions of (music) education? In an ongoing collaborate Research and Development and Participatory Action Research project, a group of Swedish upper secondary school music teachers together with a researcher investigates issues regarding assessment, for instance why equality is not spelled “exactly the same thing” and how teachers balance professionalism with accountability.  Demands on documentation of dance knowledge in upper secondary schools in Sweden – how does that processing assessment practice?In the syllabuses from Gy11, expressed dance performance can be seen as an embodied action. Though, students and teachers are asked to evaluate themselves and fill out a written rubric in the same way as all other subjects at studied upper secondary schools. The focus on criteria-referenced feedback can have coherence to assessment as learning instead of assessment for learning. Based on observations, conversations and written reflections teachers are expressing the insufficiency with the rubric in combination to dance. How is the demand on documentation processing the assessment practice? Through a study of grading conversation teachers´ conception of qualities are illuminated. What is the base for what is assessed and communicated and how is that effect the teaching professionalism? What is prepossessing teachers´ conceptions of qualities?An outline of an understanding of assessment as didactical self-defence strategiesThe findings of Vinge (2014) indicate a clear tendency towards a systematic criterion based assessment practice in the compulsory music of subject in lower secondary schools in Norway. This change in practice follows the implementation of the latest curriculum reform (LK06, the knowledge reform), a curriculum reform initiated to enhance student learning within the frames of international competency comparison. Music teachers make use of new assessment principles and techniques designed to enhance student learning, associated with the so-called assessment for learning concept. However, the analysis indicates that these principles and techniques are being used mainly for grading purposes and settings – assessment of learning. All though teachers seem to face lots of difficulties in the construction of various assessment schemes; once adopted they seem to become important tools in the teachers’ strive for effectiveness and control. This poses a central question, which will be elaborated in this presentation: Who is assessment actually for? Is it for the students or the teacher? Teaching for learning or teaching for documentation: on the effects of a curriculum reformThe Swedish 2011 curricular reform brought considerable change to the school system. Among other changes, grading was to take place from school year 6 and not from year 8 and a new grading regime was introduced with more grades and more detailed criteria than in the preceding curricula. In this presentation, preliminary results from a survey among music teachers in Swedish compulsory school will be discussed. The survey is based on the findings in a qualitative study of music teachers’ perceptions of this reform (Zandén & Ferm, forthcoming) and aims at giving a representative picture of the effects of the reform on music education and music teachers’ professional situation. Finally Lauri Väkevä will draw lines between the different contributions, comment critically, and conclude with with a Finnish perspective.
ER  - 

TY  - CONF
T1  - Technology Education for Systems Thinking and Sustainability: What Swedish Pre-Service Technology Teacher Students Know About Technological Systems
T2  - <em>PATT 27 Technology Education for the Future: A Play on Sustainability</em>
A1  - Hallström, Jonas
A1  - Klasander, Claes
PY  - 2013
LA  - eng
PB  - Hamilton, New Zealand
KW  - technological systems
KW  - technology teacher education
KW  - systems theory
KW  - sustainability
AB  - Research in the history and sociology of technology in the last decades has shown that technological systems have partly different characteristics and dynamics compared to single objects and artefacts. It is therefore pivotal that technology education incorporates a systems perspective. The Swedish technology curriculum for compulsory school (ages 7-16) has integrated systems content for nearly 20 years. Although studies indicate that pupils can understand systems structure to some extent the more complex aspects are still difficult to grasp. This may be a result of high demands in the curriculum but also the fact that technology teaching is lacking in this regard, because studies show that Swedish compulsory school technology teachers do not have a very developed understanding of technological systems. Although there have been no Swedish studies of systems in relation to teacher education, there is good reason to believe that teachers’ understanding of systems at least partly has to do with their training, while it may also have to do with other factors such as prior other education. In this paper we report on a pre-study made to investigate how pre-service technology teacher students understand technological systems, their dynamics and evolution. The following research questions are posed: How do pre-service technology teacher students understand technological systems, their dynamics and evolution? What is difficult for them to understand? How can technology teacher education about systems be improved? We collect empirical material by conducting in-depth surveys with five Swedish pre-service technology teacher students and analyse the material by using a hermeneutic method. Theoretically we rely on research on technological systems within the philosophy, sociology and history of technology as well as technology education.
ER  - 

TY  - CONF
T1  - Internationalisera mera på hemmaplan: Lärarstudenters erfarenheter av utbildningens internationella dimensioner
T2  - Ämnet som blev
A1  - Kefala, Zoi
A1  - Alexiadou, Nafsika
A1  - Rönnberg, Linda
PY  - 2021
SP  - 37
EP  - 52
LA  - swe
PB  - Umeå : Umeå Universitet
KW  - internationalization
KW  - teacher education
KW  - early childhood education
KW  - study and career guidance
KW  - sweden
AB  - Det här kapitlet undersöker lärarstudenters upplevelser av så kallad internationalisering på hemmaplan (IPH) och hur exempelvis interkulturella och internationella dimensioner inlemmas och kommer till uttryck i undervisningen. Den svenska högskolan har en historia av att arbeta proaktivt med internationaliseringsfrågor, men det har ofta kommit att förstås som en fråga om mobilitet och utbyten av olika slag. På senare tid har även IPH lyfts fram som en allt viktigare internationaliseringsambition för landets lärosäten (SOU 2018:3). I detta kapitel analyseras intervjuer med 23 studenter från olika program inom lärarutbildningens område. Resultatet visar att även om studenterna resonerar mycket insiktsfullt om såväl interkulturella kompetenser som färdigheter är de internationella dimensionerna de mött i sin utbildning starkt begränsade. Lärarutbildning som kunskapsfält uppfattas i mångt och mycket som en utbildning orienterad mot den nationella sfären och det påverkar hur studenterna möter de ämnesmässiga inslagen i utbildningen liksom hur de förbereds för det framtida yrkeslivet. En central slutsats utifrån studenternas berättelser är att det finns ett betydande utrymme för att utveckla goda interkulturella och internationella lärmiljöer som kan möta de krav som ställs på såväl en högkvalitativ utbildning som i den kommande yrkesutövningen. 
ER  - 

TY  - CONF
T1  - Unfamiliar ways of thinking and practising in teacher education: Experiences by migrant teachers
T2  - Changing Perspectives and Approaches in Contemporary Teaching
A1  - Käck, Annika
A1  - Männikkö Barbutiu, Sirkku
A1  - Fors, Uno
PY  - 2018
SP  - 219
EP  - 235
LA  - eng
PB  - Brussels : ATEE - Association for Teacher Education in Europe
KW  - teacher education
KW  - migrant teachers
KW  - ways of thinking and practising
KW  - information society
KW  - informationssamhället
AB  - In Sweden, a growing number of students in teacher education have a migrant background. A specific group consists of those with a foreign teaching degree who wish to complement their studies to become eligible to teach in Swedish schools. Within Swedish teacher education, there is a lack of studies examining how migrant teachers perceive the Swedish educational system, how teaching and learning are understood and practised, and how these experiences can be related to migrant teachers’ previous experiences. In the present study, migrant teachers’ encounters with Swedish teacher education at four Swedish Universities were examined in relation to the notions of “unfamiliar ways of thinking and practising” to highlight ways of teaching and learning that are perceived as unfamiliar. Data in this study was drawn from a web survey completed by 228 respondents with a foreign teaching degree coming from 54 countries. Additionally, five focus groups and nine individual interviews were conducted. Furthermore, 30 reflective texts written by 15 participants were analysed. The results highlight the cultural embeddedness of Swedish teacher education and demonstrate how migrant students struggle with unfamiliar teaching and learning methods, epistemological understanding, examination practices and the roles and expectations from society or between teachers and students. To conclude, this research underscores the importance of situated reflexivity and awareness with intercultural experiences in mind, when designing teaching and learning, and supporting inclusion and equality. These findings and the way of identifying the unfamiliarity in teaching and practising may be applicable in other countries as well.
ER  - 

TY  - CONF
T1  - ”Qualifications of future teachers. Ideas and ideals in the liberal discourse about teachers and teacher education in Sweden”
T2  - International Network of Philosophers of Education, Kyoto, Japan den 9/8–12/8 2008.
A1  - Bengtsson, Jan
PY  - 2008
LA  - eng
KW  - teachers
KW  - teacher education
KW  - teacher knowledge
KW  - lived body
KW  - politics
ER  - 

TY  - CONF
T1  - Changing professional discourses in teacher education policy: A comparative study
A1  - Beach, Dennis
A1  - Bagley, Carl
PY  - 2011
LA  - eng
PB  - European Educational Research Association
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Most modern definitions of professions connect professional knowledge to higher scientific studies and a higher education degree. One example is Talcott Parsons’ definition of professions requiring formal technical training for the mastery of a generalized cultural tradition in a manner giving prominence to an intellectual component as applied to a particular field. Another is the definition of Eliot Freidson, which describes professions as links between high levels of formal education and rewards in the social division of labour. Basil Bernstein (2000) discusses this in relation to teacher education as professional knowledge based on and achieved following years of higher education training. This issue is discussed and illustrated in the present paper in relation to teacher education policy developments in two European countries; Sweden and England. Some common elements are described as is a tendency to turn away from scientific professional knowledge in the two countries in recent decades towards a more generic professional knowledge.
ER  - 

TY  - CHAP
T1  - Empowering Teacher Students for Diversity in Schools: Mentorship Model as a Mediator in Sweden.
T2  - Cultural and Social Diversity and the Transition form Education to Work
A1  - Kizildag, Ayse
A1  - Eriksson, Anita
PY  - 2013
SP  - 145
EP  - 162
LA  - eng
PB  - : Springer
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Swedish society has become more socially diverse in terms of ethnic background and cultural differences. In response to this fact, it is emphasised that teachers should have the skills to develop a culturally responsive pedagogy. The study described in this chapter focuses on how the mentorship model which is a part of the teacher training programme at one university supports teacher students in their efforts to develop this competence. The mentorship model is an attempt to ease teacher students’ efforts to develop professional knowledge and their transition from becoming a teacher to working as one. The present study focuses on how the mentorship model achieves its aim by promoting the teacher students’ professional reflection and preparation about culturally diverse school settings.
ER  - 

TY  - CONF
T1  - Consultation in special needs education in Sweden and Finland: a comparative approach
A1  - von Ahlefeld Nisser, Désirée
A1  - Sundqvist, Christel
PY  - 2015
LA  - eng
KW  - special education teachers
KW  - inclusive education
KW  - consultation
KW  - collaboration
KW  - collaborative consultation
KW  - utbildning och lärande
KW  - education and learning
AB  - The paper compares the conditions and implementation of special education professionals’ consulting task in Sweden and Finland. The article first describes the background of the consulting teacher role and special education in Sweden and in Finland. Two different perspectives in the continuum on consultation are presented, followed by a description of how the consulting task is implemented and described in educational policy papers, and in research in the two countries. The analysis shows that while there are differences between the implementation of the consulting task in Sweden and Finland, there are also several similarities regarding the challenges faced. Differences can be understood according to traditions, education, and educational policy papers. The similarities shows that the consulting task must be clearly defined in policy documents, highlighted in education, and understood as a complex activity where both advice and reflection strategies are used. The consulting task can be more successful if the consultation is characterized by collaborative dialogues where the classroom teachers’ knowledge and the context are also taken in account.
ER  - 

TY  - CONF
T1  - Promoting social justice in Swedish Teacher Education
A1  - Edling, Silvia
A1  - Frelin, Anneli
PY  - 2015
LA  - eng
ER  - 

TY  - CHAP
T1  - The Crosscurrents of Swedish Mathematics Teacher Education.
T2  - International Perspectives on Mathematics Teacher Education
A1  - Engström, Susanne
A1  - Christiansen, I
A1  - de Ron, A
A1  - Ebbelind, A
A1  - Engström, S
A1  - Frisk, S
A1  - Kilhamn, C
PY  - 2021
LA  - eng
PB  - : Information Age Publishing
ER  - 

TY  - CONF
T1  - Exploring the discourse of ‘research-based’ teacher education in Sweden and Finland.
A1  - Alvunger, Daniel
PY  - 2018
LA  - eng
KW  - education
AB  - Over the last decades, the importance of transnational organisations and associations like the OECD and EU has increased significantly in the making of educational policy (Robertson & Dale, 2015; Wahlström & Sundberg, 2017). In the changing global landscape of education, ideas, policies and reforms ’travel’ or are ’borrowed’ between countries (Steiner-Khamsi, 2010; cf. Alexiadou, 2014). One of the influential trends that can be identified is a strong emphasis on teacher quality and accountability rooted in a neo-liberal discourse, where educational success and world-class knowledge performance is directly linked to the quality of teachers and teacher education (Cochran-Smith & Villegas, 2015; Smith, 2012). Parallel to this, there is an emphasis on standards where learning outcomes and a focus on general competences have become a central part of current education policy (Young, 2010). A topical issue in the discussion about teacher education is the relation between school practice and academic research (Cochran-Smith & Lytle, 1999; Darling-Hammond, 2006). Over time, different discourses of teacher professionalism have developed, stressing either practical teacher training for forwarding functional competence or emphasising continuous intellectual learning and research as key components of teachers’ professional competence (Sachs, 2016). In a study on the meaning of research-based teacher education in Sweden, we could conclude that teacher education in general is a strongly framed professional education with a relatively weak and adapted research base. Different meaning potentials are made available to the students and shape their pedagogic identities (Alvunger & Wahlström, 2017). Considering the historical, cultural and political relations between the Nordic countries, it is likely to assume that there are convergences – but of course also divergences – between the teacher educations in the different countries. Drawing on a theoretical framework of four different typologies of teacher professionalism outlined by Sachs (2016), the aim with this paper is to explore and compare the discourse of research-based teacher education in Sweden and Finland over the last 20 years. The empirical material for the study is research publications on teacher education in the two countries from around the year 2000. The comparative analysis is focused on underlying assumptions and different emphases of knowledge regarding research-based teacher education. From Sachs’ (2016) typologies of ‘controlled professionalism’, ‘co-operative professionalism’, ‘professionalism as performance’ and ‘activist professionalism’ a related queston is what approaches to teacher professionalism that emerge from the discourses of research-based teacher education?
ER  - 

TY  - CHAP
T1  - Swedish as a second language and citizenship education
T2  - Human Rights and Citizenship Education.London
A1  - Torpsten, Ann-Christin
PY  - 2009
SP  - 188
EP  - 191
LA  - eng
PB  - London : CiCe, Institute for Policy studies in Education
KW  - education
KW  - pedagogics
AB  - Aim of this paper is to discuss second language teacher students' encountering with Swedish as a second language. The narrative analysis shows that they felt both different and excluded. They were not monolingual, and did not have Swedish as their mother tongue. They were separated from the other classmates and offered special teaching in an attempt to compensate. The second language tuition they were offered focused partly on their mistakes and shortcomings, and partly on the Swedish cultural heritage. Their earlier experience and skills were not used. The informants were not offered equal education compared to their Swedish classmates. They were not offered education leading to fully but to restricted citizenship.
ER  - 

TY  - JOUR
T1  - Turn taking in large-scale reforms: re-modelling welfare state education in Sweden
T2  - Zeitschrift für Erziehungswissenschaft
SN  - 1434-663X
A1  - Lindblad, Sverker
PY  - 2011
IS  - 14
SP  - 67
EP  - 81
LA  - eng
PB  - : Springer VS
KW  - educational change
KW  - educational governance
KW  - information system
KW  - performativity
KW  - international comparision
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - educational change · educational governance · international comparison ·
AB  - Abstract: Educational reforms are here regarded as interactive ways to deal with societal changes. During the early 1990s the Swedish model of welfare state education was transformed from a centralistic system, based on political decisions as solutions to educational problems, towards a performative turn where a number of actors participate in the governance of an efficiency-oriented educational system. It is argued that in such governance the production and use of information of educational qualities and performances is of vital importance. Thus, what does such information tell us about the performances of the performative turn? Given the ambitions to increase efficiency and to improve school results the performances are negative - the costs are increasing and in international comparisions the overall tendencies are deteriorating results for Swedish schools. It is argued that the faith in the performative turn is based on a lack of a social understanding of education and teaching inherent in the performative turn. This deficiency is serious given that education needs have to deal with social changes.
ER  - 

TY  - JOUR
T1  - Allt eller inget?: Barns rättigheter i lärarutbildning
T2  - Utbildning och Demokrati
SN  - 1102-6472
A1  - Olsson, Åsa
A1  - Elvstrand, Helene
A1  - Thelander, Nina
PY  - 2020
VL  - 1
IS  - 29
SP  - 25
EP  - 47
LA  - swe
PB  - Örebro : Örebro Universitet
KW  - barns rättigheter
KW  - lärarutbildning
AB  - All or nothing? A study on children’s rights in Swedish teacher education. In 2020, the United Nations Convention on the Rights of the Child (UNCRC) is incorporated into Swedish law. In the proposals for new legislation, capacity building was emphasized to generally develop knowledge about children’s rights among professionals at all levels. This article explores the content and aims related to children’s rights in syllabi for Swedish teacher education. 49 programme study plans and 313 syllabi at twelve universities were examined. Results suggest that the teaching of children’s rights in teacher education programs focuses on values rather than knowledge. University syllabi closely mirror national aims, often using exact wording with little effort to elaborate or concretize these aims. The content is expressed in general terms, and courses provide little guidance in what teachers need to know to be prepared for human rights education. Further, it seems that knowledge about children’s rights is considered more important for preschool and primary school teachers, than for teachers in secondary and upper secondary school.
ER  - 

TY  - CONF
T1  - Chafing borderlands: Obstacles for Science Teaching and Learning in Teacher Education
A1  - Anderssson, Kristina
A1  - Hussenius, Anita
A1  - Gullberg, Annica
A1  - Danielsson, Anna
A1  - Scantlebury, Kathryn
PY  - 2014
LA  - eng
KW  - gender
KW  - science teacher education
KW  - science education
KW  - chafing borderlands
KW  - curriculum studies
AB  - A major Western concern is that young people avoid science and technology programs. At various times, and in different countries, governments, funding agencies and businesses have made large investments in recruitment campaigns with the objective to increase students’ interest and attract new groups of students to these disciplines. In particular, girls and women have been the target group for many of these campaigns. The assumption is that if young people understood how exciting and interesting science is, they would choose these subjects. In other words, the problem is that young people "don’t understand what is best for their own good".  In addition, research has shown that primary and pre-school student teachers often feel alienated by science education (Appleton & Kindt 2002) and that it may be difficult for these students to reconcile the role of teacher of young children with the role of science teacher in their identity formation (Danielsson & Warwick 2012). However, feminist science educators suggest that students’ lack of interest is caused by character and image of the disciplines (Brickhouse 2001; Scantlebury 2012). Feminist philosophers’ of science have challenged the view of natural sciences as objective, and argue that knowledge production is human activities that are socially and culturally situated (Haraway 1988; Harding 1986). A noted problem with science is its elitist image. Science is portrayed as difficult and demanding, and as requiring a special talent from those who study or engage with the discipline. A feminist pedagogical stance is to visualize and discuss cultural, social, and historical dimensions of science. This has also proved advantageous for the acquiring of science content knowledge (Sible et al 2006). Therefore, we argue, that one important aspect of science teacher education is to problematize science (education), e.g. by including feminist critiques of science (Capobianco 2007; Mayberry 1998).In this paper we explore the impact of a feminist teaching intervention within teacher education, focusing on the research question: What occurs when students are situated in the encounter between feminist critique of natural sciences and teacher education? What kind of obstacles can be identified and how will these effect pre-service teachers’ pedagogy of science? The intervention, data collection and analysisIn an ongoing research and intervention project we are studying how an increased awareness of gender issues in science and in science teaching among student teachers influences their identities as teachers, and their teaching of science. We have followed a cohort of approximately 120 pre-service teachers (early years to lower secondary) from two universities in Sweden, through their first year of science courses. As an integral part of these science courses our intervention has introduced critical perspectives on gender and science as related to the culture of science and a feminist critique of the sciences. The project as a whole is framed theoretically by Hirdman's (1990) and Harding's (1986) theories of gender order in society, where gender is constituted on different levels: the structural, the symbolic and the individual (Harding 1986; Hirdman 1990; Rubin 1975). Hirdman (1990) describes this pattern from two perspectives: first, the separation of the two sexes and second, the superior status of the male standard. The formation of gender consolidates differences between the sexes and the female gender is always subordinate the male one, independent of status, class, time, and space.
ER  - 

TY  - CONF
T1  - How is teacher professionalism in Sweden shaped in an era of marketisation of teachers’ continuing professional development?
T2  - Transforming the Future of Education: the Role of Reserach
A1  - Langelotz, Lill
A1  - Levinsson, Magnus
A1  - Norlund, Anita
PY  - 2022
LA  - eng
KW  - teacher professionalism
KW  - invoices
KW  - continuing professional development (cpd)
KW  - cpd market
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - swedish educational market
KW  - cpd invoices
AB  - There is an international body of knowledge about teacher development in general as well as the potential problems with commercial actors in the CPD-field. Less is known about the CPD-content and the impact it has on teachers’ professionalism.  The aim of this paper is to investigate what types of teacher professionalism that a CPD-field dominated by commercial actors shape in Sweden. The starting point is an analysis of 679 invoices and the content (knowledge) offered on the CPD-market, and purchased under two years. The result is part of an ongoing research project funded by the Swedish Research Council (2020-2023).679 invoices from 73 schools were collected. The coding built on the extraction of information from the total set of invoices and on entering data into a statistic program file (SPSS) consisting of a multitude of variables – both deductively and inductively set. A practice-ecological ontology, the theory of practice architectures (TPA) is adopted, to explore how CPD-practices shape teacher practices and teacher professionalism. CPD concerns changing peoples’ sayings-doings-relatings i.e. practices (like teaching). To analyse how the CPD-content shape Swedish teachers, teacher professionalism is here conceptualized as three constituent components: behavioural, attitudinal, and intellectual. These components are previously described as overlapping but analytically seperable.  The behavioural change, dominate. Teachers are supposed to develop various teaching skills related to for example computer-programs, to diagnose students and to meet students' reading-, mathematics- or communication- difficulties.  This CPD is part of a world-wide edu-tech-business.  The attitudinal component, where teachers’ attitudes are (to be) modified, is indeed visible in the data. Costs concern kick- off/summing-up-the-year activities, including conference-facilities, food, etc. The principal, teachers or the school health group are engaged in the content delivered. Teacher-collaboration, student-motivation or school-development etc. is focussed. Another CPD-content, overlapping attidunal and behavioural changes. Teachers are supposed to change their behaviour in relation to “problematic student behaviour” and diagnoses like ADHD. The intellectual component is not as frequent. Subject-specific CPD in Mathematics or Second Language Teaching is , however, purschased.  Next step in the project is teacher- and principal-interviews to investigate the experiences of and motives for the CPD purchased and, to get hold of the CPD that take place without generating any fees. and to trace the arangments that enable and/or constrain CPD-practices. The study is limited to three (of 278) municipalities in Sweden, both national and international studies would benefit the knowledge development 
ER  - 

TY  - CONF
T1  - Student perspective on course materials: Internationalisation and interculturality in preschool teacher education
A1  - Abraham, Getahun Yacob
PY  - 2021
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This study explores how preschool student teochers perceive their course materials in relation to internotionolisotion ond interculturol proctice. Questionnoires were odministered through the Survey ond Report tool to 648 students, with 94 (14.5%) responding. Forty-eight percent of therespondents felt thot course materials ond content they encountered did not help them to goin in-depth knowledge on internotionolisotion. Some students indicoted thot  they do not  wont  literoture  in English  longuoge included. They were open to more contoct with internotionol students locolly ond online. Respondents indicoted the perception thot Swedish ond Nordic preschools ore unique. lnsteod of internotionolisotion, the concept of interculturolity wosresonont with the students' identity os Swedish preschool teochers.They volued procticol, teoching-reloted content ond the procticum opportunities to leorn obout interculturolity in the field.
ER  - 

TY  - JOUR
T1  - Assessment and recognition in the music and history classroom: A challenge for teacher Autonomy
T2  - International Journal of Pedagogies and Learning
SN  - 1833-4105
A1  - Eva, Insulander
A1  - Ehrlin, Anna
A1  - Stranne, Staffan
PY  - 2017
VL  - 1
IS  - 12
SP  - 63
EP  - 74
LA  - eng
KW  - assessment
KW  - education
ER  - 

TY  - CONF
T1  - English teacher education: Working with differentiation and multilingualism
A1  - Paulsrud, BethAnne
A1  - Gheitasi, Parvin
PY  - 2023
LA  - eng
KW  - english language learning and teaching
KW  - teacher education
KW  - differentiation
KW  - multilingualism
KW  - best practices
AB  - English teacher education: Working with differentiation and multilingualism  The aim of this discussion session is to consider the challenges and opportunities of working with English language learning and teaching (ELLT) in teacher education for the compulsory school (Years 0-9).  The rationale for the session stems from our own experiences and observations as teacher educators of ELLT, our interactions with colleagues and students, and our own research. We see a need to examine how we are preparing students to teach English in the increasingly linguistically and culturally diverse Swedish school. We plan to focus on two areas warranting discussion: differentiation and multilingualism. For each, we wish to explore best practices for our own teaching of a diverse student population as well as for how we may best prepare students for their future teaching in Swedish schools.  First, we aim to discuss how teachers can work with differentiation to manage the needs, expectations, and emotions of high and low-proficiency English language learners. Second, we will consider the role of multilingualism in ELLT, especially in light of the new emphasis on multilingualism in the 2022 Swedish curriculum for the compulsory school. Both the role of students’ linguistic resources and their understanding of how to work with multilingual pupils in the English classroom will be in focus. We anticipate an open, engaging discussion with fellow teacher educators on the challenges and opportunities regarding differentiation and multilingualism, as well as an exchange of ideas and experiences of best practices that provide strategies for addressing each area in ELLT.   
ER  - 

TY  - CONF
T1  - Navigating Responsibility with AI in Preschool Teacher Education: A Normative Framework for Ethical Deliberation
A1  - Ljungcrantz, Lukas
A1  - Kronlid, David
PY  - 2026
LA  - eng
KW  - early childhood education
KW  - ethical responsibility
KW  - preschool teacher education
KW  - normative framework
AB  - This presentation introduces a normative framework for analysing responsibility in educational contexts where artificial intelligence (AI) plays a role in decision-making, assessment, or pedagogical design. The study focuses on preschool teacher education within higher education, where future educators are increasingly expected to engage with AI technologies in an ethically sound and developmentally appropriate manner. Drawing on Ariansen's (1993) five-part ethical framework, which includes: (a) responsibility agent, (b) responsibility object, (c) area of responsibility, (d) responsibility condition, and (e) responsibility actions. This framework is used to explore how moral accountability can be understood and distributed in sociotechnical systems, particularly in relation to the ethical challenges posed by AI in early childhood education (ECE). Methodologically, the study employs asynchronous email interviews with programme directors responsible for preschool teacher education in Sweden. This approach was chosen for its flexibility and suitability for participants with demanding schedules and dispersed geographical locations (Dahlin, 2021; Meho, 2006). The semi-structured interviews allow for reflective responses and are analysed collaboratively by the research team using thematic coding and investigator triangulation (Patton, 2019). The interviews aim to capture experiences and ethical reflections on how AI is interpreted, included, or excluded in curriculum decisions. This study builds upon a conference paper in which the curriculum of preschool programmes at 8 universities was examined for mentions of AI, revealing that it was never explicitly mentioned (Ljungcrantz et al., 2025).This study contributes to Nordic educational research by examining the intersection of ethics, technology, and teacher education in a context where preschool is a formal part of the education system from the age of one. It aligns with Nordic traditions of relational pedagogy, child-centred education, and professional autonomy, while responding to global shifts in digitalisation and AI governance. The framework offers a tool for ethical reflection and curriculum development, supporting institutions in preparing future preschool teachers to critically engage with AI in ways that uphold children's rights and educational values.
ER  - 

TY  - JOUR
T1  - Exploring outdoor science in teacher education from a comparative Scandinavian perspective
T2  - Conexão ciência
SN  - 1980-7058
A1  - Popov, Oleg
A1  - Jan, Höper
PY  - 2017
IS  - 12
SP  - 125
EP  - 130
LA  - eng
KW  - outdoors science education
KW  - chat
KW  - sweden
KW  - norway
KW  - didactics of natural science
KW  - naturvetenskapens didaktik
AB  - This paper focuses on the development of prospective teachers’ competence to conduct outdoor science education in a Scandinavian context. This context is characterized by easy accessibility to open-air natural environment and folk traditions of being and doing different activities outdoors. Working in the field of science teacher education in Sweden and Norway, we have experienced that outdoor science is traditionally linked to environmental and biology field courses or teaching units that contain fieldwork. The Ministries of education in both countries are supporting outdoor science in schools through a variety of programs, that are internet- and open source-based (www.skolverket.se, www.naturfag.no; www.ndla.no). Cultural Historical Activity Theory (CHAT) lens is applied to the study. The conclusions of the study underline the importance of working actively with issues related to pedagogical complexity of outdoor teaching, which is demanding a purposeful development of teacher competence and teaching material.
ER  - 

TY  - CONF
T1  - Issues of intercultural competence in Swedish science education
A1  - Popov, Oleg
PY  - 2016
LA  - eng
PB  - Europa-Universität Flensburg
KW  - intercultural competence
KW  - teacher education
KW  - identity
KW  - didactics of natural science
KW  - naturvetenskapens didaktik
AB  - Multiculturalism and intercultural education have been for the long time constitutive components of Swedish teacher training, in particular concerning the teaching of Swedish as second language (Johansson, 2008). However, in the curriculum discourse and practice of other subjects, this concept appears to be poorly explored and instrumentalised (Popov, Sturesson, 2015). Nowadays, when teacher students go to school practice, they face culturally diverse classrooms and challenging educational contexts (Popov, Sturesson, Carlsson, 2012). They need to deal with cultural heterogeneity on pedagogical and curriculum planes (Popov, Sturesson, 2015). The focus of this paper is to highlight important elements of intercultural competence as they perceived by the science teachers. Theoretical lens of the socio-political framing of education (Gutiérrez, 2013), in particular issues of identity construction is used in the study. The concept of identity is related to what a person does and his or her activities. Identity is dynamic and depends on participation in a particular community that position an individual “through and in race, class, ethnicity, sexuality, gender, religion, language, and so forth” (Gutiérrez, 2013, 46). Theoretical constructs of multiculturalism were also important to highlight different dimensions of science teachers’ intercultural competence.
ER  - 

TY  - CONF
T1  - Empowering Teacher Students for Diversity in Schools: Mentorship Model as a Mediator in Sweden
A1  - Eriksson, A
A1  - Kizildag, A
PY  - 2012
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CHAP
T1  - (S-)existential Questions among Students: Sexuality and Relations Education as part of Controversial Issues with importance for Citizenship Education
T2  - Citizenship at a Crossroads: Rights, Identity, and Education
A1  - Liljefors Persson, Bodil
PY  - 2020
SP  - 369
EP  - 381
LA  - eng
PB  - Prague : Charles University and Children’s Identity and Citizenship European Association.
KW  - sexuality and relations
KW  - religious education
KW  - existential questions
KW  - sexual and reproductive health and rights
KW  - upper secondary school
KW  - teacher education
KW  - hälsa och samhälle
KW  - health and society
AB  - This chapter emanates from a research mission from the Public Health Agency of Sweden and the study was a mapping of Sexuality and Relations education and Reproductive health and Rights (SRHR) in the various Teacher Education programs throughout Sweden during the year 2016. Together with two colleagues, a survey of 875 syllabi from all universities in Sweden was analyzed through a qualitative textual discourse analysis. The theory behind the study is based on the fact that syllabi at Swedish Universities are designed based on the theory of constructive alignment. The overall result shows major differences between various universities. In the quantitative part, graphs show a great variation of the presence of indicators related to the subject area, such as i.e., ethics, gender, democracy, norms, norm criticism, core values, convention on the rights of the child, human rights, discrimination and offensive treatment. During 2018, questionnaires was administered to 175 student teachers from various Teacher Education Programs exploring the educational insights they have gained during their education regarding Sexuality and Relations and SRHR. This chapter presents results from both these studies and places them in a larger context of the debate of the subject area of Sexuality and Relations and SRHR in Education at various levels in Sweden today and involves agents such as the Swedish ministry of Education. (S-)Existential questions are urgent questions and are currently debated as controversial issues among young students in Sweden today, and thus considered to be an urgent part of an active citizenship education. 
ER  - 

TY  - CONF
T1  - Education, games and apps in Swedish schools
A1  - Norlund, Anita
A1  - Dipace, Anna
PY  - 2016
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - Forskningsanknytning i högre utbildning i allmänhet och lärarutbildning i synnerhet
T2  - Dialogkonferens. Pedagogisk Forskning i Skåne, Lund, 28 augusti
A1  - Ekstrand, Britten
PY  - 2013
LA  - swe
KW  - theory practice nexus
KW  - research-based education (research-led education
KW  - research-oriented education)
KW  - teacher education
KW  - research content
KW  - information science
KW  - sociology of knowledge
KW  - pedagogik och utbildningsvetenskap
KW  - pedagogics and educational sciences
AB  - Higher Education is expected to build on a scientific ground and the link between teaching and research is meant to be strong. This is an old assertion strongly connected in a historical perspective to an extensive amount of research about the theory and practice nexus. Albeit more than three and a half decenniums of reforms and efforts in Sweden, since teacher education became a part of the university and higher education system 1977, teacher education in Sweden is still criticized in this matter. In this project the ambition is to map research on research-based teacher education and complementary. The aim is to analyse questions raised and research result outcomes in this research genre. The result indicates that research on a research-based teacher education foremost focuses and discusses organizational, institutional and administrative factors; treatment of content in teacher education is rare. The result is analysed in a broad perspective of sociological theories of knowledge. Using information science research, a model linking teaching to research is suggested in the aim to enhance teacher education and teacher student qualifications emphasizing the critical ones.  Keywords: theory practice nexus, research-based education (research-led education, research-oriented education), teacher education, research content, information science, sociology of knowledge.
ER  - 

TY  - CHAP
T1  - Entre les mesures spéciales de soutien et l’enseignement: la réception des nouveaux-arrivants en Suède [Between special support measures and teaching: receiving newcomers in Sweden]
T2  - Allophonie
A1  - Avery, Helen
PY  - 2020
LA  - fre
PB  - Limoges : Lambert-Lucas
KW  - sweden
KW  - migration
KW  - education policies
KW  - deficit approach
KW  - newcomer reception
AB  - The system of welcoming newly arrived students in Sweden has experienced numerous modifications since its inception. Additionally, because the interpretation of education laws us left to the municipalities and head teachers, the various policies have resulted in a multitude of local practices. Over the years, a very wide range of models for organising newcomer reception have therefore been tried out in Sweden. This makes it possible to draw some conclusions regarding didactic implications, and to identify the most critical aspects. Across the various experiences, it is noteworthy that the reception system remains placed at the margins of the education system as a whole, which leads to inadequacies in teacher training as well as obstacles to the collaboration required across teams, professional groups and institutions. The pedagogy is based on a general perception ofthe incapacity of the student, while the many "specialmeasures" that aim to compensate for perceived deficits do not result in teaching approaches that facilitate the transition between education systems or take into account expectations of the students and their families.
ER  - 

TY  - CONF
T1  - Assessment in dance education: an intersubjective setting for assessment
A1  - Andersson, Ninnie
PY  - 2014
LA  - eng
KW  - education
KW  - dance pedagogy
AB  - This paper will present a study concerning teachers’ assessments of dance knowledge. The aim is to explore and analyse the phenomenon of assessment of dance knowledge in Swedish upper secondary schools from a teacher’s perspective. What goals for knowledge development, and thereby assessment, appear? What value assessments could be seen? In what ways do teachers motivate their choices of assessment? A starting point for life-world phenomenology is to be adherent to the phenomenon. To be able to grasp the phenomenon material was gathered through observations of grading conversations and one teacher´s written reflections. The observations took place during dance education and separate grading conversations in the course Dance techniques 1. The method used for analysis was inspired by Spiegelberg's stages of analysis. In the analytical process the phenomenon was seen and broadened out, varied and condensed, aiming to find the essence of the phenomenon.        Assessment in dance can be seen as a complex phenomenon where embodied dance knowledge constitutes the basis for what should be assessed. Two dimensions in assessment will be presented. It is necessary for the teacher and student to be in agreement about the meaning of the assessment, though the communication has implicit meanings, goals and intentions.
ER  - 

TY  - CONF
T1  - Teachers’ attitudes towards teaching programming in Swedish Technology education.
T2  - Developing a knowledge economy trough technology and engineering education
A1  - Hartell, Eva
A1  - Doyle, Andrew
A1  - Gumaelius, Lena
PY  - 2019
SP  - 195
EP  - 202
LA  - eng
PB  - Msida, Malta : University of Malta
KW  - programming
KW  - self-efficacy
KW  - technology education
KW  - primary education
KW  - programmering
KW  - teknikämnet
KW  - lågstadiet
KW  - teknik och lärande
KW  - technology and learning
KW  - teknikvetenskapens lärande och kommunikation
KW  - education and communication in the technological sciences
AB  - Programming was introduced as a core-content in the Swedish national curriculum during a 2018 revision. The introduction of programming as part of Technology and Mathematics has been surrounded with a lot of questions of how, when, what and by whom programming should be taught. It is acknowledged that teachers do not often have the content expertise or confidence in teaching ‘new’ topics as they are assigned to curricula. Previous research has explored this through the lens of teacher self-efficacy, where results have indicated that teachers’ self-efficacy in a particular area is important for creating effective learning opportunities for pupils in school. This paper reports on preliminary findings from an on-going project focusing on teacher self-efficacy in relation to the introduction of programming to the primary Technology curriculum. The projects’ objectives were to increase teachers' self-efficacy to teach programming in the Technology subject, and as a result of this, increase learning opportunities for the pupils. In order to be able to measure teachers’ development of self-efficacy towards teaching primary programming an instrument was developed based on an existing instrument used for measuring self-efficacy for science teaching. The Dimensions of Attitudes towards Programming (DAP) instrument was designed and piloted in two schools. The preliminary findings show that the DAP-instrument fulfilled its purpose within this project but needs to be further validated to become a valid instrument to measure teachers’ self-efficacy in programming in a broader sense. Two themes identified from the analysis are discussed in this paper; (1) a lack of confidence in teaching programming, which appeared to ultimately result in, (2) teachers’ questioning the why behind teaching programming in the Swedish primary school.
ER  - 

TY  - CONF
T1  - Popular Film Meets Education: Young people engaging in School-Movie Projects
T2  - Childhoods 2005 Oslo
A1  - Sparrman, Anna
A1  - Lindgren, Anne-Li
A1  - Eriksson (Barajas), Katarina
PY  - 2005
SP  - 358
LA  - eng
PB  - Oslo
KW  - education
KW  - young people
KW  - talk-in-interaction
KW  - interdisciplinary research areas
KW  - tvärvetenskapliga forskningsområden
KW  - children
AB  - Popular Film Meets Education. Young people engaging in School-Movie Projects   This paper is based in a research project concerned with how young people talk about social issues in school. It takes its starting point in some of the state-run School-Movie Projects in Swedish schools in 2003. The aim of such movie projects is to use film as an educational tool, i.e. in line with contemporary ideas that learning takes place in all milieus and settings. School movies are selected from the commercial cinema repertoire, and pupils watch them at local cinemas. Thereafter a common follow-up activity is to discuss the film. These discussions may be led by a teacher in a classroom, or initiated by a teacher and then followed by group discussions among pupils. Popular films are supposed to prompt pupils’ social awareness, reflection and critical thinking. This paper examines how young people relate to popular film in educational settings. An important research question is to understand how young people, in School Movie Projects, express their own possibilities to create change and continuity in societal and political processes. What subjects are brought up? What political and social issues do the pupils engage in and what are they less inclined to pay attention to? Do these issues become gendered in the discussions? Media ethnographic data has been collected in 10 classes in 4 Swedish towns, involving about 250 pupils discussing three different movies (Lilya 4-ever, The Evil (Ondskan), and About a Boy). The material consists of transcribed talk-in-interaction. In analysing the data a qualitative method, critical discourse analysis (Norman Fairclough, 1992, 2003), has been applied.
ER  - 

TY  - CONF
T1  - Interculturality, Ethnicity and Multilingualism in Upper-Secondary Schools: An analysis of opportunities and obstacles in organisational and practical activities with newly arrived migrant students
T2  - Presented at: <em>Bortom krisen</em> (”Beyond the crisis”), Uppsala University and Swedish Sociological Association, Uppsala, Sweden (20220316-20220318).
A1  - Kesak, Hennie
A1  - Basic, Goran
PY  - 2022
LA  - eng
PB  - Uppsala, Sweden : Uppsala University and Swedish Sociological Association
KW  - intercultural perspective
KW  - ethnomethodology
KW  - trust
KW  - intercultural education
KW  - intercultural teaching
KW  - intercultural learning
KW  - ethnocentric pedagogy
KW  - conflict
KW  - social order
KW  - school context
KW  - inclusive educational context
KW  - social-pedagogical acceptance
KW  - dynamics of education context
KW  - culture
KW  - ethnic social control
KW  - ethnic monitoring
KW  - social pedagogical control
KW  - social pedagogical monitoring.
KW  - education
KW  - social pedagogy
KW  - socialpedagogik
KW  - special education
KW  - specialpedagogik
AB  - The purpose of the present study is to achieve a new level of knowledge of interculturality, ethnicity and multilingualism in conjunction with practical and organisational activities involving newly arrived migrant students in upper-secondary education. The analysis revolves around the following two research questions: (1) How do newly arrived migrant students produces interculturality, ethnicity and multilingualism in conjunction with practical activities in upper-secondary schools? (2) How do those involved produce newly arrived migrant students’ identity formation and reformation during teaching and learning activities in upper-secondary schools, and the significance of such processes to social integration? The empirical material used in the study consists of qualitative interviews, field notes and documents related to upper-secondary education obtained from a number of Swedish municipalities. Ten interviews have been conducted with newly arrived students attending different upper-secondary schools in Sweden. The dominant standard explanations of the category of newly arrived students (especially those who come from war zones) seem to focus on their psychiatric or medical needs. The common diagnoses that figure in the research include post-traumatic stress disorder, depression, recurring nightmares, emotional apathy, and flashbacks to traumatic events. Common explanations for absence in the school context include stomach aches, restlessness, anxiety, and depression, and competing explanations seem relatively de-emphasized. These may include (1) established inequalities in society and at school, (2) material and institutional difficulties in societal and school contexts, (3) bureaucratic hurdles in school and in the rest of society, (4) ethnic monitoring and social control in society and at school, (5) the humiliated identities of the actors in a societal and school context, (6) victimization in relation to the majority in the context; (7) demeaning ethnic categorizations in society and at school, and (8) discrimination in the school context and an overall societal context. Analysis of the collected empirical data in this study shows that the ethnic identities of newly arrived students are constructed and reconstructed during teaching and learning activities in upper-secondary schools. During these activities, an ethnified position of “us” and “them” is produced and reproduced between actors in the context of upper-secondary education. These positions are analysed in the present study as both an obstacle (“us” and “them” in the relationship between various ethnic categories of student and teacher, or as ethnified monitoring and social control in the school context) and an opportunity (a common ethnified “we” in the relationship between teacher and student). 
ER  - 

TY  - JOUR
T1  - Teacher change and development during training in social and emotional learning programs in Sweden
T2  - The International Journal of Emotional Education
SN  - 2073-7629
A1  - Kimber, Birgitta
A1  - Skoog, Therése
A1  - Sandell, Rolf
PY  - 2013
VL  - 1
IS  - 5
SP  - 17
EP  - 35
LA  - eng
KW  - social and emotional learning
KW  - process diaries
KW  - teacher development
KW  - teacher education
KW  - medicine
KW  - folkhälsovetenskap
KW  - public health
AB  - The paper presents the results from a thematic analysis of the process diaries of teachers involved in teacher training in social and emotional learning (SEL) in Sweden. Twentynine out of the 122 diaries available were analyzed until saturation was reached. The following themes and sub-themes were extracted: development (professional and personal, and classroom climate), and concomitants of development (need for collaboration and unease). The themes and sub-themes are related to theoretical aspects of specialised teacher education and to the debate in Sweden on how to proceed with SEL programs, and more generally with life skills programs. The results suggest that training generates both general teacher improvement and better implementation of SEL programs.
ER  - 

TY  - CONF
T1  - Friluftsliv in Physical Education Teacher education practice – challenges, conflicting meanings and negotiations
T2  - AIESEP 2024 book of abstracts
A1  - Sjödin, Karin
A1  - Quennerstedt, Mikael
A1  - Öhman, Johan
PY  - 2024
LA  - eng
KW  - pete
KW  - friluftsliv
KW  - education
KW  - meaning making
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - In this presentation we explore the content of friluftsliv in physical ed-ucation teacher education (PETE). Friluftsliv is a quite unique cultural tradition with a long and deeply rooted history in the Scandinavian countries, characterised by in-formal living outdoors with ‘nature as home’. At the same time, a more institutional-ised form of friluftsliv occurs as a subject content in schools and an explicit key learning area in physical education (PE) as in for example Norway or Sweden much in the same way that outdoor education is in several other countries. In sum, the unique characteristics of friluftsliv as a cultural tradition entails specific educational challenges when incorporated into school PE. Here, PETE plays an important part in preparing future teachers to educate in matters pertaining to friluftsliv. Hence, the purpose of the study is to contribute with knowledge on educational challenges with the use of friluftsliv in PETE practice. In the study, we focus on events where mean-ings of friluftsliv in PETE are in conflict. The empirical material consists of diverse materials from activities in friluftsliv in PETE programmes: study guides, field trip plans, students’ vlogs from overnight stays outdoors, video recordings from two longer field trips, audio recordings from evening seminars during one field trip, and students’ written reflections afterwards. First, we identified situations where mean-ings of friluftsliv are at stake. In the analyses we identified and described educational challenges using a transactional approach. In the results we have provided addi-tional evidence that friluftsliv in PETE is a practice where different meanings are put into play. These meanings are often conflicting. These conflicts, in turn, creates sig-nificant educational challenges for teacher educators, but also for the students in PETE. Illustrative examples from two general challenges will be presented, where meanings of friluftsliv are put into play; (i) Participant in friluftsliv or future teacher, and (ii) What is ‘real’ friluftsliv in PETE. The examples illustrate the diversity of situ-ations in PETE practice in which meanings are in conflict and provide knowledge about the educational processes related to the content of friluftsliv. In the second part using a zoomed-in perspective, we present an in-depth example to illustrate how conflicting meanings regarding friluftsliv are negotiated by students in the prac-tice of PETE. Further the potential of these negotiations will be discussed and how transforming experiences of friluftsliv in PETE to teaching friluftsliv in PE can be further developed.
ER  - 

TY  - JOUR
T1  - Supporting scholarly thinking in a Nordic teacher education webinar practice
T2  - Journal of University Teaching and Learning Practice
SN  - 1449-9789
A1  - Reneland-Forsman, Linda
A1  - Magnusson, Maria
PY  - 2019
VL  - 2
IS  - 16
SP  - 1
EP  - 14
LA  - eng
PB  - : University of Wollongong, Australia
KW  - global classroom
KW  - mediation
KW  - pre-school teacher program
KW  - scholarly training
KW  - education
AB  - With this study, we aim to generate knowledge on how a webinar practice may support the development of scholarly skills in a pre-teaching program. A series of webinars connected researchers and students from Finland, Norway and Sweden and gave the students access to an authentic Network of researchers, otherwise not accessible to them. The webinars were recorded and an analysis, inspired by variation theory, were conducted in order to identify signs of scholarly thinking in the conditions framing these situations in student reasoning when discussing their final thesis. The theoretical framing underlining the study acknowledges that 1) aspects of scholarly training can be discerned from communicative actions, 2) that the educational practice is subject to mediation and 3) that there are constitutive aspects influencing a higher education practice. Two critical aspects for stimulating scholarly thinking during webinars emerged from data. First the diversity of language and knowledge and secondly, a more informal framing. A carefully staged webinar using these two critical aspects, offers a socialisation of students in professional training, to an academic discourse where the production and evaluation of knowledge is part of students’ identity and constantly debated.
ER  - 

TY  - JOUR
T1  - Undervisningsmetodik - en svensk historia?
T2  - Nordisk tidskrift för Allmän Didaktik
A1  - Claesson, Silwa
PY  - 2020
VL  - 1
IS  - 6
EP  - 1
LA  - swe
KW  - metodik
KW  - lärarutbildning
AB  - Behövs metodiken i lärarutbildningen? Vem eller vilka förvaltar arvet efter metodiken som försvann från utbildningen 1998? Håller allmän didaktik att gå samma öde till mötes?
ER  - 

TY  - JOUR
T1  - Experiences and their role in Science Education
T2  - Journal of Baltic Science Education
SN  - 1648-3898
A1  - Lundin, Mattias
A1  - Lindahl, Mats
PY  - 2005
VL  - 7
IS  - 1
SP  - 31
EP  - 39
LA  - eng
KW  - science -- study & teaching
KW  - education
KW  - teachers
KW  - school children
KW  - experience
KW  - learning science
KW  - science education
AB  - This study focuses what role re-actualized experiences may have in a school science setting. Observations were done in two Swedish schools with emphasis on teacher centred lessons. Data consist of field notes, recordings and documents. Two major themes of the results can be highlighted. First, the teachers' and pupils' mutual interest in pupils' re-actualized experiences. Second, the limited elaboration of those. These issues are discussed due to teachers' work with different purposes. We call that teachers' orchestration of multiple agendas in science education. Re-actualized experiences appear to become means for motivating pupils in their work with different tasks in order to make them cope.
ER  - 

TY  - CONF
T1  - Supporting academic writing for extended education teacher students
A1  - Marcia, Håkansson Lindqvist
A1  - Susanna, Olsson
PY  - 2021
LA  - eng
AB  - Extended education provides possibilities to compensate for gaps within traditional education, bridging school learning with learning in extended education. However, according to the Swedish Schools Inspectorate (2018), there are challenges, among others, in relation to learning environments, planning and focus on teaching and collaboration with schools (cf Boström & Augustsson, 2016; Klerfelt & Haglund, 2014). New teachers in extended education, who today are extended education teacher students, will play an important role in this work and will need both professional as well as academic skills such as writing to bridge these gaps. This paper explores how extended education teacher students in a Swedish university context reflect upon their academic writing skills. Extended education students in their second year of studies were asked to write a learning reflection (N=14) about their academic writing skills. Questions posed were about students’ previous writing skills, self-assessments of their writing skills and writing processes and what support they perceived that they needed to develop their writing skills. The learning reflections were analysed using qualitative and quantitative Content Analysis (Boréus & Bergström, 2017). The teacher students reported both positive and negative previous experiences of writing in general. Many students noted negative experiences of writing during previous school years. Other students described more positive experiences, or that they in their experience of writing had seen a shift in experiences, either during their schools years or at university. The students also provided reflections on their writing processes. These processes showed wide variation, from trying to find structure in a text to seeing writing a text as building a puzzle. Many students focused on the need for structure, to practice writing and more developed skills in the genre of academic writing as well as support in understanding this genre as well as strong support in this process. However, students also saw the importance of developing their academic writing and the need to acquire this skill for their future studies. For the teacher students in this study support in academic writing is needed. These findings are of importance for teacher students to understand different writing strategies and processes, which come about in the process of learning the skill of academic writing. Moreover, these findings are important for teacher educators who strive to support extended education teacher students in academic writing and provide insights in that general and more specific support students’ needs. Further, these finding may also be of interest for higher education institutions, which seek to support teacher students’ academic writing. How extended education teacher students’ skills in academic writing develop, and later professional writing, may be an important key in bridging the gaps between traditional school teaching in extended education and supporting pupils’ learning. ReferencesBoréus, K., & Bergström, G. (2017). Analyzing text and discourses. Eight approaches for the social sciences. London: SAGE.Boström, L., & Augustsson, G. (2016). Learning Environments in Swedish Leisure-time Centres: (In)equality , “Schooling”, and Lack of Independence. International Journal for Research on Extended Education, 4(1), 125-145.Klerfelt, A., & Haglund, B. (2014). Presentation of Research on School-Age Educare in Sweden. International Journal for Research on Extended Education, 2(1), 45-63.The Swedish Schools Inspectorate. (2018). Undervisning i fritidshemmet [Teaching in Leisure-time Centres]. Stockholm: The Swedish Schools Inspectorate.
ER  - 

TY  - CONF
T1  - Mapping AI Literacy in Teacher Education
T2  - 2nd International Symposium on Digital Transformation
A1  - Sperling, Katarina
A1  - McGrath, Cormac
A1  - Stenliden, Linnéa
A1  - Åkerfeldt, Anna
A1  - Heintz, Fredrik
PY  - 2023
LA  - eng
KW  - ai
KW  - ai literacy
KW  - teacher education
KW  - professional development
AB  - Artificial intelligence (AI) is often highlighted as a transformative technology that can“address some of the biggest challenges in education today”(UNESCO, 2019). Introducing data-driven AI in classrooms also raises pedagogical and ethical concerns related to students’, teachers’ and teacher educators’ understanding of how AI works in theory and practice (Holmes, 2022; Sperling et al., 2022). This extended abstract presents initial findings from the first study conducted within the WASP-HS1-funded research project: "AI Literacy for Swedish Teacher Education - A Participatory Design Approach". The project aims to establish a scientific foundation for teaching AI literacy in teacher education (TE) programs.
ER  - 

TY  - CONF
T1  - Teaching Religion for Future Teachers in Religious Education: Co-existence, Diversity and Sustainability from a Swedish Perspective
A1  - Liljefors Persson, Bodil
PY  - 2011
LA  - eng
KW  - teaching
KW  - religious education
KW  - sustainability
KW  - curricula
KW  - co-existence
KW  - diversity
KW  - religious didactics
KW  - academic study of religion
KW  - syllabuses
KW  - textbooks
KW  - swedish re
AB  - Abstract: This paper aims to contribute to the international stage for Public Religion Education and Education for teachers in RE. First, this paper summarizes briefly the historical context of Swedish Religion Education in both elementary and secondary education, as well as in the former teacher education for Religion Education. The new National syllabuses for RE in compulsory school and upper secondary school is summarized and presented with a focus on important changes from earlier syllabuses. Especially the position of world religions in the syllabuses will be highlighted and compared with former national syllabuses?  Secondly, a contextual and comparative approach will be employed to analyze some of the Textbooks in RE from both compulsory school and upper secondary school. What are the main themes and perspectives found in the Textbooks regarding World religions? What other examples of RE-content is found in these Textbooks? What is missing? Finally, some reflections regarding which didactic choices that are important in classrooms of diversity and how can we teach religion in an ever changing world will be presented? These are questions that will be put at stake in this paper that concentrates on the Swedish Religion Education discourse of today.
ER  - 

TY  - CONF
T1  - Peer tutoring in mathematics teacher  education in Sweden: student teachers production  of school mathematics and professional knowledge need for teaching mathematics
T2  - Programme ECER-conference
A1  - Eriksson, Anita
A1  - Player-Koro, Catarina
PY  - 2015
LA  - eng
KW  - peer tutoring
KW  - mathematics teacher education
KW  - teaching
KW  - professional knowledge
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - Professional development for secondary teachers teaching Physical Education and Health: Examples and experiences from a Swedish project
T2  - AARE APERA 2012 Handbook
A1  - Åström, Peter
A1  - Löfgren, Kent
PY  - 2012
SP  - 67
EP  - 67
LA  - eng
KW  - education
AB  - Teachers need to improve knowledge and skills to enhance, improve and explore their teaching practices. This paper reports on a one-year teacher development program with teachers with different teaching experience teaching PEH in elementary school in Sweden. In this paper the focus will be on how teachers perceive different teaching competences in relation to teaching experience and their own needs. The paper draws on data from interviews involving eight teachers, field notes from monthly meetings and focus-group interviews. The participants were made up of a mix of senior (>15 years work experience), junior (<5 years) intermediate teachers (5-15 years). Overall teachers experience a lack of development focusing on subject-matter in their schools. The junior teachers were more willing to test new ideas and to take more initiative to try out new pedagogical ideas in the classroom. The senior teachers on the other hand were ascribed to have competence, experience and routine to handle nearly any situation that may arise in their classrooms. The junior teachers felt that they could benefit greatly from those experiences and the wisdom that the senior teachers shared. All teachers said that the juniors might benefit from and learn many things from the senior teachers, such as how to interact with and communicate with pupils, parents, as well as colleagues and other school staff either in situations related to the actual teaching that takes place in the physical education classroom, i.e. the sports hall, or in other job-related situations. Both the junior and the senior teachers stated that the senior teachers had more of a ´professional distance´ to the pupils and that junior teachers had more of a peer relation in comparison to the senior teachers. To conclude the senior teachers were positively affected by the manner in which the junior teachers used new ideas and the new syllabus in planning of practice. The senior teachers felt re-vitalized by the energy and commitment demonstrated by the junior teachers. On the other hand competences related to the teaching role in a broader sense than solely the lessons, junior teacher seem to benefit from the interaction with the more experienced teachers. It is suggested that there is a need for teacher development programs for elementary teachers teaching PEH were exchange of ideas and competences between junior and senior teachers are used more deliberate to improve teaching.
ER  - 

TY  - CONF
T1  - Organisational Boundary Work: Action Research inside and outside Higher Education
A1  - Gillberg, Claudia
PY  - 2010
LA  - eng
PB  - ALARA Journal
KW  - action research
KW  - higher education
KW  - organisational development
KW  - learning  processes
KW  - feminist pragmatism
KW  - education
KW  - pedagogics
AB  - In 2008, an assistant head of preschool in a municipality in Sweden approached my university to enquire about courses in AR. She intended to introduce AR as a means of organisational learning in preschools throughout her municipality. There were no courses on offer but I was about to wrap up my doctoral thesis, which was rooted in (feminist) action research as a methodology. An emphatic dialogue on course design ensued, and in September 2009, a one-year part-time AR course started with initially thirty participants. Many challenges needed addressing. For one, the limiting context of higher education with its traditional stance on course work and modes of examination posed problems that called for pragmatic solutions that would still honour the participatory spirit of AR. Furthermore, I wanted to pay close attention to ethical and epistemological issues by incorporating these in the course syllabus and subject matter for AR. Also, my role as a teacher in HE needed continuous de-dramatising so that the participants would be able to trust me. Prior to the AR course, most of the participants had been made project leaders by said assistant head, in order to implement systematic quality control in their respective organisations. There were considerable expectations of what this course could do to enhance organisational development in their respective organisational settings. Some otherwise questionable aspects could be successfully handled, such as granting an academic outsider partial power over a course in HE, stretching academic boundaries and thereby trying the patience of my superiors, as well as emphasising learning processes rather than learning outcomes for a certain course module. I will illustrate sometimes controversial aspects of a course in AR in HE, give examples of  participants’ well-documented learning experiences, and their concrete organisational AR projects outside the AR course, and how such projects and learning experiences can feed back into an AR course. In conclusion, the necessity of organisational boundary work, both inside and outside HE, will be addressed, and some theoretical perspectives, such as feminist pragmatism, will be suggested for further discussion of an AR course in an HE setting.Keywords: AR, Higher Education, Organisational Development, Learning Processes, Ethics, Feminist Pragmatism
ER  - 

TY  - CONF
T1  - Collaboration or assessment? Some perspectives on mentoring in Finland and Sweden.
T2  - The conference Promoting Learning and Well-Being of Students and teacher at University of Jyväskylä, Finland, 7-9 June 2010.
A1  - Aspfors, Jessica
A1  - Fransson, Göran
A1  - Heikkinen, Hannu
PY  - 2010
LA  - eng
KW  - mentor
KW  - mentee
KW  - induction
KW  - teacher registration
KW  - education
AB  - Collaboration or assessment? Some perspectives on mentoring in Finland and Sweden JESSICA ASPFORS, Faculty of Education, Åbo Akademi University, Finland GÖRAN FRANSON, Faculty of Education and Business Studie, University of Gävle, Sweden HANNU L. T. HEIKKINEN, Finnish Institute for Educational Research, University of Jyväskylä, Finland In this presentation, some tensional trends within mentoring, which we call a contradiction between collaboration and assessment, will be addressed. The aim is threefold: firstly to describe and compare the development of mentoring programs in Finland and Sweden at a system level, secondly to illustrate how the various mentoring systems have been experienced by the persons involved and thirdly to discuss the political and ideological circumstances and the possible effects of these solutions. The study is based on empirical data from the Finnish and Swedish contexts, both on the level of mentors’ and NQTs’ experiences, based on interviews and/or focus group discussions and on the national policy level, based on policy documents on teacher education and, in the Swedish part, the responses of teacher educators to them. The tentative result indicates profound differences between the two national initiatives of mentoring in Finland and Sweden. The mentoring process in Finland, peer group mentoring, is clearly based on social constructivist assumptions on knowledge and learning. The integration of formal, informal and nonformal learning as well as the equality and professional autonomy as persons and professionals is central. The proposed system of a mandatory induction system in Sweden is, however, very different with mentoring, probation year, registration of teachers and possible assessment of NQTs as central components. In the presentation these issues will be discussed upon in terms of teachers’ continuing professional learning and development.
ER  - 

TY  - CONF
T1  - Impact of World Affecting Events on Physics Education: A case of Fukushima and radiation education in Sweden and Russia
A1  - Popov, Oleg
PY  - 2012
LA  - eng
KW  - motivation
KW  - physics teacher education
KW  - socio-scientific issues
KW  - didactics of physics
KW  - fysikdidaktik
AB  - Motivation for Science studies is an issue actively discussed in educational research literature. There is no shortage of analysis either about the root of the problem, or recipes for its solution. Arguments have been provided, for example, that use of socio-scientific issues (SSI) in teaching can positively affect students’ motivation to study science. In this connection the following research questions were explored in a combined qualitative and quantitative study:-          How was prospective physics teachers’ interest to physics/science influenced by World Affecting Event - Fukushima accident in Japan in March 2011?-          How students’ professional background knowledge affected their private inquiry about Fukushima?The target group included about one hundred fourth- and fifth year physics students in Petrozavodsk and Blagoveshchensk (correspondently West and East of Russia) and Umeå (Sweden).The analysis of students’ answers showed:-          Fukushima Catastrophe did not influence significantly students’ interest for nuclear physics or physics study in general and did not become a triggering event for deeper study of physics or interest in “radiation education”.-          Physics knowledge was not drawn upon for reading and discussing about Fukushima, mainly humanitarian/value aspects were in focus.-          The main source of information on Fukushima events for students was the Internet, where mostly they surfed over pop-up news. They acted in information search more like laymen rather than physicists.-          National and regional differences could be indentified in the answers.
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TY  - JOUR
T1  - Teachers’ perception and adoption of a gamified blended learning implementation in upper secondary education
T2  - CEUR Workshop Proceedings
SN  - 1613-0073
A1  - Jedel, Izabella
A1  - Palmquist, Adam
PY  - 2021
LA  - eng
KW  - adoption factors
KW  - blended learning
KW  - education
KW  - gamification
KW  - teacher perception
KW  - upper secondary education
AB  - The present explorative case study addresses teacher perception and adoption of a gamification implementation in five classes consisting of 127 students at an upper secondary school in Sweden. Multisession semi-structured interviews with three teachers involved in the implementation were conducted, followed by thematic analysis based on Moore and Benbasat’s model for Adoption of information technologies. The main results indicate that adoption factors should be considered when implementing gamification in the classroom. This relates to connecting the gamification design to student progress, communicating with teachers on the relative advantage of the implementation, considering teachers’ needs, such as technology support, preparation, collaboration and clarification, and visualizing the outcomes of gamification implementations to teachers
ER  - 

TY  - CONF
T1  - Traversing the chiasm of lived teaching and learning experience: Embodied practicum in music teacher education
A1  - Ferm, Cecilia
PY  - 2013
LA  - eng
KW  - musikpedagogik
KW  - music education
AB  - Earlier studies of educational quality in music teacher training have valued practicum as one of the most important parts of music teacher education. Not a least have those experiences in the field been appreciated by students. In order to develop high quality music teacher education, we have to understand what happens in practicum contexts; in the meeting between, teacher students, practicum supervisors, students, steering documents, culture, and music, when students perceive that they learn how to teach music in adequate ways. This paper tries to understand such meetings and learning situations from a phenomenological perspective, namely based on the concept ”chiasm” as developed by Maruce-Merlau-Ponty. Expressed by the Greek letter χ (chi), chiasm means a crisscrossing of the perceiving and the perceived, self and other, language and meaning. Chiasm also signifies an inter-twining, an intersection, reversibility, or the process of flowing of phenomena one into another. Chiasm is a contextual encounter of individuals and groups who, by taking action together, can change and transform their life-worlds. Chiasm can symbolically represent practicum as an intertwining of theory and practice. Like the crosspiece, practicum within music teacher education can become an endless journey and the meeting place of a student teacher’s self with the world of different and unique music teaching and learning experiences, unpredictable turns, challenges and wonders. This paper attempts to communicate a glimpse of such a journey, expressed through five music teacher students’ stories. The stories were produced through individual and group interviews performed within a larger Norwegian-Swedish research project focusing educational quality in music teacher education. Hopefully the analysed stories can contribute with knowledge about how individuals and groups embody knowledge about their musical teaching and learning life-worlds, whether and how they exercise the power of self-reflective thinking and apply it to solve problems, to challenge existing assumptions, and to create new spaces and conditions for change, through action.
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TY  - CONF
T1  - Teaching dance and creativity in physical education teacher education.
A1  - Engdahl, Christopher
PY  - 2021
LA  - eng
KW  - creative dance
KW  - physical education
KW  - creativity
KW  - gilles deleuze
KW  - felix guattari
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - There is a global consensus that fostering of children’s creativity in education is crucial. Addressing creativity has become an imperative in educational policies and in school curricula internationally. School-based physical education (PE), and specifically the teaching area of dance, has been identified as one important pedagogical setting within which to develop creativity. Several studies have suggested however, that dance is seldom taught in PE and physical education teacher education (PETE) in ways that acknowledge creativity.At present, we know little about whether PETE teacher educators acknowledge questions of creativity in their teaching.Accordingly, the aim has been to generate knowledge of whether and how creativity is considered in PETE, with focus on dance teaching. This aim is achieved by studying how PETE teacher educators consider creativity in dance teaching. Data were collected through a qualitative interview study with PETE educators (n=8) from each of the PETE institutions in Sweden. The researcher used the theoretical concepts of experimentation and smooth and striated spaces by Gilles Deleuze (Deleuze, 1994; Deleuze and Guattari, 1987) to guide the analysis of the data. According to the preliminary findings: 1) The teacher educators place great value on aspects of experimentation in their teaching of dance. 2) The abilities that students develop are not predetermined but created during the students’ learning processes. 3) Teaching methods characterised by acceptance, openness and playfulness help smoothen the striated spaces of teaching and support teaching creativity in dance. The empirical material also shows challenges with addressing creativity in teaching, such as teacher eduators’ lack of time for teaching dance. This paper unravels benefits and challenges of addressing creativity in dance teaching in PETE. 
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TY  - CONF
T1  - The Swedish National Professional program: A critical policy analysis
A1  - Kronqvist-Håård, Malin
A1  - Ståhlkrantz, Katarina
A1  - Baltzer, Charlotte
A1  - Eilard, Håkan
A1  - Foss, Lene
A1  - Sahlin, Susanne
PY  - 2024
LA  - eng
PB  - EERA
KW  - education
AB  - ContributionIn 2023, the Swedish government submitted a policy proposal for a National Professional Program (NPP) for principals, teachers and preschool teachers. The purpose of the reform was to develop teaching quality, strengthen the attractiveness of these professions and increase equity for students in Swedish education (Prop. 2022/23:54).The NPP follows the international trend of evidence-based practice with policy techniques, such as certification standards for teachers and teacher proficiency (Holloway & Larsen Hedegaard, 2021) which also applies for school leaders (Møller, 2009). Pettersson (2008) points to how new actors, such as transnational institutions and regimes, have come to play a central role in exerting pressure to increase the national reform agenda, and how these affect Swedish national politics. During the 21st century, international organisations such as OECD, have influenced educational systems, and PISA has taken on an increasingly prominent position as an authoritative measurement of knowledge, functioning as a regulatory mechanism (Lingard et al., 2013). The driving role of the OECD is viewed as a consequence of the neoliberal ideology rooted in the 1980s (Baltzer, 2020).      Around the globe, a crisis discourse has emerged, which legitimises educational reforms (Nordin, 2014). Based on the declining performance of Swedish students in PISA 2012, the OECD (2015;216) recommended a comprehensive and system-wide national school improvement strategy in Sweden. One aim was to improve the attractiveness of teaching and school leadership, and professionalism was highlighted as a central concept, characteristic of high-performing countries.The OECD (2015) also pointed to insufficient coherence in Sweden’s recent career reform efforts: There is a lack of clarity in responsibilities of education priorities at various levels of administration as well as varying capacity at local level. Further, they draw attention to an imbalance between accountability and local autonomy. OECD’s concrete policy recommendations were to design a career structure including national professional standards.In line with the OECD:s recommendations, the Swedish government suggests introducing a national structure for professional development in Sweden, as well as a national qualification system for teachers and school leaders. This implies a continuous professional development (CPD) of teachers and school leaders, which will increasingly become a state concern (Prop. 2022/23:54, 2022/23:UbU13), contrary to the system from 1991 where local authorities have been responsible.From an international perspective, the Swedish case is an example of transnational policy trends, carried by powerful agents such as OECD, including key elements of what Ball (2003) refers to as policy technologies and performativity. Professionals’ in-service training can be considered as part of state regulation, producing new professional roles and subjectivities.By the NPP, professional performance and excellence, but also the life-long learning discourse, has been put high on the Swedish political agenda, as in many other countries. This can be seen as a part of an accountability regime that keeps a constant gaze on teacher performance, and also the life-long learning discourse (Heffernan, 2016; Rizvi & Lingard, 2009). The aim of the present study is to visualise the discourses underlying the proposed policy. We will critically examine the intentions and the effects of the NPP policy. The study is inspired by Bacchi’s (2009) Foucault-influenced analytic strategy. Drawing on Bacchi’s methodological framework, ‘What’s the problem represented to be?’ (WPR), the following research questions guide our study:- What problem representations can be identified in the policy proposal of a National Professional Program?- What presuppositions or assumptions underpin these problem representations and how have they come about?- What effects for Swedish school leaders are produced by problematizing the policy proposal of a Swedish National Professional Program for principals, teachers and preschool teachers?MethodBased on our research questions, the study is designed as a text analysis. A selection of official education policy documents constitutes the empirical data and includes a total of four documents in the policy process that led to the proposal for the NPP. The first document is the 2015 School Commission's report with proposals for a national strategy for knowledge and equality (SOU 2017:35). That proposal led to the appointment of a special investigator to prepare a framework for the professional development of teachers and principals (SOU 2018:17). The proposal culminated in the government's proposal for a national professional program for principals, teachers and preschool teachers (Prop. 2022/23:54). The following parliamentary committee report (2022/23:UbU13) of the bill is also included in the empirical material. To give perspective on the context, another report has been used, however without per se being included in the analysis; on the municipalization of the Swedish school (SOU 2014:5). Following Ringarp and Waldow (2016), we argue that reports by government committees, such as Swedish Government Official Reports (SOU), constitute the indicators for education policy-making discourse. In the analysis, a selection of Bacchi’s WPR-questions have been applied, as part of an integrated analysis (Bacchi, 2015). Bacchi’s Foucault-influenced poststructural analytic strategy makes it possible to open up policy proposals for critical scrutiny. According to Bacchi, policy proposals can be considered as prescriptive texts, setting out practices based on specific problematisations, having governing effects (Bacchi, 2012). By a close analysis of policy documents, the identified problem representations may reveal discourses on what can be talked about ‘as possible or desirable, or as impossible and undesirable’ (Bacchi, 2016, p.1). The problem representations will not only have discursive effects, but also subjectification and material effects (Bacchi, 2009). The preliminary analysis of the documents started with a screening followed by an identification of the problem representations. Thirdly, the underlying discourses and possible effects were analysed. The analysis is in progress and a more in-depth analysis will be presented at the conference.Expected OutcomesA number of problem representations have been identified in the initial analysis of the documents. The most prominent are the NPP as a governance problem, a profession problem, an equity problem as well as a quality problem. Formulations regarding the profession problem are teacher deficiency, low status of the teaching profession, and difficulty in recruiting teachers. The NPP proposal can be viewed as an answer to rectify previous career reforms that have not been as successful as anticipated, for example the career teacher reform. Various examples claim that the state must take a clearer responsibility pointing to a steering problem. It is argued that there are system weaknesses, including the failing capacity and responsibility of many local governing bodies. Problems associated with students' results and equity are most palpable as narratives of a crisis discourse. The documents highlight that teaching is not of sufficiently high quality in all classrooms, and the quality of education varies within and between preschools and schools. Across the documents, overlapping discourses of neoliberalism, lifelong learning and the equity discourse can be seen underpinning these problem representations. For teachers and principals to be "really successful in their profession, continuous competence development is required throughout their professional life" (SOU 2018:17, p. 22). Through "standards", the professional skills need to be strengthened as well as the status of the profession itself. By increasing the attractiveness of the profession, the student results will improve. Many of the problem representations and underpinnings, found in documents stem from the OECD (2015) recommendations, point to the policy influence by international actors. The effects produced by the NPP proposal for Swedish local school actors are both an undermining of the school leaders’ local decision making regarding professional development, and a responsibilisation of the local actors for what can be perceived as system failures.References Bacchi, C. (2016). Problematizations in health policy: Questioning how “problems” are constituted in policies. Sage Open, 6(2), 1-16. Bacchi, C. (2015). Problematizations in alcohol policy: WHO’s “alcohol problems”. Contemporary Drug Problems, 42(2), 130-147. Bacchi, C. (2012). Why study problematizations? Making politics visible. Open journal of political science, 2(01), 1. Bacchi, C. L. (2009). Analysing Policy: What ́s the problem represented to be? Pearson. Ball, S. J. (2003). The teacher's soul and the terrors of performativity. Journal of education policy, 18(2), 215-228. Baltzer, C. (2020). Lärarlegitimation som facklig professionsstrategi: En analys av den svenska legitimationsreformen som argument för lärares (re)professionalisering. [Doktorsavhandling, Åbo Akademi]. En bättre skola genom mer attraktiva skolprofessioner. (Dir. 2016:76). Regeringskansliet. Holloway, J., & Larsen Hedegaard, M. L. (2021). Democracy and teachers: the im/possibilities for pluralisation in evidence-based practice. Journal of Education Policy, 1-20. https://doi.org/10.1080/02680939.2021.2014571 Lingard, B., Martino, W., & Rezai-Rashti, G. (2013). Testing regimes, accountabilities and education policy: Commensurate global and national developments. Journal of Education Policy, 28(5), 539–556. Møller, J. (2009). School leadership in an age of accountability: Tensions between managerial and professional accountability. Journal of Educational change,
ER  - 

TY  - CONF
T1  - Pedagogic identities for sale! Inclusion and competition in two local upper secondary school markets in Sweden
A1  - Dovemark, Marianne
A1  - Holm, Ann-Sofie
PY  - 2013
LA  - eng
KW  - education
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The increasing use of ‘the private’ as a mean of delivery of public service, including several education reforms, such as decentralization, free school choice and a liberal tax-funded voucher system have paved the way for a rapid increase of upper secondary schools in Sweden. There is a strong competition between these schools. Today, half of all schools at the post 16-level are run by municipalities, while the rest is run by private owners, mainly organized as large school concerns. About 25% of all upper secondary students study at an independent school (Swedish National Agency for Education, 2012). As Bernstein stated already in 1996, the market relevance has become the key-orientating criterion for the selection of discourses. The ‘capitalisation’, which is making public schools into commodity producing enterprises (Rikowski, 2003) is now a fact. Furthermore the education market is no longer simply a matter of choice and competition, according to Ball (2004) it is a sophisticated system of goods, services, experiences and routes. In parallel with an increasing competition there is still political consensus in Sweden regarding the education’s mission of being socially compensatory and inclusive. However recent statistics and research highlight alarming results of increased segregation between municipalities, schools and between students (Swedish National Agency for Education, 2012; Östh, Andersson and Malmberg, 2012).
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TY  - CONF
T1  - Win-win through triadic supervision and collaboration: Structures for L1 degree projects
A1  - Manderstedt, Lena
A1  - Nilsson, Hanna
A1  - Viklund, Sara
A1  - Palo, Annbritt
PY  - 2022
LA  - eng
KW  - l1 education
KW  - pilot project
KW  - teacher education
KW  - degree project
KW  - triadic mentoring
KW  - svenska med didaktisk inriktning
KW  - swedish and education
AB  - According to the Higher Education Act (SFS 1992:1434), the education, as well as the degree project, must be based on scientific foundation and proven experience. In order to achieve that balance, sustainable models of collaboration between universities and schools must be developed (ULF-avtal, n.d.).In 2021, a pilot project encompassing four student teachers’ degree projects was carried out within a practice-based theoretical framework (Rönnerman, 2018; Rönnerman & Olin, 2021). Each student teacher in the pilot project was supervised in a triad, with a university lecturer and a L1 schoolteacher.The aim of this study is to present the pilot project, and one example of the degree projects, and discuss how the L1 subjects in schools and teacher education are impacted. The research questions are:(a) How are the L1 school subjects and the teacher education impacted by the triadic supervision and collaboration?(b) Which are the benefits of triadic supervision?The gathered material consists of two interviews, and two logbook posts per participant, and one observation of the supervised sessions of each triad (Bruneel & Vanassche, 2021; Viklund et al., 2022). The data was analysed thematically (Cresswell, 2014).The result shows the benefits of the pilot project on different levels. Firstly, from a school-perspective where the student teacher works closely with teachers at a school. This provides a relevant subject for the degree project and helps other L1 teachers to develop their teaching (Nilsson, 2021). Secondly, the pilot project contributes with an organizational-perspective (Thorsten, 2021), where the results are presented to stakeholders. Thirdly, the university and the L1 teachers gain theoretical, practical and useful knowledge through the degree projects’ L1 perspective. The collaboration regarding co-supervision of degree projects will become a permanent part of the teacher education at the university in question, encompassing other collaborating partners, and student teachers.
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TY  - CHAP
T1  - Education politics and rural secondary schools
T2  - <em>Young People’s Life and Schooling in Rural Areas</em>
A1  - Beach, Dennis
A1  - Johansson, Monica
PY  - 2019
LA  - eng
PB  - London : Tufnell Press
KW  - metrocentricy
KW  - education politics
KW  - rural schools
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The chapter has attempted to draw out and focus on some of the major relevant themes that have emerged from the analyses in the previous chapters. There are many but we will discuss five of them here. One of them is that rural areas, the schools in them, the pupils that go there, and the relationships (real and present and imaginary and future) that they form with education institutions and their agents to create educational opportunities and experiences are not uniform within let alone also across rural areas (as seems to be understood by national policy makers), but quite different. As the chapters show, there is no one standard form of rurality or rural educational relation or output. Rather this summarising and disfiguring norm is a chimera produced and reproduced through metro-centric lenses. Another relates to the identification of an ‘us and them’ discourse in rural areas that challenges the dominant urbanite /metro-centric representations of people from rural places and rural regions with cultural deficiencies (Corbett, 2015).The next theme is connected to the first. It is that despite differences, there are some consistencies with respect to rural education and schools, the people in them, and the educational and life opportunities they create that are not simple metro-centric aberrations and some of them seem to be present in schools and education social relations in urban areas as well. It is the hegemony of private ownership and private value within a current global politics of market governance in education and a general fall in educational performance standards and increasing inequalities in schools (Yang Hansen & Gustafsson, 2018) and between densely and sparsely populated areas (Fjellman, Yang Hansen & Beach, 2018). Although not dwelt on extensively in the chapters as such, there are two sub-points. The first is that market politics is now the ubiquitous policy context for and framework of the educational macro level. The second is that market governace has completely failed to live up to the promises made for it by the governments who proposed and introduced it. This applies both nationally (SOU 2017:35; Yang Hansen & Gustafsson, 2018) and internationally (Verger, Fontdevila, Zancajo, & Steiner-Khamsi, 2016), particularly in rural and poor sub-urban spaces (Åberg-Bengtsson, 2009; Fjellman, 2019). Market governance has not produced a uniformly rich expansion of choice options, national system efficiency and quality improvements of the kind promoted in proposal by the national government (see e.g. Swedish Government Proposition 1991/91: 95), but rather instead a lack of educational (choice) possibilities for economically subordinated groups in territorially stigmatised “off-places” in urban areas and in remote rural areas that also strikes unevenly in terms of social class, ethnicity and educational special needs (Berhanu, 2016a, 2016b; Lundahl, 2016; Beach, 2018; Beach, From, Johansson & Öhrn, 2018; Bunar & Ambrose, 2016; Fjellman et al., 2018; Forsberg, 2018).Although again not extensively dwelt on in the earlier chapters the deterioration of educational quality and equality in Sweden following marketization is apparent and has also been identified in other works, such as by Östh, Andersson and Malmberg (2013) in relation to school choice and Yang Hansen & Gustafsson (2018), who identified increases in inequities particularly from the late1980s onwards that were distinctly acute in sub-urban spaces and for children from families with a migrant history (Bunar & Ambrose, 2016; Beach, 2017). Increased segregation with respect to student composition and academic outcomes across different schools was found to be a main driver and differential trends in the relationship between family educational background and school outcome between immigrant and non-immigrant sub populations were also indicated. Between-school differences in achievement levels have increased in all regions and school segregation with respect to SES composition of students has increased too (Yang Hansen & Gustafsson, 2018)....
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TY  - JOUR
T1  - Eleven och den andre: Statliga attityder till religion och livsåskådning i riktlinjer om sammankomster med religiösa inslag i skolan 2012 och 1967
T2  - Nordidactica
SN  - 2000-9879
A1  - Aldrin, Viktor
PY  - 2020
VL  - 1
IS  - 2020
SP  - 137
EP  - 153
LA  - swe
PB  - Karlstad : CSD Karlstad
KW  - policy
KW  - attitudes
KW  - education
KW  - religion
KW  - pluralism
KW  - swedish school agencies
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - religious studies and theology
AB  - This study aims at investigating and comparing state attitudes towards confession in policies regarding meetings with religious elements at schools. Two state policies have been examined through a text analysis inspired by Critical Hermeneutics – the 2012 guidelines, currently in use, and a historic guideline from 1967. Results show that two different stands are emerging regarding confessional elements. In the 1967 policy, pupils are encouraged to meet and tolerate different religious perspectives including non-religious attitudes in order to develop a democratic consciousness. Half a century later, the 2012 policy consider confession as problematic and something from which pupils ought to be protected. The study ends with a discussion of how recent regulations align with the ambition of training pupils in the encounter with religious others in the multicultural society Sweden and Europe presently are part of. Perhaps, something could be learned from previous state regulations – that encountering otherness does not necessary lead students to question their own beliefs, rather it may expand their horizon of cultural competence.
ER  - 

TY  - JOUR
T1  - Swedish primary teacher education students’ perspectives on linear equations
T2  - Nordisk matematikkdidaktikk, NOMAD
SN  - 1104-2176
A1  - Andrews, Paul
PY  - 2020
VL  - 2
IS  - 25
SP  - 29
EP  - 48
LA  - eng
KW  - matematikämnets didaktik
KW  - mathematics education
AB  - Linear equations, connecting arithmetic to the symbolism of formal mathematics, represent a key topic of mathematics. However, the understanding primary teacher education students bring to their studies has been rarely examined. In this study, students were invited to explain in writing how an unannotated solution to x + 5 = 4x – 1 had been conceptualised by the hidden solver. Data, coded against an iteratively derived framework, showed that most students were familiar with linear equations, able to articulate an objective for equation solving and offer solution strategies, typically based on either doing the same to both sides, swapping the side swapping the sign or both.
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TY  - CONF
T1  - The Re-forming of Teachers Professional Knowledge through the Swedish Career Services for Teachers  Reform
T2  - Paper presented at the European Conference on Educational research (ECER), Bolzano
A1  - Eriksson, Anita
A1  - Player-Koro, Catarina
PY  - 2018
LA  - eng
KW  - teacher
KW  - professional knowledge
KW  - career services for teachers  reform
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - Teaching Summative Assessment Literacy: A Comparative Curriculum Analysis of Three Teacher Education Programs in Sweden and Finland
A1  - Yildirim, Ali
A1  - Dragemark Oscarson, Anne
A1  - Hildén, Raili
A1  - Fröjdendahl, Birgitta
PY  - 2021
LA  - eng
KW  - summative assessment literacy
KW  - teacher education
KW  - curriculum
AB  - The purpose of this study is to investigate the curricular manifestation of summative assessment literacy within three teacher education programs in Sweden and Finland through a document analysis. Data sources included program guides, course syllabuses, study guides, and school practice documents. A thematic content analysis was used to code the data based on a theoretical framework involving conceptual understanding, skills, dispositions, and pedagogical considerations in summative assessment. The results indicate that all programs emphasize the basic concepts of SA such as validity and reliability as well as using the results of assessment as feedback to teaching and learning processes. There are differences in the way they address, and the specific competencies they develop such as test construction and grading.
ER  - 

TY  - CONF
T1  - The Economics of Education: The Financing of the Swedish Common School, 1842-1936
T2  - European Social Science and History Conference 2012
A1  - Westberg, Johannes
A1  - Larsson, Esbjörn
PY  - 2012
LA  - eng
KW  - utbildningshistoria
KW  - utbildningssociologi
KW  - sociology of education
AB  - During the hundred years that followed the establishment of the common school 1842, the Swedish mass education went through an unparalleled development. The number of students doubled from 270 000 1850 to 605 000 1950. At the same time the number of teachers rose from 3 500 to 27 500. As a result, the costs of the common school increased dramatically. Between 1874 and 1942 the expenditures increased from 14 to 268 millions of kronor, counted in the money value of 1942. To finance a school system involves balancing demands for higher quality of education with ambitions to keep check of already high costs. It is also a question of choosing between different forms of grants and objects (teacher salaries, school books, schoolhouses etc.). How such decisions were made, and what consequences they had for the education in the common schools, are the central questions of this project.
ER  - 

TY  - CONF
T1  - We Have Friend – Exploring Preference in Article Use in L1 Finnish Adult Learners of English and Swedish
A1  - Suhonen, Lari-Valtteri
A1  - Agebjörn, Anders
PY  - 2024
LA  - eng
KW  - ransfer
KW  - cross-linguistic influence
KW  - definiteness
KW  - finnish
KW  - swedish
KW  - english
KW  - articles
KW  - adult learners
KW  - language learning
KW  - language acquisition
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Article use poses a challenge for second-language learners (Chrabaszcz & Jiang, 2014). Pre- vious research suggests that having acquired articles in an L2 facilitates the acquisition of articles in a third language (e.g., Ariba ̧s & Cele, 2021; Jaensch, 2009), and that article acquisition is to some extent determined by frequency-based patterns in the input (e.g., Ogawa, 2015). However, both suggestions suffer from methodological limitations. The present study addresses those limitations by investigating Finnish-speaking learners of English and Swedish, considering both cross-linguistic influence and frequency-based regularities in the input. Finnish students learn English and Swedish at school and Finnish learners (whose L1 lacks articles) might to some extent rely on their knowledge of English in Swedish article use (Jarvis, 2002; Nyqvist, 2016). For the present study, acceptability data (Likert 1–5) was collected from Finnish adults (n = 57) as well as Swedish (N=133) and English (N=30) control groups. The stimuli consisted of 32 base sentences, each appearing in four versions – with and without an article in English and in Swedish – resulting in 128 unique variations of each sentence. No participant rated the same base sentences in multiple variations. We also collected self-ratings of proficiency. Blog- mix (Spr ̊akbanken, 2017 (1.67M)) and enTenTen (Sketch Engine, 2022 (52G)), both building on colloquial language, were used to establish corpus frequency and article probability (i.e., the probability that the phrase occurs with an article).For each item, the learners received a target-likeness score based on their deviance from the L1 groups’ mean score. The target-likeness score was used as an outcome variable in two mixed- effects models, one with Swedish and one with English as the target language (TL). Both models included the participants’ relative proficiency as well as item frequency, article probability score, and TL proficiency as fixed effects. Item and participant were included as random effects.Both self-reported proficiency and participants’ ratings indicate that the Finnish participants were generally more proficient in English than in Swedish. In our preliminary results, TL profi- ciency and article probability show as predictors of target-likeness in both mixed-effects models. However, there are clear differences between the models. Absolute frequency is only a signifi- cant predictor in the English model, meaning that the more frequent the item was, the more native-like the participants’ ratings were. In line with the hypothesis about English affecting Swedish article use, we do see effects of comparative English-Swedish proficiency in the Swedish model.Selected referencesAriba ̧s, D. & Cele, F. (2021). Acquisition of articles in L2 and L3 English: the influence of L2 proficiency on positive transfer from L2 to L3. Journal of multilingual and multicultural development 42(1).Chrabaszcz, A. & Jiang, N. (2014). The role of the native language in the use of the En- glish nongeneric definite article by L2 learners: A cross-linguistic comparison. Second language Research 30.Jarvis, S. (2002). Topic continuity in L2 English article use. Studies in SLA 24(3).Ogava, M. (2015). Input frequency of article-noun combinations as another factor for L2 article use. Ars linguistica: linguistic studies of Shizuoka 21.
ER  - 

TY  - CONF
T1  - Local enactment of the Swedish national "advanced teacher reform"
A1  - Bergh, Andreas
A1  - Englund, Tomas
A1  - Löfdahl Hultman, Annica
PY  - 2017
LA  - eng
KW  - education
AB  - In the last decades great efforts have been made in many countries to build education systems that are hoped to enable raised quality, expressed in terms of better learning outcomes and higher goal achievement. One of the most highlighted keys for this development is the crucial role of the teacher expressed in international educational policy documents like ‘Teachers matter’ and ‘Nothing beats a good teacher’ (OECD 2005, 2009, 2011; National Agency for Education 2010). To analyze how those intentions are interpreted and enacted by different local, public and private educational actors, this paper will investigate how one country, Sweden, has decided on a career reform for teachers and specifically how this is enacted at a local level.
ER  - 

TY  - CONF
T1  - Translanguaging in English Classrooms in Sweden?: A Study of Teacher Beliefs and Practices
T2  - The third Swedish Translanguaging Conference
A1  - Källkvist, Marie
A1  - Gyllstad, Henrik
A1  - Sundqvist, Pia
A1  - Sandlund, Erica
PY  - 2019
SP  - 84
EP  - 85
LA  - eng
PB  - Växjö : Linnaeus University
KW  - engelska med didaktisk inriktning
KW  - english education
AB  - In English Language Teaching in Sweden, the entextualized ideology is monolingual, i.e., English Only (Hult, 2017; Lundahl, 2012). Evidence from a large-scale classroom observation study (Swedish Schools Inspectorate, 2011) and a smaller-scale classroom-interaction study (Authors 3 & 4 2016) reveals a de facto bilingual policy of both English and Swedish enacted in classrooms, however. As studies focusing on English teachers’ beliefs are lacking, we do not know whether in-service English teachers themselves endorse the monolingual belief that is entextualized in education policies (Hult 2017) and materials for pre-service teachers (Lundahl, 2012). In this paper we address this research gap by reporting quantitative results from a nation-wide questionnaire administered to a stratified random sample of in-service teachers of English in Swedish secondary schools (N = 139). The questionnaire, administered online in 2017, targeted beliefs and self-reported practices linked to the use of languages in the English classroom. The results show that an overwhelming majority of teachers (98%) saw multilingualism as something positive, and 83% said that background languages should be drawn upon when learning an additional one. More specifically for English, 63% agreed that pupils learn English best if they are allowed to use their background language(s) in the learning. At the same time, seemingly conflicting, c. 60% stated that they use English only when teaching, and 66% that pupils learn English best if they stick to English only during English lessons. These results will be interpreted through the theoretical lens of ‘educators as policymakers’ (Menken & García, 2010), where teachers are conceived of as active agents implementing language education policies as well as language (learning) ideologies into their teaching practices.
ER  - 

TY  - CHAP
T1  - Children low motivated to physical education and health: voices and reflections
T2  - SVEBIS årsbok
A1  - Åström, Peter
PY  - 2010
SP  - 134
EP  - 160
LA  - eng
PB  - Lund : Media Tryck
KW  - motivation
KW  - amotivation
KW  - physical education
KW  - physical activity
KW  - education
AB  - This paper presents a study of motivation with a focus on the pupils that are low motivated for Physical Education and Health, PEH, in Swedish secondary schools. Drawing on data from interviews with seven 6th grade pupils low motivated for PEH, the aim of the study was to listen to this small, yet important, group. The results are discussed and interpreted in relation to contemporary PEH research and in relation to the tenets of need achievement theory. The theory argues that the need for achievement and authority/power and affiliation are essential in affecting people’s motivation. The results show that low perceived competence, low possibility to affect the lesson content and lack of meaning were highlighted in many of the interviews. A picture of a non-caring teacher who pays little attention to those pupils was also visible in the interviews.
ER  - 

TY  - JOUR
T1  - Formation of links to research through thesis writing:: the case of the Swedish teacher education
T2  - Paideia Revista de education
SN  - 0716-4815
A1  - Forsberg, Eva
PY  - 2012
VL  - 50
SP  - 71
EP  - 102
LA  - eng
PB  - Conceptión, Chile : Universidad de Concepción
ER  - 

TY  - CONF
T1  - Pandemic as Digital Change Accelerator: Sustainable Reshaping of Adult Education Post Covid-19
T2  - Proceedings of the 57th Hawaii International Conference on System Sciences
A1  - Sofkova Hashemi, Sylvana
A1  - Berbyuk Lindström, Nataliya
A1  - Bergdahl, Nina
PY  - 2024
SP  - 6793
EP  - 6802
LA  - eng
PB  - Los Alamitos : IEEE Computer Society
KW  - online education
KW  - lifelong learning
KW  - adult education
KW  - teacher professional development
KW  - educational change
KW  - leads
AB  - This multi-case study examines the educational change in municipal adult education (MAEd), during and directly after the Covid-19 pandemic. Applying Fullan’s educational change perspective, we analyze teachers’ professional development in terms of evolving materials, changing pedagogies, and altered beliefs about teaching and learning. Data were collected in 2020-2022 from questionnaires, interviews, and question-answer sessions with MAEd teachers (n=140) from the three largest cities in Sweden. The findings demonstrate a pronounced exploration of disparate learning theories, growing recognition of online and hybrid modes of education delivery, remediation of materials, and raised attention to teaching quality and design with clarity and structure. Besides signs of professional development, the study provides empirical evidence for institutional adaptation to respond to crisis, learn from experiences and emerge prepared for future challenges. Conclusively, the study findings indicate that sustainable reshaping of MAEd requires proactive and strategic leadership that aligns with policy and national directives and grassroots initiatives. © 2024 IEEE Computer Society. All rights reserved.
ER  - 

TY  - CONF
T1  - Legitimation in teacher education: a need to shift focus from assessment to teaching
A1  - Nordmark, Marie
PY  - 2019
LA  - eng
KW  - teacher education
KW  - assessment
KW  - teaching
KW  - legitimation
KW  - multimodal literacy
KW  - utbildning och lärande
KW  - education and learning
AB  - Legitimation in teacher education: a need to shift focus from assessment to teachingIncreasing demands are put on teacher training education to highlight digital perspectives in school practices. In this paper I discuss the way discourses construct legitimation for students in teacher training program. Specifically, while teacher students plan teaching for learning with digital resources for pupils in vocational program at upper secondary school. The language of legitimation is analysed from the framework of van Leeuwen (2007). Data consist of 25 students’ lesson plans, altogether 228 pages. The students are given freedom to decide the extent and content in the lesson plans; the assignment requirement is to plan for digitalization as a living element. Students get two advice: to familiarize themselves with assessment criteria, as well as to study general guidelines as formulated in the document for planning and implementation of teaching from the Swedish National Agency for Education. The results show pupils face a wide range of opportunities through modes and media, and attention is on how teachers can assess pupils’ multimodal texts. The digital element is about usages of resources. How the digital resources will contribute to development in learning is not prominent. In the student plans, the pupils’ writing instead consist mostly of documentation on task templates and evaluations. Thus, the construction of legitimation face reflection on problems for education training perspectives. Multimodal teaching is challenging for teacher students. Furthermore, it seems students plan their teaching for a practice in a strong discourse of assessment and less of teaching for learning.
ER  - 

TY  - JOUR
T1  - Programarbetslag som stöd för nyutexaminerade kärnämneslärares etablering som gymnasielärare?
T2  - Educare
SN  - 1653-1868
A1  - Rosvall, Per-Åke
PY  - 2014
VL  - 1
SP  - 56
EP  - 76
LA  - swe
PB  - Malmö : Malmö högskola
KW  - teacher teams
KW  - vocational education
KW  - theoretical and practical divide
KW  - vocational education.
KW  - teacher education and education work
AB  - There have been many attempts to reform the Swedish education system inorder to reduce the size of the gaps between different upper secondaryschool programmes. These have included changes in teachers’ responsibilitiesand teacher education. Within an individual school, teachers of Swedish lan-­‐guage, English and mathematics may teach students of both vocational andfurther study preparation programmes. However, an analysis of new teach-­‐ers’ experiences and the organization of teacher teams at one school, ApelSchool, suggests that despite these reforms, some traditional preferenceshave persisted. Notably, teachers of the subjects listed above had clear hier-­‐archical preferences regarding the school’s various teacher teams. Very fewteachers were keen to join teams that were involved with a vocational pro-­‐gramme. This arguably put both newer teachers and vocational programmestudents into particularly vulnerable situations because the new teacherswere assigned to the less-­‐preferred vocational programme teams but notprovided with adequate support from more experienced teachers. Vocationalstudents were more likely to have their teachers replaced as their old teach-­‐ers advanced within the hierarchy. It is concluded that head teachers need todistribute new and experienced teachers in teacher teams more evenly eventhough experienced teachers express resistance.
ER  - 

TY  - CONF
T1  - The conflict over religious practice in Swedish schools: The Church of Sweden and its struggle to redefine its Lutheran confession in a secular state
A1  - Aldrin, Viktor
PY  - 2018
LA  - eng
KW  - religion
KW  - schools
KW  - secularisation
KW  - church of sweden
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - A vital aspect of the Church of Sweden is its Lutheran confession and its emphasis on the Two regiments doctrine - an equal interest of working together in the Nation state of Sweden. According to Casanova (2014), the Nordic countries have experienced a secularism where religion has merged with the state and become a department. At the end of the 20th century, state and church separated, and the Church of Sweden became a "free" denomination. in the public schools, this separation has led to a conflict between the church and state. Thus, the distribution of rights according to the Lutheran doctrine is no longer valid. The state discards the Church of Sweden's "spiritual regiment" for the society, considering its religious practices as illegal within the school system. Ecclesiastical debates have begun on a new Lutheran identity formation within the church - that of a church of a minority in a postsecular context. The aim of this paper is to examine this identity formation and, the conflict over religious practices in the schools. New results from the research project "End of term ceremonies held in churches and the debate on the role of religion in Swedish schools", will be presented.
ER  - 

TY  - JOUR
T1  - Stockholms Musikpedagogiska Institut 50 år - en tillbakablick
T2  - Nordisk musikkpedagogisk forskning
SN  - 1504-5021
A1  - Calissendorff, Maria
A1  - Lindeborg, Ronny
PY  - 2010
VL  - 2
IS  - 12
SP  - 201
EP  - 212
LA  - swe
KW  - teacher-training
KW  - group tuition
KW  - institutional music-teacher education
KW  - music education
KW  - musikpedagogik
AB  - 50th Anniversary – The University College of Music Education in Stockholm (SMI)in retrospect.In the autumn of 1960 seven people met in Stockhom to found a (private) institutefor music-teacher education destined to become an alternative to the established (public) conservatories. This was a clear reaction against the hegemony of traditional teaching practices, offering a distinct approach based on close ties to educational practice, group tuition and singing in all courses, as well as answering to the general lack of qualified music teachers in Sweden at this time. The aim of this article is to give an account of SMI’s legislative history and development. The review is based on archives from board meetings, annual reports, various registers and commemorative works. The Institute has undergone an institutional metamorphosis from the first decades relating to study centre for adult education, evolving into a college identity to become an established university college with accredited music education degree programs. SMI has played an important role as a complement and example in the areas of practice-oriented and distance education. Despite SMI’s marginal position, small-scale organisation and meagre economic resources, it was at the turn of the 1980’s the single largest producer of instrumental and vocal teachers in Sweden.
ER  - 

TY  - JOUR
T1  - Confessions of mathematics teacher educators in Brazil and Sweden
T2  - Quaderni di Ricerca in Didattica" QRDM (Mathematics)
SN  - 1592-5137
A1  - Talarico, Lucas Ramino
A1  - Österling, Lisa
A1  - Lemonje, Suellen
A1  - Valero, Paola
PY  - 2024
IS  - 13
SP  - 167
EP  - 174
LA  - eng
KW  - teacher education
KW  - confessions
KW  - narratives
AB  - This contribution seeks to understand how teacher educators, both school-based mentors and university-based teachers, take on the multiple institutional and professional tensions involved in the practicum of mathematics student teachers. We use the notion of confession and turn the gaze on narratives from our own practices in Sweden and Brazil. This shows how desires to both safeguard authority and show care and concern for student teachers are shared, whilst political and digital surveillance increase the tensions.
ER  - 

TY  - CONF
T1  - Local enactment of the Swedish national 'advanced teacher reform'
A1  - Bergh, Andreas
A1  - Löfdahl Hultman, Annica
A1  - Englund, Tomas
PY  - 2017
LA  - eng
KW  - education
AB  - The overriding aim with this paper is to study how the Swedish advanced teacher reform is enacted at a local level. More specifically, we have chosen to study the local process of application over the period of a few years in a middle-sized Swedish municipality. By regarding the linguistic dimension of the reform, analyses of the language used will contribute to illuminate tensions and power relations between different levels and actors in the local enactment processes. Thus, language plays an important role in shaping our understanding of policy changes and instead of just studying individual texts and actors, different speech acts must be related to a wider social context (Skinner, 2002). Our interest in the local enactment of the reform is to view and analyze language as a tool with which politicians, local administration and private agencies can shape their demands and desires with the reform. Simultaneously, language is also a tool that both enables and hinders teachers’ descriptions of professional competencies in their applications.Perspectives / Theoretical framework: The advanced teacher reform is part of international trends and movements. In text analyses of national expectations of the reform, many researchers show how not only national policy actors have had an influence on shaping the reform but also strong international actors like the EU and the OECD. Today, networks of policy actors, whether they are commercial, ‘grey zone’ (Lindblad, Popkewitz & Pettersson 2015) or politically appointed, are interrelated in a variety of ways in transnational and intra-national spaces of policy (Ball 2016). Altogether this means that various restructuring processes have led to circumstances whereby today’s national and local performance of school reforms are in a completely new political situation (Hopmann 2008). Thus, the local enactment of reforms needs to be understood in relation to a broader policy context, which is complex and occasionally holds paradoxical expectations, which also change over time.Data sources and methods: The aim is operationalized through analysis of how the language is used by local actors, as expressed in written form in authoritative local documents and complemented by interviews, in application templates and in applications from teachers who apply for a position as advanced teacher. The local case represents a Swedish middle-sized municipality with approximately 650 teachers employed in the compulsory school. Since the start of the reform there have been several application rounds from which we have studied the first and the second round. Our sample consists of 40 applications from the rounds 2013 and 2014. We have strived to represent both male and female applicants who work with pupils in diverse age and with different subjects. Each application consists of approximately 75–100 pages.Results: Our results are based on interpretations on how the language and formulations made by the applicants respond to the requested abilities in the application templates. The temporal aspect is important as we notice differences in what criteria the applicants pay attention to from one year to another. These differences are found to be related to both changes in the application templates as well as an increasing awareness among the applicants on what criteria the municipal school administration consider to be valuable. Taken together, in our analyses we found two major expressed abilities to be of interest. First and foremost it is about abilities to work with assessment and secondly it is about abilities to work with pupils influence. Assessment is especially interesting as we found obvious changes related to the concept between the two rounds. Formative assessment appears more frequently in the second round where we also notice how for example words like legally secure, fair, equitable and summative assessments appear as reinforcements in the applications. Furthermore words like evidence based, proven experience, collegial learning appears in the second round, but mostly without descriptions of its meaning.Relevance: Our results demonstrate how international trends and a national reform for improving teacher and teaching quality is being transformed on the local level. By showing this we believe that the local enactment of the Swedish advanced teacher reform is an interesting case for other countries.
ER  - 

TY  - CONF
T1  - Swedish pre-service language teachers' understanding of key elements of summative assessment
T2  - AAAL
A1  - Dragemark Oscarson, Anne
A1  - Hildén, Raili
A1  - Yildirim, Ali
A1  - Fröjdendahl, Birgitta
PY  - 2021
LA  - eng
KW  - summative assessment
KW  - teacher education
KW  - education in languages and language development
KW  - utbildningsvetenskap med inriktning mot språk och språkutveckling
KW  - assessment literacy
AB  - Summative assessments, especially in the form of testing and grading, are a powerful exercise of authority and “Teachers often seem unable to [...] resist external impositions when they are regressive. This may in part be because of a lack of conceptual assessment tools to evaluate and construct counter arguments, or the practical skills to investigate tests [and] test use” (Fulcher, 2012, p. 114) Therefore, both language educators and language teachers need to be “competent in the principles and practice of language assessment” (Harding & Kremmel, 2016, p. 101) and to “demonstrate the knowledge and skills required to coherently align classroom and large-scale assessment” (Pastore & Andrade, 2019, p. 130). The construct of summative assessment literacy (SAL) thus incorporates knowledge, practice and dispositions and draws on established theoretical concepts (e.g. validity) (Bachman & Palmer, 2010). This study is based on the notion that “teacher cognitions and practices are mutually informing” (Borg, 2003, p. 81) and investigates pre-service teachers’ perceptions and conceptual understanding at the end of their teacher education. Specifically the research questions focus on how they express the difference between summative and formative assessments, what constitutes good testing practice and how critical terms (e.g. validity, authenticity) are understood or misconceived in relation to language assessment. The data was collected during the last semester of teacher education at two major Swedish universities through three open-ended questions in an extensive online survey (N=40) and semi-structured, in-depth interviews (N=20). The initial results based on qualitative content analysis procedures indicate that pre-service teachers have a praxeological and socio-emotional understanding (Pastore & Andrade, 2019) of assessment and testing, but when it comes to several key concepts such as validity their comprehension is often superficial. The results better our understanding of pre-service teachers’ summative assessment literacy and enables us to improve assessment components language teacher education. 
ER  - 

TY  - JOUR
T1  - Reorganization of Practicum in Initial Teacher Education: A Search for Challenges in Implementation by Ex-Ante Evaluation
T2  - Journal of Arts & Humanities
SN  - 2167-9045
A1  - Niklasson, Laila
PY  - 2015
VL  - 9
IS  - 4
SP  - 34
EP  - 46
LA  - eng
KW  - implementation of change
KW  - initial teacher education
KW  - logic model
KW  - practicum
AB  - The background of the study is a perceived need of increasing quality in practice during Initial Teacher Education (ITE) in Sweden. In order to achieve higher quality, the government encourages reorganization towards a limited number of practice schools, competence development for supervisors and research focusing on the selected practice schools.  The aim of this study is to present and critically discuss prerequisites for implementation of the reform. The paper focuses on how a preliminary logic model and a SWOT analysis can show challenges encountered during the implementation of the reorganization. By using the logic model and the SWOT analysis an ex-ante evaluation was carried out in two steps. The results disclosed that the motivation behind reorganization, improving the quality of practicum, might meet some challenges. Indicators of higher quality being attained are not provided; the local organization is expected to construct such indicators during the process. In contrast to the challenges the results showed that the implementation was supported by earlier good relations and a common idea of developing practicum in ITE. The implication for implementation is a need to have a dialogue about indicators for quality among different stakeholders in ITE. Without such a dialogue it can be disputed whether the change in practicum was successful.
ER  - 

TY  - CONF
T1  - Theory and Practice Issues in Teacher Education Reforms from Sweden and Turkey
A1  - Eriksson, A
A1  - Kizildag, A
PY  - 2012
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CHAP
T1  - On Relevance and Norms of Science in Times of Restructuring.: Educational Research in Sweden
T2  - Political Pressures on Eucational and Social Research.
A1  - Foss Lindblad, Rita
A1  - Lindblad, Sverker
PY  - 2016
LA  - eng
PB  - : Routledge
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - Assessment cultures and limits for approval in entrance tests for Swedish music teacher education
T2  - Qualities in music education practice and research
A1  - Sandberg Jurström, Ragnhild
A1  - Lindgren, Monica
A1  - Zandén, Olle
PY  - 2021
LA  - eng
KW  - education
AB  - This paper concerns assessment of main instrument entrance tests for Swedish specialist music teacher education. The two articles presented are part of a larger research project of admission tests financed by the Swedish Research Council. The background of the project is based on problems with transparency and unarticulated assessment criteria when assessing music (Harrison et al, 2013; Olsson & Nielsen, 2018; Zandén, 2010), as well as the Swedish governments demands on higher education to strive for strengthened societal democracy by promoting equality and broader recruitment.  Four music education institutions with specialist music teacher educations participated in the project. Applicants who gave their written consent were video recorded during their entrance auditions during spring 2018. Almost every member in the jury groups, in which video recordings had been carried out, agreed to participate. The data in the two studies comprise 27 video documented auditions and 22 focus group conversations or individual interviews with use of stimulated-recall for comments on the auditions. A social semiotic theory (Kress, 2010) was used to capture how instrumental/vocal skills were represented by applicants in main instrument auditions, and verbally articulated and assessed by jurors. The aim was to study what was considered as acceptable skills in applicants’ knowledge representations, and how these statements were legitimised.  In article one (Sandberg-Jurström et al., in press, a), with focus on how criteria are articulated and used by jurors when assessing main instrument entrance auditions, two assessment cultures is emerged showing a great discrepancy between assessing musical skills and assessing person-related skills. The music-centred assessment culture emphasises assessments of technical, communicative, and genre-anchored interpretation skills essential for meeting the demands of the education and profession. The person-centred assessment culture emphasises assessments of personal traits suitable for education and profession. In the discussion the reliability, credibility, and validity of assessing abilities in terms of being and behaving in a particular way is addressed. The second article (Sandberg-Jurström et al., in press, b), concerns jurors’ views of the limit for approval in main instrument auditions. Four approaches to what is considered decisive for an approved instrument test have been constructed: (a) the demanding education and profession that legitimises a high or very high level of competencies for approval, (b) the supposed capacity of the applicant that legitimises a low level of competencies for approval, (c) the flexible admission situation that legitimises a changeable level for approval, and (d) the care of the applicant that legitimises an insufficient level. What is considered to be the minimum requirement for approval in these constructions differs markedly. The findings are discussed in relation to transparency and broadened recruitment by highlighting two possible scenarios of revised admission tests. In the presentation, focus is on the criteria and the limits for approval used, the qualities and skills represented in these criteria, and the assessment cultures considered for the assessments. Some overlaps between the findings are also highlighted.
ER  - 

TY  - CONF
T1  - Crime prevention and emotion work in Swedish high schools regarding pupils with substance abuse
A1  - Yakhlef, Sophia
A1  - Basic, Goran
PY  - 2023
LA  - eng
KW  - emotional labour
KW  - role conflict
KW  - teachers and high school staff members
KW  - crime prevention
KW  - alcohol and drug use in swedish high schools
KW  - sociologi med utbildningsvetenskaplig inriktning
KW  - sociology education
KW  - education
AB  - Researchers of crime prevention have in the last decades noticed significant changes in societal responses to criminal justice, such as privatisation of security governance and informal social control exerted by organisations beyond the justice system. Researchers have also highlighted that a growing number of school staff experience their work as surpassing the demands associated with a traditional school environment, becoming more like the work of police officers, social workers, parents, or friends than to that of teachers and educators. This ethnographic study explores the previous statements by focusing on the experiences of school staff working with pupils who have issues with alcohol or drug use, drug trafficking or other criminal behaviour. Based on 36 semi-structured interviews with teachers, school nurses, counsellors, and social workers, the study suggests that their work requires higher emotional investment than a traditional school environment does. The staff take much responsibility regarding (informal) crime prevention efforts and are thus part of an informal culture of control. The findings suggest conflicting demands regarding their work tasks and emotional commitment: on the one hand to providing emotional support and ensuring a good educational environment for all pupils, and on the other hand to act as informal police officers or supervisors of pupils with addictions. The study describes how emotions and emotional labour are used to handle these conflicting demands. It also demonstrates the need for developing teacher education and clear-cut policies regarding the crime preventative role of high schools in Sweden, as staff members experienced confusion, frustration, and ad-hoc solutions in the absence of a streamlined approach.
ER  - 

TY  - JOUR
T1  - Sculpting, photogrammetry and computer-aided design (CAD) in primary teacher education
T2  - Tilde rapportserie
SN  - 1103-8470
A1  - Hildén, Dan Tommi
A1  - Karlsson Häikiö, Tarja
PY  - 2024
SP  - 29
EP  - 50
LA  - eng
KW  - art education
KW  - computer design
KW  - digital learning
KW  - primary teacher education
KW  - 3 modelling
AB  - Written by Dan Tommi Hildén and Tarja Karlsson Häikiö, the second article entitled “Sculpting, photogrammetry and computer-aided design (CAD) in primary teacher education” is based on a study of virtual lessons with primary student teachers taking a professionalisation course at a university in Sweden. The primary student teachers were to enhance their didactic skills by creating an understanding of photogrammetry and using the digital program TinkerCad. The assignment to these students is based on double didactics (Hildén, Karlsson Häikiö & Nordström Graf, 2024), or thinking about how they can use 3D and TinkerCad with pupils in primary school at the same time as they are learning the process themselves. In the lesson, the primary student teachers train in the making of a visualisation of an everyday object in the digital program after drawing and sculpting the object in clay and writing about their process in a blog. Once they have transformed the analogue object into a virtual ditto, they learn how to use the program to shape the object virtually. The study results reveal how materials through 3D sculpting work as a mediator of artistic quality and individual expression and how didactic reflections on teaching pupils are evoked in the learning situation with the primary student teachers.
ER  - 

TY  - CONF
T1  - (In)consistent?: The mathematics teaching of a novice primary school teacher
T2  - Current state of research on mathematical beliefs XVIII
A1  - Palmér, Hanna
PY  - 2013
SP  - 229
EP  - 242
LA  - eng
PB  - Helsinki : International Conference on Mathematical Views (MAVI)
KW  - beliefs
KW  - teacher development
KW  - novice teacher
KW  - matematikdidaktik
KW  - mathematical education
AB  - This paper is focusing on the mathematics teaching of Helena, a Swedish novice teacher. Helena is one of seven teachers in a case study of primary school mathematics teachers’ professional identity development. She is also an example of a teacher whose mathematics teaching, from an observer’s perspective, may appear inconsistent with her talk about mathematics teaching. However, in this paper a conceptual framework aimed at analysing professional identity development will be used making the process of her mathematics teaching visible and then her mathematics teaching appear as consistent.
ER  - 

TY  - CONF
T1  - Ongoing trends in special education
A1  - Kalinnikova Magnusson, Liya
PY  - 2017
LA  - eng
KW  - special education
KW  - special education needs
KW  - ideological context of special education
ER  - 

TY  - JOUR
T1  - Mathematics in Swedish Multilingual Preschool: Human and Nonhuman Actors and the Devolution Process
T2  - Philosophy of Mathematics Education Journal
SN  - 1465-2978
A1  - Delacour, Laurence
PY  - 2022
IS  - 39
EP  - 39
LA  - eng
PB  - : University of Exeter Press
KW  - devolution process
KW  - didactic contract
KW  - materiality
KW  - multilingual
KW  - preschool teacher
KW  - matematikens didaktik
KW  - mathematics education
AB  - This article explores how a bilingual preschool teacher creates mathematical preconditions and socio–psychological premises that advance children’s understanding of mathematical concepts, and considers factors such as language and materiality that influence mathematical activities in a multilingual Swedish preschool. Elements of situation theory (devolution processes) and of actor-network theory (materiality as mediator) interact. This article highlights whether some didactic contracts promote interactions between materiality and multilingual children in two mathematical activities, one planned and controlled by the teacher to introduce the concept of shapes and the other spontaneous, in which the teacher follows the children’s desires.
ER  - 

TY  - CONF
T1  - Gender and ethicity in music teacher education
T2  - The topology of music education as a field of researches, policies and practices
A1  - Lonnert, Lia
PY  - 2020
LA  - eng
PB  - : Nordic Network for Research in Music Education (NNMPF)
KW  - music education
KW  - musikpedagogik
AB  - Within the subject of music in the Swedish curriculum for mandatory school, Läroplan för grundskolan samt för förskoleklassen och fritidshemmet, there is one goal which focus on the function of music to signify identity and group affiliation. To reach the goal, there should also be a focus on gender and ethnicity, and in the comments published to the curriculum religious affiliation is added. Since these concepts are in focus in the curriculum, they also have to be dealt with in music teacher education. Within music teacher education in Sweden, there have been focus for quite a long time on gender and music. However, focus on ethnicity and music education are now emerging. In this paper, there are some reflections on why, and differences between the concepts when regarding music teacher education. Firstly, there is the access to research about the topics. There have been major studies and dissertations on gender issues connected to music education. There is quite a lot of material on gender and music education, both published research and material based on research published in books. Much of this research is about Swedish, or Nordic, conditions which makes it highly relevant for music education students. So far, there have been few studies on ethnicity and music education. Secondly, the definitions of the concepts are a problem. The concept gender has been problematized more than the concept ethnicity within music education, which make the concept gender easier to work with. Music education perhaps could have use of definitions from other disciplines, however, the concept ethnicity is problematic. Thirdly, there is students’ awareness of and identification with the concepts. Students are very aware of gender issues, they discuss them with ease and have experience of doing so from different perspectives. It can be due to the issues above, that gender has been researched more and that the concept gender has been problematized more in music education. This is of course a problem which can be addressed within education. However, the connection of the concept ethnicity to music education is more problematic than the concept gender and music education. These observations above raise questions for music teacher education. How should music teachers’ education tackle a concept and content which have similarities but is different from another concept which is integrated? These concepts are associated in the curriculum, however, it is not a given how music teacher education should handle the concepts. So far, religious affiliation has not been central, but it is possible that the concept should be added to music teacher education. 
ER  - 

TY  - CONF
T1  - Representations and legitimations of quality and knowledge in entrance auditions to Swedish music teacher education
T2  - Futures of Music in Higer Education
A1  - Sandberg Jurström, Ragnhild
A1  - Lindgren, Monica
A1  - Zandén, Olle
PY  - 2019
SP  - 68
EP  - 69
LA  - eng
KW  - education
ER  - 

TY  - JOUR
T1  - Literacy and Multimodality in Swedish Teacher Education: Understanding and Bringing Together Theory and Practice
T2  - Utbildning och Lärande / Education and Learning
SN  - 2001-4554
A1  - Schmidt, Catarina
A1  - Häggström, Margaretha
PY  - 2019
VL  - 1
IS  - 13
SP  - 7
EP  - 23
LA  - swe
PB  - Falun : Högskolan Dalarna
KW  - literacy
KW  - multimodalitet
KW  - lärarutbildning
KW  - teori och praktik
AB  - Grundlärarutbildningen för årskurs F-3 har i uppdrag att förbereda blivande lärare så att de förmår att stödja barns kommunikation och lärande genom språk och olika modaliteter. Denna artikel fokuserar på hur dessa lärarstudenter kan stöttas att utveckla kunskap kring de teoretiska begreppen literacy och multimodalitet så att de kan utgå från och ta stöd från denna kunskap när de planerar för och genomför klassrumsundervisning i årskurs F-3. Den metodologiska designen tar avstamp i en enkätundersökning, vilken visade att en majoritet inte alls kände till eller var osäkra på betydelsen av begreppet multimodalitet såväl som begreppet literacy. Den här artikeln fokuserar på de resultat som framkommer från de fyra fokusgruppintervjuer som genomfördes med 15 av studenterna ett halvår efter enkätundersökningen. Analysen av intervjuerna belyser vikten av a) undervisnings-moment som ger utrymme för lärarstudenters eget reflekterande om literacy och multimodalitet, b) deras eget praktiska ‘görande’ när det gäller hur deras förståelse av begreppen kan omsättas i klassrumspraktiker i F-3 med utgångspunkt i olika ämnesinnehåll. Med utgångspunkt i resultatet, menar vi att det är väsentligt att lärarutbildningen tillvaratar lärarstudenters praktiska och situerade lärande genom workshops och seminarier. Resultatet belyser vidare behovet av en starkare konsensus inom lärarutbildningen gällande den avgörande roll som olika modaliteter för kommunikation spelar för barns lärande.
ER  - 

TY  - JOUR
T1  - Literacy and Multimodality in Swedish Teacher Education: Understanding and Bringing Together Theory and Practice
T2  - Utbildning & Lärande / Education & Learning
SN  - 2001-4554
A1  - Schmidt, Catarina
A1  - Häggström, Margaretha
PY  - 2019
VL  - 1
IS  - 13
SP  - 7
EP  - 23
LA  - eng
KW  - literacy
KW  - multimodalitet
KW  - lärarutbildning
KW  - teori och praktik
ER  - 

TY  - CONF
T1  - EXAMINING HOW TEACHERS ADAPT AND IMPLEMENT A HIGHLY PRESCRIBED MATHEMATICS CURRICULUM: THE SWEDISH CASE
T2  - <em>Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education </em>
A1  - Koljonen, Tuula
PY  - 2024
LA  - eng
KW  - curriculum implementation
KW  - teacher interpretation
KW  - mathematics education
KW  - student engagement
KW  - swedish primary education
AB  - Implementing new curriculum material is a complex, multifaceted process influenced by factors like the curriculum, teacher interpretation, and classroom dynamics. As Remillard and Bryans (2004) highlighted, there’s a gap in our understanding of how teachers interpret and apply new materials, emphasizing the need to study teachers’ interpretations and methods to improve math education, particularly in Sweden, where curriculum materials are typically not prescribed and not mandatory.This research, grounded in curriculum material and teacher cognition theories, examines the application of three lessons from the unfamiliar, innovative TRR (Thinking, Reasoning, and Reckoning) mathematics curriculum by two Grade 1 teachers in Sweden. The aim is to comprehend how teachers interpret this structured material, identify factors causing instructional variations, and understand these variations’ impact on student engagement and learning. The central question is: “How do teachers adapt and implement lessons from a new, prescribed curriculum material?”This ongoing study uses video recordings, teacher interviews, and student work as data sources. Initial findings suggest teachers’ instructional methods are heavily influenced by their styles and interpretations of the curriculum material, considerably influencing students’ learning opportunities. Established mental routines, like ingrained teaching habits, are observed to influence teachers’ actions, creating a gap between intentions and behavior (Sfard, 2023).The study’s findings aim to improve our understanding of curriculum implementation practices, potentially informing future teacher training and curriculum development efforts. The results, shared at the conference, strive to shed light on the relationship between teacher interpretation, curriculum implementation, and student learning outcomes within Swedish education, where prescribed curriculum materials are uncommon.
ER  - 

TY  - CONF
T1  - Physical education teacher eduation matters - this is how!
A1  - Engdahl, Christopher
A1  - Larsson, Håkan
A1  - Quennerstedt, Mikael
PY  - 2025
LA  - eng
KW  - physical education teacher education
KW  - impact
KW  - occupational socialization theory
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - The purpose of this study is to contribute knowledge regarding how physical education teacher education (PETE) matters, what matters in PETE, and for what PETE matters. We explore, illustrate and discuss campus-based and school-based teacher education, the transitions between these different parts of teacher education as well as transitions from teacher education to the first years working as a PE teacher in school.In the study, we draw on results and re-analysis of generated data from several research projects on PETE in Sweden, which explore either campus-based education, school placement and/or the transition from education to the profession. The study includes nine PhD projects and two longitudinal research projects funded by the Swedish Research Council. As part of our re-analysis, a two-day workshop was conducted where the researchers from the projects met to collaborate, drawing on their respective generated data. The results following the workshop were further analyzed in-depth by the three project leaders (Engdahl, Quennerstedt and Larsson). Preliminary results show that teacher education seems to have a substantial impact on teachers' future teaching practice in different respects. Four preliminary themes have been particularly significant so far in the analysis: (a) content knowledge and pedagogical content knowledge in cooperation, (b) the importance of content knowledge in movement, (c) campus teaching combined with school field experiences and field studies with a focus on the integration of theory and practice, and (d) explorative ways of working with a focus on becoming a reflective practitioner with emphasis on teachers’ professional identity.This presentation will provide PETE educators and PE scholars with insights into the profound impact of transitions, or boundary passages (Lawson, 1983), of how PETE can matter for the life-long process of becoming a teacher.Reference:Lawson, H. A. (1983). Toward a model of teacher socialization in physical education: Entry into Schools, Teachers’ Role Orientations, and Longevity in Teaching (part 2), Journal of Teaching in Physical Education, 3, 3–15.
ER  - 

TY  - CONF
T1  - A place for religion and worldviews in Swedish preschool teacher education?: In search for policy-related incentives for supporting students' development of a socially sustainable professionalism
A1  - Raivio, Magdalena
A1  - Skaremyr, Ellinor
A1  - Kuusisto, Arniika
PY  - 2023
LA  - eng
PB  - Karlstads universitet
KW  - preschool teacher education
KW  - policy
KW  - religion
KW  - worldviews
KW  - religious studies and theology
AB  - Social sustainability – including equity and non-discrimination related to religion and worldviews – is central to all higher education. Regarding preschool teacher education (PTE), the Higher Education Ordinance highlights the ability to promote social sustainability in preschool. Therefore, students need opportunities and support to develop socially sustainable professionalism. We argue that this includes the competence to provide age-appropriate worldview education and an ethic of care in preschool, including openness and sensitivity to children's expressions of existential life issues and worldviews. In Sweden, there are no previous studies investigating the content or discourse of PTEs from the perspectives of religion and worldviews. Research does show challenges related to problematic discourses on diversity and interculturality in teacher programs. Furthermore, previous findings illustrate that for students to become aware of their personal worldviews and values, PTE needs to provide them with the competence to teach accurate knowledge content regarding religion and worldviews and to create safe spaces for students’ self-reflection. Our ongoing pilot study of Swedish PTEs is based on program plans and websites of all 20 programs. The analysis focuses on the content and discursive norms, regarding religion and worldviews on a national policy level, and the methods used, are discourse analysis and content analysis. The result shows that only one program plan mentions religion and worldviews explicitly, which means a lack of policy incentive for teachers in the programs to highlight it in their teaching. However, this single example needs to be studied more closely via other materials, as are the PTEs that do not address religion or worldviews in their program plans. The pilot study, along with a theoretical and analytical tool created for this purpose, is going to serve as the starting point for a larger, in-depth national research project where this will be done.
ER  - 

TY  - CONF
T1  - Diffusion of ICT in teacher education - common targets and visions by four colleges in Sweden
T2  - Proceedings of Society for Information Technology &amp; Teacher Education International Conference 2008
A1  - Fors, Eva
A1  - Hössjer, Annika
A1  - Olsson, Lena
A1  - Sönnerbrandt, Christopher
PY  - 2008
SP  - 2326
EP  - 2332
LA  - eng
PB  - Chesapeake, VA : Association for the Advancement of Computing in Education (AACE)
KW  - common targets
KW  - vision
KW  - teacher education
AB  - In this paper we will reflect on how diffusion of information- and communication technology, can be real in Swedish teacher education. We will describe how the Bologna process affects the work with systematic implementation of ICT and how the CDIO Initiative is used as a framework for the development of the LIKA matrix. The LIKA project was launched at the beginning of 2006 and is a six year collaboration project, between four teacher education colleges. The project is financed by the Swedish Knowledge Foundation and the participating institutions. LIKA stands for the processes of Learning, Information, Communication and Administration, which requires digital competences in order to carry out everyday professional teaching and learning activities.
ER  - 

TY  - CONF
T1  - Multilingualism, teacher cognition and inclusive education: A study of attitudes, beliefs and knowledge
A1  - Paulsrud, BethAnne
A1  - Juvonen, Päivi
A1  - Schalley, Andrea C.
PY  - 2018
LA  - eng
KW  - utbildning och lärande
KW  - education and learning
AB  - Due to increased migration and mobility world-wide, educational settings are changing, with classrooms characterized by considerable diversity in students’ linguistic backgrounds. This heterogeneity poses a challenge to education and in particular to inclusive education – that is, the aim of offering quality education for all while also respecting diversity and different needs and abilities, characteristics and learning expectations (see Kugelmass, 2006). Pre-primary and primary teachers’ attitudes, beliefs and knowledge (ABK) on multilingualism are critical factors to achieving inclusive education. Teacher cognition (Borg, 2003, 2006) addresses the interplay between teachers’ ABK and the pedagogical and language developing practices in schools and classrooms. Four major factors have been identified to interactively shape and be shaped by teacher cognition: teachers’ own schooling experience, teacher education, contextual factors such as the organization of education, and classroom practices (Borg, 2003).The present study addresses multilingualism, teacher cognition and inclusive education in Sweden, with an aim to empirically investigate attitudes, beliefs and knowledge of pre-primary and primary teachers. We employ a mixed-methods approach (semi-structured interviews and large-scale online survey), studying what shapes attitudes, beliefs and knowledge on multilingualism and which factors correlate with these.In our presentation, we will offer an overview of our larger ongoing project, before moving to preliminary results from the first interviews. We are currently interviewing pre-primary and primary teachers, aiming for participants from varied school demographics. Our focus is on their experiences with multilingualism in the classroom as well as their insights from their own backgrounds and teacher training. Our results are expected to generate new understandings of teachers’ perceptions of classroom diversity and of children who speak languages in addition to Swedish, as well as how these perceptions are shaped and how they influence classroom practices. Thus, our study will contribute to the theoretical perspectives of teacher cognition and inclusive education.ReferencesBorg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36: 81–109.Kugelmass, J.W. (2006). Sustaining cultures of inclusion: the value and limitations of cultural analyses. European Journal of Psychology of Education XXI(3): 279–292.
ER  - 

TY  - CONF
T1  - “You’re never finished”: Teachers on commitment, professional struggle and positioning during 15 years of change
A1  - Fransson, Göran
A1  - Frelin, Anneli
PY  - 2012
LA  - eng
KW  - committment
KW  - longitudinal
KW  - teacher
KW  - education
AB  - This paper presents some preliminary results from a study inquiring into factors that contribute to teacher retention and commitment. The data presented are part of a larger project financed by the Swedish National Science Council: "Crossroads - a longitudinal study of choices and values in teachers’ work trajectories". It builds from a unique material: 87 graduates from one Teacher Education program in Sweden were interviewed by mail at eight occasions regarding their work and lives, spanning from their graduation in 1993 through their careers until 2008. The purpose of the project is to describe, understand and explain the specific circumstances, attitudes and strategies that make teachers stay, leave or return to the teaching profession. The aim of this paper is to tentatively map key characteristics of teacher experiences during 15 years.
ER  - 

TY  - CONF
T1  - Giving voice to silenced professional concern in teaching
T2  - Past, Present, Future
A1  - Frelin, Anneli
PY  - 2007
LA  - eng
KW  - gender
KW  - teacher professionality
KW  - teacher concern
KW  - relational practices
KW  - education
AB  - Teachers of today face high demands for professionality and judgement in complicated issues such as fostering democratic citizens in a context where at the same time marketization and commodification of knowledge narrows the space for what education can be defined as. The prevailing transfer metaphor of knowledge where teachers constitute mere suppliers of pre-determined content and the learners become receivers of the same content may resound well with recent changes towards government by results, but it does not resound with many teachers’ experiences of what their profession, and professionality, involves. Factors such as how schools are organized, work reinforcement structures as well as narrow definitions of teaching work emphasize the practices of passing on subject matter to students. What thus is being neglected is the amount of, and nature of, work that involves setting the preconditions which allow or facilitate for such learning to occur. There is also a risk of teachers feeling pressed to disregard important pedagogical practices occurring alongside and beyond subject matter connected to school subjects such as those which aim at fostering democratic citizens. By conceptualizing teaching in terms of building educational relations rather than transferring pieces of knowledge this paper puts relational practices in the centre and emphasizes the teacher’s professional concern for her students. It questions the view of the professional as detached and neutral and argues that concern for the other plays an important role in professional teachers’ actions. Such dimensions of teacher professionality, due to commonsense definitions of work, have been marginalized if not made invisible as well as undertheorized. Gender regimes which separate spheres of work and home silences aspects of work associated with femininity but through listening to teacher’s stories I will try to give voice to silenced expressions of professionality which appear in the relational practices of teaching.
ER  - 

TY  - JOUR
T1  - Samspelet lärarstuderande-handledare: Den verksamhetsförlagda utbildningen
T2  - Pedagogisk forskning i Sverige
SN  - 1401-6788
A1  - Hultman, Glenn
A1  - Schoultz, Jan
A1  - Stolpe, Karin
PY  - 2011
VL  - 2
IS  - 16
SP  - 118
EP  - 137
LA  - swe
PB  - Göteborg : Stockholms universitets förlag
KW  - teacher
KW  - education
KW  - mentors
KW  - field experiences
KW  - linking processes
KW  - aprenticeship
AB  - Hultman, Glenn, Jan Schoultz & Karin Stolpe: Student teachers and mentors: The practical part of teacher education. Pedagogisk Forskning i Sverige, Vol. 16, No. 2, pp. 120–139. Stockholm: ISSN 1401-6788 This study illuminates the interaction and linkage between the theoretical part of teacher education and the practical part, with a focus on what happens during the latter and how the student teacher makes meaning out of the process. We have looked at research reviews that focus on the Swedish and Scandinavian fields. Our particular interest involves the linkage (organizational linkages) between the university (the student) and the practical field (the school) and the research that says that newcomers are confronted with a new situation, which can lead to an element of surprise, which in turn leads to attempts to fit this into a meaningful whole (i.e. sense making). We use data from experienced teachers’ reflections on their own teacher education and the experience of their own practicum periods, as well as the impressions and reflections of student teachers as expressed in interviews and logged in their journals from their practicum periods. The results show that not only does an adaptation occur, but that there can also be innovative elements in the meaning- making process, in part through the ambitions a student teacher harbours from the theoretical part of the education, and in part through the divergence between one’s own experiences, those of the mentor, and examples of other teachers. The135 G. HULTMAN, J. SCHOULTZ OCH K. STOLPE socialization that occurs can be described as a ‘situational apprenticeship’, which means that student teachers interact with the context and the pupils. This is what moulds them, becomes their ‘master’, resulting in a form of apprenticeship. Part of our conclusion is that we find the interaction between the student teacher and his/her mentor to be learning that contains elements of corrections and alternative interpretations.
ER  - 

TY  - JOUR
T1  - Diskursiva legitimeringar av estetisk verksamhet i lärarutbildningen
T2  - EDUCARE VETENSKAPLIGA SKRIFTER
SN  - 1653-1868
A1  - Lindgren, Monica
A1  - Ericsson, Claes
PY  - 2013
VL  - 1
IS  - 2013
SP  - 7
EP  - 40
LA  - swe
PB  - Malmö : Malmö högskola
KW  - diskurs
KW  - ideologi
KW  - skola
KW  - lärarutbildning
KW  - teacher education
AB  - The purpose of this article is to discuss current discourses inscribed in the practice of aesthetic courses in Swedish teacher training for compulsory school. The discussion is based on data including 19 focus group interviews with teachers and students at 10 Swedish teacher education institutes. Our analysis shows that an academic discourse focusing on theory, reflection and textual produc-tion exists alongside a discourse of skills-based practice. A third discourse, characterized by subjectivity and relativism vis-à-vis the concept of quality, is also found in the material. Finally, a therapeutic discourse is articulated and legitimized based on an idea that student teachers should be emotionally bal-anced. In the article, contextual and ideological factors, as well as techniques of governance, are discussed in relation to the constructions found in the empirical material.
ER  - 

TY  - CONF
T1  - Contrasting Views – Student and Teachers Perceptions on ICT in Eduation
T2  - ICITE 2016, PROCEEDINGS
A1  - Lindberg, J. Ola
A1  - Olofsson, Anders D.
A1  - Fransson, Göran
PY  - 2016
SP  - 1
EP  - 10
LA  - eng
KW  - ict
KW  - education
KW  - student
KW  - teacher
KW  - perception
KW  - school
KW  - it
KW  - ikt
KW  - utbildning
KW  - elev
KW  - lärare
KW  - uppfattning
KW  - skola
AB  - This paper reports on a study of upper secondary school teachers’ and students’ perceptions of information and communication technologies (ICT) in education. Data for the study are interviews with teachers and students that are part of a Swedish four-year project concerned with the advanced use of ICT in education. The results show that teachers use ICT for several different purposes, and that students expressed an extensive use of ICT. Data reveals a difference between students’ in- and out-of-school use of ICT, out of school they rely more on their smartphones than they do in school.
ER  - 

TY  - CONF
T1  - From Paris to PISA: Aesthetic Governing in Comparative Education
A1  - Lundahl, Christian
A1  - Grek, Sotiria
PY  - 2016
LA  - eng
KW  - education
AB  - International comparisons have become the lifeblood of education governance in Europe and globally; however, they are not just a contemporary phenomenon. On the contrary, governing by comparison in education is historically as deep-rooted as the founding of the European nation-states themselves. Using Sweden as a case study, the aim of this paper is to explore and analyse the ways in which national systems and their innovations were influenced, constructed and traded through the use of education comparisons. By focusing on Sweden, a country considered to be one of the leading European education systems for most of the 19th and 20th centuries, we will examine the workings and effects of international education comparisons through an examination of the role and impact of representing the Swedish education system in two historical junctures: the first historical point in our analysis will be the late 19th century World Fairs and the exhibition of Sweden as a model education system (through the literal use of models to represent schooling in the nation); the second historical moment is the one of Sweden being represented as a failed system, as this has been exemplified in the ‘killer’ charts and rankings of the OECD PISA results. Through both primary data collection and secondary analysis of qualitative data, we will explain the ways in which aesthetic governing and the use of comparison as a spectacle – either of glory or of fear- creates policy dispositions that may be far starker and effective than any detailed analysis and use of evidence in contemporary policy making. The case of Sweden will also be seen from the broader spectrum of European education governance and situated in this context and policy landscape.The power of the spectacle of comparison, from the traditional World fairs all the way to PISA tables, is often related to the notion of accountability. Sobe and Boven describe the accountability of exhibitions  (and perhaps their contemporary equivalent of the rating and ranking of country tables) as the “’political’ work of establishing norms, constructing subjectivities and helping to establish what is and is not possible’ through ”rituals of verification” (2014). Exhibitions have often been considered as ways of standardising and creating uniformity via information on educational systems that in some ways is quantifiable.Going beyond the notion of the comparative spectacle (which has been developed eloquently by the classic work of Novoa and Yariv-Mashal, 2003) when looking closer both at older exhibitions and at OECD reports like Education at a Glance, and in particular the media presentation of PISA results, we are able to discern efforts for an aesthetic representation  of educational comparisons (Ghertner 2010; 2011; for an example of international assessments as  aesthetic representation, see: C. Lundahl, The Beauty in PISA http://www.paristopisa.com/?p=66) ; these can be educational objects, such as schoolhouses, teaching materials, and pupils’ work at display at a World’s fair or even the colourful sloping diagram of a country’s PISA result in the morning news. Therefore we suggest that we distinguish between  numerical accountability and aesthetic governing, where the former is seen more as a panoptical power producing standards through statistical norms and calculations whilst the latter can be seen as a synoptical power, producing and displaying ideals effecting emotions, beliefs, hopes etc. The notion of aesthetic governing would then work as a complement to numerical accountability, allowing an understanding of how traditional exhibitions as well as modern comparative data can both relate to governing senses and thus selves. The paper is based on current research in the project ‘From Paris to Pisa: Governing Education by Comparison 1867-2015’, funded by the Swedish Research Council.MethodEmpirically the project makes use of a wide array of sources. Archives in Sweden as well as abroad (UNESCO, IEA, OECD), are examined. Policy documents, scientific journals, newspapers, magazines for teachers and interviews with key policy and research actors – in Sweden and abroad – are also used. For the purposes of this paper, archival analysis as well as critical discourse analysis will be used in order to analyse a. the exhibition as a space of comparison and b. the visual discourse as created through the use of numbers and statistics as well as exhibited objects and educational artefacts. For the investigation of the first historical juncture (exhibitions) we will use a range of sources, for example: The World Fairs 1867–1904; The Swedish exhibition of school material 1877–1906; and the national school museum 1908–1930. The preliminary sources we are going to use are, amongst others, the Victoria and Albert (V&A) archive in the UK; the archives of Foreign affairs (Svenska UD); the archives of the Expo agency (Utställningsbestyrelserna); the Nordic museum archive, newspapers and teacher union magazines. In order to analyse the second historical point in our analysis (OECD PISA tables) we will use critical discourse analysis of the OECD reports on the Swedish education system as well as reporting of the PISA 2012 results.Expected OutcomesAlthough national systems have so far been regarded as internally constructed, with particular policies and politics, our approach builds on historiographies in education, science and technology, as well as political/historical sociology, to create a novel and original interpretation which treats comparison and the cross border flow of data and expert actors as mutually constitutive. This means that our paper will offer insights and explanation of phenomena largely ignored: the role of Sweden in international exhibitions; the Swedish School Museum; and the impact of the aesthetic governmentality of large international assessments on the Swedish education system and beyond.More specifically, the paper will argue that there are two different aspects of aesthetics that play a role in comparative education: as representation as well as aesthetic education in itself. Aesthetics as representation is a governing instrument that renders comparisons visible, interesting and alluring. Such a quality of aesthetics can be found both in World’s Fairs as well as in PISA. Aesthetics as educational content in itself however relates more to what kinds of knowledge international comparisons value. The era of the World Fairs was obsessed with aesthetic aspects of school knowledge, with drawing, gymnastics, Sloyd and beautiful school houses. PISA, on the other hand, shows little interest in comparing knowledge that values aesthetics. Thus, the paper will explore whether the relationship between representation and content has changed. Aesthetics as representation no longer mirrors an interest in aesthetics as content.ReferencesGhertner, D. A. (2011) Rule by aesthetics: World-class city making in Delhi, A. Roy and A. Ong (eds). Worlding Cities: Asian Experiments and the Art of Being Global, Oxford: Blackwell.Ghertner, D.A. (2010) Calculating without numbers: aesthetic governmentality in Delhi's slums, Economy and Society, 39:2, 185-217 Novoa, A. and Yariv-Mashal, T. (2003) Comparative Research in Education: a mode of governance or a historical journey, Comparative Education, 39(4), 423-438.Sobe, N.W. & D.T. Boven (2014). Nineteenth-century world’s fairs as accountability systems: Scopic Systems, Audit Practices and Educational Data. Education Policy Analysis Archives, 22(118), 4. http://dx.doi.org/10.14507/epaa.v22.1673.
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TY  - CONF
T1  - The search for professional digital competence in Swedish teacher education policy: a content analysis on the prerequisites for teacher educators’ dual didactical task
A1  - Lindfors, Maria
A1  - Olofsson, Anders D.
PY  - 2021
LA  - eng
AB  - This study explores the prerequisites in Swedish teacher education (TE) policy for teacher educators to fulfil their dual didactical task. That is, to use digital technology in a way that ensures student teachers graduate from teacher education with the professional digital competence (PDC) needed for their future working lives in a digitalised school. TE seems often to be high on the political agenda and according to, for example, Jackson and Burch (2019) this can be due to teacher quality being strongly associated to a nation’s economic status. Hanell (2018) in his turn suggests another recent reason for the political interest in TE - the large introduction and use of digital technology in K-12 schools.Building on challenges reported in Lindfors et al (2021), we will conduct a content analysis (Zhang & Wildemuth’s, 2009) of policy documents that govern Swedish TE. Data were collected from 20 primary TE institutions for grades 4-6 spread out in Sweden. Data includes: (a) National guidelines and curriculum regulations for TE in Sweden (e.g., the Swedish Higher Education Ordinance), (b) Program syllabuses at the selected TE institutions, and (c) Course plans (in all 240 higher education credits, 4-year full-time studies) (including Subject courses: Swedish, English & mathematics – 90 credits; Subject courses by choice – 30 credits (e.g., social subjects, natural science subjects & practical or artistic subjects); Educational science courses – 60 credits; Practicum placement courses – 30 credits; Student thesis course(s) – 30 credits). The outcome will be problematized due to the role of teacher educators as a second-order teacher and the fulfilment of their dual didactical task in TE and thereafter related to a framework on teachers’/teacher educators’ PDC.Hanell, F. (2018). What is the ‘problem’ that digital competence in Swedish teacher education is meant to solve? Nordic Journal of Digital Literacy, 13(3), 137–151.Jackson, A., & Burch, J. (2019) New directions for teacher education: investigating school/ university partnership in an increasingly school-based context. Professional Development in Education, 45(1), 138-150.Lindfors, M., Pettersson, F., & Olofsson A.D. (2021, online first). Conditions for professional digital competence: the teacher educators’ view. Education Inquiry. Doi: https://doi.org/10.1080/20004508.2021.1890936Zhang, Y., & Wildemuth, B. M. (2009). Qualitative analysis of content. In B.M., Wildemuth, (Ed), Applications of social research methods to questions in information and library science (pp. 308-319). Westport, CT: Libraries Unlimited.
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TY  - CONF
T1  - EDI in Swedish Music Education: Transforming Traditions and Navigating Challenges
A1  - Houmann, Anna
A1  - Barfalk, Joakim
A1  - Lundahl, Erik
A1  - Berlin Englund, Per
PY  - 2024
LA  - eng
AB  - In Sweden's upper secondary school aesthetic program, educators face significant opportunities and challenges in teaching students who utilize Electronical Digital Instruments (EDI) as their primary instrument. Since 2017, students have leveraged EDI, employing computers, user-configured software, and performance controllers to play and create music. This transformative approach challenges traditional music teaching methods, offering students a meaningful musical education that nurtures their identity and empowers them to reinvent musical traditions. EDI players explore diverse electronic music styles and cultivate advanced techniques through their unique electronic music system configurations. This 3.5-year research project delves into the implications of teaching and learning with EDI for both teachers and students in aesthetic programs and music teacher education. University researchers collaborate with upper secondary school teachers, as well as educators and students in music teacher education, to develop scientific knowledge and EDI teaching guidelines. This project addresses a notable gap in the professional and research landscape, as there is limited understanding of EDI's role in music teaching and learning. Drawing parallels from the music technology field (King, Himonides & Ruthmann, 2017), the study employs Educational Design Research (McKenney & Reeves, 2012) principles to analyze teaching outcomes through iterative cycles. Classroom interventions, individual and focus group interviews, music labs, and guideline tests contribute to the comprehensive analysis. Regular collaborative meetings facilitate the analysis of teaching practices, methodological discussions, and processing of relevant research material. The project not only advances the scientific understanding of EDI in the current educational context but also contributes to the development of concrete teaching models. These models, grounded in research and practical experience, bear relevance to technology integration in the music curriculum, transformations in music teacher education, and the innovation of practice-based research methods.
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TY  - CONF
T1  - Teacher roles in a blended learning materials engineering master program: "It's not a new role, it's a new way!"
A1  - Keller, Christina
A1  - Wass, Sofie
A1  - Zetterlind, Madelene
A1  - Ghassemali, Ehsan
A1  - Seifeddine, Salem
PY  - 2017
LA  - eng
PB  - European Distance and E-Learning Network (Eden)
KW  - blended learning
KW  - engineering education
KW  - teacher roles
KW  - teacher competences
KW  - content analysis
AB  - Engineering education are characterized by laboratories, mathematical foundations and design tools. These pillars of engineering education do not seem to be ideal for online education as the field lags behind other fields in adopting online education. Laboratories are for instance hard to implement online due to the need of direct operation of instruments. Likewise, course materials requiring use of mathematics have traditionally not been as easy to implement as topics that require only text-based instructions (Bourne et al., 2005). Real laboratory sessions have also shown to be more motivated for engineering students than virtual simulations (Stefanovic, 2013). In spite of this, there are increasing evidence of use of blended and online learning in engineering education. For example, online self-study environment to supplement the classroom instruction in engineering courses in graphical communication (Sun et al., 2014), virtual laboratories and simulation environments (Balamuraithara & Woods, 2007; Bourne et al., 2005) and online platforms for developing learning networks for global engineering (Meikleham et al. 2015). The School of Engineering at Jönköping University, the Swedish foundry association, the research institute Swerea/SWECAST and twelve foundry industries cooperate to develop a blended learning one-year master program in product development in materials and manufacturing. As previously performed courses have been given on campus, teachers needed to take on new roles as blended learning teachers. In this paper, we present the initial results from a study that aims to investigate the perceived roles of university teachers in a blended learning materials engineering master program.
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TY  - CONF
T1  - Swedishness - A Matter of Education?: Immigration, National Identity and the Democratic State
A1  - Lödén, Hans
PY  - 2007
LA  - eng
KW  - immigration
KW  - superordinate national identity
KW  - youth
KW  - inclusion
KW  - exclusion
KW  - democratic state
KW  - sweden
KW  - ämnesdidaktik
KW  - subject didactics
AB  - Results from a research project conducted among 1000 secondary school students in Sweden are used for discussing superordinate national identity as a means for immigrants integration into democratic polities and the challenges this may present for social science education. The discussion is presented in the form of an article, intended for publishing. The theoretical point of departure is taken within social identity theory, with emphasis on its findings concerning relationships between superordinate and subgroup identities. It is suggested that a superordinate national identity perceived as inclusive, by immigrants and the native population, would be conducive to integration into democratic nation-states. Such states are seen as the dominant organizational form for democratic polities in the foreseeable future. It is argued that command of the dominant language of society is most important of the inclusive criteria. Other such criteria are respect of the state´s political institutions and feelings of belonging to the country where you live. The argument is supported by data, showing a majority of secondary school students  of self-identified ´Swedish´ or non-´Swedish´ backgrounds  in favour of inclusive criteria for a ´Swedish´ national identity. This ´civic´ understanding of national identity  highlighting the importance of a dominant and culturally non-neutral language  is implicitly critical to the predominant concept of ´multiculturalism´. Thus, issues of inclusion and exclusion are paradoxically problematized, since multiculturalism is often seen as an including approach. For social science education, in school and in teacher training, this paradox presents a challenge with its focus on questions I would like to highlight in the concluding discussion: How is a civic understanding of ´inclusion´ to be understood as opposed to a multicultural? And: Which are the consequences of a civic understanding for matters of recognition of minority groups and their rights?
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TY  - CONF
T1  - Programming to learn mathematics - exploring student teachers' instrumental genesis
T2  - The relation between mathematics education research and teachers' professional development
SN  - 1651-3274
A1  - Pejlare, Johanna
A1  - Fainsilber, Laura
PY  - 2022
IS  - 16
SP  - 69
EP  - 79
LA  - eng
PB  - Göteborg : Swedish Society for Research in Mathematics Education
KW  - mathematics education
KW  - instrumental approach
KW  - programming
KW  - riemann sum
KW  - python
KW  - teacher education
AB  - Programming is now a prescribed part of the curriculum in mathematics in both primary and secondary school in Sweden, as in many other countries. Teacher training must thus prepare students for the challenges of teaching mathematics with programming. We explore how student teachers see their own training in programming in relation to mathematics and what opportunities to learn mathematics they believe that programming can offer pupils in school. An instrumental approach is used to analyse observations and a questionnaire on secondary school student teacher’ experience of a programming lab, where they investigate Riemann sums with programming. We find that students feel challenged by both the programming and the mathematical content, and that they see the challenges as useful, both for themselves and for their future pupils.
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TY  - CONF
T1  - Knowledge input in responses to a government inquiry concerning probationary year for new teachers: the role of mentors and headmasters
A1  - Fransson, Göran
PY  - 2009
LA  - eng
KW  - induction
KW  - beginning teacher
KW  - mentor
KW  - headmaster
KW  - mentee
KW  - assessment
KW  - government inquiry
KW  - responses
KW  - teacher induction
KW  - probationary year.
KW  - education
AB  - In Sweden, with no tradition of mentors participating in formal summative assessment of newly qualified teachers, a Government Inquiry proposes this dual role for mentors. This paper examines how the mentor’s and headmaster’s role in the assessment and the relations between mentor and mentee are discussed in the 108 responses sent to the Swedish Ministry of Education, as response to this Government Inquiry. Results show that the issue of evaluation in discussed in half of the responses (54 of 108); the headmasters role in mentioned twice as much as the mentors role (in 41 respectively 23 of the 108 responses); and that higher education institutions are most active focusing the mentors. Only 23 of the responses mention the mentor’s role in the assessment; none of these responses is positive to the mentor’s double role but eleven questions it; and the relationship between the mentor and mentee is discussed in only four responses. This raises question as to what extent new information or perspectives could be expected from responses, especially from a research-based perspective.
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TY  - CONF
T1  - Digital Citizenship and Professional Digital Competence in a Postdigital Age: Teacher Educators' Views and Potentialities
T2  - Scuola Democratica (2021). Book of Abstracts of the International Conference of the journal Scuola Democratica. Reinventing Education, Rome, 2-5 June, Associazione “Per Scuola Democratica”
A1  - Örtegren, Alex
A1  - Olofsson, Anders D.
PY  - 2021
SP  - 343
EP  - 343
LA  - eng
PB  - Rome : Scuola democratica
KW  - teacher education
KW  - digital citizenship
KW  - digital competence
KW  - postdigital
KW  - democracy
AB  - Educating future citizens is part of teachers’ work for which student teachers need skills and knowledge. Digitalization in society places new demands on teacher education institutions (TEIs) and teacher educators (TEs) because it is changing citizenship and the democratic landscape. Young people’s civic engagement is becoming increasingly more digital while challenges to democracy are augmented, for instance post-truth disinformation campaigns, digital surveillance, and ‘echo chambers’.This paper reports from a postdigital perspective on the early results of a case study of TEs’ conceptualizations of digital citizenship at seven TEIs spread geographically across Sweden. Based on semi-structured interviews with 16 TEs who teach a module on democracy and education mandatory for all student teachers (General Education Studies, first semester), this study examines TEs’ views of digital citizenship and the professional digital competence (PDC) required for TEs to teach for digital citizenship. The results show that TEs generally agreed that the digitalization of society impacts how school is to foster democratic citizens and that this requires specific dimensions of TE and teacher PDC. Digital citizenship tended to be narrowly conceptualized as pertaining to source criticism while other aspects such as skills and knowledge for democratic participation, critical engagement, and online security were expressed less often. Although many TEs agreed that it is important to address digitalization in relation to the democratic assignment, they were uncertain in regard to if, how, and when TEIs prepare student teachers accordingly. When asked about digitalization as part of student teachers’ mandatory module on democracy and education, this was addressed coincidentally, if at all. TEs also viewed lack of time as a problem, citing subject matter, time allotted, and no clear demands on teacher PDC specifically relating to citizenship or the democratic assignment among the National Teacher Program Goals. Thus, although TEs generally believe they have an important role in preparing student teachers for the democratic assignment in in a digitalized school, it is unclear what dimensions of TE and teacher PDC this requires, and different emphases may impact TEI equivalence and subsequently pupils’ citizenship formation. Therefore, TEIs need to ensure that TEs have the PDC needed to include questions of digital citizenship in their teaching. The study also suggests that TEs need to be involved in continuous professional development (CPD) in PDC and digital citizenship in relation to questions concerning for instance course content, teaching, and program structure.These results echo another case study by Lindfors, Pettersson & Olofsson (2021) presented in this paper, which focuses on how TEs view conditions to ensure that student teachers graduate with the PDC needed to work in a digitalized school. This study shows that TEs need CPD in PDC for the dual didactic task of teaching to teach, including the ability to help student teachers position the teaching profession in relation to digitalization in postdigital society. In this regard, TEI leadership and policy support are important, which mirrors the importance of TE CPD in PDC and review of course content and program structure identified by the first study.
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TY  - CONF
T1  - The Power of Teacher Assigned Grades in Outcome Based Education
A1  - Lundahl, Christian
PY  - 2018
LA  - eng
KW  - education
AB  - In measuring and governing the quality of education, outcomes in terms of academic achievement have come to play an increasingly important role in recent decades (Hopmann, 2003; Sahlberg, 2016). In many countries, the policies accompanying this development have relied on an increased use of testing for accountability purposes (Baker, 2016; Brookhart, 2015; Linn, 2000). In arguing for alternatives to test-based accountability, researchers have suggested that teacher-assigned student grades could be used for high-stakes purposes in order to moderate negative effects of testing (Brookhart et al., 2016; Willingham, Pollack & Lewis, 2002). In this study, Sweden serves as an example of a school system in which teacher-assigned grades have a major role in performance management and accountability. We study how politicians view and legitimise the strengths of grading in an outcome-based accountability system.Based on two-part analysis, we will show how teacher-assigned grades, through complex processes of legitimation, have acquired and retained a central position in governing the overall quality of the educational system in Sweden. The first part of our analysis focuses on the revision of the grading system in the early 1990s, which was part of a major reform of the Swedish school system in order to improve the outcomes of schooling. The grading system was redesigned and new functions for governing educational quality were developed: new means of accountability was designed (Lundahl, Erixon Arreman, Holm & Lundström, 2013).In the second part of our analysis, we study the system almost two decades after its initial construction. Also in this analysis we focus on a grading reform (launched in 2011). The quality of the Swedish school system was again considered to be too poor, and the grading system was again considered a key part of improving educational quality.The two parts of our analysis reveal differences in how a grading system that could serve outcome-based accountability was legitimised: in the first reform, the main legitimising processes concerned the core principles, and the work to find a grading system that could be broadly accepted among stakeholders. In the second reform we observed a new strategy in achieving legitimacy for a grading system by reference to other countries’ grading systems (‘policy borrowing’).We argue that in the Swedish system, grades used in an administrative rather than a pedagogical way function as a ‘quick language’ (Lundahl 2008), that effectively reduces the complexity of communication between various actors with regard to what students learn and accomplish in education. As such, grades are legitimate in terms of their communicative efficacy. A grade, as well as a test result, is quick in its representation (it includes much information), and (therefore) it is quick to use.At the same time the use of grades in communicating student learning has not been sufficient to meet the needs of government. We conclude that in order to turn grading into an instrument that can moderate some of the downsides of testing regimes, a broader view of what constitute outcomes in education needs to follow. References Baker, E. (2016). Research to Controversy in 10 Decades. Educational Researcher, 45(2), 122–133.Brookhart, S. M. (2015). Graded Achievement, Tested Achievement, and Validity. Educational Assessment, 20(4), 268–296Brookhart, S. M., Guskey, T. R., Bowers, A. J., McMillan, J. H., Smith, J. K., Smith, L. F., Stevens, M. T., & Welsh, M. E. (2016). A Century of Grading Research: Meaning and Value in the Most Common Educational Measure. Review of Educational Research, 86(4), 803–848.Hopmann, S. T. (2003). On the evaluation of curriculum reforms. Journal of Curriculum Studies, 35(4), 459–478.Linn, R. L. (2000). Assessments and Accountability. Educational Researcher, 29(2), 4–16.Lundahl, C. (2008). Inter/national assessments as national curriculum: the case of Sweden. In M. Lawn (Ed.), An Atlantic Crossing? The work of the International Examination Inquiry, its researchers, methods and influence(pp. 157–180). Oxford: Symposium Books. Lundahl, L., Erixon Arreman, I., Holm, A.-S., & Lundström, U. (2013). Educational marketization the Swedish way. Education Inquiry, 4(3), 497–517Sahlberg, P. (2016). The Global Educational Reform Movement and its Impact on Schooling. In Mundy, K., Green, A., Lingard, B., and Verger, A. (Eds.), The Handbook of Global Education Policy(pp. 128–144). New York: John Wiley & Sons.Willingham, W. W., Pollack, J. M., & Lewis, C. (2002). Grades and Test Scores: Accounting for Observed Differences. Journal of Educational Measurement, 39(1), 1–37.
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TY  - CONF
T1  - The Swedish National Professional Program: A new curriculum for the professionalization of preschool teachers, teachers, and school leaders
A1  - Ståhlkrantz, Katarina
PY  - 2024
LA  - eng
KW  - education
AB  - While Sweden has become unique on the international education scene, by becoming the mostmarket-oriented education system in the world, the transnational standards-based reform movementcannot be considered to have been driven that far. Right now, a National Professional Program (NPP)is in the making, including a structure for preschool teachers’, teachers’ and school principals’continuing professional development and a merit system. NPP can be considered as part of the‘standards movement’, which in recent decades has become a key component of educational reformsin many countries (Berkovich & Bogler, 2020; Goodwin, 2021). As policy tools, professional standardsand standardisation can be used for planning and directing professional learning and to improveeducation, but also for regulative, performative, and benchmarking purposes (McMahon & Torrance, 2023). Standards and standardisation also risk limiting professional autonomy (Evetts, 2011; Nerland& Karset, 2015). Follow Timmermans and Epstein (2010), there is a need to problematise and give indepth account of the complexity of standardisation. From a Nordic perspective, it is important to gaina deeper understanding of how the global standard movement is translated to and intertwined withlocal contexts.Based on a critical curriculum theory perspective, this study draws on Schmidt’s (2008) discursiveinstitutionalism. The aim of is to identify and critically explore the ideas of NPP, oninstitutional/societal and programmatic levels (Wahlström & Sundberg, 2018), and the discoursescommunicated by the policy proposal. Official policy documents constitute the empirical data.Preliminary findings indicate neoliberal ideas, i.e., global competition and accountability, but alsoideas about alignment to already existing reforms. A crisis discourse and the lifelong learning25discourse is communicated, but also competing discourses about balancing professionalization‘from above’ and ‘from below’, and tensions between individual or collegial training programs. Thereare also context specific discourses about the Nordic school model, and equality.References:Berkovich, I & Bogler, R. (2020). The relationship between school leadership standards and schooladministration imperatives: an international perspective, School Leadership & Management, 40(4), 321-334.Evetts, J. (2011). A new professionalism? Challenges and opportunities. Current sociology, 59(4), 406-422.Goodwin, A. L. (2021). Teaching standards, globalisation, and conceptions of teacherprofessionalism. European Journal of Teacher Education, 44(1), 5-19.McMahon, M., & Torrance, D. (2023). Standards for school leadership and principalship. In I. Menter(ed.), The Palgrave Handbook of Teacher Education Research, 665-686. Springer.Nerland, M., & Karseth, B. (2015) The knowledge work of professional associations: approaches tostandardisation and forms of legitimisation, Journal of Education and Work, 28(1), 1-23, DOI:10.1080/13639080.2013.802833Schmidt, V. A. (2008). Discursive institutionalism: The explanatory power of ideas and discourse.Annual review of political science, 11(1), 303-326.Wahlström, N., & Sundberg, D. (2018). Discursive institutionalism: Towards a framework foranalysing the relation between policy and curriculum. Journal of education policy, 33(1), 163-183.
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TY  - CONF
T1  - Teaching traditions and learning in physical education and science education: A double symposium at ECER 2015
A1  - Almqvist, Jonas
PY  - 2015
LA  - eng
KW  - comparative didactics
KW  - physical education
KW  - science education
KW  - curriculum studies
AB  - Within institutionalised educational activities one of, if not the, most important factor for students’ learning is the teacher’s manner of teaching. In this symposium we will present the framework and some of the results from a project where we are identifying teaching traditions – manners of teaching that many teachers use – within science education and physical education and analysing the pros and cons of each of the traditions regarding learning. In other words, the project focuses on the institutional dimension of learning, by identifying limits and possibilities for learning offered by different teaching traditions. The results of this research will then, from the perspective of cooperative engineering (Sensevy et al 2013), be tested in use together with practicing teachers in order to evaluate their potential for helping teachers cope with important didactic choices in planning, realizing and evaluating their teaching.The project builds on a comparative didactics approach (Caillot 2007; Mercier, Schubauer-Leoni & Sensevy 2002) in combination with a pragmatic perspective on teaching and learning. The ambition is to search for as many different teaching traditions as possible in order to optimize the possibility to find effective and fruitful teaching approaches. Therefore, the project includes participants from various contexts in three countries; France, Sweden and Switzerland.Teaching is only possible through the process of inclusion and exclusion of content (Englund 1986). The term privileging, coined by Wertsch (1998), explicate the fact that also the learning process includes choices (cf. Almqvist & Östman 2006). The term draws attention to the fact that participants in the learning process valuate and judge certain artefacts, meetings, questions, and so forth, as reasonable and fruitful, while others, though fully conceivable, are ignored or disregarded.The privileging that takes place during meaning-making directs learning in a certain direction and toward certain content (i.e. Wickman & Östman 2002) and is limited by the institutional "boundaries" in which knowledge, teaching and learning unfold. Focusing on the didactical aspects of education, we search for the connections between selective traditions (cf. Östman 1996, Quennerstedt 2006), teachers’ manners of teaching (cf. Lundqvist et al 2012) and students’ privileging (cf. Almqvist & Östman 2006). These three concepts deal with the fact that activities as education, teaching and learning are constituted by selection of content and teaching strategies.In our analyses we are interested to find out what role encounters with the teacher has for students’ privileging and learning. Especially we are interested to find out which role the manner of teaching has for students’ learning of habits of privileging and what effect certain habits have for the learning outcome. The learning of specific habits of privileging is occurring in the interplay between students’ earlier knowledge and experiences, the interaction with peers and the manners of teaching (Lundqvist et al 2012).Studies in comparative didactics may be productive in that they contribute with knowledge about different ways of the teaching and learning of specific subject content (Caillot 2007). The differences and similarities identified in the studies will help to describe teaching learning in each school subject more precisely and thereby generate new knowledge about different school subjects. In order to maximize the finding of different teaching traditions we make i) investigations in four subjects – physics, chemistry, biology and physical education and health – in Sweden, France and Switzerland and ii) comparative investigations within these four subjects between the three countries and iii) comparative investigation between these four subjects and between countries.ReferencesAlmqvist, J., Östman, L. (2006). Privileging and Artifacts: On the use of information technology in science education. Interchange, 37(3): 225-250Caillot, M. (2007). The Building of a New Academic Field: the case of French didactiques. European Educational Research Journal, 6(2), 125-130.Englund, T. (1986). Curriculum as a political problem. Changing educational conceptions, with special reference to citizenship education. Lund: Studentlitteratur/Chartwell-Bratt.Lundqvist, E., Almqvist, J., & Östman, L. (2012). Institutional traditions in teachers’ manners of teaching. Cultural Studies of Science Education, 7(1), 111-127.Mercier, A., Schubauer-Leoni, M. L., & Sensevy, Gérard. (2002). Vers une didactique comparée. Revue Française de Pédagogie, 141(Numéro thématique), 5-16.Quennerstedt, M.  (2006). Att lära sig hälsa. Örebro Studies in Education 15.Sensevy, G., Forest, D., Quilio, S. & Morales, G. (2013). Cooperative engineering as a specific design-based research. ZDM, The International Journal on Mathematics Education, 45(7), 1031-1043Wertsch, J. V. (1998). Mind as action. New York, Oxford University Press. Wickman, P.-O., & Östman, L. (2002). Learning as discourse change: A sociocultural mechanism. Science Education, 86; 601-623.Östman, L. (1996). Discourse, discursive meanings and socialization in chemistry education. Journal of Curriculum Studies, 28 (1); 37-55.
ER  - 

TY  - JOUR
T1  - Non-challenging education and teacher control as factors for marginalization of students in diverse settings
T2  - International Electronic Journal of Elementary Education
SN  - 1307-9298
A1  - Wedin, Åsa
PY  - 2015
VL  - 2
IS  - 7
SP  - 169
EP  - 188
LA  - eng
KW  - challenging education
KW  - immigrant students
KW  - diverse settings
KW  - teacher attitudes
KW  - deficiencies
KW  - utbildning och lärande
KW  - education and learning
AB  - This article discusses teachers’ attitudes towards immigrant students in poor settings and the effect these attitudes have on organization of education on classroom level. It draws on results from two ethnographic studies where some primary school classes in Sweden were followed with participant observation and interviews as main research methods. The article focuses on classroom activities and teachers’ attitudes towards immigrant students and students with low socio-economic status. In the article is argued for the importance of presenting students in poor settings with demanding tasks and challenging education. In these cases, intellectually undemanding tasks in combination with little room for students’ own initiatives resulted in low enthusiasm among students regarding schoolwork and accordingly low learning, while classroom work that demanded active involvement by students in combination with high level of students’ influence on what took place in classrooms resulted in high level of students’ engagement and high outcome.
ER  - 

TY  - CONF
T1  - The Liminal Space Between National Tests and ICT for Teaching and Learning: (Dis)Harmony of Teacher Roles
T2  - ECER 2019 - European Conference on Educational Research, Hamburg, Germany, 3-6 September, 2019
A1  - Bagger, Anette
A1  - Bergström, Peter
PY  - 2019
LA  - eng
KW  - education
AB  - During the last decades, a neo-liberal governing of public education has emerged and been enhanced throughout the school- systems in nations (Au, 2016). Following from this, the vehicle of development in the nordic education systems are anchored in a corporate-logic in which economic competition and technological change have taken central places (Antikainen, 2006). An orientation towards goal-management and a marketisation of the school has been displayed in reforms especially from the 1990s and forward, encompassing choice, efficiency and accountability (Rönnberg, 2011).Two examples of this is the very predominant practices of the increased use of ICT in teaching and learning and also, increased emphasis on national assessment (Verger, Lubienski & Steiner-Kamsi, 2017). Both of these practices are in the core of making education more efficient and holding higher quality, which is ultimately the teachers responsibility and something that the schools is held accountable for. Enhancement of knowledge and quality is assumed to be an engine for progress and are at the same time means for the state to govern a system that is imprinted by globalisation, decentrantralisation, privatization and local self-governing (Carlbaum, Hult, Lindgren, Novak, Rönnberg, Segerholm, 2014). Data-use in education have then become important tools for producing evidence, as quality indicators and for the settings of goals (Prøitz, Mausethagen & Skedsmo, 2017), which is seen both in the collection of results from the tests and in the use of ICT in the classroom.This contribution explores two of the most prominent reforms made in the Swedish school system the last decade, and that have connections to the above depicted global and neo-liberal logic of governing education. 1: Increased emphasis on the use of ICT in teaching and learning and 2: Increased and earlier national assessment and grading. The Swedish context in particular provides a large number of ICT initiatives, so called one-to-one computing, with both laptops and tablets for each student reported in almost all of the 290 Swedish municipalities (Becker & Taawo, 2018). In addition, national testing has been advanced and is now administered to preschool class, third grade, sixth grade and ninth grade in compulsory school.They are both very dominant as institutionalised practices in the Swedish school and we state that they carries with them disparate routines, rules and roles for how to be a teacher. At the same time, the nordic school model is characterized by “providing schooling of high and equal quality, regardless of children’s and young people’s resources, origin and location“ (Lundahl, 2016, p. 3). These elements of equity and quality is also a point of departure and argument for implementing changes in school policy. Although equity is not very well demarcated, and heavily weighted with the neo-liberal logic and in addition, depicted as something the schools and teachers are held accountable for (Bagger, Norén, Boistrup & Lundahl, 2019). Therefore, the teachers role become in the core of these changes and how their space of action within the dominant practices of national testing and use of ICT in teaching and learning, important to explore further.The purpose of this article is to contribute with knowledge on the teacher role in the practice of using ICT in education and the practice of giving national tests. Three research questions have guided the investigation: RQ1: What does the teachers role include in the practice of giving tests appear. RQ2: What does the teachers’ role include in the practice of using ICT in teaching and learning? RQ3: What differences and similarities are there in the two settings regarding demands, expectations, norms and routines - what “is” it to be a teacher and go between these contexts.Methodology, Methods, Research Instruments or Sources Used: Van Leeuwens (2008) theories was the point of departure in our exploration of the teachers’ role in relation to the practice at hand. Therefore, both of these investigated practices are understood as social practices. We then draw on Van Leeuwens (2008) understanding of social practices and how they shape and contribute to the role of the teachers. Van Leeuwen define social practice from 10 different elements: participants, actions, performance modes, eligibility conditions (participants), presentations style, times, locations, eligibility conditions (locations), resources: tools and materials, eligibility conditions (resources). All these concepts shall be understood in relation to the social practice. Thus, the concept of participant concern a specific role of, for example, teachers and students in the two contexts.The actions were then framed as performed in sequences which includes, for example, the pace of an action, performance modes, time and location (Van Leeuwen, 2008). Teachers are within these assumed to construct specific knowledge situated within legitimate perspectives. Hence, prevalent social discursive practices shapes and contributes to the role of the teachers whilst creating a possible space for action at the same time as the teachers shapes and contributes to the social discursive practice. The empirical material originates from two larger research projects (dnr:721-2013-774; drn: 721-208-4646) founded by the Swedish research council. The data comprise 21 teachers in the national test project and 26 teachers in the ICT project. The material contains classroom observations assisted with video, audio and field note documentation and retrospective teacher interviews individually and in groups. In both projects, teachers were interviewed and observed with the purpose of exploring the role of the teacher in the social practice at hand - but with different focus areas. In the NP project the aim was to look into if and how the student was affected by testing and in the ICT project the aim was to examining the kinds of enacted practices that arise from teachers’ organisation of the physical space, including ICTs, and teachers’ communication. We have in this article revisited the data from both projects, with a common methodology which makes the two social practices and their effect on the teachers’ role, comparable. The analytical procedure was to explore which specific participants (teachers) take which particular actions and in which performance modes they are performed, to which time-aspects and locations for the two practices and thereafter compare the teacher's role. Conclusions, Expected Outcomes or Findings: The roles in the national test practice and the ICT practice are here considered as a liminal space between two different social practices. Individually, these bear with them significantly different spaces, times for action, levels of creativity, kinds of questions, answers and support and essentially how the teacher approaches the students and the tasks. The major differences indicate that in the social practice of ICT, the teacher's role is supposed to promote creativity and stimulate curiosity, creativity and activity. Activity is also crucial in the situation of national tests, but the teacher role is in essence supposed to promote students listening, following and focusing on individual achievement. Further, order issues as sound level and how and where to sit, differs greatly. A conclusion is that between these practices, there is a (dis)harmony of acting as a teacher. When we reflect on the outcome, these practices are significantly different in a way that makes us to consider them as a liminal space. Still, the teacher has to move effortless and presumably seamless between these two systems of norms regarding teaching and learning. In periods, it is not very unlikely that the half of the school day is national tests and the other half consists of some kind of collaborative and creative ICT supported learning activity. The liminal space is crucial to acknowledge in terms of the energy involved in changing role, and also that it might be had for some students to understand the changed appearance of their teacher and the changed demands of the situation. The contrasts between these practices highlight probably deeper questions about what knowledge is in today’s school and society, as well as, for whom education is aimed for, and whose interest it is supposed to serve?
ER  - 

TY  - JOUR
T1  - Vardagliga skolsituationer, en källa för kraftfull rättighetsundervisning: En didaktisk modell för lärares arbete med mänskliga rättigheter
T2  - Pedagogisk forskning i Sverige
SN  - 1401-6788
A1  - Isenström, Lisa
PY  - 2024
LA  - swe
PB  - Växjö : Institutionen för pedagogik och lärande, Linnéuniversitetet
KW  - children's rights
KW  - human rights
KW  - education
KW  - teacher
KW  - hre
KW  - barns rättigheter
KW  - mänskliga rättigheter
KW  - undervising
KW  - lärare
AB  - Undervisning om mänskliga rättigheter i skolan är ett komplext område som lärare kan känna sig osäkra för hur de ska ta sig an. Då mänskliga rättigheter blir allt mer ifrågasatta och utmanade på samhällets alla nivåer blir den här undervisningen alltmer angelägen. I den här artikeln använder jag kunskaperna från tidigare studier inom området tillsammans med teoretiska begrepp så som medföljande lärande och in-bäddad undervisning. Syftet är att utveckla en didaktisk modell som kan stötta lärare att använda vardagliga skolsituationer till planerad och reflekterad rättighetsunder-visning. I både svenska och internationella styrdokument uttrycks att lärare har ansvar för att skapa möjlighet för elevers lärande av kunskaper om mänskliga rättigheter samt lärande av rättighetsgrundade värderingar, attityder och beteenden. Därför behöver rättighetsundervisningen inkludera undervisning om mänskliga rättigheter. Genom-föras genom rättigheter, där eleverna får erfara och träna på att utöva och respektera mänskliga rättigheter samt rättighets relaterade förmågor. Undervisningen ska också stödja eleverna att utveckla rättighetsgrundade värderingar och beteenden fören handlingskapacitet. De här aspekterna kompletterar varandra och ingen kan uteslutas eller ges enskilt. Med omfattande exempel visar jag hur den didaktiska modellen kan användas i lärares arbete för att väva samman om,genom och för mänskliga rättigheter till en kraftfull och hållbar rättighetsundervisning.
ER  - 

TY  - CONF
T1  - DOUBLE DEGREES: HITS AND PITS FOR THE CAREERS
T2  - INTED2017
A1  - Cronhjort, Mikael
A1  - Naeslund, L.
A1  - Nyberg, Sara
PY  - 2017
SP  - 4302
EP  - 4309
LA  - eng
PB  - : IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT
KW  - double degree
KW  - engineering
KW  - education
KW  - teacher
KW  - career
AB  - Most of the programmes at KTH Royal Institute of Technology are engineering programmes with traditional contents, but some are norm-breaking innovations, created to respond to changes or demands perceived in society or in working life. One example is the double degree programme Master of Science in Engineering and in Education, given in cooperation with Stockholm University. In this programme students get two degrees, one in engineering and one in education as teachers for the upper secondary school. This is a rather unusual concept in Sweden and Europe, but similar programmes exist in Gothenburg, Sweden, and in Tampere, Finland. Graduates from Master of Science in Engineering and in Education have several career options. Their engineering degrees are characterised by much Mathematics and Pedagogics, but also contain a specialisation in Physics, Chemistry or Technology/Computer Science. Besides working as engineers, graduates can work as teachers in the upper secondary school. It is a challenge for students in these double degree programmes to develop two professional identities [1]. Similar identity problems also exist for scientists who later add a second career as teacher, but they focus on one career at a time, which could make it easier [2]. In this study we focus on how alumni from Master of Science in Engineering and in Education describe their working tasks and careers, and how they perceive their success on the job market. Data were gathered by means of questionnaires and interviews. The development of the careers was addressed in a web questionnaire, sent out in the spring 2016 to alumni who graduated 2-9 years ago (49 respondents). To get more details, we invited 17 of the respondents to follow up interviews. The programme exit survey, given to all graduates within 12 months from their graduation, provides a picture of the introduction to working life (106 respondents). Preliminary results indicate that a little more than half of the graduates work in business, about 30% work as teachers, and about 10% are employed at universities. 2-9 years later, only a slightly higher percentage seems to have been working as teachers. About 10% of the alumni seem to have been working as engineers as well as teachers, and about 20% with education in another context than school. More than 50% of the respondents think that they have been favoured on the job market by having studied this particular double degree programme. About 40% express that they have been neither or both disadvantaged and favoured, and about 10% think that they have been disadvantaged. Some express that they were more favoured on the job market for teachers than on the job market for engineers. The interviews provide details about the introduction to working life. Those who work as teachers seem to have a busy first year. They perceive that their subject knowledge is appreciated and many have additional responsibilities as e.g. scheduler, head of department, or for the learning management system. When applying for jobs in engineering, many find it challenging to explain their qualifications to an employer. Especially outside of Stockholm, few employers seem to have knowledge of the programme and of double degrees in engineering and in education. Many respondents seem to find the first year as an engineer to be a soft start, but some data indicate that they may advance rapidly towards more difficult challenges and responsibilities.
ER  - 

TY  - CONF
T1  - Minor pedagogies within media teacher education
T2  - 15th International Deleuze and Guattari Studies Conference
A1  - von Schantz, Miriam
PY  - 2023
LA  - eng
PB  - Belgrad : University of Belgrade
KW  - minor pedagogies
KW  - media techer education
KW  - subjectivations
KW  - deleuze
KW  - guattari
AB  - According to Félix Guattari (2014), the post-industrial capitalist society of today is a society which “tends increasingly to decenter its sites of power, moving away from structures producing goods and services towards structures producing signs, syntax and – in particular, through the control which it exercises over the media, advertising, opinion polls, etc. – subjectivity” (31). Educational institutions, as not only part of wider society, but as institutions that exist through the aim of preparing its members for life in wider society, hence exists as such in a tension between epistemologies of control and epistemologies of resistance to the very society that governs them. In other words, in a tension between the modulation of subjectivities with the capacity to uphold the status quo of current society, and the making possible of processes of minor subjectivities of resistance. This becomes especially poignant through media education and media pedagogical education where, following Guattari, a particular ethico-political articulation is in demand (ibid., 17f).     In this talk I will discuss how minor pedagogies of resistance (cf: Mazzai and Smithers 2019) can be practiced in art and media teacher education. Speaking of a minor literature, Deleuze and Guattari proposes its three characteristics: the deterritorialization of language, the individual connection to the immediate-political and the machine of collective enunciation (from the Swedish translation 2012, 39). In later elaborations with Marie Maclean (1985, 591) they discuss the minor as that which “[…] begins by speaking and only sees and conceives afterwards”. Becoming-minor is thus a question of a micro-political practice that overthrows the given through invention. In my practice as a media teacher educator, this entails investigating conditions for the deterritorialization of mediatized language such as moving images, using the students own mediapractices as points of departure for inventive and re-volutionary collective enunciations.ReferencesDeleuze, Gilles, Félix Guattari (2012/1975) Kafka – För en mindre litteratur. Trans. Vladimir Cepciansky and Daniel Pedersen. Göteborg: Bokförklaget Daidalos AB.Deleuze, Gilles, Félix Guattari and Marie Maclean (1985) Kafka: Toward a Minor Literature: The Components of Expression New Literary History Vol. 16, No. 3, On Writing Histories of Literature (Spring,), 591-608.Guattari, Félix (2014/200) Three ecologies. Trans. Ian Pindar and Paul Sutton. London, New Delhi, New York, Sydney: Bloomsbury.Mazzei, Lisa A. and Laura E. Smithers (2019) Qualitative Inquiry in the Making: A Minor Pedagogy.Qualitative Inquiry, 26:1, 99-108
ER  - 

TY  - JOUR
T1  - Läraren som konkurrensmedel: kunskapskälla, stödperson eller icke-person?
T2  - Utbildning och Demokrati
SN  - 1102-6472
A1  - Frostenson, Magnus
PY  - 2011
VL  - 2
IS  - 20
SP  - 27
EP  - 48
LA  - swe
KW  - communication
KW  - competition
KW  - content analysis
KW  - education
KW  - teacher
KW  - upper-secondary school
KW  - kommunikation
KW  - konkurrens
KW  - innehållsanalys
KW  - utbildning
KW  - lärare
KW  - gymnasieskola
KW  - business studies
AB  - The purpose of the article is to show empirically how upper-secondary schools describe, understand and present teachers in their external communication. The ambition is to demonstrate to what extent and how teachers’ competencies are stressed by local school management in a competitive setting. Swedish upper-secondary schools’ Internet communication to external audiences is content analyzed. Private and public schools are compared. The study finds that teachers’ qualities and competencies are rarely communicated. Other aspects are emphasized. When teachers are mentioned, it is usually as a depersonalized category whose function is stressed, for example the role of the teacher in the pedagogical concept or idea that the school adopts. In practice, no differences between private and public schools are found. The findings of the study can be understood in the context of the ongoing discussion on teachers’ status. By being “non-existent” in the external communication, the image of the teachers as a group with low professional status is sustained.    
ER  - 

TY  - CONF
T1  - Individual Education Plans: sustaining or challenging power relations?
T2  - ECER EUROPEAN EDUCATIONAL RESEARCH ASSOCIATION
A1  - Korp, Helena
A1  - Sjöberg, Lena
PY  - 2012
LA  - eng
KW  - individual education plans
KW  - formative assessment
KW  - subjectification
KW  - learner identity
KW  - educational science
AB  - This study is based on an analysis of a sample of so called Individual Education Plans (IEP) from 233 Swedish students in grade five. It addresses three questions:·         What forms of knowledge and modes of learning are focuses in the EIP:s?·         How can the information in the IEP:s be interpreted in terms of its potential contribution to students’ learning and control over their learning?·         Does the potential contribution of the IEP:s to students’ learning and agency vary between schools according to the parents’ education, the proportion of students with foreign background, the proportion of students that passed the national assessment and to whether the IEP is digitalized.The framework involves sociological theories (e.g. Bourdieu and Bernstein), as well as educational theories about assessment and learning. The results will also be discussed in regard to the wider issue of performativity in a European context (e.g. Ball, 2003).Formally the IEP serves two purposes in the Swedish school system – to summarize the students’ achievements in regard to objectives and standards for each subject in order to inform the students and their parents, and to guide future learning. Unlike in most countries, the IEP:s are mandatory for all students in the Swedish compulsory school system – not only students with special educational needs.The IEP should be elaborated and revised in a parent-teacher conference twice a year, but should, according to policy, be used by the students and the teachers throughout the school year in planning, guiding and evaluating learning. Thus, the idea of IEP is well in line with the notion ofassessment for learning, which stress that assessments in regard to pre-specified criteria that mirror learning objectives are powerful in enhancing students’ achievements, self-efficacy and motivation.There is much empirical evidence that assessment for learning indeed have these effects, and moreover that students from educationally and economically less privileged families, second-language learners and students with weak school results tend to benefit the most (William, 2010; Hattie & Timperley, 2007). However, for assessments to have these effects, they must meet certain criteria, e.g. for feedback to be clearly related to the target, detailed and concrete, directed at the process and supportive (Shute, 2007). Conversely, assessment/feedback that focuses on students’ personality, is judgmental or compares students to one another, are likely to debilitate students’ motivation, self-efficacy and future achievements (Harlen & Deakin Crick, 2002).Morover, IEP can, through its gentle and student-centered appearance also reinforce the control function of the school at the expense of the students’ power and control, and particularly so for students whose cultural and social background have made t them less prepared to interpret the school’s “hidden curriculum” (Bunar, 2001; Dovemark, 2004).Thus, the consequences of the use of IEP-practice is contingent, since in theory it seems to hold the potential to empower students (in general and students with weak cultural capital in particular) as well as the opposite – to disempower them. MethodThe study includes 233 individual development plans from students in their fifth grade (aged 11-12), in five municipalities and thirty one schools in western Sweden. The plans were obtained by a systematic sampling at each school, where alphabetical lists from all classes in the relevant grade in each school were sequenced and every fifth name on the list was drawn. The written assessments and the formative comments will be analyzed and coded in regard to forms of knowledge and modes of learning; potential effects on learning and control over learning. Bi-variate analyses will then be carried out on the material in regard to school variables related to the parents’ education, the proportion of students with foreign background, the proportion of students that passed the national assessment and to whether the IEP is digitalized.Expected OutcomesPreliminary analyses, in line with previous studies, suggest that the feedback and feedforward provided in the IEP often include statements about students behavior and personal qualities, focus mostly on Swedish, mathematics and English, and tend to focus on atomistic knowledge rather than higher order thinking (Andreasson, 2007). The information is mostly too scarce and vague to be useful as guidance for students in planning future learning. Thus, generally the IEP:s do not seem to meet the criteria for assessments that increase students control over their learning or boost their results and self-efficacy. However, as previous studies too have shown, there is a variation between schools. Our most significant observation is that schools with digital IEP:s tend to provide richer and more curriculum aligned feedback than other schools. We have not yet systematically explored the variation in the content of the IEP:s in regard to the schcools’ student population or results. Such patterns do not seem to stand out, however.ReferencesAndreasson, I. (2007). Elevplanen som text: om identitet, genus, makt och styrning i skolans elevdokumentation. Göteborg: Acta Universitas Gothoburgensis. Ball, S.J. (2003). The teachers’ soul and the terrors of performativity. Journal of Education Policy, 18 (2), 215-228. Bunar, N. (2001). Skolan mitt i förorten: fyra studier om skola, segregation, integration och multikulturalism. Diss. Växjö : Univ., 2001. Eslöv. Dovemark (2004). Ansvar – flexibilitet – valfrihet: en etnografisk studie om en skola I förändring. Göteborg: Acta. Harlen W, Deakin Crick R (2002) A systematic review of the impact of summative assessment and tests on students' motivation for learning. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Hattie, J. & Timpeley, H. (2007). The power of feedback. Review of Educational Research, 77, s. 81-112. Shute, V.J. (2008). Focus on Formative Feedback. Review of Educational Research. Vol. 78, No. 1, (s.153–189). William, D. (2010). An Integrative Summary of the Research Literature and Implications for a New Theory of Formative Assessment. I Andrade, H.L. & Cizek, G.J. (red.) Handbook of formative assessment. New York: Routledge.
ER  - 

TY  - JOUR
T1  - Education politics and Teachers: Sweden and some comparisons with Great Britain
T2  - Hitotsubashi journal of social studies
A1  - Lundahl, Lisbeth
PY  - 2006
VL  - 1
IS  - 38
SP  - 63
EP  - 78
LA  - eng
KW  - pedgogical work
AB  - Teachers are always central factors in education policy. However their roles vary depending on how educational matters are decided and managed. Furthermore, teachers’ power and control over their working conditions and teaching may vary in di#erent education systems. Up until the 1980s, Swedish teachers at primary and secondary levels were supposed to act as loyal civil servants in a strongly centralised and regulated education system. State directives were regarded as necessary to guarantee uniform schooling regardless of gender,socio-economic, cultural and geographic background of the students. From the 1980s and onwards, this picture has changed. Education and governance of education have undergone a rather dramatic transformation, which highly a#ects the work and position of teachers. Today teachers are supposed to be responsible, autonomous professionals, not only teaching and promoting the development of young people but also actively participating in the development of the school and education as such. Not only have the majority of detailed regulations disappeared but the resources — funding and time — to manage the many new assignments and cope with the increasingly heterogenous groups of students have also diminished.The aim of this report is firstly to compare and contrast two forms of welfare states, i.e. Sweden and Great Britain, and their patterns of educational restructuring and secondly todiscuss their possible consequences for teachers’ work and professional status. The focus is on the Swedish case as this is the country and system that is best known to me. I want to compare it to the British, or perhaps more correctly the English, case in order to highlight both similarities and profound di#erences between the two European countries.The analysis is based on studies of education policy and teacher work in Europe, Sweden and Great Britain. One of these is the OECD project Attracting, Developing and RetainingE#ective Teachers (2002-2004), another Education Governance, Social Integration and Exclusion in Europe (EGSIE, 1998-2001) , funded by the European Union. Sweden and GreatBritain were included in both. Moreover, I refer to scientific work analysing and comparing Swedish and British welfare and education (e.g. Kall´os & Lindblad 1994, Whitty et. al. 1998,Hudson & Lidstr¨om 2002).In the following section I discuss di#erent international patterns of welfare states and education policy as a basis for the presentation of the Swedish case and the comparison with British conditions.
ER  - 

TY  - CONF
T1  - Mathematic in preschool and teacher education
T2  - Abstract book The VII Conference on Childhood Studies
A1  - Östman, Ann
A1  - Forsberg Ahlcrona, Mirella
PY  - 2016
SP  - 101
EP  - 101
LA  - eng
PB  - Turku : Painosalama Oy
KW  - teaching
KW  - higher education studies
KW  - preschool
KW  - educational science
AB  - Preschool task in Sweden include the teaching of mathematics as a subject and as a way to develop children's skills and ability to apply mathematical thinking in different situations. This through an approach that, according to curriculum, should include different aesthetic activities and creative methods. In all training institutions for teachers, mathematics in preschool are taught in different ways - which means that the teaching about the aesthetic possibilities and mathematics in preschool varies. Our experience shows that many students express a negative self-image when it comes to being interested in mathematics, which in some way, even affect their conception of mathematics in preschool education and personal adjustment to accept "unusual" ways of learning mathematic.The study explore students' attitudes and beliefs about mathematics as a subject and how they use different aesthetic potentials in their own mathematics teaching in preschool, more specifically with puppet play as a method. What kind of attitudes do they express before their activities with the children? What kind of expression and conclusion presents when they describe their communication with children through aesthetic experiences? The study includes 70 students.Students will receive lessons on several aesthetic dimensions and the puppet as a mediating tool. They will choose a specific learning object to develop children's mathematical knowledge and experience, andthey will make their own robot, a rod puppet. The will plan their teaching before two-week practice in preschool. During and afterwards they will document, analyze and discuss their mathematical activities.The study will be conduct in February 2016 and analysis of collected data in March - April. The study results can help to develop and create teaching methods and content in how teachers can work with mathematics in a more inspiring and creative way. That means better approaches and conditions for children's mathematical education and development in preschool.
ER  - 

TY  - CONF
T1  - What Do Upper Secondary School Teachers Want To Know From Educational Research On ICT In Teaching And Learning?
A1  - Olofsson, Anders D.
A1  - Lindberg, J. Ola
A1  - Fransson, Göran
PY  - 2016
LA  - eng
PB  - European Educational Research Association, Freie Universität Berlin
KW  - ict
KW  - digital competence
KW  - teacher
KW  - education
AB  - Introduction The purpose of this paper is to (a) present and discuss a multi-dimensional context sensitive design in an educational research project focusing on IT in teaching and learning in upper secondary schools, and (b) report what participating teachers want the resource to focus on. The project in focus in this paper is financed by the Swedish Research Council and will run between 2015-2018. The project embraces three levels of stakeholders – students, teachers and school leaders. This paper concerns the teachers and the importance of research projects being firmly based in the teachers' own previous experiences, their questions and expectations on the project. The question posted is how the design of the project potentially can contribute with a long-term effect by providing knowledge and insights of importance when establishing sustainable ecologies of teaching and learning with IT in the schools?Over the last 15 years there has been a continuing discussion about ICT in schools (Olofsson, Lindberg, Fransson & Hauge, 2015). This both on a policy level (cf. the European Commission, 2008: OECD, 2010) and within the research community (cf. Cox, 2012; Beckman, Bennett and Lockyer, 2014). Promising words on a policy level seem that stand in somewhat contrast to what a rather large body of research in this field reports. For example McGarr (2009) claims a lack of evidence that ICT in school in fact change neither the practice nor the pedagogy. Voogt et al. (2011), claim the necessity of a substantial body of research studies showing that the IT in schools change educational practices and have a positive effect on students' learning experiences. Säljö (2010) that the results of the use of ICT in schools are seldom obvious or successful at a general or a subject-specific level. In Sweden, Håkansson Lindqvist (2015) concludes, the absence of up-to date and research-based strategies for the use of IT in upper secondary schools is noteworthy.Even though significant efforts are done to improve the use of IT in schools, research seems to conclude that a lot of work remains. One might ask why. In this paper we can think of at least three reasons to this. First, and in line with Hayes (2006), research that reports negative results in relation to schools' integration of IT tends to focus on indicators that can be identified in all schools, which means that there is a tendency for the results to be generalised. Further that so far studies have not enough considered the contextual factors that are unique to each school. Second, in line with Tondeur et al. (2009), that in order to understand the integration and use of IT in schools, research studies need to include structural and cultural factors and different levels in their design. Third, Third, implementing ICT must go hand in hand with teachers professional development to gain sustainability. In this, it has been claimed that the outcome of professional development to a great extent are influenced by "teachers subjectivity, which includes perceptions, previous knowledge, and the internalization of the power and influence present in educational policy and socioeconomic realities." (Fore, et.al. 2015, p. 101). This call for to strengthen teachers influence and agency in professional development and implementation as well as in research. In order to capture the emergence and development of teaching and learning with IT the design theoretically draws on notions as task perception, agency, and  enactment as well as the TPACK-framework (Mishra & Koehler, 2008). Most important for this presentation is the notion of task perception, the self-understanding based on deeply held values and beliefs about the purpose with the education and one's own tasks and responsibilities (Kelchtermans, 2009), agency, the way in which individuals "critically shape their response to problematic situations" (Biesta & Tedder, 2006, p. 11), and how these interact in the enactment of ICT.
ER  - 

TY  - CONF
T1  - Science and Digitalization in Preschool Teacher Education: Student Teachers’ Experiences
A1  - Högström, Per
PY  - 2019
LA  - eng
KW  - preschool education
KW  - conceptual models
KW  - professional development
AB  - The widespread use of digital devices has had considerable implications for Swedish preschools. While research has identified digital technology as a key learning resource, many preschool teachers are sceptical and lack in digital competence. The study reports on preschool student teachers’ experiences of a digitalization initiative in preschool teacher education and how the combination of slowmation and teaching and learning science influence professional development. The results provide insights on how professional development within science education can improve preschool teacher education.
ER  - 

TY  - JOUR
T1  - Det dubbla kompetenskravet: en studie av lärarstudenters utveckling av kompetenser inom en ny lärarutbildning
T2  - Forskning i Pædagogers Profession og Uddannelse
SN  - 2446-2810
A1  - Berglund, Emilia
A1  - Lager, Karin
A1  - Lundqvist, Jennifer
A1  - Gustafsson Nyckel, Jan
PY  - 2019
VL  - 1
IS  - 3
SP  - 87
EP  - 101
LA  - swe
PB  - Danmark : The Royal Danish Library
KW  - teacher eduction
KW  - competence
KW  - school-age educare
KW  - learning environment
KW  - lärarutbildning
KW  - kompetens
KW  - fritidshem
KW  - lärandemiljöer
KW  - educational science
AB  - I föreliggande studie undersöks lärarstudenters utveckling av kompetenser inom lärarutbildningen. Studien har sin bakgrund inom de utbildningstrender som har som ambition att föra samman en socialpedagogisk omsorgstradition med en skolämnesinriktad utbildningstradition, där vi menar att lärarutbildningen för lärare i fritidshem utgör ett exempel. Fokusgruppintervjuer har använts för att intervjua 16 avgångsstudenter på lärarprogrammet med inriktning mot arbete i fritidshem på ett lärosäte i Sverige. Intervjuerna analyserades med hjälp av tematisk analys och visar att utbildningen erbjuder skilda lärandemiljöer för utveckling av kompetenser som svarar mot ett dubbelt kompetenskrav: Återskapare, Medskapare och Nyskapare. Analysen tydliggör både skillnader och likheter mellan de tre kompetenserna men det är samtidigt viktigt att se dem som komplementära. Återskapare kännetecknas av en anpassad och reproducerad kompetensutveckling där studenterna aktivt väljer att bli antingen lärare inom fritidshemmet eller i sitt praktisk estetiska skolämne. Medskapare kännetecknas av att studenterna anpassar sig till utbildningens genomförande och producerar en parallell kompetens och blir lärare i fritidshemmet och sitt skolämne. Nyskapare har drag av en produktiv - kreativ kompetens där studenterna använder sina praktisk estetiska ämneskunskaper inom fritidshemmets verksamhet, och sin fritidspedagogiska kompetens i undervisningen av det praktisk estetiska ämnet. Resultatet diskuteras avslutningsvis i relation till utbildningens förmåga att erbjuda en kreativ kompetens.
ER  - 

TY  - CONF
T1  - New Regimes of Assessment, Grading and Accountability: Analysing Reform-based Dilemmas in Educational Settings
A1  - Fransson, Göran
A1  - Grannäs, Jan
PY  - 2011
LA  - eng
KW  - assessment
KW  - dilemma
KW  - dilemmatic space
KW  - teacher
KW  - national test
KW  - kunskasbedömning
KW  - lärare
KW  - nationella prov
KW  - education
AB  - This paper is based on a meta-analysis of earlier research relating to how the last decade’s reforms in Sweden concerning national tests, earlier grading and an increased focus on criterion-referenced grading changes the prerequisites for teachers’ work and their professional development, identity and relations, and, more specifically, how such reforms lead to dilemmas that affect their everyday work. Ironically, rather than solving a certain kind of problem or dilemma, inconsiderate political proposals and “easy-fix” whims at policy level that are not always applicable to teachers’ work sometimes cause new dilemmas (cf. Biesta, 2007; Convery, 2009; Kubler LaBoskey, 2006; Norwich, 2010). The difference between a problem and a dilemma is that the former can be solved to satisfaction, whereas the latter cannot be satisfactorily solved but leaves some kind of reminder (Denicolo, 1996; Berlak & Berlak, 1981).The theoretical framework draws on the concept of dilemmatic space and aims to offer a more complex understanding of dilemmas and their positioning and relations (cf. Honig, 1996). Approaching educational settings through the lens of dilemmatic space implies always considering teachers’ work in relation to the dynamics of individual, social, political and contextual factors. Seen as a wider system, the concept of dilemmatic space analytically opens additional dimensions, such as possibilities to connect the dilemmas of teachers’ everyday work with the influences, constraints and considerations of the local community and with reforms, intentions or statements at different policy levels.We argue that dilemmas should not be regarded as specific events or situations, but as being ever present in people’s living “spaces”. That is, people do not just acknowledge dilemmas as specific situations to react to, but always “react” in relation to “dilemmatic spaces.” As a consequence, dilemmas are not “out there” per se, but are social constructions resulting from political decisions that underlie contextual conditions. The concept of dilemmatic space makes it possible to approach what individuals construe as dilemmatic. Such an analytical move also makes it possible to visualise how dilemmas emerge in a space between individuals and a specific context (Fransson & Grannäs, submitted). For teachers, it means that in their work they sometimes find themselves in dilemmatic situations that are characterised by micro-political manoeuvres and where their judgment forms the basis for relational work expressed e.g. through negotiations and the positioning of others (cf. Frelin, 2010).In this paper we analyse how the last decade’s reforms of national tests and earlier grading and an increased focus on criterion-referenced grading in a goal-oriented approach have changed the prerequisites for teachers’ work, professional development, identity and relations.The findings showed that educational reforms change boundaries and positions, e.g. between teachers, pupils, head teachers and parents. Criterion-referenced grading increases the power of pupils to scrutinise the grading, which then causes dilemmas for teachers as to how to find an appropriate balance between learning activities and administrative issues related to assessment and grading (Vetenskapsrådet, 2010). Furthermore, the emergence of “extremely credit-focused pupils” leads to conflicts between teachers, pupils and head teachers over non-graded school tasks (Fransson & Grannäs, forthcoming).National tests reveal some imbalance between the grading that teachers do and national test scores (Skolverket, 2009). This leads to teachers’ professionalism being questioned and the establishment of groups of national experts to re-examine teachers’ grading. Research indicates that politicians change the assessment system to demonstrate efficiency (Lundahl, 2006). Micro political negotiations also lead to aspects other than achievement influencing the grading process (Klapp Lekholm & Cliffordson, 2008) and external pressure like this can result in grade inflation (Wikström, 2006) – all of which results in a call for teachers’ professional development.Teachers and head teachers are thus expected to manoeuvre in dilemmatic space and deal with dilemmas like learning activities, assessment, grading, public reputation and professional autonomy.
ER  - 

TY  - CHAP
T1  - Vocational teacher students’ perceptions of 21st century skills in a vocational education programme in Sweden
T2  - Teaching, learning and teacher education
A1  - Teräs, Marianne
A1  - Chang Rundgren, Shu-Nu
A1  - Eliasson, Eva
A1  - Ståhle, Ylva
PY  - 2020
SP  - 394
EP  - 426
LA  - eng
PB  - Stockholm : Premiss förlag
KW  - vocational teacher education
KW  - 21st century skills
KW  - vocational teacher student
ER  - 

TY  - CONF
T1  - "Not teacher, not interpreter. I am a language assistant": Enabling newly arrived students to learn Swedish through bilingual language assistants (BLAs)
A1  - St John, Oliver
PY  - 2018
LA  - eng
KW  - bilingual language assistants
KW  - newly arrived students
KW  - mother tongue
KW  - voice
KW  - translanguaging
KW  - education
AB  - General descriptionThe use of a learner’s mother tongue during additional language acquisition is widely heralded as a crucially important learning asset (Cummins, 2017; Hyltenstam & Milani, 2012). Despite research and report recommendations to value and make pedagogical use of newly arrived pupils’ indigenous language resources (e.g. Cummins, 2017; Skolverket, 2016), multilingual education in Sweden is still largely dominated by monolingual norms and practices (Jalali-Moghadam & Hedman, 2016). This paper presentation reports the findings of a project geared to the introduction of mother tongue language mentors (LMs) into the initial levels of the regular Swedish for immigrants (SFI) teaching programme of an adult education institute in Sweden. The language mentor project is the vision of an SFI teacher team whose concern over the low number of students who manage to reach minimum requirement levels to pass the first study path spurred them to bring about organizational change. In August, 2017, eight mother tongue language mentors were recruited for the autumn term and a 6-month pilot project was launched. Their mother tongues included several Arabic varieties, Dari and Somali. In cooperation with the participating teachers, this study aims to document and investigate the development and learning processes among participants of the project in order to gauge the effect of mentor intervention on the pedagogical environment in which students strive to learn additional language. Research questions include:What indicators can be extrapolated from project data and second language acquisition research to serve as a basis for an evaluation of the kind of learning conditions mediated by teacher-mentor pedagogical cooperation for the development of students’ language skills?In what ways does the work of the language mentors alongside teachers in the first study path effect students’ opportunities to participate in instructional activity and learn Swedish as an additional language?In the light of project results, what changes need to be made to the mentor programme and their classroom practice in order to further improve conditions for students to achieve higher success rates on the first SFI study course?Theoretically, this research project is inspired by both Bakhtin’s (1981; 1986) concepts and translanguaging as an account of multilingual communication practice. Bakhtin’s concepts of voice, understanding as responsive and heteroglossia have proved particularly apt in illuminating the phenomena of interest. For example, data points to the way the mentors make student voices accessible to the teachers.  Translanguaging creates novel analytical and pedagogical prospects in multilingual education. The concept highlights the capacity of bi- and multilinguals to make themselves understood and produce nuanced meanings by gliding between languages so that they use a variety of features and practices from their whole linguistic repertoires (Creese & Blackledge, 2010; García & Wei, 2014). Such communicative mobility on the basis of all a speaker’s linguistic resources has significant promise for doing language which is a necessary condition for knowing it (Dewey, 1938). MethodologyThe first methodological objective was to devise a viable research design. To meet project objectives, indicators were extrapolated from participants’ responses, qualitative observation and second language acquisition research which would allow for analysis and evaluation of the quality of the conditions created by LMs and teachers for student language learning. Twelve indicators were discerned from project data highlighting, for example, mentor performance which insured that students have sufficient chance to make sense of Swedish input and to engage with teacher questions independently before the occurrence of mother tongue explanations.The two main methods of generating data within the project were direct classroom observation and series of interviews with students, mentors and teachers spread across the project period at initial, middle and final stages. Direct observations were seen as essential to gain an inside understanding of the context within which teachers, mentors and student were interacting as well as to capture a more comprehensive view of the focal setting than might be gleaned from the selective perceptions of the participants through interviews (Patton, 2002). Interview series were chosen as a way of tracking changes in participant experiences and perceptions which may cast light on significant development and learning dimensions within the scope of the project.Expected resultsPreliminary results point to significant positive effects of mentor participation in the first SFI study course. The middle and final student interviews provide evidence of advantageous learning experiences and a strong sense of personal and pedagogical support from the mother tongue mentors. Both students and mentors emphasize the critical role mentors play in building up students’ self-esteem and giving them hope as a necessary condition for motivated language learning. All the participants agreed that, given the mentors’ understanding of the students’ cultural differences and linguistic vulnerability, they are able to explain language and cultural difficulties in a way which the teachers simply cannot.The mentors’ interview responses coupled to observations of their classroom performance show a strong learning curve connected to an evolving realization of the role they need to play. From simply providing ongoing translation of teacher instruction, the mentors have developed practices characterized by strategic intervention and scaffolding techniques. According to the teachers, mentor work had shifted from an initial teacher-student relationship to a well-coordinated co-teaching scenario. A significant pedagogical result was a general appreciation of the need to make a clear distinction between helping (doing the work for the students) and supporting (enabling students to do the work themselves) students in their language learning and the significant benefits of achieving the latter. While there may be potential disadvantages connected to the inclusion of language mentors into SFI education such as a dependency on the intervention of mentor support and an incongruity of methods used by teachers and mentors, the evidence is overwhelming that the advantages of language mentorship at this level of language learning far outweighs possible disadvantages.Intent of publicationAt least two publications are being planned as joint. The first, designed to target a Nordic audience, gives special place to the voices and vision of the participating teachers whose initiative launched the mentorship venture. The second article will profile the project work and its results and target an international journal such as International Journal of Inclusive Education.ReferencesBakhtin, M. M. (1981). The Dialogic Imagination: Four Essays. Austin: The University of Texas Press.Bakhtin M. M.  (1986). Speech Genres & Other Late Essays. Austin: University of Texas Press.Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94, 1, 103-115.Cummins, J. (2017). Flerspråkiga elever: Effektiv undervisning i en utmanande tid. [Mulilingual pupils: Effective teaching in a challenging era]. Stockholm: Natur & Kultur.Dewey, J. (1938). Experience and education. New York: Touchstone.García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Basingstoke: Palgrave Macmillan.Jalali-Moghadam, N. & Hedman, C. (2016). Special Education Teachers’ Narratives on Literacy Support for Bilingual Students with Dyslexia in Swedish Compulsory Schools. Nordic Journal of Literacy Research, 2, 1-18.Hyltenstam, K. & Milani, T. (2012). Flerspråkighetens sociopolitiska och sociokutruella ramar [The Sociopolitical and the Sociocultural Frames of Multilingualism]. In K. Hyltenstam, M. Axelsson & I. Lindberg (Eds.), Flerspråkighet: en forskningsöversikt [Multilingualism: A research overview] (pp. 17-152). Vetenskapsrådets rapportserie 5. Stockholm: The Swedish Research Council.Patton, M. Q. (2002). Qualitative Research & Evaluation Methods (3rd Ed.). Thousand Oaks: Sage Publications.Skolverket (2016). Utbildning för nyanlända elever [Education for newly-arrived pupils], Stockholm: Skolverket [The Swedish National Agency for Education].Vygotsky, L. S. (1986). Thought and Language (A. Kozulin, Ed. & Trans.). Cambridge. MA: MIT Press. (Original work published 1934).
ER  - 

TY  - JOUR
T1  - Patterns of connections between mathematics and electrician knowledge: Praxeology in vocational education
T2  - Quaderni di Ricerca in Didattica" QRDM (Mathematics)
SN  - 1592-5137
A1  - Johansson, Thomas
A1  - Boistrup, Lisa Björklund
A1  - Dahl, Jöran
PY  - 2024
IS  - 13
SP  - 641
EP  - 650
LA  - eng
PB  - : University of Palermo
KW  - matematikens didaktik
KW  - mathematics education
AB  - In this paper the practices of mathematics education are connected to the practicesof the education of electricians. The context of the paper is vocational education, part ofSwedish upper secondary school The data derives from recorded discussions between amathematics teacher and a vocational teacher, and notes from both teachers, who each workwithin the vocational program of electricity. Drawing on praxeology by Chevallard, we presentpatterns regarding the presence of mathematics in relation to electrician knowledge thatshows the role of mathematics is different in these patterns and also in relation to how mathematicsis explicitly present during the education of and/or for the qualified electrician.
ER  - 

TY  - CONF
T1  - Separate worlds in the past, present and future: an equivalent school within the Swedish upper secondary education?
A1  - Holm, A-S
A1  - Dovemark, M
PY  - 2014
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - In recent years, the equivalence in Swedish education has decreased. The free school choice has led to homogenization of schools, which combined with peer effects and teacher expectations have widened the segregation. The competition forces schools to 'niche' their marketing to specific groups of students and to construct pedagogical identities or ‘brands’ (Dovemark & Holm, forthcoming). Some students become more desirable than others (Ball, 2004). The polarization between ‘good’ and ‘bad’ schools has made school-choice important for students´ learning outcomes and future chances (Skolverket, 2012; Östh et al, 2013). Present paper focuses on young people in two upper secondary schools in Sweden. The first is a big public school located in a deprived immigrant suburb, the second is a small independent middle class school in a city center. The schools represent different pedagogical identities (Bernstein, 2000). The study aims to examine a) students’ views of their school choice and transition from compulsory to upper secondary education, b) how current school practices prepare the students for future studies/careers. The study is based on interviews with students, principals and teachers and classroom observations, emanating from the project Inclusive and Competetive? Changing understandings and practices of social inclusion in upper secondary school´.
ER  - 

TY  - JOUR
T1  - Traversing the chiasm of lived teaching andlearning experience embodied practicum inmusic teacher education
T2  - Nordisk musikkpedagogisk forskning
SN  - 1504-5021
A1  - Ferm, Cecilia
PY  - 2015
IS  - 15
SP  - 9
EP  - 24
LA  - eng
KW  - music teacher education
KW  - practicum
KW  - educational quality
KW  - chiasm
KW  - flesh
KW  - musikpedagogik
KW  - music education
AB  - Earlier studies of educational quality in music teacher education have valued practicum as one of the most important parts of music teacher education. Not a least have those experiences in the field been appreciated by students. In order to develop high quality music teacher education, we have to understand what happens in practicum contexts: in the meeting between, teacher students, practicum supervisors, students, steering documents, culture, and music, when student teachers perceive that they learn how to teach music in adequate ways. This paper tries to understand such meetings and learning situations from a phenomenological perspective, namely based on the concept ”chiasm” as developed by Maurice Merlau-Ponty. Expressed by the Greek letter χ (chi), chiasm means a crisscrossing of the perceiving and the perceived, self and other, and language and meaning. Chiasm also signifies an inter-twining, an intersection, reversibility, or the process of flowing of phenomena one into another. By that, chiasm can symbolically represent practicum as an intertwining of theory and practice. Like the crosspiece, practicum within music teacher education can become an endless journey and the meeting place of a student teacher’s self with the world of different and unique music teaching and learning experiences, unpredictable turns, challenges and wonders. This article attempts to communicate a glimpse of such a journey, expressed through five music teacher students’ stories. The stories were produced through individual and group interviews performed within a larger Norwegian-Swedish research project focusing educational quality in music teacher education. Hopefully the analysed stories contribute with knowledge about how individuals and groups embody knowledge about their musical teaching and learning life-worlds.
ER  - 

TY  - JOUR
T1  - To be conformative or not – a question of style or education?: A Comparative Study of Teacher Students in Sweden and Community Education Students in Scotland
T2  - Scottish Educational Review
SN  - 0141-9072
A1  - Boström, Lena
A1  - Coburn, Annette
PY  - 2013
VL  - 2
IS  - 45
SP  - 64
EP  - 77
LA  - eng
KW  - learning styles preferences
KW  - teacher education
KW  - teacher training
KW  - community education: conformity
AB  - Education systems in Sweden and Scotland are currently undergoing reforms which have shifted curricula from content driven to student focused approaches.  In Higher Education, the shift from elite to more accessible mass education may bring direct implications for teaching and learning. Institutions continually seek evidence of the effectiveness of methods used to facilitate student learning and it is important for teachers in Higher Education to be aware of the different ways that students learn.  This article examines the learning styles preferences for 70 students in Sweden and Scotland to consider whether, in light of international research on learning styles, these groups differed.  Findings were used to explore why and how this might impact on higher education in terms of students´ learning strategies. The findings suggested the need for diverse teaching approaches and concluded that community education students and teacher students differed in their preferences towards sound, design and conformity. The article considers how these differences might be explained and so, might be of interest to those engaged in teaching and learning in Higher Education and those working in discrete professional practice communities.
ER  - 

TY  - CONF
T1  - Teacher Beliefs and Practices: Multilingualism in English Classrooms
T2  - Exploring Language Education (ELE)
A1  - Sundqvist, Pia
A1  - Gyllstad, Henrik
A1  - Källkvist, Marie
A1  - Sandlund, Erica
PY  - 2018
LA  - eng
PB  - Stockholm : Stockholm University
KW  - pedagogics and educational sciences
AB  - Recent statistics on language diversity among pupils in Swedish secondary school classrooms show that 24% have another L1 than Swedish. Thus, classrooms are multilingual spaces. In the English subject, an 'English Only' ideology dominates, where classrooms are exclusively English-medium, an ideology endorsed by educational policy, agencies like the Swedish Schools Inspectorate, and teacher educators (Källkvist, Gyllstad, Sandlund & Sundqvist, in press). However, there is no clear empirical evidence supporting such an ideology, and recently an 'English Mainly' alternative has been suggested (Corcoll López & González-Davies, 2016). Still, a best practice remains unexplored. The project presented here is aimed at researching ideology and best practice in language-diverse English classrooms. For the purpose of mapping teacher beliefs and practices relating to the use of English and other languages in English classrooms, a questionnaire aimed at targeting 6 relevant constructs was created and administered to a stratified, random sample of English teachers in years 6-9 across Sweden. Based on responses from 139 teachers (response rate: 43 %), results show that 66 % harbour beliefs that align with an 'English Only' ideology. Although 98 % report a general, positive outlook on multilingualism, 16-22 % state that multilingualism is a problem in either their school or teaching of English. Whereas 45 % reported that they often talk about how to teach in multilingual classrooms, only 15 % had received specific training by their employers. Implications of these and other results are discussed, together with the reliability and validity of the questionnaire itself as a measure of the targeted beliefs and practices.
ER  - 

TY  - CONF
T1  - Traditional vs secular: Which values are reproduced in Swedish teacher education?
T2  - XIII Nordic Conference on Religious Education
A1  - Samuelsson, Lars
A1  - Lindström, Niclas
PY  - 2015
SP  - 17
EP  - 17
LA  - eng
PB  - Tartu : University of Tartu
AB  - Using the World Values Survey (WVS) as a background the paper discusses a tension between generally shared values among Swedish teacher students and the educational values established by The Swedish National Agency for Education (SNAE). WVS (2014) maps evaluative differences between countries based on the extent to which their populations embrace non-secular traditional values, e.g. nation and religion, and secular self-expression values, e.g. individual choice and responsibility. Sweden stands out as a country that rejects traditional values and embraces selfexpression values (Inglehart 2006). The educational values established by SNAE (2011) include both traditional values, such as “sharing a common cultural heritage”, and self-expression values, such as “individual freedom and integrity”. However, according to WVS the former values are gravely underrepresented in the Swedish population, generally. Against this background, we investigated the evaluative outlook of 153 teacher students. The result indicates that these students do not differ in any significant respect from the population in general as regards secular vs traditional evaluations. An important upshot of this result is that the traditional values emphasized by SNAE are scarcely represented among the teacher students, which makes it questionable whether they will be present in their future teaching. It is a widely accepted idea that teachers tend to reproduce a set of values in their pedagogical practice, consciously and unconsciously, dependent on their own background, resulting in shared ways of thinking, valuing and acting (Bourdieu 1970). Given that there are important educational values among the traditional as well as the self-expression values the imbalance of the evaluative outlook of the students is especially troubling from the sociocultural perspective emphasized in the official documents, where learning is considered to be an essentially social process and not just an individual affair.
ER  - 

TY  - JOUR
T1  - Prerequisites for interactive learning in distance education: Perspectives from Swedish students
T2  - Australasian Journal of Educational Technology (AJET)
SN  - 1449-5554
A1  - Östlund, Berit
PY  - 2008
VL  - 1
IS  - 24
SP  - 42
EP  - 56
LA  - eng
AB  - This article investigates distance students' understanding of the prerequisites for interactive learning in asynchronous, computer mediated university distance studies. It encompasses students' attitudes to structure, dialogue and autonomy, and their experience of social presence and what they consider interaction with peer learners signifies for their learning. The data were collected from an undergraduate and a masters course within the teacher training distance program, using questionnaires, interviews, diaries and analysis of students' contributions in FirstClass and WebBoard respectively. The results indicate that there was no difference between the student groups in preferences concerning structure, dialogue and autonomy. Their preferences depended on their ideas about how to benefit from different situations. They preferred a course design permitting them to use time effectively in relation to their other commitments outside the university. The results also indicate that they felt social presence despite using only asynchronous, text based communication. The student groups, however, had different ideas about the significance of inter-learner interactions. The amount of spontaneous contributions sent to WebBoard and FirstClass also differed. The undergraduate students stressed the social and practical aspects, while the masters students to a greater extent emphasised the cognitive aspects. The amount of spontaneous interactions was also higher in the undergraduate group. These students need more support from others in order to manage their studies compared to the masters students.
ER  - 

TY  - CHAP
T1  - The junior cycle reform form a comparative perspective: Assessment as curriculum practice according to Irish, Finnish, and Swedish teachers
T2  - Curriculum reform within policy and practice
A1  - Maija, Salokangas
A1  - Wieland, Wermke
A1  - Harvey, Gerry
PY  - 2021
SP  - 209
EP  - 227
LA  - eng
PB  - : Palgrave Macmillan
KW  - assessment
KW  - comparative education
KW  - reform
KW  - ireland
KW  - finland
KW  - sweden
AB  - The Junior Cycle Reform reduced the significance of a national exam at lower secondary level, by introducing continuous assessment conducted by teachers. Increasing teacher’s role in student assessment was controversial and sparked a national debate concerning the extent to which teachers should be involved in the assessment process. This chapter relates this Irish debate to developments elsewhere; countries that have taken very different approaches to student assessment in recent curriculum reforms. In particular, we compare how second level teachers perceive their role in student assessment in Ireland, Finland and Sweden. This leads us to argue that it is important to understand why similar quality and quantity of decision-making capacity can be perceived differently by teachers working in different contexts. Furthermore we argue that the tension between decisions to be made, how and by whom those decisions are controlled, and associated complexity and risks, create context-specific teacher autonomy mindsets, which constitute how autonomous a national teaching profession perceives itself.
ER  - 

TY  - CHAP
T1  - Encountering adversity and emotional challenges in teacher education: Pre-service teachers, agency, resilience and emerging teacher identity
T2  - Understanding the Dynamics of Teacher Agency, Resilience, and Identity in the Neoliberal Age
A1  - Lindqvist, Henrik
PY  - 2023
SP  - 69
EP  - 88
LA  - eng
PB  - Lanham : Rowman & Littlefield International
KW  - lärarutbildning
ER  - 

TY  - CONF
T1  - Bridging theory and practice: School-age educare teacher students’ designing hybrid learning activities
A1  - Patron, Emelie
A1  - Wernholm, Marina
A1  - Danielsson, Kristina
A1  - Ebbelind, Andreas
A1  - Kjällander, Susanne
A1  - Palmér, Hanna
PY  - 2025
LA  - eng
KW  - digital tools
KW  - design for learning
KW  - saec teacher students
KW  - education
AB  - A common challenge in teacher education is the perceived or created gap between theoretical education at the university and practical training at schools (Ebbelind & Helliwell, 2024). Additionally, there is a lack of digitally oriented didactics in teacher education (Papavlasopoulou et al., 2023). This is problematic as many children live in hybrid realities where analog and digital experiences are so intertwined that they cannot be separated. At the same time, some children lack these experiences. This study explores how school-age educare (SAEC) teacher students, who have engaged in both theoretical and practical elements at university and practice schools, reason about designing theoretically based learning activities that include digital tools. The specific research questions are:In what ways do students perceive that the university course activities prepare them to design hybrid learning activities?What emerges as central in students’ reasoning about designing SAEC teaching activities that include digital tools?A central premise of this study is that pupils should develop digital competence early on to be able to become active members of a digitized society. To achieve this, teachers need to make scientifically based didactic choices to promote pupils’ learning (Wernholm, 2024). This study focuses on preparing SAEC teacher students to make such choices regarding the use of digital tools in their teaching practice. Internationally, Swedish SAEC is unique due to its close collaboration with compulsory schools and its combination of teaching, recreation, and meaningful leisure time. However, previous research identifies tensions between what SAEC teachers consider good practice and children’s perspectives on meaningful leisure time (Elvstrand et al., 2023).This study is theoretically grounded in Design for Learning (Selander, 2008), which views teaching and learning as a form of multimodal design. The study’s design and the SAEC teacher students’ design of hybrid learning utilized tools developed within Design for Learning as part of a university course. SAEC teacher students participated in a teaching sequence with theoretical and practical elements at the university and two days at a practice school.Data consists of 17 teacher students’ written reflections and two interviews; one individual and one group interview. Thematic analysis was performed to identify themes relevant to the study’s purpose and research questions. Preliminary results indicate that several students make explicit connections between theory and practice and express how the course elements help them acquire a theoretical model useful for designing hybrid learning activities in SAEC. Furthermore, the SAEC students express a will to work with hybrid learning activities in their future profession. They explain why and how hybrid learning activities are suitable for SAEC teaching, as they combine planned learning activities with pupils’ interests, making them meaningful. These results highlight the importance of preparing students, both theoretically and practically, for designing hybrid learning activities in SAEC. 
ER  - 

TY  - CHAP
T1  - Post-political governing of wellfare state education in Sweden
T2  - Education and Political Subjectivities in Neoliberal Times and Places
A1  - Foss Lindblad, Rita
A1  - Lindblad, Sverker
PY  - 2016
LA  - eng
PB  - : Routledge
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - Mathematics in Initial Teacher Education Programs in Sweden, Germany, and Australia
T2  - Mathematics Education Research: Impacting Practice
A1  - Cooke, Audrey
A1  - Jenßen, Lars
A1  - Norén, Eva
PY  - 2019
SP  - 188
EP  - 195
LA  - eng
PB  - Perth : Mathematics Education Research Group of Australasia
KW  - matematikämnets didaktik
KW  - mathematics education
AB  - International comparisons of student achievement in mathematics and their attitudes towards, confidence with and anxiety to mathematics have a long history. Likewise, detailed international comparisons of teacher education programs have also been conducted. However, the relationship between the teacher education programs and teacher anxiety for teaching mathematics have not been investigated. This paper is part of a larger research project investigating the relationship between teacher education programs and mathematical anxiety of its pre-service teachers. It reports on the initial comparison of the teacher education programs for primary teachers from a university in Sweden, Germany, and Australia, specifically the mathematics education addressed in the programs. The paper concludes with an outline of the future research.
ER  - 

TY  - CONF
T1  - Planning considerations stated in intended learning outcomes for primary teacher education in Sweden
T2  - Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)
A1  - Jones, Malin
PY  - 2025
LA  - eng
PB  - Bozen-Bolzano
KW  - mathematics teacher education
KW  - planning
KW  - praxeologies
KW  - intended learning outcomes
AB  - Intended learning outcomes (ILOs) in mathematics pedagogy courses describe the competencies preservice teachers must demonstrate to pass the course. This study uses the notion of praxeology from the Anthropological Theory of Didactic (ATD) to analyse ILOs concerning “planning for mathematics teaching” in Swedish teacher education syllabi. The results showed that the tasks (T) of planning varied in what preservice teachers had to consider in their planning, with the national curriculum being most prevalent, followed by utilising theoretical perspectives, and considering the learners. Few ILOs clarified techniques (τ) to use for planning. Eleven out of 19 universities requiredpreservice teachers to provide justification for their plans. Some ILOs put additional restrictions on the preservice teachers, such as using a particular teaching approach. The results suggest that mathematics teacher education courses operate with somewhat different praxeological equipment
ER  - 

TY  - CONF
T1  - Exploring outdoor science in teacher education from a comparative Scandinavian perspective
A1  - Popov, Oleg
A1  - Höper, Jan
PY  - 2016
LA  - eng
KW  - activity theory
KW  - outdoors
KW  - science education
KW  - teacher-students
KW  - educational leadership
KW  - utbildningsledarskap
ER  - 

TY  - CHAP
T1  - The Social Qestion Revisited: the configuration of the social dimension in the european education space
T2  - The "Reason" of Schooling
A1  - Petersson, Kenneth
A1  - Olsson, Ulf
A1  - Krejsler, John B.
PY  - 2014
SP  - 200
EP  - 214
LA  - eng
PB  - New York : Routledge
KW  - social question
KW  - genealogy
KW  - european higher education
KW  - philanthtropy
KW  - inclusion
KW  - exclusion
KW  - abjection
KW  - social technologies
KW  - lärarutbildning
ER  - 

TY  - JOUR
T1  - Whatever happened to the male teacher?: Gendered discourses and progressive education in Sweden 1945-2000
T2  - History of education review
SN  - 0819-8691
A1  - Berge, Britt-Marie
PY  - 2004
VL  - 2
IS  - 33
SP  - 15
EP  - 29
LA  - eng
ER  - 

TY  - JOUR
T1  - Dekonstruerad länkning: En kritisk läsning av Constructive Alignment inom svensk högskolepedagogik och pedagogisk utveckling
T2  - Utbildning och Demokrati
SN  - 1102-6472
A1  - Wickström, Johan
PY  - 2015
VL  - 3
IS  - 24
EP  - 3
LA  - swe
PB  - Örebro : Örebro universitet: Pedagogiska institutionen
KW  - constructive alignment
KW  - john biggs & catherine tang
KW  - deconstruction
KW  - critical pedagogy
KW  - higher education
KW  - educational development
KW  - education
AB  - ALIGNMENT  DECONSTRUCTED: A CRITICAL READING OF CONSTRUCTIVE ALIGNMENT IN SWEDISHHIGHER EDUCATION AND EDUCATIONAL DEVELOPMENT. A limited number of theoretical concepts are used in educational development to conceptualize educational processes. One of these is Constructive Alignment (CA). CA is about aligning learning outcomes to teaching/ learning activities and assessment tasks. It is anchored in constructivist and phenomenological theory.  CA has had a major impact on Swedish educational development and academic teacher training.  This article aims at critically deconstructing and challenging the concept in terms of its ability and relevance to conceptualizing educational processes. CA does not address epistemological and disciplinary differences. It tends to reduce the agency of teachers and students.  It also reduces the complexity of education to something technical and bureaucratic. This article identifies some alternative pathways. These alternatives are inspired by the Humboldt tradition and the study circle tradition. New ways of defining educational processes would most likely challenge the bureaucratic and neoliberal dimensions of CA. 
ER  - 

TY  - JOUR
T1  - Ett år med Ester: en mikrohistorisk undersökning av det sociala nätverket och känslolivet hos en småskollärare vid sekelskiftet 1900: [One year with Ester: The social network and emotional life of a junior school teacher through a microhistorical lens]
T2  - Historisk Tidskrift
SN  - 0345-469X
A1  - Marklund, Emil
PY  - 2017
VL  - 3
IS  - 137
SP  - 379
EP  - 410
LA  - swe
PB  - Stockholm : Svenska Historiska Föreningen
KW  - sweden
KW  - 20th century
KW  - microhistory
KW  - female agency
KW  - junior school teacher
KW  - social networks
KW  - emotional life
KW  - rural schools
KW  - 1900-tal
KW  - mikrohistoria
KW  - småskollärare
KW  - dagbok
KW  - sociala nätverk
KW  - känsloliv
KW  - landsbygd
KW  - kvinnligt aktörskap
KW  - kvinnlig agens
KW  - småskola
KW  - historia med utbildningsvetenskaplig inriktning
KW  - history of education
AB  - Med en mikrohistorisk ansats undersöks småskolläraren Ester Vikströms dagbok 1901–1902. Studien fokuserar på Esters vardag i det offentliga och privata rummet utifrån hennes sociala nätverk och känsloliv. Analysen visar att Ester hade ett stort nätverk och utbyte med många aktörer från olika samhällsskikt. Dagboken utgjorde samtidigt ett privat rum där hon kunde återge händelser och känslor om än inte alltid i klartext.
ER  - 

TY  - CONF
T1  - What about the linguistic question in internationalising higher education?
A1  - Jämsvi, Susanne
PY  - 2014
LA  - eng
KW  - internationalisation
KW  - europeanizing
KW  - policy
KW  - higher education
KW  - language
KW  - linguistic issues
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Higher education change is an important area of investigation in Sweden today. It is the largest government sector and its transformation is therefore societally important. This research paper is about one aspect of the changing characteristics of internationalising, or Europeanizing, higher education of today. It addresses in particular the question of language(s) in relation to, or as an aspect of, internationalisation. One of the key dimensions of change is in relation to the importance of international exchange and communication. The increased emphasis on English as an academic lingua franca in higher education practices, policies and quality assessment is significant, and this dominant position needs to be addressed. By close up research on linguistic issues in policy processes on internationalisation, taking Sweden as an example, this present study aims at drawing attention to language issues as part of academic practices. Recent developments in Swedish higher education language policy are used as an example. The webpages of 27 Swedish universities and approved language policies of these universities (all in all twelve) have been investigated, theoretically and methodologically framed within a critical tradition and CDA. Mapping of language plurality and an initial analysis on content and discursive construals, show that language diversity and awareness exists to some extent; that inclusive language practices are to be found; that attempts to problematize linguistic traditions are made; that implications on academic work in some areas can be described as immense, e.g. on language competences in relation to teaching and that the dominant position of English is unchallenged.
ER  - 

TY  - CONF
T1  - If a Sprawling Teacher Education of Special Education Needs (SEN) is the Answer, What is the Question?
T2  - WSNE 2015 Proceedings
A1  - Roos, Helena
A1  - Frithiof, Elisabet
A1  - Gadler, Ulla
A1  - Lundbäck, Birgitta
A1  - Sandberg, Ingmarie
PY  - 2015
SP  - 71
EP  - 75
LA  - eng
PB  - Philadephia, USA : Infonomics Society
KW  - teacher education special needs
KW  - special education
KW  - specialpedagogik
AB  -  Teacher education of SEN looks different over the globe. This paper discusses the notion of SEN in the light of Swedish teacher education of SEN at Linnaeus University. An analysis of institutional documents governing the education has been made. The results show that SEN is expressed in different ways in the documents and is very much connected to needs in the education. It also shows, even though the directions has different target groups, that the notion of SEN has a common basis in facing the needs of all children and students. The differences can be seen in what kind of mission the teacher of SEN has. The results show that the mission of the special pedagogue is more on an overall level and the mission of special teachers is more connected to the learning of the individual child, even though both of the SEN teachers have much the same mission.
ER  - 

TY  - CONF
T1  - From an Architecture of Participation to a Structure for Nurturing Relationships: Swedish Teacher Trainees’ Informal Learning on Facebook
T2  - Internet Research 13
A1  - Hanell, Fredrik
PY  - 2012
LA  - eng
KW  - social network sites
KW  - virtual learning environments
KW  - higher education
KW  - facebook
KW  - library and information science
ER  - 

TY  - CONF
T1  - Swedish Teacher Students’ Views on Human Dignity
A1  - Tapola, Anna
PY  - 2007
LA  - eng
KW  - science education
KW  - naturvetenskap med utbildningsvetenskaplig inriktning
ER  - 

TY  - CONF
T1  - Tidksrift för lärarutbildning och forskning / Journal of Research in Teacher Education: Theme: Sloyd - Tradition in transition
PY  - 2006
LA  - eng
PB  - Fakultetsnämnden för lärarutbilning, Umeå universitet
KW  - sloyd
KW  - sloyd education
KW  - sloyd research
KW  - aesthetic subjects
ER  - 

TY  - JOUR
T1  - Teacher educators' perceptions of their profession in relation to the digitalization of society
T2  - Journal of Praxis in Higher Education
SN  - 2003-3605
A1  - Roumbanis-Viberg, Anna
A1  - Forslund Frykedal, Karin
A1  - Sofkova Hashemi, Sylvana
PY  - 2019
VL  - 1
IS  - 1
SP  - 87
EP  - 110
LA  - eng
PB  - Borås, Sweden : University of Borås
KW  - digitalization
KW  - teacher educators
KW  - professional identity
KW  - sweden
AB  - This study takes an exploratory approach to investigating Swedish teacher educators' perceptions regarding their profession in relation to the digitalization of society and education, including higher education. Eighteen semi-structured interviews were analyzed using thematic analysis. Findings show that the teache reducators perceive digitalization on a scale that ranges from simply using tools to being part of a technology-initiated revolution of educational institutions and society. From this range of digital developments emanate individual, group, and organizational requirements/demands, needs, and consequences for being, that is, personal experiences of how digitalization affects the work, and acting, that is, doing something in response to the demands of using and teaching with digital technology. The teacher educator is situated primarily in being with the requirements for working professionally and acting as a teacher, which creates tensions and challenges for the individual and the professional self. Teacher educators require support to strengthen their professional identity, to facilitate activities for professional development, and to stimulate reflective practice. A further difficulty is the lack of relevant policies and strategies. This study highlights the complex challenge of teaching and learning simultaneously in a profession that implicates autonomy and responsibility of its practitioners. This creates limitations for the teacher educators to move from being to acting.
ER  - 

TY  - JOUR
T1  - Inclusive Education and the “Balkanization” / Professionalization of the Specialized Field of Studies in Special Education Postgraduate Programs: The Case of Sweden.
T2  - International Journal of Special Education
SN  - 0827-3383
A1  - Berhanu, Girma
PY  - 2019
VL  - 4
IS  - 33
SP  - 869
EP  - 876
LA  - eng
KW  - inclusion
KW  - specialization
KW  - special education
KW  - teacher education programs
KW  - foreign countries
KW  - educational policy
KW  - educational practices
KW  - graduate study
KW  - neoliberalism
KW  - professionalism
KW  - educational demand
KW  - special needs students
KW  - individualized instruction
KW  - classification
KW  - educational resources
KW  - educational planning
AB  - This short paper has two pronged purposes. The first is to reflect on policies and practices of inclusive education in Sweden and the second is to problematize the implications of the continuous proliferation of the specialized field of studies in Special Education postgraduate programs in Sweden. The current Swedish political and educational discourses reflect contradictions and dilemmas among varied dimensions of the educational arena. Policy and practice decisions involve dilemmas. Sweden may be characterized by an embodiment of a strong philosophy of universalism, equal entitlements of citizenship, comprehensiveness, and solidarity as an instrument to promote social inclusion and equality of resources. Within the past decades, however, the country has undergone a dramatic transformation. The changes are framed within neo-liberal philosophies such as devolution, market solutions, competition, effectivity, and standardization, coupled with a proliferation of individual/parent choices for independent schools, all of which potentially work against the valuing of diversity, equity and inclusion (Berhanu, 2011, 2016). The second concern of this paper is: Does the current specialization or diversified form of studies within Special Education postgraduate programs (Teacher Training Programs) support the inclusive agenda, or does it hamper the vision? In addition, recent developments to create new categories or subcategories of special education have the potential not only to tie up administrative and diagnostic resources but also to create an increasingly less manageable array of separate special education programs. This Balkanization process with regard to a number of select disorders has advantages and disadvantages. My concern is that the very existence of "highly specialized knowledge domains" may result in a new form of exclusion and segregation. This is a scenario that one can imagine or expect with the proliferation or balkanization of specialized studies in numerous strands unless we plan carefully as to how to utilize these skills and expertise within inclusive settings.
ER  - 

TY  - JOUR
T1  - Facing the pedagogical challenge of teaching unaccompanied refugee children in the Swedish school system
T2  - Problems of Education in the 21st Century
SN  - 1822-7864
A1  - Popov, Oleg
A1  - Erik, Sturesson
PY  - 2015
IS  - 64
SP  - 66
EP  - 74
LA  - eng
PB  - : PEC
KW  - intercultural education
KW  - refugees
KW  - minors
KW  - teacher education
KW  - educational leadership
KW  - utbildningsledarskap
AB  - The social inclusion of refugee children is an important issue in Sweden and many other European countries. Sweden accepts more than 20% of all unaccompanied immigrant children in the EU. Logically, effective schooling is needed for these children to create the necessary pre-conditions for their successful integration into society. However, political interest and state funding concentrates instead on assuring good quality living conditions and legal support for incoming minors, leaving the responsibility for their education to underfunded municipal schools. Accordingly, a study conducted in a municipal secondary school and a university teacher education in Northern Sweden revealed low preparedness to meet the educational needs of immigrant children. Sociocultural and socio-political theoretical lenses were used in the study to understand the situation. Pedagogical action was taken on the teacher education programme in Umeå to improve the situation and issues concerning the integration of unaccompanied immigrant minors in the Swedish school system were explored in an interdisciplinary course at the end of the students’ teacher training. In group interviews and guided discussions during the course, student teachers recognised existing systemic problems in the education of immigrant children and expressed a feeling of a lack of practical intercultural competence to meet such children.
ER  - 

TY  - JOUR
T1  - The didactic divide and the education of teachers of mathematics in Sweden
T2  - Nordisk matematikkdidaktikk
SN  - 1104-2176
A1  - Bergsten, Christer
A1  - Grevholm, Barbro
PY  - 2004
VL  - 2
IS  - 9
SP  - 123
EP  - 144
LA  - eng
KW  - teacher education
AB  - On a background of tradition versus renewal, a discussion on recent teacher education reforms in Sweden is given. A balance of different aspects of content and a need for research are seen as critical for the formation of mathematics teacher education. A conception of a -didactic divide- between disciplinary and pedagogical knowledge is used as an analytic tool to describe the rationale behind the design of the reforms. Empirical data from student teachers enrolled in the new teacher education programme highlight how the structure and content of the programme contribute to overcoming the divide.
ER  - 

TY  - JOUR
T1  - Technology Enhanced Teacher Professional Development in Sweden — policies,literature and recent initiatives
T2  - Distance Education Journal
SN  - 1672-0008
A1  - Gu, Limin
A1  - Lindberg, Ola
PY  - 2009
VL  - 4
EP  - 4
LA  - eng
KW  - education
AB  - Information communication technology (ICT) has been bringing increasingly greater changes in education such as educational system, policies, programs, curricula, resources, teaching methods, and other aspects related to education, among which teacher education is one important area. "Technology Enhanced Teacher Professional Development (TETPD) in Sweden and China" is a three years’ research project funded by The Swedish Research Links. The purpose of the project is to study TETPD in Sweden and China, aiming at exploring status quo of TETPD in both countries, especially teachers′ attitudes, experiences, and understanding of technology-enhanced learning and teaching, and identifying TETPD models and the common factors that contribute to successful TETPD. This paper is based on the findings from the first stage of the project by Swedish researchers, which focuses on policies, literature and recent initiatives on TETPD in Sweden. 
ER  - 

TY  - CONF
T1  - Thrifty or fair?: The economic thinking of Swedish school districts, 1840-1900
T2  - European Social Science History Conference, 30 March - 2 April 2016, Valencia.
A1  - Westberg, Johannes
PY  - 2016
LA  - eng
KW  - utbildningssociologi
KW  - sociology of education
KW  - education
AB  - The economic considerations of local school districts and their school boards were an important factor in the emergence of mass schooling during the nineteenth century. Consequently, both econometric analyses and historical studies have dealt with issues such as local fiscal capacity and the limited funds of school boards. Studies have, for example, drawn attention to the thriftiness of farmers in matters of schooling, and pointed out how school districts pursued a school system geared towards low teacher salaries, short semesters and cheap school buildings. In this context, the global diffusion of monitorial education has been explained by its inexpensive nature. In this paper, I present a study of school districts’ economic activity and thinking in Sweden, 1840-1900. Using A. V. Chayanov’s and Eric R. Wolf’s classic analyses of peasant economy, and a case study of 12 school districts in northern Sweden as a starting point, this paper analyses how school districts balanced income with expenditures, how they understood the limited resources of their local community, and discussed their own financial budget. Thus I will be able to show that the school districts not only aspired to implement a school system at a minimum cost, but desired an economic practice that was righteous, just, sensible, moderate and justifiable. This meant that available resources were not the only, or, main guiding principle of the school boards. Instead, the school boards pursued a politics of schooling that catered to the needs of teachers, parents and children. The economy of the Swedish school districts was in this respect a complex social, economic and cultural practice. In addition to being a contribution to the economic history of schooling, analyzing how issues of educational expenditure and fiscal capacity was discussed and dealt with by school boards, this paper also has wider relevance to the history of schooling. Since teachers’ salaries and the building and maintenance of schoolhouses were the main expenditure items of the Swedish school districts, this paper addresses issues that is of particular interest for the history of teachers and the history of schoolhouses.
ER  - 

TY  - CONF
T1  - Equity and access issues in the educational use of learning management systems (LMS) in a globally networked  society
A1  - Garrote Jurado, Ramon
A1  - Christie, Michael
PY  - 2011
LA  - eng
PB  - European Association for Research on Learning and Instruction
KW  - e-learning
KW  - learning management systems
KW  - engineering education
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - In this paper the authors present research findings from a comparative case study involving the pedagogical use of learning management systems (LMS) at the university level. Two engineering programs are compared, one based at the University College, Borås, Sweden (hereafter UB) and the other at the Instituto Superior Politéêcnico Joséê Antonio Echeverrîa, Havana, Cuba (hereafter ISPJAE). At UB twenty two engineering lecturers were surveyed concerning their use of LMS. At ISPJAE fifteen lecturers were given a course on LMS, provided with tools to use it, and subsequently interviewed about the extent to which they had employed it in their courses. The aim of the case study was threefold. Firstly to compare the lecturers' knowledge and understanding of the pedagogical advantages of using LMS in face-to-face, blended and online learning. Secondly to determine the extent to which an LMS was used and evaluate the pedagogical value of such use. Thirdly to investigate the administrative, technological and pedagogical barriers involved in using an LMS.
ER  - 

TY  - CHAP
T1  - Fellowship and solidarity? Secondary students’ responses to strong classification and framing in education
T2  - Schools and marginalized youth: an international perspective
A1  - Schwartz, Anneli
A1  - Öhrn, Elisabet
PY  - 2012
SP  - 173
EP  - 195
LA  - eng
PB  - New York : New York: Hampton Press
KW  - solidarity
KW  - classification
KW  - swedish secondary education
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - Who is to do the screening of spatial reasoning?: Semantic profiles in teacher interaction with 6-year-olds in a screening activity
T2  - 33rd EECERA ANNUAL CONFERENCE: Early Education for All: Celebrating Diversity and Seeking Inclusion
A1  - Ivanov, Sergej
A1  - Ebbelind, Andreas
PY  - 2025
SP  - 238
EP  - 239
LA  - eng
KW  - screening
KW  - children at risk
KW  - spatial reasoning
KW  - legitimation code theory
KW  - mathematics education
KW  - swedish didactics
KW  - svenska språket med didaktisk inriktning
KW  - mathematical education
KW  - matematikdidaktik
AB  - The aim is to highlight the complexity for teachers to conduct screening of spatial reasoning to identify children at risk at an early stage. Spatial reasoning is crucial in developing children’s mathematical knowledge (Clements and Sarama, 2011). Preschool teachers may direct teaching toward the screening activity (Walla, 2024), which is known as teaching for the test (Volante, 2004). This implies that assessment results do not necessarily reflect children’s spatial reasoning outside the screening situation. To understand teacher-child interaction in the screening activity, the lens of legitimation code theory (LCT) is used to examine what role the teacher plays in identifying children atrisk. This qualitative study uses LCT’s semantic profiles as combination of semantic gravity and density to analyse three consecutive 20–26-minute video-recorded screenings conducted by a female teacher with three groups of foursix-year-olds each. The teacher’s, children’s and their guardians’ informed consent was obtained with the right to withdraw without prejudice. Children’s consent was monitored during data collection by observing their non-verbal expressions. The findings suggest that in 83 % of interactions, the teacher maintained the same degree of semantic gravity and density as the previous child’s utterance, thus conducting the screening. However, she sometimes deviated from this pattern and started teaching instead, potentially failing to identify at-risk children. The study underscores the challenge for teachers to be screening administrators, as they may struggle to resist the temptation to turn a screening session into a learning opportunity. The question remains who is to do the screening then.
ER  - 

TY  - CONF
T1  - From Marginalization to Empowerment: Policy Shifts and the Positioning of Swedish Preschool Teachers
T2  - Abstract Book of the 7th World Conference on Education and Teaching Studies
A1  - Cervantes, Sara
A1  - Öqvist, Anna
PY  - 2025
LA  - eng
PB  - : Diamond Scientific Publishing
KW  - policy
KW  - preschool teacher
KW  - positioning theory
KW  - leadership
KW  - preschool
KW  - education
AB  - Since 1972, Swedish preschools have experienced numerous policy reforms that outline guidelines for the work in preschool where preschool teachers and caregivers work together. In 2010, a significant shift occurred, granting preschool teachers increased responsibility for educational content and lead teaching—a complex and challenging aspect of preschool practice. This study examines the evolution of preschool policies and their impact on the positioning of preschool teachers, enabling them to assume a strengthened responsibility for preschool education. Utilizing positioning theory and a qualitative research design, this analysis of seven policy documents reveals a transition from the marginalization of preschool teachers to their empowerment. The findings highlight how policies can either marginalize or empower preschool teachers, reshaping responsibilities and redistributing power within preschools. Addressing policy ambiguities is crucial to resolving overlapping responsibilities between preschool teachers and caregivers, fostering opportunities for role reinterpretation and contested positions.
ER  - 

TY  - CONF
T1  - The Dropout Phenomenon: Students' Strategies in Low Throughput Programs
A1  - Laurin, Emma
A1  - Bengtsson, Felix
PY  - 2024
LA  - eng
KW  - higher education
KW  - throughput
KW  - teacher education
KW  - bourdieu
KW  - utbildningssociologi
KW  - sociology of education
AB  - Sweden faces a teacher shortage, prompting investment in expanding teacher training program capacities and student recruitment. At the same time, these programs exhibit low throughput rates. Throughput in teacher education is a well-researched subject. Dropout rates have been attributed to diverse factors. These encompass individual aspects like motivation, personality, and life circumstances, alongside institutional structure at universities, educational design, and structural factors such as socio-economic backgrounds of students. Students' inadequate prior knowledge emerges as a principal factor for low throughput. Teacher programs in Sweden rank low in entry scores and high in dropout rates.While much previous research has tried to determine the reasons for dropout, we take a slightly different approach. The aim of our study is to analyse strategies among teacher education students for navigating a study environment marked by low prior knowledge among students and high dropout rates. Our analysis is based on 42 digital interviews with students and staff at the preschool and primary teacher programs at Uppsala University. We show that teacher students use the following strategies: 1. Helping each other (in reciprocal or asymmetrical ways) through the education program. 2. Keeping a distance from students who lack knowledge or are likely to drop out. 3. Dropping out of their studies themselves.Employing a Bourdieusian perspective, we analyse student strategies within the context of societal demand for teachers, the position of teacher education in the field of higher education, and the diverse assets individual students possess.
ER  - 

TY  - BOOK
T1  - Structural Injustices in Swedish Education: Academic Selection and Educational Inequalities
A1  - Beach, Dennis
PY  - 2018
LA  - eng
PB  - Palgrave Macmillan
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The purpose of this book is to explore aspects of education justice and equity in relation to an educational system that is generally considered fairer and more equitable than most others: that of Sweden. There are seriously good reasons for undertaking this project. The education system in Sweden does seem to be ostensibly open and inclusive (Gudmundsson 2013) with upwards of 85% of all child cohorts between the ages of 3 and 19 being included for 6 hours or more each weekday in some form of organised institutional education or day-care, regardless of their social class, gender or racial or ethnic heritage or any possible physical or mental disabilities. And as has been suggested by the OECD in relation to its education justice barometer, this is perhaps internationally remarkable. However, perhaps equally remarkable is the lack of impact the investments have had in terms of the creation of greater levels of class consciousness and significantly reduced gender disparities, racial and ethnic equality or social and material distributions of power in society at large.
ER  - 

TY  - CONF
T1  - Identity and Interpretative Repertoires within Teacher Education – Battles over Perspectives and Courses
T2  - ECER (European Conference on Educational Research) 10-12 September, 2008, University of Gothenburg. (From Teaching to Learning)
A1  - Carlson, Marie
PY  - 2008
LA  - eng
KW  - mångfaldsfrågor
KW  - kön
KW  - klass
KW  - etnografi
KW  - lärarutbildning
KW  - profession
AB  - Identity and Interpretative Repertoires within Teacher Education – Battles over Perspectives and Courses Within a Swedish educational context local as well as national steering documents tell us that teacher education should be characterised by diversity and equality. In the local practices, in a heavily decentralised educational system with a lot of different departments cooperating, this policy is to be translated, interpreted and carried out by a range of actors within the institutional practices embedded in power relations (Ball 1990, Bourdieu 1991, Beach & Carlson 2004, Carlson 2004). This paper will discuss how various categories are constructed and varying ways of thinking within institutional settings are used in order to create/delete ”the others” within teacher education (Hall 1996, Thornborrow 2002, Winther Jørgensen & Phillips 2000). Ideological and scientific ideals as well as economic priorities are involved in the interpreting processes/repertoires (Becher & Trowler 2001, Talja 1999). The research uses a policy ethnographic approach and builds on a rich data corpus – documents, texts, interviews, field notes (Beach & Carlson 2004, Carlson 2004, Chouliaraki & Fairclough 1999). Analytical tools are used from organization theories (Czarniawska 2004, DiMaggio 1983) and discourse analysis (Winther Jørgensen & Phillips 2000). Also “identity” is used as an analytical lens in understanding altering positions/standpoints within teacher education (Gee 2000). The analysis shows how faculties and departments in spite of a recommended ”holistic” and interdisciplinary approach very much stick to their own logic, perspectives and ideals and thereby create parallel monologues within the teacher education, where the student teachers constantly have to re-orient her/himself. Indeed a kind of diversity but probably not in the way expressed in the steering documents. References: Ball, Stephen J (1990) Politics and Policy Making in Education: Explorations in Policy Sociology. London: Routledge. Beach, Dennis & Marie Carlson (2004) Adult Education Goes to Market: an ethnographic case study of the restructuring and reculturing of adult education. European Educational Research Journal, Volume 3, Number 3, 2004. Becher, Tony & Paul R. Trowler (2001) Academic Tribes and Territories. Buckingham: Open University Press. Bourdieu, Pierre (1991) Language and Symbolic Power. Cambridge: Polity Press.  Carlson, Marie (2001) ‘Swedish Language Courses for Immigrants: Integration or Discrimination?’ In Ethnography and Education Policy. Ed. Geoffrey Walford. Oxford: Elsevier Science. Carlson, Marie (2004) Restructuring of Swedish Adult Education: the involvement of economists and politicians in education policy. In Identity, Agency and Social Institutions. Eds. G. Troman, B. Jeffrey & G. Walford. Studies in Educational Ethnography, vol. 10. Oxford JAI Press. Carlson, Marie (2006) ”Immigrant Women within Swedish Language Instruction: Contradictions and Transgressions.” I Multiple Marginalities: An Intercultural Dialogue on Gender in Education. Eds. Justyna Sempruch, Katharina Willems & Laura Shook. Königstein: Helmer Verlag. Carlson, Marie (2007) ”Images and values in textbook and practice – Language courses for immgrants in Sweden” I Education in ’Multicultural’ Societies. Turkish and Swedish Perspectives. Eds. Marie, Carlson, Fatma Gök & Annika Rabo. Transactions Vol 18, Swedish Research Institute in Istanbul. Chouliaraki, Lilie & Norman Fairclough (1999) Discourse in Late Modernity – Rethinking Critical Discourse Analysis. Edinburgh: Edinburgh University Press. Czarniawska, Barbara (2004) Narratives in Social Science Research. London: Sage. DiMaggio, Paul (1983) The Iron Cage Revisited. Institutional Isomorphism and Collective Rationality. In American Socicological Review, no 48, pp 147-160. Gee, J. Paul (2000) Identity as an Analytic Lens for Research in Education. In Review of Research in Education. 2000. 25: 99-125. Hall, Stuart (1996) ”Introduction – Who Needs ’Identity’?” I Questions of Cultural Identity. Eds. Stuart Hall and Paul du Gay. London: Sage Publications. Talja, Sanna (1999) ”Analysing Qualitative Interview Data: The Discourse Analytic Method” I Library & Information Science Research, Volume 21, Number 4, pages 459-477. Thornborrow, Joanna (2002) Power Talk – Language and Interaction in Institutional Discourse. Harlow: Longman. Winther Jørgensen, Marieanne & Louise Philips (2000) Diskursanalys som teori och metod. Lund: Studentlitteratur.
ER  - 

TY  - JOUR
T1  - Using Communicative Action Theory to Analyse Relationships Between Supervisors and Phd Students in a Technical University in Sweden
T2  - Högre Utbildning
SN  - 2000-7558
A1  - Christie, Michael
A1  - Garrote Jurado, Ramon
PY  - 2013
VL  - 3
IS  - 3
SP  - 187
EP  - 197
LA  - eng
PB  - : Swednet
KW  - supervision of research education
KW  - communicative action theory
KW  - critical incident technique
KW  - transformative learning
KW  - power conflict and resolution
KW  - rational dialogue
KW  - engineering education higher education
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - In this paper the authors use the theory of communicative action (Habermas, 1984-6) to analyse problematic relationships that can occur between supervisors and PhD students, between co-supervisors and between the students themselves. In a situation where power is distributed unequally, instrumental and strategic action on the part of either party can complicate and disturb efficacious relationships. We use Flanagan’s critical incident technique (Flanagan, 1954) to analyse twenty-five incidents that are told from a supervisor perspective and twentyfive from a PhD student perspective. The analysis reveals that a large proportion of incidents involved power struggles. Other categories include lack of professional or emotional support and poor communication. Rational dialogue based on Habermasian principles might have avoided many of these problems. The analysis concludes with some practical suggestions as to how the use of communicative action theory and critical incident technique can improve supervision, supervision training and the PhD process.
ER  - 

TY  - CONF
T1  - Docile Yet Desirable: Discourses of Suitable Teachers in Sweden, 1842–2024
A1  - Mikhaylova, Tatiana
A1  - Pettersson, Daniel
PY  - 2025
LA  - eng
KW  - teaching
KW  - teacher education
KW  - policy
KW  - history of education
AB  - In recent years, Swedish teacher education has come under scrutiny as policymakers seek to raise the status of the profession. Since 2021, universities have been authorized to set specific admission criteria for teacher education programs, including recent proposals to require a minimum grade of C in Swedish (SOU 2024:81). These changes reflect broader concerns about declining teacher competence and societal anxieties about the profession’s ability to meet its demands. At the same time, they raise questions about how the concept of teacher suitability is constructed, governed, and tied to societal desires.  This paper addresses these questions by providing a genealogy of teacher suitability discourses in Sweden from 1842 to 2024. Drawing on the theories of Foucault (1991) and Hacking (2002), it examines how selection requirements have historically regulated teacher subjectivities, producing individuals who are both docile to institutional norms and desirable to societal aspirations. Through an analysis of policy documents, government reports, teacher guidelines, the study traces how moral, professional, and meritocratic discourses have shaped the processes of defining and assessing teacher suitability in Sweden. Preliminary results show that when Sweden’s compulsory school system was introduced in 1842, teacher suitability was grounded in religiously inspired moral values. Suitability was articulated through religiously inspired notions of virtue and sin. The teacher, as a figure of ‘moral purity’, was tasked with embodying Christian ideals (Dahm, 1846). This moral regime sought not only to discipline teachers but also to use them as tools for disciplining society, positioning them as mediators of the state’s moral aspirations. By the mid-20th century, teacher suitability shifted towards professionalization and meritocratic ideals. Suitability became tied to the teacher’s observable performance and professional behavior as assessed by entrance examinations, interviews, and pre-practice requirements (SOU 1952:33; SOU 1975:67). These techniques also fabricated a specific kind of teacher subjectivity – one that embodied the dual imperatives of individual merit and professional conformity. The discourse of suitability thus shifted from explicit moral authority to the subtler forms of conformity to professional norms and institutional practices. Teachers were no longer seen as just moral figures but as technicians, expected to meet the societal demands for expertise. The most recent proposal to require a minimum grade of C in Swedish (SOU 2024:81) exemplifies how meritocratic ideals are reinscribed into suitability discourses, constructing a ‘floor’ beneath which one cannot fall. Hidden behind meritocratic arguments, language requirements are presented as an important yet neutral criterion of teacher competence. At the same time, this form of ‘linguistic meritocracy’ exemplifies how teachers are increasingly governed through performance metrics, which are believed to be objective. Overall, our analysis demonstrates how institutional and societal desires are inscribed in the very processes that make up the people who are meant to serve them. The teacher, as a subject of both discipline and desire, is shaped through societal fears and desires and the intersecting discourses of morality, expertise and effectiveness. 
ER  - 

TY  - JOUR
T1  - Teacher Education for the New Century in Sweden
T2  - European Journal of Teacher Education
SN  - 0261-9768
A1  - Ahl, Astrid
A1  - Nilsson, Ingrid
PY  - 2000
VL  - 2
IS  - 23
SP  - 117
EP  - 125
LA  - eng
ER  - 

TY  - CONF
T1  - To develop a theoretical base underpinning multimodal learning processes in teacher education
T2  - The Nineteenth International Conference on Learning, 14-16 augusti 2012, London
A1  - Klerfelt, Anna
A1  - Rohlin, Malin
PY  - 2012
LA  - eng
KW  - teacher education
KW  - school age educare
KW  - multimodality
KW  - student´s experiences
AB  - In Sweden the teacher education is subjected to extensive changes. The new teacher training directed towards work in leisure-time centres is now a three years university-based education. The problem is that the teacher education has not been able to use resources outside the university to develop a learning environment with potential to produce skills teachers for children in early school age need to manage their everyday professional life. This is manifested in two ways; one concerning educational policy and one academic didactics. The educational programmes are controlled by a political system where values that govern the teaching are based upon norms of segregation and differentiation. Hargraves and Shirley (2009) are proposing a new and innovative framework for educational change when it comes to how to integrate teacher professionalism with community engagement and educational goals. The study is also inspired of Jewitt’s (2006, 2009) prominent findings concerning the significance of multimodality in learning-processes. By introducing and using multimodal methods possibilities are afforded to design a teaching model where the student’s experiences are taken care of, with the aim of supporting their professional development to leisure-time pedagogues.
ER  - 

TY  - CONF
T1  - Masterpiece or Nightmare?: The degree project in teacher education in Sweden
T2  - the European Conference on Educational Research, University College Dublin, 7-10 September 2005
A1  - Råde, Anders
PY  - 2005
LA  - eng
ER  - 

TY  - CHAP
T1  - Tolerance And Criticism Within Religious Education
T2  - A Constructive Critique of Religion
A1  - Löfstedt, Malin
A1  - Sjöborg, Anders
PY  - 2020
LA  - eng
PB  - London : Bloomsbury Academic
KW  - teacher
KW  - school
KW  - religion
KW  - critique of religion
KW  - critical religious literacy
KW  - religious diversity
KW  - secularism
KW  - sociology of religion
KW  - religionssociologi
KW  - curriculum studies
AB  - There is a growing awareness in many Western countries concerning religious and cultural diversity. In this situation, expectations are often raised that public education should provide pupils with knowledge and competences to prepare them for a society characterized by a variety of worldviews. Also in the non-confessional Swedish school subject of Religious Education, central aims of the subject include the fostering of tolerance and literacy of citizens. Another principal task is to promote critique of religion (National Agency for Education, 2011). This makes the Swedish case especially interesting for exploring if and how these timely but also demanding tasks may be combined, and to what degree public education can contribute to a more sensible and nuanced public discussion on religion. The role of Religious Education teachers in this respect is however understudied, which is notable since the teachers are pivotal. They can be found caught between demanding, multiple, and sometimes diverging aims regarding the subject. This chapter will investigate how RE teachers describe critique of religion in relation to their teaching, and what didactical strategies they use to handle critique of religion.
ER  - 

TY  - CONF
T1  - Students served at all costs and rescued from difficulties: consequences of neoliberal ideas in teacher education in Sweden
T2  - ICERI2014
A1  - Zimmerman Nilsson, Marie-Helene
A1  - Holmberg, Kristina
PY  - 2014
SP  - 867
EP  - 873
LA  - eng
PB  - Valencia : The International Academy of Technology, Education and Development
KW  - teacher education
KW  - neoliberalism
KW  - discourse analysis
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - During the last decades, neoliberal ideas have increased their influence in society at large, as well as in higher education. As teacher educators, we experience a growing trend that emphasizes the teacher's ability to be “liked” and “popular” at different levels of the educational system. Also, teacher education at large seems to profile through management, where a good reputation becomes weapon in the race to gain market shares. As a consequence of this emphasis is placed on quantification of students´ apprehensions, as it becomes a tool for success in the popularity-rankings, which in turn create possibilities to attract more students. For students already in the system, we have identified that they are more concerned about them selves and their own education than they are taking collective responsibility for a mutual education.This is in great need of further studying, enabling a more complex discussion, giving emphasis to varying consequences of neoliberal ideas in teacher education. Such a discussion opens up for issues as student freedom related to knowledge, teaching and becoming a teacher in a market-driven logic as well as issues related to the educational system at large and to society.Based on these considerations, the aim of this ongoing project is to study dialogues between students and teachers related to activities in teacher education and to discuss this in the light of neoliberal ideas. Data consists of written correspondence between teacher students and teachers produced during two months in 2014. The theoretical framework is built on social constructionist and poststructuralist theory, with discursive psychology and discourse theory as methodological approach.Findings show several aspects in the dialogues between teachers and student teachers, presented as different interpretative repertoires. From a student perspective, the repertoire of demands implies claiming to be served at all costs, while the repertoire of resignation implies appealing to be rescued from difficulties. The students are positioning themselves as consuming children in need of support whereas the teachers are positioned as helping facilitators. From a teacher perspective, the repertoire of adherence is characterized by responsiveness, whereas the repertoire of resistance means questioning students´ matter. Here, the teachers position themselves as facilitators or as critics, where the latter is seen as an expression of a competing idea, challenging the repertoires from a student perspective. From an educational perspective, several problematic aspects on education quality as well as on the supply of teachers to society appears. Finally, implications for teacher education settings are discussed in addition to neoliberalism as an influential tendency. 
ER  - 

TY  - CONF
T1  - Semantic profiles in screening 6-year-olds' spatial sense and reasoning in Sweden: The impossible of not being a teacher
T2  - Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14)
A1  - Ebbelind, Andreas
A1  - Ivanov, Sergej
PY  - 2025
LA  - eng
PB  - Free University of Bozen-Bolzano : ERME
KW  - semantic waves
KW  - screening
KW  - lct
KW  - early childhood mathematics education
KW  - mathematical education
KW  - matematikdidaktik
AB  - This study explores the semantic profiles in teacher-student interactions while screening six-yearolds’ spatial sense in a Swedish preschool class. The focus is on an activity where students identify and communicate spatial relationships. Using Legitimation Code Theory (LCT), the study examines changes in semantic gravity and density during interactions and the implications that the resulting semantic profiles entail for the teacher’s role. While iterative shifts in the teacher's language use from context-dependent and simplified to decontextualised and highly condensed, known as semantic waves, are crucial for students’ understanding and mastery of subject-specific language, these are expected to be absent in screening situations. The findings highlight the complexity of maintaining the role of screening administrator for a teacher, who might find it hard to resist the urge to transform a screening session into a learning opportunity.
ER  - 

TY  - CONF
T1  - Between inclusion as a social need and inclusion as a market value in rural schools. Tensions and contradictions
A1  - Beach, Dennis
A1  - Vigo Arrazola, Maria Begoña
PY  - 2019
LA  - eng
KW  - commodification
KW  - alienation
KW  - education
KW  - value
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The purpose of this paper is to describe and analyse how globalization affects local interactions and the formation of experiences and meanings in education settings by modifying and changing the sense of education in a glo-local perspective, and in the present specific instance particularly in relation to aspects of education inclusion and equity in a rural educational context. Rural schools are important to investigate in these respects. For decades rural schools have been made invisible to/in educational research by a generalized urban school modelof investigation and policy making that has failed to engage with the voices and experiences of teachers, students and families about the teaching practices carried out in rural schools.The research has used a multi-sited multi-center ethnographic study on rural schools in Spain in combination with a multi-sited investigation in Sweden to create possibilities for a meta-ethnographic analys of the experiences and actions carried out in schools around the contents in teaching practices. The results show the voices of teachers, students and families in rural schools from a creative perspective through pedagogical practices that recognize the importance of the knowledge of space and familiarity with space; the value of students' lives outside of school; and teacher reflection. However, there are different interpretations in different schools related to the experiences and interactions that teachers, families and students have about the teaching and learning practices. Quite simply, different schools from different types of rural areas seem to form different types of educational subjectivation with different socialisation effects. Some rural schools present their own surroundings as valuable for residents there and for the nation as a whole. Rural nature are culture are represented as a tangible material and social assets and this is reflected in the teaching content. In other schools the valuation of place is less positive. This is particularly the case in areas that have in the past become deeply embedded and active in capitalist industrial production relations; such as the semi-urban industrial towns in Aragon and what in Sweden are sometimes refered to as Bruksorter (production towns). These spaces that have developed a tightened relationship to capitalist production have tended to hollow out local values forms; such as natural beauty, fisking, recreation; and replaced them by economic exchange value as the main value form for the area and its people. In Marxist theory this is a form classical alienation. Economic possibilities and an external relationship not an intrinsic quality determine the place value.
ER  - 

TY  - CONF
T1  - Environmental sustainability's role in physical education and physical education teacher education
A1  - Isgren Karlsson, Andreas
PY  - 2023
LA  - eng
AB  - ContributionOur society is influencing schools and education in different ways and the school subject physical education is no exception (Welch et al., 2021). In the past decades has environmental sustainability appeared as an important part that influences most sectors in our society. Environmental sustainability is nothing new to education, environmental education builds on work and thoughts from known philosophers such as Jean-Jacques Rousseau, John Dewey, and Maria Montessori, who have integrated environmental issues with school and education. More lately have organization’s such as UN´s and UNESCO contributed to made environmental sustainability obligatory in schools within European Union (Faville et al., 2014). How physical education is progressing towards environmental sustainability and what curriculums in physical education that include environmental sustainability might look like, have only started to be investigated (Dingle & Mallen, 2021). There is a lack of research with regards to environmental sustainability in pedagogy, especially within the school subject physical education and physical education teacher education (PETE) (Taylor et al., 2016, 2019; Welch et al., 2021; Dingle & Mallen, 2020).Environmental sustainability is often included in general school curriculums and in the overarching educational statements for many different school subjects. However, this is rarely expressed in the curriculum for the subject of physical education. Based on a study of the Swedish educational context, therefore, we have investigated the impact formulations regarding environmental sustainability in general school curriculums can have for the implementation of teaching practice in physical education. More specifically, the purpose was to analyse the relationship between the representation of environmental sustainability in Swedish school policy documents and Swedish physical education teachers’ perceptions of the relevance of implementing environmental sustainability in a physical education context.Data taken from a questionnaire conducted with 143 Swedish physical education teachers has been analysed. The quantitative and qualitative analysis we carried out on this data followed a version of a mixed method approach called the explanatory sequential approach (Creswell, 2003). And by using Bernstein’s (2000) concept of classification, the data was discussed in relation to how environmental sustainability is formulated and included in the Swedish school system, particularly in the physical education context. This will enable us to contribute to the discussion of how physical education teachers enact the requirements of governing school documents concerning environmental sustainability.The result of this study shows that environmental sustainability has the potential to gain a stronger classification in physical education in the future. Of the different educational stakeholders who are involved in the process of reproducing knowledge in one way or another (Bertram, 2020), such as physical education teachers, policy writers, textbook writers, teacher educators, producers of research, and politicians, some have more power and interpretive precedence than others and are therefore more able to influence what environmental sustainability becomes when it is enacted in physical education.Can we expect environmental sustainability to be taught in physical education if it does not exist in the students' PETE studies? Research shows that teacher education in environmental sustainability is often given in general courses or in independent courses without a direct connection to physical education (Isgren Karlsson & Backman, in press). PETE can therefore be seen as gatekeepers for what is being done and what should be done in physical education.MethodThis study is part of a larger research project that aims to explore physical education teachers’ perceptions and attitudes towards digital tools and environmental sustainability (see Isgren Karlsson, et al., 2022). The data collection included the distribution of a questionnaire to a conference for physical education teachers in Stockholm in October 2019, which resulted in 73 participants, and two weeks later an online group for Swedish physical education teachers, which resulted in 78 participants. This study analysed 143 questionnaires in total. Participants, all being physical education teachers, demonstrated a wide range of professional experience and teaching level with a large part having more than 10 years of teaching experience. To achieve the aim of our physical education study, we adopted a version of a mixed methods approach called exploratory sequential design which includes both quantitative and qualitative analysis. In this approach, qualitative and quantitative materials are combined and integrated in order to strengthen and give nuance to the analysis (Creswell, 2013). The purpose of this approach was to gain a more in-depth understanding of environmental sustainability in school physical education (Creswell, 2013). The quantitative analyses were performed in IBM SPSS version 26 and Microsoft Excel using frequency analyses, cross tabulations, means comparisons and one-way independent analysis of variance (ANOVA) with post-hoc tests of Games-Howell (to manage the different sample sizes). The thematic content analysis of the qualitative data (answers from open questions in the questionnaire) was designed to promote an understanding of the participants’ statements about what environmental sustainability is and why it is relevant (or not). It was also intended to enable us to analyse the factors that seem to regulate teachers’ perceptions and attitudes towards environmental sustainability. For this analysis we used the six-phase model defined by Smith and Sparkes (2019) of familiarisation, coding, theme development, refinement, naming and editing. More detailed information about the method underlying this study can be found in Isgren Karlsson et al. (2022). In the forthcoming study about environmental sustainability in PETE, observations of lessons at PETE have been made, also an analysis of governing documents has been carried out. The analysis will help us to see where and why environmental sustainability is considered important (or not) in PETE and physical education.Expected OutcomesThe limited extent of the teaching in Swedish physical education around environmental sustainability, which is well illustrated in our study and also emphasised in the international research (Welch et al., 2021), reflects the undeveloped potential of environmental sustainability as a component of physical education. Inspired by Bernstein’s (1975) concept of classification we have tried to illustrate this relationship between the references to environmental sustainability in school policy documents and the extent to which sustainability is implemented in different subjects. In subjects such as geography, natural sciences and biology, environmental sustainability is explicitly mentioned as a content area in the curriculum (Molin, 2006; Sund, 2008). Its clear presentation in these policy documents means that teachers probably conceive it as a stronger mandatory task than those teaching in physical education. In both the general curriculum, and the subject specific curriculums for geography, biology and the natural sciences, environmental sustainability has a stronger classification compared to physical education (Molin, 2006; SNAE, 2001; Sund, 2008), where the classification is relatively weak (Ekberg, 2021; Lundvall & Meckbach, 2008). Environmental sustainability is not stated in a clear way in the physical education curriculum and a majority of the physical education teachers do not include it in their teaching. Our results raise questions about whether or not policy documents (either general and subject specific) are the best way to support and encourage environmental sustainability so that it is reflected in everyday teaching practice. The forthcoming study about PETE and environmental sustainability can contribute to a discussion about physical education teacher education's role in the field and its significance for what becomes of the education in or about environmental sustainability in physical education.References Bernstein, B. (1975). Class, Codes and Control (Vol. 3). London: Routledge & Kegan Paul. Bernstein, B. (2000). Pedagogy, symbolic control & identity: Theory, research, critique (2nd ed.). New York: Rowman & Littlefield. Bertram, C. (2020). Remaking history: The pedagogic device and shifting discourses in the South African school history curriculum. Yesterday and Today, 23, 1–29. Creswell, J. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Oaks, CA: Sage. Dingle, G., & Mallen, C. (2020). Sport and environmental sustainability. Research and strategic management. Taylor and Francis. Ekberg, J-E. (2021). Knowledge in the school subject of physical education: a Bernsteinian perspective, Physical Education and Sport Pedagogy. Fauville, G., Lantz-Andersson, A., & Säljö, R. (2014). ICT tools in environmental education: Reviewing two newcomers to schools. Environmental Education Research, 20(2), 248–283. Isgren Karlsson, A., Alatalo, T., Nyberg, G., & Backman, E. (2022): Exploring physical education teachers’ perceptions and attitudes towards digital technology in outdoor education, Journal of Adventure Education and Outdoor Learning Lundvall, S., & Meckbach, J. (2008). Mind the gap: Physical education and health and the frame factor theory as a tool for analysing educational settings. Physical Education and Sport Pedagogy, 13(4), 36–345. Molin, L. (2006). Rum, frirum och moral. En studie av skolgeografins innehållsval. (Space, Curriculum space and Morality. About school geography, content and teachers´ choice). [Doctoral dissertation, Uppsala University] Geografiska regionstudier 69. 233 pp. Uppsal
ER  - 

TY  - JOUR
T1  - Reformimplemantering i förskolepraktik: Ett exempel på hur förskollärarens ansvar har tolkats och omsatts av förskolechefer och arbetslag
T2  - Nordisk Tidskrift för Allmän Didaktik
SN  - 2002-2832
A1  - Eriksson, Anita
A1  - Svensson, Ann-Katrin
A1  - Beach, Dennis
PY  - 2018
VL  - 2
IS  - 4
SP  - 59
EP  - 75
LA  - swe
PB  - Göteborg : Göteborgs universitet
KW  - division of labour
KW  - education reform
KW  - ethnography
KW  - policy
KW  - preschool teacher
KW  - responsibility
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This article focuses on how responsibilities and tasks have been allocated between preschool teachers and child-care workers some years after the revision of the Swedish National Education Act and the preschool curriculum in 2010, in which the preschool staffs responsibility was clarified. The revision intended to strengthen the educational quality in preschool by providing preschool teachers with an increased responsibility for the educational activities carried out by preschool teams. Our overall aim was to investigate whether the revision has led to a redistribution of responsibilities and/or tasks in the everyday preschool practice carried through by preschool teams consisting of preschool teachers and child-care workers. The investigation is grounded through observations of the daily work of four mixed teams and analyses of local documents, field conversations and interviews with the team members and their heads. Due to the results there has been some redistribution of responsibilities and tasks. For instance, all the heads have made organizational changes in order to enable preschool teachers to take greater responsibility for educational activities and their quality, which in turn resulted in a more hierarchical organization. The article discusses the complexity associated with the interpretation and implementation of an educational reform and its effects.
ER  - 

TY  - CONF
T1  - Embodied becoming: student teachers’ reflections on their filmed teaching
A1  - Cronqvist, Marita
PY  - 2021
LA  - eng
KW  - lived body
KW  - embodiment
KW  - video paper
KW  - teacher education
KW  - reflection
KW  - physical expressions
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The purpose of this study is to gain knowledge about student teachers’ reflections on and learning of physical expressions in teaching using video papers (a document that integrates video clips and reflective text). During internship in a subject didactic course in Swedish, student teachers are examined through video papers. This means that the supervisor records them during their lessons and the student teachers select some sections and write reflections on what they see on the clips. Physical expressions are made visible, can be related to feelings and thoughts in the situation as well as reflected. The student teachers’ video papers are empirical data to study reflections on bodily expressions in teaching and which learning reflections hold. Physical expressions include actions, body language and voice use. The analysis of the video papers is phenomenological, searching for the meanings of the phenomenon. The findings indicate that video papers contribute to student teachers’ reflections and learning about physical expressions in terms of how they move in front of students, what impressions their bodies convey, how they manage to make contact and how they use their voices. These are aspects of teaching that make a big difference to students, but may not get attention or be verbalized without recordings. Video papers can complement the memory image in a way that provides meaningful learning for the student teacher.
ER  - 

TY  - JOUR
T1  - A Case Study of Four Beginning Mathematics Teachers’ Formative Assessment Strategies
T2  - Mathematics Teacher Education and Development
SN  - 1442-3901
A1  - Erixon, Eva-Lena
PY  - 2025
VL  - 2
IS  - 27
EP  - 2
LA  - eng
KW  - mathematics teacher education research
KW  - beginning mathematics teacher
KW  - formative assessment
KW  - mathematics teachers
KW  - teacher education
AB  - Depending on how it is adopted, there are potential learning gains when teachers use formative assessment. It is difficult, however, for teachers to learn and implement and beginning mathematics teachers are not adequately prepared to use formative assessment. Further studies are needed to support the learning and understanding of how teachers develop their use of formative assessment when teaching mathematics. This qualitative case study addressed this need by characterising four beginning mathematics teachers’ formative assessment strategies; that is, focusing on aspects that teachers can use to improve their teaching and learners can use to improve their outcomes. Data were generated from twelve video-recorded lessons. The teachers who participated in the study had graduated from the same teacher programme at a Swedish university and they each had about 18 months of teaching experience after graduation. The findings show that the most notable differences in teacher practices concern the types of questions they ask, how frequently they give feedback, and which feedback types dominate their practice. These differences also affect classroom interactions. The findings are discussed in relation to those aspects of formative assessment that pre-service teachers need to learn about during their studies. The discussion concludes with some implications for teacher education.
ER  - 

TY  - CONF
T1  - Reason and Emotion: How Teachers Respond to Ethical Problems
T2  - ATINER'S Conference Paper Series
A1  - Lindström, Niclas
A1  - Samuelsson, Lars
PY  - 2018
SP  - 1
EP  - 14
LA  - eng
PB  - Athens : Athens Institute for Education and Research (ATINER)
KW  - moral education
KW  - ethics education
KW  - social intuitionist model
KW  - jonathan haidt
KW  - ethics and education
KW  - teacher ethics
KW  - moral reasoning
AB  - Teachers frequently face ethical problems in their everyday practice – ranging from pedagogical choices affecting their pupils to pressing conflicts that need to be solved – and they are expected to respond to such problems in a professional manner. Given the centrality of the ethical dimension to the teaching profession, an important question is how teachers tend to approach such problems. While some studies have been carried out regarding how teachers in particular approach ethical problems, there are interesting studies revealing how people in general tend to respond ethically to situations involving ethical aspects that evoke strong emotional reactions. Aiming to fill parts of this gap, the present paper is based on a survey of Swedish teacher students and religious education (RE) teachers for which we have borrowed two examples from such general studies (carried out by Jonathan Haidt among others). These examples were chosen on the basis that one of them clearly represent a social taboo in a Swedish context while the other one does not. Letting the teacher students and RE teachers respond to both examples give us an indication of whether there is any significant difference in their approach to an example evoking a strong emotional reaction as opposed to a more neutral one. It is clear from our survey that there is such a difference: the respondents generally make rationally motivated judgments when confronted with the neutral example, while most of them seem to rely on gut feeling in the more provoking case. If these results can be taken as an indication of how teacher students and teachers tend to respond to real life situations, a provoking or emotionally laden context is likely to enhance the risk of making ethical choices which are not based on rational reasoning. We argue that these results emphasize the importance for teacher students as well as already practicing teachers to study, and cultivate the ability for, moral reasoning.
ER  - 

TY  - CONF
T1  - Barnlitteratur i grundlärarutbildningen med inriktning 4-6
T2  - SMDI 15
A1  - Eliaso Magnusson, Josefina
A1  - Schmidt, Catarina
PY  - 2022
LA  - swe
KW  - litteraturundervisning
KW  - mellanskolåren
KW  - lärarutbildning
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - En ökande andel barn och ungdomar i Sverige läser i liten grad eller inte alls litteratur på sin fritid (Nordlund & Svedjedal, 2020). Studien utgår från en pilotstudie där fyra lärosäten, och mer specifikt deras svenskkurser i grundlärarutbildning, inriktning 4-6, analyserats. Syftet är att bidra med kunskap om urvalet och användandet av barn- och ungdomslitteratur i dessa svenskkurser. Hur var och ett av de studerade lärosätena väljer att transformera målen som framgår i deras utbildningsplaner kring det senare synliggörs i deras lokala kursplaner och studieguider. Det är de två senare dokumenten som ligger till grund för vår analys. Studien utgår från teoretiska perspektiv som belyser didaktiska möjligheter till funktionell, upplevelsebaserad samt reflekterande och kritisk läsning av barn- och ungdomslitteratur i grundskolan (Schmidt, 2021). Därtill utgår vi från receptionsteoretiska perspektiv på litteraturundervisning där elevers möjliga möten med innehåll i barn- och ungdomslitteratur är centralt (Langer, 2011). Det insamlade datamaterial som bidraget utgår från är åtta kursplaner med medföljande studieguider med angiven barn- och ungdomslitteratur. I ett första steg görs en tematisk innehållsanalys (Braun & Clarke, 2006). Därefter undersöker vi skillnader såväl som likheter mellan lärosätenas urval av och användning av barn- och ungdomslitteratur i svenskkurser med inriktning mot 4-6. Preliminära resultat visar på stora skillnader vad gäller den omfattning av barn- och ungdomslitteratur som lärarstudenterna möter samt urval och didaktiska anknytningar.
ER  - 

TY  - CONF
T1  - A digital tool for improving enrolment and completion rate of Masters' Studies
A1  - Garrote Jurado, Ramon
A1  - Pettersson, Tomas
PY  - 2018
LA  - eng
KW  - information technology
KW  - learning management systems
KW  - engineering education
KW  - higher education
KW  - action research.
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This paper presents a project, funded by Erasmus +, Strategic Partnership and conducted in by three European universities from; Sweden, Spain and the UK, in cooperation with a software company. The project aims to remediate the problem of masters' students who do not get their degree within the allocated time or even drop out from universities. The underlying cause is identified as students that have the formal prerequisites to register for a master's programme may still lack crucial previous knowledge and/or abilities to manage the studies.The suggested solution was to develop learning resource modules for four different master's programmes in Europe and create a HTML5-platform to house them. The modules are intended to illustrate the different abilities and level of previous knowledge that applicants are supposed to bring into their studies by a suitable entry profile for the master's course identified by lecturers.The access modules provides potential students with a self-assessment test divided in twelve parts. A visualization of the level of the twelve different skills or field of knowledge are then compared to the suitable entry profile for the master's course. Whenever weak spots in the prospective students´ ability are identified, the students are presented with a series of learning interventions designed to remedy flaws in their ability.The authors argue that the use of similar access modules could improve enrolment, completion rate, time-to-degree and retention in a wide range of educations.
ER  - 

TY  - CONF
T1  - Reason and Emotion: How Teachers Respond to Ethical Problems
T2  - Abstract Book: 20th Annual International Conference on Education
A1  - Samuelsson, Lars
A1  - Lindström, Niclas
PY  - 2018
SP  - 133
EP  - 134
LA  - eng
PB  - Athens : Athens Institute for Education and Research (ATINER)
KW  - moral education
KW  - ethics education
KW  - social intuitionist model
KW  - jonathan haidt
KW  - ethics and education
KW  - teacher ethics
KW  - moral reasoning
AB  - Teachers frequently face ethical problems in their everyday practice, ranging from pedagogical choices affecting their pupils to pressing conflicts that need to be solved – e.g. conflicts between pupils, conflicts between colleagues, and conflicts between teachers and parents. In order to handle such problems, teachers need to be able to respond in a professional and thoughtful manner to the various ethical aspects involved.Given the centrality of the ethical dimension to the teaching profession, it is an important question how teachers tend to approach ethical problems within their profession. To the extent that teachers fail to approach such problems in a professional and thoughtful manner, this is an issue that should be brought to attention and considered by teachers and within the teacher education.Few studies have been carried out regarding how teachers tend to approach ethical problems in their profession. However, there are interesting international studies revealing how people in general tend to respond ethically to situations involving ethical aspects that evoke strong emotional reactions. Jonathan Haidt has constructed several more or less provoking examples involving social taboos, and investigated how people tend to react when confronted with them (Haidt, Koller & Dias, 1993).The present paper is based on a survey of Swedish teacher students for which we have borrowed two of Haidts examples. These examples were chosen on the basis that one of them clearly represents a social taboo in a Swedish context while the other does not. Hence, letting the teacher students respond to both these examples allows us to get an indication of whether there is any significant difference in their response to an example evoking a strong emotional reaction as opposed to a more neutral example.We present our investigation and discuss the results, which show that the respondents in the more neutral case generally seem to make motivated judgments and in the more provoking case generally seem to rely on gut feelings. If these results can be taken as an indication of how teacher students and teachers tend to respond to real life situations, we argue, they generally have good chances of approaching ethical problems in a professional way. However, a provoking or emotionally laden context enhances the risk of making ethical choices which are not based on professional reasoning.We argue that these results indicate a need for teachers and teacher students to consciously reflect on their values and methods for approaching ethical problems.
ER  - 

TY  - CONF
T1  - A teacher-focused intervention based on motivational interviewing in Swedish elementary schools
T2  - Education and involvement in precarious times
A1  - Jordan, Martina
PY  - 2022
LA  - eng
PB  - Reykjavik : School of Education, University of Iceland
KW  - motivational interviewing
KW  - motivation
KW  - intervention
KW  - teachers
KW  - education
AB  - Research topic: Teachers’ relational approach and teacher efficacy can greatly affect students’ motivation, achievement and commitment in school. To help teachers develop and strengthen their relational competence and sense of efficacy, interest in applying motivational interviewing (MI) in schools has increased. MI is a collaborative communication style used to enhance behaviour change, and there is an increased support for using MI in schools. However, there is a lack of interventions where teachers have specifically been trained in MI in order to be more autonomy-supportive and to strengthen their teacher efficacy (i.e. teacher’s own belief in his or her capability to organize and implement specific teaching tasks required to achieve desired outcomes of student engagement and learning; Bandura, 1997). Understanding what effects such an MI-based intervention may have on teachers’ motivating style and sense of efficacy could provide valuable information for future school development and teacher education.Purpose: This study aimed to explore whether an intervention based on MI could help teachers to become more autonomy-supportive and strengthen their teacher efficacy. Theoretical framework: Self-Determination Theory (SDT) is a motivational theory about human behaviour and personality. Autonomy is central in SDT, and autonomy support means that the teacher creates a social environment that promotes students’ sense of freedom of choice and self-determination.Methods: Using a pretest-posttest design, we designed and implemented a MI-based intervention to help teachers become more autonomy-supportive and to strengthen their teacher efficacy. Sixteen primary school teachers participated in the intervention and data were collected through a survey measuring teachers’ perceptions of their autonomy support in the classroom and their sense of efficacy.Preliminary findings: Findings in the current study indicate that an MI-based intervention may help teachers to become more autonomy-supportive towards their students. Preliminary results also show that the intervention increased teachers’ sense of efficacy and perceived ability to motivate their students. This study can be a valuable contribution to the field of Nordic educational research, as this research has a strong connection to the pedagogical practice. Findings in the present study reflect that an MI-based intervention may help teachers to become more autonomy-supportive, which can promote students’ motivation for learning, as previous research has shown that students who receive autonomy support from their teacher have reported increased intrinsic motivation and greater engagement in school. The results also show that the intervention increased the teachers’ sense of efficacy, which previous research has shown influences teachers’ commitment and teaching behaviours.
ER  - 

TY  - JOUR
T1  - Att hjälpa eller stjälpa? Om lärarinteraktion och lärarstöd för skrivande i skolan
T2  - Språk och stil
SN  - 1101-1165
A1  - Wirdenäs, Karolina
PY  - 2013
IS  - 23
SP  - 59
EP  - 84
LA  - swe
KW  - writing development
KW  - classroom interaction
KW  - oral language education
KW  - teacher interaction
KW  - interactional sociolinguistics
KW  - conversation analysis
KW  - swedish
KW  - scandinavian languages
AB  - To assume that a classroom is a place for interaction and a multivoiced arena is neither new nor controversial. Today it is common that students are given more space on the conversational floor,in the name of democracy and dialogue-based pedagogy. However this does not mean that the teacher can abdicate from her or his responsibilities. On the contrary, a dialogical classroom requires highly skilled teachers who know how to lead the classroom interaction and classroom activities toward the necessary goals in a constructive way. This article shows how important it is for a (high school) teacher to make conscious verbal choices in the interaction with students in order to give them the best and most solid support during a writing project.The framework in this article is interactional analysis (activity analysis, CA, text analysis) from a sociocultural perspective. The analysis is carried out as a close study of the interaction during a video-recorded writing project in a Swedish classroom.
ER  - 

TY  - CONF
T1  - The impact of political changes in the Swedish education system
T2  - Paper presented at AARE, Sydney 2-6 December
A1  - Beach, Dennis
A1  - Angervall, Petra
A1  - Dovemark, Marianne
A1  - Gustafsson, Jan
A1  - Schwartz, Anneli
A1  - Öhrn, Elisabet
PY  - 2012
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - Everyday racism within Swedish classrooms
T2  - Paper presented at Oxford Ethnography and Education Conference, Oxford, September 2-3, 2010
A1  - Dovemark, Marianne
PY  - 2010
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - The Imagined Real of Sweden: Utopias with/out hopes
A1  - Foss Lindblad, Rita
PY  - 2016
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - JOUR
T1  - Könade kategoriseringar i samtal: könskonstruktioner på mikronivå i förskoleklassen
T2  - Norsk pedagogisk tidsskrift
SN  - 0029-2052
A1  - Odenbring, Ylva
PY  - 2012
VL  - 6
IS  - 96
SP  - 453
EP  - 464
LA  - swe
PB  - : Universitetsforlaget AS
KW  - kön
KW  - mikronivå
KW  - samtalsanalys
KW  - förskoleklass
KW  - frivillga skolformer
KW  - sverige
KW  - inriktning mot inkludering och exkludering i pedagogisk verksamhet
KW  - inriktning mot förskolans
KW  - förskoleklassens och fritidshemmets verksamhet
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CHAP
T1  - Elevers olikheter och svensk utbildningspolitik
T2  - Mångfald och differentiering - Inkludering i praktisk tillämpning
A1  - Persson, Bengt
PY  - 2013
SP  - 51
EP  - 70
LA  - swe
PB  - : Studentlitteratur
KW  - barns olikheter
KW  - utbildningspolitik
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - Ecclesiastical Policies for Confessional Education in a Postsecular Age: A comparison
A1  - Aldrin, Viktor
PY  - 2021
LA  - eng
KW  - religious education
KW  - denominations
KW  - policy
KW  - critical discourse analysis (cda)
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Today, in many western secular countries there is an ongoing public debate on the educational role of religiousinstitutions. This debate has been much examined in previous research. But, the religious institutions own policiesregarding education has received little focus in research, even less from a comparative perspective. Therefore, thispaper aims at analysing and comparing four such ecclesiastical policies on religion: the “Veritas Gaudium” (2018),issued by Pope Francis for the Roman Catholic Church; the Church of England’s “Vision for Education” (2016), and theGerman Evangelische Kirche’s “Kirche und Bildung” (2009); and finally from Sweden, the Lutheran Church of Sweden’supcoming policy on education.This paper, being part of research project “Confessional Education in Secular Contexts” at the University of Borås, aimsat analysing these four ecclesiastical policies on education focusing on how the churches present the need for theireducational perspectives in a secular context. Questions such as, how the denominations view themselves in terms ofeducational institutions, and how they argue from a theological perspective on the needs for education, will beinvestigated. The paper position itself in the juxtaposition fields of Practical Theology and Religious education. Policyanalysis is a methodology seldom used in Practical Theology, albeit commonly used in Religious Education, still,ecclesiastical policies are more frequently analysed in Practical Theology than in Religious Education. With thecombination, important aspects of understanding Christian denominations effort of position themselves aseducational agents in a secular context, can be identified and understood.
ER  - 

TY  - CONF
T1  - Teaching in Preschool: Principals’ Beliefs as Central in Positioning Preschool Teacher and Caregiver Within Preschool Practice
T2  - Abstract Book of the 9th International Conference on Research in Education, Teaching and Learning
A1  - Öqvist, Anna
A1  - Cervantes, Sara
PY  - 2025
LA  - eng
PB  - : Diamond Scientific Publishing
KW  - principals
KW  - preschool teacher
KW  - leadership
KW  - positioning
KW  - teaching
KW  - institutionalisation
KW  - education
AB  - In 2010, preschool in Sweden became an education form within the overall educational system and teaching was introduced as a new concept. This policy reform entailed that preschool teachers become responsible for teaching. In 2018, the revised preschool curriculum stipulated principals’ responsibility to create conditions for preschool teachers to take responsibility for teaching. This becomes important for improving children’s learning and supporting and preparing them for success in their further education. Otherwise, it will risk limiting children’s opportunities and create an unequal preschool. The concept of teaching in preschool practices has in prior research been emphasized as a complex issue were preschool teachers and caregivers are viewed as doing the same things and that it is a challenge for preschool teacher to take responsible for and lead teaching. By the use of new institutionalism, positioning theory and interviews with principals, we show that the beliefs of principals become crucial and influence their positioning of preschool teachers and caregivers in implementing changes in curriculum which will affect the quality of preschool education. We emphasize a need to move from a previous flat organisational structure towards a focus on increasing preschool teachers’ responsibilities and leadership.
ER  - 

TY  - CONF
T1  - Curriculum change in Sweden: A theory-based evaluation of the Swedish curriculum, Lgr11
T2  - Abstract book. NERA 2015, 43rd Annual Congress of the Nordic Educational Research Association, Marketisation and Differentiation in Education, Gothenburg, March 4-6, 2015.
A1  - Sundberg, Daniel
A1  - Wahlström, Ninni
PY  - 2015
LA  - eng
KW  - pedagogik och utbildningsvetenskap
KW  - pedagogics and educational sciences
AB  - The curriculum has the last decade become a centre of policy interest and a focal point for the improvement of education and schools. The international education policy movement towards standards-based curriculum has been characterized by a top-down accountability on outcomes and a linear dissemination of new knowledge requirements (Andersson-Levitt 2008, Sivesind & Karseth 2010). However, several research studies reveal how the transformation to national cultural education traditions also implies tensions and contradictions. In this paper our aim is to address how the new Swedish curriculum Lgr 11 is contextualised and reconceptualised (Bernstein 2000, Wahlström & Sundberg 2012) as it is transformed from transnational curriculum scripts to teachers and their teaching practices.The theory-oriented evaluation project takes its starting point in curriculum theory (Lundgren 1989, Englund, 2005, Wahlström & Sundberg 2012). Theory-oriented evaluation is characterized by an explicit theory basis for the understanding of the reform, that takes account of normative values that are embedded in the reform, its socio-political and historical context, the processes and results of the reform, and critical analyses of social forces served by the reform (Schwandt, 2003). In this paper we will answer questions on the influences, translations and impacts of transnational educational policy movements into the Swedish curriculum making, and their concrete empirical results. 1. What convergences and divergences in curriculum configurations can be identified in comparative analysis of international and national curricula constructions?2. In what ways do teachers understand the curriculum Lgr 11 as influencing the frames of teaching and the learning activities?3. In what ways do teachers understand the curriculum Lgr 11 as influencing the acts and practices of assessment?The three research questions were investigated by a three-part mixed-method approach consisted of  (1) curriculum policy text analysis, (2) a teacher questionnaire conducted in 21 different Swedish municipalities (n= 1887) during October 2013 and,  (3) a follow-up teacher interview study with 18 informants (April-August 2014). ReferencesAndersson-Levitt, Kathryn M. (2008). Globalization and curriculum. In: Michael F. Connelly, ed.: The Sage Handbook of Curriculum and Instruction. London: Sage Publications.Englund, Tomas (2005): Läroplanens och skolkunskapens politiska dimension [Curriculum as a Political Problem]. Göteborg: Daidalos.Lundgren, Ulf P. (1989) Att organisera omvärlden [Organising the World Around Us]. Stockholm: Utbildningsförlaget.Schwandt, Thomas A. (2003): Linking Evaluation and Education: Enlightment and Engagement. In: Haug, Peder & Schwandt, Thomas. A. eds. (2003): Evaluating Educational Reforms – Scandinavian Perspectives. Greenwich: Information Age Publishing Inc.Sivesind, Kirsten & Karseth, Berit (2010): Conceptualising curriculum knowledge within and beyond the national context. European Journal of Education( 45)1Sundberg, Daniel & Wahlström, Ninni (2012). Standards-based curricula in a denationalised conception of education – the case of Sweden. European Journal of Education Research Volume 11, Number 3, 2012 
ER  - 

TY  - JOUR
T1  - ”Qualifications of future teachers. Ideas and ideals in the liberal discourse about teachers and teacher education in Sweden”
T2  - Utbildning och Demokrati
SN  - 1102-6472
A1  - Bengtsson, Jan
PY  - 2009
VL  - 1
IS  - 18
SP  - 59
EP  - 67
LA  - eng
KW  - lärare
KW  - lärarutbildning
KW  - lärares kunskap
KW  - lived body
KW  - politik
ER  - 

TY  - CONF
T1  - A study of local enactment of the 'Advanced teacher reform' in Sweden
T2  - ECER 2016
A1  - Bergh, Andreas
A1  - Englund, Tomas
A1  - Hjalmarsson, Maria
A1  - Löfdahl Hultman, Annica
PY  - 2016
LA  - eng
PB  - : European Educational Research Association
KW  - education
ER  - 

TY  - CONF
T1  - Teacher´s dilemma in grading: a tension between legal requirements and pedagogical expectations
A1  - Enkvist, Victoria
A1  - Hallsén, Stina
PY  - 2024
LA  - eng
KW  - swedish school
KW  - grading
KW  - law and education
ER  - 

TY  - JOUR
T1  - From Seminar to University: Dismantling an Old and Constructing a New Teacher Education in Finland and Sweden, 1946–1979
T2  - Nordic Journal of Educational History
A1  - Furuhagen, BJörn
A1  - Holmén, Janne
PY  - 2017
VL  - 1
EP  - 1
LA  - eng
KW  - educational history
KW  - teacher education
ER  - 

TY  - CONF
T1  - Standards-based Curricula in a Denationalised Conception of Education: the Case of Sweden
T2  - ECER 2012, The Need for Educational Research to Champion Freedom, Education and Development for All
A1  - Sundberg, Daniel
A1  - Wahlström, Ninni
PY  - 2012
LA  - eng
KW  - pedagogik och utbildningsvetenskap
KW  - pedagogics and educational sciences
AB  - Within the tradition of curriculum theory, the societal arena has primarily been regarded as a national one. We would claim, however, that today international organisations such as the OECD and the EU also have to be taken into account, together with other transnational collaborations and influences, if we are to be able to interpret the societal arena for education in an adequate way and offer plausible explanations for curriculum changes (Dale & Robertson, 2009; Grek et al, 2009). Here, therefore, we will mainly discuss curriculum changes in the societal arena from an international perspective, although this does not mean that that is the whole picture. Rather, we believe that every country responds to influences from transnational arenas in its own specific way. The point is that all countries respond in some way; that is, international relations and impacts cannot be ignored. Our aim is to examine Europeanisation and cross-national collaborations and comparisons in relation to the development of the Swedish educational reform of 1991, and in particular their implications for the recently implemented curriculum reform of 2011 (National Agency for Education, 2011).In this paper we will answer the following questions in relation to international policy flows: How can the dominant conception of education in Sweden be understood at the beginning of the 21st century? And, as a supplementary question: What implications does this conception have for the Swedish curriculum reform of 2011?Our starting point is the Swedish educational reform of 1991 and its specific features. Drawing on a theoretical framework of curriculum theory, with its different arenas for analysis – the societal arena and the curriculum arena (cf. Lundgren 1989, Englund 2005) – we analyse the development of this reform from 1991 onwards. In the first part of the paper, the principles underlying the reform are explored and the societal context for education is examined. In the second part, the focus is on the concrete arena of governance and curriculum, and the conception of curriculum in the Swedish curriculum reform of 2011. In the third and final part, we draw a number of conclusions concerning changes in conceptions of education and curriculum arising from transnational policy pressures and dominant curriculum discourses.The societal arena is characterised by cooperation and agreements within transnational member organisations such as the OECD and the EU in arenas which used to be, for the most part, purely national concerns (Wahlström, 2010; Young, 2008). The forms of knowledge that are selected and emphasised include both basic knowledge and key competences that students are expected to be able to develop during their schooling. Thus, the discourse of the societal arena is characterised by an internationalisation of educational policy, with a focus on competences, standards and collaborating networks (f.x. The European Commission, 2008). A central issue is how formalised standards-based reforms are translated into national curriculum constructions and content. In the case of Sweden, there has been a remarkable silence in national educational politics and policymaking concerning different valid knowledge claims in the curriculum context. MethodOur analysis draws on a critical discourse-analytical approach within curriculum theory (Sundberg 2012), by which we examine how curriculum texts are legitimised by the use of concepts and arguments in specific social practices. The analyses are conducted in three steps. In the first step, we analyse the Swedish educational reform within a societal arena. In a second step the curriculum text is examined in order to identify the changing knowledge focus within the framework of the 1991 educational reform, that is, between the earlier curriculum for compulsory education, Lpo-94, and the subsequent curriculum reform represented by Lgr 11. In the third step, the curriculum construction of Lgr 11 as a whole will be analysed in terms of the criteria of standards-based curriculum reforms, including the following six elements: (i) specified knowledge expectations of students, (ii) alignment of the different elements in the assessment system to achieving the set standards, (iii) an assessment system for the evaluation of students’ achievements, (iv) decentralisation of accountability for teaching and learning to schools, (v) support and technical services to improve the system, and (vi) incentives to reward or impose sanctions on schools and students on the basis of achieved results (Hamilton et al, 2008).Expected OutcomesA denationalised and instrumental conception of education is characterised, at a general societal level, by internationalisation and privatisation, and, in the more concrete arena of governance and curriculum, by management by requirements and control. The combination of two basically contradictory conceptions of knowledge, that is, a technical-instrumental form of curriculum and a neo-conservative view of curriculum content, is made possible by reference to decontextualised output measures, such as standards or predefined key competences. Some central elements of international standards-based curriculum reforms have been appropriated into the core construction of the Swedish national curriculum of 2011, such as standardised knowledge requirements and their alignment to grading criteria. In this regard, the Swedish curriculum is an example of a standards-based type of curriculum, in line with an international technical-instrumental curriculum discourse, combined with a neo-conservative view of curriculum as a given, and uncontested, body of knowledge. The instrumental view of schooling and teaching, although it claims to be objective, neutral and context-independent, is in fact based upon certain epistemic premises. In this sense, the Swedish curriculum can be viewed as one version of a European curriculum discourse, albeit with its own specific national connotations.ReferencesCommission (2008) Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of Regions. Improving Competences for the 21st Century. An Agenda for European Cooperation on Schools. COM (2008) 425 final. Brussels: Commission of the European Communities. Curriculum for the Compulsory School, Preschool Class and the Leisure-time Centre (2011). Stockholm: National Agency for Education. Dale, Roger & Robertson, Susan (Eds.) (2009). Globalisation & Europeanisation in Education. Oxford: Symposium Books. Englund, Tomas (2005) Läroplanens och skolkunskapens politiska dimension [Curriculum as a Political Problem]. Göteborg: Daidalos. Grek, Sotiria, Lawn, Martin, Lingard, Bob, Ozga, Jenny, Rinne, Risto, Segerholm, Christina & Simola, Hannu (2009) National policy brokering and the construction of the European Education Space in England, Sweden, Finland and Scotland. Comparative Education, 45(1), 5-21. Hamilton, Laura S., Stecher, Brian M., & Yuan, Kun (2008) Standards-based reform in the United States: History, Research, and future Directions. Unpublished paper, Center on Educational Policy, Washington, D.C. Lundgren, Ulf P. (1989) Att organisera omvärlden [Organising the World Around Us]. Stockholm: Utbildningsförlaget. Sundberg, Daniel (2012) Curriculum theory – some contemporary lines of development, in Tomas Englund, Eva Forsberg & Daniel Sundberg (Eds), Vad räknas som kunskap? Läroplansteoretiska utblickar och inblickar i lärarutbildning och skola [What Counts as Knowledge – Curriculum Theory Outlooks and Insights in Teacher Education and Schools]. Stockholm: Liber. Wahlström, Ninni (2010) A European space for education looking for its public. European Educational Research Journal, 9(4), 432-443. Young, Michael F. D. (2008) Bringing Knowledge Back In. From Social Constructivism to Social Realism in the Sociology of Education. London and New York: Routledge.
ER  - 

TY  - CONF
T1  - From Anxiety to Action: How Practical Theology with Religious Education Can Foster Global Climate Cooperation
A1  - Aldrin, Viktor
PY  - 2024
LA  - eng
KW  - climate change
KW  - religious education
KW  - practical theology
KW  - global perspectives
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The climate crisis, with its global reach, demands diverse solutions, yet many religious education curricula, for example in Swedish schools, lack climate-focused content. Given that climate change disproportionately affects different regions, a postcolonial perspective is crucial in understanding the disparity between the crisis’s causers and victims. Religions contribute diverse ethical frameworks and spiritual resources, providing both identity and hope in the face of ecological anxiety. By integrating climate concerns into religious education, students can engage with concepts such as eco-theology, climate justice, and the spiritual responsibilities of humans toward nature. This integration fosters critical discussions on the socio-political roles of global religious institutions, such as the World Council of Churches can serve as platforms for dialogue and cooperation. The paper will also discuss the collaborative development of educational materials, highlighting the importance of cooperative work between educators, theologians, and interfaith groups. By drawing on examples from various religious traditions, the paper emphasises the potential of religious education to offer constructive, globally unified responses to the climate crisis while respecting the plurality of religious experiences.
ER  - 

TY  - CONF
T1  - Doctoral supervision for career competition? Negotiating Social Capital in Research education.
T2  - The Peaceful University
A1  - Angervall, Petra
PY  - 2018
LA  - eng
KW  - research education
KW  - doctoral supervisor
KW  - social capital
KW  - academic identity
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Academic policy in Europe currently emphasizes efficiency and high performance along with ‘flexible entrepreneurialism’ and creativity in ways that can appear to be both contradictive and double edged on several levels in academic institutions (Ball, 2012; Bendix Petersen, 2009). The present paper relates to this aspect of higher education policy. It is based on a study with 52 research students on different doctoral programs in Education Sciences at six Swedish universities and asks questions about how these doctoral students understand, cope with and challenge different demands in their research education and what kind of relationship they have with their research supervisors. Supervisors constitute institutional and relational social capital in a double sense and are vital for how the research students' bond and link resources in research education (Putnam, 2001). As the data and analysis shows, in fact the students create directions and legitimacy in different practises (Nahapiet and Ghoshal, 1998) depending on the kind of social capital they have or gain access to: institutional or relational, individual-competitive or collective-horizontal and their social capital is thus related to what they can share collectively, such as in conferences, seminars and teaching. These activities help them to develop exchange and bonding value and form bridges between interests and networks; either horizontal or more vertical ones (e.g. influential contacts). Depending on the ‘academic value’ of the social capital of a research supervisor we see that these research students get access to specific and more or less ‘advantageous’ paths. Also, it appears as if social capital is unevenly shared and distributed between groups and individuals and is specifically related to gender (Moren Cross and Lin, 2008). This creates unequal conditions for men and women research students in research education.
ER  - 

TY  - JOUR
T1  - From national commitment and initiatives to implementation in the classroom: some critical issues on integration of ICT into education in the Swedish context
T2  - The University of the Fraser Valley Research Review
SN  - 1715-9849
A1  - Gu, Limin
PY  - 2011
VL  - 1
IS  - 4
SP  - 29
EP  - 40
LA  - eng
PB  - Canada : University of the Fraser Valley
KW  - education
AB  - Since 1994 Sweden has carried out a number of initiatives funded by the government and other actors for integrating ICT into education. Huge amounts of money have been invested in developing infrastructure and raising teachers’ level of ICT knowledge and competence. However, it seems that there is still a gap between the claims for ICT use in education and the current practice of integrating ICT into the classroom. Some recent investigations indicate that a majority of Swedish teachers actually do not use computers in the classroom as much as they are expected to do. Knowledge about the use of ICT in teacher education is reported as being not good enough. This paper intends to describe the status quo of ICT integration in education in the Swedish context and discuss some critical issues on effective ICT practice in schools in relation to the demands on teachers and their professional development, and thus provide some backgrounds for suggesting models of Technology Enhanced Teacher Professional Development.
ER  - 

TY  - CONF
T1  - Teacher agency from a perspective of transactional realism
T2  - Teachers matter - But how?
A1  - Wahlström, Ninni
A1  - Bergh, Andreas
PY  - 2014
LA  - eng
KW  - education
ER  - 

TY  - JOUR
T1  - Policy making "by the way" in a crowded education policy space: The case of the Swedish teacher certificate reform.
T2  - Offentlig förvaltning. Scandinavian Journal of Public Administration
SN  - 2001-7405
A1  - Börjesson, Angelica
A1  - Karlsson, Lars
A1  - Lindgren, Lena
PY  - 2017
VL  - 4
IS  - 21
SP  - 97
EP  - 119
LA  - eng
KW  - education policy
KW  - education reform
KW  - policy space
KW  - overcrowding
AB  - Education has always been a reform-intensive policy sector, perhaps more so now than ever before. In studying education reforms, analysis has typically emphasised elements and/or the entire policy process of individual reforms. The same is essen-tially true for the management of education reforms, which tends to treat an individ-ual reform as a cycle in which every element is subject to organisational management practices. In contrast to approaching education policies as stand-alone phenomena, we argue that policies exist in context: they are occupants of a “policy space”. In this paper, we draw on a contemporary Swedish teacher certification (STC) reform to ex-plore what happens when a reform is implemented in a policy space that can poten-tially be portrayed as crowded, or even overcrowded. The main results indicate that while diverse local implementation strategies have been employed, STC has ended up in an overcrowded educational policy space. In this space, new and former reforms jostle against each other, giving rise to various unforeseen problems that are diffi-cult or even impossible to solve locally. Based on these observations, we identify several different interactions and unintended consequences or "policies by the way", thereby adding components useful in refining the theory of policy space.
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TY  - CONF
T1  - Interactive advantage, cementing of positions, and social pedagogical recognition – a narratively inspired analysis of professional actors’ oral representations of health promotion, prevention, and remediation efforts targeting young people who use alcohol and narcotics
T2  - <em>Social Pedagogy and Social Education</em>
A1  - Greve, Rikke
A1  - Andersson, Caroline
A1  - Basic, Goran
PY  - 2022
SP  - 67
EP  - 84
LA  - eng
PB  - : Social Pedagogy Association
KW  - school success
KW  - social pedagogical development
KW  - verbal portrayal
KW  - oral portrayal
KW  - verbal emphasis
KW  - dramatisation
KW  - educator
KW  - student
KW  - special educator
KW  - special education teacher
KW  - school counsellor
KW  - study and career counsellor
KW  - youth counsellor
KW  - treatment worker
KW  - head teacher
KW  - school nurse
KW  - section manager
KW  - social services
KW  - head of unit
KW  - outpatient care
KW  - substance abuse problem
KW  - success
KW  - obstacle
KW  - collaboration
KW  - sociologi med utbildningsvetenskaplig inriktning
KW  - sociology education
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
KW  - social pedagogy
KW  - socialpedagogik
KW  - missbruks- och beroendevård
KW  - substance abuse treatment
AB  - The purpose of this study is to present new knowledge about the oral representations of the health promotion, prevention, and remediation efforts of professional actors working with young people who use alcohol and narcotics. The narrative empirical material is based on 23 interviews with professionals working with this population of young people within the context of upper-secondary school activities and outpatient treatment units in Sweden. In their oral representations, professional actors depict themselves as having an interactive advantage in relation to the verbal category of “young people who use alcohol and narcotics”. These verbal patterns seem to cement the professional actor as a superior who sets the agenda for placing these young people within a prevailing normative order. The analysis indicates that an inclusive approach by professionals is crucial to achieving several important aims. An inclusive approach also imposes demands, however, on how upper-secondary schools and outpatient treatment units collaborate with each other in this work with young people. This approach also plays a role in determining the support and room for manoeuvring that professional actors have relative to normatively right and deviant actions and to laws and policies that to some extent govern this practical work.
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TY  - CONF
T1  - Internationalisation and Interculturality in Preschool Teacher Education: Whose Agenda?
T2  - Internasional Utvecksling i Laerutdanning
A1  - Abraham, Getahun Yacob
A1  - Margrain, Valerie
PY  - 2020
LA  - eng
KW  - internationalization
KW  - interculture
KW  - preschool teacher education
KW  - questionnaire
KW  - student teachers
AB  - This study explores the question, how do Karlstad University (KAU) preschool teacher education students perceive their course materials in relation to internationalisation and intercultural practice? Questionnaires were administered through the Survey and Report tool to all students in the program. Out of 648 students who received the questionnaire, 94 (14.5%) replied. Cultural-Historical Activity Theory (CHAT) is used as theoretical perspective for the study, with analysis exploring the CHAT elements of: tools; subjects; rules; community; division of labour; objects; and outcomes. Results of the study show that students recognized the availability of internationalization and intercultural perspective in their courses, and particularly valued opportunities to meet and discuss with practicing preschool teachers working in multicultural and multilingual areas. Results also note challenges with creating opportunity for students to meet students from other countries, either in Sweden or online. Some students also indicated they found it difficult to engage with English language texts that used critical theory or which differed from Nordic contexts. Our research suggests that Swedish student teachers value content which prepares them for working in Sweden with culturally diverse students, but place less value on higher education goals of internationalisation when these are not closely connected to practice.  
ER  - 

TY  - CONF
T1  - Comparative Didactics and Teaching Traditions in Science Education in Switzerland, Sweden and France
A1  - Marty, Laurence
A1  - Venturini, Patrice
A1  - Almqvist, Jonas
PY  - 2015
LA  - eng
KW  - comparative didactics
KW  - physical education
KW  - science education
KW  - curriculum studies
AB  - The aim of this paper is to identify and discuss similarities and differences between the curricula in Science Education in Sweden, France and Switzerland in order to provide the background of future analyses of actual classroom practices in these countries that we will perform in the next stage of our project (Almqvist, 2012). Ligozat (2011) showed that the logics of the classroom actions in teaching mathematics rely upon certain pedagogical/ideological pre-constructs and teaching habits, that can be partially related to curriculum texts and teaching materials. Östman (1996) found three different teaching traditions in Science Education from Swedish textbooks analyses: the academic tradition spreads the idea that the mere products and methods of science are worth to be taught. The applied tradition focuses on explanations about usual technical objects and to increase the students’ autonomy in their everyday life. The moral tradition opens up to the relationship between science and society and makes students think about the decisions that they will have to make as future citizens. The goal of this paper is to identify how much space each of these traditions takes up within the curriculum texts of the three countries. In this regard, our analyses take into account the following dimensions: 1) The goals of science education as presented in the global recommendations of the curricula; 2) The organization and division of the content itself. 3) The learning outcomes expected from the students in terms of concepts, skills and/or scientific literacy requirements (Venturini & Tiberghien, 2012) and 4) the teaching methods expected from the teacher. Through all these criteria, it is possible to identify certain teaching traditions in the French, Western Swiss and Swedish curricula. Indeed, we could notice that the academic tradition is rather strongly embedded in the three cases, whereas the applied and the moral traditions are present in a more obvious way in the Swedish Curriculum.ReferencesAlmqvist, J. (2012). Teaching traditions and learning. Comparative didactic analysis of science education and physical education and health in Sweden, Switzerland and France -. Project funded by the Swedish Research Council (2013-2018).Ligozat, F. (2011). The Determinants of the Joint Action in Didactics: the Text-Action Relationship in Teaching Practice. In B. Hudson & M. A. Meyer (Éd.), Beyond fragmentation: Didactics, Learning and Teaching in Europe (p. 157 176). Opladen & Farmington Hills MI: Barbara Budrich Publishers.Östman, L. (1996). Discourses, discursive meanings and socialization in chemistry education. Journal of Curriculum Studies, 28(1), 37 55. Venturini, P., & Tiberghien, A. (2012). Potential Learning Outcomes Inferred from French Curricula in Science Education. In S. Bernholt, K. Neumann, & P. Nentwig (Eds.), Making It Tangible - Learning Outcomes in Science Education (pp. 475–509). Münster: Waxmann.
ER  - 

TY  - CONF
T1  - An insight into prospective elementary teachers’ mathematical knowledge for teaching: An example of fraction division
T2  - Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)
A1  - Tossavainen, Anne
A1  - Johansson, Monica
PY  - 2023
SP  - 3303
EP  - 3310
LA  - eng
PB  - : Alfréd Rényi Institute of Mathematics, Budapest, Hungary and ERME
KW  - fraction division
KW  - mathematical identity
KW  - mathematical knowledge for teaching
KW  - prospective teacher
KW  - teacher education
KW  - matematikens och naturvetenskapernas didaktik
KW  - mathematics and science education
AB  - This study investigates four Swedish prospective elementary mathematics teachers’ mathematical knowledge for teaching fractions. Using narrative inquiry, the study focuses on the prospective teachers’ reflections upon their mathematical identity and their analyses of six different solutions for a fraction division task. The results show that there are substantial differences between the prospective teachers in their mathematical content knowledge, pedagogical content knowledge, and in their attitudes towards mathematics teaching at the time of their graduation. Moreover, the prospective teachers expressed that teacher education did not respond to all their needs in their development as mathematics teachers. Thus, some implications for teacher education are also discussed in this paper.
ER  - 

TY  - CONF
T1  - Writing in and out of control: a semi-longitudinal study of three students writing experience in preschool teacher education
A1  - Arneback, Emma
A1  - Solbrekke, Tone Dyrdal
A1  - Englund, Tomas
PY  - 2015
LA  - eng
KW  - education
AB  - In this semi-longitudinal study we follow three student teachers (Sara,Eva and Helen) in preschool teacher education (PTE) during two years. They can be described as non-traditional students with working class background (cf Bertilsson 2014), but at the same time representing groups of students with different attitudes to academic writing. A core research interest is to capture the students’ individual struggles with academic writing. The data stems from the students’ written self-presentation, focus group and individual interviews, text samples and observations of group workand examination seminars. The paper is part of the ongoing project “The struggle for the text” financed by the Swedish research Council. Three research questions are in focus: a) how student teachers’ experiences from the past influence their approaches to writing in higher education, b) how the student teachers struggle with different academic discourses over time, c) how they relate to their future identity as preschool teachers in their writing. By combining a before, within and after perspective we relate their struggle with the text in higher education to the question of present and future processes of life (Ivanic 1998, 2004, Lillis 2001). The result shows that students experience different kinds of struggles in academic writing, depending on earlier and current experiences within and outside of PTE. We can also see how the same norms and rules of academic writing are supportive to some of the students, but obstacles for others. In a time when recruitment to teacher training has changed in Sweden, there is a risk that the talk about student teachers becomes the talk of the unprepared student who needs clarity. Based on the study's outcome there is a need to problematize such notions.
ER  - 

TY  - CONF
T1  - High Hopes and Hard Lessons: How Problems Are Represented in Swedish Teacher Education Reform
A1  - Bosseldal, Ingrid
PY  - 2025
LA  - eng
ER  - 

TY  - CONF
T1  - Education for Social Justice – Social Justice Pedagogies in School Health and Physical Education
T2  - ECER (European Conference on Educational Research), Hamburg, Germany, Sept 2-6, 2019
A1  - Gerdin, Göran
A1  - Philpot, Rod
A1  - Mordal Moen, Kjersti
A1  - Schenker, Katarina
A1  - Larsson, Lena
A1  - Smith, Wayne
A1  - Westlie, Knut
A1  - Sandford, Rachel
A1  - Mooney, Amanda
A1  - Linnér, Susanne
PY  - 2019
LA  - eng
KW  - education
KW  - sport science
AB  - As a compulsory school subject in most Western societies, Health and Physical Education (HPE) is charged with providing important health outcomes for children and young people. The world summit on HPE in 1999, for example, stated that HPE provides the most effective means of providing all young people, regardless of their ability, disability, sex, age, culture, race, ethnicity, religion, or social background, with the skills, attitudes, knowledge, and understanding for lifelong health and well-being (Doll-Tepper & Scoretz, 2001). Morgan and Burke (2008) similarly argued that school HPE can make a unique contribution to the physical, cognitive, emotional and social health of children and young people. The authors of this proposed symposium share this vision for HPE but believe that positive health outcomes are accelerated when teachers of HPE are critically conscious and engage in socially-critical pedagogies that foreground inclusion, democracy, social justice and equity. The aim of this proposed symposium is to present and discuss the findings of a three-year international, collaborative research project called Education for Equitable Health Outcomes - The Promise of School Health and Physical Education (EDUHEALTH) consisting of Physical Education Teacher Education (PETE) teachers and HPE researchers from Sweden, Norway and New Zealand.The EDUHEALTH project sought to identify school HPE teaching practices that promote social justice and more equitable health outcomes across the three different participating countries. A focus on equity, democracy and social justice in HPE is pertinent when education is in an era of risk where, for instance, these ideals are currently under threat from neoliberal globalization (Azzarito et al., 2017). Neoliberal approaches to health and education also tend to negatively impact on the most marginalized and/or minority groups in society (France and Roberts, 2017; Rashbrooke, 2013). Azzarito et al. (2017) further caution that school HPE curricula based on principles of global neoliberalism have emphasized competitive-based rather than equity-based goals, that in turn lead to the marginalization of the social justice project. In fact, research shows (Sirna, Tinning & Rossi, 2010) that many HPE teachers tend to be insensitive to such social justice issues.The session will begin with a brief introduction to the symposium and overview of the project, followed by the first paper which will discuss our conceptualisation of social justice in relation to HPE and present the methodology of the project with a focus on the analysis. This paper examines the concept of social justice in HPE as constituted and addressed across the three different countries. As part of the methodological discussion we will describe how our tri-country research teams completed structured classroom observations informed by the principles of Critical Incident Technique (Tripp, 2012) and Stimulated Recall Interviews (Lyle, 2003). In this paper, we also explicate our iterative process of thematical analysis of the data generated. The second paper will represent findings that elucidate how HPE practice can support social justice on three different levels: individual, group and society level. Additionally, the paper demonstrates how such teaching practices in HPE can relate to social justice in different ways as shaped by the context within which they occur. Employing new institutional theory (Scott 2007), we draw attention to how social justice pedagogies are informed differently by institutionalised governing systems and may act differently in different societies and teachers’ work. The third paper will represent and discuss findings relating to HPE teaching practices about and forsocial justice. The findings presented in this paper will be analysed by drawing on the principles of social justice pedagogies (Tinning, 2016) and transformative pedagogy (Ovens & Philpot, in press). This paper will also address the implications of the EDUHEALTH project for HPE and PETE practice. 
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TY  - JOUR
T1  - I have my own picture of what the demands are: Grading in Swedish PEH: problems of validity, comparability and fairness.
T2  - European Physical Education Review
SN  - 1356-336X
A1  - Larsson, Staffan
PY  - 2010
VL  - 2
IS  - 16
SP  - 97
EP  - 115
LA  - eng
KW  - assessment
KW  - grading
KW  - physical education
KW  - sweden.
AB  - c)Abstract Purpose: The main purpose of this study is to focus on Swedish PE teachers’ experiences with a criterion-referenced grading system and its practical consequences. It aims specifically at investigating the dimensionality of grades and how teacher reason and effectuate when grading students.  Method: The study consists of two parts: quantitative data collection of grades in PE given between 2000 and 2009 and 20 semi-structured interviews with PE teachers that were analyzed qualitatively.  Results: The study has shown that the principles of fair and equitable grading in Swedish PE should be strongly questioned due to lack of transparency, validity and reliability. Grading in Swedish PE seems to be arbitrary and the grading system is not accessible or transparent to the students.
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TY  - CONF
T1  - One step toward Sweden: Development of Educational Material in Swedish as a Foreign Language
A1  - Serrander, Ulrika
A1  - Ljungquist, Sarah
A1  - Tedremaa-Levorato, Kristiina
PY  - 2014
LA  - eng
AB  - The aim of the present poster board proposal is to introduce new pathways in pedagogy and language in higher education concerning the teaching of Swedish as a foreign language. Five universities in the Baltic-Scandinavian region initiated a project called ”One step toward Sweden”, running from 2013 to 2016, financed by the Nordic Council. The five universities are the University of Daugavpils in Latvia, University of Klaipeda in Lithuania, University of Tallinn in Estonia, Turku University of Applied Science in Finland and University of Gävle in Sweden. The primary purpose of the project is to develop educational materials for teaching the Swedish language, culture, literature and social life. The material will be developed specifically for young people in the Baltic region among whom the interest for the Swedish language and culture is increasing. Ten chapters will be outlined, centered around themes which are easily accessible for young people, relating to real life situations and containing natural dialogue. All chapters will be associated with a sound file containing natural speech of different speech genres (formal and informal for example). The teaching material will primarily be made accessible digitally, and will be made available free of charge. A second purpose of the project is to create an innovative network for cooperation within the field of teaching Swedish as a foreign language between the teachers and researchers of the universities participating in the project. The project will stimulate student and teacher mobility and enable the implementation of technology in foreign language teaching. 
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TY  - CONF
T1  - Exploring Arts Education Practices: Two case studies
A1  - Thorgersen, Cecilia Ferm
A1  - Christophersen, Catharina
PY  - 2014
LA  - eng
KW  - musikpedagogik
KW  - music education
AB  - We will present a research project that explores arts education practices in Norwegian and Swedish schools . Our presentation will especially focus upon the research design, research methods, and some very preliminary results. This study is an ethnographic double case study, meaning that two cases are studied in-depth. The cases, strategically selected, are one primary school in Norway (years 1-7) and one in Sweden (years F-6) that are well known for their arts education.  Methods used are observation, interviews, and informal conversations with teachers, pupils, and school leaders, performed during the school year 2013-2014. The focus has been on activities within the arts subjects, but also other activities such as everyday school life, staff and team meetings, pupils’ musicals and voluntary rock bands, community-directed activities, etc. have been observed. Our research questions are: • How is arts education carried out in the selected schools? • How do the actors perceive the arts education practices in their schools? • How are arts education practices articulated and legitimated among different actors and in different contexts? As the project is practice-based and empirical oriented, it is not based on specific theoretical foundations. We will draw upon various literature and earlier research on arts education, aesthetic experience, children’s culture, agency and empowerment, school development, and curriculum research. In our opinion, it is crucial to describe and discuss educational practices that take the arts seriously. Such practices can demonstrate possible spaces for the arts and aesthetic experience and communication in schools, and thereby also contribute to improvement of teacher education in the arts. In this study, the actors’ perspectives on and experiences with the arts is essential, so is the interaction between pupils, teachers, and materials. However, arts learning and teaching are not isolated happenings. One must look beyond the specific situations and also consider the context that such practices occur within, for instance historical conditions and traditions within the arts, as well as constraints, possibilities and limitations within the school context. Arts education practices must therefore be studied at close range, in context, and it must include the perspectives of multiple actors.
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TY  - CONF
T1  - A teacher education statistics course encounters climate change and critical mathematics education: Thinking about controversies
T2  - Proceedings of the 12th international conference of mathematics education and society
A1  - Ödmo, Magnus
A1  - Boistrup, Lisa Björklund
A1  - Chronaki, Anna
PY  - 2023
SP  - 1307
EP  - 1321
LA  - eng
KW  - matematikens didaktik
KW  - mathematics education
AB  - In this study we discuss the complexity faced by a teacher when Critical Mathematics Education (CME) and climate change are being brought into a specific teaching setting that is part of a teacher education program a large university in Sweden. The teacher in the course encountered climate change as a timely thematic context to discuss statistics in the social. Driven by core ideas of CME, mathematics has been conceived as a formatting power for articulating issues of climate change (Coles et al. 2013). Mathematics can, potentially, change how climate change is perceived and formatted as solvable, predictable, and so forth. In the case of teaching statistics, the teacher must make certain choices concerning what data to look at since the particular examples of data might suggest certain narratives at the expense of others, but soon, confronts the complexity of opening mathematics to the social. It is with these thoughts in mind that the course teacher set up the course. Latour (2005) discards an abstract definition of the social and in his well-known book “Reassembling the Social” focuses on its material understanding as relationships between actants. The notion of ‘actant’ is grounded in Active Network Theory and signifies both human and non-human participants in a complex network as being capable of producing a particular effect and, thus, having agency (Smelser & Baltes, 2001). The relationship that we as a collective iterate over time, is a way of thinking of how things are done and, thus, a way to map the ‘social’ as a highly controversial terrain. Taking this theory into account along with the teacher’s dilemmas, we here perform an inquiry that aims to map potential actants and their relationships, as they are core in a teacher’s experience to plan and enact a statistics course that engages the theme of climate change through CME. For this inquiry, the teacher’s log (or course diary notes) is analyzed. The analysis locates instances where the teacher connects to different actants such as the climate change phenomenon, the curricula, the course plan, and student-teachers. In some instances, these actants suggest ways of doing that contradict each other. These all become evident as signs of hesitation by the teacher at specific moments of planning or enactment. The actants, moreover, reserve to create different narratives about what mathematics should be utilized and demands reflexive choices by the teacher over which narrative to follow. Such hesitations might also be traced back to how the arguments for choosing one narrative over the other are being constructed. In short, the analysis shows that since diverse arguments can be narrated, one might be left with the feeling of missing something in just following one. It is a rather vulnerable situation the teacher is in; risking being hold accountable for not dealing with the mathematical content that has good arguments for it to be dealt with, but, yet, knowing that taking this risk allows mathematics to enter the social.
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TY  - CONF
T1  - What does research tell us on the interrelation between justice, sustainability and teacher education?
A1  - Francia, Guadalupe
A1  - Edling, Silvia
A1  - Sund, Louise
PY  - 2018
LA  - eng
KW  - sustainability
KW  - justice
KW  - teacher education
KW  - innovative learning
KW  - innovativt lärande
AB  - Justice issues are highly crucial and should be taken into consideration in order to stimulate social sustainable development in society (McKenzie, 2004; Ketschau 2015). At the same time previous research indicates that institutions of teacher education are an important arena for preparing future educators to create deep understanding and help address justice issues in social sustainable development within every day practice and on structural levels (McDonald, 2005; Apple, 2011; Kaur, 2012).In order, to develop new knowledge about the interrelation between justice, sustainable development and teacher education this contribution introduces a research overview about how justice issues are understood in peer review articles on social sustainability in teacher education.Frasers’ three-dimensional conception of justice based on the interrelation between the redistribution economic resources, the recognition of cultural differences and the political representation of different groups in society (1995; 1997; 2000; 2010) is used as theoretical starting point for the study.Quantitative and qualitative thematic text analysis of peer review articles published in scientific journals in ERIC (Education Resources Information Center), Web of Science Core Collection and Scopus databases is used as methodology. The concepts “sustainability”, “sustainable development”, “justice” and “teacher education” are used as keywords for the selection of the articles in these databases. Only articles published in English, Swedish, Spanish or French during the period 2015-2017 are selected. Based on Fraser’s three justice dimensions, the reading of the data focuses on:• How justice issues are conceptualized in the selected articles?• Which research methodologies are used to study justice the selected articles?Focusing on Frazer’s’ theory of justice, the research review introduced in this paper contributes to develop new theoretical starting points for the study of sustainable development in teacher education. The findings contribute to new insights in how the relationship between following fields of research can be grasped: Sustainable development (SD); Education in Sustainable Education (ESD), Research on Justice in Education and Research on Teacher EducationReferencesApple, W.M. (2011) Global Crises, Social Justice, and Teacher Education. Journal of Teacher Education62(2) 222–234.Fraser, N. (1995) From Redistribution to Recognition? Dilemmas of Justice in a 'Post Socialist' Age New Left review 1(212):68-93 · July 1995Fraser, N. (1997). Justice interruptus: critical reflections on the "postsocialist" condition. London: Routledge.Fraser, N. (2000). Rethinking Recognition. New Left review 3 May-June 2000-2 p. 107-120Fraser, N. (2010). Scales of Justice, edited by Nancy Fraser, Columbia University: Press.Kaur, B. (2012) Equity and social justice in teaching and teacher education. Teaching and Teacher Education 28 (2012) 485e492Ketschau, J. (2015). Social Justice as a Link between Sustainability and Educational Sciences. Sustainability 2015, 7, 15754 -15771.McDonald, M. (2005). The integration of Social Justice in Teacher Education. Dimensions of Prospective teacher’s opportunities to learn. Journal of Teacher Education, Vol. 56, No. 5, November /December 2005 418-435McKenzie, S. (2004). Social sustainability: towards some definitions. Hawke Research Institute Working Paper Series N°27. South Australia: University of South Australia.
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TY  - CONF
T1  - Teachers’ attitudes toward giftedness and gifted education
A1  - Huchthausen, Nadine
PY  - 2025
LA  - eng
KW  - giftedness
KW  - gifted education
KW  - teacher attitudes
AB  - Teachers’ attitudes toward giftedness and gifted education Teachers are essential to gifted education and their attitudes toward giftedness and to adjustments in teaching may impact how well they cater to the needs of gifted students. While teachers' attitudes toward the gifted have been studied for several decades internationally, research in the Swedish context is scarce. Allodi Westling and Rydelius (2008) conducted a pilot study on experienced teachers’ attitudes toward giftedness and Ivarsson (2023) has explored principals' attitudes toward the gifted and their education. The authors emphasize that further examination of Swedish teachers' attitudes toward giftedness is needed. This poster presentation focuses on the first study in my doctoral project in which I aim to answer the following research question; What are Swedish teachers’ attitudes toward the gifted and their education? A questionnaire will be used to gather data from Swedish teachers working in preschools and schools in 18 different municipalities in Sweden. Knowing more about teachers’ attitudes on the topic of gifted education is a good starting point for consideration of educational provision. This study also investigates teachers’ perceptions of their knowledge about teaching gifted students which may generate valuable implications for future teacher education.My ambition with the presentation is to give the audience an overview of what research on attitudes toward giftedness and gifted education shows so far and to present my research design and methods. ReferencesAllodi Westling, M., & Rydelius, P.-A. (2008). The needs of gifted children in context: A study of Swedish teachers’ knowledge and attitudes [konferenspresentation]. The European Council for High Ability (ECHA), Prague, Czech Republic. Ivarsson, L. (2023). Principals’ perceptions of gifted students and their education. Social Sciences and Humanities, 7(1). https://doi.org/10.1016/j.ssaho.2023.100400  
ER  - 

TY  - CONF
T1  - School Skills for the Swedish Subject? Swedish Teachers' Perceptions of Digital Learning Resources for Upper Secondary School
T2  - Disciplinary and Trans-Disciplinary Knowledge and Skills for an Uncertain Future: Are Educational Media up to It?: Proceedings of the 15th IARTEM Conference 2022, Florence
A1  - Graeske, Caroline
PY  - 2024
SP  - 527
EP  - 535
LA  - eng
PB  - : IUL Press - Firenze
KW  - covid
KW  - digital teaching aids
KW  - questionnaire
KW  - teacher agency
KW  - upper secondary school
KW  - svenska med didaktisk inriktning
KW  - swedish and education
AB  - The use of digital teaching aids in Swedish classrooms has increased during recent years.Previous research has shown that digital teaching aids affect the work and roles of teachers.In this article upper secondary school teachers’ use, and experience of digital teachingaids are problematized. The study is based on questionnaires and the answers are discussedin the light of the theoretical concept of teacher agency. The study coincided withthe Covid pandemic when upper secondary schools went online and the results show thata number of teachers see digital teaching aids as a good supplement in teaching, but thestudy also highlights many challenges. Several teachers experienced technical problemsand difficulties with navigation. Possibilities that the teachers pointed out concerned individualadaptation, self-correcting exercises, and visualizations of abstract phenomena.The result also shows that the teachers often prefer to create their own teaching aids.The teachers’ agency thus expresses a certain resistance to digital teaching aids, and thisin some colleges more than others. The mathematics teachers were most sceptical, whilethe L1 and L2-teachers were more positive. Moreover, the study shows that when theincentives are strong and when autonomy is limited, the use of digital teaching aids tendsto increase, which seems to have consequences for the teachers’ professional identity. Theteachers’ agency is thus both varied and complex and deals with organizational, economic,cultural and social structures. Hence the learning resources the students are given accesscan vary greatly, which in the long run can risk affecting the equivalence of the teaching.
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TY  - CONF
T1  - Spaces for multilingualism in the Swedish school: Affordances and constraints in the national curriculum and teacher education
T2  - Education and migration
A1  - Paulsrud, BethAnne
PY  - 2016
LA  - eng
KW  - pedagogik med inriktning mot utbildningsvetenskap
KW  - educational science
AB  - Swedish education ideology is captured in the motto: One school for all. However, growing numbers of multilingual pupils from diverse cultural backgrounds in the Swedish school system are presenting new challenges to both teacher educators and teacher students. With approximately 20% of Sweden’s population comprised of immigrants and at least 140 languages spoken by pupils in the compulsory school system, questions of affordances and constraints for multilingualism in the school are highly relevant today. While the official response to linguistic diversity is positive, with provisions for both mother tongue tuition and minority language instruction, the question is how spaces for multilingualism are being created in general policy and practice.The present research is part of an ongoing project investigating multilingualism and interculturality in the Swedish compulsory school, through analyses of the discourse of education policy and selected teacher training programs, together with semi-structured interviews with teacher educators, student teachers in pre-service training and working teachers. The triangulation of methods allows for a deeper understanding of how the concepts multilingualism and interculturality are represented: on the one hand, explicitly and implicitly in teacher education in relation to national policy, and on the other hand, in the attitudes of individual teachers and students in response to the multilingual and multicultural classroom.This paper will present two aspects of the current study of ideological and implementational spaces for multilingual education. The first part is an analysis of the development of the national curricula from 1994 to 2011 (with addenda 2015), focusing on the implicit and explicit conceptualizations of multilingualism in the texts; and the second part is an exploration of educators’ perspectives on spaces for multilingualism in their own teacher training programs. The affordances or constraints these spaces offer are fundamental to our possibilities to promote linguistic diversity and social justice in the schools of today’s global societies. Although the focus is on the Swedish context, the present research is of interest to other educators as well as to researchers and practitioners involved in creating education policy for compulsory schools in other multilingual contexts. 
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TY  - CONF
T1  - Assembling Gender Equality? Potentials and borders for gender equality work in Higher Education
T2  - Rethinking Knowledge Regimes
A1  - Angervall, Petra
A1  - Simonsson, Angelica
PY  - 2019
LA  - eng
PB  - Göteborg
KW  - higher education
KW  - gender
KW  - gender equality work.
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The policy changes of higher education in Sweden have resulted in a more individualized, specialized and measured academic work force (Ball, 2012; 2013). Through policy governance measures of performance, costs and time effectiveness, teaching quality, of work environment as well as of aspects of equality and justice, the intention has been to create a more effective and high performing academicinstitution (Blackmore, 2017). Leaving aside sparks of resistance, within the academe there is a strong consensus about the necessity, effectiveness and “neutrality” of standards through measurement. Previous studies (Alnebratt and Rönnblom, 2016) indicate that gender equality work in Sweden tends to express standards related to “objectivity”, but simultaneously involves activities that are political and transgressive. Therefore, there is a continuous need to investigate what kind of actions that are part of the realization of gender equality in the academe today. This study concerns the institutionalization of gender equality work within this context. How is gender equality work carried out in this academic landscape, and what does this work produce in terms of equality and the understanding thereof? By interviewing influential representatives and by observing how gender equality is realized in different contexts in the academe, we want to identify and deconstruct what we understand as gender equality assemblages (Liinason, 2017) and how they form, but also perform, gender equality in higher education (McPherson, 2015). Thus, in light of recent decades of policy changes, we are interested in what clusters of actions, interests, values or challenges that are involved in and directed to influence gender equality work, as well as their conceptual, practical and political implications for gender equality in higher education.
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TY  - CONF
T1  - Technology Enhanced Teacher Professional Development (TETPD) - a comparative multiple-case study on teacher professional development models in Sweden and China.
T2  - 17th International Conference on Learning at Hong Kong Institute of Education, 6-8 July, 2010
A1  - Lindberg, J Ola
A1  - Jiao, Jianli
A1  - Gu, Limin
A1  - Wang, Xiaodong
A1  - Dan, Qin
PY  - 2010
LA  - eng
KW  - education
ER  - 

TY  - CONF
T1  - Education for sustainability in Swedish preschools - two research and development programs
T2  - Abstract book. Sustainability from the Start.
A1  - Ärlemalm-Hagsér, Eva
A1  - Borg, Farhana
A1  - Pramling Samuelsson, Ingrid
A1  - Engdahl, Ingrid
A1  - Hamilton, Henrik
PY  - 2024
LA  - eng
KW  - education for sustainability
KW  - preschool teacher
KW  - preschool principals
KW  - sustainable management.
AB  - Preschool teachers play an important role in preparing children to become responsible and competent citizens in the future for their communities and globally. EfS equips children with requisite knowledge and skills needed to create a sustainable future. The Swedish curriculum for the preschool Lpfö 2018 explicitly incorporates EfS from a holistic perspective integrating environmental, social and economic dimensions. Despite this, research indicates that many preschool teachers and principals still find the concept of sustainability as complex and abstract, particularly economic sustainability. During this self-organised symposium we present two research projects where preschool teachers and principals implement EfS in their pedagogical planning and activities.Firstly, we present a Research and Development program (R&D) Sustainable preschool, 2021-2024, coordinated by the Ifous Institute, with approximately 300 participants (200 preschool teachers and 100 leaders) from 8 municipal and 1 private organisations. Sustainable preschools has explored how sustainable development is understood in a preschool perspective, and how principals, preschool teachers, and administration implement and work with sustainability issues in practice. All preschools are using the OMEP ESD Rating Scale. We will give examples from both the practical work in preschools and administration, as well as from research findings.Secondly, we present the research project Eco-certified Preschools and Children's Learning for Sustainability, 2018-2022, where data was collected from 585 preschool teachers and child minders from 50 preschools in 25 municipalities in Sweden. The data we present was analysed with the OMEP ESD Rating Scale. The most common topics in EfS were related to the economic (389) and the environmental (318) dimensions of sustainability, while the social dimension was markedly lower (85). Collaboration outside of the preschool was unusual, however, the study was partly carried out during the Covid pandemic, which might have had some impact on the study results.
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TY  - JOUR
T1  - Att bli lärare - argument för en integrerad lärarutbildning
T2  - Högre Utbildning
SN  - 2000-7558
A1  - Dimenäs, Jörgen
A1  - Gustafsson, Tommy
A1  - Mitiche, Annette
PY  - 2016
VL  - 2
IS  - 6
SP  - 121
EP  - 137
LA  - eng
KW  - verksamhetsförlagd utbildning
KW  - ramfaktorteori
KW  - högskoleförlagd utbildning
KW  - lärarutbildning
KW  - forskning
KW  - integration
KW  - beprövad erfarenhet
AB  - All form av utbildning i Sverige har under de senaste åren genomgått flera och stora reformer vilket inte minst påverkat lärarutbildningen. I denna forskningsöversikt fokuseras speciellt på att huvuddelen av lärarutbildningen handlar om läraryrket och endast en mindre del av studenternas möte med yrkesverksamheten. Artikeln uppmärksammar att traditionell delning mellan teoretiska och verksamhetsförlagda studier vare sig nationellt eller internationellt visat sig vara framgångsrik vad gäller att uppfylla lärarutbildnings mål. För att få ett perspektiv på svensk lärarutbildning har några internationella utblickar gjorts mot det som kan ses som generell problematik inom lärarutbildningar. Syftet med artikeln är att utifrån befintlig forskning kring lärarutbildning belysa och argumentera för åtgärder som kan möjliggöra en integrativ och forskningsbaserad lärarutbildning. Analysen bygger på ramfaktorteori i en lärarutbildningskontext. Resultatet av studien visar att det med forskning kring lärarutbildning som grund finns starka motiv för en tydligare integration mellan högskole- och verksamhetsförlagd utbildning. Vidare uppmärksammas vikten av att jämställa ett vetenskapligt förhållningssätt med beprövad erfarenhet. Vår slutsats är att det finns entydiga forskningsbaserade argument och åtgärder som kan leda till att svensk lärarutbildning utvecklas mot ett ökat fokus på integration.
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TY  - CONF
T1  - The professional field of higher education: A longue durée view of institution and corps in the Swedish university system
A1  - Agevall, Ola
A1  - Olofsson, Gunnar
PY  - 2012
LA  - eng
KW  - sociologi – utbildningsvetenskaplig inriktning
KW  - sociology education
AB  - The modern field of higher education, and within it the corps of university teachers, takes on a dual significance in the context of the broader professional landscape. On the one hand it constitutes a professional field in its own right. On the other hand, the university is the institution through which the other professions are reproduced. It is with this latter aspect in mind that Harold Perkin characterised the university teacher as a key profession (Perkin, 1969).This paper sets out to map the relation between social function, institution, corps, and cognitive base in the Swedish system of higher education, from the beginnings in 1477 until the present day. We assume (a) that these aspects evolve in different tempi, and (b) that they coalesce into particular configurations. We argue that this framework allows us to address central issues regarding the historical trajectory of higher education inSweden. Through which mechanisms did a medieval institution, catering primarily to ecclesiastical needs, acquire a capacity to accommodate and become the custodian of scientific knowledge? How has the increasing differentiation of the cognitive base affected the composition of the corps? How have shifts in the composition of the corps affected the internal workings of the university? And what role does this play in the formation of university teaching as a key profession?
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TY  - CONF
T1  - Pandemic as Digital Change Accelerator: Sustainable Reshaping of Adult Education Post Covid-19
T2  - Proceedings of the 57th Hawaii International Conference on System Sciences (HICSS), January 3-6, 2024, Hawaii.
A1  - Sofkova Hashemi, Sylvana
A1  - Berbyuk, Nataliya
A1  - Bergdahl, Nina
PY  - 2024
LA  - eng
KW  - online education
KW  - lifelong learning
KW  - adult education
KW  - teacher professional development
KW  - educational change
AB  - This multi-case study examines the educational change in municipal adult education (MAEd), during and directly after the Covid-19 pandemic. Applying Fullan’s educational change perspective, we analyze teachers’ professional development in terms of evolving materials, changing pedagogies, and altered beliefs about teaching and learning. Data were collected in 2020-2022 from questionnaires, interviews, and question-answer sessions with MAEd teachers (n=140) from the three largest cities in Sweden. The findings demonstrate a pronounced exploration of disparate learning theories, growing recognition of online and hybrid modes of education delivery, remediation of materials, and raised attention to teaching quality and design with clarity and structure. Besides signs of professional development, the study provides empirical evidence for institutional adaptation to respond to crisis, learn from experiences, and emerge prepared for future challenges. Conclusively, the study findings indicate that sustainable reshaping of MAEd requires proactive and strategic leadership that aligns with policy and national directives and grassroots initiatives.
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TY  - CONF
T1  - Engineer or Math Teacher? – Career Preferences among Double-Degree Students in Engineering and Education
T2  - Proceedings The 22nd SEFI Special Interest Group in Mathematics Seminar
A1  - Bengmark, Samuel
PY  - 2025
SP  - 120
EP  - 126
LA  - eng
KW  - engineering
KW  - double-degree
KW  - teacher education
KW  - career preferences
AB  - The shortage of STEM teachers in Europe poses a significant challenge. To address this issue in Sweden, Chalmers University of Technology offers a double-degree program in engineering and education. This study examines why students choose a double degree in engineering and education, and how internal and external factors influence their eventual career choice. Using semi-structured interviews with thirteen students nearing the completion of their studies, we explore their reasons for enrolling in the program and their perspectives on working as either engineers or teachers. Participants were asked to reflect on key individuals or experiences that shaped their views on these career paths. Key themes include intrinsic motivation, e.g., desire to help others, societal contribution, the impact of school practicum experiences, and the tension between perceived prestige of engineering and the meaningfulness of teaching. The teaching practicum in schools had a significant influence on career decisions. Some students found it deeply meaningful, reinforcing their commitment to education. Financial considerations had little impact, while job security and perceived societal respect were more decisive factors. Several students noted that engineering is generally regarded as the more prestigious career, leading them to frequently justify their choice of teaching to friends and family.
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TY  - CONF
T1  - School evaluation  in Sweden: a local perspective
A1  - Hanberger, Anders
A1  - Carlbaum, Sara
A1  - Hult, Agneta
A1  - Lindgren, Lena
A1  - Lundström, Ulf
PY  - 2016
LA  - eng
KW  - statskunskap
KW  - education
AB  - Evaluation has expanded at all levels of governance as part of the broad doctrine of New Public Management (NPM) (Hood 1991; Pollitt and Bouckaert 2011). According to this doctrine, market mechanisms should be introduced to enhance efficiency and, in the context of school governance, to support competition between schools, free school choice, improved educational quality, and school effectiveness (Lubienski 2009; Lundahl 2013 et al; Merki 2011). Education systems guided by NPM and characterized by results-based management and local autonomy increasingly rely on evaluation at all levels (Mintrop and Trujillo 2007; OECD 2013). Strengthened accountability is assumed to enhance education quality and promote school development (OECD 2015; SOU 2015:22), and a combination of control- and improvement-oriented evaluation systems has been institutionalized at various levels of the school system to promote school development and enhance education quality. However, this development is contested by research claiming that the consequences of growing accountability pressure are problematic for school practice (Hoyle and Wallace 2009; Ravitch 2010). It may create multiple accountability problems, i.e. uncertainty among target groups as to which evaluation system is supposed to do what and for whom and with what authority (Schillemans and Bovens, 2011). Teachers are subjected to too much accountability that can have negative effects on professionals and education (Green 2011; Koretz 2009; Lingard and Sellar, 2013; Hargreaves 1994, Day 2002, Ball 2003, Mausethagen 2013a, 2013b).Although evaluation is a cornerstone in local school governance it has not been studied much in this context. Local school governance refers to all the public and private school actors’ and institutions’ (e.g. education committees, opposition parties, school principals, teachers and parents) steering of local schools and education. We need more knowledge of the role and consequences of evaluation systems at the local governance level, and into how local school actors respond to these systems. What local decision makers, school providers, principals, and teachers consider relevant, useful, and actionable knowledge (Stehr & Grundmann 2012) is crucial in understanding the role of evaluation in local school governance.This paper explores how local school actors in Swedish compulsory education have responded to prevailing evaluation systems and the growing accountability pressure emerging from the recentralization, marketization, and globalization of education governance. It synthesizes results from a Swedish research project (see method) and aims to improve our understanding of the role and consequences of evaluation in local school governance. It contributes with knowledge of the role and consequences of evaluation at the municipal, school, classroom, and parent/citizen levels. Special attention is paid to the value and consequences of various evaluations for local school development. A close look at evaluation in Sweden is an illustrative case as the education evaluation arena is overcrowded and the decentralised education system provides freedom of choice that actors operating in other education systems in Europe (OECD, 2015; Lawn, 2011) and elsewhere can learn from.The paper is developed as part of a larger research project; Consequences of evaluation for school praxis –steering, accountability and school development, financed by the Swedish Research Council (2012-2015). The project explores evaluation in compulsory schools (age 13-15) in four municipalities, and this paper synthesises and discusses the results presented in detail five separate papers.MethodsThe conceptual framework, developed in a separate article (Hanberger, manuscript), pays attention to the role of evaluation in three models of decentralised governance, the state model, the local government and the multi-actor model. It focuses on three main possible functions that evaluation can have in local school governance, steering, accountability and school development. It presumes that a governance model intends to steer evaluation to meet the governance models’ and governing actors’ evaluation needs, and that evaluations (performance measurements, stand-alone evaluations, synthesis reports and informal/concrete evaluations) can contribute to these functions. Evaluations may also affect governance in unintended and unexpected ways (Hanberger, 2012). Hence, the framework also accounts for constitutive effects (Dahler-Larsen, 2013) of evaluation systems, that is, to tacit or indirect effects, for example, how evaluation (systems) can shape discourses, defining what is important in education and school systems.Four medium-sized municipalities with populations of 75,000–100,000 were selected strategically to reflect differing local conditions and contextual factors that may affect education and the role of evaluation in local school governance. The municipalities differ in political majority, school performance, and share of independent schools, and eight schools were selected for in-depth interviews. The municipalities are anonymized, being referred to as “North”, “West”, “East”, and “South”.The paper is based on the analysis of documents, reports, and studies treating global and national evaluation systems, national and municipal policy documents treating school governance and evaluation, minutes from municipal education committee meetings (2011–2013), municipal websites, and 76 interviews. Four politicians from majority parties and three from opposition parties, 10 administrators (i.e. Head of the Education Department, senior administrators, and evaluation experts), five politically elected local auditors, three representatives of independent schools, eight school principals, and 43 teachers were interviewed in person or, in a few cases, by phone. In addition, an electronic questionnaire sent to teachers was used to complement the interviews with them, to obtain an overview of teachers’ experiences of evaluation in the studied municipalities. Conclusions about the functions, effects, and consequences of evaluation were generated by interpreting interviewees’ responses and various texts (e.g. policy documents, minutes, and websites).Expected outcomesThis study shows that multiple accountability problems emerge as a result of overlapping evaluation systems and that local decision makers set up their own evaluation systems to meet the needs of municipal school governance.Most of the evaluation systems identified in Swedish compulsory education (for students aged 13–15 years) produce quantitative data capturing measurable aspects of education, whereas data capturing other parts of the curriculum, more difficult or impossible to measure (e.g. how schools have succeeded in achieving democracy, sustainability, and solidarity objectives), are lacking. A few key performance measures are used in several systems.The identified evaluation systems induce local school actors and institutions to think and act according to the principles of NPM; these are aligned with most decision makers’ and managerial-oriented principals’ endeavours but not with those of all local school actors. This indicates that evaluations in local school governance serve to support and legitimize the applied governance model and current education policy. Stakeholder evaluations that can provide a more multifaceted understanding, including critical accounts that school actors can use for informed deliberation about the status of schools, consequences of current school policy, and where to go in the future, are not found in our case communities.The workload and accountability pressure have increased for both principals and teachers. The consequences have been the most negative for teachers, however, as external evaluations have questioned their professional competence and authority, unintentionally damaging teacher motivation. The external evaluation systems had little or no value in terms of helping teachers improve their teaching practice. Instead, teachers used their own evaluations regarding what works for various groups and students to continuously improve teaching and schools. A few school providers and principals succeeded in developing evaluations addressing the needs of teachers and were used in developing teaching and daily practices.
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TY  - CONF
T1  - SWEDISH MATHEMATICS TEACHER EDUCATORS’ CONCEPTIONS OF PREPARING PRE-SERVICE TEACHERS FOR TEACHING MATHEMATICALLY PROMISING STUDENTS
A1  - Rampe, Miranda
PY  - 2025
LA  - eng
ER  - 

TY  - CONF
T1  - What Matters in Education Governance by Results? On the meanings of a performative turn in Swedish Education
A1  - Lindblad, S
PY  - 2013
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - Unsolicited student-initiated speech-generating device mediated questions in teacher-fronted classroom talk
A1  - Tegler, Helena
A1  - Bowden Melander, Helen
PY  - 2023
LA  - eng
AB  - Being able to respond to and ask questions in teacher-fronted classroom talk is important for learning and assessment, as well as for student participation and social inclusion. About 8% of all students have a developmental language disorder and a subgroup even lack speech (Norbury et al., 2016). For those students, a speech-generating device (SGD) can be used to replace speech. SGDs provide students with enhanced opportunities to participate both in education and leisure time contexts. Despite the huge advantage that an SGD may offer, research shows that SGDs are seldom used in multiparty classroom talk. When they are used, a supportive environment is required, including for example teachers’ scaffolding practices (Tegler, Demmelmaier, Blom Johansson, & Norén, 2020). The aim of this study is to generate knowledge on interactional practices, organizations, and vocabulary that facilitate student-initiated (Waring, 2011) SGD-mediated questions in teacher-fronted classroom interaction. Specifically, we are interested in SGD-mediated student questions that are not preceded by an invitation or prompt from the teacher. The theoretical framework and methodology of ethnomethodological conversation analysis (EMCA) is used for detailed analysis of question design in multiparty interactions. Method: Data comprise of 18 hrs of video recordings of multiparty classroom lessons in nine special schools in Sweden. Twenty-three non-speaking students and their classmates, teachers and assistants participated in the study.Findings: The analysis shows that of the 233 SGD-mediated contributions that we identified in our data, 11 were student-initiated SGD-mediated questions. These questions were produced by three students. SGD-mediated interaction faces several challenges. First, the production time is prolonged compared to speech, which means that a contribution (e.g. an answer or a question) easily receives a sequentially misplaced position in the ongoing interaction, which may cause misunderstandings. Second, if the student is illiterate someone else has to choose and arrange the vocabulary (e.g. drawn pictures). Having a limited vocabulary increases the risk of producing ambiguous contributions. Against this backdrop, the results of our study are discussed in four parts: (1) the linguistic structure of the contributions, (2) the sequential organization of the contributions within ongoing classroom talk, (3) the contributions’ topical relation to other talk, and (4) their interactional functions. Relevance to Nordic educational research: The study examines non-speaking students’ unsolicited SGD-mediated questions in multiparty classroom talk, which is sparsely studied. The study illustrates teachers’ challenges in promoting inclusive education and social inclusion for non-speaking students at the expense of progression and advancement. Furthermore, it contributes knowledge of how teachers with non-speaking students in the classroom, manage several dilemmas as they make “here and now” pedagogical judgements on inclusive practices.References:Norbury et al (2016). The impact of nonverbal ability on prevalence and clinical presentation of language disorder: evidence from a population study. Journal of Child Psychology and Psychiatry, 57(11), 1247-1257. Tegler et al (2020). Creating a Response Space in Multiparty Classroom Settings for Students using Eye-gaze Accessed Speech-Generating Devices. Augmentative and alternative communication, 36(4), 203-213. Waring (2011). Learner initiatives and learning opportunities in the language classroom. Classroom discourse, 2(2), 201-218.  
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TY  - JOUR
T1  - Teacher education and teachers as intellectuals: Comments concerning recent policy discourses in Sweden
T2  - Zeitschrift für pädagogische Historiographie
SN  - 1424-845X
A1  - Lindblad, Sverker
PY  - 2008
VL  - 2
IS  - 14
SP  - 104
EP  - 105
LA  - eng
KW  - profession teacher education intellectual
AB  - Current predominating policy communication is based on a-social and un-intellectual information driven by simplistic understandings of teacher education. This is not by accident – it is part of current political cultures and tools for description and analysis. Given the implementation of such discourses teacher education and teachers’ work and life is understood as non-intellectual activities governed by trivialities. From this point of view current policy discourses are part of major problems for recruitment to teacher education and in attempt to improve intellectual qualities in teachers’ work and life. This does not mean that such discourses are monolithically translated into the work of teacher education. There are alternative understandings available underlining professional and intellectual characteristics of teacher education and teachers’ work and public life. Of vital importance here is to capture the technical construction of teachers by current tools and technologies as well as the complex realities of education of today.
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TY  - CONF
T1  - Transitions from Physical Education Teacher Education to teaching practices in Physical Education
A1  - Backman, Erik
A1  - Nyberg, Gunn
A1  - Tolgfors, Björn
A1  - Quennerstedt, Mikael
PY  - 2019
LA  - eng
KW  - sports science
KW  - utbildning och lärande
AB  - Research display mixed results regarding the impact that teacher education have on teaching practices in schools. While some studies indicate weak influence of teacher education, others display that some content and perspectives in teacher education seem to find their expressions in school practice. Despite the lack of research about the impact of physical education teacher education (PETE), a few existing studies display the same twofold result as for teacher education in general. In this study, we have chosen a certain content, assessment of learning (AFL) in order to investigate the influence that PETE can have for newly qualified teachers (NQT) in physical education (PE). The aim of the project is twofold. Firstly, inspired by Bernstein’s theory of the pedagogic device, the aim is to investigate how AFL is constructed in university courses, re-contextualised in practicum courses, and realised in teaching practice in school PE. Secondly, and inspired by Ball’s theory of performativity, the aim is to analyse fabrications of AFL in the transitions from PETE to PE teaching practice. The design of the project is to follow a total of 10 PETE students recruited from two different PETE universities in Sweden to study how their understanding and teaching practice of AFL is transformed from PETE to PE. Empirical material will be gathered from recordings of seminars, observations for teaching, stimulated-recall-interviews, and participation in social media.
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TY  - CONF
T1  - Teacher Training – Education at a distance: an educational challenge?
A1  - Lundgren, Mats
A1  - Oom Gardtman, Ulf
A1  - Svärdhagen, Jan
PY  - 2005
LA  - eng
AB  - In Sweden, the need to train teachers has been extensive during a period of years. We also face a period when a large group of people born in the 1940s gradually leave the working-life. This will still more stress the need to recruit new teachers. In general, there seems exist an interest to reach individuals with working-life experiences to the teacher occupation. The basic skills teacher ought to develop are, as the Swedish government expresses it, cognitive, cultural, communicative, social and didactic competencies. These skills are described as much personal as role dependent. It, accordingly, seems to be an utmost complex task to train teachers. At the same time, the Swedish university system has gone through an extensive expansion, combined with a thought to transform the higher education from an “elite university” to a “mass university”. The government has the ambition is to reach new groups, that of different reasons, have been under-represented at the universities. The Dalarna university collage has from this point of view carry out a distant teacher education. The activities are conducted in close co-operation with so-called local “Learning centres”. The distant learning education is now running. It seems interesting to describe how students perceive this study form. We raise the following question: What advantages, possibilities, disadvantages and difficulties do participants in a distant teacher education perceive? We also discuss possible consequences for the universities to carry out a successful distance teacher education.
ER  - 

TY  - CONF
T1  - TEACHER AGENCY AND THE USE OF CURRICULUM MATERIALS ACROSS CULTURAL CONTEXTS: RETHINKING MATHEMATICS EDUCATION TOGETHER
T2  - PROCEEDINGS OF THE 47th CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION
A1  - Remillard, Janine T
A1  - Condon, Lara
A1  - Koljonen, Tuula
A1  - Krsywacki, Heidi
A1  - Sayuj, Riku
PY  - 2024
SP  - 57
EP  - 64
LA  - eng
AB  - Using an ecological and dynamic view of teacher agency, this study explores the relationships between teachers’ professional actions and decisions, mathematics curriculum materials (CMs), and cultural norms and values at play in four educational contexts: Finland, Flanders (Belgium), Sweden, and the United States. The data were drawn from a survey of 397 teachers (grades 1-6), inquiring into self-reported use and perceptions of their CMs. Analysis of the most commonly reported CMs illustrated characteristics that reflect cultural values in each context. Survey findings indicated that teachers in all contexts use CMs purposefully and in relation to their own ideas about teaching. We also found context-specific differences in how teachers relied on CMs for different curricular aims, adding complexity to notions of CM use. 
ER  - 

TY  - JOUR
T1  - ’I do not want to shut myself behind closed doors’: experiences of Swedish teacher educators in Sweden (1945-2002)
T2  - Tidskrift för lärarutbildning och forskning
SN  - 1404-7659
A1  - Erixon Arreman, Inger
A1  - Weiner, Gaby
PY  - 2003
VL  - 3
SP  - 87
EP  - 107
LA  - eng
PB  - Umeå : Umeå universitet
AB  - This article reports on a study of how teacher educators in northern Sweden have experienced change during the second half of the twentieth century. Research methods comprised extensive interviews with academic staff and administrators, and documentary and policy analysis. The article concentrates on two questions raised in the interviews: views on gender, and onset of a research culture. Findings suggest that female teacher educators are more aware than their male colleagues of imbalances in power relations and in pay and conditions between the sexes. They also appear more interested in the development of teacher education as a research-based discipline than their male colleagues who place greater value on their transmission of teaching and classroom knowledge and skills. Drawing on the work of Connell and others, it is suggested that the gender regime of teacher education(in this case, in Umeå University) positions men and women teacher educators differently in terms of change, in particular regarding who is likely to benefi t most from the introduction and development of a research culture.
ER  - 

TY  - CONF
T1  - Policy borrowing, but what about policy learning? Analyses of the changing roles, relations, power and position of the educational space when implementing a teacher registration reform.
A1  - Fransson, Göran
PY  - 2012
LA  - eng
KW  - teacher registration
KW  - policy borrowing
KW  - policy learning
KW  - curriculum
KW  - education
AB  - One effect of a globalized world with international competition, a wide-spread market-choice discourse and a dominant neo-liberal framing is the increased amount of policy borrowing between countries (cf. Lingard, 2010). From a macro-perspective this could be seen as a trend towards a global policy convergence, although from a more contextual perspective it leads to the re-structuring of educational systems and the implementation of new elements.      In 2008 the idea of a probationary year for newly qualified teachers (NQT), mentoring and registration was ‘imported’ into Sweden from Scotland and Canada. These practices were borrowed, and initially hardly changed at all to fit the Swedish educational context. The aim of this paper is to analyze how this kind of policy borrowing from the international arena is transformed and implemented in the Swedish educational system and how this change positions relations, identities and power between actors in the educational space (cf. Fransson, 2010; Fransson & Grannäs, 2012).  The educational space is to be seen as a relational category in which object and actor are related to another and changeable position and boundaries are created (Ferrrare & Apple, 2010). In this sense, teachers position themselves and are also actively positioned by others, as well as by norms, values, curricula and legislation.   The analyses show, for instance, that the relationship between NQTs, principal and mentors changes as mentors become more involved in the formal assessment of the new teacher; a role that mentors have  not had before in Sweden (Fransson, 2010; Fransson & Gustafsson, 2008). The implementation of a Teacher´s Disciplinary Board also changes the roles, relations and positions between e.g. teachers, parents and school inspectors. This means that teachers are more vulnerable to being reported, which could lead to the registration process being suspended or a warning issued. The reforms can thus be used as a tool to discipline teachers and make them act within the regimes of accountability and governmentality (cf. Devos, 2010).
ER  - 

TY  - CONF
T1  - blogspot.com as the means of internationalizing VET teacher education
T2  - ECER Cadiz, 2012
A1  - Henning Loeb, Ingrid
PY  - 2012
LA  - eng
KW  - vet teacher education
KW  - internationalization
KW  - exchange
KW  - ict
AB  - As stated in the special issue of Teacher Education Quarterly on internationalization: “Little research and minimal attention has been given to international issues in teacher education … ‘ a comprehensive body of literature does not currently exist in the areas of international education and teacher education.’ (2007, 34 (1). Current research reports on the experiences of teacher educators who participate in exchange projects and who engage in teaching in the receiving country. Yet, participation in international projects is more often than not an aim formulated by teacher colleges and faculties of education.  This paper reports on an internationalization project between VET teacher education at the University of Gohenburg, Sweden and Charles Sturt University, Wagga Wagga, Australia. As opposed to other students, VET teacher students are older, and have jobs and families. The VET teacher programs in our universities are organized as part-time and distance studies. Many students work in upper secondary VET education and adult education , but without a degree. Others are in their vocation, and take the VET teacher degrees in order to become qualified. The work and domestic circumstances they work under do not provide realistic options to engage in international experiences by visiting other countries. This made us think about exchange possibilities via a platform on the Internet. Here we present the ways in which we have planned, implemented and evaluated an exchange project via blogspot.com. We present results and the analysis of two phases. The project started as a pilot project for 15 students and five teachers in spring 2011. The conclusions of the student evaluations were: • Strong consensus about the importance of internationalization in VET teacher education. • The method of using ‘a blog’ was effective and facilitated interaction between the two groups. • There is a need to create support for students in the use of ICT. • There is a need to match students from similar occupations • There is a need to have an identified member of staff available to support and scaffold the students in each university From our evaluation the project was revised and consolidated and in April 2011, a second phase of the project has been carried out, now involving 90 students. Our paper is structured as a narrative on the trajectory of the project. Our process of planning, acting, observing/experiencing and reflecting is framed by concepts from action research (e.g. Carr & Kemmis 1986; Zeichner 2001; McNiff 2002, Rönnerman et al 2008). In the concluding parts we reflect on how to enact a project like this in a successful way. The Bernsteinian concepts of classification and framing (e.g. Bernstein, 1990) are used. The possibilities for the sustainability of collaborative international projects such as this are also critically discussed within the bigger context of constant reorganization within the University sector in both countries. Methodology, Methods, Research Instruments or Sources Used The project on which the results and analysis is built upon in this paper is part of our own practice, providing VET teacher education with the aims of high quality. A research approach for investigating and improving one’s own practice is action research (e.g. Carr & Kemmis 1986; Reason 2001; McNiff 2002; Rönnerman et al 2008 ). This is the approach that has been used for knowledge production and the conclusions of the project. However, action research is here not only regarded as a method or an approach of investigating and improving local practices. By contributing to a research network such as ECER, with results and analysis of an international VET teacher trainer exchange project via a technologies like a blog, further critical questions about how to arrange for international exchanges will be raised in the seminar, as well as questions on methods for VET researchers of acquiring knowledge about developmental collaborative projects in VET teacher education. This is consistent with the action research approach and is formulated by Reason as ‘second person action research’ which ‘addresses our ability to inquire face-to-face with others into issues of mutual concern’ (Reason 2011).  Conclusions, Expected Outcomes or Findings The expected outcomes of the project and research presented in this paper go hand in hand. Questions on how to create and improve international exchange possibilities for VET teacher students is part of local improvement work. The paper also provides an important critical discussion on the academic settings and international VET policy networks.
ER  - 

TY  - JOUR
T1  - Teacher's perceived efficacy and the inclusion of a pupil with dyslexia or mild mental retardation: Findings from Sweden
T2  - EDUCATION AND TRAINING IN DEVELOPMENTAL DISABILITIES
SN  - 1547-0350
A1  - Roll-Pettersson, Lise
PY  - 2008
VL  - 2
IS  - 43
SP  - 174
EP  - 185
LA  - eng
KW  - perceptions
KW  - students
KW  - supports
AB  - This study compared general educators' (175) perceptions regarding the envisioned inclusion of a pupil with either dyslexia or mild mental retardation. Educators filled out three questionnaires, Teacher Efficacy Scale, Teachers Response to Inclusion and a School Climate Scale. Fifty-three percent filled out the surveys based on having a pupil with dyslexia, and 4 7 % based on having a pupil with mild mental retardation. A factor analysis conducted on the Teacher Efficacy Scale revealed two factors: personal teaching efficacy and general teaching efficacy. Results indicated that educators were more negative regarding the inclusion of a pupil with mild mental retardation than with dyslexia. In addition, personal teacher efficacy was associated with teaching a pupil with mild mental retardation, while general teaching efficacy was associated with teaching a pupil with dyslexia. Findings revealed that high personal teacher efficacy was positively related to the number of credits in post graduate special education course work and active parental participation but not to experience. High personal teacher efficacy was negatively related to support from school administration.
ER  - 

TY  - JOUR
T1  - Developing Student Teachers’ Sustainability Competence through Picturebooks
T2  - Clele Journal
SN  - 2195-5212
A1  - Brock, Malin Lidström
PY  - 2024
VL  - 1
IS  - 12
SP  - 1
EP  - 24
LA  - eng
PB  - : Clele Journal
KW  - early childhood education
KW  - english language teaching
KW  - sustainability
KW  - teacher  education
KW  - young learners
KW  - litteraturdidaktik
KW  - english and education
KW  - engelska med didaktisk inriktning
AB  - To effectively utilize picturebooks as teaching resources for Education for Sustainable Development (ESD) in the English language classroom, teachers must possess a set of interrelated competencies. Among these is the ability to analyse and evaluate the content of picturebooks to determine their suitability for ESD in English Language Teaching (ELT). This study presents a literature module that aimed to develop the ability of student teachers for the grade levels 1 to 3 (children in the age range seven to nine in Sweden) to combine ESD with ELT using picturebooks. The activities in the module were designed to achieve a progression from simple and concrete to complex and abstract forms of learning. The study outlines the module’s practical application in a teacher education English course at a Swedish university and evaluates the outcome by assessing lists of criteria that the student teachers created to help them determine the suitability of picturebooks in English for ESD. 
ER  - 

TY  - CONF
T1  - The Development of Pedagogical Capital among Student Teachers in Denmark and Sweden
A1  - Viggósson, Haukur
A1  - Henningsson-Yousif, Anna
A1  - Jacobsen, Jens Christian
PY  - 2007
LA  - eng
KW  - student teachers
KW  - pedagogical capital
KW  - danmark
KW  - development of teachers education
KW  - sweden
AB  - An Attempt to Track the Development of Student Teachers’ Pedagogical Capital during their Internship. A Joint Research Project ABSTRACT Four Danish and four Swedish students were asked to keep teaching logs covering topics they felt had importance for their development as teachers, e.g. interaction with teacher educators from campus, mentoring, feedback from fellow students, their own life stories and the influence of social networks. Afterwards they were interviewed in order to obtain a deeper understanding of their own development with regard to their pedagogical capital in particular. They were asked to reflect on their personal educational experiences as students, how these had influenced their studies and how their teaching program had changed their way of dealing with everyday life during their internship: interaction with staff and fellow students, problem solving situations, how they perceived the learning input from their education on campus and in their internship. The logs and the interviews will serve as background material for further investigation. Being four researchers1, we have emphasized the use of our different perspectives in the analysis. We analyze the students’ own input on their pedagogical capital from a personal perspective, a life-story perspective and from the perspective of pedagogical processes. The project is on-going. We intend to study the concept of pedagogical capital as a tool for understanding the novice entering the teaching profession and as a bridge for connecting theories of teaching with students’ classroom experiences during their internships in order to develop courses and education activities to improve teacher education. Student Teachers, Danmark, Sweden, Pedagogical Capital, Development of Teachers Education. 1 Marianne Vega Poulsen is the fourth member of the research project.
ER  - 

TY  - CONF
T1  - A Critical Genealogy of Summative and Formative Assessment in Education
T2  - The 9th Nordic Educational History Conference
A1  - Ahlgren, Anna
A1  - Lundahl, Christian
PY  - 2025
SP  - 35
EP  - 36
LA  - eng
KW  - examination
KW  - assessment
KW  - formative
KW  - summative
KW  - foucault
KW  - subjectivity
KW  - normalization
KW  - education
AB  - This presentation explores educational assessment practices as techniques for governmentality and as crucial tools for the construction of the knowing subject through contemporary schooling. When the history of assessment has been written, the connection between epistemology and subjectivity has rarely been considered, but, as we will show, the epistemology in curricula contributed to the development of certain specific assessmen tpractices, which fosters particular subjectivities, through relations of power and knowledge.We analyze the history of examinations in relation to how different assessment practices shape different abilities, such as memory, judgement, imagination, reflexivity etc, and their connection to truths and reasoning. Our discussion expands on the typical understanding of Foucault's concept of examination (1975) and introduces the organization of students as both objects and subjects of knowledge. Thus, examinations can be delineated into two categories of knowledge-producing practices: one administrative practice focused on organizing individuals, and one teaching practice through which knowledge and learning are constructed – also known as summative and formative assessments.Our presentation builds on a genealogy of assessments in education. A close reading of Swedish curricula from the late 16th century to the early 19th century provides the backdrop for an examination of contemporary notions and practices of assessment in 21st century curricula. With shifting emphasis over time, assessments in education serve a governmental function, validating both the knowledge acquired and its epistemological foundations. This situates the subjects in an epistemological position where they are trained to develop an evaluative judgement, enabling them to distinguish basically between ‘good’ and ‘poor’ work (Boud et al., 2018). However, this subject position - a learner with control over their own learning (Nulty 2010) - becomes normalized through the everyday practice of assessments, which risks obscuring the relations between power, learning and knowledge.We suggest that these relations are partly framed within the practices of assessment, and that the subject is tied to certain forms of knowledge, through the processes of examination, and additionally that knowledge is validated and vindicated through these practices, governing learner subjects as well as teacher subjects.
ER  - 

TY  - CONF
T1  - The need for teacher research base in teacher education – Swedish attempts in an international context. Paper presented at the annual Congress of European Educational Research Association, Rethymnon, Greece. 2004
T2  - Paper presented at the annual Congress of European Educational Research Association, Rethymnon, Greece. 2004
A1  - Johansson, Thorbjörn
PY  - 2004
LA  - eng
KW  - education
ER  - 

TY  - JOUR
T1  - Mångkulturalism i lärarutbildning: hur förbereder samhället sina blivande lärare?
T2  - Pedagogisk forskning i Sverige
SN  - 1401-6788
A1  - Ekstrand, Britten
A1  - Nadarevic, Sanela
PY  - 2010
VL  - 4
IS  - 15
SP  - 257
EP  - 276
LA  - swe
AB  - Granskar man lärarutbildningen i Sverige när det gäller mångkul-turalism, kan man notera betydande brister vad gäller kursplaner och formulerade mål. Lärarutbildningen tycks enligt ett större antal undersökningar inte heller förbereda framtida lärare när det gäller att undervisa i ett samhälle präglat av mångfald. I ett samhälle som konstant förändras och diversifieras måste emellertid varje lärare vara utrustad med en pluralistisk grundsyn, kunskap och kompetens att möta demokratiska värderingar. Ett bidrag till utvecklingen av deliberativ kommu-nikation i lärarutbildningen skulle kunna vara en allmänt spridd medvetenhet om möjligheterna att greppa områdets komplexitet. Mot denna bakgrund och i pragmatisk anda frågade vi oss: Hur och i vilken utsträckning bearbetas mångkulturalism i lärarutbildningarna? Vilka frågor reses och diskuteras? Vilka perspektiv kommuniceras? Föreskriven litteratur i två olika lärarutbildningar, en erkänd för att integrera mångkulturalism och en som troligtvis inte behandlar området i sin utbildning, har granskats i denna studie. Undersökningen syftar till att få en bild av vilka diskurser eller perspektiv avseende mångkulturalism, som tas upp i svensk lärarutbildning. En kritisk analys och diskussion relateras till internationell forskning på området. I artikeln skrivs möjligheter fram till hur övergripande globala synsätt och konfronterande kritiska perspektiv kan lyftas i lärarutbildning. Sedan länge
ER  - 

TY  - CONF
T1  - The Making of the European Higher Education Area; Politics of Knowledge, Research Assessments and University Ranking
T2  - European Congress on Educational Research, Berlin 2011
A1  - Foss Lindblad, Rita
A1  - Lindblad, Sverker
A1  - Popkewitz, Thomas
PY  - 2011
LA  - eng
KW  - higher education
KW  - knowledge society
KW  - research assessment
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The making of the “European Higher Education Area” (EHEA) is based on a number of initiatives from a number of actors and networks. We will here put forwards these initiatives and the actions at work. Firstly, we will deal with the making of the “Knowledge Triangle” (KT), where education, research and innovation are assumed to be the interdependent drivers in the making of a Knowledge Society. How is this configured and what tools are at work – e.g. Erasmus and instruments such as U-multirank? Secondly, we go into research assessment exercises and how these construct higher education and research, and their mutual relations. Our study is based on notions of governing and dynamic nominalism. We have analysed documents that are strategic in the construction of EHEA and KT plus analyses of RAE technologies and constructions. This is combined with analyses of ranking instruments as navigation tools and standardization of EHEA. Here, we will focus on Sweden as a case scrutinising three larger universities and their recent use of Research Assessment Exercises and put this in an national and international context. The study is resulting in presenting critical research issues concerning transnational governance in the Europeanization of higher education and research.
ER  - 

TY  - CONF
T1  - Constructions of Aesthetic Learning Within Swedish Teacher Training
T2  - The Seventh International Conference for Research in Music Education
A1  - Lindgren, Monica
A1  - Ericsson, Claes
PY  - 2011
SP  - 1
LA  - eng
AB  - Swedish teacher training has, during the last decades, gone through several reforms. The purpose has been toadopt teacher training into the university; to strengthen the teaching profession; and to bridge different traditionswhile including modern society. The discussions in these contexts have often shown a tension between scientificbased knowledge and knowledge grounded in other types of practice. Considering these discussions andchanges and in view of our earlier research studies, which show how the concept of ‘aesthetic learning’ (usedboth as a dimension within arts education and as a field within general teacher training) in school contexts isruled by dominating ideologies of knowledge, the purpose of the project is to identify, describe and criticallyscrutinize current discourses related to aesthetic learning and arts education within the teacher training.The study takes its point of departure in post-structuralist and social constructionist theory and an assumption,therefore, that different kinds of knowledge are classified and created from a variety of specific preconceptionsabout the human being and the world. The data-collection includes 19 focus group interviews with teachers andstudents from 10 different Swedish teacher-training institutes. Our analysis shows that the aesthetic didactic fieldhas been challenged by more general pedagogical discourses. An academic discourse, with a focus on theory,reflection and textual production, has pushed out the musical skill based practice. A second discourse, which ischaracterised by subjectivity and relativism towards the conception of quality, is also found in the material.Finally, a therapeutic discourse, which marks out an affiliation to the teacher student’s inner personaldevelopment, is articulated and legitimised from an idea of emotionally balanced student teachers. The two latterdiscourses show similar features in teacher students’ personal development as well as in their didacticcompetence in relation to school and children. An assumption is that both educational ideologies andnondiscursive factors, like economic resources and the specific characters of different artistic expressions withinthe aesthetic field, contribute to the construction of the discourses.
ER  - 

TY  - CONF
T1  - Digitalisation in Education: Scaffolding Language and Scaffolding Learning
A1  - Nordmark, Marie
PY  - 2023
LA  - eng
AB  - Research topic/aimDigitalisation in education has been studied in terms of how it affects multimodality, literacy, and learning in the classroom (Jewitt, 2002; Bezemer & Kress, 2016; Jewitt & Kress, 2003).The Covid 19 pandemic highlighted the need for greater knowledge about digitalisation in education in Swedish schools. The change from face-to-face teaching to virtual teaching put a critical spotlight on teacher’s knowledge of didactic choices (Hodges et al., 2020).Here are presented preliminary results from ongoing practice-based research project ‘Digital resources in teaching’. 13 teachers at upper secondary school, together with a researcher, collaborated to make use of teacher knowledge of digital resources acquired during the pandemic. Challenges and opportunities were identified for scaffold language and scaffold learning (Gibbons, 2006). This presentation aims at discussing the use of digital breakout rooms in teaching, its implications for teachers and their pupils, with special focus on participation and engagement.Theoretical frameworkThis study takes a multimodal approach to learning as its theoretical point of departure. Based on the notion of multimodal literacy (Jewitt & Kress, 2003), the study analyses how digital resources in a range of modes contribute to the shaping of knowledge and what it means to be a teacher in the virtual classroom. In accordance with Jewitt and Kress (2003), four aspects for representing meaning are considered: materiality, framing, design, and production.Methodology/research designData were collected in 2020-2022 and consist of five videorecorded interviews with the same focus group involving three teachers. Additionally, audio-recorded observations of 16 lessons in virtual classrooms involving three different classes were collected. Expected results/findingsPreliminary findings show virtual teaching corresponds to a big change for both pupils and teachers, despite previous exposure to working with digital screens. The virtual group rooms, ‘breakout rooms’, were valuable in teaching, learning and interaction. Teachers noted breakout rooms contributed to more pupil engagement and participation. The usage of breakout rooms meant teachers started looking for ways to integrate reading, conversation and writing of different modalities. Teachers emphasise how virtual teaching put importance on language use and written text in meaning making. Written text and text composition becomes prioritised when teaching becomes virtual.Relevance to Nordic educational researchThis novel data contributes to greater understanding of how virtual teaching caused by the global pandemic has impacted teaching in Swedish upper secondary schools.
ER  - 

TY  - CONF
T1  - Internet as Teacher?
T2  - NNMPF 2012 : Abstracts
A1  - Thorgersen, Ketil
A1  - Zandén, Olle
PY  - 2012
SP  - 44
EP  - 45
LA  - eng
AB  - For economical reasons, today’s students in Swedish music teacher education are provided with a fraction of the tuition time that was considered necessary thirty years ago. Since there are no resources for instrumental tuition within the curriculum, alternative ways of encouraging students’ learning must be explored. The advance of, and access to, information and communication technologies (ICT) , has lead to new platforms and opportunities for learning music through social platforms for sharing, exchanging and collaborating in all stages of producing music. In less formalized settings for learning music, a whole new arena for learning music has consequently developed. As Väkevä (2010) states, informal settings for musical learning are no longer placed solely in garage bands: Through the advance of technology for communication, creating, sharing and interaction a set of new and extended arenas for learning music has developed. There is a growing body of research concerning the use of computer software in music education, but as yet there is no published research on using internet in learning to play a musical instrument. However, internet offers a plethora of guides, tips and tricks for playing different musical instruments. Georgii-Hemming and Kvarnhall ( 2011) have coined the expression “the digital music pedagogue” for YouTube-clips that are explicitly produced for didactical purposes. They emphasise that such didactical resources are lacking both the dialogical relation and the cultural historical situatedness that traditional institutional didactical contexts provide. They also tend to regard viewing and listening as mainly passive activities. However, it is an empirical question to what extent YouTube can be used for active learning purposes. A Google search on such an esoteric activity as to “learn accordion” returns 19 000 hits and a YouTube search on ”learn” + “accordion” returns over 2 000 hits. Clearly, there are vast resources at the fingertips of the internet-user and the question is to what extent these resources can be used for musical learning.This presentation reports on  a project that lasted for half a year in 2011 and had a triple intention. 1) It was supposed to provide the students with experiences about learning how to play by help of the internet in ways similar to what some of their pupils-to-be possibly will be doing. 2) The students were to learn to play a second instrument besides their regular one – something which the new syllabus (Lgr11) requires from pupils. 3) The project aimed to investigate if and how out-of-school practices for learning an instrument aided by the Internet could be useful in music teacher training.
ER  - 

TY  - JOUR
T1  - A diffractive analysis of Physical Education Teacher Education embodied policies in Australia and Sweden
T2  - Sport, Education and Society
SN  - 1357-3322
A1  - Varea, Valeria
A1  - Backman, Erik
PY  - 2025
LA  - eng
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
KW  - health and physical education
ER  - 

TY  - CONF
T1  - A jack of all trades?: Rural teachers’ livelihood diversification and the rise of mass schooling in the nineteenth century Sweden
A1  - Westberg, Johannes
PY  - 2018
LA  - eng
KW  - history of education
KW  - livelihood
KW  - work
KW  - education
AB  - How did teachers make a living for themselves? The purpose of this paper is to examine rural nineteenth century teachers’ livelihood, and more specifically how teachers survived engaging in livelihood diversification or multiple employment. Drawing inspiration from the new social history of livelihood, and using a wide variety of source materials from nineteenth century Sweden, I will show that far from specializing in teaching, teachers were often engaged in multiple occupations still around 1900. I will show how this common practice was discussed, and how teachers work ranged from the encouraged to activities frowned upon, and even included illegal activities. By doing so, I will be able to shed new light on teaching as a profession and occupational title during the nineteenth century, and contribute to the discussion regarding the social and economic position of teacher. By investigating teachers’ livelihood, I will also be able to examine the role of teachers’ multiple occupations in the expansion of mass schooling during the nineteenth century.
ER  - 

TY  - CONF
T1  - GPS- Performance in Technology Education
T2  - Knowledge in Technology Education vol I(II)
A1  - Hartell, Eva
PY  - 2010
SP  - 171
EP  - 177
LA  - eng
PB  - Brisbane : Griffith Institute for Education Research
KW  - un convention of the rights of the child
KW  - technology education
KW  - assessment
KW  - follow-up
KW  - documentation of assessment
KW  - global positioning system (gps)-performance in education
KW  - teachers’ educational practice
KW  - teknikundervisning
KW  - gps-prestanda
KW  - bedömning
KW  - teknik i yngre åldrar
KW  - iup
KW  - individuell utvecklingsplan med skriftliga omdömen
KW  - skriftliga omdömen
KW  - utbildningsvetenskap med inriktning mot praktiska kunskapstraditioner
KW  - educational sciences in arts and professions
AB  - In my research I am interested in identifying and describing the process that now takes place, around evaluations, follow ups and assessment in educational practice in Sweden from a teacher´s perspective. Article 28 of the UN Convention of the Rights of the Child, specifies that, each and every child is entitled to education. In Sweden, each school can decide on how, when, and by whom, the pupil will get tutored in a subject. However, every pupil is expected and entitled to reach, at the very minimum, the level of knowledge stipulated in the goals to attain in grade 5 and grade 9, in the national curriculum. Despite this several reports have highlighted the alarming situation of neglect of the follow-up of the pupils’ knowledge development as well as the school´s neglect of Technology education. This raises many questions about underlying factors. This paper provides a description of the process of assessment in Technology education with the focus on teachers’ views on the possibilities for follow-up, and assessment.
ER  - 

TY  - CONF
T1  - Lecturer engagement in the use of interactive tools in learning management systems. A Swedish case study.
A1  - Christie, Michael
A1  - Garrote Jurado, Ramon
PY  - 2011
LA  - eng
PB  - University of Tasmania
KW  - learning management systems
KW  - blended learning
KW  - evidence-based practice
KW  - engineering education
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Abstract: In this paper the authors argue that although Higher Education researchers have been largely responsible for the creation of the Internet, university lecturers have been far less innovative and active in their use of this form of Information Communication Technology (ICT). To support our case we use our own research to show the manner and extent to which a Learning Management System (LMS) is used by a sample of teachers from an Engineering Department in Sweden. We also analyze the use of interactive LMS tools by lecturers who undertake staff development courses. The teachers in our two samples make very little use of online asynchronous discussions (OADs) either as teachers or as students. We use logic and the literature to explain this phenomenon and make some recommendations for improving the scholarly, innovative and pedagogical use of LMS in both staff development and mainstream university courses.
ER  - 

TY  - CONF
T1  - GPS-performance in Technology Education
T2  - Knowledge in Technology Education vol I(II)
A1  - Hartell, Eva
PY  - 2010
SP  - 171
EP  - 177
LA  - eng
PB  - Brisbane Griffith University : Griffith Institute for Educational Research
KW  - teknikundervisning
KW  - bedömning
KW  - undervisning i teknik
KW  - bedömning i teknikundervisning
KW  - un convention of the rights of the child
KW  - technology education
KW  - assessment
KW  - follow-up
KW  - documentation of assessment
KW  - global positioning system (gps)-performance in education
KW  - teachers’ educational practice
KW  - utbildningsvetenskap med inriktning mot praktiska kunskapstraditioner
KW  - educational sciences in arts and professions
AB  - In my research I am interested in identifying, and describing the process that now takes place, around evaluations, follow ups and assessment in educational practice from a teacher´s perspective. I am a PhD student but also a practicing teacher and I find this very intriguing since according to the UN Convention of the Rights of the Child article 28, each and every child is entitled to education. In Sweden, each school can decide on how, when, and by whom, the pupil will get tutored in a subject. However, every pupil is expected and entitled to reach, at the very minimum, the level of knowledge stipulated in the goals to attain in grade 5 and grade 9, in the national curriculum. Several reports have highlighted the alarming situation of neglect of the follow-up of the pupils’ knowledge development as well as the school´s neglect of technology education. This raises many questions about underlying factors. This paper provides a description of the process of assessment in technology education with the focus on teachers’ views on their possibilities for follow-ups and assessments.
ER  - 

TY  - CONF
T1  - Digital tools as support for role play with artefacts about conflict management in preschool Teacher Education
A1  - Råde, Anders
PY  - 2023
LA  - eng
KW  - conflict management
KW  - digital tool
KW  - preschool
KW  - role play
KW  - teacher education
AB  - Research aim: The aim of this project is to develop and assess role play with artefacts about conflict management in preschool Teacher Education with the support of digital tools.Theoretical framework: As theoretical underpinning experimental learning will be used (Kolb, 2014; Moon, 2004). Role play has been used in different areas of teaching in higher education (Westin & Svensson, 2022). Research also reveals that role play is an innovative and functional way to teach students about conflict management (Morrison et al., 2013). Artefacts, in form of physical objects, has a long tradition in education, and for young children it is important to use visual artefacts (Almqvist, 2008; Uitto et al., 2021). In today’s preschools digital artefacts (often tablets) are commonly used (Marklund, 2020). This study is about role play with artefacts, both physical and digital, concerning conflict management in preschool Teacher Education. These role plays will be developed in versions for campus and for online education, an increasing kind of Teacher Education. An important aspect in this project is to develop the assessment and assessment-criteria for the student´s practical skills with the support of digital tools.Methodology: The developed versions of role play and assessment-criteria will be used as interventions in courses in preschool Teacher Education. The methods for data collection will be digital inquiries and interviews. Expected results: An important dimension in the project is that the use of role play as an innovative and playful method in Teacher Education will inspire the future preschool teachers. In preschools this type of teaching is close to children´s play world, and can hopefully inspire their play and the use of digital tools.Relevance to Nordic educational research: Firstly, this research is relevant for those lecturers who teach conflict management in Teacher Education. Secondly, the research will offer examples how to integrate digital tools in Teacher Education. These two aspects are highly relevant for teacher educators both internationally and in the Nordic countries. ReferencesAlmqvist, (2008). Artefaktanvändning i undervisningssammanhang – en  privilegieringsanalys. [On the use of artefacts in educational settings]. Utbildning & Demokrati, 17(3), 46-68.Kolb, D. (2014). Experiential learning. Experience as source of learning and development. (2nd ed.). FT press.Marklund, L. (2020). Swedish preschool teacher´s experiences from pedagogical use of digital play. Journal of Early Childhood Education Research, 9(1), 1-20.Moon, J. (2004). A Handbook of reflective and experiential learning.Routledge.Morrison, M., Nilsson, E., & Lepp, M. (2013). Bringing the personal to the professional: Pre-service teaching students explore conflict through an applied drama approach. Applied Theatre Research, 1(1), 63-76.Uitto, M., Lassila, E.T., Jokikokko, K., Kelthermans, G., & Estola, E. (2021). Using artefacts in narrative pedagogies: A case from beginning teachers´ peer group meetings. European Journal of Teacher Education, published online 18 Feb 2021.Westin, J., & Svensson, J. (2022). Rollspelsövningar för undervisning av matematiska modeller på universitetsnivå [Role-playing excercises for teaching mathematical models at university level]. Högre Utbildning, 12(1), 38-46.
ER  - 

TY  - JOUR
T1  - What kind of power perspectives does democracy generate?: the first step in order to understand responsibility for others
T2  - The international Journal of learning, vol 12: The first step in order to understand responsibility for others1
SN  - 1447-9540
A1  - Edling, Silvia
PY  - 2005
IS  - 12
SP  - 9
LA  - eng
KW  - responsibility
KW  - power
KW  - school
KW  - democracy
KW  - sweden
KW  - curriculum
AB  - Fostering pupils into taking responsibility for others is clearly emphasised in the Swedish school curriculum which is based on democratic values. Although the term responsibility is a highly significant component in school guidelines, it is nevertheless presented in such a way as if the content of the word is obvious and hence stripped from power interferences. In the few cases when investigations related to responsibility have been connected to power influences, power have been defined narrowly rendering the concept of responsibility to become restricted as well. The starting-point for this paper is an urge to approach and understand responsibility for others from a wider point of view by investigating the ways young people in different ages and settings comprehend democracy and indirectly power.In this analysis four different power perspectives can be detected: vertical power with a stable centre, vertical power without a stable centre, horizontal/communicative power, horizontal/emancipatory power. Regarding these four power perspectives, there is a clear distinction between internal and external power forces. In the first case the ability of taking responsibility for another does not depend upon, for instance gaining knowledge, getting help from a collective or being distributed power. However, a view on power as a mainly internal business may raise questions concerning the individual’s possibilities or will to get in touch with other power generators. On the other hand, chiefly regarding power as an external capacity may impede the dynamics of responsible action since it is only possible to have and conduct from a certain position or under specific circumstances.
ER  - 

TY  - CONF
T1  - Enhancing interculturality and sustainability in teacher education through developing new tools and approaches for mobile learning
T2  - BUP Symposium 2021
A1  - Popov, Oleg
PY  - 2021
LA  - eng
KW  - teacher education
KW  - m-learning
KW  - sustainability
KW  - didactics of natural science
KW  - naturvetenskapens didaktik
AB  - In the recent decades, there has been a growing international consensus about importance of Education for Sustainable Development (ESD) at all educational levels, in different subjects, as well as in formal and informal structures. ESD is actively promoted by teacher education institutions around the world. The area of interculturality is also used to be in focus of international collaboration projects aiming to enhance sustainability in teacher education. However, natural science and mathematics teacher education has traditionally paid lower attention to “soft” parts of subject teaching such as internationalization, intercultural and critical competencies which are closely relate to 21st century skills (Bellanca & Brandt, 2010) then that of social sciences. Our previous research (Popov, Sturesson, 2015) shows that interculturality is not yet part of the Swedish science education mindscape. Moreover, current pandemic situation changed dramatically preconditions for physical meetings as well as for student and staff mobility especially outside EU-states area.The rapidly expanding mobile learning (m-learning) that employs handheld technology is a powerful international trend (Yildiz, et al. 2020).  Our smartphones are packed with internal sensors that can measure sound, light, acceleration, magnetic field strength, etc. (see below app Sensors). The smartphones' sensors are reliable and accurate enough to permit good measurements.This paper presents theoretical foundations and practical solutions demonstrating how smartphones and use of modern mobile applications can assist teacher education in fulfilling goals of sustainable development. In particular, focus is on mobile learning (m-learning) collaboration in geographically distributed and culturally diverse settings.
ER  - 

TY  - CONF
T1  - Working with Translanguaging in Swedish classrooms
A1  - Torpsten, Ann-Christin
A1  - Svensson, Gudrun
PY  - 2015
LA  - eng
PB  - Syddansk Universitet
KW  - translanguaging
KW  - teacher strategies
KW  - multilinguistic resources
KW  - developing of identity and knowledge
KW  - comparative literature education
KW  - litteraturvetenskap med didaktisk inriktning
AB  - The aim of this study is to reveal teachers’ strategies for making use of multilingual pupils’ linguistic repertoire and allowing multilingual competence to be a resource in the classroom. The term translanguaging was coined by Williams (1996), who studied strategic interaction in order to apply pupils’ multiple linguistic resources in the classroom. His studies showed that simultaneous multilinguistic practice not only led to improvement of pupils’ languages but also enhanced subject knowledge. Creese & Blackledge (2010), Garcia (2012), and Cummins & Persad (2014) also show that development of identity and knowledge is promoted when educating takes advantage of pupils’ previous linguistic experiences. However, according to Cummins (2007), teachers in L2 instruction apply linguistic strategies based on the view that use of L1 and L2 in the classroom does not further the development of the target language.This study proceeds from an action research (Denscombe 2009) sub-project within a multi-year research project, Interaction for the Development of Language and Identity in Multilingual Classrooms. The sub-project has special focus on linguistic resources and strategies, and spotlights in this study two teachers in elementary school who have started to work strategically to utilize 12 years old pupils’ linguistic resources. Our study analyses the concrete ways in which the teachers apply varied linguistic strategies according to Garcia (2012) when teaching. The material consists of 25 pupils’ written texts that are analyzed as per textual analysis. The material also consists of recorded conversations, observations of lessons and semi structural interviews which are analyzed with qualitative methods.The result shows that when teachers take advantage of the pupils’ linguistic repertoires by encouraging them to work together and apply all their linguistic knowledge when doing tasks the pupils create knowledge about concepts and forms of expression in both L1 and L2. The result also shows that pupils get a better understanding of L2-texts and improved writing as well as more confidence in their own capability. When the pupils’ diverse languages are regarded as a natural part of education also parents get involved which contributes to positive development of pupils’ identity by empowering of both pupils and parents.
ER  - 

TY  - CONF
T1  - Continuing Professional Development – a Threat to Teacher Professionalism
T2  - AERA annual meeting San Diego 21-26 April 2022
A1  - Langelotz, Lill
A1  - Norlund, Anita
A1  - Levinsson, Magnus
PY  - 2022
LA  - eng
KW  - teachers continuing professional development
KW  - following-the-money
KW  - invoices
KW  - lack of know-why knowledge
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - content in continuing professional development (cpd)
KW  - professionalism
KW  - lack of critical perspectives on education
KW  - lack of professional judgement
AB  - This paper asks following burning question: Where is a critical know-whyperspective on education, in teachers’ continuing professional development(CPD)? Point of departure is the first result of an ongoing (2020-2023)government funded research project in Sweden. A follow-the-money approachwas used to collect data. 1000 invoices, from three Swedish municipalities,were inductively analyzed and categorized. The results exposed how ethicalissues, climate crises, and social (in)justice are almost absent in the CPDcontentas is critical know-why professional knowledge. Framed by the notionof professionalism, we here further explore one of the municipalities anddiscuss fast policies imprint on local sites, the lack of cultivating know-whyknowledge, and how CPD might be a threat to teachers’ professionalism.
ER  - 

TY  - CONF
T1  - International Comparisons and Dynamics at the Education Policy Agora
T2  - EERA. Emerging Researchers' Conference. Copenhagen, August 2017
A1  - Schneuwly, Bernard
A1  - Popkewitz, Thomas S
A1  - Wärvik, Gun-Britt
A1  - Runesdotter, Caroline
A1  - Pettersson, Daniel
A1  - Prøitz, Tine S
A1  - Mausethagen, Sølvi
A1  - Foss Lindblad, Rita
A1  - Lindblad, Sverker
PY  - 2017
LA  - eng
KW  - international comparisons
KW  - education policy
KW  - science-society agora
KW  - teacher education and education work
AB  - The seminars working hypothesis has a lot in common with the well-known hypothesis of Lyotard (1984) saying that when society alters so does the status of knowledge. Knowledge can as such be described in terms of a discourse where legitimation of different kinds of knowledge is put in the fore. This discourse of legitimating knowledge is taking place in societal systems (cf. Luhmann, 1996) where knowledge legitimates itself as well as the systems which harboring legitimacy. In this, the society-science interaction is especially important due to that it acknowledges important relations and settings of power. In the seminar, we are elaborating on how a society-science connection is portrayed in the domain of education where we note how educational knowledge and educational policy is constructed and functioning in tandem in ways similar to the Lyotard hypothesis – when educational knowledge alters so does educational policy, and vice versa. This connection is analyzed based on an analytical use of the conceptual space description of agora (Nowotny et al., 2003), where various activities takes place in which educational knowledge and policy is constructed, framed and disseminated in tandem. Based on historical and empirical investigations we state that one prevailing reasoning (Hacking, 1992, Lindblad, Pettersson & Popkewitz, 2015) necessary for educational knowledge and policy in the contemporary is the notion on comparativism where comparisons such as rankings and hierarchizations between educational systems are in focus and not the qualities of education as such. Comparativism implies a reduction of complexity which is required to maintain a system’s power capability. During the last decades, the dissemination and growth of international large-scale assessments (ILSA) represents a reduction of such complexity. The power of new algorithms and technologies for classifying educational systems at the intersection of international actors and national policy and science, is repeatedly expressed in education policy debates. The emergence of this approach to education has been noted in research (Carvalho, 2012; Grek, 2009), mostly with a focus on relations between different actors at work in different layers and in transnational governance (Ozga, 2012; Djelic & Sahlin-Andersson, 2006). However, few studies have investigated the educational activities for providing educational knowledge and how they together provide major contributions of educational knowledge. Based on such notions, the purpose is to describe and analyze comparativism in education in order to critically examine and clarify what claims and educational reasoning that are put forwards as well as implications for educational design and action. We search for answers to the following set of questions: - how to capture and analyze the emergence of a comparativistic turn in educational research and policy; - how to describe the dynamics of an agora in the making of educational knowledge staged in tandem processes in research and policy; - how do international and national settings and agents interact in educational discourses? These problematics will be elaborated on in the seminar with a specific focus on Nordic contexts (Sweden and Norway) in international perspectives. We approach the problematics by especially observe the function of ILSA in the society-science relations and how these are discussed on the agora leading to tandem processes of policy and research. With the contributions in the seminar we are in a position to highlight some of the relations on how educational knowledge is constructed, framed and disseminated as tandem processes in a situation dissolving the dichotomy of society-science by reducing some of its complexity. When doing so we have the opportunity to analyze the intersection between science and society as an important field of education. We will also raise questions on how these kind of knowledge is perceived by media and public.
ER  - 

TY  - CONF
T1  - Making the diverse teacher - on difference as norm in Swedish teacher education
A1  - Åberg, Magnus
PY  - 2006
LA  - eng
KW  - genusvetenskap
ER  - 

TY  - CHAP
T1  - Doing Harm to Educational Knowledge: The struggle Over Teacher Education in Sweden and Norway
T2  - A Companion to Research in teacher Education
A1  - Säfström, Carl Anders
A1  - Saeverot, Herner
PY  - 2017
SP  - 179
EP  - 191
LA  - eng
PB  - Singapore : Springer
ER  - 

TY  - CHAP
T1  - Trends and Issues of Digital Learning in Sweden
T2  - Trends and Issues of Promoting Digital Learning in High-Digital-Competitiveness Countries
A1  - Masiello, Italo
A1  - Mohseni, Zeynab
A1  - Nordmark, Susanna
PY  - 2023
SP  - 311
EP  - 347
LA  - eng
PB  - Taiwan : Technological and Vocational Education Research Center (TVERC), National Taiwan Normal University, Taiwan and K-12 Education Administration (K12EA), Ministry of Education, Taiwan
KW  - digital learning
KW  - digital transformation
KW  - sweden
KW  - k-12
KW  - computer and information sciences computer science
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - This chapter discusses the trends and issues surrounding digital learning in K-12 schools in Sweden. It begins with an introduction to digital transformation in education and highlights its importance, both in Sweden and also more generally. The focus then shifts specifically to K-12 schools in Sweden and examines the current status of digital learning in this context, explaining the established physical IT infrastructure and broad use of digital tools at all levels of education. The challenges of COVID-19 were a catalyst to implement more goal-oriented activities for teachers and learners. This chapter identifies several trends in digital learning, including the integration of technology into the curriculum, the use of online resources and platforms, the implementation of personalized learning approaches, testbeds, programming and generative AI. It also highlights the challenges and issues associated with digital learning, such as the need for adequate infrastructure, technical support and teacher training, ensuring digital inclusion for all students, and addressing concerns regarding data privacy and security. In conclusion, this chapter emphasizes the need for continued efforts to foster digital learning in K-12 schools in Sweden, while also addressing the associated issues. It suggests that educators and stakeholders should collaborate to provide necessary resources and support for effective digital learning implementation in the classroom.
ER  - 

TY  - CONF
T1  - Meta-narratives and Self-identities in Gender Education Research in Sweden and Germany
A1  - Foss Lindblad, Rita
A1  - Bergviken Rensfeldt, Annika
A1  - Dodillet, Susanne
PY  - 2013
LA  - eng
KW  - gender
KW  - educational science
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This paper deals with differences and changes of self-understandings, scientific ideals and research practices in gender education research in Sweden, with comparisons made to Germany. In the paper we highlight differences in the ways in which gender education research has come to construct its history, its disputes as well as its present and future challenges. The identification and analyses of such differences have the purpose of exposing epistemic and social dynamics involved in the methodological specificities of educational gender research itself. Our focus is the meta-narratives on research identities and methodological innovations. Our research show significant differences in meta-narratives of gender education research in Sweden and Germany, and also important differences between these and the Anglo-American metanarratives that so strongly have dominated the gender and feminist research discourses. Whereas some of these differences can be explained in political terms (as differences in feminism and feminist impact), some can only by explained by differences in the constitution of the discipline (Education/pedagogik) and the ways in which educational research has been institutionalised within it.
ER  - 

TY  - CONF
T1  - Artificial intelligence curricula in nordic schools: policy ideas in institutional change – the Swedish case
A1  - Örtegren, Alex
PY  - 2025
LA  - eng
KW  - new institutionalism
KW  - policy ideas
KW  - upper secondary school
KW  - sweden
AB  - As artificial intelligence (AI) increasingly shapes society (Örtegren, 2024), education systems both in the Nordics and globally face the challenge of preparing students for socio-technical change, including AI-related digital competence with knowledge, skills, and democratic values. The challenge of preparing students for such changes play out in the field of digital education, where various actors (e.g., think tanks, media, researchers, teacher unions, commercial actors) engage in knowledge production and policy construction (Rensfeldt & Player-Koro, 2020). Such policy processes include curriculum change, where some countries have embedded AI-related digital competence within existing subjects, while others have created separate AI school subjects (UNESCO, 2022). The aim of this paper is to examine the integration of AI into the Swedish upper secondary school as a separate school subject, particularly how policy ideas about AI education are shaped and legitimized within the context of Nordic education. The theoretical framework used for analysis draws on new institutionalism, with attention to how ideas, institutions, and policy actors interact in educational change processes. The analyzed data include policy texts and interviews with key policy-process participants. The early results indicate how AI as a separate school subject is shaped by ideas embedded within discourses about future readiness and educational responsiveness to societal change. The influence of ideas seemingly stem from policy-process participants’ positions within the policy process combined with their networks outside the forum for official AI school subject policymaking. Ultimately, the ideas create tensions between democratic citizenship and social equity on the one hand, and labor market demands and global competitiveness on the other. These tensions reflect broader challenges in Nordic education systems as they adapt to technological change while committed to democratic values and social justice. The tentative results point to how AI education in the Nordic context can become a political project (cf. Selwyn, 2022), characterized by competing values and technical-instrumentalist perspectives that shape institutional structures and educational goals.
ER  - 

TY  - CONF
T1  - The competing discourse models future physics teachers’ meet during teacher training
T2  - International Science Education Conference 2014 Programme, Singapore
A1  - Larsson, Johanna
A1  - Airey, John
PY  - 2014
LA  - eng
KW  - teacher training
KW  - physics education
KW  - fysik med inriktning mot fysikens didaktik
KW  - physics with specialization in physics education
AB  - In Sweden, the education of high-school physics teachers is typically carried out in three different environments; the education department, the physics department and school itself during teaching practice. Drawing on the suggestion that teacher identities may be defined as collections of stories (Sfard & Pruzak, 2005), we investigate the discourse models (Gee, 2005) that can be found in these three environments and the potential effects they may have on the professional identity narratives that trainee physics teachers can invoke (Connelly & Clandinin, 1999).Our research questions are as follows:1. What is signaled as valued (and not valued) by members of the three environments that physics teachers meet during their training (school, education department, physics department)? 2. What discourse models can be identified from these value statements? 3. What is the potential effect of these discourse models on the narratives trainee physics teachers can tell about themselves as professionals?We carried out semi-structured interviews with instructors from the three environments. Our analysis involved iterative coding of the interview transcripts (Bogdan & Biklen, 1992) in order to construct discourse models.We identify a number of competing discourse models and discuss the ways in which these models can be seen to be at work, dictating which narratives are available and disallowed in the three environments.The study illustrates the problematic identity work needed to construct professional physics teacher identities from the disparate set of narratives made available in the environments that trainee teachers meet.
ER  - 

TY  - CONF
T1  - Teachers’ verbal accounts regarding their schools’ organizational and practical work with newly arrived students: a constructivist inspired analysis
T2  - Presented at: <em>Bortom krisen</em> (”Beyond the crisis”), Uppsala University and Swedish Sociological Association, Uppsala, Sweden (20220316-20220318).
A1  - Medegård, Emma
A1  - Henrixon, Karolina
A1  - Basic, Goran
PY  - 2022
LA  - eng
PB  - Uppsala, Sweden : Uppsala University and Swedish Sociological Association
KW  - school success
KW  - oral account
KW  - representation
KW  - verbal emphasis
KW  - social recognition
KW  - dramatization
KW  - integration
KW  - education
KW  - social pedagogy
KW  - socialpedagogik
KW  - special education
KW  - specialpedagogik
AB  - This study presents new knowledge arising from teachers’ verbal accounts of successes and obstacles in the organizational and practical work of upper-secondary schools with newly arrived students. The ethnographic material is based on 33 teacher interviews and 11 fair copies of field notes from observations in upper-secondary school contexts. Analysis of the empirical data was conducted within the framing of social constructivist theories and previous research. The verbal accounts regarding successes in the organizational and practical work of upper-secondary schools with newly arrived students are made visible in the analysis of the verbal interactive dynamic, when the study’s actors talk about three aspects. The first is the importance of creating a good relationship between teachers and newly arrived students. Second is the importance of seeing each newly arrived student as unique and relating to the student based on educational background and previous experiences of schooling in the home country, rather than basing the approach on the practical work with the student category “new arrivals” as if it were a homogeneous group. Third is the objective of creating a decent and personalized plan for the newly arrived student that is feasible within the time frame of the student’s upper-secondary school attendance, emphasizing the importance of speed in working with students when it comes to expected results.The analysis reveals several dimensions contributing to the construction and reconstruction of successes and obstacles in the teachers’ accounts. Teachers are constructed as actors with a power advantage relative to the “newly arrived student.” They set the agenda for student behavior, with an inclusive approach that is crucial to achieving success and counteracting obstacles. The approach imposes demands on how upper-secondary schools organize their work with newly arrived students and plays a role in determining supports and room for maneuvering that teachers have.
ER  - 

TY  - CONF
T1  - Ways of seeing the role of an advanced teacher in relation to school development in Sweden
A1  - Thelin, Katina
PY  - 2015
LA  - eng
KW  - advanced teachers
KW  - career
KW  - reform
KW  - school development
KW  - teachers
KW  - variation
KW  - education
AB  - Ways of seeing the role of an advanced teacher in relation to school development in SwedenIn today’s schools, the teachers’ work and professional knowledge are increasingly challenged and questioned, and politicians tend to seek quick solutions to the schools’ so-called crisis. One such solution was the implementation of a career position reform for advanced teachers in 2013.The 2013 career position reform for advanced teachers (SKOLF 2013: 147) allows schools to apply for state funding to establish careers for teachers in primary and secondary schools. Fully developed, the reform will include 17,000 teachers in 2016/2017. The reform includes a small number of lecturers (with a doctorate degree), but the project in which this study is carried out is restricted to research on the career positions of advanced teachers.The reform was introduced to offer support to individual teachers and their careers as well as contribute to school development. To what extent this is achievable depends on many different factors; including the conditions created for and by the teachers selected for this position, which, among others factors, is dependent on how the reform is interpreted by various actors. Research on School Effectiveness (see for instance Sammons, Hillman, & Mortimore, 1997)has contributed to knowledge of the characteristics of effective schools, namely schools that, in comparison to other schools, achieve good results. The starting point of the research is that something can be learned from schools that have proven to be successful. When effectiveness research starting points are transferred to local school practices, it seems essential to first identify effective teachers, teachers who, compared to others, achieve particularly good results with their students. And secondly, to work to ensure that their knowledge and teaching methods will be spread throughout the school. One way to interpret the reform is by equating the advanced teacher with the effective teacher, who has access to and can transfer knowledge to their colleagues on how to achieve good results.On the other hand, more process- and learning-oriented research about the development of schools has contributed to knowledge relevant for teachers learning in Professional Learning Communities (DuFour, 2004; Louise, 2006; Stoll & Louise, 2007; Wald & Castleberry, 2000), for teachers’ engagement in knowledge building processes based on every day practices as grounds for development (Thelin & Scherp, 2014) and for schools’ developmentinto Learning Organizations (Leitwood & Louise, 1998). Within such theoretical frameworks, school development takes the shape of a problem-solving process (Hameyer, 2001, Scherp, 2003). The perspective of school development as an open ended sense making process opens up for other interpretations of the role and work of the advanced teacher; than those based on the efficiency perspective. Instead of being considered a consumer of knowledge, the teacher is regarded as a producer or co-creator of learning and teaching knowledge.The aim of the study presented in this paper is to explore the ways in which the role of an advanced teacher is seen in relation to school development within Swedish educational context, by teachers selected for the position.MethodsQualitative research methods were used to construct and analyze the data. The data consisted of 40 responses to an open-question survey that was distributed to all advanced teachers in one Swedish municipality several months after commencing work. The municipality was chosen within my professional network through convenience sampling (Cohen, Manion & Morrison, 2011). From a total population of 106 teachers selected for an advanced teacher position in the municipality, 40 participated in the study. Further to the appointment process, which was carried out in two steps, data needed to be collected at two different occasions. From 28 teachers selected for the position in 2013, 19 responded to the survey. In 2014, 21 out of the 78 selected teachers responded.  During the period 2013-2014 my research colleges and I conducted interviews with six advanced teachers working in different municipalities. The interviews included several semi-structured questions, which was followed up by unstructured questions (See Löfdahl Hultman, Thelin, Hjalmarsson & Westman, 2014). Thanks to the broader approach, the greater number of questions and the possibility to follow up on the answers, these interviews contributed to a richer and deeper understanding of the complexity of the reform and has thus been useful when interpreting advanced teachers’ written answers in this study. Analysis was informed by variation theory (Marton & Tsui, 2004). Variation theory has also been used in defining ways of seeing as a research object.Tentative resultsResults suggest that variation in ways of seeing the advanced teachers’ role in relation to school development can be described by the use of four categories. In this paper these categories are labeled Role model, Educator, Developer and Learning leader. Seeing the advanced teacher as a Role model means focusing on what has already been accomplished rather what needs to be further developed. Through the reform advanced teachers are rewarded for their good work. Seeing the advanced teacher as an Educator means focusing on the sharing of knowledge to other teachers. Advanced teachers are considered experts on teaching and instruction. This way of seeing is typically associated with lecturing or tutoring activities.Seeing the advanced teacher as a Developer means focusing on developing instruction. From this point of view, efforts can be directed towards on subjects such as mathematics or towards specific teaching methods like flipped classroom.Seeing the advanced teacher as a Learning leader means focusing on collegial learning as a foundation for school development. Seen this way the advanced teacher becomes a team leader responsible for organizing developmental processes throughout the whole school.If the variation described in this paper reflects a variation among advanced teachers in general, the effects of the reform can be expected to vary. The question then will be, not only if or to what degree it will have an impact on practice but rather what impact it will have. The results have implications for the conditions set up for the Advanced Teachers (as well as other teachers), the work carried out by the Advanced Teachers, the Advanced Teachers relationships to their teacher colleagues, the result of the carrier position reform.Based on the results of the study, school leaders and advanced teachers are advised to learn more about the various perceptions of the reform’s intention as well as the role these teachers play in relation to school development. Different views need to be addressed and communicated.
ER  - 

TY  - JOUR
T1  - Exergames as a Teaching Tool in Physical Education?
T2  - Sport Science Review
SN  - 2066-8732
A1  - Meckbach, Jane
A1  - Gibbs, Béatrice
A1  - Almqvist, Jonas
A1  - Öhman, Marie
A1  - Quennerstedt, Mikael
PY  - 2013
VL  - 5
IS  - 22
SP  - 369
EP  - 385
LA  - eng
KW  - exergames
KW  - physical education
KW  - artefact
KW  - teaching tools
KW  - pe teacher
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - Video games are often highlighted as risk factors in relation to physical inactivity and increasing levels of obesity. Now a new type of video game, the exergame, has entered the market. In recent years, several countries have increasingly foregrounded exergames as a possible activity for use in school PE and as perhaps improving young people’s knowledge, skills, attitudes, and behaviors in relation to health and physical exercise. The purpose of this study is to explore Swedish PE teachers’ perceptions and use of exergames and also the barriers to and reasons for using exergames based on a survey containing closed- and open-ended questions. A total of 493 teachers (10% of all Swedish PE teachers) answered the questionnaire. The responses were coded and entered into SPSS, allowing for both descriptive data and cross-table analyses. The results show that 80 percent are familiar with exergames, 17 percent are recreational exergamers, and a few (3%) have tried using exergames in physical education and health. The reasons for introducing exergames are generally as follows: encouraging physical activity, offering different types of movement, and having fun. The barriers to introducing exergames are mainly: financial, prioritizing other activities, and the teachers’ own knowledge. The majority of the PE teachers are generally positive to introducing exergames as a teaching aid into their subject. However, this requires developing the teachers’ own knowledge of exergames. The choice of teaching content and the introduction of new activities and teaching tools also involve critically examining the games, and this, in turn, entails didactic reflection.
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TY  - CONF
T1  - Let's talk about teacher education! A CDA of media debates (2016-2017) about Swedish teacher education
A1  - Edling, Silvia
PY  - 2018
LA  - eng
KW  - innovative learning
KW  - innovativt lärande
AB  - The purpose of the paper is to contribute to international research on the media’s role when it comes to naming and framing the debate about teacher education, by using Sweden as a case. Four major newspapers in 2016-2017 have been analyzed in relation to: a) the challenges/strengths of current teacher education, b) solutions for changes/improvements in current teacher education and c) who the actors for promoting these changes/improvements might be. Drawing on critical discourse analysis, the study shows that the media mainly emphasizes the negative aspects of teacher education, specifically a scepticism towards the scientific basis. An outside-inprofessionalism is emphasized. The desired changes are mainly concerned with altering postmodern perspectives to cognitive ones, followed by organizational changes and the development of teachers’ professional skills. Finally, the debate is fuelled by a few people outside the field of educational research who argue that researchers in psychology and neuroscience should have the power to define the content of education. The results corresponds well with international research, but at the same time provide information about current challenges and solutions that advocators in media highlights in relation to Swedish teacher education. They bring to fore the need for more nuanced debates about teacher education.
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TY  - CONF
T1  - Competences developed in a double degree programme: Master of science in engineering and in education
T2  - INTED2017
A1  - Cronhjort, Mikael
A1  - Naeslund, L.
A1  - Nyberg, Sara
PY  - 2017
SP  - 1762
EP  - 1767
LA  - eng
PB  - : IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT
KW  - competences
KW  - double degree programme
KW  - education
KW  - engineering
KW  - grounded theory
AB  - Since 2002 there has been a double degree programme in Stockholm, Sweden thanks to a joint venture between KTH Royal Institute of Technology and Stockholm University. After five years of studying, which is the stipulated time for the teacher programme and engineering programmes in general, the graduates become engineers and teachers. By choosing this programme the graduates have the option of two professions during their careers. At present Sweden is in desperate need of more teachers in maths, science, and technology. These career options also offer flexibility when the number of teenagers decreases, or companies have to downsize. Sceptics might fear that this programme could lead to less competence, due to less time spent on specialising within the subjects of engineering, but according to Trevelyan most engineers spend more time on human interaction than on design and calculus [1]. Thus, studies in education can provide engineers with additional useful competence. Previous studies on double degree programmes have mainly focused on organizational problems, except for Wimshurst & Manning who mapped students' ongoing experiences when they combined a degree in criminology with degrees in other disciplines. These students complained about disjoint courses instead of joint discourses [2]. The aim of our study is to map and analyse: 1 how alumni evaluate this programme in retrospect, and 2 how they describe their present competences. Accordingly, 49 alumni answered a questionnaire in June 2016; and 15 of these respondents were selected for a tape recorded interview face to face. These alumni graduated from the programme 2-9 years ago. The data were coded according to principles of Grounded Theory [3]. In retrospect these alumni do appreciate the programme. Most respondents comment on the merits of maths learnt at KTH, though only a minority of engineers use higher maths as a practical tool. On the other hand, maths serves as a prototype for problem solving in general. Studies and training in leadership, learning theories and communication offer important tools for most engineers. Alumni employed as teachers claim that they are more well-prepared to teach maths, science, and technology than other teachers, partly because they can illustrate phenomena by giving examples from other realities than the school context. Alumni's descriptions of their present competence illuminate various combinations of engineering and educational skills. When data were coded three main categories emerged: material, processual and functional. Finally, the core category was formulated as follows: The programme matches new needs in present working life, i.e. that expertise knowledge is communicated to various kinds of recipients. The programme does not primarily reproduce labour, but rather support alumni in creating niches for themselves by pushing, widening and going beyond previous professional roles in working life. Conclusion: The double degree programme provides labour market with competent teachers and with communicative engineers. This is important in our era, when working life is partly transforming from standardized production into flexible knowledge processing.
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TY  - CONF
T1  - Developing the Relational Competence of Early Childhood Education Teachers Through Playworlds: Contributions From a Swedish Preschool
A1  - Ferholt, Beth
A1  - Nilsson, Monica
A1  - Lecusay, Robert
PY  - 2018
LA  - eng
AB  - Biesta (2006) argues that within the past two decades there has been a rise in the concept of “learning” and a decline in the concept of “education”. He calls this the “learnification” of education: “the translation of all there is to say about education in terms of learning and learners” (Biesta, 2009, p. 5). He argues that this is problematic in part because learning is basically an individual concept referring to what people as individuals do, versus education, which implies a relationship.The field of early childhood education and care is uniquely situated to respond to “learnification”. In this paper we challenge the view that teachers teach children in preschools, in an effort to replace it with the view that preschool children and their teachers are engaged in reciprocal learning and development. We do so by analyzing that ways that teacher participation in a pedagogical practice consisting of adult-child joint play, called playworld (Lindqvist, 1995), can support the development of teachers’ relational competence.Relational competence is “the skill of entering into and building relationships” (Aspelin, 2015, p. 35). Aspelin (2015) writes that “Questions about what teachers’ relational competence means, how it promotes students’ learning and how it can be developed in teacher education, further education of teachers and in pedagogical practices is largely unexplored.” In playworlds (Lindqvist, 1995) adults actively enter into the fantasy play of young children as a means of promoting the development and quality of life of both adults and children. Thus, in this paper we begin from a relational pedagogical perspective (Aspelin & Persson, 2011) where the concepts of co-existence and co-operation, in addition to “attitude to relationships” and “attitude in relationships” are foci. This conceptual framework is applied in the analysis of transcripts and field notes from a case study of three preschool teachers implementing the playworld pedagogy for the first time in their classroom.This case study consists of observations from a two-year ethnographic research project that took place in three preschools, all of which followed a pedagogy of listening and exploratory learning approach originated from the municipal preschools of Reggio Emilia. The research project was originally designed to examine if and how the teachers in these three preschools adopted and adapted into their own practices the Vygotskian-inspired playworld play pedagogy. The research study data wasIn Event: Putting the Teacher in the Picture: Perspectives From Early Childhood Education in Japan, Sweden, Finland, and Brooklyngathered through participant observation using a variety of documentation methods, e. g.: interview, field notes, audio recorded reflection- and planning meetings and teachers pedagogical documentation.Findings include the following: Relational competence developed through the fostering of trust and authentic/honest communication, but this communication was often difficult for teachers, pushing them to challenge each other in ways that made them uncomfortable; Relational Competence developed through co-existence, in which “attitude in relationships” had a potential to emerge; “attitude in relationships” occur in playworlds, in which teachers encounter each other and the children in ways that go beyond the “rational” and encourage ethical steps in the development of subjectivity.
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TY  - CONF
T1  - Digital citizenship in teacher education: Social science teacher educators navigating the age of AI
A1  - Örtegren, Alex
PY  - 2025
LA  - eng
KW  - digital citizenship
KW  - social science teacher education
KW  - professional digital competence
AB  - Democracy and citizenship education are key priorities across European education systems, with schools and teacher education playing vital roles in preparing young people for participation in society (Raiker et al., 2019). Artificial intelligence (AI) is becoming increasingly important in this context, making it a key priority for the European Commission (2020) in light of how digital technologies are globally reshaping relationships between democracy, technology, and education (Vuorikari et al., 2022). In European schools, democracy and citizenship are commonly addressed in the school subject social science education. Because this subject is responsive to its societal context (Sandahl, 2018), the changing relationships between democracy and technology place new demands on social science teacher education, with AI as a crucial aspect. Specifically, teacher educators need professional digital competence (PDC) to prepare social science teachers to address democracy related to AI and other digital technologies, which in the literature has emerged as a distinct field known as digital citizenship. While research has highlighted the importance of teacher educators’ PDC in supporting student teachers’ development of knowledge and skills related to digital technologies broadly (Gudmundsdottir & Hatlevik, 2018), less is known about how teacher educators view their PDC and teaching responsibilities related to digital citizenship with a focus on AI (Örtegren & Olofsson, 2024; Velander et al., 2024; cf. Sperling et al., 2024).Through a survey, this mixed-methods paper examines the following research questions: (a) What patterns emerge in how social science teacher educators across teacher education institutions in Sweden view their PDC and teaching responsibilities related to digital citizenship?, and (b) How do social science teacher educators view the role of social science education in addressing AI as part of teaching for digital citizenship? The Swedish context offers insights into broader European trends in digital citizenship education (European Commission, 2021), particularly discussions about teacher educators’ preparedness to address democracy in rapidly evolving societal contexts where technology and social practices influence each other (Cervera & Caena, 2022; MacKenzie & Wajcman, 2005).The paper is theoretically informed by conceptualizations of PDC as dynamic and responsive to societal changes, where teacher educators face a dual-didactic task: teaching both subject content and how to teach that content (Uerz et al., 2018). Reportedly, this dual role is particularly complex in social science education, where content itself is in flux due to rapid sociotechnical developments. This paper thus addresses calls for research on how teacher education institutions across Europe prepare future teachers to address the implications of digital technologies for democracy (Flores, 2023; Örtegren, 2024; Vajen et al., 2023).Methodology, Methods, Research Instruments or Sources UsedThe study employed a convergent mixed-methods design (Creswell & Clark, 2018) where quantitative and qualitative data were collected simultaneously through a web-based survey distributed to social science teacher educators across Sweden’s teacher education institutions. Participants were identified through purposive sampling, with recommendations from 16 program coordinators, directors of studies, and subject directors at Swedish teacher education institutions, identifying 78 teacher educators whose teaching included or could include questions related to digital citizenship.The survey combined closed and open-ended questions, allowing for both broad pattern identification and deeper insights into teacher educators’ views (Creswell & Clark, 2018). The survey design was informed by previous qualitative studies in the Swedish teacher education context (Örtegren, 2022; Örtegren & Olofsson, 2024), with additional questions concerning AI technologies. Quantitative data were analyzed using descriptive statistics in SPSS, while qualitative data from open-ended questions were analyzed using reflexive thematic analysis (Braun et al., 2019) in NVivo to enable an integrated (mixed) interpretation of the results.Conclusions, Expected Outcomes or FindingsInitial analyses suggest that as teacher educators navigate their dual-didactic task related to digital citizenship, particularly concerning AI, differences emerge in PDC and teaching responsibilities. Specifically, the analyses suggest three themes. First, while teacher educators generally acknowledge the importance of addressing digital citizenship in social science teacher education, including AI, there seem to be variations in what aspects they believe should be addressed and how. Initial analyses highlight the dominant role of source criticism, although interpretations of what this means for teaching and learning may vary.Second, the early results indicate that teacher educators’ personal trajectories and institutional contexts influence their approach to teaching for digital citizenship. This includes how previous teaching experience, research interests, and disciplinary backgrounds can shape their understanding of why digital citizenship should be addressed in social science teacher education and the extent to which AI should be incorporated.Third, the initial analyses also point to organizational and personal conditions, and how these can influence teacher educators’ PDC to teach for digital citizenship. Organizational challenges may include maintaining responsiveness to societal and technological change, particularly concerning AI – a key priority in European education policy (European Commission, 2021). Personal conditions are potentially linked to disciplinary backgrounds, reflecting broader European challenges in teacher education, where teacher educators’ preparedness to address emerging technologies like AI varies considerably across institutions and disciplines (Cervera & Caena, 2022).In the European context, these results can inform teacher education research and practice by providing insights into how institutions can better support teacher educators’ PDC development in ways that are responsive to sociotechnical change. This includes understanding how disciplinary backgrounds and institutional contexts shape approaches to digital citizenship, and developing organizational structures that promote both responsiveness to emerging technologies like AI and program cohesion at European teacher education institutions.
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TY  - CONF
T1  - Students’ and Teachers’ Experience of Globalization/Internationalization ‘of’ Higher Education - Emphasizing a pedagogical stance in an internationalized teaching and learning context
A1  - Wihlborg, Monne
PY  - 2006
LA  - eng
AB  - The conclusions in this paper are drawn from the results of four empirical studies. It has been important to take an empirical approach in the investigation, concerned with internationalization of higher education, since even though plentiful of studies over the last decades have been concerned with internationalization in/of higher education, it has not been from the perspectives from the teachers and students and their experiences of aspects of internationalization in relation to their educational context (that is, as a student, and as a teacher). The phenomenon of internationalization in higher education has, even though frequently investigated during the last three decades, been addressed as unclear, vague, ambiguous, and obscure, and has not become clearly conceptualized in an educational practice. Various phenomena complexes have however been typologically outlined, dealing with internationalization in terms of various ideologies or in terms of doctrines, or as a state of things, or as an overall process, emphasizing various foci and relating these to various components. What is emphasized in this paper is a shift from an overall external perspective to a relational experienced based perspective, viewed as the description of students’ and teachers’ experiences and understandings of an internationalized educational context. The results show that the participants did not share a mutual understanding of the phenomenon of internationalization, or a shared curriculum (understanding). This leads to consequences in teaching and learning approaches, based on the various experiences/understandings of the phenomenon of internationalization in relation to teachers and students experiences. The results imply that the main reason for the perceived lack of clarity concerning ‘internationalization’ relates to a lack of teachers pedagogical/didactical theoretical awareness with consequences for students in teaching and learning situations, when issues/topics/matters/aspects of internationalization are focused on. This study has been conducted within the educational context Swedish nurse education. It is argued that (the) internationalization of curricula and the view of learning of aspects of internationalization within internationalized contexts of higher education, must head for a change.
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TY  - CONF
T1  - Extramural Swedish: What out-of-school learning opportunities are there for Swedish as a second language learners?
T2  - ASLA 2024
A1  - Bergström, Denise
A1  - Strandberg, Agnes
PY  - 2024
SP  - 16
EP  - 17
LA  - eng
PB  - : Högskolan Dalarna
KW  - english and education
KW  - engelska med didaktisk inriktning
KW  - svenska med didaktisk inriktning
KW  - swedish and education
AB  - Adolescents who have newly arrived in Sweden face a considerable learning task in trying to acquire substantial Swedish proficiency in as little time as possible. One potential source of learning input could be out-of-school (extramural) exposure to the language, which has been identified as a key factor for students’ learning of English (e.g., Sundqvist, 2009). While the Swedish field of language education has considerable knowledge about the extramural English exposure of Swedish students, little attention has been directed to learners of Swedish in Sweden. Given that newly arrived students learning Swedish do so in a Swedish context means that they should have vast potential exposure to the language outside of school, which could facilitate their learning. However, Nuottaniemi (2023), as an example, highlights that many learners have few Swedish-speaking arenas outside of the classroom. This raises the question of the extent of extramural Swedish exposure for these learners. This study draws on the considerable knowledge base concerning the learning opportunities in informal out-of-school language exposure. This has been found in many studies focusing on extramural English and Swedish learners of English (e.g., Sundqvist, 2009; Sylvén & Sundqvist, 2012). It has also been suggested that extramural exposure poses challenges in the classroom, as students come with different levels of knowledge (e.g., Sundqvist & Olin-Scheller, 2013). Knowledge concerning the extent of extramural Swedish exposure could provide valuable insights about the realities of the Swedish as an L2 classroom and what learning opportunities students have that complement their Swedish classes in school. Extramural Swedish encounters could potentially occur not only in real world interaction but also in digitized contexts, such as online or in popular culture. Thus, the paper sheds light on language and communication in the digital age. Moreover, qualitative insights concerning students’ encounters with different languages offer additional perspectives on how the social realities of the students impact their extramural exposure and choices. The purpose of the study is to map the extent and nature of extramural Swedish that immigrant learners attending the Språkintroduktion program encounter. In this way, a knowledge gap is addressed as regards the informal Swedish learning opportunities of this student group. In this paper, the results of a pilot study mapping extramural Swedish exposure is presented. The data was gathered using self-reports in the form of language questionnaires and language diaries as well as follow-up interviews with learners. The follow-up interviews are valuable in this context, given the sociopolitical factors that have major impact on this group of learners. The paper shares tentative results concerning the amount of extramural Swedish exposure, a discussion on the methodological difficulties in gathering data in multilingual classes and an outline for the upcoming large-scale study where data is gathered from a larger sample and teacher perspectives are elicited for a deeper understanding of the classroom. References:Nuottaniemi, A. (2023). Flerspråkighetens gränser: Språkdidaktik på (o)jämlik grund i migrationernas tid [The limits to multilingualism: Language pedagogy on (un)equal grounds in the age of migrations] [Doctoral dissertation, Umeå University].Sundqvist, P. (2009). Extramural English matters: Out-of-school English and its impact on Swedish ninth graders’ oral proficiency and vocabulary [Doctoral dissertation, Karlstad University].Sundqvist, P., & Olin‐Scheller, C. (2013). Classroom vs. extramural English: Teachers dealing with demotivation. Language and Linguistics Compass, 7(6), 329–338. https://doi.org/10.1111/lnc3.12031Sylvén, L. K., & Sundqvist, P. (2012). Gaming as extramural English L2 learning and L2 proficiency among young learners. ReCALL, 24(3), 302–321. https://doi.org/10.1017/S095834401200016X 
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TY  - CONF
T1  - "As a Teacher, You Have to Take Risks": A Narrative Study on Digital Technology in Swedish Vocational Education
A1  - Kilbrink, Nina
A1  - Enochsson, Ann-Britt
A1  - Söderlind, Linda
PY  - 2017
LA  - eng
PB  - Aalborg University
ER  - 

TY  - CONF
T1  - Study guidance in mathematics for newcomer pupils in Sweden: policy, language and subject teaching traditions
T2  - Evascol - School, migration, itinerancy: complementary perspectives, 5-6 April 2018, Suresnes, France
A1  - Avery, Helen
PY  - 2018
LA  - eng
KW  - newly arrived
KW  - sweden
KW  - reception measures
KW  - study guidance
KW  - language policy
KW  - migration
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
KW  - humaniora
KW  - humanities
AB  - The presentation is based on a review of the litterature on newcomer education in Sweden, including a discussion of the most recent policy changes and observations on their effects. Specific impacts of policy concerning study guidance in mathematics are illustrated with examples from classroom observations and teacher interviews.
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TY  - CONF
T1  - Assessment of movement in Swedish PETE: A matter of learning or just ticking a box?
A1  - Backman, Erik
A1  - Nyberg, Gunn
A1  - Larsson, Håkan
PY  - 2017
LA  - eng
KW  - physical education teacher education
KW  - assessment
KW  - content knowledge
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
KW  - utbildning och lärande
AB  - The general knowledge base of Health and Physical Education Teacher Education (HPETE) is growing stronger. As a part of that knowledge base there is an ongoing discussion of the meaning of HPETE students’ movement capabilities (Brown 2013, Capel et al 2011, Johnson 2013, Siedentop 2009, Tinning 2010). Lee Shulman’s (1987) framework of Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) have been used by scholars to examine how students’ ability to move and their ability to teach are valued in HPETE (Backman & Pearson 2016, Herold & Waring 2016, Ward et al 2015). However, the students’ own voices about these issues have rarely been acknowledged. The aim with this paper is therefore to examine how HPETE students at one university in Sweden experience the assessment of movement knowledge in and about aquatics, dance and ice-skating. Semi-structured interviews with two groups including a total of seven students were performed by the one researcher at three different occasions. The interviewing researcher’s regularly work is not at the same university as the participating students. The interviews focused specifically on the teaching and assessment of aquatics, dance and skating within the first semester of HPETE. The transcription of the six interviews was performed by external assistance and the students were all anonymized in the transcribed material. The following analysis, performed by two researchers stationed at the same university as the participating students, focused on how the transcribed material related to the aim and the concepts of Shulman. Preliminary results show several expressions of that the students in our study were not sure of what kinds or what level of movement knowledge were expected of them as they entered HPETE. Further, several students expressed limited possibilities to develop movement ability merely through HPETE teaching but at the same time, practicing unfamiliar movements outside HPETE teacher-led teaching was rare. Although assessment of movement knowledge were most commonly expressed as a qualitative process, some students mentioned that they occasionally experienced assessment of movement knowledge as “a-tick-in-a-box”. Interestingly, the cognitive aspects of movement knowledge (i.e. describe, observe, analyse, discuss, etc.) were on the one hand expressed as vital, but on the other as less characterized by learning compared to the practice of movement skills. The results will be analysed and discussed in relation to research within the field and in relation to Lee Shulman’s framework of CK and PCK. Although making no claims to generalize the results in this study based on the limited number of participants, they might contribute to the discussion of what forms of knowledge to prioritise in HPETE, and thereby also help develop HPE on a school level.ReferencesBackman, E. & Pearson, P. 2016. “We should assess the students in more authentic situations”. Swedish PE teacher educators’ views of the meaning of movement skills for future PE teachers. European Physical Education Review. 22(1): 47-64.Brown, T.D. 2013. “A vision lost? (Re)articulating an Arnoldian conception of education ‘in’ movement in physical education.” Sport, Education and Society 18 (1): 21-37.Capel, S., Hayes, S., Katene, W. and P. Velija. 2011. “The interaction of factors which influence secondary student physical education teachers’ knowledge and development as teachers.” European Physical Education Review, 17 (2): 183–201.Herold, F. and M. Waring. 2016. “Is practical subject matter knowledge still important? Examining the Siedentopian perspective on the role of content knowledge in physical education teacher education.” Physical Education and Sport Pedagogy. Advance online publication. doi: 10.1080/17408989.2016.1192592Johnson, T.G. 2013. “The value of performance in Physical Education teacher education.” Quest 65 (4): 485-497.Shulman, L.S. 1987. “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational Review 57 (1): 1-21.Siedentop, D. 2009. “Content Knowledge for Physical Education. In The Routledge Physical Education Reader, edited by R. Bailey and D. Kirk, 243-253. Abingdon: RoutledgeTinning, R. 2010. Pedagogy and human movement: theory, practice, research. Abingdon: Routledge.Ward, P., Kim, I., Ko, B. and W. Li. 2015. “Effects of Improving Teachers’ Content Knowledge on Teaching and Student Learning in Physical Education.” Research Quarterly for Exercise and Sport 86 (2): 130–139.
ER  - 

TY  - CONF
T1  - Leading for learning in higher education - challenges and possibilities
T2  - AUSTRALIAN ASSOCIATION FOR RESEARCH IN EDUCATION (AARE) CONFERENCE 2018
A1  - Langelotz, Lill
A1  - Mahon, Kathleen
PY  - 2018
LA  - eng
KW  - leading practices in higher education
KW  - theory of practice architectures
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Leading for learning in higher education – challenges and possibilitiesLill Langelotz and Kathleen Mahon, University of Borås, SwedenFew people would deny that universities are becoming increasingly complex educational environments due to significant changes in the nature of academic work and to changing societal expectations. University leaders face challenges and opportunities amidst this complexity, especially regarding responsibilities associated with student learning. The capacity of leaders and managers to respond is arguably affected by the arrangements and practices embedded within their own universities. Understanding these challenges and opportunities, and how current arrangements and practices contribute to or limit them, is central for finding sustainable ways of meeting educational responsibilities and supporting leading for student learning.This paper explores one Swedish university’s effort to enhance academic leading, and to understand the salient site-based arrangements and practices affecting leading for learning. These goals underpinned a series of four seminars on ‘Academic leading – with a focus on student learning’ developed for all staff in management positions (including administration). The seminars were inquiry-focused, generating participant artefacts (e.g., diagrams, PowerPoint presentations) that were used to inform seminar discussions. This material was also analysed as part of an ongoing practitioner inquiry aimed at understanding and addressing site-based challenges for academic leading. Both the seminars and analysis were theoretically framed by the ‘theory of practice architectures’[1].Initial results show a need for explicitly focussing on the learning environment in everyday activities, and for clear articulation of goals and visions on both institutional and departmental levels. They also point to the importance of opportunities (i.e., time) for staff to reflect in organised ways on their practice and engage in professional learning activities and strategic development, as well as the need for further interrogation of activities that take up time that could otherwise be spent on developing good pedagogical work (e.g., administrative tasks). From a social-political perspective, the results emphasise the need for building trusting, productive staff relations within and between departments, faculties, and administration teams.The paper raises the question, on the basis of the analysis, of how we can more effectively and sustainably support leading for learning given the challenges and complexities of academic environments, by creating new practice architectures and/or by reorienting existing ones that constrain leading and professional learning in unhelpful ways.[1] Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (2014). Changing practices, changing education. Singapore: Springer.
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TY  - CONF
T1  - What you teach is what you get?: Exploring the experiences of prospective mathematics teachers during a teacher education programme
T2  - Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education
A1  - Ebbelind, Andreas
A1  - Helliwell, Tracy
PY  - 2022
LA  - eng
PB  - Bolzano : HAL Science Ouverte
KW  - mathematics teacher education programmes mathematics teacher educator language prospective mathematics teachers enactivism systemic functional linguistics
KW  - mathematical education
KW  - matematikdidaktik
AB  - The role of the teacher education programme in preparing mathematics teachers to teach mathematics is an under-researched area within mathematics education. In this paper, we analyse four components of empirical material, each captured from a teacher education programme based in Sweden. Using a methodological approach informed by enactivism and Systemic Functional Linguistics, we build on previous analysis of the language-in-use of one mathematics teacher educator to situate a further layer of analysis, this time, from the perspective of a prospective mathematics teacher. Our findings suggest the prospective teacher in this study, who had positive experiences of mathematics at school, learns to align linguistically with the mathematics teacher educator’s contrasting views of mathematics teaching and learning, and in doing so, creates herself a safe space.
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TY  - CHAP
T1  - Building bridges between Physical Education Teacher Education (PETE) and school physical education and health (PEH) – examples from Sweden
T2  - Physical Education in University: Researches - Best Practices – Situation. Miroslav Bobrík, Branislav Antala, Robin Pělucha (red.)
A1  - Lundvall, Suzanne
A1  - Tidén, Anna
PY  - 2020
SP  - 193
EP  - 202
LA  - eng
PB  - Bratislava : Slovak Scientific Society for Physical Education and Sport and FIEP
KW  - pete research
KW  - bridging practices between higher education and school
KW  - graduate school
KW  - doctoral programme in pe
AB  - The building and bridging between higher education and school practice is a topic for this chapter. A special focus is put on the academization process of physical education (PE), physical education teacher education (PETE) and practices related to this ongoing process. The chapter starts with a short historical background of the development of PE and PETE research practices in Sweden. Focus then turns to initiatives taken to stimulate a bridging between higher education, research and school practice. Two concrete examples of bridging practices between higher education and school will be given to illustrate challenges, pros and cons with the initiatives taken and the results thereof.
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TY  - CONF
T1  - Conceptions of Health Among Swedish Physical Education Teachers
T2  - EERA Network: 08. Health and Wellbeing Education
A1  - Korp, Peter
A1  - Quennerstedt, Mikael
A1  - Barker, Dean
A1  - Anna, Johansson
PY  - 2022
LA  - eng
KW  - theories of health
KW  - physical education teachers
KW  - focus groups
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - In Sweden, the primary school has an overall goal to protect and support students' health development. Physical Education has an important role in reaching this goal and since 1994 health has been included in its designation (Physical Education and Health). The curriculum for Swedish PE has since aimed at developing students' physical, psychological, and social abilities, and providing knowledge about the importance of a healthy lifestyle (Lundvall & Meckbach, 2008). This development is not unique to Sweden, health has over the last decades become a central content in PE in many countries, often in response to a perceived threat from an "obesity epidemic", but also because of a general shift towards a “holistic” discourse in PE during the1980s and 1990s (Lynch & Soukup, 2016). This holistic discourse advocates a broader health concept, and PE as a critical and constructive tool for reflecting on and learning from experiences of different physical activities (e g. Quennerstedt, 2019).Research on PE teachers discourses of health and obesity suggest that they tend to see health as a matter of physical properties (e g.Vaera and Underwood, 2016; Gray et al., 2018). Body, size, and weight are often regarded as indicators of health. Thus, to be healthy is to be slim and fit, while unhealth is associated with fatness. PE teachers also tend to regard health as a matter of individual responsibility i.e., to have the character to do the “right” and “healthy” choices (e g. Garett and Wrench, 2012). While there are expressions of holistic perspectives of health they tend to be overlooked or subjected to a medical and pathogenetic approach. However, there are also expressions of ambivalence and counter discourses among PE teachers regarding how health is conceptualized (Welch & Wright, 2011;Gray et al., 2018).In a previous study using the same data as we will present here, we studied how PE teachers were using discursive resources related to obesity in creating professional identities (Barker et al, 2020). While the participating teachers’ identities contained elements that are fundamentally unsympathetic to overweight individuals, we found that the PE teachers were more inclusive, sensitive, and critical regarding questions of body size, weight, and health than current PE literature on obesity suggest (Barker et al, 2020). This finding sparked our interest for investigating how these teachers more specifically made sense of the concept of health.According to Flick et al. (2002:583), people hold everyday ideas of what health is. These ideas are constructed and transformed in everyday interactions, being influenced by concepts of health found in research, everyday knowledge, media, and public discourse. Professional groups, sharing educational background and professional socialization, tend to produce common social representations that have implications for how they understand and deal with different problems (Flick et al. 2002:583).The aim of this study therefore to explore what conceptions and theories about health that are expressed in Swedish physical education teachers' descriptions of their teaching practice. We are also interested in how the teachers´ theories of health reflects healthism and obesity discourses, and to what extent they reflect a holistic understanding of health. The research questions guiding our study are 1) what theories of health are expressed in the teachers´ accounts of health? and 2) what practical consequences does the teachers´ theories of health have? Unlike most research on people's everyday perceptions of health we do not study personal experiences of illness, but the professional"everyday theories" that teachers use to meet the curriculum’s requirements for teaching physical education and health.Methodology, Methods, Research Instruments or Sources UsedThe data analyzed in this paper was collected in a project studying discourses of body, health, and weight among physical education teachers (see Barker et al. 2020 & 2021). The data was collected in Sweden in the fall 2018 and the spring 2019. The study involved PE-teachers in the grades 7-9 within compulsory schools in Sweden. In total, there were 24 participants (11 women and 13 men), aged 27 to 61, with a professional experience as a PE teacher between one and 30 years. Data was collected through six focus group interviews and six individual interviews. Health was one of several areas covered. The focus was on questions related to what it means to be a good student in PE, if there is a normal body in PE, if there is a healthy body in PE and what health is. We also asked about how the teachers “deal” with overweight students in the PE teaching and if they had been working with the body as a subject area in their teaching. Follow up questions opened for elaborations on specific topics. Sometimes these elaborations were initiated by the teachers, sometimes by the interviewer.We conducted a thematic analysis of our data (Braun et al., 2016). The interviews were recorded and transcribed verbatim. Our strategy has been to identify, compare, contrast, and make sense themes in the teachers’ accounts. Conducted by the first author, the analysis started with iterative readings, followed by a process of initial coding to identify how the teachers accounted for health in relation to their professional practice as PE teachers. When initial codes were generated, the first author reiteratively organized the data into meaningful themes that reflected common ways of representing health among the teachers. Themes were checked for emerging patterns, variability, and consistency. We also checked for how the themes we found were related to and build on specific discourses.Conclusions, Expected Outcomes or FindingsHealth was described and discussed in many ways by the teachers, but four dominant themes emerged in the material. The themes are distinct but related in different ways and different themes were often expressed in the same interview and by the same teacher.1) Health as a healthy attitude. This theme captures the recurring argument that health is a matter of attitude and that a healthy attitude is self-reinforcing and thus creates health.2) Health as functional ability. Being able to do things and to function in different everyday situations, was an often referred to understanding of health. It was also within this theme that health was expressed in terms of “social capacities”.3) Health as fitness. This is the theme that is most often explicitly expressed in the interviews. Being fit is an attribute that most teachers consider an important indicator of health. There were also recurring expressions of frustration over decreasing levels of fitness among students.4) Health as mental wellbeing. The teachers often relate to a holistic approach to health and talk about health in terms of “balance in life” and “to know yourself”, but also about being comfortable and satisfied with oneself. The teachers in our study present an understanding of health that in many ways replicates what has been identified in previous studies (e g., Flick et al. 2002). In terms of theories the teachers present different systems of thoughts about what health is and how it is determined. The common idea of health as a healthy attitude is an example of such a system that defines health as a fundamentally mental phenomenon. This "theorizing" is the most critical in terms of practical implications because it includes the idea that overweight and obese students can overcome health problems through a healthy attitude.ReferencesBraun, V., Clarke, V., & Weate, P. (2016). Using thematic analysis in sport and exercise research. In B. Smith, & A. C. Sparkes (Eds.), Routledge handbook of qualitative research in sport and exercise. London: Taylor & Francis (Routledge).Barker, D., Quennerstedt, M., Johansson, A., and Korp, P. (2021), Physical Education Teachers and Competing Obesity Discourses: An Examination of Emerging Professional Identities, Journal of Teaching in Physical Education, Vol. 40, No. 4, pp.642-651.Barker, D., Quennerstedt, M., Johansson, A. and Korp, P. (2021), Fit for the job? How corporeal expectations shape physical education teachers’ understandings of content, pedagogy, and the purposes of physical education, Physical Education and Sport Pedagogy.Flick, U., Fischer, C., Schwartz, F. W. and Walter, U. (2002), Social representations of health held by health professionals: the case of general practioners and home-care nurses, Social Science Information, Vol. 41, No. 4, pp.581-602.Garrett, R. and Wrench, A. (2012), ‘Society has taught us to judge’: Cultures of the body in teacher education, Asia-Pacific Journal of Teacher Education, Vol. 40, No. 2, pp.111-126.Gray, S., MacIsaac, S. and Harvey, W. J. (2018), A comparative study of Canadian and Scottish students’ perspectives on health, the body and the physical education curriculum: the challenge of ‘doing’ critical, Curriculum Studies in Health and Physical Education, Vol 9, No. 1, pp.22-42.Lundvall, S. and Meckbach, J. (2008), Mind the gap: physical education and health and the frame factor theory as a tool for analysing educational settings, Physical Education and Sport Pedagogy, 13:4, 345-364.Lynch, T. and Soukup, G. J. (2016), “Physical education”, “health and physical education”, “physical literacy” and “health literacy”: Globalnomenclature confusion, Cogent Education, Vol. 3, No. 1.Quennerstedt, M. (2019), Physical education and the art of teaching: Transformative learning and teaching in physical education and sports pedagogy. Sport, Education and Society, Vol. 24, No. 6, pp.611–623.Varea, V. and Underwood, M. (2016), ‘You are just an idiot for not doing any physical activity right now’: Pre-service health and physical education teachers’ constructions of fatness, European Physical Education Review, Vol. 22, No. 4, pp.465–478.Welch, R.
ER  - 

TY  - CONF
T1  - Education for Sustainability for Preschool Children in Sweden
A1  - Borg, Farhana
PY  - 2023
LA  - eng
KW  - agency
KW  - early childhood education
KW  - empowered inclusion
KW  - participation
KW  - preschool
KW  - teaching and learning
AB  - Education for Sustainability for Preschool Children in SwedenIn Event: Young Children as Democratic Citizens in Early Childhood Education: International PerspectivesThu, May 4, 8:00 to 9:30am CDT (3:00 to 4:30pm CEST), SIG Virtual Rooms, Early Education and Child Development SIG Virtual Session RoomAbstractPreschool education in Sweden emphasizes children’s learning, play, care, and fostering of fundamental values (Author D, 2022). Democracy is a central theme in the 2018 Curriculum for Preschool, which points out that children have the right to participation and influence (Skolverket, 2018). Education for sustainability (EfS) is one of the strongest parts in the curriculum, which states that “Education should be undertaken in democratic forms and lay the foundation for a growing interest and responsibility among children for active participation in civic life and for sustainable development…” (p. 5). However, the ability of children to form and express their views has been subject to debates, often leading to young children’s voices being filtered by adults (Komulainen, 2007; Wall 2019). Although Sweden was one of the first countries to ratify the United Nations (UN) Convention on the Rights of the Child (1989), it did not become a national law until 2020.At present, the author leads a project (Dr. Nr. [removed for blind review]) that explores the self-reported knowledge and views of environmental, social, and economic aspects of sustainability among children (n=402) in their final year of preschool. This randomized study included 50 preschools from 25 municipalities of a total of 290 in Sweden. To ensure children’s participation in research, the children were interviewed, both individually and in pairs, using illustrations. The interviews were recorded if the children and their parents have consented. The transcription work is in progress. Using an integrated approach to sustainability, the study draws from constructive learning theories (Bruner, 1961; Bandura, 1986) and the concept of “empowered inclusion” (Josefsson & Wall, 2020).The children were asked whether they get to decide anything about their daily preschool activities and whether they would like to decide something, and if so, about what. The children were also asked whether they think that it is important or good to make decisions. If so, why it is good or not good to make decisions. Preliminary results indicate that most of the children felt that they got to make some decisions at preschool, at least to some extent. However, they stated that the decisions were limited to what they liked to do, for example, to paint, draw, read a photo novella with a friend, or play on a tablet computer. Several children, however, did not think that they had any right to decide anything at preschool. Rather, they think it is the preschool teacher or the principal who decides everything. Most of the children expressed a keen interest in participating in decision-making activities. Nevertheless, some children reported that they do not think it is a good idea that they decide all the time, especially when they play with their friends, because everyone should take turns to decide in order to avoid conflict and in this way no one would feel sad.
ER  - 

TY  - JOUR
T1  - Razvitie napravleniya korrektsionnoi raboti ‘Dopolnitelnaya i alternativnaya kommunikatsiya’ (AAC) v respublike Belarus [Development of a new educational course “Alternative and augmentative communication (AAC)” for special teacher education curriculum in the Republic of Belarus].: Mezhdunarodnii obrazovatelnii proekt pri uchastii universitetov Shvetsii, Rossii i Belarusi. [International educational project in collaboration between Sweden, Russia and Belarus]
T2  - Spetsialnaya Adukatsia [Special Education]
SN  - 1998-2623
A1  - Gaidukevich, Svetlana
A1  - Magnusson, Magnus
A1  - Kalinnikova Magnusson, Liya
A1  - Bal, Natalia
PY  - 2009
IS  - 2
SP  - 58
EP  - 62
LA  - rus
PB  - Belarus, Minsk, 2009. : Ministery of Education of the Republic of Belarus
KW  - alternative and augmentative communication
KW  - special teacher
KW  - special teacher education curriculum
KW  - belarus
AB  - In cooperation between three international universities from Belarus (Belarusian State Pedagogical University named after M.Tank), Russia (Pomor State University named after M. Lomonosov) and Sweden (Stockholm Institute of Education) was created a theoretical-methodological platform for development and implementation of a new educational course - ‘Alternative and Augmentative Communication’. This course is directed to the scientific and practical development of the national curriculum of special teacher education on their pre- and in-service educational levels. This course represents strong promotion of the quality of education for special teachers, leading to further improvement of life quality of individuals with special educational needs.
ER  - 

TY  - CONF
T1  - Multilingual support and translanguaging for students learning Swedish as an additional language (SAL)
T2  - The third Swedish Translanguaging Conference
A1  - St John, Oliver
PY  - 2019
LA  - eng
PB  - : Linnaeus University
KW  - multilingual support
KW  - swedish as an additional language
KW  - bilingual language assistant
KW  - translanguaging
KW  - scaffoldning
KW  - education
AB  - Multilingual support and translanguaging for students learning Swedish as an additional language (SAL)This presentation reports on an ongoing practice-based research project which aims to investigate the opportunities for SAL learners to orient to instructional activity created by different forms of bilingual support. It also seeks to measure the qualitative and quantitative effect of this provision on student language performance and course achievements which is an under researched dimension (Maraco et al., 2014). In August, 2017, a Swedish for immigrants (SFI) teacher team introduced bilingual language assistants (BLAs; språkstödjare; ibid.) in order to increase student achievement rates. After a pilot study researching this venture, a second teacher team has been added made up mostly of bi-or multilingual SFI teachers for comparative purposes. A third aim is to explore the relevance of translanguaging pedagogy in these multilingual settings (Lewis et al., 2012)Interviews and observations point to mother tongue support via BLAs and the multilingual teachers as a vital learning asset in making instruction intelligible, validating the students’ own language, facilitating participation and promoting inclusion. However, the way BLAs and multilingual teachers use Swedish can be as important for understanding instruction as mother tongue use. Moreover, an overdependence on bilingual support can dilute vital conditions for student language learning such as efforts to grasp meaning and cope with communication independently.  There is therefore a need for translanguaging pedagogical practice to be coordinated within a progressive strategy which secures scaffolding experience for students that is, strategic proportions of challenge and support which catalyze human learning. Lewis, G., et al. (2012). Translanguaging: origins and development from school to street and beyond. Educational Research and Evaluation, 18(7), 641-654. Macaro, E. et al. (2014). Exploring the value of bilingual language assistants with Japanese English as a foreign language learners. The Language Learning Journal, 42(1), 41-54. 
ER  - 

TY  - CONF
T1  - Teachers and SSI in Sweden
T2  - Contemporary science education research: preservice and inservice teacher education
A1  - Ekborg, Margareta
A1  - Nyström, Eva
A1  - Ottander, Christina
PY  - 2010
SP  - 253
EP  - 262
LA  - eng
PB  - Ankara, Turkey : Pegem Akademi
KW  - teachers
KW  - secondary school
KW  - socio-scientific issues
KW  - science education
AB  - In this study we investigate a large group of teachers´ work with socio-scientific issues (SSI). They could choose between several cases and were free to organize the work as they found appropriate. How do teachers describe their work and what does it tell us about how they interpret school science and SSI specifically? 55 teachers answered a questionnaire after the work and seven were also interviewed. The teachers found the SSI to be current topics with interesting content and relevant tasks. They felt confident about the work and group work was common. Problems were that the students did not easily formulate questions, critically examine arguments or use media for more information. The result was verified in the interviews. The interviewed teachers did not find this work new, but still they organized it as “a special event”. They had different ideas about learning, but, they all talked about knowledge as a set of facts to be taken in. Further they understood SSI work as “free” work and group work was frequent, but only a few of the teachers expressed explicit strategies relating to these. It can be questioned if the teachers actually worked with SSI.
ER  - 

TY  - CONF
T1  - Two Different Theoretical Approaches on how to Understand the Role of SENCOs and Special Teachers in the Swedish Educational System
T2  - NFPF/NERA's 40th Congress: Everyday life, education and their transformations in a Nordic and globalized context
A1  - von Ahlefeld Nisser, Désirée
A1  - Lindqvist, Gunilla
PY  - 2012
LA  - eng
PB  - Department of Education (DPU), Aarhus University, Copenhagen, Denmark
KW  - special education
KW  - senco
KW  - special teacher
KW  - habermas' linguistic philosophical role theory
KW  - division of labor
KW  - jurisdictional control.
KW  - utbildning och lärande
KW  - education and learning
AB  - Two Different Theoretical Approaches on how to Understand the Role of SENCOs and Special Teachers in the Swedish Educational System.The aim of this paper is to investigate the roles of SENCOs and Special Teachers by using the perspectives of Habermas’ linguistic philosophical role theory and Abbott’s system of professions and the division of expert labor. BackgroundSwedish special needs education has two different but similar professions – Special educational needs coordinators (SENCOs) and special teachers. Special teachers in Swedish schools have traditionally been the occupational group that worked with children in need of special support. They usually taught children individually or in small groups outside the classroom. The introduction of SENCOs, in the early 1990´s, challenged this traditional way of dealing with school difficulties where school problems often have been seen as individual deficiencies (c.f. Ainscow, 1998; Malmgren-Hansen, 2002). In 2008 the Swedish government initiated a restart of the education for special teachers with the aim to focus their work on the individual-level interaction (SFS 2008:132).    The role of these two professions – SENCOs and the “new” special teachers - are of special interest since SENCOs often have been seen as having a pivotal role in initiating changes towards more inclusive practices (e.g. Abbot, 2007, Malmgren-Hansen, 2002) and special teachers have traditionally been seen primarily as guardians of segregated practices (Malmgren-Hansen, 2002; Ahlefeld Nisser, 2009).      Previous studies on the role of SENCOs (Ahlefeld Nisser, 2009; Lindqvist & Nilholm, 2011b) and on the “new” special teachers (Ahlefeld Nisser, 2011) have shown difficulties for the two professions to acquire full jurisdiction and thus challenge traditional ways of dealing with school difficulties, the deficit-perspective and segregated solutions in schools.Theoretical frameworkAbbott (1988) studies relations between different professions and different professions’ development over time. He sheds light on how professions control the fields of e.g. work, knowledge, clientele and actions. Abbott (1988) argues against the traditional way of describing professions as exclusive occupational groups with special, usually abstract skills that develop irrespectively of other professions and external pressure. “Professionalism has been viewed as a matter of individual choices and corporate action taken to protect or extend them” (Abbott, 1988:7). Instead, Abbott sees professionals as interdependent groups with common work. This is a matter of jurisdictional control: “Who has control of what, when and who?”Habermas' linguistic philosophical role theory (1995/1981, part II; 2007) deals with the relationship between a person’s social world he or she is part of, the outer world of facts and norms and the subjective world to which he/she has privileged access to. Findings and relevanceBy using Habermas’ perspective the roles of SENCOs and special teachers can be understood as constructed in relation to the context in which they work, in relation to the statutes and their assignments, and in relation to their own expectations and expectations from other groups, e.g. colleagues and parents (Ahlefeld Nisser, 2009). One can assume that interests and discourses among different occupational groups play a major role in the persistence of old special educational structures. As Abbott (1988) suggests, there is a constant struggle and negotiation between different professional groups concerning who should have the control of what and who, e.g. of work, clientele and actions.Our research show that there are possibilities and obstacles for SENCOs and special teachers to fulfil their commitment in Swedish schools. We found that the theoretical frameworks mentioned above can be useful in understanding the roles of SENCOs and special teachers.
ER  - 

TY  - JOUR
T1  - When is a Reorganization of Practicum in Initial Teacher Education Implemented?: Administrator Perspectives
T2  - Global Journal of Human-Social Science
SN  - 0975-587X
A1  - Niklasson, Laila
PY  - 2015
VL  - 12
IS  - 15
SP  - 31
EP  - 41
LA  - eng
KW  - initial teacher education
KW  - practicum organization
KW  - implementation
KW  - administrators
AB  - Practice in Initial Teacher Education is an ongoing discussion with proponents for amainly university-based ITE and a mainly school-based ITE. Another focus of discussion inconstant change is how to organize practicums (i.e., student teaching). A national initiative was taken in Sweden during 2014 aiming to increase quality of practicums. The changes include fewer schools, increased expectation of competence development for mentors, and closer cooperation between practice schools and university concerning development. The aim of this article is to increase knowledge about implementation of the change in the organization of practicums. The data collection consists of responses from administrators working with the reorganization regarding a suggested timeline, a logic model and a SWOT analysis. The results revealed that a static conception of implementation can be disputed as there is a turnover of schools and thereby mentors. The quality issue is also a matter of continued exploration such as in how the change affects the balance between skills in how to teach and the knowledge and skills needed for reflection and critical discussion.
ER  - 

TY  - JOUR
T1  - Which values are reproduced within the swedish educational system?
T2  - Usuteaduslik Ajakiri / The Estonian Theological Journal
SN  - 1406-6564
A1  - Lindström, Niclas
A1  - Samuelsson, Lars
PY  - 2016
VL  - 1
IS  - 69
SP  - 49
EP  - 61
LA  - eng
PB  - Tartu : Estonian Theological Society
KW  - educational values
KW  - fundamental values
KW  - teacher education
KW  - value reproduction
KW  - traditional values
KW  - secular values​
AB  - Using the World Values Survey (WVS) as a background the paper discusses a tension between the general evaluative outlook of Swedish teacher students and the educational values established by The Swedish National Agency for Education (SNAE). According to the results from WVS, which maps evaluative differences between approximately 80 countries in the world, Sweden stands out as a country that rejects traditional values and embraces so called secular self-expression values. However, the values established by SNAE include both traditional values, such as “sharing a common cultural heritage”, and secular self-expression values, such as “individual freedom and integrity”. Against this background we conducted a survey of 179 Swedish teacher students in order to investigate the relation between their evaluative outlook and the values they are supposed to convey to their pupils as established by SNAE. The result of the survey indicates that these students do not differ in any significant respect from the Swedish population in general as regards secular vs traditional evaluations. The fact that the traditional values emphasized by SNAE seem to be scarcely represented among the teacher students, makes questionable whether they will be present in their future teaching. On the assumptions that there are important educational values among the traditional as well as the secular self-expression ones, and that values are reproduced within an educational system, we argue that there is reason to take the imbalance in the evaluative outlook of the students seriously.
ER  - 

TY  - JOUR
T1  - Teachers’ Voices About Being a Teacher: Comparative Studies in England, Finland and Sweden
T2  - Canadian Social Science
SN  - 1712-8056
A1  - Sandström Kjellin, Margareta
A1  - Stier, Jonas
A1  - Davies, Trevor
A1  - Asunta, Tuula
PY  - 2009
VL  - 3
IS  - 5
SP  - 68
EP  - 81
LA  - eng
AB  - The aim of the article is to present and discuss a study in which Finnish, English and Swedish teachers and student teachers described the implications of being a teacher. It is cross-national and consists of multiple case studies. Data were collected through twenty-four focus group dialogues, and 110 teachers/student teachers participated in the study. According to the study, we have found that teachers and student teachers in all three countries promoted pupils’ development of critical thinking, which is another way of saying that they focused on ‘the attitudes and values’ aspect of citizenship education; however, this was most evident in the Finnish and the Swedish focus groups. In England there is a subject emphasis to the professional role, the three countries ranked the topics (the pupils; the subject; the organization; the society; teacher identity; parents) equally, in Finland the teacher role did not appear to be as post modern as in the two other countries. Key words: attitudes and values; citizenship education; cross-national case studies; teachers’ voices 
ER  - 

TY  - CONF
T1  - Mobile Learning As A Vehicle To Change Higher Education
A1  - Jaldemark, Jimmy
A1  - Sundgren, Marcus
A1  - Bostedt, Göran
PY  - 2012
LA  - eng
KW  - e-learning
KW  - mobile learning
KW  - higher education
KW  - online education
KW  - computer-mediated communication
AB  - During recent decades the society has gone through rapid technological changes. New ways of communicating has emerged while the old ones still have its place in everyday life. Scholars sometimes label the state of the current society as a networked society, with emphasis on social aspects of being networked. However, this development of the society has affected the organisation of higher education (HE). In Swedish HE this is visible in many ways. Students enrolled on courses labelled online, or distance, education has risen from a few percentages of the student population in the early 1990’s to reach approximately 30 per cent in 2010. Moreover, computer-mediated communication is a phenomenon that is relevant to different modes of HE, e.g. campus-based, distance, and online education. The development has come so far that boundaries between these modes in Swedish HE have dissolved and now mainly serves as a marketing issue. In 2009/2010 Mid Sweden University, one of the biggest Swedish providers of online and distance education, approximately 75 per cent of the students were enrolled as distance/online students. In the teacher-training programme more than 90 per cent of the students were enrolled in such modes. To emphasis the importance of computerised communication, our university’s educational strategy for the years 2011-2015 focuses even more on development of e-learning. Various e-learning projects, for example in mobile learning, are funded to help the university to defend its position as a high-quality provider of distance and online education. Three mobile learning projects, unfold below, could help the university to reach the next level. In one of these projects tablets have been acquired for teachers and students at the teacher-training programme to learn how to implement mobile technologies in the practice of teaching. In the Mid Sweden University and Mobile Learning project, students and teachers in two programmes will perform experimental teaching by deploying smartphones and tablets in its courses. A third project, SMILE, is planned to start during the autumn semester of 2012, where the local upper secondary school collaborates with the university to transform them into a networked and mobile school of tomorrow. These projects build on a tradition of distance education with technology support, e.g. an experiment using iPods to facilitate learning through blogs and podcasts in a mobile setting. More recently the authors have been guiding the university’s pedagogical process for selecting a new learning management system.
ER  - 

TY  - CONF
T1  - Fairest of them all?: Novice teachers developing assessment identity in Swedish EFL classrooms
A1  - Csöregh, Anna-Marie
PY  - 2021
LA  - eng
KW  - collaborative research
KW  - language education
KW  - mutual benefits
KW  - sustainable effects
KW  - språkdidaktik
AB  - Since 2010, the Swedish Education Act states that all education must be grounded in science and proven practice. This means that not only policy makers, but also all teaching personnel working within the education system must keep themselves informed in their subject area and follow educational development and research. However, this is easier said than done. Assessor behaviour and teacher beliefs have become topical issues in educational research, as more weight is placed on final assessment results by policy makers. The identities of novice teachers entering the transitional space between student and professional, where accountability shapes their teaching practices, attract increased scholarly interest. However, longitudinal studies focusing on the development of language teachers’ assessment identity are scarce. This project with its interest in language teachers’ assessment identity, aims at creating a platform where research and experience meet and enrich each other in a collaborative and reciprocal way through a mixed-methods explanatory design. Through an initial online survey among pre-service middle school teachers, several themes emerged that will be further explored through continuous focus group interviews during two years. Preliminary findings from the survey data with 118 returns shed light on how these novice teachers think about themselves as assessors of young learners of English. They share firm preconceptions of their agency regarding assessment practices, and how these might affect their pupils, despite a lack of experience. In this project, practitioners, in the form of novice teacher assessors, can gain meta-awareness of preconceptions and a better understanding of their own assessment practices. At the same time, scientific research gains original knowledge through a deeper understanding of the development of assessor identity. The win-win situation lies in the fact that this mutual enterprise could inform teacher education, everyday assessment practices and high stake testing, benefitting all students.
ER  - 

TY  - CONF
T1  - Translanguaging Practices and Perspectives: Case Studies from English-Medium Instruction in Swedish Schools
A1  - Toth, Jeanette
A1  - Paulsrud, BethAnne
PY  - 2016
LA  - eng
KW  - bilingual
KW  - immersion
KW  - heritage
KW  - minority education
KW  - språkdidaktik
KW  - language education
AB  - This presentation addresses language alternation in English-medium instruction (EMI) lessons as related to the concept of translanguaging, with a focus on the practices and perspectives of teachers and students in two Swedish schools offering EMI. The research questions were as follows:1) What patterns of language alternation can be found in the EMI classroom?2) What are the functions of language alternation in the EMI classroom?3) How do teachers and students view the use of English and Swedish in these classrooms?The studies, based in linguistic ethnography, included classroom observations and interviews with teachers and students in one elementary school classroom and one high school classroom, as well as the collection of artifacts (e.g. lesson plans). In the thematic analysis of the rich data, key concepts emerged, including the notions of affordances and constraints, agency and translanguaging.The results indicate that language alternation is viewed as an affordance, allowing access to subject content and subject-specific language. Additionally, language choices reveal teacher and student agency in the EMI lessons. Teachers and students may use Swedish and English based on school policy as well as de facto classroom policies, although perspectives on language choice vary. In the elementary school, peer collaboration in Swedish provides support for comprehension and facilitates communication. Use of Swedish is, however, seen by the teacher as a constraint when it resists classroom policies. In the high school, the practice of translanguaging is not explicitly promoted, but is nonetheless a strategic feature of EMI. While this multiple case study may not be generalizable to all EMI, the results suggest broader implications in terms of how both implicit and explicit language policies are implemented in classrooms. Awareness of the possibilities presented by the process of translanguaging may provide educators with a meaningful tool for the development of bilingual pedagogies.
ER  - 

TY  - CONF
T1  - Resolving feelings of inadequacy: What student teachers learn from perceived uncomfortable situations in teacher education
A1  - Lindqvist, Henrik
A1  - Weurlander, Maria
A1  - Hult, Håkan
A1  - Wernerson, Annika
A1  - Thornberg, Robert
PY  - 2016
LA  - eng
PB  - NERA
ER  - 

TY  - CONF
T1  - Fairest of them all?: Novice teachers developing assessment identity in Swedish EFL classrooms
T2  - SLTED 2022 Vienna: Secon Language Teacher Education: Challenges and New Horizons
A1  - Csöregh, Anna-Marie
PY  - 2022
SP  - 26
EP  - 26
LA  - eng
PB  - Vienna : University of Vienna
KW  - assessment identity
KW  - novice teachers
KW  - teacher beliefs
KW  - språkdidaktik
KW  - language education
AB  - Despite the fact that assessment and assessment practices have become a more explicitly significant part of teachers’ responsibilities, there is a lack of reported research concerning the formation of novice teacher EFL identities, in particular with regard to their role as assessors. Likewise, there seems to be a lack of research regarding if and how these identities change over time. In the Swedish context, where teachers are in a unique position of assessing their own pupils’ work, studies on assessment identity development are even more sought after.This presentation shares some of the insights from a four-year research project investigating the way student and novice teachers think about themselves as assessors of young learners of English (age 10 – 12), and how they experience the balance between accountability demands and making fair assessments. Focus-group interviews with 16 novice teachers over 2 years, resulting in 39 hours of transcript, where analysed using content analysis (Graneheim & Lundman, 2004). Dialogical Self Theory (Hermans, 2001), is used to explain dialogical positioning and re-positioning within the self. This view is helpful when studying identity development among novices, as the potential for conflicting positions are abundant.The results illustrate diverse beliefs and assumptions about assessment among the participants. Based on the findings, a four-field model is introduced, where identities are positioned according to their technical or pedagogical approach, and their compliance to the accountability system. Member checks reveal a need to address assessment identity formation during teacher education, before standing face-to-face with all the complexities of assessment. The study helps nuance our understanding of assessment identity formation and accentuates the importance of the immediate context for classroom assessment practices, high- and low-stakes alike.
ER  - 

TY  - CONF
T1  - Professional development as a collaborative endeavour of networked learning in higher educational settings: Dissemination of knowledge among teacher training professionals
T2  - Proceedings of the Eleventh International Conference on Networked Learning 2018
A1  - Håkansson Lindqvist, Marcia
A1  - Jaldemark, Jimmy
A1  - Mozelius, Peter
PY  - 2018
LA  - eng
KW  - teacher professional development
KW  - blended  learning
KW  - collaborative  learning
KW  - community of practice
KW  - higher  education
KW  - mobile learning
AB  - University teachers continue to strive to take up mobile and blended learning technologies in their teaching practices and universities continue to support this work through professional development courses for university teachers. At Mid Sweden University, two projects have recently been carried out with the objective to develop higher education practices supported by mobile and blended learning technologies in teaching in practice. Professional development for university teachers was expected take place using an iterative design comprising five features: participating in a competence development course, planning trials, conducting trials, evaluating teaching and participating in a pedagogical seminar. In this paper, the preliminary results of the final interviews with 12 teacher educators will be presented. The interviews were carried out to explore beliefs regarding changes in teaching practices, following the completion of teacher professional development project. The results showed that the teacher educators in this study experienced change in the use of mobile and blended learning in their teaching through dialogue, collaboration, dissemination and networked learning. Three themes were identified. The first theme was collaboration. Here, the teacher educators expressed beliefs which could be related to collaboration for learning to use mobile and blended learning technologies in their teaching, supporting conditions for networked learning. This involved working and planning new technologies in new courses together. In the second theme, sharing is caring, the teachers in the study expressed helping each other out and supporting each other in the work to learn and use new technologies in their teaching. Support through pep talks and taking on learning new technologies as a group was one example of gaining knowledge about new technologies. In the third and final theme, the teacher educators’ expressed beliefs regarding dissemination as a way to share knowledge and experiences. Beliefs expressed here included learning through seeing what others were working with and exchanging knowledge. The teacher educators’ in this study also expressed the need for continued learning through collaboration and dissemination, as networked learning in their community of practice. How universities continue to provide professional development to support teachers’ continued work together in communities of practice through networked learning will be of importance. These efforts in professional development will provide possibilities to push forward change in teachers’ use of mobile and blended learning in their teaching practices.
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TY  - CONF
T1  - The Music Education of Tomorrow: from a student perspective
T2  - Presented at ”The School I’d Like” – Music Education meeting the needs of the children and young people today
A1  - Lonnert, Lia
A1  - Gunnarsson, Alexander
A1  - Dahlberg, Clara
A1  - Eriksson, Elin
A1  - Albertsson, Jens
A1  - Atterheim, Julia
A1  - Billner, Niclas
A1  - Nilsson, Sofie
PY  - 2019
LA  - eng
PB  - Leuven : European Association for Music in Schools vzw
KW  - music education
KW  - musikpedagogik
AB  - The music education students of today are the music teachers of tomorrow. They are also the future authors of curricula, future researchers and future teachers of music education students. The basis for this paper is that the views and ideas of music education students matter. Not only for what they can do in the future but also how they affect music education of today.The Swedish educational system stands before educational challenges, and also challenges for music education. There are demographic changes that affects the Swedish school system and the influence of neo-liberal ideas have impact. Music education is affected by different issues, such as, political decisions, migration, the me-too-movement and digitalisation. These issues, and many more, must be considered in music teacher education of today.Within a course of music sociology, seven third year students in music teacher education have worked with issues of ethnicity, gender, class and structural changes in society. In the course they have worked with reflection, discussions, combinations of art forms, as well as reading and writing texts. The outcome, as presented here today, is the discussion of the subject of music in the future school. In this seminar, the framework of the course will be given and some challenges for Swedish music education of today. Then, the students will present their ideas for music education in the future when regarding structural issues in the school they will teach in, the music they will teach, the tools they will use, the curriculum they will create, and the values and the methods in future music education.As music educators within music teacher education, we must not only prepare our music education students for teaching but also to be creative. What they do during their education affect their teaching
ER  - 

TY  - CONF
T1  - Assessment Cultures in four Swedish Secondary Schools
A1  - Dimenäs, Jörgen
A1  - Kolback, Kerstin
A1  - Wede, Christer
PY  - 2011
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - The marketization of educational research in Sweden: does it really matters who the research funder is?
T2  - Konferenspaper
A1  - Dovemark, Marianne
A1  - Player-Koro, Catarina
PY  - 2019
LA  - eng
KW  - marcetization
KW  - networked ethnography
KW  - wpr
KW  - research
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - An ethnographic analysis in four Swedish preschools of recent education reform implementations in practice.
A1  - Eriksson, Anita
A1  - Svensson, Ann-Katrin
A1  - Beach, Dennis
PY  - 2017
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - Exergame - a pedagogical device in movement education?
T2  - BERA Annual Conference 2015
A1  - Nyberg, Gunn
A1  - Meckbach, Jane
PY  - 2015
LA  - eng
KW  - capability to move
KW  - dance exergames
KW  - physical education
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
KW  - education and learning
AB  - A fundamental dimension in the subject Physical Education (PE) is movement and movement activities. However, there is a lack of discussion, in the context of PE, regarding capability to move in terms of coordinative abilities, body consciousness, educing bodily senses and creating movements (Larsson et al., 2005, 2011; Ekberg 2009,;Redelius et al., 2009; Evans 2004; Shusterman 2004; Whitehead 2005; Kirk 2010, p. 29; Tinning 2010, p. 29).Our intention with this presentation is to contribute to a discussion of what capability to move can mean and how this capability can be developed in the context of PE. Our interest focuses on the growing use of exergames as a form of teaching aid in PE (Quennerstedt et al., 2013) and subsequently this study explores these games' potential contribution to teaching and learning capability to move. Many of these games include imitating movements and one argument of using the games in PE, apart from fighting obesity and increasing students' fitness levels, is, according to PE teachers in Sweden, their potential contribution to motor skill acquisition (Meckbach et al., 2013).The aim with this study is twofold. Firstly, we will explore a specific dance game's contribution to a group of students' motor skill acquisition. However, our approach to motor skills is in this context described as a theoretical perspective on capability to move as knowing how in line with Ryle (1949), including both understanding and mastering, thus also challenging the distinction between mental and physical skills. Secondly, having explored the students' knowing when playing the dance game, we will discuss necessary conditions for developing capability to move and the game's potential contribution ‘as a teacher' in relation to the potential contribution of a PE-teacher.The data used in this study comprises video recordings of students playing Nintendo Wii dance games in PE-lessons. In order to conduct a systematic and thorough analysis of the students' knowing in moving two video sequences were chosen, showing four students imitating two distinct dance movements which constituted the base for a phenomenographic analysis. The result of the analysis showed different ways of knowing the movements and also what aspects were discerned by the students. This structure of awareness constituted a starting point for a discussion of necessary conditions for learning the movements in more complex ways thus also the potential contributions of the game ‘as a teacher' in relation to a PE teacher.
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TY  - CONF
T1  - Preparing Teachers of Social Studies in a Postdigital Era – Teacher Educators’ Views of Digital Citizenship and Professional Digital Competence
A1  - Örtegren, Alex
A1  - Olofsson, Anders D.
PY  - 2022
LA  - eng
KW  - digital citizenship
KW  - teacher education
KW  - social studies
KW  - professional digital competence
KW  - postdigital
AB  - In a postdigital era, the conditions in Europe for digital citizenship further change as digital technologies pervade societal contexts to the degree where they have become embedded, a blur of relationships between the digital and the physical, the online and the offline, technology and social life (Jandrić et al., 2018), which changes how people interact as members of society (Burbidge et al., 2020). Consequently, digital citizenship is not limited to a ‘digital’ sphere but non-linear and interrelated with the material, being one among other integrated dimensions of citizenship (Choi, 2016), and this places new demands on teacher educators’ (TEDs) preparation of social studies teachers to address questions relating to digital citizenship in their teaching.TEDs believe that digital citizenship is important to address in teacher education (TE), and some suggest that social studies TE is where such questions ought to be addressed (Örtegren, forthcoming). Some examples illustrating the importance of digital citizenship are digital civic engagement (Lindgren, 2017), partisanship amplified by social media (Hasen, 2020), and the role of artificial intelligence systems and algorithms in relation to citizenship (Burbidge et al., 2020). Digital citizenship has also been highlighted by the European Union, for instance in citizenship frameworks such as DigComp 2.1 (Carretero et al., 2017), and Sweden has established a commission (Government Directive 2018:88) targeting challenges to democracy in relation to digital technologies which includes educational efforts. TEDs have a key role in preparing student teachers for the fostering of democratic citizens (Raiker & Rautiainen, 2020), and in Sweden, social studies has a long history of addressing citizenship even if the fostering of democratic citizens concerns all school subjects (Sandahl, 2015). Currently, Sweden’s social studies curriculum for upper secondary school covers among others the use of digital technologies for democratic influence (cf. Swedish National Agency for Education, 2018), which reflects how ideals of digital citizenship are present in the Swedish curriculum (Christensen et al., 2021), and the curriculum is a key document for TEDs to consider when preparing social studies teachers. Therefore, teachers of social studies, and by extension TEDs in social studies TE, require professional digital competence, which are profession-based skills and knowledge of digital technologies in education (Lund et al., 2014) in relation to digital citizenship (Choi, 2016).The aim of this paper is to examine Swedish teacher educators’ views of digital citizenship in social studies TE, and the related conditions for TEDs’ professional digital competence to teach teaching for digital citizenship. Previous research has identified a need for TEDs to support student teachers of social studies to develop their understanding of democracy, including implications of different conceptualizations of democracy in social studies for classroom practice (Eriksen, 2018). Similarly, research has shown that TEDs in social studies TE need policy support to develop professional digital competence necessary to fulfill their tasks (Miguel-Revilla et al., 2020). This echoes broader TE research which highlights the importance of continuous professional development in relation to professional digital competence (e.g., Lindfors et al., 2021). Thus, this paper addresses calls for more educational research on teaching for digital citizenship (Christensen et al., 2021) focusing specifically on social studies TE (Örtegren, forthcoming).Method: In Sweden, subject TE prepares teachers for teaching pupils aged 13-19, which requires a Degree of Master (4 to 5.5 years of full-time study, 240-330 ECTS); program length depends on if the students choose the compulsory-school track or the upper-secondary school track. Six of 19 TE institutions in Sweden that prepare teachers of social studies participated, representing variation as to geography, age, and size. By means of purposive sampling, semi-structured interviews were conducted on Zoom at the beginning of the spring semester of 2022 with 14 TEDs, holding various positions, who taught social studies TE that included questions relating to citizenship. Based on prior research, the interviews covered areas such as digital citizenship and professional digital competence to teach for digital citizenship in relation to social studies TE. The manner was similar to in-depth interviewing with follow-up questions and probes, such as ‘What do you think could…?’. The interviews were recorded digitally and transcribed verbatim. Course documents specific to the area of social studies TE taught by the TEDs and the transcriptions were imported into NVivo Release 1.5.1, which was used for search queries, organizing, and coding the data. A Reflexive Thematic Analysis (Braun et al., 2019) was performed whereby the researcher generated themes. This process comprised iterative phases of close-reading and notetaking, coding, merging and grouping codes based on similarity, and subsequently the formation of subthemes and main themes. The analysis of dimensions of professional digital competence needed to teach teaching for digital citizenship drew theoretically from the Professional Digital Competence Framework developed for Norwegian TE (Kelentrić et al., 2017).Expected Outcomes: Initial results indicate an agreement among TEDs that questions relating to digital citizenship need to be addressed in social studies TE. Important reasons include the impact on democracy by algorithms, disinformation, post-truth politics, and broadly challenges to democracy where digital technologies are used or facilitate such processes, for instance by extremist groups or authoritarian regimes. Echoing previous research on digital citizenship in Swedish subject TE (Örtegren, forthcoming), TEDs conceptualize digital citizenship in different ways, which the early analysis suggests are linked to the perceived type of impact on democracy linked to digital technologies. For example, an increase in disinformation necessitates a conceptualization of digital citizenship where important features include searching for information, assessing and comparing sources, and drawing conclusions based on available information. Similarly, these conceptualizations are linked to different dimensions of professional digital competence, and TEDs require professional development in this field. Combined, the span of conceptualizations and the subsequent professional digital competence required may impact TE equivalence in relation to how student teachers are prepared to teach for digital citizenship. This could impact not only the skills and knowledge that future K-12 pupils develop in social studies, but the way future teachers address questions relating to democratic work. Therefore, the early results highlighted by this paper indicate that TEDs need continuous professional development in digital citizenship, and it also echoes previous studies emphasizing the need for professional development in relevant dimensions of professional digital competence (e.g., Lindfors et al., 2021). Moreover, the paper highlights the role of TE policy to promote equivalence regarding digital citizenship in social studies TE, and in this regard, an important question is what conceptualizations such TE policy should promote. These early results could speak to other national contexts where digital citizenship similarly is highlighted as important, for instance in the European Union.
ER  - 

TY  - JOUR
T1  - Vägen till lärarutbildningen: Motiv och föreställningar hos blivande gymnasielärare vid Växjö universitet
T2  - Praktiske Grunde
SN  - 1902-2271
A1  - Persson, Magnus
PY  - 2009
VL  - 4
SP  - 59
EP  - 76
LA  - swe
PB  - : Hexis
KW  - teacher education
KW  - habitus
KW  - motive for educational choice
KW  - upper secondary school
KW  - växjö university
KW  - sociologi med utbildningsvetenskaplig inriktning
KW  - sociology education
AB  - There has been a change in the social-meritocratic-gender profile of recruits to Swedish upper secondary school teacher education. Students are being recruited from the broad classes of society; they have lower grades from secondary education, and increasingly, women predominate. In contrast to the traditional teacher student, today’s recruits might be said to be of a new generation. It is very instructive to study how new students formulate their motives and how they conceive of their educational and vocational choices; and then put that in relation to the changing teacher student demographic. This article focuses therefore on teacher students’ motives and their conceptions, expressed in individual ways, with respect to time and subject, and with a view to the study course and the teaching vocation. The way the students relate to their own experiences as pupils plays a central role in their choice of education and vocation, but they are influenced individually in degree and direction. The empirical material is mainly based on 10 thematic structured interviews with beginners at the teacher education course, specialized towards upper secondary school, at Växjö University.
ER  - 

TY  - JOUR
T1  - Swedish Primary School Teachers’ Experiences of Subject-Integrated Food Education
T2  - International Journal of Home Economics
SN  - 1999-561X
A1  - Hård Olsson, Louise
A1  - Palojoki, Päivi
A1  - Larsson, Christel
PY  - 2024
VL  - 1
IS  - 17
SP  - 32
EP  - 47
LA  - eng
KW  - food education
KW  - pedagogical tools
KW  - subject integration
KW  - sustainable food choices
AB  - Food education has the potential to increase early primary school students' knowledge and skills regarding sustainable food choices. However, teaching and learning about food-related knowledge and skills is scarce in early primary school lessons. This study aims to explore Swedish primary school teachers' experiences of subject-integrated food education and their perceptions of the opportunities and challenges associated with subject-integrated food education. Conducted within the framework of a case study, teacher interviews, influenced by results from a pre-questionnaire, were analyzed using thematic analysis. The results show that subject-integrated food education, using food and school meals as pedagogical tools, can facilitate the teacher's role as a food educator, if they are consciously and systematically used. The preconditions for successful subject-integrated food education in primary schools include a school organization that promotes subject integration, an understanding in common of what food-related knowledge entails, and professional teacher competence in food pedagogy. This research highlights the need for a more systematic and integrated approach to food education in early primary school settings.
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TY  - CONF
T1  - The use of mentoring group conversations as a tool for professional development in teacher education
A1  - Eriksson, A
PY  - 2013
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The use of mentoring in educational settings as well as a tool to support pre-service teachers during their education has become more common recently. When it comes to teacher education two trends have been recognised in the relevant literature, one is about the use of mentoring as a way to support the socialization into the academic tradition and another is about mentorship as a tool for professional development. The study that will be presented in the present research paper focuses on the latter, with a point of departure in how a group of pre-service teachers use the mentoring group conversations as a resource in their search for professional knowledge. Previous research (Kizildag & Eriksson, 2013, Kihlström, 2007, Santerini, 2010) have shown that different kinds of group mentoring models have been used as a way to support pre-service teachers construction of professional knowledge. However, there is still a lack of research as to how these conversations are used by pre-service teachers in their search for and construction of professional knowledge. This research paper aims to contribute with close descriptions of how the pre-service teachers in four mentoring groups use these conversations as a tool in their search for professional knowledge and to investigate how the content in these conversations is related to professional knowledge in formal policy texts. The mentoring model that will be presented in the present research paper is a formal group mentoring model initiated by the Department of Teacher Education at a Swedish University. According to local policy documents this model aims to support the pre-service teachers in the process of developing professional knowledge and identity. The mentoring group meeting is described as an arena for discussion and reflection over the connection between theoretical knowledge and the teaching practice. The teacher’s professional role and the pre-service teacher´s personal development are topics that ought to be discussed during these meetings. Each mentoring group consists of a mentor, who is an experienced teacher working in preschool or compulsory school, and a group of six to nine students. The group meets for one and a half hour three times per semester during the whole course of their educational program. A combination of policy ethnography (Beach, 1995, 1997) and critical discourse analysis (Fairclough, 1992, 1995, 2003) are used as a theoretical and methodological framework for the data production and the analysis. It is this way feasible to investigate and contextualise the findings in the field of social practice, i.e. the teacher education program and mentoring model, within the framework of national and local teacher education policy. More specifically the theoretical understanding used as an analytical tool when analysing the conversations in the mentoring group is based on a combination of a sociocultural- (Vygotsky, 1978), experiental- (Dewey, 1997, 1999) and conversational perspective (Bachtin, 1981, 1986, 1991). As this contributes to a way of understanding the process of professional development from without the conversational interaction between the pre-service teachers and their mentor as well as the pre-service teachers in between. Method Methodological research design The data are twofold: on the one hand it consists of 25 ethnographical observations of mentoring group conversations in four different mentoring groups completed over a period of one and a half year at a teacher education program for preschool and primary school teachers. On the other hand it consists of analysis of professional knowledge in national and local teacher education policy documents (Government Bill 1999:2000:135, Government Bill 2009/10:89, SOU 1999:63, SOU 2008: 109, Programme syllabus, 2001, 2009; Course syllabus, 2002, 2009). Participant observations have been carried out during the last three semesters in the teacher education programme. The ethnographical approach allows in-depth descriptions of the conversations in the mentoring group and for what purposes teacher students use these conversations. This design also permits to interpret detailed descriptions of what is going on in the mentoring group conversations while the researcher is producing knowledge about the perspectives and needs as well as about the conditions for professional development through participating in a formal group mentoring model. Expected Outcomes Expected outcomes I expect to be able to contribute with in-depth descriptions of what kind of knowledge pre-service teachers share, discuss and reflect over during the conversations in the mentoring group in relation to their professional development and future profession. Furthermore, I expect to be able to highlight how the content discussed in the mentoring group is related to how the discourse about pre-service teachers professional knowledge is described in formal policy documents. References References Bachtin, M. (1981). The Dialogic Imagination: Four Essays. Austin: Univ. of Texas Press. Bachtin, M. (1986). Speech Genres and Other Late Essays. Austin: Univ. of Texas Press. Bachtin, M. (1991). Det dialogiska ordet. Gråbo: Anthropos. Beach, D. (1995). Making Sense of the Problems of Change: an Ethnographic Study of a Teacher Education Reform. Göteborg: Acta Universitatis Gothoburgensis, Göteborg studies in educational sciences, 100. Dewey, J. (1997). Experience and Education. New York: Simon & Schuster. Dewey, J. (1916/1999). Democracy and Education: an Introduction to the Philosophy of Education. New York: Free Press. Fairclough, N. (1992). Discourse and Social Change. Camebridge: Polity Press. Fairclough, N. (1995). Critical Discourse Analysis: the Critical Study of Language. London: Longman. Fairclough, N. (2003). Analysing Discourse: Textual Analysis for Social Research. New York: Routledge. Kihlström, S., Andersson, E., Davidsson, B., Larsson, I. & Arvidsson, I. (2007). Using Diaries, Reflection and Mentorship in Teacher Training. Högskolan i Borås, Institutionen för pedagogik Nr 3:2007. Kizildag, Ayse & Eriksson, Anita (2013). Empowering teacher students for diversity in schools: mentorship model as a mediator in Sweden. In G. Tchibozo (ed.). Cultural and Social Diversity and the Transition from Education to Work. 17, s. 145-162. Santerini, M. (2010). Intercultural competence teacher-training models: the Italian experience. I Centre for Educational Research and Innovation Organisation for Economic Co-operation and Development: Educating teachers for diversity: meeting the challenge, s. 185-202. Paris: Organisation for Economic Co-operation and Development (OECD). Vygotsky, L. (1978). Mind in society: the development of higher psychological processes. Cambridge, Massachusetts: Harvard United Press.
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TY  - CONF
T1  - Global discussion online: IPC student teachers in seven countries
A1  - Margrain, Valerie
A1  - Schultheis, Klaudia
PY  - 2019
LA  - eng
KW  - global
KW  - intercultural communication
KW  - intercultural education
KW  - intercultural perspective
KW  - online
KW  - teacher education.
AB  - This presentation shares how student teachers in seven countries came together online to share intercultural perspectives and experiences on a range of topics of relevance to education systems, policy, teacher education, and childhood. In 2017, participating countries were: Australia, Bulgaria, Germany, Japan, Spain, Sweden and the USA. Through the process of discussing and documenting diverse cultural and educational practices – for example the age children start school, the involvement of parents in education, uniforms, daily routines, inclusion, and technology - student teachers reflected on values, beliefs, traditions and aspirations. The experience also developed their verbal and visual communication skills – for most students in a second language. Swedish and Australian student teachers synthesized global findings as presentations, which informed local course learning of all participants. The global discussion is part of the broader International Project (http://www.internationalproject-ipc.com/en/).
ER  - 

TY  - RPRT
T1  - The Waldorf Scool - Cultivating Humanity?: A report from an evaluation of Waldorf schools in Sweden
A1  - Dahlin, Bo
PY  - 2007
LA  - eng
PB  - Karlstad University Studies
KW  - education
AB  - This report is a summary of an extensive avaluation of Waldorf schools in Sweden, carried out between 2003 and 2005. The evaluation dealt with several questions, such as former Waldorf students in higher education, the civic-moral competencies developed by Waldorf pupils, how Waldorf schools take care of children with learning porblems, and questions concerning Waldorf teacher training. In addition, the results are related to the idea of cultivating humanity inherent in Waldorf education, as well as to issues of social and political philosophy discussed today, for instance the notion of a (global) civil society
ER  - 

TY  - JOUR
T1  - Teaching programming in technology education: Revealing student teachers' perceptions
T2  - Design and Technology Education
SN  - 1360-1431
A1  - Perez, Anna
A1  - Svensson, Maria
A1  - Hallström, Jonas
PY  - 2024
VL  - 2
IS  - 29
SP  - 280
EP  - 294
LA  - eng
PB  - Liverpool : Liverpool John Moores University
KW  - student teachers
KW  - technology education
KW  - programming
KW  - phenomenography
AB  - This study explores the changing landscape of technology teacher education, in relation to the increasing integration of digital content, especially programming, in teacher education for grades 4–6 (pupils 10-12 years old) and how student teachers in Sweden perceive this content. Limited research exists on student teachers in technology, particularly focusing on programming. This study therefore investigates student teachers' perceptions of teaching programming in technology education, after completing their technology course in teacher education. We answer the following research questions: What are the student teachers’ perceptions of teaching programming in technology education? and How is potential subject didactics knowledge for teaching programming manifested in student teachers’ perceptions of technology teaching? Using a phenomenographic approach, 25 student teachers’ perceptions of programming in technology education were investigated through semi-structured individual and group interviews. Different perceptions were revealed and presented in four categories: (1) following instructions in a logical order, (2) learning a programming language, (3) solving technological problems, and (4) understanding and describing a technological environment. The results show that student teachers' perceptions of the subject of technology predominantly focuses on following instructions and the learning of a programming language. The identified potential subject didactics knowledge is constituted of an awareness of three critical aspects: understanding programming language, understanding programming as a way of solving problems, and the relationships of technological problems to everyday life and society. This study offers valuable insight into the development of competencies required to teach programming in technology, informing educational strategies and future research in this emerging field.
ER  - 

TY  - CONF
T1  - Enhancement of In-Service Teachers Training Programme through Mobile Phones in Tanzania
T2  - E-learning Africa, 4th International Conference on ICT for Development, Education and Training
A1  - Deutschmann, Mats
A1  - Nykvist, Bengt
PY  - 2009
SP  - 17
EP  - 19
LA  - eng
KW  - mobile learning
KW  - africa
KW  - teacher training
KW  - education
KW  - engelska
KW  - english
AB  - Spurred on by the development of ICT technologies, learning and teaching practices are changing in Africa as well as in the rest of the world. This change is particularly evident in distance learning, where computers, but also other technical devices, are opening up for new modes of distributing learning materials and also for enabling communication between course participants. In an ongoing project in Tanzania for in-service education of secondary school teachers, the use of mobile phones for teaching and learning, both for communication and as media players, is tested. In Tanzania the greater number of primary school leavers has created a shortage of secondary school teachers with adequate capacity. At the same time, the Ministry of Education and Vocational Training in Tanzania (MoEVT) has developed an ICT Policy for Basic Education. The MoEVT believes that the use of ICT in teaching and learning as well as administration and management provides a powerful tool to achieve educational and national development objectives. The project "ICT-Based In-Service Teacher Education for Secondary School Teacher in Tanzania" (ICT BITES) is one such initiative. It was set up to deal with the above mentioned shortage of qualified teachers. The project was initiated by MoEVT and is funded by SPIDER, The Swedish Program for ICT in Developing Regions.  There is a special focus in the project on in-service education of "licensed teachers", teachers with only a few weeks of formal teacher education. A number of these licensed teachers are enrolled in an education program run by the Open University of Tanzania. It is planned that 50 students in this group shall participate in a project pilot, using ICT, including mobile phones, to increase their capacity as teachers. 
ER  - 

TY  - CONF
T1  - “I could no longer be their teacher”: Online education as a negation of the teaching profession
A1  - Ljungqvist, Marita
A1  - Svensson, Peter
A1  - Neuhaus, Sinikka
A1  - Sonesson, Anders
PY  - 2024
LA  - eng
AB  - Research topic/aim: The digitalization of education is a prioritized field for governments and policymakers all over the world, not least in the Nordic countries. The educational sector is expected to play an important role in the digitalization of society and in fostering digital citizens, and to harness the potential of technology for improving its own practices (ITU, UNESCO & Unicef, 2020). Common watchwords in policies are: flexibility, choice, inclusion and individualization. Digitalized education is seen as particularly important in relation to socio-economic disadvantages, growing performance gaps and regional inequality (Ljungqvist & Sonesson 2022). As a consequence of digitalization, a growing share of teachers’ and students’ work will be located outside the classroom, as both independent study and teacher-student/student-student interaction becomes increasingly mediated by various digital tools. What such a development might mean for teachers, students and schools is difficult to say with certainty; research is still meagre (Lai & Bower 2019). The Covid-19 lockdown, however, offered a unique opportunity to study digitally mediated distance education as a natural experiment. This paper examines, through a dialectical theoretical framework, how the transition to distance learning in Swedish upper secondary schools in 2020-2021 affected teachers and their teaching. Theoretical framework: We use a dialectical framework as an interpretation grid for our analysis, in order to study contradictions and absences in the material. Methodological design: Utilizing life-history interviews, 33 teachers were interviewed about their experiences during the lockdown. Expected conclusion/findings: A main finding was our interviewees’ experiences of a negation of their previous professional practice, a negation that exposed important, previously partially hidden aspects of the teaching profession. Large parts of the teachers' work were hindered as a consequence of the transition to distance education. Without the physical school building and the classroom as material and symbolic framings of the teachers’ work, much of the pedagogical, social, professional, collegial and interpersonal aspects of teaching were lost. The seriousness and solemnity connected to the teaching profession disappeared. Teachers were overwhelmed by a sense of powerlessness as they could no longer carry out the school’s compensatory mission. Through the digital transformation, they were deprived of opportunities to be teachers. Relevance to Nordic educational research: There are strong reasons to take the experiences of these teachers seriously in relation to the ongoing digitalization of education. We believe that our paper contributes to the growing field of critical research on digital pedagogy and digitalized education, with a special relevance for the highly digitalized Nordic countries. If 33 experienced and skilled teachers, who fought for almost two years with the best interests of their students in mind, could not digitally recreate the classroom that the pandemic closed – in Sweden, one of the world’s most digitalized countries – why should we continue to believe in the promises of digitalization?
ER  - 

TY  - CONF
T1  - Learning Style Differences between Nursing and Teacher Students in Sweden: A Comparative Study
A1  - Boström, Lena
A1  - Hallin, Karin
PY  - 2013
LA  - eng
KW  - learning styles preferences
KW  - nursing students
KW  - teacher students
KW  - teaching strategies
AB  - The teaching profession has been continually challenged to provide evidence of the effectiveness of teaching and learning methods. Teacher education as well as nursing education  are currently undergoing reforms in Sweden Hence, it is important for educational institutions to be aware of the different ways that their students learn and it is importance for prospective teachers and nurses to become aware of their own learning styles. The purpose of this research was to explore the learning styles preferences for two student groups: teachers and nurses to analyze their differences in the light of international research on learning styles. The study involved 78 teacher students and 78 nursing students. Twenty subscales of the Productivity Environmental Preference Survey (PEPS) (Dunn, Dunn, & Price, 1984; 1991; 2000) were used to identify the learning-styles preferences of the participants. The results showed statistically significant differences between the two student groups. Based on the results, it can be concluded that in comparison to teacher students, nursing students differed in need for light, motivation, kinesthetic preferences, and need for authorities  More teacher students than nursing students preferred intake, morning work and were more persistent. The findings suggested the need for widely diverse teaching approaches and conscious didactic action skills in higher education as well as implementation of learning strategies for students.
ER  - 

TY  - CONF
T1  - Disposed to the Vocation of Teaching?
A1  - Persson, Magnus
PY  - 2010
LA  - eng
KW  - teacher education
KW  - divided habitus
KW  - linnaeus university
KW  - educational choice
KW  - higher education
AB  -  The same 10 upper secondary school teacher students were interviewed twice. The first occasion was when they were beginners at the teacher education programme at Linnaeus University, Sweden. The second interview was conducted when they were supposed to be halfway through their education. In the first interview their motives to become, and conceptions of what it means to be a teacher were mapped out and different individual pictures and stories were found. In the second interview the choice of education and vocation was either strengthened or weakened. This text is trying to give examples of individual changes in vocational orientation and security of choice and link them to the social environment the individual are disposed by. This is done in the light of more heterogenic social and meritocratic structure among upper secondary schoolteachers, a traditional academic middle-class vocation. Using the concept of a divided habitus the text is trying to illustrate the limitations in this social and meritocratic heterogeneity. From this perspective it becomes partly explainable why some students can be claimed being disposed to the vocation of teaching and some are not. This is conceptualized and expressed in terms of an academic or a vocational orientation. 
ER  - 

TY  - JOUR
T1  - Tensions, coherence, and/or progress in early childhood teacher education (ECTE) in the Nordic countries, Special issue
T2  - Nordisk Barnehageforskning
PY  - 2024
LA  - eng
AB  - This special issue provides some needed insight into the tensions, coherence, and/or progress in early childhood teacher education (ECTE) in the Nordic countries. These topics warrant exploration due to complex, and at times contradictory educational landscapes, which must deal with the question of how to generate comprehensive, coherent, and interdisciplinary education programs. Drawing on studies utilizing different theoretical perspectives on tensions, coherence, and progress in higher education, and with the use of a variety of research methodologies, the Nordic authors in this special issue expand our knowledge on current issues and tendencies in ECTE in Sweden, Norway, Denmark, and Finland. In light of the great importance of and real challenges in the field of early childhood education and care, the question of how to educate early childhood education teachers is highly relevant, and requires more research in, and reflection on, how these teachers are educated. This special issue draws specific attention to opportunities and challenges in ECTE, which has so far received limited research attention.
ER  - 

TY  - JOUR
T1  - The Educational Practice of School-Age Educare Teachers Teaching Visual Art in Swedish Primary Schools
T2  - International Journal for Research on Extended Education
SN  - 2196-3673
A1  - Fahlén, Marie
PY  - 2020
VL  - 2
IS  - 8
SP  - 173
EP  - 190
LA  - eng
KW  - policy enactment
KW  - professional identity
KW  - school-age educare
KW  - visual art education
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The purpose of this article is to increase the understanding of the challenges that Swedish school-age educare teachers with a certification in visual art experience in their everyday school practice. The study focus on the educational practice of teaching visual artfrom a holistic perspective which also includes the teachers’ perception of their overall work situation and their professional identity. Due to dual professional roles, these teachers are not only required to meet the criteria formulated in the syllabus of the subject visual art, but also to achieve the goals for the educare centre (National Agency of Education, 2019). The method used is in-depth individual interviews with nine teachers, together with observations of visual art lectures and the physical and material environment. The results provide insights into what it means to work as a school-age educare teacher teaching visual art in primary schools, struggling with limited resources and identity conflicts. The study highlights how teachers often end up in a struggle between individual agency and social structures since they have to resist, adjust and negotiate to get acceptable work conditions.
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TY  - CONF
T1  - The "physics expert" discourse model: counterproductive for trainee physics teachers' professional identity building?
A1  - Larsson, Johanna
A1  - Airey, John
PY  - 2015
LA  - eng
KW  - discourse models
KW  - teacher education
KW  - professional identity
KW  - physics
KW  - narrative
KW  - science education
KW  - naturvetenskap med utbildningsvetenskaplig inriktning
AB  - In Sweden, the training of secondary physics teachers generally consists of three parts: subject-specific courses in the physics department, pedagogical core courses in the education department and teaching practice in schools. In this paper we study the different discourse models enacted in these three training environments at a large university in Sweden. What happens when the culture of physics meets the cultures of education and school and what are the potential effects on trainee physics teachers’ professional identity?Building a professional identityTeacher training has numerous goals. Apart from learning subject matter, pedagogical theory and practical skills, trainees are also in the process of building their professional identity. Professional identity has been used within educational research in a variety of ways (Beauchamp & Thomas, 2009; and Beijaard, Meijer, & Verloop, 2004). In this paper we use this concept as an analytical tool to help us understand how the value-systems in teacher training affect the future practice of trainee physics teachers. Here we follow Connelly and Clandinin (1999) who view professional identity as a set of narratives teachers tell about what it means to be a teacher.For narratives to be recognized as professional, they need to fit within accepted discourses (Danielsson & Warwick, 2014; Gee, 2005). Thus, we are interested in the dominant discourses in a Swedish teacher training programme and the professional narratives of physics teaching that these discourses make possible. In this paper we focus on the discourse models enacted in the physics department with respect to teacher training. In this respect Gee (2005, p. 71) describes discourse models as “our ‘first thoughts’ or taken-for-granted assumptions about what is ‘typical’ or ‘normal'."Our research questions are as follows:What discourse models with respect to teacher training are enacted in the physics department? How do these models relate to discourse models enacted in other environments of teacher training? What are the potential affordances or constraints of these discourse models on the narratives trainee physics teachers can tell in order to constitute their professional identity?Data collection and analysisWe conducted semi-structured interviews (Kvale, 1996) with nine teacher educators (three physics lecturers, three pedagogy lecturers and three school placement supervisors). The interviews were guided by a smaller number of overarching themes, such as the informant’s opinion about what trainee physics teachers need to learn. Each of the themes was followed up with open-ended questions in order to elicit the particular concerns of the informant. The interviews lasted around 60 minutes and were transcribed verbatim. The transcripts were iteratively coded using the qualitative data analysis software package NVivo. In the first round, we identified categories related to what was valued in terms of physics teaching and teacher education. These categories were then refined in an iterative process resulting in separate systems of meaning—the discourse models.FindingsOur analysis resulted in four distinct and potentially competing discourse models that are enacted in the three environments that trainee physics teachers meet. These are: the critically reflective teacher, the practically well equipped teacher, the syllabus implementer and the physics expert. In this paper we focus on the physics expert discourse model (fig. 1). This model dominates not only in our physics department interviews, but also amongst the school placement supervisors we talked to. In this model, the primary goal of physics education is to create future physics experts.Figure oneIn the physics expert discourse model it is the latest research in physics that is seen as exciting and motivating, for both students and teachers. In contrast, secondary school subject matter is viewed as inherently boring—something that needs to be made interesting. The model co-exists with three other discourse models, which were more likely to be enacted in the education department. These models value quite different goals such as the development of practical skills, reflective practice, critical thinking and citizenship.Discussion and conclusionsWe started out this paper by asking what discourse models trainee physics teachers meet in the physics department. Here, we identified the physics expert model. This model dominates not only in our physics department interviews, but also amongst the school placement supervisors we talked to.The next question is how this model relates to discourse models enacted in other environments of teacher training. We found three competing models enacted in the education department and school: the critically reflective teacher, the practically well equipped teacher and the syllabus implementer. At this stage in our study we can only point out that these models have quite different priorities—whilst the physics expert discourse model values physics for physics sake, the syllabus implementer model for example values physics as a means to an end – namely the creation of future citizens.Our final research question deals with the potential affordances or constraints of these discourse models on the narratives trainee physics teachers can tell in order to constitute their professional identity. We suggest that invoking the physics expert model could make the building of a professional identity problematic for trainee physics teachers in a number of ways. First, becoming a school teacher does not sit very well with valuing a physics expert identity. If cutting-edge research is what is valued, why would anyone choose to work in schools? Second, the underlying premises of many of the courses trainee physics teachers take in the education department are difficult to reconcile with this model—if the primary role of a physics teacher is the creation of future physicists, important parts of the curriculum such as developing a scientifically literate society become relegated to a subsidiary status.We have identified a number of discourse models that we claim tacitly steer what is signalled as valued (and not valued) in the teacher-training programme we studied. We claim that knowledge of these models is useful in a number of ways. For teacher trainers, a better understanding of these models would allow conscious, informed decisions to be taken about the coordination of teacher education across settings. For prospective teachers, knowledge of these models empowers them to question the kind of teacher they want to become.Going forward, we intend to focus on the other models we identified in order to see how these relate to the physics expert model. Can similar models be found in other physics teacher training programmes both within Sweden and in other countries? However, we believe the most interesting work will be connecting the discourse models we have identified to the professional identity narratives told by trainees. In what way does the teacher training environment affect the professional identity of future physics teachers?ReferencesBeauchamp, C., & Thomas, L. (2009). Understanding teacher identity: an overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189.Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128.Connelly, F. M., & Clandinin, D. J. (1999). Shaping a professional identity?: stories of educational practice. New York: Teachers College Press.Danielsson, A., & Warwick, P. (2014). “All We Did was Things Like Forces and Motion …”: Multiple Discourses in the development of primary science teachers. International Journal of Science Education, 36(1), 103–128.Gee, J. P. (2005). An introduction to discourse analysis?: theory and method. New York: Routledge.Kvale, S. (1996). Interviews?: an introduction to qualitative research interviewing. Thousand Oaks: SAGE. 
ER  - 

TY  - CONF
T1  - Entrepreneurial learning in higher education
A1  - Philipson, Sarah
PY  - 2015
LA  - eng
KW  - higher education
KW  - zone of proximal development
KW  - tacit knowing
KW  - scaffolding
KW  - expanding learning environment
AB  - This article proposes to build a entrepreneurial learning environment for future business professionals, based on a better knowledge about requirements, a pedagogic ethos, and the economic necessity to build structural capital in higher education.Professional academic education has to comply with many demands; a professional community that requires productive workers, a faculty that requires the students to get a certain level of understanding of one or several social science subjects, and social science methodology. This paper proposes to build such educations based on community based concept maps and a Vygotskian pedagogics.The costs of running higher education typically has a cost structure with 60-65% salaries, 20-25% fixed costs, mainly buildings, and some 10% expenses. The high share of salaries and almost non-existing productivity increases the relative cost of higher education as the productivity in producing other product and services increases. Together with the increasing share of the population that need higher education the cost for society has radically increased. In an effort to economise with limited resources most western countries have radically differentiated the financing between technical and medical education on the one hand and social science on the other. The situation for social science education has thus become increasingly strained. Social science professors hope to influence the state to increase the founding, UNT (2013-10-26); HSV (2013-10-26).Having taken initiative to, developed, implemented, and during five years managed two bachelor and one master (one- and two-year) programs in marketing, I also participated in the self-evaluation of these in the summer of 2011, which was part of the requirement of The Swedish National Agency for Higher Education, now The Swedish Higher Education Authority. The programs were based on a very clear ideas on subject ”progression”.The self-evaluation provoked a revision to improve the methodological progression of the programs. But it was evident that these changes were not enough.From this background we face four problems that motivate the need for entrepreneurial learning in higher education:Very complex requirements from stakeholdersLimited resource allocation, need to become more efficientLow quality of present educationThe need to build structural capital to become more efficientTo deal with these problems we assume some core ideas:It is necessary to strengthen the integrity of the program. To make higher education more efficient we have to build structural capital.Based on a ’Vygotskian’ view on pedagogics, it is necessary:The program must be broken down to courses and then to moments of proximal development that are gradually widening during the program. To develop methods to identify for each individual student’s ’zone of proximal development’, se below, which is both possible for the student to span and which is challenging enough.To develop the ’caring’ aspects of the teacher – student relation.In the following text we develop our view concerning these problems, and explain why we have chosen these core ideas. The first part deals with the complex requirements on higher education. Concept maps are introduced as a tool for understanding and handle complexity. This part explains why we focus on structural capital. The second part deals with the pedagogic foundations of the project. In this part we explain the methods we want to use to strengthen the quality in higher education. ’The zone of proximal development’ is used to explain how entrepreneurial learning can be achieved in higher education, and why we focus on the relationship between student and teacher. The last part deals with thoughts about how we can build and use structural capital in higher education to make education more efficient and give students more time with teachers.
ER  - 

TY  - CHAP
T1  - Professional Development in Higher Education: Response to need for ICT skills in teaching and learning
T2  - Högskolepedagogisk utveckling i teori och praktik
A1  - Niklasson, Laila
A1  - Fröjdfeldt, Lotta
PY  - 2018
SP  - 97
EP  - 111
LA  - eng
PB  - Västerås : Mälardalens högskola
KW  - higher education
KW  - professional development
KW  - ict skills
KW  - teaching
AB  - When designing and working in an educational learning situation in higher education, the use of Information and Communications Technology (ICT) is often a basic requirement. The aim of this study is to increase our knowledge about responses to expectations of using ICT in higher education settings. Data collection was carried out to investigate responses on different levels at one university in Sweden. The result showed responses from different levels, from the central level to the internal workshop level. Based on the results, even though limited, the conclusion is that there is an active response, but workshops and courses offered were, until recently, more technology focused than learner focused. A shift in didactical approach has led to an increased teacher-driven and learner-centred approach. 
ER  - 

TY  - JOUR
T1  - Teaching Islam with Music
T2  - Ethnography & Education Journal
A1  - Berglund, Jenny
PY  - 2008
VL  - 2
IS  - 3
EP  - 2
LA  - eng
KW  - islam
KW  - muslim
KW  - education
KW  - cultural heritage and cultural production
KW  - history of religion
KW  - subject didactics
KW  - ämnesdidaktik
KW  - international education
KW  - internationell pedagogik
AB  - We can note a varied use and attitudes to song and music in Islam. In the classroom of Sana, a primary school teacher of Islamic religious education in a Muslim school in Sweden, music is an important but not uncontested part of Islamic religious education. Sana uses different genres of music, ranging from Islamic hip-hop and pop to more traditional nasheed. The music supports themes discussed in the classroom but also gives variation to the education. It happens that children comment and say that the hip-hop and pop-music Sana plays is haram, forbidden. Sana seldom touches upon the notion of music as forbidden or unlawful in the classroom, but nevertheless it is visible in her choices of music and the way she presents the music for the children. Outside the classroom, in interviews with the researcher, Sana talks about the necessity of finding Islamic role models that attract the young, instead of “bearded old men” that might have interesting things to say but have neither “the looks nor the language” to attract young people. Sana’s use of music within Islamic religious education is discussed to seize the meanings associated with music and understand the educational choices Sana makes in relation to music. The paper is based on fieldwork that took place during 2005 and 2006.
ER  - 

TY  - CONF
T1  - How it’s right to write: Capital or lower case letters in Australasian and Swedish preschools.
A1  - Margrain, Valerie
A1  - Mellgren, Elisabeth
PY  - 2019
LA  - eng
KW  - literacy
KW  - writing
KW  - early childhood
KW  - sweden
KW  - australia
KW  - new zealand
AB  - This research investigates traditions and theories guiding early childhood education (ECE) use of capital and lower-case letters in Australasia and Sweden. Nine higher education academics were purposefully recruited and interviewed about their writing practices, beliefs and theories: five interviews in Sweden, two in Australia, and two from New Zealand. Australian National and Swedish Research Council requirements for ethical practice were followed, including pseudonymisation. Findings indicated consistent difference between Australasian and Swedish perspectives on how both adults and children should use capital and lower case letters (for example writing the name Ella or ELLA). Each group thought their own way was the right and usual way. All Australasian respondents indicated that use of a capital letter was to only be used at the start of a name or start of a sentence, even for and by very young children. They used terms such as ‘appropriate’, ‘conventional’, ‘right’, ‘correct’ and ‘obvious’, taking the view that ECE should follow school traditions to support children’s transition, and written text must follow the model of book-reading. However, Swedish participants all indicated that the full use of capitals was the more common way text was used in Swedish preschools, both as modelled by teachers and used by children. Rationale included that it is physically easier for children to write in block strokes, that teachers followed the way preferred by children, and that there were many examples of capital letter word use in wider society, especially in advertising. These contrasting perspectives can be connected to theories of literacy as social practice (Barton & Hamilton, 2010), and ECE/school traditions. The study has relevance for socially-just and inclusive teaching as we reflect on differing cultural traditions, assumptions about what is usual (or right?) in literacy traditions, how we enculturate children and families into writing, how we accept differing preferences and support individual learning. Increasing globalisation means that families enter preschools and schools with culturally diverse literacy traditions and it is useful that we critically examine our literacy practices to ensure that there is a focus on participation and inclusion rather than to limit right ways to write. Larson, J., & Marsh, J. (2016). Making literacy real: Theories and practices for learning and teaching. Los Angeles: SAGE. Mellgren, E., & Margrain, V. (2015). Student teacher views of text in early learning environments: Images from Sweden and New Zealand. Early Child Development and Care, 185(9), 1528-1544.
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TY  - CONF
T1  - Conforming Spheres: Limitations in Higher Music Education
A1  - Gullberg, Anna-Karin
PY  - 2016
LA  - eng
KW  - musikpedagogik
KW  - music education
AB  - This paper presentation wants to visualize and create an interactive discussion about the legitimation of higher music education within popular music – its obstacle and potentials as an institution of plurality within a university context.There are some well-known conditions that are more or less tabooed and sometimes act as sources for the noncompliance in institutional flexibility. The schools of music are traditionally constructed by three; at least, “biotopes” of definable thinking and acting from which students, personnel and management have experience of and are recruited from. These fields are the conservatoire tradition, the Free Church’s organizations (perhaps mainly in Sweden), and the recycling system of musicians/teachers inside music institutions on different levels of education. This trinity of spheres brings on shared experiences of expertise, social training and familiarity but also exclusion, non-equality, self-righteousness, anti-intellectual preferences and conventional preferences. This is not by any sense exclusive for higher music education but in a faculty that could facilitate innovative expressions, self-independence and global engagement – why not go for it!Circumstances above results in the fact that even if popular music (in a broad sense) is the essence of music activities in the conservatories in Sweden, the learning contexts are still predictable bosoms for music students all the way from voluntary music school (during elementary school years), through aesthetic gymnasia, pre-educations like folk high schools, straight forward to the School of music to, perhaps, a teacher education for elementary school and voluntary music school. As a consequence of this recycling situation the plurality and differences that e.g. Biesta, 2006 highlights as necessary, can perhaps be linked more to genre expansion than to democratic and existential content.
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TY  - CONF
T1  - The Conscious Use of Relationship - How Teachers Promote Student Health in Their Everyday Teaching
T2  - European Conference on Educational Research, ECER
A1  - Hammerin, Zofia
A1  - Basic, Goran
PY  - 2023
LA  - eng
KW  - school practice
KW  - teacher identities
KW  - student identities
KW  - student health work
KW  - education
KW  - pedagogik och utbildningsvetenskap
KW  - pedagogics and educational sciences
KW  - social pedagogy
KW  - socialpedagogik
AB  - IntroductionThis study explores the role of the teacher in working with student health in high school. Teachers have been identified as crucial in promoting student health and wellbeing but it is traditionally not considered a teacher task. The article presents findings from an empirical study in which the views of the teachers are in focus.School is considered a suitable and vital arena for working with the health of children and young people. This can be done by implementing various programmes and initiatives lead by teachers or other professionals, or in a more informal way in the everyday school practice.Student health has been and still is a concern for the Student Health Services (SHS). It is however with the teacher that the students spend most of their time in school. A good relationship with the teacher, support from the teacher in meeting academic demands and classroom participation has proven beneficial to student health. There is also a well-documented reciprocal relationship between health and academic achievement. Overall, the same factors which promote learning, also promote health.In Sweden, where the study is set, student health work “shall be primarily preventive and promoting” (Education Act, 2010:800). Teachers are not explicitly tasked with health promotion but stipulated to cooperate with the SHS regarding student health. While the teacher is not presented as a central actor in the Education Act, other guiding documents highlight the teacher as important for student health. Teachers thus have a role in working with student health but what this role entails is not clear in the governing documents.The aim of the article is to contribute knowledge about how Swedish high school teachers describe their role(s) in working with student health.Brief Previous ResearchStudent health work has been empirically explored before but the role of the teacher in this work is a field in need of further empirical investigation. Much of the research regarding teachers’ involvement in student health work examines various programmes and initiatives implemented at the respective schools. The focus of this article is how teachers describe their role in the informal, everyday student health work, not in a programme or an initiative.Teacher involvement in health promotion has been criticized. Student mental health promotion can be regarded as an additional task to the existing abundance of teacher tasks. Expanding the role of the teacher is criticized as it can cause added stress and pressure. Lastly, teachers’ increased awareness of mental health problems among children and adolescents, can result in teachers starting to identify many behaviors and experiences previously deemed ordinary or understandable, as indicative of mental health problemsThis study contributes knowledge about how teachers describe their roles in student health promotion. This knowledge can be used to improve student health promotion further and contribute added understanding of the complex professional role of the teacher.Theoretical Points of DepartureThe study is based on theories of social constructivism in which social phenomena are understood and become active deeds by means of human interaction; people interpret, reinterpret, negotiate, and use various strategies to influence which interpretation takes precedence, thereby influencing how a phenomenon is understood.Methodology, Methods, Research Instruments or Sources UsedThe empirical data used in this article was collected in connection with a larger qualitative study conducted in two Swedish high schools. Ten teachers participated in the study, with teaching experience from between four and 22 years.The data was collected using semi-structured individual interviews where six open-ended questions guided the interviews. Follow-up questions were formulated in order to gain a deeper understanding of their answers. The interviews were recorded and transcribed verbatim.The data was analysed using qualitative content analysis. After the interviews were read through several times, sections of the interviews pertaining to the aim of the article were selected. These sections were read again and meaning units, i.e. statements that uncovered something related to the aim, were extracted. The extracted meaning units were condensed and coded, resulting in 102 codes. These codes were then grouped into themes, in an iterative process involving, re-reading of the selected interview sections as well as the whole interviews. The groupings were based on the relationship and underlying meanings regarding differences and similarities.Conclusions, Expected Outcomes or FindingsThe teachers clearly recognize and describe their work with student health in the everyday teaching.Tentative results show one main theme and four themes describing the different internal roles of the teacher as health promotor. The main theme is Conscious use of relationship to facilitate health and learning. The themes are The role of a caring adult, The role of a coach, The role of a student centred pedagogical leader and The role of security creator. The purpose of all the internal roles mentioned above, is to create a professional relationship with the students which is health promoting.There are no colclusions yet, but it is clear that the teachers consider health promotion a teacher task, not in conflict with their professional role but rather integrated with it.References                                                                                                                Burr, V. (2015). Social constructionism. Routledge.                                                Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse education today, 24(2), 105-112. https://doi.org/10.1016/j.nedt.2003.10.001                Gustafsson, J.-E., Allodi Westling, M., Alin Åkerman, B., Eriksson, C., Eriksson, L., Fischbein, S., Granlund, M., Gustafsson, P., Ljungdahl, S., Ogden, T., & Persson, R. S. (2010). School, Learning and Mental Health: A systematic review.                  Hammerin, Z., Andersson, E., & Maivorsdotter, N. (2018). Exploring student participation in teaching: An aspect of student health in school. International journal of educational research, 92, 63-74. https://doi.org/10.1016/j.ijer.2018.09.007                                Partanen, P. (2019). Health for learning - learning for health. The Swedish National Agency of Education.                                                                                     Phillippo, K. L., & Kelly, M. S. (2014). On the Fault Line: A Qualitative Exploration of High School Teachers’ Involvement with Student Mental Health Issues. School Mental Health, 6(3), 184-200. https://doi.org/10.1007/s12310-013-9113-5                     Pössel, P., Rudasill, K. M., Sawyer, M. G., Spence, S. H., & Bjerg, A. C. (2013). Associations between Teacher Emotional Support and Depressive Symptoms in Australian Adolescents: A 5-Year Longitudinal Study. Developmental Psychology, 49(11), 2135-2146. https://doi.org/http://dx.doi.org/10.1037/a0031767
ER  - 

TY  - CONF
T1  - Swedish student teachers´ perspectives on their short field study in South Africa
A1  - Abraham, Getahun Yacob
A1  - von Brömssen, Kerstin
PY  - 2018
LA  - eng
KW  - field study
KW  - intercultural competence
KW  - internationalization
KW  - student teachers
KW  - education
AB  - This paper explores if and in what way experiences from a short field study can contribute to student teachers intercultural learning and professional development. The paper is based on focus groups and individual interviews, with two groups of Swedish student teachers that undertook a two-week field study in South African schools. Researches on internationalisation in higher education especially trying to show intercultural learning in teacher education, often last several months or a whole year. Thus, there is a knowledge gap on students’ doing shorter field studies, which our study wants to help fill. The findings show that even a short field study has an important impact on the individual student teacher’s understanding of themselves and awareness of teachers’ living and working conditions in a different culture like South Africa.  It is impossible to conclude that the student teachers became more interculturally competent through this short field study. However, the student teachers in their reflections turn their attention back to their own national context for critical comparisons. As underlined by the student teachers, experiencing the context of teaching and learning and meeting people “in reality” is something that really “grabs your heart”.   
ER  - 

TY  - CONF
T1  - Developing student teachers’ PCK for teaching technology with a sustainability edge in primary school
T2  - The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023
A1  - Cederqvist, Anne-Marie
A1  - Högström, Per
PY  - 2023
LA  - eng
PB  - Liverpool : Liverpool John Moores University
KW  - design-based implementation research
KW  - pedagogical content knowledge
KW  - sustainable development
KW  - teacher education
KW  - technology education
KW  - smart cities and communities
KW  - smarta städer och samhällen
KW  - leads
AB  - In Swedish primary schools, technology teaching may appear different depending on what educational setting the pupils meet. Many pupils experience the subject of technology as taking part in practical making-activities without recognizing the technological knowledge involved, and many teachers feel uncertain of what and how to teach technology, especially concerning sustainability. Thus, it is necessary to pinpoint these issues within teacher education. This paper presents the first iteration of a Design-Based Implementation Research (DBIR) study on a teaching module that provides student teachers with theoretical and practical knowledge in technology education. The purpose of the study is to capture and understand how student teachers transform acquired knowledge and skills into Pedagogical Content Knowledge (PCK) for teaching technology in primary school. Special attention is on how student teachers evolve relations between technology education and sustainable development. The study is designed and implemented in line with DBIR based on principles of collaboration and has strong connections between practice and theory (Fishman & Penuel, 2018). The participating researchers, also the teacher educators, have together with teachers at a municipal technological resource facility jointly identified underlying premises such as policy document statements; topics and content of value for all participants; potential participating schools; and reviews of previous research. The study includes 12 student teachers enrolled in a science and technology course. Data is collected in several steps including student teachers’ written individual reflections, their project assignments, their lesson plans, and focus group interviews. Based on qualitative content analysis, components of PCK are traced to elucidate the transformation of student teachers’ PCK for teaching technology with a sustainability edge. The results contribute to knowledge of what efforts, such as teaching module design features and connections to sustainability, should be made to develop student teachers’ PCK for teaching technology in primary school.
ER  - 

TY  - CONF
T1  - Teachers' social representations of folk high schools
T2  - ESREA Triennial Conference 2025, Dialogue in and through Adult Education and Learning
A1  - Lindberg, Richard
PY  - 2025
SP  - 198
EP  - 199
LA  - eng
PB  - : ESREA - European Society for Research on the Education of Adults
KW  - folk high school
KW  - adult education
KW  - teacher
KW  - dialogue
KW  - social representation
AB  - Introduction and Aim: Dialogue — communication and interaction — is central to social representations and is constructed through interactions and communication between people (Purkhardt, 1993). Within the dialogue at Folk High Schools, various social representations about the schools and the teachers' work are shaped. This study examines the social representations held by teachers at Swedish Folk High Schools who work in long courses, defined as programs lasting one year or more.Folk High Schools, a form of popular/liberal adult education within the Swedish adult education system, offer a wide range of courses across multiple fields. Compared to the formal school system, Folk High Schools have greater autonomy, allowing them to adapt their educational offerings to participants with a unique course selection. According to Nylander (2014), Swedish Folk High Schools can be seen as a remarkably heterogeneous group of educational institutions.There are no formal requirements for teacher certification at Folk High Schools; instead, the schools themselves determine the competencies required of their teachers. As a result, the educational backgrounds and previous work experiences of teachers can vary significantly. Nonetheless, Folk High Schools generally maintain high standards (Andersson, Rudberg, Rydenstam, & Svensson, 2013). Just as Folk High Schools are diverse, so too are their teachers, which raises interest in what unites and differentiates teachers' conceptions of Folk High Schools. Understanding these shared and divergent representations can enhance comprehension of Folk High Schools and what it means to be a teacher within this educational context. The purpose of the study is to contribute further knowledge about Folk High Schools, exploring both their internal similarities and differences.The overarching research questions examined in this study are: What conceptions do Folk High School teachers have about Folk High Schools and about working as teachers in these institutions?Theory and Method: The study employs social representations as both a theoretical framework and a research method. This theory focuses on individuals' conceptions — social representations — and the regular social interactions among people within a collective context. Through interaction, shared everyday knowledge is formed, which facilitates understanding and smooths daily life. The theory of social representations emphasizes how multiple subjects — for instance, a group of Folk High School teachers — collectively create representations about working at a Folk High School.The study was conducted using focus group interviews with 30 teachers from five different Folk High Schools. Since focus groups are inherently dialogical, they are particularly useful for exploring socially shared knowledge, attitudes, and opinions (Marková et al., 2007). The participating teachers had worked at Folk High Schools for at least five years, teaching in one of the following programs: general courses, vocational training, or aesthetic education. 
ER  - 

TY  - CHAP
T1  - National testing and accountability in the Scandinavian welfare states: education policy translations in Norway, Denmark and Sweden
T2  - World yearbook of education 2021
A1  - Skedsmo, Guri
A1  - Rönnberg, Linda
A1  - Ydesen, Christian
PY  - 2021
SP  - 113
EP  - 129
LA  - eng
PB  - London : Routledge
ER  - 

TY  - JOUR
T1  - Hur villkorar juridifieringen lärarprofessionens arbete med skolans kunskaper och värden?
T2  - Utbildning och Demokrati
SN  - 1102-6472
A1  - Bergh, Andreas
A1  - Arneback, Emma
PY  - 2016
VL  - 1
IS  - 25
SP  - 11
EP  - 31
LA  - swe
PB  - Örebro : University of Örebro. Department of Education
KW  - juridification
KW  - teacher professionalism
KW  - knowledge
KW  - value
KW  - education
AB  - How does juridification condition the teaching profession’s work with educational knowledge and values? Over the last twenty years the governance of Swedish education has radically changed. As a specific part of this transformation, the aim of this article is to investigate how juridification conditions the teaching profession’s work with educational knowledge and values as formulated in the national curriculum. The article makes use of two governing logics – the management of placement and the management of expectation – that position teachers’ assignments and possible actions in different ways. The empirical material consists of national policy texts. The analysis points to different dilemmas that result from juridification, namely that teachers are expected to shoulder a decentralized moral responsibility and at the same time be controlled against nationally formulated rights and obligations.
ER  - 

TY  - CONF
T1  - ARE THERE DIFFERENT TYPES OF PHYSIC TEACHERS?: ABOUT TEACHING SUSTAINABLE ENERGY IN AN UPPER SECONDARY SCHOOL PHYSICS COURSE
T2  - <em>In Proceedings of International Organization for Science and Technology Education. Symposium (14; 2010; Bled) Socio-cultural and human values in science and technology education</em>.
A1  - Engström, Susanne
A1  - Gustafsson, Peter
PY  - 2010
SP  - 418
EP  - 430
LA  - eng
PB  - Ljubljana : Institute for Innovation and Development of University
KW  - physics education
KW  - physics teacher
KW  - energy education
KW  - subject didactics
KW  - ämnesdidaktik
KW  - naturvetenskapernas och teknikens didaktik
AB  -  ABSTRACT  The declining interest for science and technology among pupils in the Western world is a threat against economical growth, the welfare system and also a democratic problem. A key person for a change is the teacher. We must therefore, as a start, identify what and how teachers in science teach. Results from a survey of physics teacher in Sweden who teach energy in the course Physics A in upper secondary school are presented. Through a questionnaire the teachers were asked what they choose to teach and what methods they use. We found that a majority of them focus on basic physics concepts, their relations and text book problems solving. Overall they teach in a traditional manner, without valuating content and without connecting to the environment, society or future technologies. From a cluster analysis of the answers three different groups of physics teachers were revealed. A large group named the Mainstream Group, a second group, the Future Solution Group, and a third Challenger Group. The latter consist of teachers who, in addition to basic concepts and relationships, also teach with a more valuating content, allowing sustainable development to characterize the content and use a variety of teaching methods and material.  
ER  - 

TY  - CONF
T1  - Assessment for learning: Student’s understanding and teachers competence
A1  - Wennergren, Ann-Christine
A1  - Thornberg, Fredrik
PY  - 2011
LA  - eng
KW  - school improvement
KW  - assessment for learning
KW  - zpd
KW  - scaffolding
KW  - special education
KW  - education
AB  - AimThe overall aim of this action research project is to increase teachers’ assessment competence and students’ understanding of written assessment. The participating special school is part of the Swedish compulsory school system and the study includes year 6-9. The purpose of the first and present sub-study was to analyze how students’ understanding of written assessments be related to assessment for learning. Methodology/research designIn focus of the study was a special educational setting with small classes (7-8 students) and special education teachers. As a part of the planning phase, 29 students were asked to describe their understanding of written assessments in three different subjects and furthermore discuss their descriptions in follow-up interviews. The theoretical framework was Vygotsky’s theories of learning. The two-step analysis first focused on individuals’ understanding and then the zone of proximal development (zpd) was used as an analytical tool. Findings and expected findingsIn the first analysis three categories were found. Thus students’ understandings were related to: subject matter knowledge, generic skills and attitudes. The findings of the second analysis indicated that written assessment often lacked formative features and cannot be seen as learning in the ZPD. A categorical perspective was used in practice since difficulties with schoolwork were seen as problems of the individual student and the actions were directed towards the student. The second sub-study, in progress, shows trends that developing assessments competence requires rethinking and applying new principles of assessments for learning. Rethinking one’s own conception of knowledge and learning might foster conflicts between teacher as a coach and teacher as a judge – in the US mentioned as “the assessment crisis”. 
ER  - 

TY  - RPRT
T1  - Improving Teaching and Learning Together: A Literature Review of Professional Learning Communities
A1  - Olsson, David
PY  - 2019
LA  - eng
PB  - Karlstads universitet
KW  - professional learning community
KW  - plc
KW  - practice-based research
KW  - collaborative inquiry
KW  - teacher research
KW  - literature review
KW  - education
AB  - This report reviews the research literature on professional learning communities (PLCs) in order to provide insights into of how practice-based research, in the form of various types of collaborative inquiry, could be promoted in ways that improve teaching and learning in Swedish schools. The review is based on research from many parts of the world, published in peer reviewed English-speaking journals and books. It thus has relevance beyond the Swedish context as well. The report presents research findings demonstrating the benefits of PLCs. It also describes the defining characteristics of these PLCs. Finally, it provides a research informed discussion of how PLCs could be developed and sustained, including suggestions that can inform future research. The report thus offers several important insights that can prove valuable to both researchers and policy makers seeking ways to develop teaching and learning in primary and secondary schools.
ER  - 

TY  - CONF
T1  - The preschool teacher – a threat?: On touch and gender in teacher-student interaction in preschools.
A1  - Åberg, Magnus
A1  - Hedlin, Maria
PY  - 2013
LA  - eng
KW  - gender
KW  - preschools
KW  - students
KW  - teachers
KW  - touch
KW  - genusvetenskap
AB  - Proposal InformationIn this paper we discuss the physical interaction between teachers and students in Early Childhood Education from a sociological perspective.Physical interaction between teachers and students is an integral component of teachers’ work in preschools, and numerous psychological and neuro-psychological studies have shown that touch benefits children’s well-being (see e.g. Montagu 1986; Field 2003). Research has however also shown that while most teachers are confident that touch is beneficial for children, fewer of them actually use touch in their professional work. According to the teachers this is in part due to fears of being accused of ‘inappropriate’ touching (Owen and Gillentine 2011; cf. Stamatis 2011).Jones (2001) and King (2004) have shown that male preschool teachers are more likely than female teachers to be suspected of inappropriate touching of children (cf. Berill & Martino 2002; Foster & Newman 2005; Sargent 2005; Gilbert & Williams 2008). But this phenomenon also affects women (Andrzejewski & Davis 2007; Åberg & Hedlin 2012a).In an on-going project we are investigating how norms for gender are established, maintained and challenged through physical interaction between teachers and students in preschools. In this paper we will report preliminary results from the project.The study is inspired by Piper and Stronach’s (2007) concept ‘relational touch’. This concept does not presuppose the meaning of touch in teacher-student interactions. Rather, it opens for a dynamic analysis which search for social, cultural, organizational and material factors impacting on how touch is used and interpreted by teachers in relation to the pedagogical practice. The concept of ‘relational touch’ is in alignment with how we use the concept of gender in the study. The concept of gender deals with how verbal, bodily and material aspects of social relations create a dynamic pattern in gender relations, what Connell has called a gender order (cf. Connell 2009). Thus, we understand touch and gender as norms which are created by and create social, cultural and material practices (Butler 2004).Many European and Western societies have seen an expansion of the means to protect children. This has put focus on teachers’ subjectivities. A safe environment for the child demands a ‘safe’ teacher (cf. Johnson 2001; Jones 2004; McWilliam & Jones 2005). Although it has been claimed that the Scandinavian countries has escaped the negative discourse of the ‘safe teacher’ (cf. Cameron 2001) we have indications that this discourse is impacting also on the supposedly gender equal Utopia of Scandinavia. For example, some preschools have regulated physical interaction by prohibiting children’s nudity, and new legislation has been enacted to prevent sexual offenders to work with children (Åberg & Hedlin 2012). To understand touch in preschools it is important to grasp the globalization of this discourse, and in the paper we will relate the developments in Sweden and Scandinavia to the broader European context. We will explore the impact of external and internal governance, i.e. how media reports and changes in educational policies are connected to teachers’ means of reflexivity and self-governance in relation to touch (cf. Alison 2004).Methodology or Methods/ Research Instruments or Sources UsedThe reserch questions which we investigate in on ongoing project are the following: A) How has physical interaction between teachers and students been discussed in Swedish newspapers and preschool teachers’ professional journals in the last 30 years? B) How have the local policies of Swedish day care centers and preschools in relation to physical interaction between teachers and students changed over time? C) How do Swedish male and female preschool teachers with varying amounts of work experience reflect on touch as part of their work?We answer questions A) and B) through discourse analysis (Howarth 2000) of some 30 years of publications of nationally distributed newspapers and preschool teachers’ professional journals. For question C) we conduct reflexive interviews (Thomsson 2002) with female and male preschool teachers with varying amounts of work experience.Conclusions, Expected Outcomes or FindingsMost of the data for this study will be gathered during the spring of 2013. Therefore we cannot yet say that much about the results of the study. However, results from a previous interview study (Åberg & Hedlin 2012; Hedlin & Åberg 2013) with student teachers currently training to be teachers have relevance for this paper. In that study we discovered three different discursively constructed subject positions which students enacted in relation to the risks of ‘inappropriate touching’. The first was a self-disciplining position which men and women entered who felt anxieties that e.g. parents could use ‘inappropriate touch’ as a rhetorical power tool against teachers they didn’t approve of. A second position was individualistic, where students – both men and women – refused to acknowledge that the teacher’s gender had an impact on teachers’ and students’ physical interaction. The third position was a body-reflexive masculine position, entered by male students who had experienced that they had been limited or refused to perform certain ‘sensitive’ work tasks, due to their male bodies (Åberg & Hedlin 2012). In the present paper, we will further develop this analysis.ReferencesAndrzejewski, Carey E. & Davis, Heather A. (2007). Human contact in the classroom.Exploring how teachers talk about and negotiate touching students. Teaching and TeacherEducation. No. 24, pp. 779-794.Berill, Deborah, P., & Martino, Wayne (2002). ”Pedophiles and Deviats”: Exploring Issues ofSexuality, Masculinity and Normalization in the Lives of Male Teacher Candidates. In RitaM. Kissen (Ed.) Getting ready for Benjamin: Preparing teachers for sexual diversity in theclassroom. Lanham: Rowman & Littlefield.Butler, Judith (2004). Undoing gender. New York: Routledge. Foster, Tor & Newman, Elizabeth (2005). Just a knock back? Identity bruising on the route tobecoming a male primary school teacher. Teachers and Teaching: theory and practice.Vol. 11, no. 4. pp 341-358.Johnson, Richard (2001). Rethinking risk and the child body in the era of ‘no touch’. In.Alison Jones (ed.) Touchy subject. Teachers touching children. Dunedin: University ofOntago Press.Jones, Alison (2004). Social anxiety, sex, surveillance, and the ‘safe’ teacher. British Journalof Sociology of Education, Vol. 25, no. 1, pp. 53-66.King, James. R. (2004). The (im)possibility of gay teachers for young children. Theory IntoPractice, Vol. 43, no. 2, pp. 122-127.McWilliam, Erica & Jones, Alison (2005). An unprotected species? On teachers as riskysubjects. British Educational Research Journal, Vol. 31, no. 1, pp. 109-120.Owen, Pamela M. & Gillentine, Jonathan (2011) Please touch the children. Appropriate touch in the primary classroom. Early Child Development and Care. Vol. 181, no. 6, pp. 857-868. Piper, Heather & Stronach, Ian (2007) Don’t touch! The educational story of a panic. London: Routledge. Åberg, Magnus & Hedlin, Maria (2012a). Förskolläraren – ett hot? (The preschool teacher – a threat?). Norsk pedagogisk tidskrift. Vol. 96, no. 6, pp 441-452.
ER  - 

TY  - CONF
T1  - Touch as pedagogical action: supporting children’s learning and care and men’s work in ECEC
A1  - Goncalves, Ricardo
PY  - 2023
LA  - eng
KW  - men
KW  - children
KW  - touch
KW  - preschool teacher
KW  - actions
KW  - pedagogical
KW  - education
AB  - This study aims to gain knowledge about how touch can be pedagogical action in the interplay between men and children in ECEC. Research has shown that touch between preschool teachers and children has been subject to surveillance due to a societal concern about children’s sexual abuse (CSA) and by adoption of policies towards protection of children’s body integrity (Pruit, 2015). Men working in ECEC express concern to be suspected of CSA when they are involved in touch situations with children (Hedlin et al., 2019). The study draws upon Dewey’s pragmatism by examining touch as an action in the transaction between preschool teacher, children, and their environment (Dewey, 1934, 1981). A field study within a qualitative research paradigm was conducted (Patton, 2015). Participant observation was carried out with 45 children and 3 male preschool teachers from three Swedish preschools. Fieldnotes and video recordings were used as data that was analyzed through a thematic analysis within an abductive approach (Conaty, 2021). The preschool teachers and children’s guardians received an information sheet and signed a consent form. Children were informed about the study during a circle time. The names of participants were pseudonymized and a negotiated consent was applied during the observations. The findings indicate that touch becomes pedagogical in five different actions: affective, communicative, supporting, playful and guiding. These findings suggest that touch in form of pedagogical actions create conditions for children’s learning and care. Those actions can also support men’s pedagogical work in touch situations with children in ECEC.
ER  - 

TY  - CONF
T1  - Studie av utvecklingssamtal i svensk grundskola.
T2  - NFPFs kongress i Oslo 10/3 – 12/3 2005
A1  - Lindh-Munther, Agneta
PY  - 2005
LA  - swe
ER  - 

TY  - JOUR
T1  - Utbildning och kolonialism: Svensk skolundervisning i Sápmi på 1700-talet.: Tidskrift för lärarutbildning och forskning
T2  - Tidskrift för lärarutbildning och forskning
SN  - 1404-7659
A1  - Lindmark, Daniel
PY  - 2004
VL  - 34
SP  - 1331
LA  - swe
PB  - Umeå : Umeå universitet
ER  - 

TY  - CHAP
T1  - Institutionella villkor för lärarutbildares undervisning
T2  - Lärarutbildning, makt och politik
A1  - Strandler, Ola
PY  - 2026
SP  - 229
EP  - 250
LA  - swe
KW  - utbildningspolitik
KW  - lärarutbildning teori
KW  - teachers--training of--philosophy training of--philosophy
KW  - education and state
KW  - sverige
ER  - 

TY  - CONF
T1  - Litterär text och SFL i lärarutbildningen: några resultat från ett pilotprojekt
T2  - Svenskans beskrivning 31
A1  - Östman, Carin
A1  - Nyström Höög, Catharina
A1  - Thelander, Kerstin
PY  - 2011
SP  - 263
EP  - 280
LA  - swe
PB  - Umeå : Umeå universitet
KW  - stilistik
KW  - sfl
KW  - lärarutbildning
KW  - litteratur
KW  - systemiskt-funktionell lingvistik
KW  - scandinavian languages
KW  - swedish language
ER  - 

TY  - JOUR
T1  - Underkännanden inom verksamhetsförlagd lärarutbildning - resultat från en forskningsexpedition i svårframkomlig terräng
T2  - Utbildning och Lärande / Education and Learning
SN  - 2001-4554
A1  - Gardesten, Jens
A1  - Hegender, Henrik
PY  - 2015
VL  - 2
IS  - 9
SP  - 69
EP  - 86
LA  - swe
PB  - Skövde : Högskolan i Skövde
KW  - teacher education
KW  - assessment procedures
KW  - failures
AB  - This study examined the case of teacher student failures in School Based Teacher Education (SBTE). A questionnaire was distributed to administrators within Swedish teacher education campuses, asking how often failures occur and what procedures following a failure exam. The results show a rather similar share of failures within TE programs, from within 1-3 percent. The results reveal different methods when failure is at risk, including prevention strategies and certain formative interventions to support the students’ further development. Normally the cooperating teacher contact the university to inform that a failure is at risk, but some TE programs let the teacher educators themselves makes early visits in the school placements to make sure if support is needed. Some informants emphasize how important it is to avoid “late failures” when students might feel mistreated, no longer having the chance to correct or adjust the performances before course ending. Finally, some informants explicit note that a failure always is a possible outcome, while other claim the most important task is to support the students' development in different ways. In conclusion, the TE gate keeping function seems to be more or less emphasized.
ER  - 

TY  - CONF
T1  - Lessons learnt from teacher professional development in programming
T2  - Proceeedings of the 14th International Technology, Education and Development Conference
A1  - Mozelius, Peter
A1  - Humble, Niklas
PY  - 2020
SP  - 3903
EP  - 3908
LA  - eng
PB  - Valencia, Spain : The International Academy of Technology, Education and Development
KW  - teacher professional development
KW  - programming education
KW  - study groups
KW  - community of practise
KW  - adult learning
AB  - As pointed out by Seymour Papert, teaching teachers might be more complex and difficult than otherforms of adult learning. In Sweden, as in many other countries, the introduction of computerprogramming in compulsory education is an ongoing process that involves teacher professionaldevelopment. Results from the first generation of teacher training in fundamental programmingindicates that motivation and high pass rates are not always the case. The aim of the study is toanalyse and discuss success factors and lessons learnt in teacher professional development.This study was conducted with a case study approach, with data collected from various data sources.All the courses where data have been gathered are part of a nation-wide training program formathematics and technology teachers in K-12 education. The data triangulation and themethodological triangulation were built around course evaluations, group discussions with courseparticipants, and a survey directed to the subject matter experts of the teacher training courses. Athematic analysis was filtered through the theoretical assumptions of communities of practise andadult learning.Four interesting main findings are, 1) the relevance of study groups, 2) course participants’appreciations of concrete workshop sessions, 3) teachers’ perception of a two-folded time trouble, and4) teachers’ expectations of reusable takeaways from the course. Finally, the recommendation is tofree more time for teachers to participate in collaborative hands-on activities and collegial reflection.
ER  - 

TY  - JOUR
T1  - (In)consistent? The mathematics teaching of a novice primary school teacher.
T2  - Nordisk matematikkdidaktikk
SN  - 1104-2176
A1  - Palmér, Hanna
PY  - 2012
VL  - 3
IS  - 17
SP  - 141
EP  - 157
LA  - eng
PB  - Göteborg : Nordisk Matematikkdidaktikk & NCM
KW  - professional identity
KW  - inconsitency
KW  - novice teacher
KW  - primary school
KW  - matematikdidaktik
KW  - mathematical education
AB  - This article focuses on the mathematics teaching of Helena, a Swedish novice teacher. Helena is one of seven teachers in a case study of primary school mathematics teachers’ professional identity development. She is also an example of a teacher whose mathematics teaching, from an observer’s perspective, may appear inconsistent with her talk about mathematics teaching. However, in this article a conceptual framework aimed at analysing professional identity development will be used making the process of her mathematics teaching visible and then her mathematics teaching appear as consistent.
ER  - 

TY  - CONF
T1  - Sustainable development is part of all technology education! -   A  technology teacher perspective on the relation between technology  education and sustainable development
T2  - PATT 32 - TECHNOLOGY EDUCATION FOR 21st CENTURY SKILLS
A1  - Svensson, Maria
A1  - Von Otter, Ann-Marie
PY  - 2016
IS  - 32
EP  - 32
LA  - eng
KW  - technology education
KW  - education for sustainable development
KW  - technological systems
KW  - system approach
AB  - Technology in today’s society needs to be constantly exposed to consequence analyses related to sustainable development. Industries, inventors and educators working with technology development have a responsibility to develop technology that meets the demands of sustainability in terms of ecological, economic and social aspects (Jucker and Mathar, 2015). The emerging global crisis requires educational responses that evolve knowledge about technology beyond single innovations or artefacts towards technological systems that embraces social, environmental and sustainable issues (Elshof, 2009; Pavlova, 2013). Education in technology requires a holistic treatment and at the same time maintaining a connection to everyday life. Regarding the development of technology education this can mean a development of understanding of flows such as matter, energy and information in different systems e.g. mobile phone systems and water and sewage systems (Svensson, 2011). Using a systemic approach in technology education may open for new possibilities to understand the connection between technology and sustainable development. In this pilot-study technology teachers’ perception of the relation between technology education and education for sustainable development (hereinafter referred to as ESD) have been conducted using a questionnaire with open-ended questions. The conventional content analysis (Hsieh and Shannon, 2005) was used on text data. The results indicate that technology teachers in the Swedish compulsory school believe that sustainable development is closely linked to technology and technology education. They describe an understanding of technology and sustainable development as systemic. However, when it comes to the teaching the main activities are described with a focus on products and life-cycle analysis, from raw material to a product, which could be understood as a linear process and thus cannot fully be seen as a systemic approach.
ER  - 

TY  - CONF
T1  - Criteria for Success Emphasized by Primary Technology Teachers
T2  - Technology Education
A1  - Hartell, Eva
A1  - Skogh, Inga-Britt
PY  - 2014
SP  - 113
EP  - 122
LA  - eng
PB  - Sydney Australia : Griffith University
KW  - technology education
KW  - criteria for success
KW  - teacher-based assessment
KW  - adaptive comparative judgement
KW  - feedback
KW  - primary education
KW  - e-portfolios
KW  - teknikdidaktik
KW  - bedömning
KW  - parvisa jämförelser
KW  - klassrumsbedömning
KW  - e-portföljer
KW  - grundskola
KW  - teknikvetenskapens lärande och kommunikation
KW  - education and communication in the technological sciences
AB  - Teachers work with assessment in various ways with the intention of moving their pupils forward. However, moving pupils forward is not always beneficial for learning, as the direction of forward matters too, as well as knowing when arrived. Especially when the purpose of assessment is to move the learners forward towards learning intentions aligned to the curriculum, it gets complicated. When handled with care, feedback has been identified as a key strategy for learning. However, the results of feedback are difficult to foresee. Criteria for success play an important role for feedback, as every pupil benefit of transparency regarding learning intentions and criteria for success. This paper presents findings from an on-going study, on what criteria for success primary school teachers express during an assessment act. The context of our study is primary school technology education in Sweden, and the objects of study are think-aloud protocols collected from five teachers while assessing 22 pupils’ multimodal e-portfolios. 
ER  - 

TY  - CONF
T1  - Robotics and early-years stem education: botSTEM framework, toolkit, and implemented activities in Sweden
A1  - Cronquist, Björn
A1  - Fridberg, Marie
A1  - Redfors, Andreas
PY  - 2019
LA  - eng
AB  - botSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robots-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education and children aged between 4 and 8, with research-based materials and best practices that use integrated Science Technology Engineering Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. Initial results from the project in terms of a collection of good educational practices summarized in a freely downloadable Toolkit and results from a qualitative analysis of implemented activities during science teaching in Swedish preschools are presented here. The preliminary analysis of the implementations indicate that robots function as motivation factors in young children’s inquiry of science and engineering design technology, in both teacher and children initiated learning situations.
ER  - 

TY  - CONF
T1  - The Role Of The Teacher In Working With Student Health Care: A Student Perspective
T2  - 2st online scientific conference ICT in Life
A1  - Hammerin, Zofia
A1  - Basic, Goran
PY  - 2024
SP  - 12
EP  - 12
LA  - eng
PB  - : Josip Juraj Strossmayer University of Osijek
KW  - social pedagogy
KW  - inclusive teaching
KW  - school practice
KW  - high school
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
KW  - education
KW  - socialpedagogik
AB  - This paper presents findings from a qualitative study conducted in two Swedish high schools. The aim of is to examine the students’ perspective of the role of the teacher in working with student health care. Interviews with 34 students aged 16-19 were carried out. Data was analyzed using qualitative content analysis resulting in four dominating roles: 1) Teachers who create joyful learning, 2) Teachers who create a sense of control, 3) Teachers who spread happiness and 4) Teachers who makes the students feel valued. These finding are largely in line with inclusive teaching. A conclusion is that the student perspective of the role of the teacher in student health care has great similarities with the role of the teacher in inclusive teaching. Viewing teachers’ work with student health care in close connection with inclusive teaching can offer a new, pedagogical perspective on the role of the teacher in student health care, perhaps a role where teachers feel comfortable as opposed to something new or outside of their profession.
ER  - 

TY  - CONF
T1  - Children's participation in the Swedish school-age educare
A1  - Johansson, Jonas
PY  - 2024
LA  - eng
KW  - children
KW  - participation
KW  - school-age educare
KW  - action research
KW  - phenomenology
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - teacher education and education work
AB  - Children’s possibility to participation in everyday life is a fundamental right, mentioned in The United Nations Convention on the Rights of the Child (UNCRC) which is a part of Swedish law (Act on Convention on the Rights of the Child, 2018). In Sweden many children in the ages of 6-12 years take part in the school-age educare (SAE) that is an activity taking place before and after school, as well as during holidays. SAE has a unique position within the Swedish school system in that the activities are conducted within the framework of the school based on school law and curriculum, but also have a clear anchoring in everything that can be associated with leisure and social activities. SAE is an important part of the school´s activity (Cronqvist, 2021) in that the education is affected by relationships and well-being in general, based on children´s needs, interest and experience (Swedish National Agency for Education, 2022). For the SAE-centre to be able to assert high quality in teaching, Hjalmarsson (2013) points to the problems surrounding the children's opportunities to participate in and design their own activities in relation to the adults' endeavour to offer the children a variety of activities. There seems to be a tension within SAE, on the one hand, meeting children’s needs and interests and, on the other hand, conducting activities based on a curriculum aimed at children's development and learning, which may mean that teachers organize specific activities for teaching purposes. However, Pálsdóttir (2014) claims that social learning does not seem to be the subject of educators' planning but takes place informally in the activities. Jonsson and Lillvist (2019) believe that the everyday practice when teachers in SAE must deal with many children at the same time means that there is no time for reflection, and the activities are allowed to run on. There are thus limits to the extent to which children's interests and needs can be met, and many times the solution can lie in children being allowed to play freely. Haglund (2015) advocates children's influence in the activities based on the democratic mission on which the school rests, which would be another challenge based on the conclusions drawn by Jonsson and Lillvist (2019). It is not enough just to plan and reflect on the activities that the teachers organize, but the children's perspectives, thoughts, opinions and needs need to be asked for and involved in the planning. The problem that is relevant to how children's perspectives can be made visible and add quality in SAE is about how an individualistic approach can be accommodated within leisure activities, which are traditionally group-oriented and focused on relationships between children (Lager, 2016). Throughout, there is a gap in research where more knowledge is needed about how children's perspectives can be taken advantage of in leisure activities to increase their participation and thereby create quality. The present project aims to reduce this gap.The project aims to pay attention to children's perspective on the leisure activities they participate in and, based on their lived experiences, identify and define a concrete development area to increase children's participation in SAE, implement an action and then follow up and reflect on the experiences of the action. If there is time, possible adjustments can be made in the activities based on the reflections. The purpose has been formulated based on the needs that representatives of the school have identified, and the implementation has been jointly discussed. The teachers experience difficulties in taking advantage of the children's perspective in the daily activities and want to expand their opportunities to be involved.Methodology:The project is conducted as action research in various stages and is generally based on phenomenology. The specific approach is Reflective Life World Research (RLR) which strives to, despite contextual variations, find the essence of the current phenomenon through the lived experiences of the participants (Dahlberg et al., 2008).The participating children are about 40 aged 8-10 years from two different SAE-departments at a school in Sweden.  The project is pursued by the vice principle and two teachers at the current school in corporation with a lecturer, a PhD-student and a senior lecturer from a nearby university. In all steps collaboration will take place, but from obvious reasons step 1 and 5 will be moderated by the school-staff. The project will be carried out in six steps and will be implemented in line with the different phases identified within action research (Zeichner & Noffke, 2001). Reflection will be prominent in the process.The six steps:1)      the children react emotionally and express their feelings about the SAE through a simple survey with emojis.   2)      some of the children will be selected for interviews in purpose to learn about their lived experiences in relation to participation in the SAE.3)      data will be analysed phenomenologically to get knowledge of themes/essential meanings concerning children’s participation in the SAE.4)      the result will be reflected and different possible actions to strengthen children’s participation is discussed. Decision of implementation is made. 5)      the action is carried out. 6)      the action is followed up through common reflections. Different proposals of adjustments and changes are discussed and possibly implemented. The analysis work is carried out in different stages with an open reflective attitude towards the phenomenon's character traits and an effort to “bridle” (Dahlberg et al., 2008) one's own preconceptions. In the first step, data is read, repeatedly to get familiar with it. Individual words, sentences or paragraphs are marked when they express something about the meaning of the phenomenon (van Manen, 2014). Notes are made in the margin about those meaning units. In the second step, patterns are searched for, called clusters, which are based on the marked meaning units. In the patterns, a structure is sought for what is superior and subordinate in terms of meaning. In the third step, an attempt is made to formulate the abstract essential meaning of the phenomenon based on which character traits are stable despite various contextual variations. Conclusions:The tentative results show that the participant children express participation in the SAE as a phenomenon affected by organizational aspects such as time and place, but also interpersonal interactions. The children’s possibilities to get their voice heard depends on how they manage to handle these aspects and interactions. For example, the daily gathering at the SAE is a moment for information from the staff but also an opportunity for the children to speak out. Some of the participant children express that the possibility to express their opinion during the gathering is limited by time and the number of participants, and therefore they find other ways to negotiate participation. Furthermore, some of the participant children's express feelings of satisfaction and security when the staff in the SAE organize and decide what, how and when things happen in the SAE. This adult governance contributes to a feeling of belonging. Though, concurrently, some of the children express that their feeling of belonging to the peer group is limited by organizational aspects as grouping. This conclusion will eventually be reversed after completed analysis.
ER  - 

TY  - CONF
T1  - Regulating regional variations in primary schooling: the case of state subsidy reform in early twentieth century Sweden
T2  - ISCHE 41 – Spaces and Place of Education – Book of Abstracts
A1  - Westberg, Johannes
PY  - 2019
SP  - 450
EP  - 451
LA  - eng
PB  - Porto, Portugal : International Standing Conference for the History of Education & Centre for Research and Intervention in Education of the Faculty of Psychology and Education Sciences of the University of Porto
KW  - primary school
KW  - school finance
KW  - inequality
KW  - education
AB  - The historiography of state intervention generally, and the historiography of state subsidies in particular, has indicated that state intervention may have a wide variety of effects on school systems, depending on the kind of intervention and its context. A centralization of the school systems funding and organization have been perceived as resulting in increased regional equality in Massachusetts (Kaestle & Vinovskis, 1980, 199) and France (Grew & Harrigan, 1991, 227). Matching grant formulas have, on the contrary, been said to increase differences between poor and rich school districts, since they allocate funding depending on how much districts spend on their schools (Swanson & King, 1991, 197). Studies have also shown of state grants have been used to increase the funding gap between schools for the white and the African-American communities in the USA (Margo, 1982), and that cost per pupil did not seem to converge after the introduction of payments by results in England and Wales after 1862 (Mitch, 2010).This paper examines the efforts to reform and centralize the funding of the Swedish primary school system in the early twentieth century. From the 1870s and onwards, the funds of the Swedish primary schools had been distributed according to a matching grants system. In 1871, previous state subsidies were replaced with a system of matching grants that covered half of school teacher salaries (with a maximum subsidy of 250 SEK per primary school teacher (folkskollärare) and 75 SEK per junior school teacher (småskollärare). In 1875, the grants were made more generous to match two-thirds of teacher salaries with a maximum of 400 SEK for primary school teachers and 125 SEK for junior school teachers. This was later followed by minor adjustments of the maximum level of the subsidies.In 1913, this system of matching grants was reformed. After parliamentary debate on raising the level of state subsidies, starting already in 1878, the Swedish parliament decided in 1913 that the state was to cover 90% of teacher minimum salary and all of the add-ons that teacher received after a certain number of years. As a result, the government grants increased from contributing to 30 percent of the local school districts’ revenues in 1910 to 49 percent in 1920 (Westberg 2017).By examining available statistical data, and contemporary parliamentary debate, this paper studies the intentions behind this reform, and the impact that this reform had on regional disparity of Swedish schooling in the early twentieth century. As a result, this paper contributes to the historiography of state subsidies, and the literature on the centralization of primary school systems during the end of the nineteenth century in Sweden and elsewhere in the West.
ER  - 

TY  - JOUR
T1  - Internal marketisation and teachers defending their educational setting – Accounting and mobilisation in Swedish upper secondary education.
T2  - Education Inquiry
SN  - 2000-4508
A1  - Henning Loeb, Ingrid
A1  - Lumsden Wass, Karin
PY  - 2011
VL  - 4
IS  - 2
SP  - 619
EP  - 636
LA  - eng
KW  - upper secondary education
KW  - internal marketisation
KW  - accounting
KW  - teacher professionalism
KW  - performance management
KW  - mobilisation
KW  - plot
AB  - The article shows how, today, internal marketisation processes are intrinsic to Swedish educational municipal managerialism, and how accounting practices are continual, frequent and dispersed and part of teachers’ professional work. A case study is presented as an outline of a teacher teams’ response to an accounting request and their mobilisation to defend their pedagogic activity for pupils ineligible for regular upper secondary education. The accounting response involves translating, collective editing and inscribing the pupils and the pedagogical activity. We show how teachers have become skilled practitioners of accounting practices. Our case provides an empirical example in line with research on performance management: there is no possibility for teachers not to involve themselves in the techniques in use and employing the right signifiers when defending their pedagogical activity. As accounting practices are dispersed and teachers have acquired accounting skills, the practice of accounting is continuously reinforced and strengthened.
ER  - 

TY  - CHAP
T1  - Gender inclusion 2.0: Working with norm-critical perspectives for adult educators
T2  - Gender – Diversity – Intersectionality
A1  - Kreitz-Sandberg, Susanne
PY  - 2019
SP  - 175
EP  - 190
LA  - eng
PB  - : Waxmann Verlag
KW  - university pedagogy
KW  - folk-high-school teacher education
KW  - gender inclusion
KW  - gender equity
KW  - intersectionality
KW  - erwachsenenbildung
KW  - lehrerbildung
KW  - geschlecht
KW  - gleichstellung
KW  - intersektionalität
KW  - universitetspedagogik
KW  - folkhögskola
KW  - lärarutbildning
KW  - genusinkludering
KW  - normkritik
KW  - intersektionalitet
KW  - pedagogik med inriktning mot utbildningsvetenskap
KW  - educational science
AB  - The purpose of this paper is to discuss possibilities for working systematically with gender inclusion in adult education. The paper describes programme development in a Swedish folk-high-school teacher-education programme. The paper investigates how gender inclusion can be part of adult education and especially teacher training for educators in this field. As an example, the paper investigates a folk-highschoolteacher-education programme at a Swedish university where norm-critical perspectives are being introduced into university teaching. This is a relevant field for the European Society for Research on the Education of Adults (ESREA) and, specifically, the Network on Gender and Adult Learning as it touches on gender in adult educationand on how we can train adult educators in higher education with regards to gender and diversity.
ER  - 

TY  - CONF
T1  - Interpretations and implementations of a revised national policy discourse in early childhood education – a Swedish example.
A1  - Eriksson, Anita
A1  - Svensson, Ann-Katrin
A1  - Beach, Dennis
PY  - 2017
LA  - eng
PB  - European Educational Research Association
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - Professional skills in policy and practice: the Swedish career services for teachers reform (CST).
T2  - Paper presented at the European Conference on Educational research (ECER), Copenhagen
A1  - Eriksson, A
A1  - Player-Koro, Catarina
PY  - 2017
LA  - eng
KW  - ethnography
KW  - policy reform
KW  - teachers
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - Rethinking school meal as a part of environmental and sustainability education
T2  - Abstract Book
A1  - Frödén, Sara
PY  - 2022
LA  - eng
KW  - education
AB  - Food is an important sustainability issue. It is a politically and emotionally charged subject, raising complex questions that entail varying interrelated themes - ranging from health and identity to environmental problems and globalization. Free school lunches for all pupils in Swedish primary and secondary schools provide unique opportunities to promote healthier and more sustainable food and eating habits. Drawing on John Dewey’s educational philosophy and a didactic model of sustainability commitment, the aim of the study is to explore the challenges and possibilities of integrating the school meal in environmental and sustainability education (ESE).The study is based on semi-structured interviews with pupils, teachers, and school kitchen staff in four schools in Sweden.The results show that the school meal, as a common everyday experience, can provide concrete food-related examples addressing both the social, environmental, and economic dimension of sustainable development and highlight various content areas such as (un)sustainable food production and consumption, global and local food cultures, and food waste. However, to support the pupils’ sustainability commitment, the teacher must offer a variety of learning experiences. For instance, engaging the pupils in meaningful hands-on exercises and experiments as well as offering theoretical and problem-solving discussions.It is concluded that rethinking school meal as a pedagogical tool for ESE instead of viewing it as merely a lunch break is possible, but it requires that the teacher has sufficient knowledge about food as a sustainability issue.
ER  - 

TY  - CONF
T1  - ”Living with the Market Forces”- Principals’ Perceptions of Market Competition in Swedish Upper Secondary School Education
A1  - Holm, Ann-Sofie
A1  - Lundström, U.
PY  - 2011
LA  - eng
PB  - European Educational Research Association
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - Institutional discrimination of class: The Swedish upper secondary school reform of 2011
A1  - Jonsson, A-C
A1  - Beach, D
PY  - 2013
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CHAP
T1  - Legitimising Language Choice: Website communication and language policy at Swedish universities
T2  - Language Matters in Higher Education Contexts
A1  - Strömberg Jämsvi, Susanne
PY  - 2021
SP  - 91
EP  - 111
LA  - eng
PB  - Leiden : Brill Academic Publishers
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - JOUR
T1  - The content, challenges and values that form Nordic Vocational teacher education
T2  - Ammatitikasvatuksen aikakauskirja
SN  - 1456-7989
A1  - Isacsson, Annica
A1  - Amhag, Lisbeth
A1  - Stigmar, Martin
PY  - 2018
VL  - 2
IS  - 20
EP  - 2
LA  - eng
PB  - : OTTU
KW  - nordic vet teacher education
KW  - comparison
KW  - challenges
KW  - values
AB  - This article depicts four Nordic cases from the field of Vocational Teacher Education. The aim of the article is to compare statements, challenges and values that form vocational teacher programmes in the Nordic countries. Moreover, the aim of this article is to study common threads, contents, professional progress follow-up and learning examination practices in the Nordic vocational teacher programmes. In this article we describe one national example from each country. The examples come from Malmö University of Educational Sciences in Sweden, Metropolitan University College in Denmark, Olso Metropolitan University in Norway and Haaga-Helia School of Vocational Teacher Education in Finland. The article is a result of desk-analysis, interviews and collaborative writing. The findings indicate that the four countries and examples have a lot in common, but also differences e.g. related to strategies, values and practices. While an academic / scientific orientation have been chosen in Sweden, Norway and Denmark, competences form the basis for vocational teacher education in Finland. In conclusions we present an overview of the programmes and discuss the position of VET more generally in these countries and how it challenges vocational teacher education.
ER  - 

TY  - CONF
T1  - Building a new school: Municipal school planning during the Swedish comprehensive school reform 1950-1970
T2  - Presented at ECER 2017, Copenhagen
A1  - Román, Henrik
A1  - Hallsén, Stina
A1  - Ringarp, Johanna
A1  - Nordin, Andreas
PY  - 2017
LA  - eng
KW  - education
AB  - In times of increased globalization, the national level has been challenged as the prime unit of education policy analysis, generating an increased interest not only for international policy, but also for regional and local policy making. This paper explores how municipal variations – in terms of educational and socio-economic resources, local initiatives and decisiveness – have affected municipal responses to national school reforms in the case of Sweden. The Swedish school system generally has relied on a complex balance between national, regional and local governing and responsibilities, but though municipalities always have been important school policy actors, municipality agency has been quite neglected in historical school policy research in Sweden (Roman et al., 2015).   This study is part of the comparative project ‘Who has governed the Swedish school?’ which started in 2014 and will finish 2017. The overall project aim is to compare over-time variations in balance between municipal and national school governing in different Swedish municipalities. We trace local school policy events 1950 – 2010 in three distinctly diverse municipalities  (a big city, a mid-range city and a rural community). Our main research questions are: To what extent has the Swedish school been homogeneously organized and acted out? What actions have been taken to claim municipal interests, while dealing with national directives and guidelines? Which international influences are visible in the context of municipal school policy? This paper concentrates on the materialization of the Swedish comprehensive school reform of the 1960s, focusing the planning, construction and furnishing of school buildings and school-supporting facilities ( such as audio-visual support centers, libraries etc) as a fundamental means for enabling the comprehensive school reform ideals: to introduce a highly standardized and modern school throughout the country. Design and location of school facilities was a key education policy issue during the reform period, and appears as a good case for comparing municipal variation. The national standards associated with the introduction of the comprehensive school met with a very fragmented educational landscape, affecting pace and strength of the standardization process at the municipal level. The Swedish comprehensive school reform was strongly promoted as a main road to modernity, democracy, rationality, prosperity and internationalization.  Our contribution lies in the interest for these reform changes from a local point of view, taking both national and transnational education policy into account.Theoretically our project draws on the curriculum theory tradition developed by Dahllöf (1967, 1971), Lundgren (1977, 1979, 1984) and Englund (1986/2005), focusing societal and political prerequisites for education and educational change. This structural approach though has generally emphasized the national level of schooling, with regards to policy formulation and to actual school activities and outcomes, while partly ignoring local variations. We stress the importance of historical studies of local school making, in order to produce sophisticated reform analyses. To support this theoretical claim, we relate to international research on decentralization, marketization and globalization (cf. Ball et al 2007; Hopmann 2008; Schriewer 2009; Lawn & Grek 2012). These theoretical strands constitutes an analytical framework where the historical comparison of local school policy relate to intertwined local, national and transnational policy arenas, which together constitute a complex socio-political context for local policy navigation(Nóvoa & Yariv-Mashal, 2003).In this mainly descriptive study, we make use of the concepts of geographical asymmetry and geographical justice (partly linked to the concept of spatial justice, Soja 2010, Clement & Kanai 2015) within and between different local policy-arenas. These concepts cover fundamental infrastructural disparities between different types of geographical areas,  in this case specifically referring to school buildings and educational resources.MethodWe use a comparative approach in search for similarities and differences in terms of functional equivalence (Schriewer, 2011), This includes thick descriptions of how local policies relate to and handle educational problems, for instance their supply of school buildings and facilities. Education policy in three Swedish municipalities are being described and compared. Our three chosen municipalities are in many respects distinctively different. Stockholm is a major city and the national capital, Växjö is a mid-size city and a regional capital while Tierp is a rural community. This means they differ in general conditions (geography, demography, socio-economic and political conditions, level of education) and educational infrastructure (types and numbers of schools and other educational institutions) before and during the reform periods studied, yet allowing for irregular initiatives and changes enabled by local actors. In our project, two empirical descriptive themes are displayed: 1) Political actions, including national policy exchange and local administrative development; 2) Educational efforts, including communication technology investments and transnational exchange. In this paper we elaborate on these descriptive themes through the lens of school building policy. The main empirical material in our project is municipal school policy documents from our three case municipalities during the period of 1950-2010, giving empirical weight to the first half of this period. We regard this period as constitutive for how municipalities established the Swedish comprehensive school. The municipality archives include varied and detailed materials and are rich on content. This material provides substantial information on the different local educational situations and initiatives as well as municipal relations to national school policy. Archive material of this kind has not previously been used that often in similar historical studies, as municipal school policy has, as mentioned, been rather neglected. In addition to the municipal archive material, we also use data from official and semi-official sources at the national arena, such as National School Agency (and its predecessor) and Swedish Municipal Association (SKL), and media articles (newspaper and agency journal articles).Expected OutcomesMunicipal school policy changes following the 1960s school reforms in Sweden implied increased conformity, both at the municipal and the school level. The reforms increased the amount of national regulations, limiting the municipal scope of action and leading to a more homogeneous school, as 9-year comprehensive schools and upper secondary schools were established nation-wide. But municipal school-administrative conditions and traditions kept being highly relevant for school-making, and the national standardization agenda met with more or less resistant local conditions and aspirations. We define this interplay as a matter of geographical justice, suggesting that each municipality has had its unique way of materializing political visions. The comprehensive school reform of Sweden took more than two decades to complete. Comprehensive school buildings and supporting facilities thus were constructed and furnished during quite different conditions, depending on demographic varieties and changes in building standard ideals. Cities mainly faced the challenge of combining population growth and school system exchange, which meant handling a lot of construction work and teacher recruitment while expanding its administration. Rural municipalities partly faced similar challenges but rural population decline interfered with the reform ambitions, causing inter-municipal competition and animosity about qualifying for secondary schooling. School always has varied due to geographical asymmetries leading to different municipal conditions and actions. The interplay between municipal conditions-actions and nationally run reform agendas, and the municipal consequences of that interplay, must be understood as key components in the establishment of new schools as part of school reforming. Relating historical comparisons to different policy arenas enables a more complex analysis of school governing in the tension-field between centralization and decentralization, exceeding a simplified logic of implementation. In addition, it enables historical school policy analyses which emphasize the local importance of education in its own right, as part of a local infrastructure and local traditions.
ER  - 

TY  - CONF
T1  - Advanced teachers in Swedish schools – proud missionaries with visions of development
A1  - Löfdahl Hultman, Annica
A1  - Thelin, Katina
A1  - Hjalmarsson, Maria
A1  - Westman, Anna-Karin
PY  - 2014
LA  - eng
KW  - advanced teachers
KW  - career
KW  - reform
KW  - education
AB  - In today’s schools, teachers’ work and teachers’ professional knowledge are increasingly challenged and questioned, and politicians tend to seek quick solutions to the schools’ so called ‘academic crisis’. One such solution was the reform of career positions for advanced teachers put in place in 2013 to support the careers of individual teachers and contribute to increased goal achievement and local school development in general. This paper is part of a project aimed at examining how the teacher profession is ‘done’ regarding this ongoing reform and how teacher professionalism can be understood as part of school development. We stress the importance of exploring various conditions that might contribute to the ambitions of the reform and thereby the need of research that takes into consideration the fact that the teacher profession is ‘done’ in local contexts and diverse social geographies (Ball, 2006). As a first step, the purpose of the paper is to shed light on how advanced teachers express the meaning of being an advanced teacher from their own perspective. The project is based on theories of teacher professionalism, gender and school development, shaping a theoretical model where the theories are used to examine and describe the advanced teachers’ integrated profession and work and to support theoretical and empirical syntheses on the individual, local organizational and system level (Gaskell & Mullen, 2009, Fullan, 2001). The empirical material from this first step consists of interviews from six teachers and a survey with open questions sent to advanced teachers in one municipality a few months after they had begun working as such. The focus in both the interviews and the survey was to spot the opportunities, challenges and expectations related to these teachers’ new mission. Preliminary analyses from the survey show a considerable lack of clarity about the mission, although one important element is described as ‘getting colleagues on the track’, as colleagues’ attitudes are of great importance. From the interviews, the analysis shows that the teachers consider themselves to be door openers, both figuratively and literally. 
ER  - 

TY  - CHAP
T1  - Spänningsfält i svensk skolpolitik: Medborgarna mellan nationell välfärdsskola och globaliserad konkurrensskola
T2  - Björn Rönnerstrand, Anders Carlander, Patrik Öhberg & Annika Bergström (Red.), I rörelse (s 435-451). SOM-institutet vid Göteborgs universitet. SOM-rapport nr 84
SN  - 0284-4788
A1  - Lindblad, Sverker
A1  - Reichenberg, Monica
A1  - Samuelsson, Katarina
A1  - Wallström, Helena
A1  - Wärvik, Gun-Britt
PY  - 2025
LA  - swe
PB  - Göteborg
KW  - opinion
KW  - lärarutbildning
KW  - skolkvalitet
KW  - marknadsstyrning
KW  - utbildningspolitik
AB  - Sverige av idag är en kombination av nationell välfärdsstat och global konkurrensstat vilket genomsyrar såväl politisk debatt som politiska ambitioner. Det är med denna utgångspunkt som vi undersöker svenska folkets erfarenheter och bedömningar av skolan och olika skolpolitiska ambitioner knutna till välfärdsstat respektive konkurrensstat. Vi frågar vilket stöd hos svenska folket har dessa olika   strävanden, å ena sidan i termer av fostran av demokratiska medborgare i ett välfärdssamhälle, och å andra sidan marknadsstyrda skolor i ett globalt konkurrenssamhälle? Resultaten visar att stora delar av opinionen menar att fostran av demokratiska medborgarna är skolans viktigaste uppgift och stödjer förslaget att företag med vinstsyfte ska förbjudas att bedriva skolor. Till bilden hör också att många menar att lärarkåren i Sverige är välutbildad. Medborgarna anser att kvaliteten i den svenska skolan försämrats, samtidigt som de menar att skolan i den egna kommunen fungerar bra. Våra analyser visar på ett skolpolitiskt spänningsfält där svenska folket intar olika ståndpunkter som till viss del svarar mot skilda politiska sympatier och generationstillhörigheter.
ER  - 

TY  - CONF
T1  - The therapeutic trend in youth education: A question of finding one’s ‘innermost’ in order to become more qualified collective beings in society – Sweden as a case
T2  - NERA 2016 Social Justice, Equality and Solidarity in Education
A1  - Irisdotter Aldenmyr, Sara
A1  - Olson, Maria
PY  - 2016
LA  - eng
KW  - utbildning och lärande
KW  - education and learning
AB  - The presentation takes its point of departure in the relatively new international phenomenon of therapeutic education. This phenomenon is part of the commissioned task in the Nordic countries and internationally to see to the emotional formation of young people in youth education. Taking on Swedish teacher descriptions of how this task is played out in the classroom, we highlight emotional rationales that emerge in these descriptions. In addition, we discuss how these rationales relate to a normative project of fostering qualified collective beings, partly by encouraging the students to search for their “innermost” in order to share it with each other and thereby making their innermost a matter for the collective.
ER  - 

TY  - CONF
T1  - MultiBAP: Developing and Validating a Questionnaire Instrument for Mapping Teacher Beliefs and Practices about Multilingualism
T2  - AAAL 2021 Virtual Conference
A1  - Sundqvist, Pia
A1  - Gyllstad, Henrik
A1  - Källkvist, Marie
A1  - Sandlund, Erica
PY  - 2021
LA  - eng
PB  - : American Association for Applied Linguistics
KW  - engelska med didaktisk inriktning
KW  - english education
AB  - Following in the wake of increased migration, language teachers world-wide are experiencing a shift towards greater linguistic diversity in foreign/second language (L2) classrooms. At the same time, while there is extensive research on teacher beliefs about L2 teaching/learning in general (Borg, 2006; Kalaja & Ferreira Barcelos, 2003), there is little research on teacher beliefs specifically about the role of multilingualism in such teaching/learning contexts. Further, as teachers can be argued to be ‘educators as policymakers’ (Menken & García, 2010), and where the classroom is “a key site where policies become action” (Hult, 2014, p. 159), it is essential to gain insight into teacher beliefs about multilingualism. A suitable instrument for doing so is the questionnaire (Dörnyei & Taguchi, 2010). Consequently, the aim of this study was to develop an instrument designed to capture teacher beliefs and practices about multilingualism (MultiBAP), here in relation to teaching/learning L2 English, and to critically evaluate each step of the development process and to validate MultiBAP. By providing details of steps/procedures, including e.g. theory-driven content specification and piloting, the study makes a methodological contribution alongside important questionnaire studies (e.g., Lee & Oxelson, 2006; Loewen et al., 2009; Spada, Barkaoui, Peters, So, & Valeo, 2009; Winke, 2011). MultiBAP was created based on questionnaire data collected from L2 English teachers in Sweden in two rounds, PILOT and FINAL Questionnaire (stratified random sample; N=139). Statistical analyses/validation procedures included multi-item scale reliability, external audit, peer-expert feedback, and exploratory factor analysis. For mapping beliefs, MultiBAP adopts a 6-graded Likert scale in 33 closed items (+1 open) distributed over 6 multi-scale constructs (overall reliability: .77, range: .68–.88); for mapping practices, 31 closed (+1 open) in 2 multi-scale constructs (.71; .86). We conclude our presentation by offering suggestions of how MultiBAP can be adjusted to suit different target languages and contexts. 
ER  - 

TY  - CONF
T1  - Exploring the use of digital tablets in preschool technology and science education
T2  - PATT 34, 2017, Conference Program
A1  - Otterborn, Anna
A1  - Schönborn, Konrad
A1  - Hultén, Magnus
PY  - 2017
LA  - eng
PB  - Philadelphia, PA, USA
KW  - digital tablets
KW  - preschool
KW  - technology education
KW  - science education
KW  - ipads
KW  - digital tools
KW  - educational technology
AB  - The availability of digital tablets in preschools has increased significantly in recent years. Literature suggests that these tools can enhance students’ literacy skills, as well as improve student collaboration. Society is becoming increasingly digitized and the Swedish preschool curriculum includes technology and science as priority areas of learning. Preschool teachers’ knowledge is of utmost importance in helping carrying out this mandate. Since there have been few studies on the use of digital tablets in preschool technology and science education in a Swedish context, there is an urgent need to explore the role and influence of digital tools as teaching tools, in an effort to exploit the potential pedagogical opportunities offered by digital technology. The current study investigates what features and aspects of digital tablet technology preschool teachers use to teach technology and science in preschools. Preschool educators throughout Sweden responded to an online survey consisting of 20 closed and 6 open items that probed teachers’ use of digital tablets. Results show that programming, invention, construction, creation, entrepreneurship and designing with the support of digital tablets are emerging technology education activities in preschool. This finding is in line with a revised Swedish curriculum to be completed in 2018. Teacher scaffolding in conjunction with different digital tablet applications could help to develop children’s ability and confidence to invent, program, create and design. Future work will consist of conducting interviews with preschool teachers to obtain a deeper understanding of the themes that emerged from the survey.
ER  - 

TY  - CONF
T1  - Repertoires of classroom interaction and its potential for literacy learning in two Swedish classrooms in the middle school years
A1  - Schmidt, Catarina
A1  - Skoog, Marianne
PY  - 2016
LA  - eng
KW  - education
AB  - This paper discusses interactional conditions and possibilities in classrooms related to literacy education during the middle school years. The paper draws on an ongoing study[1], where interactional processes of learning through languages, literacies and texts, were followed closely during one year in two multilingual Swedish classrooms. Students as all citizens need to be able to sort, comprehend and critically review texts and their content, capacities, that all are stressed in the Swedish national curriculum (National Agency of Education, 2011). Our work is informed by understandings of literacy as social practice in the tradition of the New Literacy Studies (see for example Street, 2003). Literacy practices here embody multifaceted and pluralistic uses of literacies for different purposes, which include a wide range of texts and languages. These literacy practices are socially situated in student’s everyday lives, in and out of school. We conceptualize language and literacy learning as depending on comprehensible input as well as interaction and meaningful use of literacies and languages, where also more formal aspects of the latter have to be integrated (Cummins, 2001). This is not to suggest that there is not a cognitive element to how well students learn literacy, but we believe there is also a social element to learning literacy and to how students are constructed as literacy learners (see for example Heath, 1983; Heller, 2008). Here processes of interaction play a crucial role for the establishing of classroom literacy practices, which efficiently support all students’ literacy learning. We bring this conceptual framework to an analysis of classroom interaction, drawing on the above study, and more specifically three lessons from respectively two multilingual classrooms with twelve-year-old students. Each of the two units of lessons covers the interdisciplinary theme Law and Right and World Religions. Our aim is to draw key insights for how processes of interaction are organized to support literacy learning across the curriculum. We look for ways of organizing interaction in different situations and aspects of everyday classroom practices, such as; whole class teaching, collective group work led by teacher, collaborative and pupil led group work, one-to-one (teacher and pupil) and pupils working in pairs (see Alexander, 2008, p. 187). We ask:What repertoires of classroom interaction can be identified?Do different repertoires of classroom interaction interplay with each other and, if so, in what ways?What are the consequences considering the above questions for the participating students learning of reading and writing across the curriculum?[1] The ongoing research project, which the above case studies are a part of, has got the title Understanding Curriculum Reforms – A Theory-oriented Evaluation of the Swedish Curriculum Reform Lgr 11. Scientific leaders are Ninni Wahlström, Professor in Pedagogy and Daniel Sundberg, Professor in Pedagogy, at Linnaeus University in Sweden. This research project, which is financed by the Swedish Research Council, got started in 2014 and will be finished in 2017. For more information see http://lnu.se/employee/ninni.wahlstrom?l=enMethod: This study is centered on different ways of organizing interaction for the teaching and learning of content and capabilities across the curriculum in two Swedish and multilingual classrooms. Video- and audio recording has been conducted of three lessons in two classrooms. In the course of time two interviews with the class teacher and groups of different students have been carried out. In the interviews the recordings have functioned as shared content, making reflection and analyses of communication- and interaction processes possible from both teachers’ and students’ perspectives. In this field work, inspired by ethnographical methods, we have been striving for a reflexive approach, meaning that we have sought to take part of the participating teacher’s and student’s perspectives within contextualized social practices (Hammersley & Atkinson, 1989). Altogether transcripts from video- and audio recording and interviews together with field notes and photos of artifacts and works samples create the empirical data.In analyzing the data Alexander’s (2008) categories of organizing classroom interaction has been used. Through detailed descriptions from what we have observed together with the students and the teachers explanations and utterances, a fine-grained observation scheme has been developed and used for the analysis of the created empirical material.  This analysis of the visible and existent interactional processes will in the next step be related to Cummins (2001) conclusions of approaches that make successful literacy learning possible for all students.Expected outcomes: By analyzing processes of interaction in these classrooms we believe that we are able to identify some key insights regarding literacy pedagogy in relation to conditions and possibilities of language and literacy learning (Cummins, 2001). The paper aims to shed light on and develop conceptual understandings of the relationships between processes of interaction and access to quality literacy teaching and learning. The key intent of this paper is to provide insight into how carefully organized and closely followed and evaluated processes of interaction across the curriculum can mean literacy success for all students, something that is high on the educational agenda in contemporary Europe. In contemporary times, teachers meet demands of assessing student’s literacy learning, in ways, which might result in the creating of learning spaces where the same target might get lost (see for example Vesteraas Danbolt & Iversen Kulbrandstad, 2012). Such policy initiatives might result in our schools and educators losing sight of the importance of classroom interaction as well as the resources and experiences of literacy that students might bring to school. In this paper we aim to fore ground the implications of interaction and the crucial role it plays for students language and literacy learning across the curriculum. We argue that the latter is crucial for all students and in whole necessary for multilingual learners. The paper is relevant to European classrooms and by providing key insights from this smaller classroom study our ambition is to contribute to spaces for dialogue and comparison between researchers and educators in Europe as well as between nations and systems. References Alexander, Robin (2008). Essays on Pedagogy. London, New York: Routledge.Cummins, Jim (2001). Negotiating Identities: Education for Empowerment in a Diverse Society. Second Edition. Los Angeles: California Association for Bilingual Education.Hammersley & Atkinson, 1989Heath, Brice Shirley (1983). Ways with words. Language, life and work in communities and classrooms. Cambridge: Cambridge University Press.Heller, Monica (2008): Bourdieu and literacy education. In James Albright, & Alan Luke, red: Pierre Bourdieu and literacy education, s. 50-67. New York: Routledge.National Agency for Education (2011). Curriculum for the compulsory school, preschool class and the leisure-time centre 2011. Stockholm: National Agency for Education.Street, Brian V. (2003). "What's "new" in New Literacy Studies? Critical approaches to literacy in theory and practice". Current issues in comparative education 5 (2): 77–91.Vesteraas Danbolt, Anne Marit & Iversen Kulbrandstad, Lise (2012). Teacher Reflections UnderChanging Conditions for Literacy Learning in Multicultural Schools in Oslo. In Anne Pitkänen-Huhta & Lars Holm, ed: Literacy Practices in Transition. Perspectives from the Nordic Countries, p. 209-227. Bristol, NY, Ontario: Multilingual Matters.
ER  - 

TY  - CHAP
T1  - New Threats in Advanced Knowledge-based Economies to the Old Problem of Developing and Sustaining Quality Teacher Education
T2  - Developing quality cultures in teacher education: Expanding Horizons in Relation to Quality Assurance
A1  - Beach, Dennis
A1  - Bagley, Carl
PY  - 2011
SP  - 15
EP  - 35
LA  - eng
PB  - : Tallin University Press
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Our analysis starts from the 1974 Teacher Education Inquiry (SOU 1978:86). From this inquiry (and to some degree perhaps even earlier than this: Beach 1995, Eriksson 2009) and up to and including the 1997 Teacher Education Commission (LUK 97: SOU 1999:63) teacher education policy writers in Sweden seemed to be trying to establish foundations for a regional knowledge base in teacher education as a central part of the education of all teachers and for all pre-service teacher education (Carlgren 1992, Eriksson 2009, Beach 2000). Recent policy seems to have abandoned these aims (Sjöberg 2011, Beach 2011). This is most clearly exemplified in relation to a recent Green Paper (SOU 2008:109) and the subsequent government White Paper (Top of the Class: Government proposition 2009/10:89) that was based on the recommendations of the commission (Ahlström 2008) and its statement that knowledge about the professional, societal and institutional context of teaching – what was termed general pedagogical knowledge in previous Green and White papers (see e.g. SOU 1952:33, 1965:29, 1978:86, 1999:63) – has little real significance for the quality of teacher-work and that providing student-teachers with an understanding of the social, sociological, political, ideological, cultural and economic landscape in which they and their pupils live, work and learn has little effect on effective pupil learning. Instead, as also Sjöberg (2011) shows us, subject knowledge and vocational pedagogical skills are emphasised as of singular importance (e.g. Proposition 2009/10:89, p 9, p19, p24, p 26, p 41) as is organising teacher education in accordance with current school and pre-school organization(e.g. op cit, p 12, p 18, p 25). The professional knowledge that is given most value is once again described as founded on the subject knowledge domains of university singularities (e.g. physics, history and geography) together with some technical knowledge related to how to communicate subject knowledge effectively to pupils (Sjöberg 2011). This is against the grain of earlier policy developments and it may, in line with for instance Beck and Young (2005), help make future teachers and their practices more easily economically managed and controlled and more susceptible to political manipulation and economic exploitation (also Codd 2005). This shift has strong consequences for professional knowledge. As is suggested by for instance Apple (2001) and Ball et al (1994, 1996) in relation to developments in the USA and UK respectively, it suggests how neo-conservative standards about subject knowledge value and discipline together with new-managerial aims and technologies for increasing ‘efficiency, speed, and cost control’ now prevail (Apple 2001, 192) and have ‘replaced more substantive concerns about social and educational justice’ (ibid). These are important points that signal that there has been a clear turn of interests in education (Antikainen 2010) that as Apple says (2001,189) is crucial to recognize in any attempt to think through the running of the education systems in the future. More not less power is being consolidated within the national administrative structure of education and more time and energy are being spent on controlling performances and public image. Scientific content for teachers in teacher education relating to education and teaching as political and sociological objects of knowledge is being removed and replaced by subject and performance content at the same time as other changes in the political economy of the education landscape may render the sociological, political and ideological knowledge that has been lost more valuable and necessary than ever before.
ER  - 

TY  - JOUR
T1  - Making use of students’ digital habits in higher education: What they already know and what they learn
T2  - Journal of Learning Development in Higher Education
SN  - 1759-667X
A1  - Sjöberg, Jeanette
A1  - Hansson, Eva
PY  - 2019
VL  - 14
EP  - 14
LA  - eng
PB  - Plymouth : Association for Learning Development in Higher Education
KW  - digital technology
KW  - higher education
KW  - teacher training practice
KW  - digital habits
KW  - digital skills
KW  - digital environment
AB  - Varieties of digital practices have increasingly become part of people’s everyday lives and people, in general, use these communicative practices on a daily basis, mostly for social and entertaining purposes. As to higher education, researchers have pointed out that digital technology could be a useful tool in how to learn more effectively, if it is based on the abilities that students bring with them into higher education from their everyday life (for example, Buzzard et. al., 2011). In this case study, we explore the issue of students' digital practices in everyday life as well as in higher education, in a teacher training programme at a Swedish University. The aim is two-fold: on the one hand, to provide knowledge regarding students' everyday experiences of digital practices and the ways in which these are utilised in higher education; on the other hand, to contribute to the understanding of the ways in which higher education contributes to challenging and developing students' digital skills. Twenty-nine students from teacher training programmes participated in the study by answering a questionnaire. The results show that the students’ digital habits are not being used or acknowledged in higher education, except for when it comes to their Teacher Training Practice (TTP). Furthermore, the results also show that higher education contributes to students’ digital skills. This, we argue, could be of interest for teachers and researchers in teacher training programmes and for teachers in primary to tertiary education, in developing education activities with digital technology based on pupils’ and students’ digital habits. We can also see that the study can inspire other teachers in higher education, where the idea of using students’ digital habits perhaps is not yet taken into consideration.
ER  - 

TY  - CONF
T1  - Progressive education and grammar schools in Sweden: Mother tongue, History and Biology teaching in the 1940s
A1  - Samuelsson, Johan
A1  - Gericke, Niklas
A1  - Olin-Scheller, Christina
PY  - 2019
LA  - eng
KW  - biology
AB  - The first half of the 20th century saw the breakthrough of the idea of democratic education with an emphasis on accessibility of education for all citizens. Also John Dewey's ideas that the content and form of instruction should be based on democratic principles influenced many school systems. In Sweden, these ideas had an impact not least on the school reform initiated in Sweden during the 1940s, as manifested in the School Commission report (SOU 1948:27)Research into this period has primarily focused on two educational levels. The first level deals to a large extent with policy and the character of curricula (Labaree, 2005; Popkewitz, 2006), while the second level concerns teaching in general with a special focus on how reform pedagogy has been implemented, for example, in studies of student influence and interaction (Cuban, 1993). In Sweden only the curricular level has been studied (Englund, 1996) leaving a knowledge gap regarding the reform pedagogics on the enacted curricula. In this study we fill this gap by investigating previously unexplored historical documents of teachers reports on their practice collected by the Swedish school commission from 1930s to the 1940s.  In addition, in this study we also focus on how different subject teachers handled the expectations of student-centred teaching in their subjects. Admittedly, we are inspired by the approaches above, but apply a comparative subject-specific perspective on reform pedagogical teaching by using the perspective of didactic transposition (Chevallard, 2007).The general approach of this study (and the project) is based on the education research tradition in which the voices and experiences of the members of the profession serve as a basis for generating new knowledge of specific professional issues (Schön, 1983; Lortie, 1992; Ball & Goodson, 1985)The overarching aim of this paper is to study how secondary education teachers in mother tongue(MT), history (HI) and biology (BI) conducted their teaching inspired by reform pedagogy. The following questions guide our study:What similarities and differences are there between the three subjects regarding-          Students' opportunities to study on their own (StudentPart)-          Student interaction (StundInter)-          Using the surrounding community as a resource (SCPR)A comparative perspective allows for more nuanced knowledge of the facets of reform pedagogy. It also adds to the field of history of education as it enables a better understanding of how different subject traditions influence how reforms are interpreted. The results presented here are part of a major project recently launched and are so far tentative.  The study particularly highlight the importance of professional practitioners’ own reflections on their work. Such reflections are assumed to generate new concepts and theories. Ball & Goodson, (1985), Goodson & Hargreaves (1996) and Ball et al (2012) are central regarding teachers’ work in general and the changes made in a reform context. They work on the assumption that teachers’ accounts and experiences contribute to understanding key aspects of the profession. This also applies to the historical development and current challenges.In 1946, the School Commission started collecting teachers' experiences of teaching. The Swedish schools received a circular requesting teachers to submit their accounts, and this request was also made in teaching magazines. A total of 850 accounts written by teachers were submitted to the commission (SOU 1948:27). The material consists of written accounts by elementary school teachers and grammar school teachers. These reports are now stored in the The Swedish National Archives (RA). The texts are divided into all the school subject blocks. In a pilot study, we went through all the reports that all have a narrative or story character in which the teachers describe how they enact the reform pedagogy in the classrooms. The “stories” can be categorised as related to history (N=83 stories), mother tongue (N=130 stories) and biology (N=38 stories) in grammar schools. Altogether, there are over 251 stories available in these categories in the archive. Note that this number represents about 10 per cent of the entire teaching staff in 1946, i.e. making up a substantial representation of the teachers at that time. The stories mostly includes detailed accounts of the teaching practised and its relation to the pedagogical approach of the reform. Recurring elements are perspectives on the role of the pupil, the organisation of instruction etc. The stories cover between one page to 100 pages and often include lesson plans, and student responses. There are descriptions of their own teaching, often in a historical perspective. In this proposal, we present our first initial comparison of the teaching reported in the stories of history, mother tongue and biology reports. The comparative aspects are developed in a forthcoming in-depth analysis. The basis of a comparison is that the “cases” should be different but at the same time similar enough to be interesting to compare in terms of similarities and variations. Using more than one case (e.g. only history teachers) increases the chances to theorise and generalise. In this case the variable was the context of reform, as all teachers and subjects were under pressure to make changes in preparation of reform implementation. In identifying subject-specific teaching perspectives in relation to democratisation of instruction, the analytical frames from Cuban (1993) to describe reform pedagogy were used. In this particular study we analyse three specific criteria of reform pedagogy as defined by Cuban: student participation, student interaction and surrounding community as pedagogical resource.Below, we present some general descriptive results based on the first quantitative analyses of the material, which focused on how teachers in different subjects relate to Cuban’s teaching criteria as mentioned in the method section. We present the results as frequencies as well as their relative distribution in per cent (%) of the three subjects of the three group of school subject reports of history, mother tongue and biology, see Table 1. If an instance of the specific criteria could be identified in a teacher story of their teaching it was included. Tabel 1 Distribution of reform pedagogical activities in the different school subjects. Frequency (per cent) StudPart Studinter SCPR Total HI 27 (33) 28 (34) 29 (35) 84 (34) MT 65 (50) 61 (47) 14 (11) 140 (36) BI 20 (53) 14 (37) 29 (76) 63 (55) T 112 (45) 103 (41) 72 (29) (Source Swedish National Archives) As can be seen in Table 1 the total results including all the three criteria of progressive teaching shows that the Biology teachers in average report far more reform pedagogic activities (55%) than Mother Tongue teachers (36%) and history teachers (34%). All in all, the first analysis shows that progressively oriented teaching occurred in upper secondary schools early in Sweden. It is also clear that there were variations between subjects. The differences should be understood as a result of various subject traditions that are enacted differently, which should be studied further by using qualitative in depth studies of the various didactic transpositions taking place in the different subjects. Further, studies will reveal whether these activities are an expression of a more close connection to the academic discipline, or a true influence of reform pedagogics
ER  - 

TY  - CONF
T1  - The PATT 26 conference Stockholm, Sweden 26–30 June 2012: Technology Education in the 21st Century
PY  - 2012
LA  - eng
PB  - Linköping University Electronic Press
AB  - PATT 26 will be held at the Royal Institute of Technology (KTH) in Stockholm, the beautiful capital of Sweden. The PATT 26 conference is part of a two-conference arrangement organized by the Royal Institute of Technology and the Centre for School Technology Education, CETIS, Linköping University, under the common heading Technology Education in the 21st Century. We hereby welcome international colleagues to this golden opportunity to share and learn more about the latest on-going and completed research in the field of technology education research, spanning from early years through to upper secondary education and teacher education.The overarching theme for PATT 26 is Technology Education in the 21st Century. The papers in this peer-reviewed conference book all reflect this broad theme, but they also relate to a variety of key areas in school technology education. Research topics include, for example, aspects of learning, teaching, and assessing; pupils’ attitudes; global issues such as sustainability, ethics, values and culture; interdisciplinarity; Science, Technology, Engineering & Mathematics (STEM); links with creative and performing arts; links with arts and social sciences; links with languages; the impact of technological developments on learning, teaching and assessing in technology education; the potential of a design approach; technological artefacts and systems; food technology; historical, sociological and philosophical perspectives on technology education. Together all these areas form a wide spectrum of research of relevance for technology education in the 21st century.Thomas Ginner, Jonas Hallström & Magnus Hultén,editors and organisersJune 2012
ER  - 

TY  - CONF
T1  - Empowering Teachers for Sustainable Futures: Micro-Credentials, Inclusion, and Applied Research in Vocational Education
T2  - Journal of Applied Research in Higher Education
SN  - 1758-1184
A1  - Uusimäki, Liisa
PY  - 2025
LA  - eng
KW  - sustainability education
KW  - vocational education and training (vet)
KW  - micro-credentials
KW  - teacher self-efficacy
KW  - applied research
KW  - digital transformation
KW  - inclusive pedagogy
AB  - This paper presents findings from the Swedish contribution to the Erasmus+ Teacher Academies project, “Academy for Sustainable Teacher Educators – EduSTA”. This is a European initiative aimed at integrating sustainability and digital micro-credentials into vocational teacher education. Anchored in the University of Gothenburg’s sustainability-labelled programs, the pilots focused on a vocational course aligned with the micro-credential *Knowledgeable Problem Articulator*. The course engaged VET student teachers in action research and interviews with school leaders, positioning sustainability as both a conceptual and pedagogical framework. While the pilots showed strong alignment with EduSTA objectives, its limited scope—integrating one badge into a single course—posed challenges for engagement and long-term impact. Findings underscore the need for broader curricular integration of micro-credentials to enhance professional learning and recognition of competence development. The study contributes to international discussions on teaching improvement by emphasizing applied research, inclusive pedagogy, and the development of teacher self-efficacy. It positions teachers as critical agents of change—capable of fostering environmental and social sustainability in diverse educational contexts. Key recommendations include the scaling of badge-aligned assessment practices, and the expansion of professional learning opportunities focused on assessment literacy and digital innovation. By situating teacher learning as a pathway to systemic change, this work offers a framework for reimagining vocational education and teacher development in response to the global challenges of sustainability, inclusion, and digital transformation.
ER  - 

TY  - JOUR
T1  - Conditions for Teaching and Learning in Religious Education (RE): Perspectives of Teachers and Pupils at the Beginning of the 6th Grade in Sweden
T2  - Nordidactica
SN  - 2000-9879
A1  - Osbeck, Christina
PY  - 2014
VL  - 2014
SP  - 76
EP  - 96
LA  - eng
PB  - Karlstad : CSD Karlstad
KW  - discursive practice
KW  - speech genre
KW  - language
KW  - religious education
KW  - religious studies and theology
AB  - In this article empirical findings from interviews with teachers of three classes of 12-year-old pupils are presented, together with questionnaire-responses from these 54 pupils. The interviews focus on teaching aims for Religious Education (RE), a subject that in Sweden, besides dealing with religion, also explores other kinds of beliefs, ethics and life questions. In the questionnaire the pupils are asked to solve four RE tasks with content that is central from a Swedish curriculum perspective. The research involves pupils at the beginning of the sixth grade and the purpose of this article is to look at the teachers’ aims and the pupils’ responses, and consider what these may indicate about conditions for teaching and learning RE in these classes. The findings show that the perspectives of the pupils at the beginning of the sixth grade seem to be rather far from the expectations of the RE syllabus. The pupils’ statements are rather vague with regard to religion as a phenomenon and there are few examples of pupils interpreting religious symbols in a way that is useful in further analysis. While existential and ethical plots, messages and point of views are comparatively easy to describe, it is harder to express multiple perspectives, reasons, comparisons and questions. A problem for the teachers in developing the perspectives of their pupils is that they find it hard to say what kind of general difficulties pupils have in RE, a fact that makes it hard to direct the teaching. Another challenge is that the teachers’ RE-aims are rather overarching and primarily related to fostering fundamental values. What improves the conditions for teaching and learning is the teachers’ concern for the pupils and their relationships with the teacher and with each other, a factor which is of vital importance for learning and which can also be used as a specific teaching method in subject matter education.
ER  - 

TY  - JOUR
T1  - A diffractive analysis of Physical Education Teacher Education embodied policies in Australia and Sweden
T2  - Sport, Education and Society
SN  - 1357-3322
A1  - Varea, Valeria
A1  - Backman, Erik
PY  - 2026
LA  - eng
ER  - 

TY  - CONF
T1  - Companion meanings in classroom communication
A1  - Lundqvist, Eva
A1  - Almqvist, Jonas
A1  - Östman, Leif
PY  - 2007
LA  - eng
KW  - integrated science education
KW  - scientific literacy
KW  - lower secondary school
KW  - teaching sequences
KW  - classroom
KW  - education
AB  - The aim of this study is to illustrate an approach for analysing views of science which are communicated by different manners of teaching, and discuss what consequences these manners may have for students’ learning of specific ways of approaching science in the learning process. Scientific literacy is a way to describe what kind of science content and views of science that schools should offer students. An important aspect of scientific literacy is the idea of power distribution (Geddis 1998). In order to make students take part in the decision making processes in society it is necessary that they experience that their engagement is important for solving socio-scientific problems. Such an experience can be offered in the science classroom. In order to make scientific communication possible to analyse, we are going to use the concept of companion meaning (Roberts & Östman 1998). The study contribute to the discussion about possibilities and limitations in manners of teaching science, a discussion about how different moves from the teacher may have consequences for the students learning of both science and the “view of science”. The empirical material consists of video recordings from science classroom situations in a Swedish compulsory school.
ER  - 

TY  - CONF
T1  - School principals turn research and research collaboration into assets: Value production as part of school and teacher development
A1  - Levinsson, Magnus
PY  - 2025
LA  - eng
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - teacher education and education work
AB  - This article reveals how school principals approach research in the wake of New Public Management reforms in Swedish schools. The empirical context is school principals’ accounts of how they use research and research collaboration to promote school and teacher development. Drawing from interviews with 15 school principals, the study uncovers three ideal types of school principals—collectivists, pragmatists, and networkers—capturing distinct patterns of relating to research. Guided by the concept of assetisation, the analysis demonstrates how these types produce different kinds of value: (i) pedagogical value—improving school and teaching quality; (ii) academic value—defining relevant and useful research; (iii) social value—connecting with qualified future personnel; (iv) economic value—improving the school’s reputation and obtaining grants; and (v) political value—persuading and silencing teachers. The article concludes with a call for a shift in the education governance system to enable research use among school principals that serve the interests of the teaching profession.
ER  - 

TY  - CONF
T1  - Pupils’ experiences of inclusion and social justice in physical education and health
T2  - Presented at ECER (European Conference on Educational Research), Yerevan, Armenia, September 1-10, 2022
A1  - Gerdin, Göran
PY  - 2022
LA  - eng
KW  - education
KW  - sport science
AB  - Since the 1980s, research advocacy for inclusion and social justice in school PEH and physical education teacher education (PETE) has continued to thrive in many countries including the United States (Bain, 1990), Canada (Robinson & Randall, 2016), Australia (Tinning, 2012), New Zealand (Ovens & Tinning, 2009) and also in Sweden (Larsson, et al, 2018). Unfortunately, the increased advocacy for inclusion and social justice in PEH related to issues such as gender, ethnicity and (dis)ability has not been matched with examples of how PEH teachers could actually teach for inclusion and social justice, that is, what teachers could do in their classrooms, and for whom social justice is sought (Gerdin et al., 2018). Amongst the extant literature base of advocacy for social justice pedagogies in PEH, there is far less literature that specifically addresses the ways in which teachers enact social justice pedagogies in their own practice (Tinning, 2016). In one of the few PEH classroom accounts, Oliver and Kirk (2015) identified four critical elements that they believe need to be present in order to assist girls to identify, name and negotiate barriers to their engagements with PEH and participation in physically active lifestyles. They suggest that the development of a pedagogical model for working with girls in PEH built on the four critical elements of activist research as a way of breaking the reproduction cycle and improve the current situation for girls in PEH. One other example is Fitzpatrick’s (2013) study of life at a high school in South Auckland, New Zealand. Using critical ethnography as an analytic, she shadowed one of the participating PE teachers, Dan, who was ‘passionate about critical pedagogy’ (p. 80). Dan’s “classes provided a rare example of critical pedagogy in practice” (p. 99). Fitzpatrick (2013) described the key tenets of Dan’s critical approach and success as; “building the environment, deconstructing power, playfulness, studying critical topics, and embodying criticality” (pp. 193-206). Finally, the findings and outcomes of an international research project on social justice in PEH across New Zealand, Sweden and Norway named EDUHEALTH that called on PEH teacher observations and post observation critical incident interviews, identified how broader curricular and school policy interact to facilitate the enactment of social justice pedagogies in PEH. These pedagogies include building good relationships, teaching for social cohesion and explicitly teaching about and acting on social inequities (Gerdin et al., 2021). Notwithstanding the importance of these research findings, there still exists a paucity of studies that focuses on the pupils’ perspectives of these issues. This study therefore aims to explore the pupils’ experiences of inclusion and social justice in Swedish PEH by addressing the following research questions: (i) How do PEH practices address inclusion and social justice? (ii) How may PEH practices contribute to greater inclusion and social justice for all pupils? Knowledge generated through this study can help assist PEH teachers in Sweden and beyond to refine and develop their practices to become more inclusive and engaging for all pupils, thus helping contribute to social justice outcomes and more pupils maintaining sport and physical activity as an important part of well-being and health for the rest of their lives. This paper will present some findings from the pilot study carried out in 2021 and initial findings from the main data collection conducted so far in 2022.The data collection is based on critical incident technique (CIT) methodology (Tripp, 2012). ‘Critical incidents’ in the context of this study will focus on PEH practices that foregrounded issues of inclusion and social justice.  Observations: The CIT classroom observations will focus on identifying critical incidents that appear to be addressing issues of social justice based on an observational template generated from previous research on teaching for social justice. Although this observational template help guide the observation, the template focuses on rich descriptions of practice rather than having observations being overly dictated by observational categories (Tripp, 2012). Interviews: The interviews are semi-structured (Bryman, 2016) and also guided by principles of CIT methodology (Tripp, 2012) as well as stimulated-recall interviews (Lyle, 2003). To interrogate the pupils’ experiences of the critical incidents identified during the observations individual interviews are also conducted using an interview guide which involves a combination of open-ended questions designed to enable the pupils to suggest incidents for inclusion and social justice and specific questions designed to afford the pupils an opportunity to explicate their experiences of inclusive and socially just PEH practice. Reflective texts: The reflective texts consist of an open, written questionnaire that has been designed to encourage pupils to reflect on their experiences of inclusion (exclusion) and (in) equality during PEH lessons. The reflective texts are used to explore critical incidents that pupils perceived as significant in their PEH lessons and to examine their perceptions of inclusion and socially just teaching methods. The participants include pupils from three different upper-secondary schools (age 16-19) located in the south of Sweden with diversity when it comes geographical location, school demographics and socio-economic status. In total, data in the form of observations and reflective texts is currently being collected from three different PEH classes at each school (total of nine PEH classes). Furthermore, it is estimated that 5-6 pupils from each class will participate in the individual interviews (total of 30-36 pupils) later in the year. In order to analyse the data generated from the observations, interviews and reflective texts, a six-phase thematic analysis approach (Braun and Clarke, 2013) consisting of familiarisation with the data, initial and advanced coding, identifying and naming themes and reporting findings will be used to seek out central themes that are important to the research questions. The analysis will draw on theories of pedagogies for social justice (Freire, 1970) and transformative pedagogy (Tinning, 2016).The initial findings will report on the participating pupils’ experiences of pedagogies for social justice in HPE as generated through questionnaires, observations, interviews and reflective texts. Tentative themes suggest that the pupils perceive pedagogies for social justice as related to: the use of non-traditional spaces and content; a focus on building relationships, and lessons that are framed by clear aims and purposes. In addition, some pupils talk about the positive aspects of online / Zoom teaching caused by effects of the ongoing COVID-19 pandemic where either themselves and/or other pupils are more engaged and participating in the lessons than before. They believe that this is because they can participate in PEH in / from their “own places” and that teachers seem to be clearer about the purpose and learning objectives of these online / Zoom lessons compared to regular lessons in the gym or on the sports field.
ER  - 

TY  - CONF
T1  - Interactions of power and social pedagogical recognition: an analysis of narratives in an upper-secondary school context in Sweden
T2  - The 10th International Scientific Conference. Research in Education and Rehabilitation Sciences – ERFCON2023, Zagreb, Croatia, 20230505-20230507
A1  - Basic, Goran
A1  - Olsson, Lina
A1  - Färdig, Belinda
PY  - 2024
SP  - 67
EP  - 81
LA  - eng
PB  - : University of Zagreb Faculty of Education and Rehabilitation Sciences
KW  - insignificant power-wielding other
KW  - meaningfulness
KW  - reliability
KW  - account
KW  - rejection
KW  - ethnic identity
KW  - self-esteem
KW  - self-awareness
KW  - sociologi med utbildningsvetenskaplig inriktning
KW  - sociology education
KW  - missbruks- och beroendevård
KW  - substance abuse treatment
KW  - social pedagogy
KW  - socialpedagogik
KW  - special education
KW  - specialpedagogik
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - The aim of this study is to contribute new knowledge about interactions of power and social pedagogical recognition in narratives of students who use alcohol and drugs in an upper-secondary school context. In this context, the student narratives create and re-create a series of images of varied treatment by professional actors (e.g., teachers, student coordinators, counsellors). The reproduced power interactions in narratives describing the practices of professional actors are significant for student learning, teaching, nurturing, inclusion, change, discipline, and identity creation. In these interactions of power, professional actors are portrayed as significant power-wielding others or as rejected power-wielding others, two verbal portrayals that contribute to the verbal production of four analytical categories: 1) social pedagogical identity, which in previous studies has been classified as social identity (e.g., alcohol and drug user, ethnic identity, victim identity), and pedagogical identity (e.g., pupil identity, teacher identity, desired successful pupil identity, desired successful teacher identity, invisible student identity); 2) social pedagogical interactions of power related to verbal representations of situational images, control, monitoring, invisibility, discipline, prejudice, devaluation, victimhood, and the other; 3) varied descriptions, narratives, representations, and reproduction of social and pedagogical aspects of learning, teaching, nurturing, inclusion, change, and discipline; and 4) varied constructions, reconstructions, productions, and reproductions of learning, teaching, nurturing, inclusion, change, and discipline in the social and pedagogical sense. The social pedagogical recognition of the “other party” in the pupil–professional actor relationship is especially important for achieving the aims of including pupils who use alcohol and drugs in a learning context and enacting positive change through the creation and re-creation of social pedagogical identities (e.g., successful pupil identity) in the upper-secondary school context. 
ER  - 

TY  - CONF
T1  - Young People and Spatial Divisions in Upper Secondary Education: A Cross-cultural Perspective
A1  - Hjelmér, Carina
A1  - Lappalainen, Sirpa
A1  - Rosvall, Per-Åke
PY  - 2013
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The aim of this paper is to explore spatial praxis of vocational upper secondary education in two Nordic countries. The paper is based on ethnographic studies in three different contexts of vocational education: the male dominated Vehicle and female dominated Child and Recreation Programme in Sweden, and the female dominated Institute of Social and Health Care in Finland. When reading our data we have paid attention to the students’ agency in school space. Moreover, we have looked at emotional aspects related on space; how particular spaces turn out to be associated with discomfort and frustration, whereas some other spaces seem to offer sense of safety and sometimes even pleasure. The spatial praxis in the Institute of Social and Health Care and in the Vehicle Programme reinforces vocational habitus. At the same time it establishes particular kind of femininities and masculinities, which makes deconstruction of gender segregation difficult. However, due this reinforcement of vocational habitus both these educations offer for student at least some level sense of dignity whereas the spatial praxis of Child and Recreation Programme is more uncertain in that sense.
ER  - 

TY  - CONF
T1  - Displays of understanding and skills in technical vocational education
T2  - Proceedings PATT42 The 42nd Pupils' Attitudes Towards Technology Conference, Montreal,  September 30 – October 3, 2025
A1  - Axelsson, Jan
A1  - Kilbrink, Nina
A1  - Asplund, Stig-Börje
PY  - 2025
SP  - 358
EP  - 368
LA  - eng
KW  - cavta
KW  - vocational education
KW  - learning study
KW  - tvet
KW  - practical objects of learning.
KW  - subject-specific education
KW  - ämnesdidaktik
AB  - There is a lack of research studies in the field of technical vocational education exploring teaching and learning processes, especially regarding practice-based research studies focusing practical objects of learning (Carlgren et al., 2015; Kilbrink et al., 2022). Furthermore, studies on vocational education in Sweden have shown that students in vocational education have diverse backgrounds with, for example, a high proportion of immigrants (Andersson, 2019) and students with incomplete or low grades from compulsory school (Korp et al., 2025). The lack of a solid foundation of research on teaching and learning in the field entails teachers not having sufficient access to a research base to plan, carry out and evaluate their teaching. From an equity, diversity and inclusion point of view this is problematic and teaching methods including more aspects than verbal communication need to be elaborated on.    This paper will focus on students’ embodied and verbalized displays of understanding and skills regarding practical objects of learning in technical vocational education. Transcribed excerpts of video-filmed teaching sessions in welding and building/ construction education will be presented and analyzed in the paper. The results show how the teachers with the support of the pedagogic approach CAVTA (Conversation Analysis and Variation Theory Approach) encourage students to display their embodied understanding and skills in multimodal ways, thus enabling for the teacher to adapt the progression of the teaching according to students’ displayed understanding and skills. Our study has implications for teaching and learning of practical objects of learning in technical vocational education and is a contribution to broaden the base of educational research in the field.
ER  - 

TY  - CONF
T1  - Mentoring Formally or Informally? Dilemmas and Paradoxes of Mentoring and Education for Mentors.
A1  - Fransson, Göran
A1  - Jokinen, Hannu
A1  - Heikkinen, Hannu
A1  - Eisenschmidt, Eve
PY  - 2010
LA  - eng
KW  - induction
KW  - mentoring training
KW  - mentors
KW  - education
AB  - This paper is based on a comparative study of mentoring systems of newly appointed teachers . The study draws upon a comparative data collected by an international project Supporting Newly Qualified Teachers through Collaborative Mentoring (NQT-COME), funded by Nordplus Horizontal program. The participants of the NQT-COME project represent nationally remarkable institutions for teacher education and educational research as well as some of the municipalities and teacher unions in Denmark, Estonia, Finland, Norway and Sweden. Within the network, we have experiences of both the classical one-to-one mentoring and peer group solutions. Theoretically, we examine the issue within a model which views both mentoring and mentor training as examples of the ongoing formalization process of non-formal learning, whereas we may also detect nowadays some other opposite examples of informalisation of formal learning (Tuschling and Engelmann 2006). One of our main challenges is to establish mentoring as an integral part of teachers’ professional development. Whatever the model of mentoring is, the mentors also seem to need some education and support. We have consciously swifted our emphasis from defining the characteristics, skills and competencies of mentor candidates into their education.  One of the main aims of mentor education is to develop knowledge about teachers’ professional development and learning, how to support reflection of beginning teachers (Harrison, Dymoke, Pell 2006; Rippon, Martin 2006). One of our current on going studies is a comparative research of different national and local solutions for mentor education. Basically, mentoring has been regarded as informal learning. Traditionally, mentors have not been trained, just the opposite: mentoring has been regarded as transferring of tacit knowledge through informal discussions and practical guidance by an experienced colleague (Roberts 2000). Mentoring is often based on an interaction between an expert and a novice on a practical level which not necessarily includes theoretical or conceptual perspectives whereas formal education is focused on explicit, conceptual and theoretical knowledge.  Lately, mentoring has been more and more formalized as it has become a part of in-service teacher education and a purposeful professional development. The formalization process is culminated in the growing trend of accrediting of the mentor education modules. However, if teachers need to be educated for becoming  mentors of new teachers, the original idea of mentoring as an informal learning is being radically changed. The degree of formalisation, however, varies in the participant countries of NQT-COME project. In some counties the mentor education modules have even been accredited in ECTS credits whereas in some other countries we detect minor features of formalisation. In this presentation, we will introduce the national solutions of organizing mentor education in Denmark, Estonia, Finland, Norway and Sweden. We also reflect the paradoxes and dilemmas which we have met in locating mentoring between the traditional and modern understandings of mentoring. We will concentrate on the following research questions: - We will concentrate on the following research questions - What kind of theoretical thinking the mentor education programmes are based on? -How have the programmes been carried out? -What are the advantages and possible weaknesses of formalizing mentoring and mentor education? -What kind of theoretical thinking the mentor education programmes are based on?
ER  - 

TY  - JOUR
T1  - Die auswirkungen individualisierender tendensen im swedischen bildungssystem: Eine meta-etnographie
T2  - Zeitschrift für Pädagogik
SN  - 0044-3247
A1  - Beach, Dennis
PY  - 2018
VL  - 2
IS  - 64
SP  - 198
EP  - 214
LA  - ger
KW  - education system
KW  - privatisation
KW  - class
KW  - inclusion
KW  - meta-ethnography
KW  - bildungssystem
KW  - privatisierung
KW  - milieu
KW  - inklusion
KW  - meta-ethnographie
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Der Beitrag basiert auf einer Meta-Analyse ethnographischer Studien zu den Auswirkungen von auf Individualisierung ausgerichteten Programmatiken und Politiken auf schwedische Schulen und Hochschulen und fokussiert die Themen Inklusion und Milieu/Klasse im schwedischen Bildungssystem. Nach einer Einführung in die Veränderungen im schwedischen Bildungssystem werden der methodische Zugang und die Ergebnisse der Studie vorgestellt. Insbesondere werden Spannungen zwischen dem Inklusionsanspruch einerseits sowie Individualisierungs- und Privatisierungstendenzen andererseits identifiziert. Vor dem Hintergrund einer fortgesetzten Reproduktion von Ungleichheitsverhältnissen im Zuge von Individualisierungsprozessen wird besondere Aufmerksamkeit auf diesen Aspekt gelegt.
ER  - 

TY  - CONF
T1  - Compulsory higher education teacher training in Sweden; Development of a national standards framework
A1  - Lindberg-Sand, Åsa
A1  - Sonesson, Anders
PY  - 2006
LA  - eng
ER  - 

TY  - JOUR
T1  - Algebra teachers’ questions and quandaries – Swedish and Finnish algebra teachers discussing practice.
T2  - Nordisk matematikkdidaktikk - Nordic Studies in Mathematics Education
SN  - 1104-2176
A1  - Kilhamn, Cecilia
A1  - Röj-Lindberg, Ann-Sofi
PY  - 2019
VL  - 3
IS  - 24
SP  - 153
EP  - 171
LA  - eng
KW  - mathematics education
KW  - teacher knowledge
KW  - algebra learning
AB  - Taking the teachers’ own practices as a point of departure, this study investigates what areas of mathematical knowledge algebra teachers brought up in collegial dis- cussions and how they used their knowledge in acts of decompressing, trimming and bridging. The discussions centered around aspects of teaching and learning school algebra previously shown to be problematic, but gave rise to mathematical quanda- ries, revealing gaps in the teachers’ own understanding of the mathematical content. The study implies that the ability to unpack a mathematical concept is essential in algebra teaching and that teachers may need external input concerning mathematical knowledge to enable development in pedagogical content knowledge
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TY  - CONF
T1  - Examining groupwork in health and physical education: emerging findings from a Vygotskian analysis
A1  - Barker, Dean
A1  - Annerstedt, Claes
A1  - Quennerstedt, Mikael
PY  - 2012
LA  - eng
KW  - sports science
AB  - Introduktion: Group work underpins curricular models such as Teaching Games for Understanding, Sport Education  and Cooperative Learning. Within such models, HPE teachers typically assume ‘facilitator’ roles, dividing their time and attention between groups. In doing so, teachers gain only a partial view of their students’ learning. Very simply, they do not see what is happening when they are not immediately present. It is difficult to frame this as a problem – it appears to be part of the reality of teaching. At the same time, the argument made in this paper is that an understanding of student interactions where the teacher is absent has significant potential for informing pedagogic practice. Syfte & teoretisk ram: The purpose of this paper is to examine the factors that influence learning when two or more learners are co-constructing meaning in the absence of a teacher.The paper draws on the work of Lev Vygotsky as well as more recent activity theory. Learning is understood as a social enterprise where the relationship between what an individual can do independently and what s/he can do in collaboration with others is crucial. Vygotsky’s notion of a Zone of Proximal Development (ZPD) provides a specific tool for thinking through this relationship. Key tenets include:- performance of novel tasks is often achieved in collaboration with other people before it is achieved individually.- potential for learning is bounded (Vygotsky, 1978, p. 208-209). At a given point in time it is not possible for an individual to learn simply anything. As learning occurs and individual performance increases, so does collaborative learning potential.- learning takes place within the context of dialectical activity. In this respect, all learning is social.- although individuals take on ‘novice’ and ‘expert’ positions during learning activity, these positions are flexible.- for learning to take place, novices and experts should influence the group’s activity.  Metod: Empirical material was produced with eight different HPE classes in years 6-9 (lower and upper secondary schools) in Sweden. Schools were selected in a way that maximized variation.Observations consisted of three or four video-recorded lessons with each of the eight classes. Two cameras were used: one stationary and the other mobile. Mobile filming focused on different groups working within the classes. Between two and five students were generally in the frame at any one time and filming was done with the intention of capturing sequences where a group of students worked with a specific problem/task. Here, Emerson’s (2004) notion of key incidents was utilized. Due to the proximity of the camera to students, audio material could be obtained and detailed transcripts of speech exchanges were produced.Resultat: Data suggest that: (1) teachers often define the outcome of groupwork situations with relative precision but pay less attention to process (i.e. how learners will reach the outcome); (2) many groupwork situations do not result in the creation of ZPD’s and hence do not result in learning in a Vygotskian sense; (3) the creation of ZPD’s in HPE are achieved through corporeal and through linguistic strategies - this makes HPE ZPD’s unique from many educational settings.Diskussion: The emerging results suggest that HPE teachers should pay more attention to how they define and implement groupwork. They should reflect on how they present groupwork tasks to learners and think about the relationship between group process and learning outcome. Teachers should also consider how ‘expertise gradients’ can be exploited and help learners to occupy novice and expert positions in ways that maximize learning. Finally, the results suggest that facilitation of groupwork should account for learners’ physical and linguistic capacities.  
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TY  - CONF
T1  - Towards a theoretical understanding of learning with self-explanation prompts
T2  - Sustainable mathematics in a digitalized world
A1  - Bergvall, Ida
A1  - Dyrvold, Anneli
PY  - 2020
SP  - 81
EP  - 90
LA  - eng
PB  - Växjö : Svensk förening för MatematikDidaktisk Forskning - SMDF
KW  - didactics of mathematics
KW  - matematikdidaktik
KW  - education
AB  - Oral or written requests to students to self-explain important aspects in a task at hand (e.g. self-explanation prompts) has proven to increase learning. Research about such prompts has mainly been implemented with cognitive perspectives focused on the individual. In this paper, we suggest an alternative analytical framework grounded in a sociocultural theory. This framework is valuable because it adapts to the individual learning process as well as to the learning process that takes place in group work. In addition, this framework contributes valuable guidance to the teacher and to authors of teaching materials as well as to researchers in mathematics education. The analytical framework is explained in relation to an example task. An excerpt from student group work is also discussed.
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TY  - CONF
T1  - 'Making' a research user: Teacher de-professionalization in the name of educational research
A1  - Levinsson, Magnus
A1  - Langelotz, Lill
PY  - 2017
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Over the past two decades there has been a strong push for evidence-based inclusive education. As an example, the European Union has co-funded projects that aim to develop the potential of evidence-based practice in inclusive educational approaches in schools across Europe. Critics emphasise, however, that there are democratic deficits in the evidence-based approach. One main argument is that the idea of evidence-based practice provides a framework for the role of research in educational practice that not only restricts educational decision-making to questions about ‘what works’, but also restricts the opportunities for participation in educational decision-making. It is emphasised that teachers have to be involved in continuing professional development as autonomous professionals to enhance the teaching and learning practice. The evidence-based practice movement has been regarded by numerous critics as a major threat to teacher professionalism that undermines efforts to increase teacher autonomy. The consequences of adopting an evidence-based approach have, however, not been the subject of much empirical research. The many controversies that have arisen between proponents and opponents have mainly taken place on a theoretical level.This study goes beyond previous controversies by investigating evidence-based inclusive education in practice. The study draws on data from an EU-financed education project aimed at implementing and developing evidence-based inclusive teaching strategies at the primary school level in five countries in Europe. In Sweden, one municipality took part in this project. Two project leaders, two school psychologists, three principals and sixteen teachers working at three different primary schools in the municipality were involved. One of the main purposes in the EU-project was to educate teachers on inclusive teaching strategies via education interventions (i.e. continuing professional development). Two researchers (the authors of this paper) were involved in continuous evaluative contract research ordered by the municipality to explore what kind of professional learning practices were constituted in the project, and how these practices promoted or impeded the development of inclusive teaching practices.In this paper, we present the part of this study that focuses on how the professional learning practices influenced teachers’ participation in educational decision-making.The study takes its point of departure in the practice theory terrain and more specifically in the theory of practice architectures. A practice is, from this point of view, an organised nexus of actions such as ‘sayings-and-doings’. Added to these actions is, according to the theory of practice architectures, ‘relatings’. People talk, act and relate to one another in certain ways in a site. These specific sayings-doings-relatings constitute a practice. Furthermore, a practice is historically, culturally, socially, politically and discursively constituted and it is enabled and constrained by its cultural-discursive, material-economic and social-political arrangements. The arrangements constitute the architectures of practices, although practices are not seen as determined by the arrangements: participants have an agency and the power to change practices. The theory is understood and used as an ontological, epistemological, methodological and analytical resource. Method According to the study’s theoretical point of departure, ethnographic methods have been adopted. The analysis mainly draws on data from participative observations of: - professional learning practices - teaching practices - practices of meetings: continuous meetings between project leaders and researchers (the authors) focusing on the progress of the development project.The first practice observed was organised as a continuing professional development practice. The project leaders planned and took responsibility for the content. Sixteen teachers from three different schools were gathered on six half-days over four months. These half-day sessions focused on conveying inclusive teaching strategies related to domains such as meta-cognition, peer-learning, formative assessment and learning styles. In view of the lessons learned from similar projects, the teachers were encouraged by the project leaders to make up their own action plans based on inclusive strategies which they had found particularly interesting.The teachers discussed their views on the different types of action suggested and how these strategies could be combined with specific techniques and materials to meet student needs and to develop more inclusive teaching practices. In total, six half-day sessions were observed. The second professional learning practice was formalised as collegial learning aimed at follow up individual teaching (to put their action plans into practice) in the context of their local school.Taking part in these follow-up sessions were researchers, school psychologists, teachers from the local school, the principal and one project leader. The aim was to provide teachers with feedback on how they had implemented their action plans. In total, four follow-up sessions were observed at one of the participating schools. Field notes were made by both authors and used for joint reflections and first analyses. Some of these reflections were discussed continuously with the project leaders as part of the contract between the municipality and the university. Some document material was also analysed. This included material such as PPT-files and PDF-documents that, among other things, contain information about the EU-project, the different inclusive teaching strategies promoted and various teacher assignments performed in the project.The theory of practice architectures has been used as a lens in the analyses of the empirical material to explore what enabled and constrained teachers’ possibilities of participating in educational decision-making. The analyses of the empirical material have been conducted by the authors as a team and any disagreement has been resolved by discussion.Result The results show how teachers’ possibilities for acting as autonomous professionals in the practices of professional learning were constrained in numerous different ways. One of the strongest constraints for the teachers’ possibilities for professional learning was the nature of the EU-project. The epistemological approach (cultural-discursive arrangement) in the project was clearly instrumental, which ultimately made teachers into research consumers rather than autonomous contributors to the practices of professional learning. As an example, the project leaders continuously had to report to the project owner (an EU-organisation) the progress of the education intervention, which explicitly was supposed to contribute to the knowledge-base on ‘what works’ in inclusive education. The project leaders expressed that they felt pressure to show ‘good results’ when reporting back. This focus on finding out what works, within in a limited time-frame (6 month [material-economic arrangements]), appeared to hinder any other approach to enhance inclusive teaching practices. When the teachers tried to discuss and problematize the meaning of ‘inclusion for all pupils’ they were fed with pre-defined inclusion concepts and evidence-based inclusive teaching strategies derived from the literature included in the EU-project. Consequently, the teachers’ experiences and knowledge of how inclusive teaching and learning practices might be formed were not asked for. Furthermore, the researchers (the authors) were several times used to justify the chosen approach. The project leaders turned to the researchers to confirm the evidence-based claims made during the half-day sessions. Even though the researchers tried, they found it extremely difficult to promote a completely different kind of professional learning practice within this context (social-political arrangements), and that is partly why this paper characterises the development project as ‘teacher de-professionalisation in the name of educational research’.
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TY  - CONF
T1  - What is social justice? Good question!: Health and Physical Education teachers’ perceptions of social justice and social justice pedagogies
T2  - Presented at AARE (Australian Association for Research in Education), Adelaide, Australien, December 1, 2022
A1  - Gerdin, Göran
A1  - Rod, Philpot
PY  - 2022
LA  - swe
KW  - education
KW  - sport science
AB  - Despite being ubiquitous in education discourses, the concept of social justice and what it is that teachers can do in the name of teaching for, and about social justice remain a conundrum. If social justice is meant to be a key aim of education, understandings of this concept is critical as it will inevitably inform the pedagogical work of teachers. This presentation draws on data from an ongoing international collaborative study that explores teaching for social justice in the subject of Health and Physical Education (HPE). In this presentation, we report on HPE teachers’ perceptions of social justice and social justice pedagogies. Participants were HPE teachers from New Zealand and Sweden, two countries where social justice is an espoused orientation of national health and Physical Education curricula. Participants were selected through purposive sampling (Denzin & Lincoln, 2000), with a requirement to be fully registered secondary school HPE teachers with at least three years teaching experience, who were interested in sharing their perspectives on social justice.  Data were collected though individual semi structured online interviews and face to face focus groups. All interviews were conducted in English or translated into English. Data were analysed through a six-phase thematic analysis approach (Braun & Clarke, 2013) that drew on principles of critical pedagogy (Tinning, 2016) and social justice pedagogies (Gerdin et al., 2021). Although the participant teachers were not able to articulate a clear understanding of social justice, they provide insights into how issues of inclusion and equity can/are addressed in everyday HPE practice. In this presentation we report three themes. The first theme, ‘Social justice – good question,’ highlights that HPE teachers are not only unclear of the meaning of social justice, but it is language that is rarely used; replaced instead with a focus on inclusion, equity and culturally responsiveness. The second theme ‘ Disposition over curriculum’ suggests that the main driver of teaching for social justice is based on one’s own values and beliefs rather than a curricular imperative. The final theme, ‘Acting on difference’ conveys how teachers endeavour to teach for equity in their classrooms. We conclude this paper by discussing the implications of these findings for both physical education teacher education and Inservice teacher education.
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TY  - CONF
T1  - Education in times of migration: Conflicting discourses for teachers and principals in the Language Introduction Programme in Sweden
A1  - Wedin, Åsa
PY  - 2022
LA  - eng
AB  - This presentation focuses on the Language Introduction Programme (LIP) in upper secondary school in Sweden, a programme for recently arrived students who have not yet qualified for mainstream programmes. The aim is to draw attention to structural ambivalence that may affect students’ educational rights. The study is based on content analysis of official documents regarding teacher roles and has a critical theoretical base, with a focus on agency. Documents were analyzed through a layered model of critical discourse analysis, where national documents were related to course plans from education for teachers and principals. This enables a discussion about coherence and contradictions regarding the LIP when it comes to the quality of the education in relation to teachers’ and principals’ agency, qualifications, and professional roles. One conclusion is that the continuity between layers is weak, and that the qualifications that are stipulated for teachers at the national level do not comply with demands for those who are responsible for the education and its quality at the LIP. There is thus a discontinuity which may explain some problems with the LIP identified in previous research and reports.  
ER  - 

TY  - CONF
T1  - Movement and physical activity in early childhood education and care policies of five Nordic countries
A1  - Sollerhed, Ann-Christin
A1  - Olesen, Line Grønholt
A1  - Froberg, Karsten
A1  - Sääkslahti, Arja
A1  - Soini, Anne
A1  - Kristjánsdóttir, Gudrún
A1  - Vilhjálmsson, Rúnar
A1  - Fjørtoft, Ingunn
A1  - Larsen, Robert
A1  - Ekberg, Jan-Eric
PY  - 2022
LA  - eng
AB  - The World Health Organization (WHO) acknowledges the importance of preschool children taking part in comprehensive physical activities supporting, among other things, their motor development, and competencies. A growing number of children attend early childhood education and care (ECEC), and expectations that this will support the development and learning of the youngest children are high. ECEC are governed by different policies embodied in both laws and curricula, and the framework of a curriculum plays a key role in ensuring the quality of ECEC services. The documents represent the content society wants the ECEC institutions to disseminate, and set out the values, objectives, and content of the work of pre-school teachers and serve as a point of reference for ECEC teachers and schools. Aim The purpose of this study was to examine the values of movement and physical activity (MoPA) using government policy documents ECEC from Denmark, Finland, Iceland, Norway, and Sweden. Method This descriptive, comparative study was designed based on curriculum theory and used word count and content analyses to examine values of MoPA and to identify similarities and differences in the ECEC policies of Nordic countries. Results Seven terms were identified as MoPA related; body, motor, move, physical activity, physical education, coordination, idrott/liikunta. These terms occurred in various content contexts: development, environment, expression, health and well-being, learning and play, albeit sparsely and were referred to as both a goal in itself and as a mean of achieving other goals (e.g., learning or development in another area). Formulations dedicated to MoPA as a goal were present in the Danish and Finnish curricula and, to some extent, also in the Norwegian, while the Icelandic and Swedish curricula mentioned MoPA only as a mean. Findings indicated that MoPA, which are important for children’s development, health, and well-being, is a low-priority value, to varying degrees, in the ECEC policies enacted by the Nordic countries. Thus, the guidance provided to educators and stakeholders therein is inexplicit. The low priority of the MoPA domain in the ECEC policies might negatively affect the possibility for young children to be physically active in preschools.
ER  - 

TY  - JOUR
T1  - Broadening the Horizons of Technology Education: Using Traditional Cultural Artefacts as Learning Tools in a Swedish Sámi School
T2  - Design and Technology Education
SN  - 1360-1431
A1  - Axell, Cecilia
PY  - 2020
VL  - 2
IS  - 25
SP  - 192
EP  - 216
LA  - eng
PB  - Wellesbourne, United Kingdom : The Design and Technology Association
AB  - The aim of this case study was to explore the nature of technology education in a Sámi school setting and to examine how knowledge about traditional cultural artefacts can contribute to broadening the horizons of technological literacy. The participants (teacher and pupils) in the study were all from the same Sámi primary school in Northern Sweden, and the activities connected to the artefacts took place with year 2 and 3 pupils. The method employed was participatory observation, and field notes, recorded conversations, photographs and children’s drawings were analysed using a qualitative content analysis.The findings show that technology education in this school was connected to specific artefacts that are important in Sámi culture. Using these traditional cultural artefacts as a starting point, the pupils were given the opportunity to see that technology is more than modern high-tech; it is an age-old tradition of problem-solving, modification and adaptation to fulfil human needs. Technology education in this school was grounded in a holistic view of knowledge and was largely integrated with other school subjects. Myths and storytelling were frequently used to contextualise the technological content, and the historical aspect of technology was clear since connections between older and newer technological solutions were frequently made. The knowledge system embedded in the technology teaching can be described as collective and related to both artefacts and activities. Technological knowledge, activities and specific artefacts were not only attributed a practical value, they were also given a symbolic value, since a common knowledge base in technology contributes to strengthening the children’s cultural identity.This study confirms that artefacts can play an important role in technology education and that an understanding of the relationship between technology and culture can be regarded as a critical part of technological literacy. A cultural context, in combination with a holistic perspective on learning, gives artefacts meaning and provides a context within which they are used. Including indigenous technological knowledge can thus not only prevent a marginalisation of indigenous knowledge, it can also provide opportunities to broaden pupils’ perspectives of what technology is, how it evolves, and the driving forces behind technological change
ER  - 

TY  - CONF
T1  - Task-related Attention during Student-Teacher interaction in Swedish Mathematics Classrooms
T2  - ISTE formal proceedings International Conference on Mathematics, Science and Technology
A1  - Nyman, Rimma
PY  - 2012
LA  - eng
KW  - mathematics education
KW  - attention
KW  - video analysis
KW  - algebra
ER  - 

TY  - CONF
T1  - Swedish folk high school as a second chance to attain acess to university
T2  - NCEE 2011
A1  - Andersén, Annelie
PY  - 2011
LA  - eng
KW  - attain to university
KW  - acess to university
KW  - widening participation
KW  - folk high school
KW  - education
AB  - Folk high schools are part of popular, or liberal adult education in Sweden. By participating in the general course at a folk high school, students who have failed to meet the requirements necessary for continued study at university level have a second chance to fulfil such requirements. This paper describes different approaches of Swedish folk high schools with regard to preparing their participants for university studies. The paper also discusses how these different ways of working affect how participants perceive university studies and how these perceptions affect their choices of whether or not to continue on to university after completion of their folk high school education. Based on empirical data collected through free associations, interviews with then-current and former folk high school participants, articles from a leading folk high school teacher magazine, and material found on the folk high schools’ homepages, the results show that throughout the history of the Swedish folk high school, this institution has remained true to two basic ideas: the idea of differentiation and the idea of adaptation.The results also show that folk high schools work in different ways with regard to widening participation, depending on which of these two ideas they tend to focus on most. The prevalence of these two fundamental ideas explains why different social identities and different representations exist among the participants. The idea of folk high school as something different and special leads to representations of folk high school as an alternative to other forms of education and to representations of university as something difficult and different than folk high school. The second idea – that folk high school must adapt to the surrounding community – leads to representations of folk high school as a second chance and of university as a goal.
ER  - 

TY  - CONF
T1  - The Power of Grades: How Teachers' Internal Assessments Become Legitimate External Data on the Quality of Education
A1  - Lundahl, Christian
A1  - Hultén, Magnus
A1  - Tveit, Sverre
PY  - 2017
LA  - eng
KW  - education
AB  - The simple question of what constitutes school results is rarely asked, even though schooling has become increasingly results-oriented in the Western world in recent decades. One measure that is used while being relatively unproblematised is student grades. How students perform, as assessed by their teachers in the form of formal grades, is often treated as if it is highly informative about school quality. In this paper, we illuminate how internal assessments of pupils’ knowledge, carried out by their teachers, becomes external data on the quality of education: a learning outcome.Teacher-assigned grades have a long history in the Swedish school system, as a pedagogical tool and as information for parents and employers. In a first analysis portrays a development, from the increased emphasis on grades used for merit based admission through the rise of New Public Management thinking from the 1980s to the 2010s (Lundahl, Erixon Arreman, Holm & Lundström, 2013) where grades more and more are used for accountability purposes. The methodological approach is to systematically follow arguments concerning how grades can be used as performance data in relevant committee work, governmental reports (SOU) and propositions.In a second analysis, we follow the political argument to widen and strengthen the accountability of the Swedish grading system by references to other countries’ grading systems. The argument is that in order to achieve better PISA rankings, Sweden needs a system that formally grades children at a younger age than normally done in Sweden. We analyse the legitimisation of this policy by investigating the governments’ referral to other European countries’ grading and accountability systems and how these are represented in Eurydice, which was a principal source in the government’s legitimation. Eurydice holds the most accessible knowledge regarding educational systems in Europe.Over all we treat the development for how teachers' internal assessments become legitimate external data on the quality of education, as a process of legitimation in which grading works as a ‘quick language’: a way to reduce complexity by creating a common language to enable a smooth transfer of information in the field of education (Lundahl 2008). 
ER  - 

TY  - CONF
T1  - Imperatives for 'Right' Educational Choices in Swedish Educational Policy
A1  - Puaca, Goran
PY  - 2011
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - JOUR
T1  - The majorest third ever played: music education as an adventure of knowledge
T2  - Nordisk musikkpedagogisk forskning
SN  - 1504-5021
A1  - Nyberg, Johan
PY  - 2015
IS  - 15
SP  - 181
EP  - 206
LA  - eng
KW  - pragmatism
KW  - narrative
KW  - narrative analysis
KW  - students’ perspective
KW  - music education in upper secondary school
KW  - musikpedagogik
KW  - music education
AB  - The point of departure for this article is a research study (Nyberg 2011), with the purpose to investigate how students in Swedish upper secondary school’s Arts programme conceptualize and communicate musical knowledge and learning. Based on pragmatist philosophy and narrative inquiry, a qualitative study was undertaken. The empirical data was analysed using narrative analysis (Kohler Riessman 2005; Bowman 2006; Clandinin et al. 2007, 2009), and categorised in relation to pragmatist key concepts. The results showed that regardless of school, form and type of programme, none of the informants stated that they had been asked to reflect upon these matters before. Musical knowledge is conceptualized by the participating students as a three-part combination of theory, practice and expression/emotion that cannot be fully separable; knowledge that is manifested through action and valued differently depending on surroundings—hence contextualized. In turn, musical learning in school is seen as dependent upon action, and is made possible through the will to practice and thereby develop innate abilities. In this, curricula and teacher experience are seen as key factors. In accordance with what Deweyean pragmatism asserts, for music students’ voices to be heard in music education it is crucial that the teacher is the one who takes responsibility for making a dialogue with the students possible. Through their professionalism, teachers will be able to learn, teach, guide and form the education in accordance and balance with students’ experiences, interests and the demands of musicianship as well as curricula. This way, education may become an adventure of knowledge for students as well as teachers.
ER  - 

TY  - CONF
T1  - Changing Subject Positions of the Parents During the Introduction to the Swedish Preschool
T2  - Sixteenth Annual Hawaii International Conference on Education
A1  - Simonsson, Maria
PY  - 2018
SP  - 153
EP  - 153
LA  - eng
PB  - Honolulu
KW  - preschool
KW  - subject position
KW  - parents
KW  - teacher
KW  - introduction
AB  - In Sweden the preschool is regarded as “the child´s first school” and a part of the educational system. Most children aged 1-5 attend preschool, where daycare and education are combined. The preschool is the start of the “lifelong learning” and the importance of an early start in this institution is underpinned by the government. Collaboration and communication between teachers and parents have during the last decades become increasingly highlighted in the Swedish preschool context. The aim of this study is to highlight how the preschool teachers’ view the interaction with parents in relation to children’s introduction to preschool, with focus on their talk about the parents’ position in the introduction process. The results are drawn from focus group interviews which have been conducted with seven preschool teams in Swedish preschools. Data was analyzed in the positioning theory tradition. The results show that the parents’ involvement is important for the teachers in order to create a professional relationship with the parents and to give them support in their parental role. Furthermore, the parents’ involvement during the introduction period is central for creating a complete picture of the child, and that it may be seen as an evaluation and co-operation practice for the parents and the preschool. New parents’ subject positions emerge: the parents are active actors and team members in the introduction process.
ER  - 

TY  - CONF
T1  - Pedagogical Content Knowledge in Movement and Physical Activity among Educators in Early Childhood Education and Care
A1  - Sollerhed, Ann-Christin
PY  - 2023
LA  - eng
AB  - Introduction Movement and physical activity (MoPA) are critical to children’s health and development. Most children aged 1-5 years are enrolled in Early Childhood Education and Care (ECEC) in Sweden, and high expectations are placed on educators to deliver education of sufficient quality to support children’s development. Methods The aim of the 18-month-long action-based study was to investigate how 88 ECEC educators in five preschools perceived and experienced the priority and teaching of MoPA. The educators planned and implemented MoPA sessions among children in a trial-and-error manner. They filmed sequences from the sessions, which later were shown in the focus groups. The filmed sequences were the starting point for the collegial discussions with the researcher as a moderator. Content analyses of the transcribed focus group discussions were conducted. Results The content analyses revealed three themes with associated subthemes (in brackets): Teaching aspects (Competence; Role modeling); Educationalaspects (Children’s development; Children’s health and wellbeing); Structural aspects (Curriculum; Environment). Discussion During the project with the trial-and-error MoPA teaching, the educators detected insufficient pedagogical content knowledge to teach MoPA and the teaching was often replaced with free play. By the end of the project, they had completely run out of exercises and activities and the lack of pedagogical content knowledge became tangible. The increased metacognition made the educators aware of children’s different MoPA levels and that free play did not always increase all children’s skills. The perceived insufficient pedagogical content knowledge to teach MoPA was perceived as a troublesome barrier for promoting MoPA. The educators’ metacognition about MoPA increased and they became more observant on children’s MoPA. They also became aware of children’s different MoPA levels and that free play did not always increase all children’s skills. Despite of increased metacognition about MoPA and its importance for children’s development and health, most of the educators were not ready to leave their comfort zones and were not open to extra work or effort when it came to plan and implement more MoPA in the daily rutines. Organizational barriers such as group size of children, lack of available facilities, vague formulations in the curriculum were highlighted, but also personal barriers such as attitudes and fitness levels. The educators demonstrated the need for improved education in MoPA in early childhood teacher education, as well as the need for continuous education for working educators in ECEC to enhance the pedagogic content knowledge for adequate teaching in MoPA, which is important for children’s present development and future health.
ER  - 

TY  - CONF
T1  - EDUHEALTH 2.0: (Re)examining and developing pedagogies for social justice in Health and Physical Education
T2  - Presented at BERA (British Educational Research Association), Liverpool, UK, September 6-9, 2022
A1  - Gerdin, Göran
A1  - Schenker, Katarina
A1  - Linnér, Susanne
A1  - Petter Erik, Leirhaug
A1  - Amanda, Mooney
A1  - Rod, Philpot
PY  - 2022
LA  - eng
KW  - education
KW  - sport science
AB  - Research and policy statements suggest that school Health and Physical Education (HPE) can make a unique contribution to the physical, cognitive, emotional and social development of young people (Opstoel et al., 2020; UNESCO, 2015). It can also provide opportunities for young people to develop the knowledge and skills needed to navigate and respond to the inequities and precarity (Kirk, 2020) that have been amplified in our post COVID-19 world. Despite the aforementioned potential of HPE, it does not always provide equitable opportunities for all students, and often excludes on the basis of gender, sexuality, ethnicity, religion and social class (see e.g., Gerdin & Larsson, 2018; Landi, 2019).The aim of the EDUHEALTH 2.0 project, which brings together researchers from Sweden, Norway, South Africa, Australia and New Zealand, is to identify, compare, co-design and support the enactment of social justice pedagogies in HPE that promote equitable learning experiences and outcomes. This project builds on the findings and outcomes of our previous EDUHEALTH project that called on HPE teacher observations and post observation critical incident interviews (Philpot et al, 2020), and identified how broader curricular and school policy interact to facilitate theenactment of social justice pedagogies in HPE. These pedagogies include building good relationships, teaching for social cohesion and explicitly teaching about and acting on social inequities (Gerdin et al., 2020).  EDUHEALTH 2.0 will build on this previous research by exploring how HPE curricula serves to enable pedagogies for social justice and the students’ perspectives and experiences of such pedagogical practices as well as further developing and supporting the enactment of social justice pedagogies across different contexts through action-research with teachers.This proposed symposium will outline the methodological framework for EDUHEALTH 2.0 and report on some initial findings of the project to date.
ER  - 

TY  - CONF
T1  - Student-initiated communication with the teacher: field, mode and tenor
T2  - Evaluation and Comparison of Mathematical Achievement: Dimensions and Perspectives
A1  - Rohdin, Mikaela
PY  - 2012
SP  - 181
EP  - 190
LA  - eng
PB  - Linköping : Svensk förening för matematikdidaktisk forskning, SMDF
KW  - mathematics education
KW  - matematik och lärande
AB  - This paper reports from one part of a study of upper-secondary mathematics classrooms in Sweden. In Sweden, individual work on textbook exercises constitutes a large part of upper-secondary mathematics education. During such work, the teacher is available to students as a resource to use in their work. In this part of the study, the focus is on how students in such textbook-based mathematics lessons make use of the available resources. In this paper, student-initiated communication with the teacher is discussed, in order to build on and extend a previous analysis of how the students make use of the teacher.
ER  - 

TY  - JOUR
T1  - The Process of Vitalizing and Revitalizing Culture-Based Pedagogy in Sámi Schools in Sweden
T2  - International Journal about Parents in Education
SN  - 1973-3518
A1  - Balto, Asta Mitkijá
A1  - Johansson, Gunilla
PY  - 2015
VL  - 1
IS  - 9
SP  - 106
EP  - 118
LA  - eng
PB  - : European Research Network about parents in Education (ERNAPE)
KW  - education
AB  - The Sámi schools provide Sami children an education that also deals with Sami and is equivalent to an education in the Swedish nine-year compulsory school. Both Sámi and Swedish language are used in the Sámi schools. Sámi schools are an option for all parents who claim to be Sámi. The main purpose of this study was to learn, describe, analyse and work with processes aiming to strengthen the Sámi cultural and linguistic competencies within the Sámi school system. Sámi Schools in Sweden and their staff have not yet been able to reconstruct a Sámi school platform of their own. Teacher education or training of teachers, in Sweden has few adaptations for the appropriate education of teachers working at Sámi Schools. Regardless of this situation, teachers and parents expressed a vision of a Sámi School with cultural sensitivity and that also takes the culture into account in the curriculum and activities. The idea for the three-year participatory action research project discussed in this paper was initiated by the rectors of two Sámi primary - and preschools in Sweden. The research model and the research objectives of the study were developed together with the teachers, rectors, to some extent the parents and elders. The research project focused on how the Sámi School community could be enabled to activate their cultural knowledge and practices to make them part of the curriculum and the schools’ everyday life. This article discusses how to 1) examine the possibilities for a Sámi-culture-based pedagogy and the conditions required to enable them, and how to 2) recognize challenges, weaknesses and the strengths therein. The research project was conducted in two Sámi schools in Sweden with 115 children, their parents and elders, and 30 teachers as actors in the collaborative, collective process. The rectors and teachers were leading the processes. Results included transforming and integrating Sámi culture and language into pedagogy and curriculum content. Practices were improved. The positive research results were disseminated to both State and Sámi educational and political authorities. The need for a continued Sámi education and competence-building for teachers and staff was highlighted. No actions have yet been taken by the various informed authorities to continue the school development or the capacity building of Sámi teacher’s professional skills.
ER  - 

TY  - JOUR
T1  - The teaching of mathematical knowledge for teaching: A learning study of primary school teacher education
T2  - Nordisk matematikkdidaktikk
SN  - 1104-2176
A1  - van Bommel, Jorryt
PY  - 2014
VL  - 3
IS  - 19
SP  - 185
EP  - 201
LA  - eng
PB  - Göteborg : Göteborgs universitet
KW  - mathematical knowledge
KW  - variation theory
KW  - mathematical knowledge for teaching
KW  - mkt
KW  - education
AB  - A group of Swedish teacher educators conducted a learning study in order to identifycritical features concerning the teaching and learning of Mathematical knowledge forteaching (MKT). Three seminars and 300 tests were analysed using variation theoryrevealing four critical features to take into account in teaching student teachers inmathematics education: namely their need to i) formulate proper goals for a lesson, ii)outline the lesson plan in detail, iii) shift perspective from the role of being a teacherto being a mathematics teacher, and iv) understand the underlying mathematicsof the lesson topic at hand. Thus, these are the four features of importance to thelearning and teaching of MKT.
ER  - 

TY  - CONF
T1  - What might the 'first-teacher-reform' lead to in terms of professionalism and professionalization?
A1  - Bergh, Andreas
A1  - Englund, Tomas
PY  - 2014
LA  - eng
KW  - education
AB  - General description of the research themeDuring recent years many educational reforms have been carried through. The overall explicit ambition outspoken is to reach a higher quality. One crucial component of the complex situation is the role of the teacher. Teachers have to act as professionals it is said, but what does that imply? Is the central aspect that the teachers have to reach what in sociological terms usually is called professionalization, a more autonomous role and higher status, free from directives from other instances than themselves or is the central aspect that the teachers should reach a kind of moral professionalism, being pedagogically knowledgeable and able of encountering students from different social groups?Purpose and/or research questions In the case of the Swedish educational development during the last decades the question of teachers as professionals have become more and more central, but, as exemplified, the meaning of that concept has been in flux. What might the ’first-teacher-reform’ lead to in terms of teacher professionalism and professionalization? In our paper we will try to show how there are many contradictory aspects of professionalization and professionalism woven into the recent reforms and we will exemplify this by analyzing the ‘first-teacher-reform’ specifically.                   Theoretical and methodology frameworkWe will relate our analysis to the theoretical debate on how to use the concepts of (teacher) professionalism and professionalization and try to show the implications of different meanings of these concepts in a field of force between accountability and professional responsibility. (Expected) conclusions/findingsWe mean that the above mentioned contradictions (1) partly are built into the terms of professionalism and professionalization, but also that (2) the concept of teachers as professionals is used as a rhetorical term with many different meanings. We will also show (3) how the concept of teachers as professionals, using professionalization and professionalism and linked to the recent educational situation in Sweden, interplays and is combined with different views of the role of the teachers and the meanings with schooling and that these different views also are connected to different political visions of schooling.
ER  - 

TY  - CONF
T1  - GPS-Performance in Technology Education Part II
T2  - Explorations of best practice in Technology, Design &amp; Engineering Education
A1  - Hartell, Eva
PY  - 2012
SP  - 141
EP  - 148
LA  - eng
PB  - : Griffith Institute for Educational Research
KW  - technology education
KW  - formative assessment
KW  - follow-up
KW  - global positioning system (gps)- performance in education
KW  - teknikundervisning
KW  - bedömning
KW  - formativ bedömning
KW  - gps prestanda
AB  - There are strongconnections between assessment and learning. Assessment can have many purposes.One purpose is when the teacher acquires information in order to adjust theirteaching to better meet the pupils’ needs for future progress on their learningjourney. This paper provides findings from a qualitativestudy that explore and describe the process of assessment in Technologyeducation in the Swedish compulsory school. How do teachers follow up their pupils'progress? What equipment/assessment tools do they use, in order to 'locate'their pupils and move them forward on their learning journey? The results arebased on classroom observations and the teachers' written assessmentdocumentation.
ER  - 

TY  - CONF
T1  - Accountability and thematic patterns in the Discourse on Food Security within upper secondary teacher education programmes: Paper included in the symposium ‘The Linnaeus Project: Analysing Preconditions for Addressing Food Security in German and Swedish Teacher Education’.
A1  - Tapola, Anna
PY  - 2012
LA  - eng
ER  - 

TY  - JOUR
T1  - Blivande historielärares förståelse av mångfaldsfrågor i ett historiedidaktiskt perspektiv
T2  - Educare
SN  - 1653-1868
A1  - Wibaeus, Ylva
PY  - 2008
VL  - 2
SP  - 27
EP  - 54
LA  - swe
PB  - Malmö : Lärarutbildningen, Malmö högskola
KW  - history teacher students
KW  - diversity
KW  - class
KW  - gender
KW  - ethnicity
KW  - intercultural understanding
KW  - teaching history
KW  - historical consciousness
KW  - small and big histories
KW  - experiences
KW  - practices
KW  - education
KW  - subject didactics
KW  - ämnesdidaktik
AB  - Since the mid-1990’s Sweden is officially spoken of as a multicultural society where diversity should be accepted as a natural part of everyday life. Gender, class and ethnicity are important aspects of this diversity within different contexts of society, where the national framework and its goals are transformed into local practice. One of these local practices is the classroom in which the teacher interacts with the pupils from a specific school subject/content. Within teacher education it is stressed that teacher students should be prepared for work in a multicultural school, and be able to prepare their pupils for life in a diverse and plural society. But it is not obvious how these competences can be transformed into teaching. One of the things emphasized in the syllabus of history as a school subject, is that history should contribute to educate pupils into democratic, solidary and tolerant citizens, abilities that are assumed to be of importance in a society characterized by diversity. How this should be done is not expressed, but being a history teacher implies interpreting the syllabus and realizing its goals. One can assume that this is one of the things discussed in teacher education with the teacher students in history. In this study I investigate, if and how, aspects of diversity (gender, class and ethnicity) are understood by history teacher students. This includes both which aspects that are stressed and how they are understood from the perspective of teaching history. A qualitative method with a hermeneutic approach has been applied in analysing the data.
ER  - 

TY  - CONF
T1  - Swedish sport science students’ background
T2  - ransitioning sport - transitioning European societies: eass2023 Budapest conference
A1  - Ferry, B. Magnus
PY  - 2023
SP  - 83
EP  - 83
LA  - eng
PB  - Budapest : Hungarian University of Sports Science
KW  - ethnicity
KW  - gender
KW  - parent’s education level
KW  - recruitment
KW  - reproduction
AB  - Previous studies investigating the recruitment of students to sports programs, e.g., physicaleducation teacher education, has shown that the programs largely attracts a rather homogeneousgroups of students, consisting mainly of young men with an origin in the country in questionand who have academic background. Perhaps a consequence of this homogeneity, research hasshown that this contributes to reproduction of certain taste and values and may hinderdevelopment. The homogenous recruitment of students is also the case in Sweden and sinceSwedish universities are mandated to implement broadened recruitment to counteract gender,social and ethnic bias in recruitment, this must be seen as a failure. In this study the nine existingsport science programs in Sweden are in focus and based on data from Statistics Sweden’splatform MONA, the purpose of this study is to analyse the background of the students enrolledat the programs. Preliminary results shows that also the sport science students are a ratherhomogenous group of students. Compared to all university students in Sweden, a higherproportion of the students are men (p<.05), a lower proportion have a non-Swedish background(p<.05), and a higher proportion of the student have parents with high education level (p<.05).Nor do the recruited students correspond to the varied background found among participants inthe Swedish sports movement, where they will work and operate after the education. Given thatthe homogeneous recruitment may hinder development and that the students recruited shouldreflect the sports movements population, this can be problematic.
ER  - 

TY  - JOUR
T1  - Prerequisites for persistence in distance education
T2  - Online Journal of Distance Learning Administration
SN  - 1556-3847
A1  - Ekstrand, Britten
PY  - 2013
VL  - 3
IS  - 16
EP  - 3
LA  - eng
KW  - distance education
KW  - persistence
KW  - retention
KW  - management
KW  - teachers
KW  - attitudes
KW  - views
AB  - In the last two decades, distance education has grown worldwide and is now established as a reliable educational method. Accompanying this development, questions about low rates of student persistence have come to interest governments, institutions, and university management. This article is based on an original local study at a university in Sweden investigating what it takes to get students to continue their enrolment in courses or programs. Teachers' views were captured in interviews and focus groups. These views were analyzed in the context of research in the field catalogued under the keywords "retention" and "persistence" in "distance education" and "distance learning." The results indicate that the teachers would like to see a shift in focus from students to the organization and its technical and administrative teacher and learner support. Staff attitudes, institutional structure, and the management views towards distance education seem to be critical factors.
ER  - 

TY  - CONF
T1  - Teaching for learning or teaching for documentation?: about music teachers' relations to syllabuses in Swedish compulsory schools year 5 to 7
A1  - Ferm Thorgersen, Cecilia
A1  - Zandén, Olle
PY  - 2013
LA  - eng
KW  - curriculum reform
KW  - sweden
KW  - music science
AB  - Over the last years several reforms have influenced the educational system in Sweden. A new curriculum for the compulsory school has offered teachers and pupils a totally new system for assessment. A new credit scale is constructed and all pupils will be graded already in the 6th grade, which means that new teacher groups will have to grade their pupils’ performances. The curriculum describes criteria in three qualitative levels for each subject by defining aspects of a holistic knowing and describing three levels of competence within each of these aspects. Clarity and transparency have been steering concepts in the formulation process in order to offer parents and pupils a better possibility to understand and influence education and assessment in schools. At the same time teachers are expected to make holistic assessments of the pupils’ acquired knowledge. In a subject as music, teachers’ subject knowledge and conceptions of quality can transcend what is currently possible for them to verbalize. In several other subjects written and spoken language constitute the primary media of communication. Musical knowledge though, can be expressed and experienced in sounding forms, a mode of expression which is not easily transduced into writing or speaking. Hence, high demands for verbal clarity in aims and assessment may result in essential parts of music being excluded from teaching and learning, based on a view that these aspects are too complicated to assess equally, or impossible to communicate verbally in a clear way. There is a risk that the new demands on clarity and transparency may reduce the subject to comprise only those aspects that can be easily measured and talked about.The current study aims to systematically and critically investigate in which ways the Swedish curriculum with its new assessment- and grading regime influences music teachers’ practice and their students’ musical learning in grade 5 to 7. Earlier research has generally stated that educational reforms take time to implement, but recent reforms in England and USA give evidence that teaching methods and content can change rapidly, given a strong external pressure, for example through economic incentives, inspections, school choice and public display of schools’ and pupils’ performances. Music education could become an easy prey for such pressures, given that music teachers lack a tradition to accompany music with words and that musical assessment criteria often are perceived as subjective, as compared to objective measurables. The demand for clear and explicit criteria offers challenges, since differences between credit levels are expressed as assessable qualities and not measurable quantities. A forced verbalisation of these quality aspects may get consequences for music teachers’ evolving understanding of knowledge aspects, as well as for their experience of and qualitative evaluation of students’ musical achievements and expressions. The first phase of the study includes interviews with music teachers teaching in year 5-7 about changes in their teaching practices as well as their perceptions of the new demands in Lgr11. The second phase will be a survey, aiming to map the implementation scenario among Swedish music teach in the same years. The third and final part gets its inspiration from Engeström’s activity theory where structural and intentional contradictions are expected to have a key function for learning and development. In this phase the teachers’ as well as the students’ perspectives are focused through participant observation, interviews, and collegial conversations. The teachers define the problems found in practice, which are discussed among colleagues who together create strategies for further development. A model for general development work will be constructed through the project. By limiting the investigation to teachers who teach music in year 5-7 the study can claim to generate new knowledge concerning a group of teachers that have been neglected earlier. In the presentation at the conference we will present the study as a whole and also communicate some preliminary results from the first phase interview study. 
ER  - 

TY  - CONF
T1  - EUROPEAN LECTURERS' PERCEPTIONS OF INTERACTIVE TOOLS IN LEARNING MANAGEMENT SYSTEMS
A1  - Garrote Jurado, Ramon
A1  - Petterson, T
A1  - Arazola Ruano, C
PY  - 2019
LA  - eng
KW  - higher education
KW  - learning management systems
KW  - educational software
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This study compares the use of Learning Management Systems (LMS) in two universities; University of Borås in Sweden and University of Jaen in Spain. The focus is on the lecturers perceptions about Online Asynchronous Discussions (OAD) and three groups of lecturers are compared; two groups from Borås, divided according to whether they teach mainly Science, Technology, Engineering and Mathematics (STEM; N=31) or Arts and Humanities (A&H; N=45). From Jaen all respondents (N=35) work at the department of education and all but one person selected A&H as their field. The results are similar for the three groups, with lecturers from the STEM field appearing slightly more reluctant to promote online discussions.   The authors suggest that a major barrier to the use of online asynchronous discussions to elicit student activity and the creation of shared perspectives is the attitudes of lecturers and students whom look at education foremost as a way to acquire subject specific knowledge and a diploma rather than a mean for personal growth and development. It is argued that by teaching students to exercise freedom of expression in a responsible and constructive way universities can justify academic freedom in a democratic society.
ER  - 

TY  - CONF
T1  - Sloyd education in compulsory school for students with intellectual disability in Sweden: A didactic study of conditions for Bildung
A1  - Sjöqvist, Anna
PY  - 2025
LA  - eng
KW  - specialpedagogik
KW  - special education
AB  - This study, a PhD thesis, is situated at the intersection of arts education and special education. This has turned out to be an under-researched field with a significant need for empirical original research (Crockett et al., 2015; Horowitz, 2018). Studies that have been conducted have primarily focused on teachers´ confidence and education (e.g. Begeske et al., 2023) and instructions and materials (e.g. Strycker, 2020), while studies on emancipatory and democratising aspects of arts education and special education are scarce. This reveals a knowledge gap, particularly in relation to individuals with intellectual disability (ID). As evidenced by a Swedish report (Myndigheten för delaktighet, 2020), this group often lives in social exclusion and economic hardship, with very limited opportunities to influence their life situation. Therefore, to highlight democratising aspects of education, the aim of this study is to increase knowledge about teaching and education in relation to Bildung, in terms of ways in which arts education, specifically the Nordic-coded school subject of sloyd, can offer students with ID opportunities to develop self-determination, co-determination, and solidarity.The study is based in critical-constructive didactic theory (Klafki, 2018) and joint action theory of didactics (Sensevy, 2012). Two part-studies produced the empirical material: 1) a web survey answered by 124 principals, and 2) a multiple case study with video-recorded classroom observations and interviews at two compulsory schools for students with ID and a total of 4 sloyd teachers, 19 students and 12 paraprofessionals as participants. The results highlight factors at two levels related to students’ acquisition of Bildung. At school level, sloyd differs from music and visual art regarding teaching facilities and teachers’ competence. Conditions also vary depending on students’ age, the extent of students’ disability and principals’ school responsibility. At classroom level, the conditions for Bildung vary depending on the content knowledge and the teachers’ and students’ moves in the joint actions, in the sense of who chooses and takes responsibility for developing the content and whether or not there is room for changes of the content over time.ReferencesBegeske, J., Lory, C., David, M., & Rispoli, M. (2023). Teacher education and students with disabilities in art class: A program evaluation. Arts Education Policy Review, 124(1), 48-60. https://doi.org/10.1080/10632913.2021.1937762 Crockett, J. B., Berry, K. A., & Anderson, A. (2015). Where are we now?: The research on arts integration and special education. I A. Anderson (Ed.), Arts integration and special education: An inclusive theory of action for student engagement (pp. 157-188). Routledge.Horowitz, R. (2018). Educating students in and through the arts: The need for research and evaluation. I J. B. Crockett & S. M. Malley (Ed.), Handbook of arts education and special education: Policy, research and practices (pp. 332-341). Routledge.Klafki, W. (2018). Dannelseteori og didaktik: Nye studier. Klim.Myndigheten för delaktighet. (2020). Begränsade livsval: Situationen för personer med intellektuell funktionsnedsättning. https://www.mfd.se/vart-uppdrag/publikationer/rapport/begransade-livsval/Sensevy, G. (2012). About the joint action theory in didactics. Zeitschrift für Erziehungswissenschaft, 15(3), 503-516. https://doi.org/10.1007/s11618-012-0305-9 Strycker, J. (2020). K-12 art teacher technology use and preparation. Heliyon, 6(7), Article e04358. https://doi.org/10.1016/j.heliyon.2020.e04358
ER  - 

TY  - CONF
T1  - The hegemony of method in Swedish teacher education: A genealogical perspective.
A1  - Mikhaylova, Tatiana
A1  - Pettersson, Daniel
PY  - 2025
LA  - eng
ER  - 

TY  - CONF
T1  - The "first teachers" assignment and position in preschool
A1  - Eriksson, Anita
PY  - 2021
LA  - eng
KW  - educational reform
KW  - ethnography
KW  - policy
KW  - preschool
KW  - preschool teacher
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The aim has been to explore how a new category of teachers, “first teacher”, has been implemented and positioned in the preschool organization and what kind of tasks that are included in their assignment. Even though the Career Services for Teachers (CST) reform (Prop. 2012/13:136) that was introduced in the Swedish education system in 2013, did not apply to teachers in preschool, several municipalities did nevertheless choose to introduce assignments for particularly skilled preschool teachers. According to previous research (Alvehus et al, 2019; Alvunger, 2015, 2016; Eriksson & Player-Koro, 2019), the implementation of the CST reform in compulsory schools has proved problematic from several aspects. The analysis of data has been theoretically informed by Bourdieu's (1993) concepts field and capital. Data production was conducted through ethnographic fieldwork (Walford, 2008; Jeffrey & Troman, 2004), over a period of six months at one preschool. Several kinds of meetings in which the “first teachers”, the principal and or other preschool staff, participated was observed and interviews and analysis of policy documents were conducted. All participants gave their informed consent to participate in the study. The findings show that the implementation of first teachers led to a more hierarchical organization in which the first teachers were positioned between the principal and the other preschool staff and their assignment comprised a lot of different tasks such as pedagogical-, leadership- and administrative ones. The findings will have implications for policy and practice and provide insights on how a CST reform are interpreted and implemented into practice. 
ER  - 

TY  - JOUR
T1  - Social Justice and Critical Pedagogy in the Literature Classroom: Reading Matilda with Student Teachers
T2  - Clele Journal
SN  - 2195-5212
A1  - Wallin, Marie
PY  - 2023
VL  - 1
IS  - 11
SP  - 1
EP  - 20
LA  - eng
PB  - : Clele Journal
KW  - matilda
KW  - critical literacy
KW  - teacher education
KW  - inclusion
KW  - children’s literature
KW  - elt
KW  - english and education
KW  - engelska med didaktisk inriktning
AB  - Roald Dahl’s classic children’s novel Matilda (1988/2018) has long been considered controversial by literary scholars on account of its stereotypes, sexism, and violence. At the same time, the novel has long been a favourite among educators for its ability to encourage children to read. This article suggests ways in which the controversial contents of Matilda can be harnessed to teach critical pedagogy and inclusion to pre-service student teachers for primary school. The article also reports on a small study carried out with a class of student teachers at a Swedish university. Students were asked to critically assess Matilda’s use in their future classroom as well as in their own education. The results of the study indicate that the novel has great potential for discussing social justice, inclusion and children’s literature in ELT, both on the teacher education programme and in the ELT classroom in primary school.
ER  - 

TY  - CONF
T1  - Covid-19 and Higher Education: A qualitative study of teachers and students experiences of digital teaching and examination.
A1  - Laurin, Emma
A1  - Olsson, Joakim
PY  - 2022
LA  - eng
KW  - utbildningssociologi
KW  - sociology of education
AB  - The Covid-19 pandemic prompted sudden and far-reaching changes in higher education all over the world. In Sweden, teachers and students in universities across the country reorganized their teaching and learning practices into distance education and remote learning more or less overnight.  This study analyses teachers’ and students’ experiences of distance learning and examination that the Covid-19 pandemic led to in higher education. We base our analysis on 50 interviews with students, teachers and other staff at different programs at Uppsala University in Sweden. We found that both teachers and students experienced social isolation and they actively expressed the importance of social interaction that occurs both in and outside the classroom. Teachers and students also agreed that digital solutions used during the pandemic could complement ordinary campus-based educational practices in the future. Yet, the pandemic caused striking differences within the university. While some programs strongly resisted changes of their ‘normal’ educational practices, other programs were able to transition to digital education and examination with relative ease. Initially teachers in the medical programs discussed the option of pausing the program all-together due to the pandemic because it seemed impossible to shift towards distance learning as digital solutions were practically non-existent. Later on, the medical teachers put more effort into safeguarding their traditional educational practices by arranging mandatory examinations and laboratory work for the students in the university building despite the pandemic. The teacher program, on the other hand, shifted towards distance learning and examination without much reluctance and had comparatively few problems due to previous experiences within distance learning. However, there was a continued effort to retain and maintain the practical aspects of their education such as work-study courses at schools (VFU). Teachers in Business studies were compelled to invest a lot of time to create new digital solutions, such as pre-recorded lectures, in order to make their education more efficient and accessible. The humanities were quite well-prepared for the shift to digital learning and examinations during the pandemic. Yet, humanities teachers were strong proponents for maintaining and protecting social interactions that occur during in-class teaching as they underlined the importance of education as Bildung. These different responses to the pandemic can be interpreted as being shaped by each programs’ specific educational traditions concerning teaching, content and examinations as well as previous digital experience. Drawing on Bourdieu’s concept of field (Bourdieu 1996), the different responses among the programs may also be understood as a result of their different positions and degrees of autonomy within the field of higher education. In order to understand the full effects of the pandemic on higher education, we propose the need to contextualize these differences within a larger structure of power relations that govern distinct educational strategies.  
ER  - 

TY  - CONF
T1  - Tensions in Inclusive Practices
T2  - Inclusion and Exclusion, Resources for Educational Research?
A1  - Langelotz, Lill
PY  - 2018
LA  - eng
KW  - inclusive education
KW  - practice architectures
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The tension between how the concept of inclusive education is verbalised in various educational policies and practices, and how it is realised in classroom practices, is examined in this paper. The data derive from an ongoing research and development programme (Inkluderande lärmiljöer/Inclusive learning environments) in seven municipalities in Sweden, orchestrated by a research institute (Ifous) over three years (2017-2019). The aim is to enhance inclusion within the schools taking part in the programme, through for example lectures and seminaries arranged by the institute. The programme includes administrative management at municipality level, school management, teachers and student health professionals from across the school sector. It also includes a group of researchers, conducting different studies, with ‘inclusive learning environment’ as a common and overall orientation. This paper is theoretically framed by the ‘theory of practice architectures’ and ‘ecologies of practices’ (Kemmis et al, 2014). According to the theory, practices are shaped by three kinds of overlapping arrangements: Cultural-discursive arrangements such as discourses and languages affect what is possible to say in and about practice (e.g., deficit discourses, critical discourses, discipline-specific discourses, languages). Material economic arrangements – for example material, technological, financial, organisational, and other resources – affect what it is possible to do in practice (e.g., buildings, schedules, workload calculators, funding). Social-political arrangements are those that affect the ways in which it is possible for people to relate to others (and things and places) in practice (e.g., organisational rules, mandates, solidarities, hierarchies). These arrangements form the practice architectures of practices such as leading, teaching, and learning. The first analysis shows a gap between the different levels involved. The administrative management and the teachers have different views on whether or not there are student groups divided into smaller ‘special need’ groups. Furthermore, there is an ambition at the administrative level to transfer students, labeled as ‘students with special needs’, into ‘ordinary classes’. This ambition clashes sometimes with the teachers’ understanding of how to promote inclusion. The data also reveal a worry concerning ‘transitions’. Participants in the programme describe transitions, as ‘critical moments’ as well as ‘challenging’. The transitions include for example, the transfer of students from third grade to fourth grade or merging two classes together, including special education classes. How well these transitions are handled varies significantly amongst the schools in the programme.
ER  - 

TY  - JOUR
T1  - Hur förmedlas kristendomen i läromedelstexter för gymnasieskolan?: En ideologikritisk analys
T2  - Nordidactica
SN  - 2000-9879
A1  - Aldrin, Viktor
A1  - Aldrin, Emilia
PY  - 2018
IS  - 2
SP  - 23
EP  - 44
LA  - swe
PB  - Karlstad : CSD Karlstad
KW  - textbook analysis
KW  - critical text analysis
KW  - ideological criticism
KW  - religious education
KW  - christianity
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - religious studies and theology
AB  - This study aims at investigating how the image of the religion of Christianity is constructed in Swedish textbooks for the Upper Secondary School (gymnasieskolan), with a specific focus on the perspective from which the text considers the religion and how this perspective creates possibilities for and limitations of pupils’ identification. Introductions of Christianity through text and images were selected from six current textbooks; five printed and one digital. The method used for analysis was ideological text criticism with a combination of Linguistic and Theological perspectives. Three aspects were highlighted in the analysis: interest making strategies, demands of previous knowledge, and subject perspectives. The study showed that the examined texts did not express Christianity as the cultural norm as considered in previous research. Instead there seemed to be an ambivalence in the perspective from which the textbooks considered the religion. Demands of previous knowledge as well as subject positions varied highly both within and between textbooks.
ER  - 

TY  - CONF
T1  - Encounters with Swedish Health (Education). The (missing) potentials for newly arrived students
A1  - Varea, Valeria
A1  - Barker, Dean
A1  - Caldeborg, Annica
A1  - Quennerstedt, Mikael
PY  - 2024
LA  - eng
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - The health of migrants is often considered a priority area for the government. Research suggests however, that health assumes different meanings in different cultures. For migrants who have crossed cultural borders, what it means to be healthy can become unclear. On the one hand, schools can be one of the main sources to learn about health for newly arrived school-aged migrants. On the other hand, schools can also be a contentious place where knowledge about health that does not fit newly arrived students’ beliefs can create issues or challenges. Discussion on the educational potential and strengths of newly-arrived students, and how these strengths interact with the new health-related content in schools, has been missing from the literature. Therefore, the aim of this paper is to shed light into the (missing) potentials for newly arrived students in Sweden when they encounter health education at school.Inspired by doing Southern theory in and for education, ‘looking south’ (Connell 2007) becomes a source of unique knowledge and at the same time revealing the limits of northern knowings about health and education. In this study, we worked with 20 immigrant students aged 15-19 with different backgrounds. The participants had migrated to Sweden for various reasons although most sought a less risky, more prosperous life. To generate data, we presented the participants with photographs and vignettes during focus group interviews.In order to present the results, we used creative (non)fiction writing to construct short stories that focus on the advantages that participants identified about moving to Sweden and learning about health in Sweden. However, the last stories are fictional stories informed by decolonial and Southern theory literature. Therefore, this paper is about both, what we found and what we did not find (but were expecting to find) in the data.The participants identified several advantages about moving to Sweden, and made reference to other broader health-related beneficial aspects of moving to Sweden. The findings show how Global South concepts related to health and wellbeing were absent from our data. The study demonstrates the need to decolonise health education, as mainly Western perspectives of health were found in the data. More research that investigates what would happen if educators were able to integrate non-Western health-related knowledge in their teaching, and the possible implications of these kinds of pedagogies, is needed.
ER  - 

TY  - JOUR
T1  - ’They want a reply immediately!’: Teachers talk about contact between home and school.
T2  - Journal of Teacher Education and Educators
SN  - 2147-0456
A1  - Hedlin, Maria
A1  - Frank, Elisabeth
PY  - 2022
VL  - 2
IS  - 11
SP  - 269
EP  - 288
LA  - eng
PB  - : Bursa Uludag University
KW  - parental contacts
KW  - parental involvement
KW  - parental engagement
KW  - parent-teacher relationship
KW  - school-home cooperation
KW  - education
AB  - In many countries today, there is emphasis on teachers’ interaction with parents. Also, parents are expected to be involved in their children’s schooling. Teacher education, however,has been criticized for not preparing the prospective teachers sufficiently for the task. International studies have found on the one hand that digital technology facilitates teachers’communication with guardians, and on the other hand that communication via email risksleading to negative consequences. The aim of this study is to explore how the contact betweenhome and school is perceived from a group of Swedish teachers’ perspective. The empiricalmaterial consists of questionnaires directed to schoolteachers. In this paper, we analyse howteachers have answered open-ended questions posed in the questionnaire. The teachers reportthat it has become much more common for parents to contact them, in particular via email,and parents expect teachers to be available for them and respond quickly. The teachers try toestablish their own individual guidelines for how to handle parental contacts. Our conclusionis that collegial cooperation could facilitate the teachers’ tasks involving parents, and thatteacher education should address the issue of how to combine good working conditions witha professional approach and good relations with the parents
ER  - 

TY  - CONF
T1  - You can't Escape Learning, but Maybe you can get out of the room!: Game-based Learning for Programming Education
T2  - Proceedings of the 15th European Conference on Game Based Learning
A1  - Humble, Niklas
A1  - Mozelius, Peter
A1  - Sällvin, Lisa
PY  - 2021
SP  - 359
EP  - 367
LA  - eng
PB  - Reading : Academic Conferences International Limited
KW  - game-based learning
KW  - escape rooms
KW  - game development
KW  - programming education
KW  - k-12
KW  - makerspace
AB  - Programming education has been classified as problematic learning in higher education, and in the current process of reaching a younger audience there are several challenges. Three of them that are highlighted in this paper are learner motivation, visualisation, and the need for engaging self-learning. To address these challenges this study builds upon a combination of the old idea of game-based learning, and the new trend with escape rooms for educational purposes. The overall aim of the study is to design, develop, and evaluate a game where players can learn about fundamental programming techniques such as variables, data collections, selection and iteration. In the first step a web-based game prototype has been created and tested on teachers in K-12 education, and on teachers in the Makerspace movement. The main research question to answer was: "What are the teacher perceptions about important design factors for an escape room game on computer programming?". This study was conducted with a design science approach involving the recommended steps of 1) Explicating the problem, 2) Defining the requirements, 3) Design and development of an artefact, 4) Demonstrating the artefact, and 5) Evaluation of the artefact. The requirement specification was built around the syllabus framework recommended from the Swedish National Agency for Education. Evaluation data were divided into categories in an inductive thematic analysis, and later compared with design factor found in other studies on educational games for programming education. Preliminary findings show a mixture of attitudes among the teachers in the test group, there are also several suggestions for further development. The two important next steps are to 1) Test the prototype on students, with help from the teachers in the test group, and 2) To refine the prototype and develop the game further to meet the standard of games that K-12 students and Makerspace kids play. To obtain a high-quality outcome of the second next step, there is probably a need for a shift to a more professional development environment.
ER  - 

TY  - JOUR
T1  - Weighing English in the balance: University teachers' perspectives on teaching through a second language
T2  - ASLAs skriftserie
SN  - 1100-5629
A1  - Maricic, Ibolya
A1  - Pecorari, Diane
A1  - Hommerberg, Charlotte
PY  - 2017
VL  - 26
SP  - 78
EP  - 86
LA  - eng
PB  - : Association suédoise de linguistique appliquée, ASLA
KW  - english as a medium of instruction
KW  - english as a second or foreign language
KW  - multilingual higher education
KW  - parallel language environment
KW  - teacher attitudes
KW  - engelska med didaktisk inriktning
KW  - english education
AB  - English is increasingly used nowadays as a medium of instruction in tertiary education worldwide, facilitating the outward mobility of home universities' staff and students, as well as the inward recruitment of international faculty and students. However, teaching and learning in a foreign language can be a challenging enterprise, and the implications of the trend toward English-medium instruction (EMI) are to date not fully understood. Based on a large-scale survey, this study aims at unveiling the perceptions and experiences of Swedish university teachers involved in EMI. The respondents express a wide array of views and experiences, grouped under ten thematic areas. The respondents' views are often polarised in that they identify both costs and benefits of teaching in English, while describing a reality where little support is provided to augment the benefits and mitigate the costs. These results indicate a need for enhanced communication with all stakeholder groups, to raise critical awareness about impending costs, as a step toward minimizing potential damages and maximizing the benefits of English in higher education today.
ER  - 

TY  - BOOK
T1  - Democracy in Picturebooks from Sweden and United States, 2000-2020
A1  - Barksdale, Mary Alice
A1  - Abraham, Getahun Yacob
PY  - 2021
LA  - eng
PB  - Lexington Books
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - A Set of Theoretical Assumptions for Evaluation and Redesign of Teacher Training Courses on Programming
T2  - The 15th International Technology, Education and Development Conference
A1  - Mozelius, Peter
PY  - 2021
SP  - 2249
EP  - 2257
LA  - eng
PB  - Valencia : IATED Academy
KW  - teacher training
KW  - programming education
KW  - adult learning
KW  - heutagogy
KW  - blended communities of practice
KW  - game-based learning
KW  - feedforward
KW  - pair programming
KW  - mob programming
KW  - software visualisation
AB  - Investment in teacher professional development is an essential activity for enhancing the curriculum with 21st century skills. An ongoing process in Sweden is to introduce computer programming as a new tool to reinforce the learning and understanding of technology and mathematics in K-12 settings. Lessons learnt from the first batches of teacher training highlights the need of a modified course design that better suits the target group. Universities have a tradition of designing programming courses for Bachelor and Master programmes where students develop a proficiency for future work in the industry or as researchers in academia. K-12 teachers are in several ways a different target group with different needs, both for didactic design and for course content. The aim of this paper is to present and discuss a set of theoretical assumptions that could be useful for evaluation and redesign of teacher training courses on programming.  A narrative literature review was conducted to summarise a particular area of research that could meet the research aim.  This type of review is useful to gather a volume of literature in a specific subject area and to synthesise it for future work. A narrative literature review is typically selective in the material it uses, in a strive to synthesise a purposeful body of literature that later can be further explored. Results from a thematic analysis have been combined to a set of theoretical assumptions that could be used for evaluation and redesign of teacher training courses on computer programming.   Findings contain a wide variety of interesting concepts that have been compiled into a set of theoretical assumptions. The most interesting found theories and concepts were Adult learning, Andragogy, The Self-determination theory, Blended communities of practice, Feedforward assessment, Game-based learning, Pair programming, Mob programming, and Software visualisation. A set of theoretical assumptions that all will be discussed with K-12 teachers for a future course redesign and curriculum development. 
ER  - 

TY  - JOUR
T1  - Dynamic assessment and the "Interactive examination"
T2  - Educational Technology & Society
SN  - 1176-3647
A1  - Jönsson, Anders
A1  - Mattheos, Nikos
A1  - Svingby, Gunilla
A1  - Attström, Rolf
PY  - 2007
VL  - 4
IS  - 10
SP  - 17
EP  - 27
LA  - eng
PB  - : International Forum of Educational Technology & Society
KW  - assessment
KW  - self assessment
KW  - oral health education
KW  - teacher education
AB  - To assess own actions and define individual learning needs is fundamental for professional development. The development of self-assessment skills requires practice and feedback during the course of studies. The "Interactive Examination" is a methodology aiming to assist students developing their self-assessment skills. The present study describes the methodology and presents the results from a multicentre evaluation study at the Faculty of Odontology (OD) and School of Teacher Education (LUT) at Malmö University, Sweden. During the examination, students assessed their own competence and their self-assessments were matched to the judgement of their instructors (OD) or to their examination results (LUT). Students then received a personal task, which they had to respond to in written text. After submitting their response, the students received a document representing the way an professional in the field chose to deal with the same task. They then had to prepare a "comparison document", where they identified differences between their own and the professional answer. Results showed that students appreciated the examination in both institutions. There was a somewhat different pattern of self-assessment in the two centres, and the qualitative analysis of students' comparison documents also revealed some interesting institutional differences.
ER  - 

TY  - CONF
T1  - Meaning making in Swedish compulsory schools: What do we know and what do we need to investigate further? SYMPOSIUM
A1  - Ferm, Cecilia
PY  - 2013
LA  - eng
KW  - musikpedagogik
KW  - music education
AB  - This symposium aims to offer a picture of how and from what perspectives musical meaning making in Swedish compulsory schools, has been and currently is being investigated. The last years two educational reforms with strong influence on the subject music in compulsory school have been launched: A new curriculum with syllabuses and a new grading system, as well as a new teacher education program are currently being implemented. The expectations of what pupils in schools should be able to handle in the subject music, have been more clarified, specified, and subject specific, while at the same time few student are recruited for music teacher training programmes for the years 1-9. Hence, music education research that focus how musical meaning making in this new setting is taking place, what the steering documents could imply, and what the conditions for musical meaning making look like is important to pay attention to. By mapping what we already know, and what is currently investigated, we can also get information about what should and could be investigated in the future. Musical learners experience music as listeners, performers and composers in different styles and contexts. Through meaning making in the musical world pupils should reach a feeling of I can express myself through music, I can compose, I can make music, and I can listen to and experience music. In such processes pupils are expected to experience and learn to handle, for example, form, texture, timbre, pitch, linearity, harmonies, rhythms, and movement, in different styles and contexts. The combination of musical parameters, how they sound as one, constitutes music, or a phenomenon possible to experience as music. Hence, music is not constituted solely by the sum of the musical parameters, but also by the gaps between them; gaps which make meaning-making possible. Through interaction within musical styles and social contexts music show itself as a whole, where acoustic, structural, bodily, tensional, emotional, and existential dimensions of meaning-making are offered.In earlier studies I have investigated how musical meaning making is made possible in Swedish schools from a teachers perspective, and currently I am, together with Olle Zandén, investigating how the implementation of the new grading system influence possibilities for musical learning, as well as to what extent the new syllabuses offers holistic musical experience, partly together with Susanna Leijonhufvud. In the introduction I will briefly mention and attempt to map earlier published research connected to the theme of the symposium by Börje Stålhammar, Ralf Sandberg, Claes Ericsson, and Monica Lindgren, together with more recent studies by Anniqa Lagercrantz, Mikael Persson, Katharina Dahlbäck, Manfred Scheid and Tommy Strandberg. However , the symposium will primarily present recent studies by the researchers themselves that approach musical meaning making in the compulsory schools from different angels and theoretical perspectives . The short presentations will be summarized and discussed by Catharina Christophersen. In the following the focus of the participating researchers’ work is presented.
ER  - 

TY  - CONF
T1  - Brokers between teachers and the resources of nature?: The role of family and village in nineteenth century school funding
A1  - Westberg, Johannes
PY  - 2018
LA  - eng
KW  - history of education
KW  - livelihood
KW  - family
KW  - education
AB  - Particularly in rural areas, nineteenth century school funding relied to a significant degree on payments in-kind, such as grains, hay and fuel. In this respect, studies have shown how Swiss teachers were remunerated in grains, wine, firewood and sometimes bread, salt or salmon in 1800, how French mid-nineteenth century teachers occasionally were granted foodstuffs such as eggs, milk and butter, and how German teachers were presented with grains, wine and loaves of bread. Using a wide range of source materials, including local school district minutes and teacher’s memories, the aim of this paper is to examine the roles of (male) teachers’ families and the local villages in the monetary and non-monetary economy of primary school system of mid-nineteenth century Sweden. Theoretically influenced by the social history of livelihood, and family history, I will analyze the work conducted by teachers’ wives and children to transform in-kind salary into something of value for the teacher and his family. I will also address the efforts of family members, and local villagers to mobilize additional in-kind resources, enabling teachers and their families to make a living our of a meagre teacher salary. Apart from shedding new light on teachers’ salaries, this article will thus also point to the significant roles of the social institutions of family and village, and gender relations, in the funding of nineteenth century school systems.
ER  - 

TY  - CONF
T1  - “What about playing shop?”: Appropriating written tools by playing shop
T2  - 30<sup>th</sup> EECERA Annual Conference Conference Proceedings: Book of Abstracts
A1  - Magnusson, Maria
A1  - Pramling Samuelsson, Ingrid
PY  - 2022
SP  - 98
EP  - 99
LA  - eng
KW  - early childhood education
KW  - early literacy
KW  - early writing
KW  - play-responsive teaching
KW  - preschool
KW  - education
AB  - The aim is to study how literate tools come into play between children and  teachers in the activity of “playing shop”. The project as wholeness is published in the open access book: Play-Responsive Teaching in Early Childhood Education On an overall level the research project took starting point in Development Pedagogy (Pramling & Pramling Samuelsson, 2011) but developed into what now is labelled play-responsive teaching – a theoretical approach contributing to the notion of teaching and didactics in preschool. In the present study concepts are treated ‘as if’ (fiction) and ‘as are’ (facts) which are characteristic of play-responsive teaching. The study is a case study with focus on written language tools and how these are communicated in play, as well as how these are appropriated and become part of the development of the paradigm for the whole research project. The interactive analysis establishes a comprehensible narrative built on four video recordings. Data consist of video observations of recurrent play with a teacher in a preschool (4-5 years). The study follows the Swedish Research Council's guidelines (2017) for good research practice regarding information, consent, confidentiality and use. The children's guardians have given their consent. The results show: (i) which written language tools (concepts, distinctions) are introduced and actualized in the play and (ii) how these are appropriated and given significance for the continuation of the play. The aspect of writing that becomes particularly clear is the communicative functions of symbols. How play and learning can be related in practice.
ER  - 

TY  - JOUR
T1  - Leisure-time teachers in a changed profession
T2  - Problems of Education in the 21st Century
SN  - 1822-7864
A1  - Dahl, Marianne
A1  - Karlsudd, Peter
PY  - 2015
IS  - 68
SP  - 22
EP  - 35
LA  - eng
KW  - leisure-time center
KW  - leisure-time pedagogy
KW  - professional development
KW  - leisure-time teacher
KW  - education
AB  - This exploratory research focus on teaching and learning on the basis of Swedish leisure-time teachers with more than thirty years of experience. The purpose of this research was to bring to light the role of the Leisure time teachers, both in the past up to the present day and into the future. Based on important concepts for professional development, the qualities decisive for a long and sustainable career as a leisure-time teacher are sought. In interviews ten leisure-time teachers describe their professional careers on the following question areas: teachers, children, parents, leisure-time centers and mission. The outcomes are discussed in relation to the professional concepts of knowledge, autonomy, responsibility, collegial decision-making, confidence and trust, closing off and professional development. The results show that there are a number of success factors for why the interviewees stayed in a profession that has undergone and is subject to significant changes. Children, challenges, leisure-time pedagogy, flexibility and teamwork are considered to be important qualities. One factor that in certain cases meant that one did not change profession is that there are no clear career paths within the profession. Change that has occurred regarding the focus of the work is perceived mainly as positive. Leisure-time teachers emphasize that the collaboration with the school has resulted in greater confidence in their own mission and competence. From this research some critical research areas are revealed, such as, children’s possible perceptions of learning requirements at the leisure-time center. 
ER  - 

TY  - JOUR
T1  - Distancing democracy. Organising on-line teacher training to promote community values
T2  - UCFV Research Review
SN  - 1715-9849
A1  - Lindberg, J. Ola
A1  - Olofsson, Anders D.
PY  - 2006
VL  - 1
IS  - 1
SP  - 1
EP  - 10
LA  - eng
KW  - case study
KW  - community values
KW  - distance education
KW  - european citizenship
KW  - hermeneutical approach
KW  - individualised conceptions of democracy
KW  - learning community
KW  - on-line teacher training in sweden
AB  - This article is concerned with conceptions of democracy among teacher trainees attending a distance-based on-line teacher training programme through the use of ICT. Analyses of interviews with teacher trainees provide an understanding of the teacher trainees' conceptions of democracy. The analysis is informed by a framework for understanding democracy based on Held (1966), and points toward a view in which the teacher trainees are focusing foremost on individual aspects of democracy, and not as much on social or collective conceptions reflecting community values. Thus a possible conclusion could be that distance-based on-line teacher training is highly individualised, to the point of conceiving values connected to a social dimension as an individual enterprise. 
ER  - 

TY  - JOUR
T1  - Teaching RE – for what purpose? A discourse analysis of teachers’ talk about their teaching in relation to children’s existential questions
T2  - Nordidactica
SN  - 2000-9879
A1  - Kärnebro, Katarina
PY  - 2023
VL  - 2023
IS  - 13
SP  - 158
EP  - 178
LA  - eng
PB  - Karlstad : CSD Karlstad
KW  - existential questions
KW  - re-didactics
KW  - primary school
KW  - teacher interviews
KW  - transformative education
KW  - discourse analysis
KW  - religious studies and theology
KW  - subject-specific education
KW  - ämnesdidaktik
AB  - In the 1960s, existential questions [sw. livsfrågor] were introduced as a theme of the Swedish subject “Knowledge of Religion” to make space for students’ own questions. However, studies on the recent curriculum changes show that teachers experience that there is a stronger emphasis on knowledge about a predetermined content than before. Based on interviews with eleven upper primary school RE teachers, this article investigates what the teachers consider today when planning their teaching, and highlights the discourses that teachers construct, engage in or sustain when talking about their professional and pedagogical actions. The aim of the study is to contribute to a deeper understanding of the enacted curriculum when it comes to students’ existential questions, and to discuss some implications of how the teachers view RE - as a transmission of knowledge or as a transformative practice for the learners. The results indicate that Teaching for the syllabus is a dominant discourse in the teachers’ talk, at the cost of Teaching for understanding democratic values and Teaching for engagement. The dominant discourse stems from perceived systemic constraints, and constructs the students as objects of teaching, which leaves little regard for the students’ own questions.
ER  - 

TY  - CONF
T1  - Collegial Planning and Preparation as Subject-didactical School Improvement
A1  - Nordgren, Kenneth
A1  - Randahl, Ann-Christine
A1  - Portfelt, Ingela
A1  - Liljekvist, Yvonne
A1  - Kristiansson, Martin
A1  - Forssten Seiser, Anette
PY  - 2023
LA  - eng
KW  - teacher professional development
KW  - planning and preparation
KW  - collegial collaboration
KW  - school improvement
KW  - comparative didactics
KW  - education
AB  - This paper reports on a project aiming to develop empirical and theoretical knowledge about teachers' planning and preparations (PaP) of lessons as a didactical collegial practice and how this shapes and is shaped by the local school organization. One goal is to explore and theoretically describe PaP as a collegial practice by contrasting different subjects over time. Another is to analytically explore how these settings affect and enable teachers' ability to make strategic decisions for students' learning. Finally, the aim is to examine local school improvement efforts. The project is based on longitudinal case studies wherein teachers of different school subjects had time to plan and prepare lessons. The collegial setting was organized to facilitate teachers' focus on student learning, primarily subject-oriented and sometimes cross-curricular, but always oriented to a learning object. This design allowed us to study teachers' transformational competence over time and between subjects by following their decisions about content, learning goals and objects, sequencing, and adjusting to students' needs and interests. This design opened up for comparative analyses to better understand similarities and differences between and across subjects. Further, the schools have different management cultures, one more individual and one more collegial. How PaP is implemented and refigured in regard to the local school organization is also examined in the project. We will be asking three research questions: RQ1: How do teachers' PaP appear as a transformational competence when scheduled as collegial collaboration? RQ2: How does the collegial teaching setting affect teachers' ability to make strategic decisions in relation to students' learning? RQ3: How is school leading prefigured in the implementation process of scheduled collegial PaP at participating schools, and what are the implications for the local school organizations? What motivates this focus on PaP? In short, we know little about how collegial planning affects teachers' transformational competence and how this may be context-bound to different subjects, nor about its infrastructural function in the local school organization (Hirsh, & Lindberg, 2015; Yuan, & Zhang, 2016). Such evidence-informed knowledge is needed as PaP involves complex strategic decisions that have been shown to benefit from adequate collegial cooperation (Nordgren et al., 2019; 2022). As teachers can make a difference in student learning beyond socio-economic restraints (Hattie, 2008), school authorities and research communities alike have invested in enhancing teachers' professionalism both through collegial and individual strategies (Chetty et al., 2014; Lefstein et al., 2020). Consequently, it is a paradox that planning is largely overlooked as a fundamental activity for generating qualitative teaching. Boeskens and Nusche (2021) note that student learning does not correlate with lesson time as such, but with 'the time students spend engaged with tasks that are of adequate difficulty' (p. 12). To improve teaching quality, teachers have to canalize their knowledge through their PaP. If PaP is compromised due to organizational or ability restrictions, teaching quality will also be compromised. Yet, the role of teachers' planning is seldom distinguished in political reforms nor as a salient practice in school improvement research. In subject-didactical research, the planning–teaching–reflecting cycle is acknowledged as core to teachers' professionalism (Carlson & Daehler, 2019), yet it is seldom targeted for study (Boeskens & Nusche, 2021). Evidence indicates that whether the school improvement efforts target collegial cooperation or teacher leadership, a necessary condition for enduring improvements is teachers' ability to think strategically and autonomously about students’ learning processes (Kennedy, 2016). MethodologySelection: The project was carried out in cooperation with one upper secondary school and one lower secondary school in Sweden. Voluntary schools were selected based on interest and size. In addition, the school leaders had to participate actively, and the teachers had to be allotted joint weekly planning time. The upper secondary school is in a mid-sized city. There are six planning teams organized based on teaching content: history, mathematics (three on three levels), technology, and physics. Each team consists of two to four participants. The whole management team (two directors and six principals) is participating in the project. The lower secondary school is in a municipality. The teachers are divided into six planning teams in one subject, Swedish, each with two teachers. One principal represents the lower secondary school. In total, the project monitors around 25 teachers, nine school leaders, and 600 students. Implementation: Planning teams (PTs) were set up to meet weekly at a scheduled time. Each PT plans and prepares teaching sequences. Each PT had one contact in the research group with subject-didactical expertise. A specific focus was on to what extent the collegial setting supports teachers' formative strategies. School leaders were actively involved in implementing the project. The school leaders met regularly to discuss the project's implications with experts in school development research.Data: Audio-recorded PT group meetings, audio-recorded interviews with school leaders, and additional planning documents. Analysis procedure: Audio recordings from the PTs has been analyzed thematically. We have developed a framework for categorizing the data. Categories developed a priori (previous research and theory) were combined with categories a posteriori (deductive and inductive steps in the analytical procedure) (e.g. Österholm et al., 2016). The framework makes it possible to navigate the extensive data and analyze singular themes (e.g. teachers' choice of activity), correlation (choice of activity and formative teaching), or the whole iterative process of how teachers transform content plays out over time and in different subjects. Legitimation Code Theory (LCT) and particularly the dimension of Specialization is used to analyze teachers’ transformational competence as they take strategic decisions on students' learning (Maton, 2014). The NVivo coding enables us to search the extensive data to make comparative analyses overtime on what themes different PTs decide to focus. The coded PT meetings are also influential in searching for and unpacking the collegial setting and the complexity of strategic decisions. ConclusionAs already mentioned, we have comprehensive data. Our analytical results are preliminary and most of the material has not yet been analyzed. The initial findings can briefly be summarised: Collegial PaP as practice: After a negotiating period, a collegial PaP practice was developed. The teams started targeting specific areas that they wanted to explore. After a while, teachers began to implement research-based models to develop their teaching. PaP as transformation: Teachers do have formative ambitions but struggle to find effective and functional methods. A comparative perspective: Planning teams approach the PaP process differently, which seems to be related to subject-specific causes. For example, the planning team in History spent 36% on specifying objectives and knowledge whereas the planning team in Mathematics spent 5% on that theme. In a closer analysis of the teachers’ interactions, different beliefs about knowledge and knowers appeared where a hierarchical knowledge structure and a horizontal knower structure were identified in Mathematics and a horizontal knowledge structure and a hierarchical knower structure were identified in History (Jakobsson et al., 2022). PaP Implementation: It seems to take a rather limited amount of time for teachers to take PaP ownership. The local management culture seems to be of importance but in a complex way. The results show how methods that support dialogue, intersubjectivity, and unforced consensus enable the progress of an equivalent collaboration (Forssten Seiser, & Portfelt, 2022). In addition, the results reveal how a lack of shared agreements regarding the purpose of collaboration constraints, or even prevents, co-ownership. Hence, PaP is a complex and strategic decision; schools need to consider how to organize this activity adequately. We suggest that this calls for a balance between teachers' time for individual planning and marking and time with colleagues as a supportive setting for joint planning and strategic decisions. ReferencesBoeskens, L., & Nusche, D. (2021). "Not enough hours in the day: Policies that shape teachers' use of time". OECD Education Working Papers, No. 245, OECD Publishing.Carlson, J., & Daehler, K. R. (2019). The refined consensus model of pedagogical content knowledge in science education. In: Hume A., Cooper R., Borowski A. (Eds.), Repositioning pedagogical content knowledge in teachers' knowledge for teaching science (pp. 77-92). Springer.Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the impacts of teachers I: Evaluating bias in teacher value-added estimates. American Economic Review, 104(9), 2593-2632.Forssten Seiser, A., & Portfelt, I. (2022). Critical aspects to consider when establishing collaboration between school leaders and researchers: two cases from Sweden. Educational action research, 1-16.Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement: Routledge.Hirsh, Å., & Lindberg, V. (2015). Formativ bedömning på 2000-talet–en översikt av svensk och internationell forskning. VetenskapsrådetJakobsson, M., Randahl, A. C., & Nordgren, K. (2022). Planification et préparation collégiale des cours en Suède. Revue internationale d’éducation de Sèvres, (90), 127-137.Kennedy, M. (2016), "How does professional development improve teaching?", Review of Educational Research, V
ER  - 

TY  - CONF
T1  - The imperfect - a prerequisite for democracy in teacher education?
A1  - Knutes Nykvist, Helen
A1  - Holmberg, Kristina
A1  - Aspán, Margareta
A1  - Balldin, Jutta
PY  - 2016
LA  - eng
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
ER  - 

TY  - JOUR
T1  - Fujiwara Ginjirō och Japans möte med Sverige
T2  - Orientaliska Studier
SN  - 0345-8997
A1  - Ottosson, Ingemar
PY  - 2020
VL  - 161
IS  - 1
SP  - 44
EP  - 63
LA  - swe
ER  - 

TY  - CHAP
T1  - Undervisning om och med de nationella minoriteterna: en potentiell bildningsresa för svenskämnet
T2  - Bildning
A1  - Palo, Annbritt
PY  - 2021
SP  - 131
EP  - 143
LA  - swe
PB  - : Natur och kultur
KW  - lärarutbildning
KW  - nationella minoriteter
KW  - skolans svenskämne
KW  - svenska med didaktisk inriktning
KW  - swedish and education
ER  - 

TY  - CONF
T1  - Interculturality and Multilingualism in Upper-Secondary Schools: An analysis of opportunities and obstacles in organisational and practical activities with newly arrived migrant students
T2  - <em>Nationell specialpedagogisk konferens. Inkludering i etikens motljus</em> (”National special education conference in Sweden. Inclusion in the backlight of ethics”), Örebro University, Örebro, Sweden.
A1  - Kesak, Hennie
A1  - Basic, Goran
PY  - 2021
LA  - eng
PB  - Örebro, Sweden
KW  - intercultural perspective
KW  - ethnomethodology
KW  - trust
KW  - intercultural education
KW  - intercultural teaching
KW  - intercultural learning
KW  - ethnocentric pedagogy
KW  - conflict
KW  - social order
KW  - space
KW  - inclusive educational spaces
KW  - social-pedagogical acceptance
KW  - dynamics of education spaces
KW  - culture
KW  - sociologi med utbildningsvetenskaplig inriktning
KW  - sociology education
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - The purpose of the present study is to achieve a new level of knowledge of interculturality and multilingualism in conjunction with practical and organisational activities involving newly arrived migrant students in upper-secondary education. The analysis revolves around the following three research questions: (1) How do head teachers, teachers and other professionals working in upper-secondary schools describe interculturality and multilingualism in conjunction with practical and organisational activities involving newly arrived migrant students? (2) How do newly arrived migrant students describe interculturality and multilingualism in conjunction with practical activities in upper-secondary schools? (3) How do those involved describe newly arrived migrant students’ identity formation and reformation during teaching and learning activities in upper-secondary schools, and the significance of such processes to social integration? The empirical material used in the study consists of qualitative interviews, field notes and documents related to upper-secondary education obtained from a number of Swedish municipalities. In addition to newly arrived migrant students, the study’s informants are representatives of various professions working in upper-secondary education. Thirty interviews have been conducted with professionals working with newly arrived migrant students, as well as interviews with 10 newly arrived students attending different upper-secondary schools in Sweden. Analysis of the collected empirical data shows that the ethnic identities of both professionals and students are constructed and reconstructed during teaching and learning activities in upper-secondary schools. During these activities, an ethnified position of “us” and “them” is produced and reproduced between actors in the context of upper-secondary education. These positions are analysed in the present study as both an obstacle (“us” and “them” in the relationship between various ethnic categories of student and teacher, or as ethnified monitoring and social control in the school context) and an opportunity (a common ethnified “we” in the relationship between teacher and student). 
ER  - 

TY  - CONF
T1  - Using interactive tools and teaching methods to prepare teacher students for the task of conveying basic values
T2  - EDULEARN16 Proceedings
A1  - Lindström, Niclas
A1  - Samuelsson, Lars
PY  - 2016
LA  - eng
PB  - Valencia : IATED Academy
KW  - teacher education
KW  - basic values
KW  - evaluative profiles
KW  - interactive teaching
KW  - conveying values
AB  - Generally, teachers are expected to convey certain basic values to their pupils in addition to the task of mediating knowledge. These values differ between different countries and may be either implicitly taken for granted within the educational system or explicitly established in regulatory documents. In Sweden the curriculum for the upper secondary school states that “[e]ach and everyone working in the school should… encourage respect for the intrinsic value of each person and the environment we all share […] this is to be achieved by nurturing in the individual a sense of justice, generosity, tolerance and responsibility” (The Swedish National Agency for Education (SNAE) 2012). In light of this aspect of the teacher profession, we take it to be an important ingredient in the teacher education to prepare teacher students for the task of conveying such basic values. The present paper focuses on challenges in relation to this task.As researchers and teachers in the Swedish teacher education we have had the opportunity to address the value-conveying task of the teacher profession in both research and education. In addressing this task, the typical evaluative profile of the teacher students has turned out to be an interesting challenge. According to previous studies, Swedes in general (Inglehart 2015) including Swedish teacher students (Authors 2016a), tend to embrace individualist values and reject more social values. This kind of individualist evaluative profile is potentially problematic in relation to the task of conveying basic values, since it typically comes with a tendency to view values as a private matter, something that the school should not interfere with (Authors 2016b).In order to investigate the evaluative profiles of the teacher students and develop this aspect of the teacher education, we have worked according to a model with three distinct phases.(1) A survey was constructed, using interactive tools such as Mentimeter and Lime Survey, deliberately choosing questions in relation to (a) the task provided by SNAE of conveying a set of basic values, and (b) relevant international studies (cf. Inglehart & Baker 2000). (2) Students were invited to answer the survey, where they received direct feedback, providing the basis for problematizing and discussing their evaluations in relation to alternative views. In addition their answers provided information for us to map their evaluative profile. (3) The evaluative profile was in turn put in relation to the basic values of their future profession and international research. Hence the students were engaged in creating a substantial part of the study material of the course, used as a point of departure for critical analysis and discussion, making the students aware of their own evaluative profile and alternative points of view. We believe that such an increased awareness of one’s own evaluative profile is one prerequisite to develop a professional attitude to conveying both individual and social values in the teacher’s pedagogical practice and meet the requirements from SNAE and the challenges of a multicultural teaching environment. Our teaching method has also resulted in research which has been used in order to further develop the content of the course (Authors 2016a; 2016b). In this paper we present our method and explain how it can be used as a general model for working with values in the teacher education.
ER  - 

TY  - CONF
T1  - Professional debate and social structure in Swedish mathematics education, 1905-1962: The case of geometry instruction at the lower secondary level
T2  - "Dig where you stand"
A1  - Prytz, Johan
PY  - 2009
SP  - 151
EP  - 166
LA  - eng
PB  - Reykjavík : University of Iceland, School of Education
KW  - mathematics geometry education history sweden
AB  - In this article a prosopography regarding the people who engaged in the professional debate on geometry instruction at the lower secondary level in Sweden during the period 1905-1962 is presented. The analysis is based on Bourdieu’s theory on capital and field. The main focus of the investigation is a debate in the teacher periodical Elementa. Certain aspects of the debaters’ backgrounds and their arguments are treated. The primary finding is that the debate has features of a field. This result is used to illuminate further known facts and previous research.
ER  - 

TY  - CONF
T1  - Learning from each other: music teacher training in Europe with a special focus on England, Slovenia, Sweden and Germany
T2  - 17th EAS Conference, ISME European Regional Conference, Tallinn (Estonia)
A1  - Gall, Marina
A1  - Pance, Branka Rotar
A1  - Stöger, Christine
A1  - Brändström, Sture
A1  - Sammer, Gerhard
PY  - 2009
LA  - eng
KW  - musikpedagogik
KW  - music education
ER  - 

TY  - CONF
T1  - Education and Knowledge in Vocational Settings and Young Men´s Masculinities
A1  - Rosvall, Per-Åke
A1  - Niemi, Anna-Maija
PY  - 2011
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - In this article we present ethnographic research from vocational educational institutes in Sweden and Finland who usually attracts boy´s with working class backgrounds. A common division in vocational settings is that between theoretical or intellectual work (usually core subjects) and practical or manual work (usually character subjects). In our analysis students and teachers argued differently for stronger or weaker classification of theoretical and practical tasks in the Swedish and Finnish contexts. In both countries in these settings, conceptions of a man as manual rather than mental and laddishness as a self-worth protection strategy had impact on what the students could influence in terms of challenging traditional divisions between what was considered theoretical and practical work. Here teachers’ classification of subjects and framing of lessons became important.
ER  - 

TY  - CONF
T1  - Ideological tensions: A study of intersections of Swedish policies affecting language in education
A1  - Paulsrud, BethAnne
PY  - 2019
LA  - eng
KW  - utbildning och lärande
KW  - education and learning
AB  - Ideological tensions: A study of intersections of Swedish policies affecting language in educationEducation in Sweden aims to promote equity and equality, articulated in the motto “one school for all”. This presentation addresses the layers of three policies affecting language practices in the Swedish education system: the Swedish Language Act, the national curriculum, and the teacher education programmes regulated by federal guidelines. Multilingualism is officially recognised in the Language Act (Språklag 2009), which promotes and protects Swedish as well as the “language diversity in Sweden”, and stipulates that those with a mother tongue other than Swedish “are to be given the opportunity to develop and use their mother tongue”. However, the national curriculum for the compulsory school does not clearly represent Sweden’s long experience and expertise with mother tongue instruction, mother tongue study guidance, and the subject Swedish as a Second Language, despite the presence of over 140 languages in Swedish schools. Instead, a monolingual ideology for a multilingual school persists, exemplified by implicit language hierarchies and little acknowledgement of the increasing linguistic diversity in today’s schools. Vague spaces for multilingualism in the official curriculum place great responsibility on teachers as well as teacher educators. Interviews with pre-service teachers reveal that they do not feel properly prepared for teaching in the linguistically diverse classroom, indicating a deficiency in teacher education programmes. Furthermore, there is uncertainty among teacher educators concerning who is responsible for teaching about multilingualism in teacher education. Thus, tensions exist in the intersection of the Swedish Language Act, the national curriculum, and the teacher education programmes. These three policies have been investigated through policy analyses and interviews. The presentation outlines how the affordances and constraints of the policies affect the ideological and implementational spaces for language policy processes, with a consideration of the implications for multilingual practices in the Swedish compulsory school. Swedish Language Act (2009). Språklag 2009:600.
ER  - 

TY  - JOUR
T1  - Science in society or science in school: Swedish secondary teachers' beliefs about science and science lessons compared with what their students want to learn
T2  - NorDiNa
SN  - 1504-4556
A1  - Oscarsson, Magnus
A1  - Jidesjö, Anders
A1  - Strömdahl, Helge
A1  - Karlsson, Karl Göran
PY  - 2009
VL  - 1
IS  - 5
SP  - 18
EP  - 34
LA  - eng
KW  - education
AB  - Abstract This article presents comparisons concerned with secondary school science teachers’ and their students’beliefs about science and technology and also what science content secondary science teachersteach and what their students want to learn. Student data are part of the Relevance of Science Education(ROSE) study and the teacher data are part of an extensive study carried out only in Sweden. Theresults indicate that both secondary science teachers and their students are optimistic about scienceand technology as essential parts of societal development. When content from these knowledge fieldsis considered for instruction, significant disparities exist between what teachers teach and what theirstudents want to learn. Additional results concerning the secondary science teachers’ beliefs, ‘out-ofschoolexperiences’, ‘Science Technology and Society’ (STS) approaches and ‘inquiry-based instruction’are pointed out as important for the development of science instruction in secondary schools. Theresults are discussed in the contexts of students’ voices and teachers’ beliefs.
ER  - 

TY  - CONF
T1  - On developments in ethnographic research. The case of two Swedish universities
T2  - Research Symposium: The development of ethnography in educational research in the Nordic countries: Thinking forward and looking back
A1  - Larsson, Staffan
A1  - Beach, Dennis
PY  - 2020
LA  - eng
KW  - ethnography
KW  - research specialisation
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Our earlier research has identified that ethnographic approaches developed gradually in Nordic education research following the emergence of a strong turn towards qualitative research in the 1970s, a steady growth period in the 1980s and a more extended development from the late 1990s and the establishment of a funded research network. The present paper summarises the development but then asks a new research question: what happened after the establishment phases? Developments in Sweden are considered. Choices of methodology in all dissertations in educational research at two universities have been examined and a quantitative calculation was made of the ones where qualitatively interpreted observations were at least a part of the method used and concepts like ethnography/ic, case-study, participant observation were forthcoming. The result confirmed the earlier studies. There was an absence qualitatively interpreted observation research until the 1990ies followed by a relatively stable growth. Evidence of the emergence of a methodological specialisation is suggested to exist already in the late 1990s early 2000s and some details are given and discussed in the article, which then goes on to look more closely at the characteristics at one university using a qualitative bibliographic co-citation method. Evidence of new specialisations is provided and we tentatively argue that there are two methodological specialisations corresponding to different knowledge interests.
ER  - 

TY  - CONF
T1  - On the social and intellectual organization of educational research communication in Sweden
A1  - Hansen, M
A1  - Lindblad, S
PY  - 2012
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This study deals with changing communication patterns in relation to changes in governance of higher education. Vital for research organization and development is research publication and communication. How is educational research in Sweden dealing with these issues and what are the implications of that for the positioning of research at education departments? The present study aimed to analyze publication patterns in Swedish educational research by capturing the total publication output of a sample of Swedish researchers in education. The researchers in the study were identified as researchers- from different disciplines and faculties - through their applications for funding for educational studies at the two largest bodies for funding of research in Sweden. Of these were 42 percent from educational research in a more precise meaning, i.e. from education departments or from teacher education. Thus, we can compare publication patterns in educational research (e.g. in pedagogic, didaktik, pedagogisktarbete etc.) comparared to research in other disciplines (political science, sociology, history) doing research in education as a field of study. A total of more than four thousand publications were categorized into ten publication types or formats (e.g. books, research articles, newspaper articles) and the articles were analyzed in terms of the prestige level of the journals. The results are showing that educational research is using a number of publication genres, having a rather unfocused journal publication pattern (though with Scandinavian Journal of Educational Research and Pedagogisk Forskning i Sverige as most frequently selected journals), using more of Swedish as a publication language, and rather seldom using ISI web of science journals in their publications. This publication pattern is discussed in relation current changes in research policy and in relation to different strategies in research communication in order to change the social and intellectual organization of Swedish educational research in an Nordic and international context.
ER  - 

TY  - CONF
T1  - Encounters with health education - tensions and potentials for newly arrived students in Sweden
A1  - Varea, Valeria
A1  - Barker, Dean
A1  - Caldeborg, Annica
A1  - Quennerstedt, Mikael
PY  - 2023
LA  - eng
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - The health of migrants is an international concern. Health education is one way in which states attempt to address this concern. Research suggests however, that health assumes different meanings in different cultures, which makes health education a complex and potentially challenging endeavour. This presentation is part of a project that focuses on newly arrived school aged immigrants’ encounters with health education in different school subjects in Sweden. The overall purpose of this presentation is to develop an understanding of what happens when school aged immigrants experience health education in the school subjects that contain health in Sweden: physical education and health, home and consumer studies, biology, and social studies.In this study, we worked with 20 immigrant students aged 15-19 with different backgrounds. Their country of origin included Eritrea, Iran, Kenya, Bosnia, Somalia, Congo, Nigeria, Syria, Ethiopia, Pakistan, Gambia, among others. The participants had migrated to Sweden for various reasons although most sought a less risky, more prosperous life. To generate data, we presented the participants with photographs and vignettes during interviews. The participants were invited to comment on the photographs and talk about issues related to health, wellbeing, fitness and lifestyle. Participants were also presented with several short scenarios about different conceptions of health and wellbeing being used in educational settings. The participants were asked to appraise the situations, and describe how the scenarios were relevant to their experiences of health education.Five general trends in the data were identified: (1) The participants learned about certain dimensions of health outside of school. Health education was not the only, and sometimes not the main, source of knowledge; (2) Physical health as fitness was the least contentious, most recognizable dimension of health; (3) Some participants missed a spiritual dimension of health in Swedish schooling; (4) A number of participants disagreed with aspects of Swedish health education, notably in topics related to sex, sexualities, and relationships.  While research on health and health education frames newly arrived students as deficient, our findings suggest that newly arrived students often have a critical distance towards health education and are able to critique health education concepts. At the same time, in order for health education to be a collaborative process, there appears to be a need for practitioners to work across the school-family boundary, also acknowledging young people with different cultural backgrounds as resources in health education.
ER  - 

TY  - CONF
T1  - Risk taking and change in a science teacher professional development program
A1  - Hamza, Karim
A1  - Piqueras, Jesus
A1  - Wickman, Per-Olof
A1  - Angelin, Marcus
PY  - 2013
LA  - eng
KW  - teacher professional development
KW  - pragmatism
KW  - school development
KW  - naturvetenskapsämnenas didaktik
KW  - science education
AB  - In this presentation we show how a certain critical event contributed to teacher change in a professional development program in a Swedish secondary school. The professional development program was part of a wider research project focusing on how knowledge stemming from science education research can support science teachers’ day-to-day work with improving teaching. We collected video data from thirteen meetings between science education researchers and teachers taking place before and after three teaching cycles. We also video recorded all lessons comprising the three cycles. We employed Clarke and Hollingsworth’s interconnected model of teacher professional growth to analyze what consequences interactions between teachers and researchers had for teacher change. Here, we focus on one aspect of these analyses, viz., the crucial consequences which followed as the researchers took increased responsibility for implementing the newly introduced knowledge in the teachers’ practice. Thus, following an initial stage in which the newly introduced concepts did not have any sustained consequences for the teachers’ practice, the researchers decided to take a considerably higher risk concerning their own contribution in the program. This was done by (a) making explicit commitments regarding the positive consequences of employing the research based knowledge and (b) providing the teachers with thorough analyses and attendant concrete suggestions for how to change practice on the basis of this knowledge. This change in the researchers’ assumption of responsibility for the outcome of the project resulted in distinct teacher change, visible as the teachers (1) acknowledged salient outcomes of the researchers contributions, (2) suddenly took over the new vocabulary and (3) consistently began to employ the knowledge in their own planning, in talk between themselves and the researchers as well as in artifacts such as planning documents. The results have implications for how we view the role of researchers in professional development.
ER  - 

TY  - CHAP
T1  - Status, trends and issues of education for sustainable development (ESD) in Sweden
T2  - Status, Trends and Issues ofEducation for Sustainable Development (ESD)in Highly Competitive Countries
A1  - Hartell, Eva
A1  - Ampadu, Ernest
A1  - Lennholm, Helena
A1  - Buckley, Jeffrey
PY  - 2025
SP  - 367
EP  - 414
LA  - eng
PB  - Taiwan : Technological and Vocational Education Research Center (TVERC), National Taiwan Normal University, Taiwan
KW  - education for sustainable development
KW  - sustainability competencies
KW  - curriculum integration
KW  - sustainability policy
KW  - student engagement
KW  - hållbar utveckling
KW  - undervisning för hållbar utveckling
KW  - ämnesintegrerad undervisning
KW  - undervisning
KW  - stem
KW  - teknikvetenskapens lärande och kommunikation
KW  - education and communication in the technological sciences
KW  - teknik och lärande
KW  - technology and learning
AB  - Sweden has established itself as a global leader in Education for Sustainable Development (ESD), integrating sustainability principles across all levels of education. The national curriculum for compulsory and higher education emphasizes key ESD competencies, including systems thinking, critical evaluation, future-oriented decision-making, collaboration, ethical awareness, and sustainable action. Sustainability is embedded across subjects and is reflected in the general approach of schools and society, with the three dimensions of sustainable development—environment, economy, and society—woven into educational practices. This is achieved through interdisciplinary curriculum integration, active student participation in sustainability projects, global and local perspectives, and continuous teacher professional development. Swedish schools have autonomy in implementing ESD, allowing educators to integrate sustainability in diverse ways. However, while initiatives such as the Whole School Approach and the Eco-School model have helped foster sustainability competencies, challenges remain. Reports indicate that ESD implementation is inconsistent, with many schools not fully utilizing the extensive support materials provided by the Swedish National Agency for Education and other stakeholders. Additionally, some ESD approaches may inadvertently reinforce gender disparities, with boys demonstrating lower engagement in sustainability topics. Despite Sweden’s strong policy framework and student-led movements such as Fridays for Future, many young Swedes do not view sustainability as a viable career pathway. This disconnect highlights the need for stronger links between sustainability education and future professional opportunities, ensuring that sustainability is not only an academic priority but a long-term societal commitment.
ER  - 

TY  - CONF
T1  - Professionalism and New Public Management in Teachers' Work: a comparative study on teachers' work experience in Sweden and Finland
A1  - Samuelsson, K
A1  - Lindblad, S
PY  - 2013
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - Teachers Making Sense of Children’s Sense-making: Negotiating Pretense, Exploration, and Teaching in Sustainable, Multi-functional Preschool Environments.
A1  - Lecusay, Robert
A1  - Mrak, Lina
A1  - Nilsson, Monica
PY  - 2018
LA  - eng
KW  - preschool education
KW  - education for sustainable development
KW  - pretend play
KW  - teaching
KW  - exploratory play
AB  - Preschool teachers in Sweden are currently coping with growing curricular demands to engage in a more formal instruction, and to further develop education for sustainable development (ESD). A consequence of this is that teachers feel pressure to organize activities for very young children that privilege ”knowing that” over ”knowing how,” and to do so in the service of an interdisciplinary project – ESD – that can be challenging to organize in early childhood. As teachers adapt to these new challenges they negotiate tensions consequential to preschool children’s learning and develop- ment. The pressure to reorient to disciplinary learning can detract from arrangements of activities involving pretend and exploratory play. This is because the learning outcomes of these activities can be unpredictable and difficult to define. However, these activities are also associated with the kinds of outcomes (e.g. creativity, innovation, empathy, counterfactual thinking) and ethics (e.g. cultures of collaborative learning) of concern in ESD.In this paper we consider how preschool teachers in Sweden are negotiating the demands of engag- ing in more formal instruction and ESD, while cultivating local idiocultures that support children’s pretend and exploratory play. Our examination is based on case studies of teacher teams in three preschools that participated in a series of regional government-sponsored workshops organized to support teachers’ efforts to design their preschools’ outdoor spaces as sustainable, multifunctional environments. The case studies were based on field observations at the participating preschools and teacher interviews conducted prior to, during, and following the said workshops.Drawing on cultural-historical concepts of disruptive and productive tensions, we characterize how the participating teachers conceived of pretend play, exploration, teaching, and sustainability in relation to children’s engagement in preschool activities. We focus in particular on how teachers considered examples of activities in which the interaction of children and the material environment afforded pretend and exploratory play; how the teachers and children made sense of their activities through pretense and exploration; and if/how the teachers remediated these activities in ways intended to make the children’s learning visible. How and for whom this learning becomes visible is a central question of concern for us.
ER  - 

TY  - CONF
T1  - Exploring science and technology education from a Saami perspective in teacher education
A1  - Westman, Anna-Karin
A1  - Andrée, Maria
A1  - Andersson, Isabell
A1  - Kroik, Eva-Karin
PY  - 2025
LA  - eng
AB  - Swedish education carries many traces of colonial history within the education system, not the least in relation to the Saami population. For example, the Swedish curriculum mentions knowledge about Saami perspectives to a limited extent. In other parts of the world, efforts have been made to advance culturally responsive pedagogies in education in general, and in science and technology education specifically, aiming to include and nurture indigenous perspectives. In addition, there has been little research in science and technology education regarding relations between Saami traditional knowledge and science and technology education. This study draws on the framework of culturally responsive teaching and Saami traditional knowledge, árbediehtu. Árbediehtu considers human and environment as a whole, and is a collective knowledge carried by individuals. The aim of this study is to envision a culturally responsive science education where árbediehtu is not framed as a special interest, but as a resource for gaining more nuanced understandings of wicked sustainability problems. The study is conducted as a reflection-action study in which we observe previous practice and research, reflect and try out teaching in order to achieve a more culturally responsive science and technology education. Preliminary results from the initial mapping, analysis and teaching will be presented. The results will contribute to new knowledge on how indigenous perspectives may be incorporated into science and technology education for all.
ER  - 

TY  - CONF
T1  - Observations in Early Primary Mathematics Lessons in Japan: Implications for Swedish classrooms?
T2  - NERA 2015
A1  - Kreitz-Sandberg, Susanne
A1  - Engvall, Margareta
PY  - 2015
SP  - 84
EP  - 84
LA  - eng
AB  - Aim: The main purpose of this study is to investigate and describe typical actions that can be identified in teacher-pupil interactions during Mathematics lessons in early primary school. In this presentation we will focus on observations from Japanese classrooms and compare the results with earlier studies in Swedish primary classrooms (Engvall 2013). We also want to raise the question whether and how the Japanese example can contribute to the Swedish discussion on mathematics education. Method: The study builds on ethnographical observations in Japanese and Swedish primary classrooms. In Japan, 18 mathematics lessons in four schools (1st-6th grade) were observed in February 2014. The classroom observations were combined with teacher interviews (individual and in groups). In Sweden a total number of 26 lessons were videotaped in five different classes (2nd and 3rd grade, in 2009) while the same mathematical content was taught (addition and subtraction). After transcription, a thematic analysis was accomplished. Findings: With focus on the teacher-pupil interactions we will describe a number of phenomena that became apparent in the Japanese classrooms. Teachers pay, for example, much attention to pupils' problem solving strategies. Other observed phenomena are the slow pace of teaching and the well-structured teacher instructions. Mathematical concepts were clearly reflected in classroom communication. We will discuss these phenomena in the light of our knowledge on teacher-pupil interactions in Swedish mathematics primary classrooms. Relevance to Nordic educational research: It is well known that international comparative research offers unique opportunities to gain insight to quality aspects of classroom practices, especially when combined with adequate theoretical knowledge in the respective discipline. Japanese pupils perform well in international studies on mathematics and science (TIMMS). Studying Japanese mathematics classes can therefore help us to discern important aspects that could be possible to develop also in Swedish mathematics classrooms. According to the Swedish National Agency for Education, there are several problems to be overcome in Swedish mathematics education. One of these is the dominance of students' individual work with the textbook. This is in total contrast to the Japanese classroom where the whole class discussion is given a lot of time.
ER  - 

TY  - JOUR
T1  - A touch of touch: Preschool teacher education students' reflections about physical touch
T2  - Issues in educational research
SN  - 0313-7155
A1  - Johansson, Caroline
A1  - Hedlin, Maria
A1  - Åberg, Magnus
PY  - 2018
VL  - 4
IS  - 28
SP  - 953
EP  - 966
LA  - eng
PB  - : Australian Institutes for Educational Research
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - International research has shown that several countries have adopted a cautious attitude towards physical touch between educators and children. Physical touch in preschool is a sensitive and difficult issue that requires preschool teacher education to address the question in a considerate and thoughtful manner. Nevertheless, the question of how students are prepared for the touch that is part of an educational environment with children has only been investigated to a limited extent. The aim of the present study is therefore to study how students perceive that the question of touch is handled in Swedish preschool teacher education. Data was collected through surveys (N = 204) and through semi-structured interviews with students and graduates in preschool teacher education. The results show that the informants felt that their interests and needs were not met. Instead, they were forced to take their own responsibility for raising the issue. To the extent that discussions about physical contact were addressed in education, it was primarily negative aspects that were raised. The results are discussed, for instance from a gender perspective. The men in the program are more affected by the lack of a clear place for touch in the program.
ER  - 

TY  - CONF
T1  - Students and their teacher as language-policy makers in two multilingual secondary-school English classrooms
T2  - ASLA-symposiet 2020 : Abstraktsamling
A1  - Källkvist, Marie
A1  - Gyllstad, Henrik
A1  - Sandlund, Erica
A1  - Sundqvist, Pia
PY  - 2020
SP  - 29
EP  - 29
LA  - eng
PB  - : Association suédoise de linguistique appliquée
KW  - engelska med språkvetenskaplig inriktning
KW  - english
AB  - A pressing issue in multilingual education is whether to use students’ multilingual repertoires in L2 classrooms (Cummins 2017).  Research on L2 learning supports multilingual/translanguaging classroom practices (e.g. Lee & Macaro 2013), but much of this research involves participants sharing the same L1 prior to having classroom exposure to English (their L2). The present study breaks new ground by focusing on multilingual participants with a range of different L1s: they are simultaneous bilinguals of Swedish (the majority language) and a heritage language (e.g. Somali), or L1 users of their heritage language, learning Swedish and English as L2s in secondary school in Sweden. Triangulated data were collected in 2018 in two intact classes (students aged 14-15): ethnographic observation (14 lessons) and questionnaires and interviews (19 students and their teacher). Using a bilingualism/multilingualism (Baker & Wright 2017) framework, we apply concepts such as ‘language dominance’, ‘age of onset’, ‘heritage language’, ‘majority language’ and ‘school language’ in qualitative analysis. Classroom observations revealed that the teacher used mainly English; Swedish was used only judiciously, serving specific functions. Interviews revealed that the majority of students stated that they benefit from their teacher’s use of both English and Swedish. Students with lower English proficiency expressed a greater need for Swedish. Students with an age of onset for Swedish of 10-11 expressed a need to use heritage-language translations, e.g. English-Arabic. Results are discussed with reference to the ethnography-of-language policy framework (Johnson 2014), and have implications for education in Sweden where students need literacy in both Swedish and English.
ER  - 

TY  - CONF
T1  - Use of video-reporting of practical activities and study-visits to science and arts museums as tools for developing and spreading creative expertise in primary science teacher education
A1  - Popov, Oleg
PY  - 2019
LA  - eng
KW  - outdoor physics
KW  - creativity
KW  - primary teacher education
KW  - didactics of physics
KW  - fysikdidaktik
AB  - Preparing future teachers to use different contexts to organise science learning is an important part of primary teacher education in Sweden. Outdoor environment and science museums are often used for this purpose. This presentation reports the study summarising my teaching experience on the use of video-reporting of practical activities and study-visits to science and arts museums during science-orientation courses for prospective primary school teachers. Focus of these activities was on developing of a creative side of teacher professional competence. Students work with open practical problems outdoors, preparation of scenarios, video-recordings with mobile phones, editing and reporting of results made these course activities real exercise in creativity. Visits to science and arts museums created additional stimulus to instigate students’ creativity. The course evaluations reported high satisfactions of the students with these forms of course-work.
ER  - 

TY  - CONF
T1  - Teacher readiness: the case of Swedish Secondary Teachers
T2  - WACE Conference, June 2-4 2014 University West, Trollhättan, Sweden
SN  - 2152-0518
A1  - Uusimäki, Liisa
A1  - Heger, Friedrich
PY  - 2014
IS  - 2014
SP  - 1
EP  - 14
LA  - eng
KW  - lärarstudenter unvervisningsberedskap
AB  - Teacher readiness: the case of Swedish Secondary Teachers ABSTRACT The aim of this article is to present a case study based on a small cohort of Swedish upper secondary school preservice teachers' perspective on their readiness to work as teachers. The article explores their reasons for wanting to teach in secondary schools, their experiences in the teacher education program, their hopes and concerns about teaching and their expectations of support as beginning teachers working in the profession. Based on the preliminary findings all preservice teachers’ indicated confidence in their technological and pedagogical content knowledge (Mishra & Koehler, 2006), and a confidence understanding the relationship between theory and its application to practice. They felt they had been well prepared by the four year teacher education program although there were some concerns expressed about assessment procedures. Especially encouraging was the preservice teachers’ confidence and expectations to affect positive change in supporting young people in their transition to adulthood. Surprisingly none of the participating preservice teachers mentioned pay as a motivating factor for their choice becoming teachers. There was an expectation to be provided with a mentor to support them in their probationary year.
ER  - 

TY  - CONF
T1  - Exploring Materials as Subject Content within Technology Education
T2  - PATT2016
A1  - Björkholm, Eva
A1  - Engström, Susanne
A1  - Norström, Per
PY  - 2016
LA  - eng
KW  - technology education
KW  - materials
KW  - subject content
KW  - classroom
KW  - syllabus
KW  - text books
KW  - experts
KW  - teknikvetenskapens lärande och kommunikation
KW  - education and communication in the technological sciences
AB  - Within technology education in compulsory school in Sweden, materials are part of the core contents. What kinds of materials, and which characteristics that should be highlighted is open to interpretation. The study includes three sub-studies: 1/ An analysis of classroom activities during two lessons about materials in primary school, 2/ A Delphi study (Osborne et al. 2003) with experts on materials to gather their thoughts about materials in elementary technology education, and 3/ A review of documents (syllabus, teachers’ handbooks). The purpose of this study is to put light on the field of materials as a content area by investigating what aspects of materials are highlighted in the three contexts. Two teaching sessions were video recorded. The data analysis focused on the objects of teachers and students. Results suggest that the teachers highlight different aspects; one teacher focused on naming the materials and describing what products they are used for, while the other emphasized the materials’ properties. Ten experts participated in the first round of the Delphi study. Their responses were coded reflexively and iteratively. Results indicate the following major categories of material-related subject content: groups of materials, properties, creation and refinement, use, development over time, environmental aspects, and modern materials. The syllabus states that young pupils should study materials that they can use (wood, cardboard). Later common materials (steel, concrete) are introduced and at the end of compulsory school modern materials. Materials’ properties and use in solving technical problems is studied, and their environmental effects. Preliminary results indicate that some content emerges in all three contexts: material usage, the material’s functional properties and origin of the material, production and processing.
ER  - 

TY  - CONF
T1  - Multicultural preschools in Sweden: A dilemmatic space.
A1  - Olsson, Åsa
PY  - 2021
LA  - eng
KW  - ece teachers
KW  - interculture
KW  - multiculture
KW  - dilemma
KW  - dilemmatic space
AB  - In 2020, about 25 per cent of all preschool children in Sweden had immigrant backgrounds. The aim of this study is to explore how recent societal and cultural changes have affected the demands on staff in early childhood education (ECE). Prior research has stressed the importance of ECE teachers’ competence to deal with diversity. Cultural differences may lead to conflicts between teachers and parents in ECE, (Stier and Sandström, 2018, 2020), yet the Swedish curriculum provides little guidance on how to handle challenging situations. There is a risk that multicultural education in ECE sustains stereotypes by focusing on outward manifestations such as traditions and food (Phoon et al., 2013), and Madrid Akpovo, (2019) emphasizes teachers’ need to scrutinize their own values and behaviour. Therefore, the researchers argue, ECE teacher education programmes need to work systematically with intercultural pedagogy, intercultural communication skills, and discursive awareness.  “Dilemmatic spaces” is a conceptual framework in educational settings suggested by Fransson and Grannäs (2012). Dilemmas are seen not as momentary nor occurring on an individual level but in a larger context. The conceptual framework makes it possible to analyse teachers’ everyday practice in relation to societal changes. In the study, twelve ECE principals were interviewed in focus groups. Informed consent procedures were followed, and pseudonyms were used to protect the identities of participants Overarching dilemmas were identified in ECE teachers’ efforts to show respect for other cultures while upholding Swedish culture, and to consider immigrant parents’ expectations while communicating Swedish ECE values, policies and routines. 
ER  - 

TY  - CONF
T1  - Organizing for Inclusive Physical Education - pupils with NDD (Autism and/or ADHD)
A1  - Thoren, Anna
PY  - 2019
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - To Include The Invisible: Organizing For Inclusion Of Pupils With Neurodevelopmental Diagnoses In PEMain Contentback to searchAuthor(s):Anna Thoren(presenting / submitting)Ninitha MaivorsdotterMikael QuennerstedtConference:ECER 2019Network:18. Research in Sports PedagogyFormat:PaperSession Information18 SES 01, Inclusive Agendas in Physical Education and Youth SportPaper SessionTime:2019-09-0313:15-14:45Room:VMP 9 - Room B528Chair:Oliver HooperContributionIn Sweden many pupils who are diagnosed with neurodevelopmental disorders (NDD) such as ADHD and Autism are included in general PE classes. We know that these pupils often are more sensitive to demands, stressful situations and they have to struggle to decode social interactions between peers (Vickerman & Coates, 2009b; Overton, Wrench & Garrett, 2016; Lieberman & Block, 2017; Fitzgerald & Stride, 2012; Healy et al., 2013). When it comes to lessons in PE we don’t know much about how they perceive the education situation and what they need for PE to be successful and inclusive for them. Therefore we conducted a previous study (2017/2018) which was presented in a seminar in ECER 2018.Outcomes from the first study showed that practices of exclusion of the pupils with NDD was particularly striking in one of the schools and during the interviews pupils gave voice to criticism of the way these lessons were organized. They never knew beforehand what the agenda for the upcoming lesson was and they had little knowledge about what was expected of them. This seems to have led to a strong reluctance to participate actively in these lessons. Examples of successful inclusive practices for the pupils with NDD was also evident in the other school.Building on the results of this previous study we designed an intervention study in collaboration with the school leadership management. The principals participated in a workshop lead by the first author in which we discussed the outcomes of the first study in depth and planned for an organizational improvement, using the available digital tools for increased communication between all staff involved in the PE lessons.The aim of this interview study is to explore how some of these pupils experience the lesson planning and execution of PE practice after the improved organizational design has been implemented during one year (2018/2019). The focus is on inclusion and exclusion processes and the main research question is: What becomes of Physical Education in classes where pupils with neurodevelopmental disorders (NDD) are integrated?MethodData generation found in previous research regarding inclusion in PE are mainly qualitative and often consists of semi-structured, individual interviews with pupils (Fitzgerald & Stride, 2012; Spencer-Cavaliere & Watkinson, 2010; Healy et al., 2013). This led us to follow the same path and the data assemblage consists of field observations and in-depth interviews with pupils in two classes ages 12-13 in intermediate level primary school in a small municipality in west Sweden. Rubin & Rubin (2005) describes individual interviews as “a conversational partnership” which is important to establish during the gathering of data and the ambition was to conduct these types of conversations with the pupils in the study. The second study will turn back to the pupils from the previous study but also take time to interview teaching staff to find out how the intervention affected their experience of planning and teaching, and if it led to improvement of the setting for inclusive education.Expected OutcomesPreliminary findings show that when school management took part in the workshop where results from the first study was presented and discussed in depth, their understanding of the situation for pupils with NDD in general PE increased and they used their managing position to create an improved organization around general PE. This has lead to a better situation for the teaching staff but has it also improved the experience of the pupils? In-depth interviews with pupils in the two classes will be conducted during spring 2019 and the outcomes will be reported in the paper and presentation in ECER 2019.ReferencesFitzgerald, H. & Stride, A. (2012). Stories about Physical Education from Young People with Disabilities. International Journal of Disability, Development and Education. Vol.59, No. 3, September 2012, 283-293 Healy, S., Msetfi, R. & Gallagher, S. (2013). ‘Happy and a bit nervous’: the experiences of children with autism in physical education. British Journal of Learning Disabilities, 41, 222 – 228. John Wiley & Sons Ltd. Lieberman, L.J. & Block, M. (2017). Inclusive settings in adapted physical activity – a worldwide reality? Routledge Handbook of Physical Education Pedagogies, 2017. Overton, H., Wrench, A. & Garrett, R. (2016). Pedagogies for inclusion of junior primary students with disabilities in PE. Physical Education and Sport Pedagogy, DOI: 10.1080/17408989.2016.1176134 Rubin, H.J. & Rubin, I.S. (2005) Qualitative Interviewing (2nd ed.): The Art of Hearing Data Sage publication, Sage books. DOI: http://dx.doi.org/10.4135/9781452226651 Spencer-Cavaliere, N. & Watkinson, E.J. (2010). Inclusion understood from the perspectives of children with disability. Adapted Physical Activity Quarterly, 2010, 275 – 293. Human Kinetics, Inc. Vickerman, P. & Coates, J. K. (2009). Trainee and recently qualified physical education teachers’ perspective on including children with special educational needs. Physical Education and Sport Pedagogy, 14:2, 137-153Author InformationAnna Thoren (presenting / submitting)Örebro UniversityHealth SciencesNinitha MaivorsdotterUniversity of SkövdeInstitution of Health and EducationSkövdeMikael Quennerstedt,Orebro University
ER  - 

TY  - CONF
T1  - 'Roll-out neoliberalism' through one-to-one laptop investments in Swedish schools
T2  - Networked Together: Designing Participatory Research in Online Ethnography. Proceedings of the 3rd annual conference on Rethinking educational ethnography: researching on-line communities and interactions, Naples June 6-7, 2013
A1  - Player Koro, Catarina
A1  - Beach, Dennis
PY  - 2014
LA  - eng
PB  - Rom : CNR-IRPPS e-Publishing
KW  - network ethnography
KW  - educational policy
KW  - ict
KW  - educational technology
KW  - marketization of public sector
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - marketization
KW  - one-to-one laptop
AB  - This paper calls for the need to better understand how the marketization of public sector in Sweden has changed the way policies are produced and translated in to action. Its aim is to contribute to and enable a debate about consequences of privatisation. It does so taking IT-education policy as a case and takes a point of departure in the most recent efforts made by government and educational leaders to push ICT into educational settings, in the so called one-to-one laptop initiatives. The aim of the paper is to discuss how the use of a methodological design that is a synergistic research design between social network analysis and ethnography, called network ethnography can be used to investigate how educational policy is being ‘done’ in new digital locations which involve new forms of social structuring that emphasize flows and mobility of people, capital and ideas.
ER  - 

TY  - CONF
T1  - Action research education influencing teachers’ development work
T2  - CARN-ALARA 2019, Imagine Tomorrow - Practitioner Learning for the Future
A1  - Olin, Anette
A1  - Rönnerman, Karin
A1  - Löfving, Christina
A1  - Berndtsen, Marina
A1  - Nehez, Jaana
A1  - Wennergren, Ann-Christine
PY  - 2019
SP  - 88
EP  - 88
LA  - eng
KW  - action research education
KW  - influencing practices
AB  - Teachers are expected to develop and follow up their practices in order to create thebest possible opportunities for student learning and growth. Action research providesprocesses and tools for such an approach and for this reason, some universities inthe Nordic countries have integrated action research into their teacher educationand in-service programs. Action research is not primarily technical when it comes toinvestigating practices but rather strives for critical thinking and thereby empowermentfor teachers. Expectations and traditions collide under those circumstances and thequestion is what action research education leads to.In this symposium we want to explore (1) if and how teachers, through studyingand practicing action research, develop their practices and knowledge, (2) How theeducation itself and the schools where the teachers work nurture or constrain teachers’development work.In Sweden, we have interviewed teachers participating in master programs givenat two universities (Gothenburg and Halmstad). The focus in the interviews was onwhether their practices in schools have changed and if so how the education hasinfluenced those changes. In Finland, teachers, who have conducted action researchas part of an in-service course at Åbo Akademi University, have been interviewedwith the same research focus. In Sweden, one teacher, who participated in the masterprogram in Gothenburg, has studied herself in her new role as teacher educator/facilitator at the University and present results from this study.Our results contribute with knowledge on how educational action researchemerges, sometimes easily and sometimes with more difficulties, in two Nordiccontexts as a way for teachers to become owners of their own development work.
ER  - 

TY  - CONF
T1  - Professional development in education for sustainable development – a Swedish example
A1  - Malmberg, Claes
PY  - 2018
LA  - eng
KW  - education for sustainable develoment
KW  - professional development
KW  - secondary school
AB  - This paper deals with an important part of the school's mission - education for sustainable development (ESD). It describes a teacher training and professional development module produced by the Swedish National Agency for Education, the central administrative authority for the public school system. The module is cross-curricular and aims at teachers in secondary school. When following the module, teachers work in project groups with collective and collegial learning. Five researchers representing the areas of ESD, education, science education and political science author the module.The module raise questions as; why should we educate for sustainable development?, what content should we deliver and how should we teach? These questions connect to pedagogical content knowledge (PCK).The why question, the purpose of ESD, is described as composed of three interconnected functions . The functions are defined as:• Qualification - learning to be able to act and contribute to society • Socialisation - to grow into current norms and values • Subjectification - To develop a personal approach in social contexts and to visualize subjects not previously noted.The other main issue concerns the question "what". What subject content will be taught in the classroom and what questions will be addressed? The central point is that content issues in ESD always rest on values that lead to conflicts of interest between people. Consequently, they should be treated from a pluralistic point of view.The third question addresses how ESD should be instructed. It is through activities that students train to use knowledge and thus develop it.The teacher training and professional development module consists of eight parts dealing with different perspectives on ESD.Each part is divided in four moments. The participants are working with theory and classrooms activities and reaserach based studies on ther own practice.
ER  - 

TY  - BOOK
T1  - Fabelbruk i svensk tidigmodernitet: En genrehistorisk studie
A1  - Zillén, Erik
PY  - 2020
LA  - swe
PB  - Makadam förlag
AB  - Den aisopiska fabeln etablerades som genre i den grekiska antiken och nådde Skandinavien under medeltiden. I svensk kultur upplevde fabeln en storhetstid under den tidigmoderna epoken (1500–1800). Monografin Fabelbruk i svensk tidigmodernitet. En genrehistorisk studie tar ett helhetsgrepp om fabelgenrens historia i Sverige under denna 300-årsperiod. I dialog med ny internationell fabel- och genreforskning ställs bruket av den aisopiska genren i fokus. Det tidigmoderna fabelbruket var livaktigt, mångskiftande och föränderligt. Monografin tecknar en övergripande genrehistorisk linje från ett flerfunktionellt fabelbruk inom en luthersk humanismkultur via en i första hand franskinfluerad och såväl estetisk som pragmatisk omorientering av det aisopiska bruket under upplysningsepoken till en kris för fabeln runt 1800, framdriven av modernitetens paradigmskiften och en ny litteratursyns ifrågasättande av själva idén om litteraturbruk. Monografin är disponerad i sju kapitel. Det första kapitlet (”Fabeln – en genretagen i bruk”) introducerar studiens bruksperspektiv liksom dess nykonstruerade och centrala begrepp bruksarena. I anslutning till det makrohistoriska periodbegreppet tidigmodernitet motiveras studiens kronologiska ramar. Kapitlet diskuterar därtill hur undersökningsmaterialet bör ringas in, problematiserar frågan om en genredefinition samt argumenterar för en metodologi baserad på ett öppet aisopiskt genrefält och på tre fabelhistoriska bruksprinciper: en krestomatiprincip, en vehikelprincip och en analogiprincip. Avslutningsvis görs en kort överblick över den mycket omfattande europeiska fabelforskningen och en mer uttömmande redovisning av den hittills starkt begränsade svenska forskningen om fabelgenren. De tre följande kapitlen ägnas åt det studien identifierar som fabelns tre viktigaste bruksarenor i det tidigmoderna Sverige. Det andra kapitlet (”Fabelns språkdidaktiska bruksarena”) behandlar fabeln som textmaterial i skolans språkundervisning. Denna bruksfunktion reglerades av en krestomatiprincip:fabeltexterna utnyttjades för att lära ut ett främmande språks lexikon och grammatik. Efter en bakgrundsskiss över fabelns långa europeiska historia som språkdidaktisk genre granskar kapitlet de svenska skolordningarnas föreskrifter för fabelläsningen på latin och grekiska. Därefter görs en genomgång av samtliga fabelutgåvor för skolbruk som trycktes i Sverige under tidigmodern tid. Slående i undervisningsmaterialet är för latinets del den dominerande linje som utgick från Joachim Camerarius Leipzigedition Fabellae Aesopicae Qvaedam Notiores, Et In Scolis Vsitatae (1545), först under sent 1600-tal kompletterad med en Phaedruslinje. För grekiskans del är bilden mer splittrad, även om 1700-talets viktigaste fabelutgåvor tydligt har influerats av Johann Gottfried Hauptmanns ΜΥΘΩΝ ΑΙΣΩΠΕΙΩΝ ΣΥΝΑΓΩΓΗ. Fabularum Æsopicarum Collectio (1741). Det kvantitativt sett mer blygsamma aisopiska textmaterial som trycktes i 1700-talets Sverige för undervisning i franska, tyska och engelska visar att de klassiska språkens inlärningsmetodik överfördes till de moderna språken. Via några konkreta exempel – en lärares anteckningar, en elevs skrivhäfte, en lärobok för självstudier – illustreras därefter hur fabeltexter utnyttjades i språkundervisningens praktik. En avslutande summering av det språkdidaktiska fabelbrukets genrehistoriska konsekvenser framhåller att den aisopiska fabeln som obligatoriskt textmaterial för skolundervisningen i klassiska språk erövrade en kulturell centralitet i det tidigmoderna Sverige och genom utbildningsväsendets inriktning mot nationell enhetlighet fick spridning i hela riket. I enlighet med skolsystemets didaktiska basmetod blev fabeln föremål för omfattande minneslagring samtidigt som den genom att underkastas ständiga språkövningar framstod som i hög grad transformerbar. Det tredje kapitlet (”Fabelns moralpedagogiska bruksarena”) behandlar fabeln som instrument för moralisk fostran på folkspråket. Denna bruksfunktion, som förutsatte att fablerna överförts till svenska, vilade på en vehikelprincip: de aisopiska texterna gjordes till bärare av etiska påbud. Kapitlet analyserar de fyra betydelsefullaste fabelsamlingar som under tidigmodern tid trycktes på svenska. Den tidigaste svenskspråkiga samlingen, Hundrade Esopi Fabler (1603), är en trogen översättning av Nathan Chytraeus Rostockutgåva Hundert Fabeln aus Esopo (1574). Den förmedlar klassiska dygdetiska lärdomar; därtill har den en markant luthersk profil och hyllar en rättrådig Gud, en hierarkisk samhällsordning och en patriarkal familjestruktur, inslag som i samklang med Sveriges nyligen antagna protestantiska statsreligion gjorde samlingen till ett effektivt redskap för konfessionell och social disciplinering. Den första fabelsamling som överfördes till svenska direkt från ett klassiskt språk, Phædri Fabler, J Swenske Rijm (1736), är en nästan komplett versöversättning av Phaedrus fem böcker. Samtliga fabler har försetts med nyskrivna prosakommentarer, som gör tidsanpassade tillämpningar av de aisopiska texterna och upphöjer ”en förnufftig menniska” till moraliskt ideal. Periodens omfångsrikaste samling på svenska, Allehanda Sedolärande Fabler (1767), präglas med sina närmare 500 fabler av såväl moralpedagogisk heterogenitet som narrativ redundans. Utgåvan kan beskrivas som en selektiv försvenskning av Roger L’Estranges Fables, of Æsop And other Eminent Mythologists. With Morals and Reflexions (1692), som tydligt lutheraniserats genom att förlagans katolskt orienterade kommentarer strukits och det engelska förordet ersatts med Martin Luthers fabelföretal från 1530. Den fjärde samlingen utgörs av en illustrerad fabeltidskrift i två årgångar: Gull-Hönan (1773) och Herre-Gårds Tuppen (1774). De korta försvenskade aisopiska berättelserna har i de flesta fall hämtats från latinska fabelböcker för skolbruk, medan de utförliga epimythierna är nyskrivna och utnyttjas för att propagera för utgivarens realpolitiska särintressen, ett upplägg som ger samlingen ett påfallande splittrat tilltal. Kapitlets summerande resonemang kring det moralpedagogiska fabelbrukets genrehistoriska konsekvenser understryker att den starka betoningen av de aisopiska texternas semantiska dubbelstruktur – bakom varje berättelse påstods ett viktigt budskap dölja sig – tvingade läsaren till avkodning av den underliggande betydelsen. Till slutsatserna hör även att epimythierna i de folkspråkliga samlingarna i regel förstärker berättelsernas dygdetiska grundkoncept samtidigt som vehikelprincipen tilläts operera med stor öppenhet, så att fablerna kunde göras till bärare av mycket skiftande åskådningar och ideologier. Det fjärde kapitlet (”Fabelns exemplumretoriska bruksarena”) behandlar fabeln som retoriskt motiverad exemplumberättelse i andra texter. Denna bruksfunktion styrdes av en analogiprincip: en parallell upprättades mellan värdtextens ämne och den anförda fabeln. Kapitlet diskuterar inledningsvis dels den klassiska retorikens syn på kategorin exemplum och på fabeln som exemplumgenre, dels det utbredda exemplumtänkandet i det tidigmoderna Europa. Därefter redovisas i kronologisk ordning detaljerade analyser av 15 exemplumfynd från svensk tidigmodernitet. Urvalet har gjorts så att det åskådliggör hur 15 olika fabeltyper blir föremål för exemplumretoriskt bruk. Till bredden i redovisningen bidrar även att fynden hämtats från värdtexter som både tillhör vitt skilda genrer och täcker in i stort sett hela undersökningsperioden. I ett nästa steg redovisas analyser av tio fynd som i stället illustrerar hur en och samma fabeltyp – fabeln om fågeln med lånade fjädrar (ATU 244) – utnyttjas som retoriskt exemplum på skiftande sätt i lika många olika värdtexter. Ett sammanfattande resonemang om de genrehistoriska konsekvenserna framhåller att fabeln genom det omfattande exemplumretoriska bruket laddades med en förmåga såväl att tränga in i olika kulturella sammanhang som att narrativt anpassa sig till skilda textuella miljöer. I förhållande till sin värdtexts diskurs skapade den aisopiska berättelsen ofta en kontrasteffekt samtidigt som det samlade exemplumbrukets ständiga återanvändning av samma fabeltyper medförde att normer bekräftades och att de mänskliga realiteterna tillskrevs en viss konstans. Det femte kapitlet (”Fabelbrukaren Aisopos och genretraditionen”) knyter de tre bruksarenorna till en gemensam genretradition. I analysens centrum står Aisoposgestalten. Först granskas Phaedrus traditionsgrundande ursprungsberättelse om föregångaren Aisopos och dess spridning i svensk tidigmodernitet. Sedan undersöks den bild av genrens urfader som framträder i den antika levnadsteckningen Βίος Αἰσώπου; särskilt fokuseras här Aisopos roll som fabelbrukare. Därefter analyseras de två versioner av Aisoposbiografin som trycktes i det tidigmoderna Sverige, den ena översatt från tyska och inkluderad i Hundrade Esopi Fabler (1603), den andra översatt från franska och separatpublicerad 1766. Till skillnad från hur biografin recipierades på andra håll i Europa reducerar de båda försvenskningarna, om än på olika sätt, Aisopos funktion som förebildlig fabelbrukare. Kapitlet avrundas med resonemang om ytterligare två aspekter av Aisopos betydelse för genretraditionen. För det första gjordes Aisopos genom att i sin gestalt få kombinera vanskapthet och vishet till ett tecken för fabeln som genre och för dess samspel mellan bildled och sakled. För det andra utnyttjades Aisopos interaktion med djurens värld i både europeisk och svensk vidarediktning kring fabelns urfader för att belysa animalitetens roll i genrebrukets moraliska universum. Det sjätte och lä
ER  - 

TY  - BOOK
T1  - Migration and Inclusion in Work Life – The Role of VET
PY  - 2022
LA  - eng
PB  - Bokförlaget Atlas
KW  - education
AB  - This book is the seventh volume in the book series Emerging Issues in Research on Vocational Education & Training. The series is published by the research group VETYL (Vocational Education & Training/Yrkeskunnande och Lärande), at the Department of Education, Stockholm University, Sweden. VETYL was created in 2011 with twofold aims: contributing to the advance of knowledge in the intricate area of vocational education and training (VET) and strengthening the research basis of the teacher education program for VET that is offered at the Department of Education, Stockholm University. The Swedish term “yrkeskunnande och lärande” in the name of the research group translates as “vocational knowing” and indicates one of the major research concerns of the group.The research book series started primarily as dissemination venue of selected papers, after a peer review process first presented at the international conferences organized yearly since 2012 by our research group VETYL.The conference has had two aims: becoming a forum for sharing state of the art research in the field of VET and serving as a forum for networking and cooperation. The Stockholm International Conference of Research in VET is one of the major academic events organised in Europe as part of the European Network for Vocational Education and Training (VETNET).Even though the primary source for our research book series has for long been the conference's papers, at present the research book series is open to contributions of other scholars in the field regardless of participation in the conference. This is particularly the case in this volume where researchers from different contexts submitted proposals of texts, dealing with different dimensions of the important theme of the role of vocational education and training in inclusion in work life, with specific focus on migrants.The title of this volume Migration and Inclusion in Work Life – The Role of VET is an umbrella for the presentation of research outcomes focusing on a variety of aspects influencing the inclusion in working life and the role that VET plays or could play. The main aim of this volume is to present current research in an area that at the present is getting major attention by policy makers as well as practitioners in Europe and other contexts. Migration and immigrant integration/inclusion has long been a contested issue in national and international politics as well as in research. With migration on the rise globally, integration faces many challenges. Usually, integration is associated with establishment into the labour market. Getting a job or some kind of employment is taken as a strong indicator of successful integration in the new country.VET, along with other measures, is expected to play a key role in the process of integration of immigrants in the economic and7social life of the host country. Successful inclusion becomes beneficial for all involved by reducing disparities, filling local labour market shortages, and improving livelihoods and social cohesion. VET systems and providers in most immigrant-receiving countries are trying to find effective ways to facilitate migrants’ labour market inclusion by means of specially designed training programs.The contributions in this volume show a diversity in theoretical frameworks of reference and methodological grounds, ranging from empirically based texts to policy analysis. Even though some of the texts are case studies or national policy analyses they will surely be of interest to an international audience interested in this theme.This volume continues the tradition of our research book series to depict the diversity and complexity of research in the field of vocational education and training. We hope it will meet the expectations of a variety of readers including under-graduate students, in particular students in initial and in-service teacher training programs for VET, post-graduate students, and policy makers.Finally, we would like to thank the reviewers for valuable criticisms that helped to improve the contributions that are finally presented in this book.
ER  - 

TY  - CONF
T1  - Perceptions of qualities, roles, and functions: The online teacher perspective
T2  - IADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2006
A1  - Avgerinou, M. D.
A1  - Andersson, Carina
PY  - 2006
SP  - 35
EP  - 44
LA  - eng
KW  - faculty development
KW  - online instructor
KW  - online teaching
AB  - This qualitative study focuses on perceptions of emerging instructional roles and performance of online teachers from Sweden, and the USA. The purpose is to explore, understand, and perhaps explain how teachers experience, create, and establish their teaching personas, but also how they perceive and perform their role online. Qualitative data from participating teachers' surveys and interviews point at significant common threads running within and across the two groups despite the fact their respective academic environments are at critically different points on the online education continuum. Teachers' perceptions are in complete alignment with the four major roles of the online instructor, pedagogical, social, managerial, and technological (Bonk et al., 2001).
ER  - 

TY  - JOUR
T1  - ”Business as usual”? Or transformative and transactive teaching leading towards the Agenda 2030 goals in Swedish Early Childhood Education.
T2  - International Journal of Early Childhood Environmental Education
SN  - 2331-0464
A1  - Ärlemalm-Hagsér, Eva
A1  - Pramling Samuelsson, Ingrid
PY  - 2021
VL  - 1
IS  - 9
SP  - 94
EP  - 102
LA  - eng
KW  - critical theory
KW  - early childhood education for sustainability
KW  - transformative education
KW  - narrative inquiry
KW  - un sdg:s agenda 2030
AB  - In Sweden, the national parliament has adopted objectives to implement the United Nations (UN) 2030 Agenda for Sustainable Development (UNESCO, 2017). Sweden’s objectives are more ambitious and far-reaching in several policy areas than the targets listed in the 2030 Agenda and outlined in the report Agenda 2030 and Sweden: Challenges and Possibilities for the Earth (SOU 2019; UNESCO, 2017). In this article, we discuss Swedish early childhood education in relation to these new national objectives. We employ a critical perspective and recognize early childhood education as both a political and educational setting, one where major and minor politics are interconnected and embedded in practice. We discuss these interconnections as a narrative inquiry scrutinizing different transformations and transactions in Swedish early childhood education practice. Our inquiry focus is an early childhood teacher case study narrative of her everyday education for sustainability (EfS) practices and the UN, Sustainable Development Goals (SDGs). The findings revealed everyday pedagogical practices where children’s own interests, curiosities and investigations enhanced EfS as integral to transformative and transactive early childhood education. We argue that further action is required to go beyond “business as usual” and embed transformative and transactive teaching for promoting the new national objectives and global objectives as 2030 Agenda. Such teaching for sustainability builds on pedagogical strategies where both children and teachers are engaged in a collaborative critical inquiry to challenge unsustainable thinking and actions in everyday life.
ER  - 

TY  - CONF
T1  - Peer effects in education: A synthesis of frame factor theory and opportunity to learn
A1  - Bäckström, Pontus
PY  - 2023
LA  - eng
KW  - frame factor theory
KW  - opportunity to learn
KW  - compositional effects
KW  - contextual effects
KW  - peer effects
AB  - This study draws on previous empirical research within the fields of opportunity to learn (OTL) and peer effects in education. In a recent study, it was argued that the Frame Factor Theory (FFT) could be applied as a theoretical framework to the issue of peer effects in education. Since the FFT predicts that the class composition measured as students’ prior knowledge and aptitude, will have steering and limiting effects on teachers’ instruction, in turn affecting students’ achievement, it was argued that this could be interpreted as one mechanism generating peer effects. Empirical findings from analysis of TIMSS 2015 data supported the hypothesis. Possibly due to poor construct validity, the previous study couldn’t verify the modus operandi of the mechanisms. The FFT predicts that the steering and limiting effect of class composition will affect timing, pacing, and content covered in instruction. From this perspective, the aim of this article is to initiate a synthesis of the OTL- and FFT-perspectives, where OTL-findings on content coverage are included in an FFT-model predicting peer effects in education.A synthesized theoretical model is operationalized and tested with Swedish TIMSS 2011 data (n = 3,928) in a multilevel structural equation model. The main FFT-construct in the study is a latent variable of “Limitations on instruction”, derived from items in the TIMSS teacher survey. Also, a variable of coverage of advanced content is derived from TIMSS 19 topics through assessments by Swedish eighth grade teachers in mathematics.The study revealed that class composition, measured as class-SES, to some extent was related to teachers’ instruction in class, through its limitations on instruction, but it was also related to the content that can be covered in instruction. Results reveal a negative relation between students’ average age of arrival to Sweden on the between-class level and advanced content covered. Through both of these effects, individual students’ achievement in mathematics is affected, indicating the presence of a peer effect. The results from the study thereby support previous findings on the steering and limiting effect of class composition on teachers’ instruction, as well as providing a new theoretical perspective on results from OTL-research. The results indicate that differences in students’ opportunities to learn-measured as content covered-to some extent is related to the steering and limiting effect class composition has upon teachers’ instruction. The results are discussed in both a historical and contemporary context.
ER  - 

TY  - JOUR
T1  - Teachers' View of Educational Support to Children in Need of Special Support
T2  - International Journal of Early Childhood Special Education
SN  - 1308-5581
A1  - Sandberg, Anette
A1  - Norling, Martina
A1  - Lillvist, Anne
PY  - 2009
VL  - 2
IS  - 1
SP  - 102
EP  - 116
LA  - eng
PB  - : International Journal of Early Childhood Special Education
KW  - children in need of special support
KW  - preschool education
KW  - educational support
KW  - preschool teacher
AB  - The aim of this study was to investigate, analyze and describe how preschool teachers experience the educational support for children in need of special support. In this interview study, the preschool teachers emphasize educational support to children in need of special support from two perspectives. In the first perspective, the preschool teachers stated that they don’t do anything unique for children in need of special support, versus the view that the children need and receive more help from the staff in everyday preschool activities. In the second perspective, the preschool teachers point out the specific educational support within two themes, indirect and direct support. This study has implications for both practice and theory as it increases the knowledge and understanding about educational support that children in need of special support are offered in preschool today. 
ER  - 

TY  - JOUR
T1  - Student Teachers' Conceptions of Fractions: A Framework for the Analysis of Different Aspects of Fractions
T2  - Mathematics Teacher Education and Development
SN  - 1442-3901
A1  - Tossavainen, Anne
A1  - Helenius, Ola
PY  - 2024
VL  - 1
IS  - 26
EP  - 1
LA  - eng
PB  - : Mathematics Education Research Group of Australasia
KW  - conceptions of fractions
KW  - conceptual knowledge
KW  - elementary school
KW  - student teachers
KW  - teacher education
KW  - matematikens och naturvetenskapernas didaktik
KW  - mathematics and science education
AB  - Fractions are core content of elementary school mathematics, and conceptual knowledge of fractions is essential when developing a comprehensive understanding of fractions. Previous research, however, has indicated  limitations in student teachers' fraction knowledge. This study investigated 57 Swedish elementary school student teachers' conceptions of fractions. The data were collected using a paper-and-pencil questionnaire and analysed with an analytical framework building on previous research on four core components of fractions. Using the devised analytical framework, we were able to characterise the conceptual content shown in the student teachers' answers and identify gaps in their fraction knowledge. The most severe gaps were identified in relation to interpretations of fractions, where only the part-whole and the quotient interpretations were identified; the measure, operator, rate, ratio, and number interpretations were missing completely. Aspects of fractions related to representations and procedures were better represented in the participants' conceptions of fractions, but we also illustrate substantial differences between the student teachers. In addition to this quantitative description, we provide qualitative examples. The results raise some questions and implications to be addressed in teacher education programs when developing student teachers' fraction knowledge.
ER  - 

TY  - CONF
T1  - Building School Improvement Capacity and Learning Capital: A Swedish Case Study
T2  - Education and Transition. Contributions from Educational Research. ECER 2015, European Conference on Educational Research, Budapest, September 7-11
A1  - Håkansson, Jan
A1  - Adolfsson, Carl-Henrik
A1  - Sundberg, Daniel
PY  - 2015
LA  - eng
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - In school systems around the world there is an increasing focus on students' academic achievement and school result. Sweden is no exception in that respect. Parallel to an intensified control of pupils' level of achievement (cf. PISA), there are increasing demands for school decision makers to gradually improve students' academic performance. The question of how schools are changing and improving thus becomes an important issue for all levels, from policy makers to professionals in schools, but also for researchers. Several decades of research on how school’s improvement efforts ultimately affect student learning highlights the importance of paying attention to the balance between "... individual initiative and school/system change, between internal and external resources and ideas, between pressure for accountability and support for change, and between independence and collaboration "(Hopkins et al., 2014). In this context, the coordination of top-down and bottom-up strategies in schools' improvement work seems to be crucial (Fullan, 1994). At the same time, research shows that the building of schools' development capacity is primarily focused on professional learning and development for principals and teachers, which in turn is expected to improve teaching and student learning (cf. Day, 2012; Stoll 2009). From previous studies of local school improvement work, the results show changes in aspects of principals’ and teachers’ learning, which can be connected to certain improvement strategies (Adolfsson & Håkansson, 2014). This paper will investigate these indications further.The focus of this paper is to explore schools' capacity building for improvement in terms of professional learning as strategies over time change character from top-down to bottom-up, a perspective seemingly little illuminated in past research. Within the framework of an ongoing three-year research project in six Swedish compulsory schools, the intention here is to elucidate the way in which top-down and bottom up strategies affect schools' improvement in general and the schools' capacity for development of different forms of learning capital in particular. The following research questions are addressed in the paper:•In what ways are principals' leadership and learning but also teachers' understanding of their teaching and the improvement work in terms of learning capital, related to changes in school improvement strategies?•What changes in schools overall learning capital and capacity building can be found in relation to changed strategies to initiate and manage local school improvement work?The theoretical foundation of this study is based on curriculum theory (cf. Lundgren, 1989). From school improvement research there are also certain concepts to acknowledge. One crucial concept is the “nested school system”. It consists of a number of nested sub-systems, e.g. the classroom, teachers working teams, school leadership teams, the local authority et cetera (Resnick, 2010). Although these systems are related internally, school improvement work in each system rests on specific rationalities and incentives (i.e. loosely coupled). Another important concept is “capital”, which refers to different learning qualities in the capacity building of school improvement. Shulman and Shulman (2004) distinguish four forms of capital defining different qualities of schools' capacity building in terms of learning: i) moral or cultural capital, ii) curriculum capital, iii) instructional capital, iv) change capital. The moral or cultural capital means ability to engage in school and teacher team collaborative work and learning about teaching, while curriculum capital involves significant dimensions of teachers' assignments, such as knowledge of school subjects, curriculum, syllabuses, teaching strategies, et cetera. Instructional capital is about the ability to translate theoretical knowledge into practical teaching, while change capital contains the step from participation and training in different school improvement activities to the incorporation of (more or less) changed and more effective ways of teaching (ibid.).Methodology, Methods, Research Instruments or Sources UsedThe paper draws on a “classical” theoretical and methodological framework of curriculum theory (i.e. the frame-factor theory), with its different levels of analysis – the societal/ideological level, the curriculum level; and the teaching and classroom level (cf. Lundgren 1989). In order to study and analyse ongoing school development processes and changes in schools’ capital building, different kinds of sources have been used. Throughout the ongoing evaluation project data from the schools’ improvement work have been collected (e.g. local documents, interviews and survey studies with students, teachers, principals, and officials from the local authority), to support analyses of learning capital on different levels.The main type of source used in this study is focus group interviews with principals (n=8) and teachers (n=80). Another is recordings and field notes from planning meetings that continually were held during the project with principals. In the beginning of the project two group interviews with all participating principals where carried out. After two years a second round of interviews followed up these interviews, with the same principals. A semi-structured interview-guide was used and the interviewer was a research assistant who had not met the group before. In addition approximately 20 group interviews with teachers were carried out. The main focus in these principal and teacher interviews was experiences and views on the schools’ improvement work in general and change in schools’ capacity building, principals’ and teachers’ learning in particular.Keeping with the theoretical points of departure, the analysis follows a two-step procedure. In the first step the newly collected empirical data was compared to data from previous interviews and planning meetings. With the capital concept (Shulman & Shulman, 2004), the focus in this step of the analysis was to elucidate patterns of change over time in the school’s capacity building. In connection to the frame-factor theory and in accordance with Fullan (2001), meaning that educational processes must be studied in relation to both their external and their internal conditions, these results were in a second step analysed in relation to a continous shift from top down strategies to bottom up strategies for initiation and implementation of local school improvement work.Conclusions, Expected Outcomes or FindingsThe results of the empirical analysis will be presented in terms of changes in schools learning capital and capacity building in relation to changed strategies to initiate and manage local school improvement works. In light of the thesis that different strategies will support different qualities (capital) of the schools’ capacity building in their local improvement work, the results indicate that changes from an emphasis on top-down strategies to an emphasis on bottom-up strategies seems to create conditions for other forms of capital within the scope of the local school improvement work. For example, bottom up (horizontal) strategies seem to in greater extent support the schools’ moral and venture capital building, compared to top down (vertical) strategies. These changes will be discussed in terms of how shifts in school strategies appear in: i) principals' leadership and learning, and ii) teachers' understanding of their teaching and the improvement work.In light of the concept of the “nested school system” it will finally be argued that different aspects of learning capital are necessary for successful and solid school improvement work. Moreover the results indicates that the organization of local school improvement work has to actively engage all the sub-systems of the school system (i.e. re-couple the nested systems). In other words, successful school improvement strategies, where different aspects of the capital building are included, seem to comprise a balance between top down and bottom up strategies (c.f. Hopkins et al, 2014),ReferencesAdolfsson, Carl-Henrik & Håkansson, Jan (2014). Learning schools in Sweden – principals understanding of ongoing school improvement in an era of accountability. Contribution to the ECER-konference in Porto, September 2014.Day, C. (Ed) (2012). The Routledge international handbook of teacher and school development. London: Routledge.Fullan, M. (1994). Coordinating Top-Down and Bottom-Up strategies for Educational Reform. In Anson, R.J. Systemic reform. Perspectives on Personalizing Education. Washington: US Department of Education.Hopkins, D., Stringfield, S., Harris, A., Stoll, L, & Mackay, T. (2014). School and system improvement: a narrative state-of-the-art review. School Effectiveness and School Improvement, vol. 25, No 2, 257-281.Lundgren, U.P., (1989). Att organisera omvärlden: en introduktion till läroplansteori. (Organizing the Surrounding World: Introduction to Curriculum Theory; in Swedish). Stockholm: Utbildningsförlaget på uppdrag av Gymnasieutredningen.Resnick, Lauren B. (2010). Nested System for the Thinking Curriculum. Educational Researcher, vol. 39 No. 3  183-197.Shulman, L. S. & Shulman, J. H. (2004). How and what teachers learn: a shifting perspective. Journal of curriculum studies, vol. 36, No. 2, 257-271.Stoll, L. (2009). Capacity building for school improvement or creating capacity for learning? A changing landscape. Journal of Educational Change. 10, 115-127.
ER  - 

TY  - CONF
T1  - Understanding specialization in specialized music programs through multimodal discourse analysis
A1  - Lilliedahl, Jonathan
PY  - 2019
LA  - eng
KW  - musikvetenskap med musikpedagogisk inriktning
KW  - musicology esp. musical education
KW  - education
AB  - Object of study: This paper aims at exploring how principles of Specialization may be investigated through systemic functional-multimodal discourse analysis. The theoretical discussion is anchored in ongoing substantial studies of arts programs in compulsory education, more precisely, various specialist and non-specialist music classes across nations. The interesting issue here is in what ways such programs are specialized in a similar manner, and differing from each other in the discursive composition of epistemic/social relations. In this paper, video recordings of official stage performances by students (concerts) are analysed. The point here is to illuminate underlying principles of specialization by analyzing instances where semiotic recourses are used, arranged, and displayed on stage.Theory and method: The theoretical framework integrates the LCT dimension of Specialization (Maton, 2014) with Systemic Functional-Multimodal Discourse Analysis (O’Halloran, 2008). In this paper, SF-MDA contributes to Specialization by explaining how various semiotic recourses are used and combined for making meaning in relation to specialization and functionality (cf. Jewitt, Bezemer & O’Halloran, 2016; Kress & Van Leeuwen, 2006; Tan, O’Halloran, Wignell, Chai & Lange, 2018). The analysis is focused on the canons of use in a particular social context, that is, the instantiation relation between the performance and the underlying system of rules (Ledin & Machin, 2018).Data consist of video recordings of authentic concerts, uploaded on YouTube by parents/teachers/school boards. In this paper, a comparative analysis of two Swedish schools is presented. One of them is recognized as a renowned elite school with students of higher SES (Adolf Fredrik’s Music School), while the other represents low-performing schools in the area of lower SES (Alfred Dahlin).Results and conclusions: The performances of Adolf Fredriks’ Music School (AF) demonstrate principles of an elite code where students have acquired advanced skills in musical performance, and where the students represent a homogenous social group of higher SES and well-educated parents. Alfred Dahlin, on the other hand, reflects the code where you have to be interested in music, but without requirements of special skills or a particular social background.Although students from AD sometimes convey an ungrammatical use of music (e.g. not in tune, irregular in beat or accent), the distinguishing features are the canons of use and differing orientation to register. While the performances of upper music classes are typically formal, lower music classes make an informal arrangement of semiotic resources. For instance, AF’s performances are located in concert halls and cathedrals, while the performances of AD are located in school canteens and informal auditoriums. The differing orientations to formality and social order is perceptible just by looking at how students are lined up on stage, whether there is a use of a formal conductor, a teacher, or an informal performance by students themselves. Furthermore, there are differences in the choice of stage clothes, and not least how intended and unintended gestures are displayed through the performance. In sum, the different choices of registers signal distinctions in the definition of legitimate behaviour and significant others (class, identity etc.).Significance: This paper show how specialization may be analysed through a multimodal discourse analysis in order to expose non-linguistic recourses in discursive communication. Although SFL has been elaborated for studying the interaction between linguistic and non-linguistic resources in multimodal meaning making, musical forms of communication have hardly been considered (in comparison to contributions on visual images and film – see e.g. Bateman, 2014; Kress & van Leeuwen, 2006; O’Halloran, 2008; O’Toole, 2011). Methodological challenges include how to modelling the functionality of non-verbal semiotic recourses - a field of research in need of further development.
ER  - 

TY  - JOUR
T1  - Teacher-parent relations and professional strategies: A case study on documentation and talk about documentation in a Swedish preschool
T2  - Australasian Journal of Early Childhood
SN  - 1836-9391
A1  - Löfdahl, Annica
PY  - 2014
VL  - 3
IS  - 39
SP  - 103
EP  - 110
LA  - eng
AB  - THE ARTICLE IS FRAMED by a project designed to study the teacher profession in a current Swedish preschool through work on systematic documentation of quality. Questions deal with how teachers handle the demands on visibility, how they perform and what aspects of the teaching profession will be exposed and what parts will be silenced. This article examines documentation directed towards parents in one public preschool setting over a school year. Apart from weekly parental letters, the data consisted of observations from a staff meeting focusing on teachers' talk while producing the yearly quality account (QA), the content of the final written QA and a follow-up interview. In this case, the requirement of involving the parents in the work on systematic documentation is a traditional but recently clearly expressed policy in the Swedish Education Act. Analysis is based on theories of education policy and how the policy needs to be handled in the local context by the teachers, and theories on the teacher profession and professionalism. The results show that professional strategies like keeping distance vs. keeping closeness are connected to teacher-parent relations such as trust and mate relations. Teacher-parent relations as emotional were found in talks about documentation, and professional strategies to obscure and neutralise were found in relation to the QA.
ER  - 

TY  - CONF
T1  - The professional teacher – a governing technology in transition in Swedish education policy
T2  - Paper presented at Nordic Education Research Association (NERA), Trondheim, March 2009
A1  - Sjöberg, Lena
PY  - 2009
LA  - eng
ER  - 

TY  - CONF
T1  - Deconstructing communicative work-related activities using the 'continua of biliteracy'
T2  - Book of abstracts for the conference EdLing 2024: Language(s) from childhood to adult age
A1  - Walldén, Robert
A1  - Winlund, Anna
PY  - 2024
LA  - eng
KW  - swedish for immigrants
KW  - adult education
KW  - swedish as a second language
KW  - work-related language
KW  - internships
KW  - placements
KW  - second-language educationn
KW  - svenska som andraspråk
AB  - Research on teaching Swedish for Immigrants (SFI) is notably limited, particularly in exploring initiatives that bridge SFIeducation with real-world contexts. This paper extends from a follow-up investigation (see Walldén, 2023) of a municipalprogram aimed at integrating formal SFI instruction with practical work placements (known as språkpraktik, as outlined byThornéus, 2018). The study aims to enrich understanding of the multifaceted dimensions of multilingual developmentactivated when students engage in teaching moments related to job search and participation in language internships.Employing ethnographically inspired methods including observations, note-taking, and transcribed audio recordings, thisresearch documents seven SFI lessons targeting C and D level students, focused on preparing them for placement interviewsand tasks. Theoretical underpinnings draw from the continua of biliteracy (Hornberger, 1989; Winlund, 2020), whichdelineate four crucial dimensions: contexts, development, content, and media, conceptualized as continua.Findings reveal a predominant emphasis on written language, such as discussing appropriate vocabulary and structure forcrafting cover letters ahead of placement interviews. This process necessitated fluid transitions between everyday andabstract language. Preparations for placement tasks also facilitated movement between students' first languages (L1) andSwedish (L2), particularly evident when the teacher encouraged discussions leveraging their multilingual competence toexplore grammatical features. However, the concentration on written language occasionally shifted tasks intended to enhancestudents' oral L2 proficiency into exercises adhering to written language conventions.While previous studies have advocated for increased utilization of L1 in L2 teaching, this study underscores the importance ofchallenging the overemphasis on written language in basic language instruction to promote biliteracy development among adultmigrants.ReferencesHornberger, N. H. (1989). Continua of Biliteracy. Review of Educational Research, 59(3), 271–296.https://doi.org/10.3102/00346543059003271Thornéus, L. (2018). Sfi och språkpraktik: Med arbetslivet som läranderum. Gothia Fortbildning.Walldén, R. (2023). Adult migrants’ voices about learning and using Swedish at work placements in basic language education.Studies in the Education of Adults. https://doi.org/10.1080/02660830.2023.2246763Winlund, A. (2020). Emergent literacy instruction: 'Continua of biliteracy' among newly immigrated adolescents. Languageand Education, 34(3), 249–266. https://doi.org/10.1080/09500782.2019.1701006
ER  - 

TY  - CONF
T1  - Comparing the practices of primary school mathematics teacher education Case studies from Japan, Finland and Sweden
T2  - PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10)
A1  - Asami-Johansson, Yukiko
A1  - Attorps, Iiris
A1  - Laine, Anu
PY  - 2017
SP  - 1602
EP  - 1609
LA  - eng
PB  - Dublin
KW  - teacher education
KW  - anthropological theory of the didactic
KW  - praxeologies
KW  - japan
KW  - finland
KW  - sweden
KW  - innovative learning
KW  - innovativt lärande
AB  - In this study, we have observed three different teacher educators’ lessons, concerning area determination of polygons in primary school teacher training courses in Japan, Finland and Sweden. The aim of this paper is to investigate the main elements of the lessons and to compare the differences between the countries. We focus on how the teacher educators relate the didactic construction of the lessons for prospective teachers to the school mathematical and didactical organisations by applying Chevallard’s anthropological theory of the didactic (ATD). The analysis shows how the curricula and the different traditions of teaching practice in each country influence the mathematical and didactical construction of the lessons.
ER  - 

TY  - CONF
T1  - Cognition and learning in Visual arts education
A1  - Ahrenby, Hanna
A1  - Stillesjö, Sara
A1  - Olsson, Maria
PY  - 2026
LA  - eng
KW  - cognitive processes
KW  - memory
KW  - art education
AB  - There is a growing interest in cognitive science and its implications for learning at the policy level, a trend evident in recent Swedish government inquiries into school and teacher education (e.g., SOU 2024:81,  SOU 2025:19). These reports underscore the importance of evidence-based pedagogical approaches, advocating for teaching and teacher training to be guided by principles and insights from cognitive science. This policy shift gives greater prominence to research-driven perspectives on cognition and learning within the education system and in teacher professional development. Despite this development, the practical implications for specific curriculum subjects—such as Art—remain underexplored, motivating further study in this area, particularly in understanding how cognitive science can contribute to knowledge about how students' practical image-making aligns with knowledge requirements and goals in Art education. This research addresses this gap by examining the extent to which cognitive processes and mechanisms are manifest in the structure and content of the Swedish Art curriculum, with an emphasis on students' image-making activities. The following questions guide the study:What knowledge domains in the Art subject are most closely associated with image creation in the Swedish curriculum?Which cognitive processes and mechanisms are identified as central to students' image-making?How does the interaction between these domains and processes support the development of image-based knowledge and skills in art education? A qualitative document analysis was conducted, focusing on the formulation of learning goals, subject content, and competence descriptions in the national curriculum for Art for compulsory school. Particular attention was paid to how knowledge of cognitive processes such as visual perception, memory, and higher cognitive functions including sequential planning and realization of artistic intent had been discussed and considered in pedagogical activities in arts education. The findings reveal that image creation invoke a broad spectrum of cognitive abilities, suggesting a rich interplay between creative practice and cognitive development.By mapping these domains and linking them to current perspectives from cognitive science, the study advances understanding of how Art education based on cognitive science can foster subject-specific competencies. The results highlight the significance of an integrated approach to curriculum design, where cognitive science and the arts mutually inform pedagogical practice, thereby enriching students' image-based knowledge development and overall learning experience.
ER  - 

TY  - CONF
T1  - Formative assessment in Swedish mathematics classroom practice
T2  - CERME9 : proceedings of the Ninth Congress of the European Society for Research in Mathematics Education
A1  - Andersson, Catarina
A1  - Boström, Erika
PY  - 2015
SP  - 3167
EP  - 3168
LA  - eng
PB  - : European Society for Research in Mathematics Education
KW  - formative assessment
KW  - mathematics education
AB  - Using formative assessment has woken interest in many countries because of the potential effect on student achievement. To investigate Swedish teachers' use of formative assessment in mathematics, this study used classroom observations and teacher interviews of 38 mathematics teachers. The teachers used formative assessment, but additional formative activities could support teachers to better take advantage of the potential in using formative assessment
ER  - 

TY  - CONF
T1  - Attitudes, beliefs and knowledge of teachers on multilingualism – the view from Sweden
T2  - The 2019 HOLM Symposium of the AILA Research Network (ReN)
A1  - Paulsrud, BethAnne
A1  - Juvonen, Päivi
A1  - Schalley, Andrea C.
A1  - Mellenius, Ingmarie
A1  - Berg Shamla, Pia
PY  - 2019
LA  - eng
KW  - multilingualism
KW  - teacher attitudes beliefs and knowledge
KW  - appraisal theory teacher cognition
KW  - utbildning och lärande
KW  - education and learning
AB  - Swedish schools are experiencing new challenges due to increased mobility and linguistic diversity. Efforts to achieve inclusive education for all are dependent upon teachers’ attitudes, beliefs and knowledge (ABK) of multilingualism. The interplay between teachers’ ABK and the pedagogical and language-developing practices in schools is defined by four major factors interactively shaping and being shaped by teacher cognition: teachers’ own schooling experience, teacher education, contextual factors (e.g. the organization of education), and classroom practices (Borg 2003, 2006). Against this theoretical backdrop, our study investigates the ABK of multilingualism of Swedish teachers, a key issue in the nation today, as part of a larger international project that investigates what shapes teachers’ ABK of multilingualism across countries. Semi-structured interviews were conducted with pre-primary and primary teachers from five Swedish regions (Dalarna, Småland, Stockholm, Värmland, and Västerbotten), representing varied school demographics. These interviews were transcribed and analysed using appraisal theory (Martin & White, 2005; White 2015). Early results indicate that while teachers generally express positive views on multilingualism, echoes of a monolingual mindset are quite strong (“the language” equated with Swedish; “home country” for children born in Sweden; descriptions of a “monolingual” school as the “perfect school”). Teachers with training in language-developing practices acknowledge that mother tongue instruction supports the majority language development as well as students’ overall academic performance. Nonetheless, using all linguistic resources and acknowledging students’ multilingual identities are not common pedagogical strategies. In the school context, Swedish is considered as more important than students’ additional languages, which are often merely seen as an added value not directly relevant to the daily activities in the Swedish school system. Moreover, the findings point to a need for more extensive pre-service teacher education and professional development of teachers, on multilingualism more generally, and on related classroom practices more specifically.
ER  - 

TY  - JOUR
T1  - Class and ethnicity at work. Segregation and conflict in a Swedish secondary school
T2  - Education Inquiry
SN  - 2000-4508
A1  - Öhrn, Elisabet
PY  - 2011
VL  - 2
IS  - 2
SP  - 345
EP  - 355
LA  - eng
PB  - : Umeå Universitet: School of Education
KW  - segregation
KW  - secondary school
KW  - class
KW  - ethnicity
KW  - freedom of choice
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Drawing on a study of a Swedish secondary school with a heterogeneous intake, this article provides an analysis of the social relations and segregation within an individual school. As shown in the analysis, young people from different socio-economic backgrounds were largely separated in school, differently positioned and in conflict with each other. The pupils typically referred to the segregation and conflict as ethnic, although strongly underpinned by economics and class. Some of the pupils’ and staff’s wish for a less segregated schooling suggested potential openings for the relations between the groups. However, this was judged to go against the will of resourceful groups of parents with whom the school leadership felt they had to comply. Central to this was parents’ freedom to choose the school, which worked in this context to further the segregation within the particular school.
ER  - 

TY  - CONF
T1  - The myth of Swedish educational equity from historical ethnographic and regional/spatial analytical perspectives
T2  - Educació i desenvolupament rural als segles xix-xx-xxi
A1  - Beach, Dennis
PY  - 2018
LA  - eng
PB  - Lleida
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Sweden is widely regarded as one of the most egalitarian societies in the world, not the least with respect to education access and school inclusion, but this presentation will suggest that there are high levels of social injustice and inequality within the Swedish education system and educational politics, historically and regionally, and that levels of inequality have also risen in recent years, following the introduction of principles of market governance. Examples will be given to illustrate these inequalities with respect to different curricula and geographic spaces and in terms of identified factors of inequity such as race, gender and dis/abilities. The special situation in rural areas will be included in the analysis which has been historically contextualized and links closely with work related to the production of a recent book manuscript that aims to develop a coherent and symmetrical theoretical and empirically grounded argument about historical inequality in Sweden’s education system.
ER  - 

TY  - JOUR
T1  - SOCIAL WORK EDUCATION IN AN INTERNATIONAL CONTEXT: LEARNING FROM A CROSS-BORDER COOPERATION
T2  - Stiinte Sociale
SN  - 2345-1017
A1  - Christensen, Jonas
A1  - Thoennessen, Joachim
A1  - Walker, Janet
PY  - 2017
VL  - 3
IS  - 103
SP  - 15
EP  - 20
LA  - eng
PB  - : State University of Moldova
KW  - social education
KW  - community of practice (cop)
KW  - international social work
KW  - cross-border
AB  - This article reflects on issues and lessons from an annual joint programme of learning for social work students from England, Germany and Sweden. It contributes to the understanding and development of International Social Work Education. The initial focus is on introducing communities of practice (CoP´s) as a theoretical framework. We extend this idea to interlocking circles with students, educators and practitioners. Further on, the question of how learning in Social Work in an international context can be organized and pushed on is adressed. Through participant feedback we highlight views and experiences of students who have learned from the programme. We show that a continuous crossborder cooperation in Social work Education in which teacher´s work closely together within permanent meeting places provides a social context in itself for students and teachers. Our main conclusion is that out of different learning outcomes, the environmental one is our ´unique´ contribution to knowledge and learning. A continuous cross-border cooperation in Social Work Education in which educators, students and practitioners work closely together within permanent meeting places, creates a social context in itself for all involved actors. Learning through the stimulation of being in a new meeting place and culture may create a new framework for learning in the International Social Work discipline. Our cooperation encourages the student´s capacity for social construction.
ER  - 

TY  - CONF
T1  - Online Surveillance and Education for Digital Competence
T2  - Education Abstracts
A1  - Samuelsson, Lars
A1  - Lindström, Niclas
PY  - 2021
SP  - 57
EP  - 58
LA  - eng
PB  - Aten : Athens Institute for Education and Research
KW  - education for digital competence
KW  - digital competence
KW  - education for digital literacy
KW  - digital literacy
KW  - digitalization
KW  - online surveillance
KW  - soft surveillance
KW  - surveillance
KW  - surveillance culture
KW  - privacy
KW  - digital humaniora
KW  - digital humanities
KW  - practical philosophy
KW  - praktisk filosofi
AB  - Digital competence has become increasingly important in modern societies. The possession of such competence is consequential to the ability to participate on equal terms as a citizen in a contemporary democracy. Hence, it is nowadays stressed as an important learning objective, more or less globally. For example, it is one of the eight key competences for lifelong learning identified by The European Parliament and The Council of the European Union (“Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning”, OJ L 394, 20.12.2006, 10-18). Navigating in a digital world requires competences such as the ability to find relevant information through search engines and databases, but also to practice criticism of the sources. These competences receive increasing attention in schools. However, digitalization comes with downsides, one of them, arguably, being the facilitation of intrusive online surveillance. When we are online, we leave traces that provide useful information to companies and organizations, who can harvest our data for different purposes.While knowledge of this fact has become more widespread, it does not seem to get the attention that it arguably deserves in schools and teacher education. In Swedish teacher education, where we operate, privacy issues in relation to online activities have not found a pronounced place in the curriculum. Having knowledge or these issues is important to be able to make deliberate choices regarding one’s online activities – what information do I want to share, and with whom? For instance, is it worth giving away some of my personal information to get access to a certain social media platform?To be able to answer such questions autonomously and critically in a way that also influences one’s behavior, it is furthermore important to understand how people generally behave in relation to privacy and sharing information online. Quite extensive research has shown that people tend to behave in ways that do not mirror their own privacy concerns. While they report strong concern for their privacy, they behave online as if their privacy were not very important to them at all. This has become known as the “privacy paradox” (for an overview, see N. Gerber, P. Gerber & M. Volkamer, “Explaining the privacy paradox: A systematic review of literature investigating privacy attitude and behavior”, Computers & Security 77, 2018, 226-261).Within the framework of the research project “iAccept: Soft surveillance – between acceptance and resistance”, in which one of us participates, a questionnaire survey was conducted with 560 current and former Swedish student teachers, about their attitudes to privacy and surveillance and their online behavior. At large, their responses are in line with the privacy paradox. Partly based on this survey, we point to the importance of raising awareness of privacy issues in teacher education and schools. We argue that – like other aspects of digital competence – this aspect is also crucial to being a conscious citizen in a democratic society. Thus, it should constitute a natural part of education for digital competence.
ER  - 

TY  - JOUR
T1  - O Conceito de pluralidade no currículo nacional sueco: Estudando a imortancia de livros didacticos teóricos de formaciao de professores para interpretar e contestar as diferentes facetas de violencia no trabalho diaros de professores [The Notion of Plurality within the Swedish National Core Curriculum: Studying the importance of theoretical text-books at Teacher Educations to interpret and contest the various faces of violence in teachers’ everyday work]
T2  - Revista E-Curriculum
SN  - 1809-3876
A1  - Edling, Silvia
PY  - 2014
VL  - 3
IS  - 12
SP  - 1634
EP  - 1668
LA  - por
KW  - national core curriculum
KW  - plurality
KW  - violence
KW  - teacher education
KW  - evidencebased
KW  - theory
KW  - subject matter
KW  - currículo nacional
KW  - pluralidade
KW  - violência
KW  - formação de professores
KW  - teoria
KW  - base empírica
KW  - sujeito
AB  - Um aspecto no currículo nacional de Formação de Professores na Suécia é a base democrática que determina os pilares para organizações e condições humanos. Neste currículo se dá, indiretamente, um papel central à pluralidade e, como consequência, à importância de contestar várias formas de violência, como discriminação ou outras violações. Baseando-se em ambições de contestar violência na educação, o artigo questiona a noção de que professores em formação só precisam se apoiar em métodos teóricos de bases empíricas em sua futura profissão. Este questionamento se dá através da análise e comparação de teorias de pluralidade como descritas em três livros didáticos utilizados em matérias em um curso de Formação de Professores na Suécia. Os livros didáticos expressam três discursos teóricos diferentes sobre os desafios sociais relativos a violência, pluralidade na educação e expectativas de professores. Portanto, já que a violência existe em formas variadas, a lógica da pesquisa empírica é insuficiente no que diz respeito a lidar com pluralidade.
ER  - 

TY  - CONF
T1  - The sedentary, overweight, and costly child: – A critical analysis of how WHO and OECD construct children’s physical activity in education
A1  - Johansson, Jonas
PY  - 2024
LA  - eng
KW  - children
KW  - physical activity
KW  - school-age educare
KW  - who
KW  - oecd
KW  - critical discourse analysis
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - teacher education and education work
AB  - Physical activity among children has been a topical subject in social debate in recent years. This often concerns children’s increasing sedentary behavior and the consequences that can lead to. In this debate education has been given a prominent position wherein children’s physical activity often is seen as a way for improved academic school-performance and health. The Swedish school-system is governed by policy, shaped by negotiations between different actors as politicians, public authorities, researchers and persons active in education. These actors are most probably influenced by different social forces that in turn convey varying knowledge, norms and values.In this paper the interest is pointed at international actors with purpose to influence the content of educational police, explicit policy concerning children’s physical activity that takes place before and after compulsory school (e.g. school-age educare), during school-breaks and other school-subjects than sports and health. These prominent policy-actors are the World Health Organization (WHO) and the Organisation for Economic Co-operation and Development (OECD). The aim of this paper is to investigate how children and their physical activity are constructed in official documents produced by WHO and OECD.This paper draws from an ongoing PhD-project focusing on discourses in relation to children’s physical activity in Swedish school-age educare and school. Two documents were analyzed with inspiration from critical discourse analysis (that is the theoretical standpoint).The result shows that children are constructed as potentially sedentary, overweight, and costly. According to the analyzed texts this problem should be solved within education by regulated, mostly sporting, physical activity. The analysis illuminates a discourse of public health within knowledge, norms and values of nature science and sporting is recontextualized in education, mostly for economic gain. This phenomenon might lead to a rather instrumental view on children and a reorganization of education. In the paper it is argued for a more humanity view on children and their physical activity in education. The author suggests a possible discourse of democracy within children´s voices should be heard and that concepts as influence and participation are given a prominent position when educational policy is produced.
ER  - 

TY  - CONF
T1  - Power relations in Physical Education group work: a Foucauldian analysis
T2  - AIESEP International Association for Physical Education in Higher Education
A1  - Quennerstedt, Mikael
A1  - Barker, Dean
PY  - 2016
LA  - eng
KW  - physical education
KW  - power
KW  - foucault
KW  - sports science
AB  - Group work is used in physical education (PE) to encourage student-directed, collaborative learning. Aligned with this aim, group work is expected to shift some power from teacher to students. There are however, few investigations focusing on power in group work situations in PE and assumptions about the nature of power and its mechanisms have been largely implicit.  The purpose of this presentation is thus to introduce a way to explore power relations in PE group work building on a Foucauldian framework viewing power as action-on-action (Foucault, 1980, 1982).With inspiration from Gore (2001) and Öhman (2010) we look at the micro dynamics of power and how power is put into action. The question is then not if power exists, but rather how power functions in different situations (Foucault, 1982). While Gore and Öhman used Foucault’s methodological tools of techniques of power and power in terms of governance and socialisation, we instead turn more explicitly to his suggestion regarding analysis of how power come into practice in terms of five different features of power relations (Foucault 1982). We will illustrate our approach using observational data of three groups working together to choreograph a dance performance in a Swedish PE lesson. Pre- and post-lesson interview data is also used as a complementary data source in terms of exploring ‘didactic moments’ (Quennerstedt et al., 2014).Four specific kinds of power relations are illustrated concerning: (1) the students’ task; (2) other cultures; (3) gender; and (4) interactions with one another. These relations suggest that power relations are not simply created locally between group members, nor are power relations only a function of the members’ proficiency in the task. In these respects, the illustration encourages a reconsideration of learning in group work and open up new avenues for further research.ReferencesFoucault M (1980) Power/knowledge: Selected interviews and other writings, 1972-1977. New York: Random House.Foucault M (1982) The subject and power. Critical Inquiry 8: 777-795.Gore J (2001) Disciplining bodies: On the continuity of power relations in pedagogy. In C Peachter (Ed.), Learning, space and identity (pp. 167-181). London: Sage.Quennerstedt, M, Annerstedt, C, Barker, D, Karlefors, I, Larsson, H, Redelius, K. and Öhman, M, (2014) What did they learn in school today? A method for exploring aspects of learning in physical education. European Physical Education Review, 20(2): 282-302.Öhman M (2010) Analysing the direction of socialisation from a power perspective. Sport, Education & Society 15: 393-409. 
ER  - 

TY  - CONF
T1  - Pedagogy, Education and Praxis: A ten-year progress report from an international research network
A1  - Norlund, Anita
PY  - 2018
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Paper 3 – Conditions for praxis: local and global Ian Hardy (University of Queensland), Ingrid Henning-Loeb (University of Gothenburg, Sweden), Anita Norlund (University of Borås, Sweden), Kiprono Langat (Charles Sturt University), Kirsten Petrie (University of Waikato, New Zealand). The practices of educators are affected, consciously or otherwise, by changing cultural, social, political, and material conditions for praxis and praxis development in the contexts in which educators work. Educational trends and conditions play out in nuanced ways across different national contexts. However, changing conditions for practice equally share many similarities. Of particular note is the way in which the processes and elements of neoliberalism and new public management have shaped education and the practices of educators globally.   In this presentation, the focus is on how, in different national contexts, the changing cultural, social, political, and material conditions for praxis and praxis development affect educational practices of the ‘teaching’ workforce. Drawing on empirical research undertaken by members of the PEP network, within and across different national contexts allows for a unique interrogation of how praxis and praxis development is prefigured by different governing conditions in different countries and educational sites. This work highlights the conditions that constrain educational practices, while importantly offering insights into the conditions of possibility for local practices where educators ‘resist’ particular arrangements and instead create opportunities to enhance educational practices.  
ER  - 

TY  - CONF
T1  - School Actors' Lived Experiences of Collegial Learning in an Upper Secondary School in Sweden
A1  - Cronqvist, Marita
A1  - Bergstrand, Ulrika
PY  - 2026
LA  - eng
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - teacher education and education work
AB  - Professionals' daily work in schools is influenced by increasing demands for improved student outcomes and better classroom discipline (Bergh, 2015; Bergstrand, 2022). Considering these challenges, the need for competent school actors remains high in schools. However, there are also difficulties in recruiting qualified teachers in schools (Alatalo et al., 2021). To address this problem the Swedish government has allocated funds for practice-oriented research (Nihlfors, 2020), called ULF (Development, Learning, Research). This study is based on a ULF-project that focuses on a Learning Study (Kullberg et al., 2017) conducted at an upper secondary school. The aim of this study is to explore the contributions of a Learning Study project to teaching practices in schools. What types of obstacles and opportunities do school actors experience in relation to the project? The theoretical framework is based on the Reflective Lifeworld Research approach, and the empirical findings have been further interpreted using lifeworld theory (Dahlberg et al., 2008). The emphasis is on the lifeworld, human intentionality and its capacity for seeing meaning and for reflection. With the lifeworld as a research approach, the dualism between human and world is abandoned and instead the space between is studied. That is, with the lifeworld as a basis, we can study humans in the world and the world in humans. The phenomenon studied through the participants lived experiences, is competence development through a Learning study project.Actors in the project share their lived experiences including four mathematics teachers, one who has the role of primary school teacher and the school’s principal. The empirical material consists of researchers' fieldnotes from observations, participants' reflection journals, lesson plans and interviews with participants etc. The interview questions focus on the participants' experiences before, during and after the Learning Study project.The analysis is conducted in several steps characterized by the researcher’s openness (Dahlberg et al., 2008), which includes bridling preunderstandings and reflecting, both individually and together with other researchers. The different steps involve many careful readings to gain an understanding of both parts and the whole. Meaningful units are then marked and patterns, so-called clusters, are sought from these units. Using the clusters, the characteristic features of the phenomenon are finally formulated at an abstract level and presented together with concrete examples from the data.Preliminary results indicate that school actors lived experiences are related to motivation, their own qualifications, curiosity about learning activities, and fatigue due to continuous development of competence. In conclusion, the project can possibly be seen as lived experience that strengthens some participants' professional development, but not all. Lifeworld theory offers great opportunities to contribute knowledge through people's experiences, as in this case about the phenomenon of collegial learning in an upper secondary school, within both Swedish and Nordic research. Knowledge contribution on collegial learning is truly a common international concern to stimulate courage and agency in education.
ER  - 

TY  - CONF
T1  - From what to how in ‘formative’ assessment – tracing how physical education teacher education comes to matter for physical education practice.
T2  - AIESEP book of abstracts
A1  - Backman, Erik
A1  - Quennerstedt, Mikael
A1  - Tolgfors, Björn
A1  - Nyberg, Gunn
PY  - 2024
LA  - eng
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - Formative assessment strategies are often conceived as central within teacher edu-cation (Cañadas 2023). These strategies are to be learned as content during teacher education and then transformed into methods when newly graduated teachers (NQT) enter their occupational practice. The aim of this presentation is to contribute to knowledge of how content discourses in physical education teacher education (PETE) matter for physical education (PE) practice. We will do this by answering two research questions: 1. What components of formative assessment are made visible in PE by NQTs? 2. What components of the formative assessment discourse can be traced back to PETE? This study is part of a larger project investigating transitions of content discourses from PETE to school PE. Data was collected from participants when they were engaged in two different educational contexts: in PETE as preserv-ice teachers (PST) and in PE as NQTs. In the PETE context, a total of 26 PSTs stud-ying at two different Swedish PETE institutions (15 from A and 11 from B) partici-pated. In the PE context, a total of 13 PE teachers (from the group of 26 PSTs), having graduated from the two Swedish PETE institutions (9 from A and 4 from B), participated. Data collection methods from the two contexts were video-recorded and visual observations, group interviews, individual interviews, Stimulated Recall (SR)-interviews and text analysis of course handbooks. In the study we use the con-cept pedagogic discourse (Bernstein 1990) to describe how content is constructed, recontextualised and realised through text, talk and practice. The way in which the NQTs in this study talk about formative assessment thus illustrate what constitutes this discourse in school PE. In the preliminary analysis, four components (sharing learning objectives, feedback, using students as resources, and grading) have been discerned as dominating. Inspired by Foucault’s (1991) genealogical approach, we will also search for traces of dominating and marginalized components of the form-ative assessment discourse in the PETE context, and the PSTs talk about formative assessment. We will draw on research on didactics in PE (Quennerstedt & Larsson, 2015) to analyse what components the formative assessment discourse in PE and PETE is built of, how and why formative assessment is conducted in a certain way, and who the producers of the components building the formative assessment dis-course in PE and PETE are.ReferencesBernstein, B. (1990). The structuring of pedagogic discourse: London: Routledge.Cañadas L (2023) Contribution of formative assessment for developing teaching competencies in teacher education, European Journal of Teacher Education, 46:3, 516-532Foucault M (1991) Nietzsche, Genealogy, History. In: Rabinow P (Ed) The Foucault Reader. An Introduction to Foucault’s Thought.Quennerstedt M & Håkan Larsson (2015) Learning movement cultures in physical education practice, Sport, Education and Society, 20:5, 565-572
ER  - 

TY  - JOUR
T1  - Klimatkrisen i klassrummet: Reflektioner kring användning av litteratur i undervisning om hållbar utveckling
T2  - Utbildning och Lärande / Education and Learning
SN  - 2001-4554
A1  - Andersson Hval, Ulrika
A1  - Aijmer Rydsjö, Celia
PY  - 2021
VL  - 2
SP  - 27
EP  - 44
LA  - swe
PB  - Falun : Högskolan Dalarna
KW  - climate fiction
KW  - education for sustainable development (esd)
KW  - climate psychology
KW  - literature didactics
KW  - teacher education
AB  - This study shows how climate fiction can offer pedagogical opportunities for encouraging student agency as well as open up constructive discussions about the future in relation to social change and climate justice. In order to test a practical opportunity for such a productive conversation, and to draw out its didactic implications, Swedish teacher trainee students were asked to participate in a group discussion on how climate fiction may be used in the teaching of sustainability in upper secondary school. Specifically, they were requested to contribute to the framing and organization of the discussion of a work of climate fiction, The Marrow Thieves by Cherie Dimaline, but they were also asked to reflect on social dimensions of teaching about the climate crisis, such as climate psychology, democracy issues, equality and existential questions. Drawing on the students’ discernments in the discussion, the study finds that insights from climate psychology concerning the importance of problem-focused and meaning-focused coping strategies to handle negative emotions such as worry, fear and hopelessness are relevant for literature didactics.
ER  - 

TY  - CONF
T1  - The Meaning of the Market. Swedish upper secondary schools in the market-oriented context
A1  - Holm, Ann-Sofie
A1  - Erixon Arreman, I.
A1  - Lundahl, L.
A1  - Lundström, U.
PY  - 2011
LA  - eng
PB  - European Educational Research Association
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - Contemporary discourses of doctoral supervisors’ education: A critical analysis of eight doctoral supervision course plans.
T2  - Nordic Conference on PhD Supervision (CoPhS)
A1  - Abraham, Getahun Yacob
A1  - Levinsson, Magnus
PY  - 2024
LA  - eng
KW  - course plans
KW  - discourse analysis
KW  - doctoral supervision
KW  - power
KW  - professional knowledge
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  -  Education on doctoral supervisors has been a part of higher education pedagogy in Swedish universities for the last five decades, introduced in 1969 higher education reform and reviewed in 1998 (Jansson & Román, 2016). The purpose of this study is to identify dominant discourses on the education of doctoral supervision, with a particular focus on the construction of doctoral supervisors’ professional knowledge and practice. The study will be undertaken through a critical and pragmatic discourse analysis of doctoral supervision course plans collected from six universities and two university colleges in Sweden. The eight course plans are selected from two senior universities established more than 100 years ago, two universities established 50-100 years ago, and two universities and two university colleges established less than 50 years ago. Based on Fairclough’s critical discourse analysis (Fairclough, 1993, 2003) and a pragmatic discourse analysis, which draws on Dewey´s transactional perspective (Quennerstedt, 2008) and Foucault´s concepts of power (Foucault, 1980, 1982, 2002), the course plan texts will be analysed and discussed in three interrelated steps: (i) conducting a transitivity analysis (Halliday & Matthiessen, 2014), focusing on participants, processes (material, mental, verbal, relational), and circumstances; (ii) identifying the main discourses constructing reoccurring patterns of professional action in relation to supervision practice; and (iii) discussing implications for supervisors professional knowledge base, as well as for power relationships in supervision practices. Through these steps, we will closely scrutinize the purposes, goals, contents as well as the teaching and learning activities of the course plans. There will also be a focus on common areas that are addressed by the course plans, the differences that could be identified, as well as what are missing in the documents. Based on our critical analysis, we will suggest possibilities for considering vital issues in relation to future courses on supervising doctoral students. 
ER  - 

TY  - JOUR
T1  - A sea of options. Student perspectives on market competition in upper-secondary schools in Sweden
T2  - Nordic Studies in Education
SN  - 1891-5914
A1  - Holm, Ann-Sofie
PY  - 2013
VL  - 4
SP  - 284
EP  - 299
LA  - eng
PB  - : Universitetsförlaget AS
KW  - student perspective
KW  - market competition
KW  - upper-secondary school
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - In recent decades, the Swedish educational system has become an expanding ‘school market’. The free school choice, the voucher system, and a rapid increase in upper secondary schools, have paved the way for strong competition between schools. Based on interviews with 77 upper secondary school students, this article aims to explore student perspectives on the increasing marketisation of education in Sweden with particular focus on their school choices and competition between schools. The findings show that market forces have an impact on the every-day student school life. Many students found it hard to navigate the ‘sea of options’ and asked for as much objective information as possible, in order to avoid inadequate or wrong decisions. In line with greater competition between schools, many students tended to choose “safe options” in order to avoid schools running the risk of bankruptcy or closing down. The analysis indicates that the students, both in their choices of schools and in their present situation as school marketers, promote segregation trends.
ER  - 

TY  - CONF
T1  - Democratic Education? Working Class Boys’ Possibilities to Influence within a Vehicle Programme and the Future
A1  - Rosvall, Per-Åke
PY  - 2013
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The aim of this paper is to explore how young people act and the organisation of school practice, and what possibilities they have of influencing the content and the forms practiced. The study focuses on how the pedagogic practice is organised in one class their first year of upper secondary school, one Vehicle programme class. This embraces questions as: How, where, when and for what cause do students act to influence, and then with what result? Are students offered influence, and in that case which students? How does the organisation of and the content in the pedagogic practice prepare students to act in order to be able to exert influence in the future? These questions have been studied with regard to social background and gender. The analysis has its theoretical base in Bernstein’s theory of pedagogy and code (1990) and feminist perspectives (Arnot, 2006; Gordon, Holland, & Lahelma, 2000). The main results in the analysis are that actions taken to gain influence were rare, that the organisation of and the content in the pedagogic practice was mainly focussed on students as becoming, i. e. it focused students possibilities to be able to influence in the future and not the present. Furthermore, changing of pedagogic content or pedagogic forms was dependent on students’ own actions. There was a lack of teacher organisation to promote student influence. Finally, what was evaluated in the pedagogic practice, i.e. factual learning, did not promote student influence. Method The presentation builds on a one year ethnographic study in a Social science programme class and a Vehicle programme class. In practice this means that the two classes were followed their first year in upper secondary school. All in all there were 136 classroom observations, 55 individual interviews with the students, their teachers and their head teachers and collection of school and teaching material (Hjelmér, Lappalainen, & Rosvall, 2010; Rosvall, 2011a, 2011b). This presentation focuses on the material produced within the Vehicle programme class, but the material from the Social science class is also important in terms to understand processes within education that contributes to reproduction of social classes. This ethnographic study follows a tradition in Scandinavian research of ethnographic studies in sociology of education (Beach, 2010; Larsson, 2006) that researches relationships between social background, gender and education (Gordon, et al., 2000; Öhrn, 2001; Öhrn, Lundahl, & Beach, 2011). Expected Outcomes The paper demonstrates how pedagogic practice was gendered and classed, which had consequences for how students could influence and how students were prepared to influence in the future. Since the Social Science programme mostly attracts students from a middle-class background and the Vehicle programme those with a working-class background, the content in the programmes contributed to reproducing hierarchical social relations. The content for the Vehicle students proved to be simplified, personal and context dependent, whereas the content of the Social Science programme was more advanced, general and context independent, knowledge which, in argumentation for influence, is usually highly valued. In previous research, working class masculinities have often been associated with opposition towards study-oriented subjects. However, the current study indicates that there is an interest in studying Swedish, English and maths. The students argued that it was necessary for future employment, and that the Vehicle industry is now asking for this kind of knowledge. References Arnot, M. (2006). Freedom's children: A gender perspective on the education of the learner-citizen. International Review of Education, 52(1), 67-87. Beach, D. (2010). Identifying and comparing Scandinavian ethnography: comparisons and influences. Ethnography and Education, 5(1), 49-63. Bernstein, B. (1990). Class, Codes and Control. Volume IV, The Structuring of Pedagogic Discourse. London: Routledge cop. Gordon, T., Holland, J., & Lahelma, E. (2000). Making Spaces: Citizenship and Difference in Schools. Houndmills: MacMillan Press LTD. Hjelmér, C., Lappalainen, S., & Rosvall, P.-Å. (2010). Time, Space and Young People's Agency in Vocational Upper Secondary Education: A Cross-Cultural Perspective. European Educational Research Journal, 9(2), 247-259. Larsson, S. (2006). Ethnography in action. How ethnography was established in Swedish educational research. Ethnography & Education, 1(2), 177-195. Rosvall, P.-Å. (2011a). Pedagogic practice and influence in a social science class. In E. Öhrn, L. Lundahl & D. Beach (Eds.), Young people's influence and democratic education: Ethnographic studies in upper secondary schools (pp. 71-91). London: Tufnell Press. Rosvall, P.-Å. (2011b). Pedagogic practice and influence in a Vehicle Programme class. In E. Öhrn, L. Lundahl & D. Beach (Eds.), Young people's influence and democratic education: Ethnographic studies in upper secondary schools (pp. 92-111). London: Tufnell Press. Öhrn, E. (2001). Marginalization of democratic values: a gendered practice of schooling? International Journal of Inclusive Education, 5(2/3), 319-328. Öhrn, E., Lundahl, L., & Beach, D. (2011). Young people's influence and democratic education: Ethnographic studies in secondary schools. London: Tufnell press.
ER  - 

TY  - JOUR
T1  - Lärarstudenters utsagor om kvalitetsaspekter i handledning under den verksamhetsförlagda delen av utbildningen
T2  - Utbildning & Lärande
SN  - 2001-4554
A1  - Anderström, Helena
A1  - Manderstedt, Lena
A1  - Bäcklund, Johan
A1  - Florin Sädbom, Rebecka
PY  - 2020
VL  - 1
IS  - 14
SP  - 45
EP  - 64
LA  - swe
PB  - : Högskolan i dalarna
KW  - student teachers
KW  - elementary school
KW  - quality in mentoring
KW  - teacher training
KW  - social representations
KW  - svenska med didaktisk inriktning
KW  - swedish and education
AB  - Student teachers consider teacher training as an important part of teacher education. Despite this, students’ explicit descriptions of quality in mentoring have not been paid much attention in the Swedish context. This study aims to contribute with knowledge of student teachers’ expressions of quality in mentoring during the teacher training program. Two focus group interviews and seven individual interviews were conducted with student teachers specializing in teaching grades F–3 and 4–6, in teacher training schools that participated in the trial activities in Sweden. Their statements have been analysed based on the theory of social representations. The result shows that three social representations appear: Qualitative mentoring is characterized by a) student’s professional development, b) collegial cooperation, and c) trust. These social representations influence students’ expectations of mentoring and its design. Although the students want to be seen as colleagues, they expect mentors to decide when, where and how mentoring should be carried out, and to have a distinct feeling to use the right type of mentoring at the right time. The mixed professional roles, which is highlighted by the students but seem to be implicit, calls for different forms of mentoring strategies that need to be explicit for both the mentor and the student.
ER  - 

TY  - CHAP
T1  - Sociologiska perspektiv på religionsämnet i svensk grundskola
T2  - Högskolepedagogisk reflektion och praktik : proceedings från humanistiska och teologiska fakulteternas pedagogiska inspirationskonferens 2012
A1  - Nordin, Magdalena
PY  - 2014
SP  - 125
EP  - 147
LA  - swe
PB  - : Lunds universitet, Humanistiska och teologiska fakulteterna
AB  - The aim of the article is to add a sociological perspective on the subject of religion. This will be based on a review of the development of the subject, based on a critical analysis of the 2011 curriculum and curriculum for the subject of religion, both for primary school curricula for teacher education at the university as well as a textbook on religion.
ER  - 

TY  - JOUR
T1  - Lärarstudenters möte med uppfattningar om språklig mångfald under den verksamhetsförlagda utbildningen
T2  - NOA. Norsk som andrespråk
SN  - 0801-3284
A1  - Duek, Susanne
A1  - Hjalmarsson, Maria
A1  - Ljung Egeland, Birgitta
PY  - 2021
VL  - 22
IS  - 2
SP  - 21
EP  - 42
LA  - swe
PB  - : Novus Forlag
KW  - flerspråkighet
KW  - andraspråk
KW  - lärares uppfattningar
KW  - lärarstudenter
KW  - lärarutbildning
KW  - kritiska händelser
KW  - swedish as a second language
KW  - svenska som andraspråk
ER  - 

TY  - CONF
T1  - Promoting preschool student teachers’ democratic agency
A1  - Löfdahl, Annica
A1  - Ribaeus, Katarina
A1  - Enochsson, Ann-Britt
A1  - Hildén, Ebba
PY  - 2023
LA  - eng
KW  - teacher agency
KW  - democracy and fundamental values
KW  - preschool teacher education
KW  - horizontal networks
AB  - These results derive from a project on preschool student teachers’ professional development. The basic idea was that issues of democracy – discussed and talked about in different forms and contexts – are vital to become part of teachers’ agency. Thus, the project aimed to explore how the student teachers developed democratic agency during their teacher education.Theoretically, the project was grounded in an understanding of teacher agency, in which experiences, different contextual aspects as well as temporal dimensions are taken into account. For 7 semesters, a group of 10-20 preschool student teachers in Sweden participated voluntarily in the project throughout their entire teacher education. Our method was to gather regularly in conversations with the students in ‘horizontal networks’. These worked as arenas for the students to challenge their thoughts on democracy and values without being graded for their developing opinions. We were four researchers that, in about 70 occasions, met with the students in such conversations about their future profession. Our roles were to take part of reflections on issues of democracy and teaching profession.Our main results show that the students developed democratic agency though active participating in horizontal networks. The students themselves were able to describe the value of participating and how they perceived their democratic agency to be more developed compared to non-participating fellow students. The students in focus were able to reflect on issues of democracy in society, how they possibly could act differently in situations with children, colleagues and other actors in the preschool, issues that in previous research have been found to be difficult.The results demonstrate a need to clearly focus on issues of democracy in the teacher education in order to develop future teachers’ democratic agency, which doubtless has become even more necessary in the present democratically troublesome times.
ER  - 

TY  - CONF
T1  - Enhancing Chinese foreign language teachers’ intercultural competence: an action research study
A1  - Rosenkvist, Wei Hing
PY  - 2021
LA  - eng
KW  - action research
KW  - intercultural competence
KW  - chinese as a foreign language education
KW  - teacher education
AB  - In the past few decades, concerns and demands of promoting student intercultural communicative competence in foreign language education have been increasing along with the rapid growth of information technologies and globalization in the 21st century. In Sweden, related concepts such as internationalization, global citizenship, multiculturalism, and intercultural communication, are also keywords that would be found in the written learning objectives of foreign language education at all levels. Being one of the leading higher institutes in distance education in Europe, Dalarna University clearly states that after completion of the teacher education program, students shall understand the need for integrating internationalization, intercultural and global perspective in teaching and learning in Swedish schools and implement their studies to promote education in an international and global context.  Even though many teachers and educators agree with the institutes’ mission and vision about the importance of internationalization and the need to increase student understanding of intercultural and global perspectives, they might find this objective unattainable and restricted due to the nature of the subject and their knowledge of intercultural competence. When conducting a comprehensive Chinese language course for the students who are going to become Chinese foreign language teachers, the researcher found that all the learning objectives are linguistic oriented while grammatical components dominate the entire course. Apparently, there is a gap between the learning objectives of the course and the DU’s mission of fostering an international learner with intercultural and globalized perspectives. How to include this macro-learning objective in a foreign language course is a great challenge to the educator. Although scholars from different academic domains have provided different theoretical frameworks and approaches for developing student intercultural competence, research that focuses on the didactic perspectives of developing student intercultural competence in teaching Chinese as a foreign language education (CFL) is limited, and practical examples are rare.  This challenge has motivated the researcher to conduct an action research study that aims at integrating DU’s macro-learning objective in a current CFL course through different didactic practices to develop the student intercultural competence. This research study aims to, firstly, illustrate the cross-cultural knowledge integrated into the present Chinese language course for developing intercultural competence. Secondly, it investigates different didactic means that can be utilized to deliver cross-cultural knowledge to student teachers in the present course without generating dramatic disturbance of the syllabus. Thirdly, it examines the effectiveness of these didactic means in enhancing student-teacher intercultural competence regarding the need for integrating and implementing internationalization, intercultural and global perspectives in teaching and learning in Swedish schools. Last but not least, it intends to serve as a practical example for developing the student teachers’ intercultural competence in foreign language education in DU and fill in the research gap of this academic domain worldwide.
ER  - 

TY  - CONF
T1  - Motives, Goals and Perceived Outcome of Higher Education Teacher Training Courses in Sweden
T2  - International Consortium of Educational Development (ICED), 2016 Conference, Ethics, Care and Quality in Educational Development, Cape Town, 22-25 November, 2016.
A1  - Silander, Charlotte
A1  - Stigmar, Martin
PY  - 2016
LA  - eng
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - What are the motives for engaging in Higher education development courses? This question is of interest for educational developers, teachers, university managers and policy makers in order to design courses and to meet stakeholder´s expectations. Previous research has mainly focused the impact of higher education development courses on teacher practice and student learning. Few studies has investigated the motives behind these courses or addressed how the result is used by higher education institutions. In this paper the motives and perceived result is investigated among students, teachers, university management and the government. Preliminary result indicate a variety of motives among stakeholders.
ER  - 

TY  - JOUR
T1  - Expectations and discourses in multilingual preschool mathematics: Case study of a teacher of immigrant background
T2  - Philosophy of Mathematics Education Journal
SN  - 1465-2978
A1  - Delacour, Laurence
PY  - 2020
VL  - 36
EP  - 36
LA  - eng
PB  - : University of Exeter Press
KW  - discourse
KW  - expectation
KW  - preschool teacher
KW  - subjectivity
AB  - Preschool teachers have the important task of stimulating children in their development and preparing them for future schooling and lifelong learning. Many Swedish preschools today are characterized by great linguistic diversity among children and teachers. Many studies highlight the great benefits that multilingual children can gain from being able to use their native languages as resources when they learn other subjects, such as mathematics. This makes multilingual preschool teachers key players in today's education policy. For this research, I interviewed and followed a multilingual preschool teacher of immigrant background, anonymised as “Kajal”. I analysed Kajal's talk about and work with mathematics to understand what she was able to do and how she shaped her subjectivity as she navigated the expectations of various actors and prevailing norms in society.
ER  - 

TY  - CONF
T1  - Failure Procedures in Practicum: A Case Study of the Assessment Procedures at one Swedish Teacher Education Program
T2  - ECER 2015, Education and Transition. Contributions from Educational Research, Network: 10. Teacher Education Research. Budapest, September 7-11, 2015
A1  - Hegender, Henrik
PY  - 2015
LA  - eng
KW  - pedagogik och utbildningsvetenskap
KW  - pedagogics and educational sciences
AB  - The aim is to explore the assessment procedures in relation to student teachers’ knowledge during their school-based education (SBE, i.e. practicum). The study´s focus is directed to the procedures that come into play when student teachers are at risk getting a failure grade. The “assessment procedures” also include the written documents affecting the assessments.Assessments are usually communicated to students as written or oral statements. A summative assessment utterance is an assessment statement of the knowledge a student has. On the other hand, a formative one is a statement of a student´s future learning possibility and ability. Thus, summative assessments often become visible in examination and grading activities, and formative assessment within mentoring activities as guidance (cf. Black & Wiliam, 2009).Research results of assessments in SBE, in terms of the formative aspects, are extensive (Franke & Dahlgren, 1996; Ottesen, 2008; Sluijmans & Prins, 2006; Tillema & Smith, 2009). According to those studies assessment utterances from mentors and/or teacher educators during student-teaching conferences almost exclusively consists support and guidelines about student teachers’ learning possibilities, and very seldom a clear assessment of their present knowledge. Research on summative assessment issues in SBE can hardly be found, internationally or in Sweden (Goodwin & Oyler, 2008; Hegender, 2010; Hegender, Lindqvist & Nordänger, 2012). Additionally, these summative assessment procedures and outcomes seem to be very elusive and difficult to explore (Gardesten & Hegender, 2014; Goodwin & Oyler, 2008; Raths & Lyman, 2003). Gardesten and Hegender (2014) have examined summative assessment procedures and outcomes in SBE, and the results show that the assessment practices are very difficult for teacher education (TE) programs to manage and overview, and therefore, difficult for researchers to explore. For this reason, this study will explore one Swedish TE-programs’ assessment procedures during SBE.Research results regarding summative assessment issues within SBE are very few. This is clearly stated in a review article by Goodwin and Oyler (2008). One explanation of this problem is the absence of criteria for teacher incompetence in SBE, identified and described by Raths and Lyman (2003). Another probably explanation is TE programs’ inability to clarify different assessment roles and responsibilities of the two different parts within SBE; teacher educators and mentors (Basmadjian, 2011; Fernandez & Erbilgin, 2009; Ryve, Hemmi & Börjesson, 2011; Yusko & Feiman Nemser, 2008).A own research review performed 2012, (in connection to our own research project), shows a research picture similar to Goodwin and Oyler (2008).  A sort of pilot survey study, therefore was performed to all TE-programs in Sweden (N=25), directed to the TE-programs’ coordinators of SBE (Gardesten & Hegender, 2014). The coordinators were asked about the amount of failures, and about the procedures involved with failures in SBE (ibid.). The general results of all TE programs showed a mean value of 1 per cent failures. However, two programs had large amount of failures: eight and nine per cent. The aim is to explore the assessment procedures at one of these two programs. The tentative hypothesis is that this TE program could provide some interesting explanations about the failures in relation to their assessment procedures.What sorts of assessment procedures do the TE programs’ teacher educators describe are in play at the university and the schools, generally, and when PE student teachers are at risk of getting a failure during their SBE?How can the assessment procedures at the TE programs be understood in relation to the written documents that possible can affect the assessment procedures?Can the relatively higher number of student failures be explained by the assessment procedures and documents, and in that case how?MethodAt the studied program physical education (PE) student teachers are educated, and the amount of students admitted to the program annually is aprox. 200. The SBE coordinator at the program were contacted, i.e. one of the teacher educators. She recommended three more teacher educators who have experienced many SBE courses and the assessment procedures at the program. Consequently, four interviews with teacher educators were accomplished. Moreover, the program´s written documents were collected and analyzed in relation to the assessment procedures that the teacher educators communicated in the interviews (intended learning outcomes/criteria and examination assignments).Expected OutcomesDue to the research questions, and especially the third one (Can the relatively higher number of student failures be explained by the assessment procedures and documents, and in that case how?), are the study´s conclusion: probably Yes! The findings are only preliminary, further analytical work is necessary. Nevertheless, three preliminary explanations are given. 1) The teacher educators have a clearly proactive strategy when students are at risk getting a failure: calling and visiting the students, and there mentors, very often in order to assess them and their ”practical” teacher knowledge in schools. 2) The students are also assessed within seminars at the university: the school-based education is transformed to university-based education and the assessment is therefore also clearly based on students´ ”theoretical” teacher knowledge. 3) A fairly recently created rigorously structured system of assessment criteria with a clear progression about the learning of teacher knowledge is used at the program.ReferencesBlack, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21, 5-31. Basmadjian, K. G. (2011). Learning to balance assistance with assessment: A scholarship of field instruction. The Teacher Educator, 46(2), 98-125. Fernandez, M., & Erbilgin, E. (2009). Examining the supervision of mathematics student teachers through analysis of conference communications. Educational Studies in Mathematics, 72(1), 93–110. Franke, A., & Dahlgren, L. O. (1996). Conceptions of mentoring: An empirical study of conceptions of mentoring during the school-based teacher education. Teaching and Teacher Education, 12(6), 627-641. Gardesten, J., & Hegender, H. (2014). Underkännanden inom verksamhetsförlagd lärarutbildning: Resultat från en forskningsexpedition i svårframkomlig terräng [Failures within school-based teacher education: Results from a research expedition in difficult terrain]. Manuscript submitted. Goodwin, A. L., & Oyler, C. (2008). Teacher educators as gatekeepers. Deciding who is ready to teach. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers. (Eds), Handbook of research on teacher education: Enduring questions in changing contexts, (pp. 468-489). New York, NY: Routledge. Hegender, H. (2010). The assessment of student teachers’ academic and professional knowledge in school-based teacher education. Scandinavian Journal of Educational Research, 54(2), 151-171. Hegender, H., Lindqvist, P., & Nordänger, U. K. (2012). Från samspråk om lämplighet mot förhandling om skicklighet? Bedömningssamtal i verksamhetsförlagd lärarutbildning [From talking about suitability to a negotiation of skills? Student-teaching conferences within school-based teacher education]. Pedagogisk Forskning i Sverige, 12(1-2), 61-79. Ottesen, E. (2007). Teachers ”in the making”: Building accounts of teaching. Teaching and Teacher Education, 23(5), 612-623. Raths, J., & Lyman. F. (2003). Summative evaluation of student teachers. An enduring problem. Journal of Teacher Education, 54(3), 206-216. Ryve, A., Hemmi, K., & Börjesson, M. (2011). Discourses about school-based mathematics teacher education in Finland and Sweden. Scandinavian Journal of Educational Research, 55, http://dx.doi.org/10.1080/00313831.2011.623178 Sluijsmans, D., & Prins, F. (2006). A conceptual framework for integrating peer assessment in teacher education. Studies in Educational Evaluation, 32(1), 6-22. Tillema, H. H., & Smith, K. (2009). Assessment orientation in formative assessment of learning to teach. Teachers and Teaching: Theory and practice, 15(3), 391-405.
ER  - 

TY  - CONF
T1  - Pre-service and novice language teachers' development of summative assessment literacy
T2  - EARLI 2021 Online
A1  - Yildirim, Ali
A1  - Fröjdendahl, Birgitta
A1  - Dragemark Oscarson, Anne
A1  - Hildén, Raili
PY  - 2021
SP  - 19
EP  - 19
LA  - eng
PB  - : European Association for Research on Learning and Instruction
KW  - summative assessment
KW  - teacher education
KW  - education in languages and language development
KW  - utbildningsvetenskap med inriktning mot språk och språkutveckling
AB  - The purpose of this collaborative workspace is twofold: (1) introduce an ongoing research project on pre-service and novice language teachers’ development of summative assessment literacy funded by the Swedish Research Council (2019-21), and (2) discuss the preliminary results within the context of previous research and relevant theoretical models in order to establish a broader research collaboration for studying the development of summative assessment literacy through pre-service teacher education.  There are different approaches to developing summative assessment literacy such as “assessment for learning” and “assessment of learning,” and it is critical to analyze the impact of these approaches and the respective learning opportunities (courses, seminars, practices, etc.) on pre-service teachers' development of summative assessment literacy.
ER  - 

TY  - JOUR
T1  - Appropriating Facebook: Enacting Information Literacies
T2  - Human IT
SN  - 1402-1501
A1  - Hanell, Fredrik
PY  - 2014
VL  - 3
IS  - 12
SP  - 5
EP  - 35
LA  - eng
PB  - Borås : Högskolan i Borås
KW  - information literacy
KW  - social network sites
KW  - socio-cultural theory
KW  - appropriation
KW  - higher education
KW  - teacher training
KW  - library and information science
AB  - The aim of this paper is to describe and analyse the repurposing of Facebook into a tool for learning in teacher training, and how information literacies are enacted in the process. The study is informed by a socio-cultural view on information literacy which implies that learning and literacies are situated, tool-based practices. An ethnographic study of a Facebook Group with two hundred Swedish teacher trainees and two educators is conducted. Five semi-structured interviews contextualize and validate the online material. 201 conversations from the Group during April and May 2012 are analysed using the theoretical concept appropriation and the empirical lens of information literacy. The Facebook Group can be appropriated as a problem-solving tool and a relation-building tool. Depending on the mode of appropriation, different information literacies including different conceptions of credibility are enacted in the Facebook Group.
ER  - 

TY  - CONF
T1  - First teachers" in mathematics. A survey study of the Career Step Reform in Swedish schools
T2  - Paper presented at the Nordic Educational Research Association (NERA), Copenhagen
A1  - Eriksson, A
A1  - Player-Koro, Catarina
PY  - 2017
LA  - eng
KW  - policy reform
KW  - teachers
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - Beyond fragmentation and essentialism: Family resemblances as a metaphor for didactic research
T2  - Abstract Book
A1  - Mårdh, Andreas
A1  - Öhman, Johan
PY  - 2024
SP  - 218
EP  - 218
LA  - eng
PB  - : Nordisk förening för pedagogisk forskning
KW  - general didactics
KW  - family resemblance
KW  - wittgenstein
KW  - education
AB  - Research topic/aim: This paper constitutes a philosophical response to the recurring discussion about how the cohesion of didactic research can be conceptualized in the face of its diversity and fragmentation (Gundem, 2011; Ligozat & Almqvist, 2018). So far, the challenge posed by fragmentation has been met with efforts to articulate a common ground on which all forms of didactic research can rest. This is most evident from the field’s tendency to define didactics in terms of some core elements or ideas. As a prevailing metaphor in contemporary research (cf. Sfard, 1998), the ‘core of didactics’ has figured in several key publications and has centered on, for instance, the expanded didactic triangle, the didactical questions or the contingent relationship between educational content and meaning (e.g. Hudson & Meyer, 2011; Hopmann, 2007; Klafki, 1995). While defining the field’s coherence is necessary, we argue that the use of ‘core’ as a prevailing metaphor implies an essentialist notion of didactics that risks limiting the originality of future research. As such, this paper aims to challenge the metaphor of a didactic core by providing an alternative way of conceptualizing the cohesion of didactic research. In other words, we aim to suggest and exemplify a new metaphor by which the field’s commonality can be understood in a non-essentialist manner.Theoretical framework: The suggested metaphor draws on Ludwig Wittgenstein’s (1953/2009) philosophy about language games and how these are interconnected through a series of family resemblances, rather than only a single common feature. As such, we offer a conceptualizaton of didactic research as consisting of many different discourses which are related to each other through a network of similarties.Methodological design: Although primarily a theoretical study, we exemplify and support our argument by presenting an analysis of empirical research articles published in the journals Acta Didactica Norden and Nordidactica during 2020-2022. By applying a purpose-related selection process (Creswell, 2013), a method of comparative reading (Säfström & Östman, 1999), and a retroductive analytical procedure (Glynos & Howarth, 2018) we tentatively sketch some of the language games and family resemblances that are present in contemporary didactic research.Expected conclusions/findings: In total, three langauge games are outlined: i) didactics as research on curricular conditions, ii) didactics as research on meaning-making, and iii) didactics as research on teacher reflections. While the language games differ with regards to their objects of study, our analysis shows that their similarities can be sorted into categories based on theoretical, methodological, and practical affinity. The affinities of the language games are consequently used to illustrate and argue that it is reasonable to conceptualize the cohesion of didactic research, not in terms of a common core, but as a network of overlapping family resemblances.Relevance to Nordic educational research: In sum, the relevance of this paper is two-fold. First, it presents a new and non-essentialist metaphor for conceptualizing the cohesion of the didactic research field. Second, by using examples drawn from the aforementioned journals, the paper can revitalize the current meta-discussion about didactics within the specific context of Nordic educational research.
ER  - 

TY  - CONF
T1  - Exploring morphological compound noun decomposition in L1 Swedish, Finnish, and Italian learners of L2 English
T2  - Book of Abstracts: EuroSLA 34
A1  - Suhonen, Lari-Valtteri
A1  - Gyllstad, Henrik
A1  - Zordan, Angelica
PY  - 2025
LA  - eng
PB  - Tromsø
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - teacher education and education work
ER  - 

TY  - CONF
T1  - L2 English nominal compound processing: Investigating morphological decomposition by L1 Swedish, Finnish, and Italian learners
A1  - Suhonen, Lari-Valtteri
A1  - Gyllstad, Henrik
A1  - Zordan, Angelica
PY  - 2025
LA  - eng
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - teacher education and education work
ER  - 

TY  - CONF
T1  - Teacher’s leadership and computers in the classroom: Combining theory and practice for development and learning in an R&D project
A1  - Wetso, Gun-Marie
PY  - 2013
LA  - eng
PB  - Högskolan Dalarna
KW  - ict-knowledge
KW  - in-teacher training at university level
KW  - intervention study
KW  - special education
KW  - activity theory e
AB  - The article describes a Swedish research project (year 2010-2012) founded on classroom observations and conversations with teachers. The objective is to follow up work on implementing computers as a learning tool in three pre/primary classes and one secondary school class, whilst teachers take part in a university course on ICT-knowledge, special education and measures programmes. Activity theory is used to highlight the relationship between human, environment and activity and the needs and motives that bring about changes in the work (Leontiev, sv 1986). The study includes 15 primary teachers, two preschool teachers and five secondary school teachers. The results show that the teachers' thinking and acting changed over time to be more aware of the possibility to create an inclusive environment in the classrooms (Wetso 2012a). Some teachers showed that they (year one) could balance the challenge to meet the children’s different needs for learning with the computer as a learning tool as well as caring for the transformation of the school the be more inclusive. They took the pedagogical leadership and left it up to a kind of wellbeing process for the school and created a multi-learning environment in the school context. Second year many teachers changed their strategies to promote the children’s learning more successfully. Third year almost all teachers had changed their procedure in practice to be more inclusive. A few teachers still sort children in categories. They had difficulties to see their own leadership and effects of activities related to process making for learning. Keywords; ICT –knowledge, in-teacher training at university level, teachers’ leadership, special education, activity theory
ER  - 

TY  - CHAP
T1  - The construction of upper secondary teachers in current education reforms.
T2  - Advancing Quality Cultures for Teacher Education in Europe:
A1  - Lundström, Ulf
PY  - 2010
SP  - 183
EP  - 208
LA  - eng
PB  - Umeå : Umeå School of Education, Umeå University
KW  - teacher education policy
KW  - upper secondary teachers
KW  - reform
KW  - professional autonomy
KW  - knowledge
AB  - The last few decades have been characterised by extensive school reforms and the change-pace has been high in many countries. This is also true for Sweden, which could be of international interest as an example of new policy trends.  The aim of this article is to describe and discuss how the upper secondary teachers’ professional roles and projects are constructed in current policy texts. Documents from two reform periods (1988-2004 and 2008) are analysed. Using critical discourse analysis, three themes are focused: how the motives for the reforms are represented, how knowledge and tasks are defined and what the implications may be for the professional autonomy. The transition from the first to the second reform period implies substantial shifts of Swedish education policy. The long tradition of reforms aiming at integration of all students is broken and the strivings for decentralisation has come to a halt. The motives for change were during the first period described as new demands from rapid changes in the surrounding world and working life, while they in the second period are about the low quality of the present educations. There is also a shift in the construction of teachers and views on desirable knowledge. Knowledge is now defined as competence which narrows the wide definition of knowledge from the first period. Work-related learning is given priority, while other tasks for the upper secondary education are toned down. The previous emphasis on teachers’ autonomy is replaced by stronger state governing and more influence from the receivers of the students, at the cost of teachers’ discretionary power. These changes clashes with the present curriculum and teachers’ professional identities.
ER  - 

TY  - CONF
T1  - Future challenges with focus on aesthetic perspectives in Swedish preschools
A1  - Lindqvist, Anna
PY  - 2017
LA  - eng
PB  - EECERA
KW  - cultural life
KW  - preschool teacher education
KW  - competence
AB  - The aim of this paper is to analyse future challenges in Swedish preschools according to childrens right to learn in and through the arts (Bamford, 2006). This presentation adress how students and one professional composer describe their process of learning related to arts subjects in preschool. A report from the Swedish Arts Council stresses the need of professional artists in preschool. It is also expected that preschool teachers incorporate national curriculum goals which include areas with focus on arts subjects. Sheridan et al. (2011) describes how Swedish preschool teaching has been changed and shows that different areas needs to be developed. Ehrlin (2014) talks about few academic credits in the aesthetic subjects which implicate the training of future preschool teachers. Illeris (2015) emphasise three qualities in relation to competence development; functionality, sensitivity and sociality of learning and believe that all three dimensions must be included in learning. The study is interpretative, conducted from an experience-near perspective (Dewey, 1934). The data is collected to semi-structured interviews with one professional composer and 55 narrative texts written by preschool students during their second course in aesthetic subjects. All respondents were informed about the study and ethics guidelines. Participation was voluntary. Collected data were anonymised with guarantee of confidentiality. All identifying characteristics in the texts have been changed. The paper will discuss the process of learning as competence development from different approaches in terms of professional knowledge, understanding and skills related to arts subjects. What learning processes and training needs, do the participants describe?
ER  - 

TY  - CONF
T1  - AI Blessed Teacher? Discourses on Artificial Intelligence and Teacher Professional Development in Sweden
A1  - Mikhaylova, Tatiana
A1  - Pettersson, Daniel
PY  - 2025
LA  - eng
AB  - Research topicIn 2024, the Swedish Ministry of Education has introduced a course on AI in upper secondary and adult education (Komvux). In response, several universities across the country have organized professional development courses aimed at improving teachers’ competence in the field of AI. This study aims to explore the hopes and fears attached to AI in political and academic discourses on the teaching profession in Sweden.Theoretical framework  We draw on the notion of policy assemblage (Savage, 2019) to examine how different political imaginaries, rationalities, technologies, infrastructures, and actors collectively shape certain perspectives on AI and its role in education. By focusing on 1) policy rationalities and 2) academic discourses as expressed in the literature of newly established AI courses for teachers, as parts of the policy assemblage, we explore how they construct the kinds of teachers (cf. Hacking, 2006) in response to different problematizations (Foucault, 1994) of AI and education.Methodology Two sets of data were collected to examine and contrast two parts of the policy assemblage described above. These are (1) Swedish and international policy documents on AI in education in general and in relation to the teaching profession in particular, (2) syllabi and reading lists for courses on AI for teachers.  In analyzing the empirical sources, we focused on (a) whether AI is presented as a threat or a blessing for teachers, (b) what visions of desirable futures are embedded in different discourses on AI and the teaching profession, (c) what kinds of teachers are envisioned by different discourses. Special attention was paid to the visuals accompanying some of the selected texts, as they often carry important messages that may not be explicit in the text itself.  Findings Preliminary findings suggest that discourses about AI produce specific kinds of teachers-those who are adaptable, digitally literate, and data-oriented. We also find that discourses about AI in education are shifting from framing it as a salvation for educational problems to framing it as a potential threat to the teaching profession. The polarized visions of AI as either a silicon savior or an iron-fisted digital dictator are also reflected in the accompanying imagery, which depicts a world in which AI is seamlessly integrated into classrooms, symbolizing hopes for efficiency, as well as fears of overly mechanistic teaching and learning and reduced human connections.Relevance to Nordic educational research  In the Nordic countries, education has historically been rooted in values such as equity, inclusivity, and democracy - principles that prioritize humanistic, student-centered teaching. By exploring different discourses on AI and the teaching profession in Sweden, the study contributes to an understanding of how AI might affect or even challenge these values in the Nordic context.  
ER  - 

TY  - JOUR
T1  - Colour and Form: Changing Expressions of Vocational Knowing Within Floristry Education
A1  - Gåfvels, Camilla
LA  - eng
KW  - conceptualisation
KW  - floristry education
KW  - handicraft
KW  - ways of knowing
KW  - colour and form theory
KW  - colour wheel
AB  - This article investigates colour and form as pedagogic content in Swedish upper secondary school floristry education between 1990 and 2015, using an analytical approach that draws on social anthropology and falls within the framework of a sociocultural interpretation of educational activity. The data were obtained from multiple sources, including interviews with an experienced senior teacher, which revealed the local history of a leading Swedish floristry school. During the period studied, subject matter related to colour and form became increasingly formalised, with the so-called colour wheel becoming a frequently used educational tool. The findings of the article are as follows: (i) conceptualisation, verbal analysis and reflection have increased in importance within Swedish floristry education since the 1990s; (ii) the colour wheel serves as a tool for participants in education for making aesthetic judgements; (iii) examples show that colour and form theory and practice are intertwined in contemporary Swedish floristry education; and (iv) colour and form theory is one of the tools used by teachers to assess what makes certain designs more or less appropriate. These findings form the basis for the discussion of two aspects of contemporary Swedish floristry education: the colour wheel as a pedagogical tool and the role of conceptualisation, verbal analysis and reflection. 
ER  - 

TY  - CONF
T1  - Teacher’s leadership in web-based language courses in Dalarna University, Sweden
T2  - International conference “ICT for Language Learning”
A1  - Pruth, Alex
PY  - 2012
SP  - 411
EP  - 413
LA  - eng
PB  - Florence, Italy : Libreriauniversitaria.it
KW  - teacher´s leadership
KW  - utbildning och lärande
KW  - education and learning
AB  - The purpose of this presentation is to discuss how teacher’s leadership can be used as a teaching method in web based language education. The environments that offer online courses provide a wide field for discussion on the contact between teacher and student. My intention is to contribute to the debate on teacher leadership in online courses. In my earlier studies on leadership, I have explored how some religious leaders affected different social movements in Brazil during the military dictatorship (1964-1985). Pruth (2004) by examining the three kinds of legitimacy described by Max Weber I aimed at seeing and analyzing how religious leaders used different teaching methods to explain their messages to ordinary citizens. Thus my research showed how educational leadership is a way to get people to reach their goals. I became interested in the subject teacher’s leadership whenI participated in a survey of the teaching methods of language courses in Dalarna University which is funded by the NGL Center of Dalarna University. In  this project, we have made interviews with the teachers, undertaken the course plans (in the language department at Dalarna University) and categorized the learning outcomes. A questionnaire was constructed based on the learning outcomes and then either sent out remotely to teachers or completed face to face through interviews. The answers provided to the questionnaires enabled the  project to identify many differences in how language teachers interact with their students but  also, the way of giving feedback, motivating and helping students, types of class activities and materials used. This made me aware of how teachers use their leadership or not in their teaching. My focus is to look at the relationship between teachers and students as an important part of the development and quality of online courses. The teacher's performance on campus is different from online courses. I want to understand how the contact between teachers and students in online courses develop and look at how students can make use of this contact and what influence the teacher's leadership has on the ability for the students to achieve the goals of their course
ER  - 

TY  - JOUR
T1  - Ett drömspel: En lärarstudent utmanar gymnasieelever att tolka Strindberg
T2  - Utbildning och Lärande / Education and Learning
SN  - 2001-4554
A1  - Rejman, Katarina
A1  - Zetterholm, Elisabeth
PY  - 2021
VL  - 2
IS  - 15
SP  - 45
EP  - 62
LA  - swe
PB  - Falun : Högskolan Dalarna
KW  - student teacher
KW  - literature didactics
KW  - literature in education
KW  - interpretative strategies
AB  - In this study, we follow a student teacher who has been given the assignment in her first school placement to work with August Strindberg’s A Dream Play, in Year 2 of upper secondary school. The class she is teaching consists of 22 boys in the technology programme. Her challenge, as she herself expresses it, is how to get the pupils to experience A Dream Play as a meaningful text that concerns them and their lives. The theoretical frame of reference consists of theory of literature instruction, and a model of investigative-oriented literature instruction is used in the analysis to show how the teacher student carries out instruction and challenges the pupils to use different kinds of interpretative strategies. The results indicate that this instruction involves a number of features that characterise such literature teaching practice, for example, by giving pupils opportunities to connect their own experiences to Strindberg’s play, and having them use their own interpretations and experiences to create a video. In this way, the instruction becomes situated in the classroom context and has an aesthetic and creative dimension. The pupils are also challenged to do a close reading of an excerpt and try out their interpretations in dialogue with their classmates. 
ER  - 

TY  - CONF
T1  - To Include The Invisible: An Interview Study Of Inclusive Physical Education And Pupils With Neurodevelopmental Disorders (NDD) And Their Peers
A1  - Thoren, Anna
PY  - 2018
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Including the invisible – a study of what PE practice becomes in classes in which pupils with neurodevelopmental disorders are integratedAbstract Background: Previous research on inclusive physical education (PE) has often focused on pupils with visible physical disabilities and how to facilitate and adapt PE so that they can play an active role in the educational situation. Many lessons about inclusion have emerged from this important field. However, less is known about more ‘invisible’ variations. In Sweden, for example, many pupils who are diagnosed with neurodevelopmental disorders (NDD), such as ADHD and Autism, are integrated into mainstream classes. These pupils are often more sensitive to demands and stressful situations and struggle to decode social interactions. When it comes to lessons in PE, little is known about how pupils with NDD perceive the educational situation and what they need so that PE is successful for them. Purpose: The purpose of this study is to investigate what PE practice becomes in classes in which pupils with NDD are integrated. John Dewey’s transactional perspective is applied and the research question is: What are the inclusion and exclusion processes in classes in which pupils with NDD are integrated? Methods: Data generation consisted of 9 field observations and 13 individual interviews with pupils (aged 10-11) in three classes in two different schools in one municipality. The municipality was awarded a grant by the Swedish authorities to work towards the creation of a more favourable school situation for pupils with NDD. The students who were diagnosed as having NDD were not known in advance. The sample also consisted of pupils without a diagnosis and one pupil with NDD was not sampled. This was a conscious choice based on an ambition to study these pupils at a group level together with peers. Findings: The study identified that PE practices include processes of inclusion and exclusion. These practices are: (i) to organise, (i) to cooperate, (ii) to sweat and (iii) to win. ‘To organise’ is a comprehensive practice that is transactionally identified and is foregrounded by teachers’ actions, while the other three are embedded in the practice ‘to organise’, which has pupils’ actions in the foreground. Within each practice, processes of inclusion and exclusion are described using excerpts from the pupils own voices. Conclusion: The study reveals how some inclusive practices that are implemented to support some pupils with NDD exclude other pupils with or without NDD. Accordingly, working in an integrated way can be both inclusive and exclusive. It would seem that successful inclusive education in PE is as much about group dynamics as about different diagnoses of pupils. Applying a pupil’s perspective in further research will be crucial if we want to learn more about the practical and emotional implications of inclusive education in PE. Keywords: neurodevelopmental disorders, physical education, inclusion processes, exclusion processes, primary school
ER  - 

TY  - CONF
T1  - Didactical dilemmas while teaching controversial socio-scientific issues: an international comparison
T2  - Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education
A1  - Rydberg, Christian
A1  - Olander, Clas
A1  - Sjöström, Jesper
PY  - 2017
SP  - 1111
EP  - 1122
LA  - eng
PB  - : Dublin City University
KW  - socio-scientific issues
KW  - interdisciplinary teaching
KW  - environmental education
KW  - education for sustainability
KW  - teacher professional development
AB  - This study followed groups of teachers within an Erasmus+-partnership, in which the teachers conducted an intended reflexive and interdisciplinary teaching about complex and controversial issues, including socio-scientific issues. Five schools, with students aged 12-16 years, in five different countries (Croatia, Poland, Italy, Sweden and Turkey) were involved. The overall research design was inspired by research models where researchers and practitioners cooperate and share responsibility. Iterative systematic investigations have been done, when teachers with support of a teaching model created interdisciplinary arenas in their respective context. Through focus groups and participant observation, the study aims to explore potential tensions that emerge during the enactment of the interdisciplinary teaching. Preliminary results show a variety of emerging tensions that might cause didactical dilemmas. The tensions are anchored both at macro level, concerning different types of curriculum goals and related to politics and religion, as well as those at the classroom level and at levels in between.
ER  - 

TY  - CONF
T1  - Multimodal layers: A comprehensive framework for understanding meaning-making through technology use in learning settings
T2  - 2021 International conference on multimodality (10ICOM) - Multimodality for transformation
A1  - Schnaider, Karoline
PY  - 2021
SP  - 156
EP  - 156
LA  - eng
KW  - education
AB  - There is a need for a social semiotic multimodal take on meaning-making through technology use in research and practice in a comprehensive frame of understanding (Schnaider, Gu & Rantatalo, 2020). Contemporary social semiotic multimodal research has identified the multiplicity in meaning-making through technology use within different semiotic systems. Some components have specifically been highlighted such as activities, actions on different levels of mediation and modes of representations in relation to hardware and software technologies, functional properties, and sign-systems that moves across configurations of technologies and users (Adami, 2010; 2014; Djonov & van Leeuwen, 2011; 2013; 2018; Jewitt, 2005; Norris, 2002; Ravelli & van Leeuwen, 2018; The Swedish national agency for education, 2018; Vigild Poulsen, 2018; Zhao & van Leeuwen, 2014; Zhao and Zappavigna, 2018). With a concert of different actors in learning settings such as schools, current research has also pointed out that teacher use is overlooked (Schnaider et al., 2020). Although some considerable contributions to understanding meaning-making through technology use by pinpointing essential aspects have been made, research has not yet united and comprehensively theorized the components important when studying meaning-making through technology focusing on learning settings and actors in school. Previous research is limited in equally exploring the nature of technologies and meaning-making practices. To amend existing research gaps, a multimodal layer (ML) perspective was created that unites the technologies to the meaning-making of different actors in school (Schnaider et al., 2020). In this paper, the ML framework will be theoretically developed and refined from the research question; what multimodal principles can guide a comprehensive understanding of technology use in learning settings?The findings of three previous empirical studies on teachers’ and students’ meaning-making through technology use from the ML perspective will be synthesized, developed, and refined by methods of qualitative meta-synthesis (Finfgeld-Connett, 2018) from the five components: technologies (configurations of hardware/software) (Ravelli et al., 2018), technologies functional (the taxonomy, Wartofsky, 1979) and semiotic properties (Jewitt, 2017), modes of representation and activities (Bezemer & Kress, 2016; Kress, 2010; Kress et al., 2014).The ML framework offers a lens through which the variations between the five components can be identified. By developing the framework, the distinction and overlaps that were found to exist between the layers’ components can be clarified, and how the layers vary in emphasis between activities, users, and technologies. The ML can offer new comprehensive insights into how teachers and students variously mediate meaning in learning settings through different configurations of technologies and representational forms. Detailed knowledge on the nature of the technologies and their relations to teachers’ and students’ meaning-making activities is important since it can guide both design thinking and learning design and model future technology use and implementation.
ER  - 

TY  - JOUR
T1  - Choose us, we are different! Free schools' self-descriptions and -positioning in the Swedish educational system.
T2  - Utbildning och Demokrati
SN  - 1102-6472
A1  - Billmayer, Jakob
PY  - 2019
VL  - 1
IS  - 28
SP  - 79
EP  - 98
LA  - eng
PB  - : Örebro universitet
KW  - free schools
KW  - market differentiation
KW  - marketing
KW  - school market
KW  - self-descriptions
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - teacher education and education work
AB  - Since the beginning of the 1990s, Swedish parents have had the possibility of choosing schools for their children based on publicly funded school vouchers. At the same time, free schools started to develop, competing for the pupils. Even though the free schools are a part of the educational system, obligated to follow the same rules as the public schools, they describe themselves as different, something outside the system yet inside the system. The aim of the paper is to analyse and discuss the different strategies of integration into and differentiation within the educational system. Economic theory on competition and differentiation strategies is used to analyse the content of the three largest free school companies’ websites. The free schools mainly integrate into the legal aspects of the educational system and differentiate themselves from other schools by making claims about qualitative superiority. Different free schools position themselves differently relative to the educational system.
ER  - 

TY  - CONF
T1  - Learning from each other: music teacher training in Europe with a special focus on England, Slovenia, Sweden and Germany
T2  - Music inside and outside the school
A1  - Brändström, Sture
A1  - Gall, Marina
A1  - Pance, Branka Rotar
A1  - Stöger, Christine
A1  - Summer, Gerhard
PY  - 2011
SP  - 325
EP  - 344
LA  - eng
PB  - Frankfurt am Main : Peter Lang Publishing Group
KW  - musikpedagogik
KW  - music education
ER  - 

TY  - CONF
T1  - Concordance between Intercultural and Critical education within the realms of literacy education: paper presented at "intercultural vs Critical Education" - Contrast or concordance? 14-17 april 2011 på Södertörns högskola
A1  - Damber, Ulla
PY  - 2011
LA  - eng
KW  - bilingualism
KW  - critical reading
KW  - the four reader role model
KW  - tvåspråkighet
AB  - This presentation will focus the importance of teachers’ work with early readers.  Swedish students’ reading comprehension competencies are being debated as the PISA results have indicated a decline in recent years. I will debate how this focus on results may counteract the aim to improve Swedish students’ literacy levels; in particular, when paying respect to the fact that Swedish classrooms today are multicultural and multilingual. Three different studies underpin the argumentation; one of bilingual students’ successful literacy achievement in the primary years, one of the value systems indicated in Swedish basals commonly used in early literacy teaching, and one of the relative lack of teacher initiated conversations after reading aloud in pre-school.  I draw the conclusion that the nurturing of critical perspectives in the early years need to be emphasized to a much greater extent. Language-wise we know how important talking about texts is for semantic growth, but also growth regarding political literacy earns attention, as the ethnically Swedish middle-class family and traditional gender roles permeate the content in the analyzed text-books. The preschool-teachers in the third study indicated that both lack of knowledge of the importance of ´talking text´ and lack of time made those occasions very scarce. I argue that the creation of a learning climate encouraging negotiations of meaning at all educations is crucial.  Time required for text-related oral activities and further implementation of critical perspectives in the early literacy activities should not be questioned, if mainstream is to include diversity and all children are to have similar opportunities to develop both literacy and their realms of reference within their Zone of Proximal Development.  To conclude, the tentative effects of the increasing focus on results will be discussed in relation to these studies.
ER  - 

TY  - CONF
T1  - From vision to reality: A model for developing a visionary democratic Teacher Education
A1  - Mitiche, Annette
A1  - Gustafsson, Tommy
A1  - Dimenäs, Jörgen
PY  - 2021
LA  - eng
AB  - From vision to reality-A model for developing a visionary democratic Teacher Education  Annette Mitiche1, Centre for School Development, City of Gothenburg and University of Gothenburg Tommy Gustafsson, Department of Mathematical Sciences, University of Gothenburg and Chalmers University of Technology Jörgen Dimenäs, School of Education, Dalarna University Abstract  Both teacher education and the school system have in Sweden the last decades undergone several major reforms, based on policymakers’ ideas more than on research about good teaching and learning, designed to support a democratic society. Teacher training programs still often focuses on academic theories about teaching profession. Only a minor part concerns student teacher meeting with the professional activity and the outcome of democratic values.  This study claims that closing the gap between coursework and clinical work in teacher training programs by creating a common vision will give student teachers the opportunity to achieve valuable goals and create equity for a democratic society. The purpose of the paper is based on an empiric model in teacher education and argue for a renewed teacher training model for developing a visionary democratic teacher education, which clearly supports students to develop a qualitative high level of expertise and an interest in the teaching profession. As a result of the research we argue that teacher educations should have a more integrative structure to make visible which knowledge is needed in the schools of the future. We are also arguing for integrative pedagogical content knowledge to develop ideas to capture a subject integrated education perspective on issues related to sustainable development. The paper focus on items as literacy and knowledge of interculturality in relation to democratic values and a more refined assessment basis for the observation of student teachers' teaching. There is a strong case for a clearer integration of the university content of the education with an equal and simultaneous content during the practical part. Our conclusion is that there are clear research-based arguments and actions that can lead to a development of Swedish teacher education with a focus to stimulate and support teachers to be a part of creating an equal society.   
ER  - 

TY  - CHAP
T1  - Exploring the effects of following different tracks of study in upper secondary education on cognitive test performance
T2  - <em>Cognitive abilities and educational outcomes</em>
A1  - Åberg-Bengtsson, Lisbeth
PY  - 2017
SP  - 173
EP  - 188
LA  - eng
PB  - Cham, Switzerland. : Springer
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The research presented in this chapter explores, using examples from an earlier version of the Swedish Scholastic Aptitude Test [the SweSAT], the possible environmental influence on cognitive test performance with respect to the effects of differences in earlier education. Relatively large differences in results between students having attended different tracks of study in upper secondary school have been noticed in the SweSAT. Obviously, this may be due to initial differences when entering these tracks. However, it may also be assumed that different tracks followed in the upper secondary schooling may influence abilities measured by the SweSAT in a different manner. The present study tentatively proposes the effects of track of study both on the observed results in a set of sub-tests and on certain ability factors previously proposed to lie behind performance on the test, after control for marks, at the end of lower secondary education.
ER  - 

TY  - CHAP
T1  - Efter flykten: Migrationens innebörder och förändrade villkor för barn och föräldrar som beviljats uppehållstillstånd i Sverige
T2  - Barn- och ungdomsvetenskap. Grundläggande perspektiv
A1  - Bergnehr, Disa
PY  - 2018
SP  - 379
EP  - 391
LA  - swe
PB  - Stockholm : Liber
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - Municipalities as mediators and enactors of marketisation and inclusion policies in the Swedish upper secondary school
A1  - Holm, A-S
A1  - Lundström, U
PY  - 2014
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - Sustainability in early childhood: perspectives of professionals and children
T2  - Abstract book
A1  - Lecusay, Robert
A1  - Mrak, Lina
A1  - Nilsson, Monica
PY  - 2021
LA  - eng
KW  - early childhood education and care for sustainability
KW  - teaching
KW  - preschool
KW  - cultural historical activity theory
KW  - sweden
AB  - Swedish preschool pedagogues have recently been coping with increased expectations to engage in “adult-led, goal oriented” teaching, and work with sustainability-related issues. In Swedish preschool provision, teaching and sustainability are contested concepts that embody pedagogical tensions (e.g. teaching as a school-like vs. a holistic activity; sustainability as an environmental and/or social concern). Some pedagogues have thus responded with ambivalence to this teaching/sustainability assignment. The present study explores how Swedish preschool pedagogues, experienced in Early Childhood Education and Care for Sustainability (ECECfS) research and practice, engage in teaching. Qualitative case studies were conducted of teacher teams from three preschools. The teams participated in a series of government-sponsored workshops for designing outdoor spaces in preschools as sustainable, multifunctional environments. Case studies were based on group interviews, surveys, and field observations. Drawing on concepts from cultural-historical activity theory, thematic analyses were conducted to characterize practitioner conceptions and practices of ECECfS and teaching in preschool. The study met all criteria for ethical conduct. Teachers described ECECfS in terms of what is learned and how. What: environmental knowledge; attitudes, feelings toward the environment, and toward others; self-confidence. How: arrangements for time “in nature”; systematic observation; pretend play; themed project work. Pedagogical tensions were identified which linked these descriptions thematically: ECECfS as teaching content vs. “teaching” values; approach vs. sensitivity to the environment; ECECfS as environmentally vs. socially focused. Implications are discussed for developing pedagogies that advance the ECECfS ethos of adult-child coparticipation in and co-determination of preschool activities. 
ER  - 

TY  - CONF
T1  - Why implementing a Japanese inspired lean production model in a Swedish automotive company? Problems and outcomes
A1  - Oudhuis, Margareta
PY  - 2011
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - JOUR
T1  - Why study literature in English? A syllabus review of Swedish primary teacher education
T2  - Utbildning och Lärande / Education and Learning
SN  - 2001-4554
A1  - Dodou, Katherina
PY  - 2021
VL  - 2
IS  - 15
SP  - 85
EP  - 110
LA  - eng
PB  - Falun : Högskolan Dalarna
KW  - litteraturdidaktik
KW  - grundlärarutbildning
KW  - engelska
KW  - akademiska kursplaner
KW  - litteraturstudiers relevans
AB  - Artikeln behandlar litteraturstudiers relevans i grundlärarutbildningens engelskämne nationellt. Den bygger på en beskrivande och jämförande analys av akademiska kursplaner från samtliga grundlärarutbildningar i Sverige för det akademiska året 2017–18. Utifrån kursbeskrivningar, lärandemålsformuleringar och litteraturlistor kartlägger artikeln litteraturstudiernas position och inriktning i engelskkurser i programinriktningarna mot grundskolans årskurs 1–3 och 4–6. Med kartläggningen som grund diskuteras värden som tillskrivs litteraturundervisning och som riktas mot såväl lärarstudenter som elever. Artikeln visar att de allra flesta kursplanerna positionerar litteraturstudierna som en oumbärlig del av grundlärarutbildningen, även om studiernas orientering varierar. Inom engelskkurserna inriktade mot skolans årskurser 1–3 förhärskar språkdidaktiska perspektiv, medan kurser mot årskurser 4–6 tenderar att kombinera litteraturvetenskapliga och ämnesdidaktiska perspektiv. Skillnaden tycks åtminstone delvis vara kopplad till ämneskonceptioner och till frågan om litteraturstudiernas funktion, liksom deras tilltänkta mervärde utifrån vardera programspecialiserings villkor. Relevansen kopplas främst till grundskollärares språkförmågor, allmänbildning och professionella repertoarer.
ER  - 

TY  - CONF
T1  - Project-Based Learning of Advanced Computer Graphics and Interaction
T2  - Eurographics 2013 - Education Papers
A1  - Romero, Mario
PY  - 2013
SP  - 1
EP  - 6
LA  - eng
KW  - computer graphics education
KW  - computer science education
KW  - computers and education
KW  - project-based learning
KW  - computer science
KW  - datalogi
KW  - teknikvetenskapens lärande och kommunikation
KW  - education and communication in the technological sciences
KW  - human-computer interaction
KW  - media technology
AB  - This paper presents an educational case study and its pedagogical lessons. It is a project-based course in advanced computer graphics and interaction, DH2413, conducted in the fall of 2012 at the Royal Institute of Technology (KTH), Stockholm, Sweden. The students and the teacher, the author, learned through a constructivist approach. The students defined and researched the material covered in class through their theme selection of original research projects which consisted of interactive graphics systems. The students demonstrated, taught, and discussed with each other what they had learned. Finally, the students openly presented their work to hundreds of people in large public venues. The teacher s role was to design the learning environment, guide the research, provide indepth lectures on the research material chosen by the students, and organize and motivate the students to produce accountable results. In synthesis, the pedagogical lessons are: 1) learning means building with self-motivation, guidance, and accountability; 2) self-motivation means trust and independence; 3) guidance means asking for less, not more; and 4) accountability means public presentations of working systems.
ER  - 

TY  - CONF
T1  - Music Teacher Education – in between renewal and tradition. A discourse-analytical study of a cultural practice
T2  - NNMPF abstract
A1  - Ostendorf, Lena
PY  - 2020
LA  - eng
KW  - music teacher education discourse
AB  - Music Teacher Education – in between renewal and tradition. A discourse-analytical study of a cultural practice Why does Music Teacher Education in Sweden look the way it does today and where is it heading in the future? That is the issue of my ongoing PhD-project which I would like to present at this conference. Music Teacher Education (MTE), as a research object, is situated in multiple disciplinary fields. As a researcher I am taking a social constructionist stance which means that the education is seen as a social practice that is socially constructed and under continuous negotiation. Being both a vocational training within an university context and an artistic education in some sense and often placed at institutions for higher music education, several discourses have an impact on the education and its agents. The traditional conservatory-discourse for instance affects how subjects like main-instrument-lessons are constructed (Daniel & Parkes, 2015; Georgii-Hemming & Westvall, 2010; Kvale m.fl., 2000; Nerland, 2003). Furthermore, the reorganization of arts education as parts of bigger universities instead of autonomous institutions, has effects on the academic demands, as it is the case for other vocational educations e.g. nursing programs (Angelo m.fl., 2019; Ek m.fl., 2013; Erixon & Erixon Arreman, 2019; Moberg, 2018). Apart from the increasing academization, MTE, as all higher education, has to adapt to discourses regarding “usefulness”, employability and marketization (Johansson, 2012; Mautner, 2005; Olssen & Peters, 2005; Vesterberg, 2015; Wahlström, 2002) and is thereby closely connected even to music education in schools (Holmberg, 2010; Lindgren & Ericsson, 2010). Another aspect concerning the governing of MTE is the goal of broadened recruitment of students, an issue that is highly prevalent from a political point of view (Corkhill, 2014).  The purpose of this study is thus to scrutinize the Swedish Music Teacher Education as a discursive practice on both a micro-level, which focuses on an ongoing praxis, and an institutional and societal  macro-level. It follows a Foucauldian genealogical approach (Foucault, 1980, 2017;  Gordon, 1980; Nilsson, 2008) and is conducted as two separate substudies, one that consists of the discourse-analysis of focus group discussions with teacher educators and teacher students at institutions for MTE (ämneslärarprogrammet i musik) and one that studies historical documents.   More specific questions are:  •How is the MTE discursively constructed by its agents? •How does this affect the power/knowledge-relations?  •What kinds of subjectivities are made possible by the discourses? •What are the techniques used for governing the subjects?  •How can the discourses be traced and contextualized from a historical genealogical stance? In my presentation I would like to share some of my preliminary findings and give some examples from the empirical material of the first substudy, which is the discourse analysis of focus group discussions.  The focus groups consisted of 3-6 participants with students and teachers in separate groups. In total I conducted 12 focus group sessions at six out of eight institutions that offered MTE in Sweden at the time of the study. The sessions, which were recorded as audio-recordings, lasted approximately one hour each and were then transcribed and coded in Nvivo, a software for qualitative analysis. After several readings and analytic steps three main discourses were apparent: A bildungs-discourse, an utilitarian discourse and an academization-discourse. These three discourses can be seen as fighting for an hegemonic position on the arena of MTE and offer different positions for its agents.  In the bildungs-discourse, aspects like conservatory tradition, musical canon or master-apprentice-teaching are included. Possible positions for teachers and students are then for instance “defender of classical music”, “the holistic teacher” or “defender of traditional childrens´ songs”.  The utilitarian discourse, on the other hand, is about the students becoming employable, using repertoire that can be directly applied in a school music context and adjusting the education to school policy documents´ demands. The students and teachers can position themselves as “broad teacher/musician” in regards to both genre and different subjects in the education or “the obeying”, a person that accepts and adapts policy demands.  Finally, the academization-discourse is also at present. Increasing requirements concerning academic writing, research-based education and using scientific literature, are examples of how academization affects MTE. Positions as “academic”, “non-academic/artist”, “teacher/researcher” are some of those who are offered in this discourse. To summarize, there is a lot going on within the MTE as a discursive battlefield. Hopefully, my analysis can contribute to make certain issues and aspects that are taken-for-granted more visible, and thereby more possible to address. References: Angelo, E., Varkøy, Ø., & Georgii-Hemming, E. (2019). Notions of Mandate, Knowledge and Research in Norwegian Classical Music Performance Studies. Journal for research in Arts and Sports Education, 3(1), 78–100. Corkhill, E. (2014). Breddad rekrytering. Lägesrapport Konstnärliga fakulteten. Konstnärliga fakulteten. Daniel, R., & Parkes, K. (2015). The Apprentice to Master Journey: Exploring Tertiary Music Instrument Teachers’ Reflections on Their Experiences as Learner. Journal of Arts and Humanities, 4(3), 52–63. https://doi.org/10.18533/journal.v4i3.674 Ek, A.-C., Ideland, M., Jönsson, S., & Malmberg, C. (2013). The tension between marketisation and academisation in higher education. Studies in Higher Education, 38(9), 1305–1318. https://doi.org/10.1080/03075079.2011.619656 Erixon, P.-O., & Erixon Arreman, I. (2019). ECEC Students’ Writing Trajectories: Academic Discourse and “Professional Habitus”. Scandinavian Journal of Educational Research, 63(6), 968–983. https://doi.org/10.1080/00313831.2018.1476403 Foucault, M. (1980). Power/ Knowledge. Selected interviews and other writings 1972-1977 (C. Gordon, Red.). Foucault, M. (2017). Övervakning och straff (5:e uppl.). Arkiv förlag. Georgii-Hemming, E., & Westvall, M. (2010). Teaching music in our time: Student music teachers’ reflections on music education, teacher education and becoming a teacher. Music Education Research, 12(4), 353–367. https://doi.org/10.1080/14613808.2010.519380 Gordon, C. (Red.). (1980). Power/Knowledge. Selected interviews & other writings. the Harvester Press. Holmberg, K. (2010). Musik- och Kulturskolan i senmoderniteten. Reservat eller marknad? Lunds Universitet. Johansson, K. (2012). Experts, entrepreneurs and competence nomads: The skills paradox in higher music education. Music Education Research, 14(1), 45–62. https://doi.org/DOI: 10.1080/14613808.2012.657167 Kvale, S., Nilsson, B., & Retzlaff, J. (2000). Mästarlära: Lärande som social praxis. Lund: Studentlitteratur. Lindgren, M., & Ericsson, C. (2010). The Rock Band Context as Discursive Governance. Action, Criticism & Theory for Music Education, 9(3), 21. Mautner, G. (2005). The Entrepreneurial University: A discursive profile of a higher education buzzword. Critical Discourse Studies, 2(2), 95–120. https://doi.org/10.1080/17405900500283540 Moberg, N. (2018). Academic musicians – How music performance students in Sweden re-/negotiate notions of knowledge and competence. I Nordisk musikkpedagogisk forskning. Årbok 19 (s. 53–74). Nerland, M. (2003). Instrumentalundervsining som kulturell praksis. En diskursorientert studie av hovedinstrumentundervisning i høyere musikutdanning. Nilsson, R. (2008). Foucault – en introduktion. Egalité, Malmö. Olssen, M., & Peters, M. A. (2005). Neoliberalism, higher education and the knowledge economy: From the free market to knowledge capitalism. Journal of Education Policy, 20(3), 313–345. https://doi.org/10.1080/02680930500108718 Vesterberg, V. (2015). Formandet av anställningsbara studenter: En reflektion kring karriärvägledning inom högre utbildning. Högre Utbildning, 5(2), 99–105. Wahlström, N. (2002). Om det förändrade ansvaret för skolan. Vägen till mål- och resultatstyrning och några av dess konsekvenser.
ER  - 

TY  - CONF
T1  - Nexus analysis as a framework for understanding complex connections inherent in teacher education program literacy practices
T2  - <em>Book of Abstracts</em> <em>Educational Linguistics Conference.</em><em></em>
A1  - Thyberg, Anna
A1  - Källkvist, Marie
A1  - Bergh Nestlog, Ewa
A1  - Uddling, Jenny
A1  - Johansson, Annelie
PY  - 2025
LA  - eng
PB  - : Linneaus University Press
KW  - swedish didactics
KW  - svenska språket med didaktisk inriktning
AB  - This presentation is part of a larger project that aims to gain an in-depth understanding of disciplinary literacy in primaryschool teacher education in Sweden, including for example teacher educators’ beliefs about literacy practices. In thepresentation we will discuss the results from a sub-study of three teacher educators’ talk about literacy in relation totheir teaching practice and about students’ writing in their respective discipline, namely biology, Swedish (comparativeliterature) and mathematics. Nexus analysis, based on mediated discourse theory (Scollon & Scollon 2004), is used asthe analytic framework focusing on the concepts of ‘social action’, ‘historical body’ and ‘discourse in place’. Drawingon dialogical interviewing principles (Way et al. 2015), semi-structured interviews were conducted on Zoom at auniversity in the south of Sweden. Analysis revealed clashes between the historical body of the participants and thediscourses in place due to the intricate web of literacies and interdisciplinary fields that teacher educators need tonavigate. We argue that this type of meta-methodological perspective, in which the social actions of the participantscome to the fore, can clarify the complex connections inherent in literacy practices as opposed to common proceduresin the field such as think-aloud protocols and expert-novice distinctions.ReferencesWay, A., Kanak Zwier, R., & Tracy, S. J. (2015). Dialogic Interviewing and Flickers of Transformation: An Examination and Delineation of Interactional Strategies That Promote Participant Self-Reflexivity. Qualitative Inquiry,21(8), 720–731.Scollon, R. & Scollon, S.W. (2004). Nexus Analysis. Discourse and the Emerging Internet. London & New York:Routledge Taylor & Francis Group.
ER  - 

TY  - JOUR
T1  - Förbjudet område? Utbildning och kompetensutveckling om högbegåvade barns behov i skola och förskola
T2  - Socialmedicinsk Tidskrift
SN  - 0037-833X
A1  - Westling Allodi, Mara
PY  - 2014
VL  - 2
IS  - 91
SP  - 139
EP  - 151
LA  - swe
KW  - särbegåvade barn
KW  - högbegåvning
KW  - lärarutbildning
KW  - specialpedagogik
KW  - behov av stöd
KW  - utbildningspolicy
KW  - specialpedagogik med inriktning mot utbildningsvetenskap
KW  - special education with a focus on educational science
AB  - Specialpedagogisk utbildning om särbegåvning i skola och förskola finns sedan några år på Stockolms Universitet och har utvecklats utifrån de behov av mer kunskap om villkoren för ett adekvat bemötande och behoven av stöd och stimulans för barn och ungdomar som visar tecken på en brådmogen utveckling och stor kapacitet inom en eller flera domäner. En internationell översikt av utbildningspolicy, resurser, lärarutbildning och kompetensutveckling som avser denna elevgrupp ger en bild av det mångfacetterade internationella utbildningslandskapet. Även om forskningsfältet i det svenska skolsystemet inte är särskilt starkt, har det vuxit ett intresse för dessa frågor i media och bland studenter och lärare. Studier och uppsatser presenteras som ger inblick i den svenska skolsituationen, och ger indikation om angelägna utvecklingsområden. Utifrån erfarenheterna av specialpedagogisk utbildning och insikter från aktuella studier identifieras angelägna pedagogiska frågor att arbeta med och visioner för framtiden.
ER  - 

TY  - CONF
T1  - How to setup a student-student online coaching project at teacher education in Sweden
A1  - Stenbom, Stefan
A1  - Hrastinski, Stefan
PY  - 2012
LA  - eng
AB  - Mathcoach (www.mattecoach.se) and Swedishcoach (www.svenskacoach.se) offers K-12 students help with their homework in Swedish for immigrants and mathematics online. The coaches are all students at teacher education. We will present how we work with the projects at four Swedish universities and inspire you to start your own netcoach project.
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TY  - CHAP
T1  - Idrottsdidaktik - ett Sisyfosarbete
T2  - Samhällsidrotten och idrottssamhället
A1  - Schenker, Katarina
PY  - 2024
SP  - 405
EP  - 423
LA  - swe
PB  - Malmö : Bokförlaget Idrottsforum.org
KW  - idrottsdidaktik
KW  - ämnesdidaktik
KW  - lärarutbildning
KW  - sport science
ER  - 

TY  - CONF
T1  - Eco-certified Preschools and Children's Learning for Sustainability: Researching Holistic Outcomes of Preschool Education for Sustainability (HOPES)
A1  - Borg, Farhana
A1  - Gericke, Niklas
A1  - Ohlsson, Anders
PY  - 2020
LA  - eng
KW  - eco-certification
KW  - education for sustainable development
KW  - holistic perspective
KW  - pedagogical practices: preschool education
KW  - teacher
KW  - utbildning och lärande
KW  - education and learning
AB  - Purpose of the researchAlthough Sweden being an active initiator in the promotion of education for sustainability (EfS), there is a knowledge gap about children’s learning for sustainability and the pedagogical practices of sustainability in preschool education. Moreover, there is an overall lack of generalizable studies in this field. The purpose of this study, funded by the Swedish Research Council 2019-2022 (VR 2018-04445), is to contribute to evidence-informed development of pedagogical practices that facilitate children’s learning for sustainability at preschools. The objectives are:to explore and compare knowledge, attitude and behaviors among children, who attend eco- and non-eco-certified preschools;to identify and compare preschool teachers’ self-reported pedagogical practices of EfS at eco- and non-eco-certified preschools; andto investigate the extent to which eco-certification and preschool teachers’ pedagogical practices in EfS relate to children’s learning for sustainability.In this study, eco-certified preschools refer to those preschools that work explicitly with EfS and have been awarded with the certifications, either Green Flag by the Keep Sweden Tidy or Preschool for Sustainability by Skolverket. The study uses:  integrated perspective on sustainability, in which environmental, social, and economic aspects are interconnected; pluralistic teaching methods; and transformative learning.Research design and methodsThe study applies a mixed methods design that combines cross-sectional qualitative and quantitative research approaches. Two-stage cluster random sampling is used to select participating preschools (n=50). A sampling frame consisting of all municipalities in Sweden that have at least two eco-certified preschools and two non-eco-certified preschools is created based on information from municipalities and organizations that award eco-certificates. A randomized sampling is used to select 25 municipalities from all over the country. Preschool children (n=300) and teachers (n=16) are interviewed, a questionnaire study is conducted among preschool teachers (n=300), and video observations of preschools’ (n=4) pedagogical practices of EfS is carried out. Demographical information of 25 eco- and 25 non-eco-certified preschools is collected from preschool principals. Content analyses, as well as descriptive and inferential statistics are applied.The Swedish Ethical Review Authority did not have any ethical objections about this project (EPN 2020-00005). Major resultsCurrently the pilot studies are going on, and so far, children’s (n=12) from 3 preschools, teachers’ (n=3) from 3 preschools as well as video observations of one preschool’s pedagogical practices of EfS were conducted. The analyses of the findings from the pilot studies are expected to be ready and presented at the symposium.ConclusionThis study will provide insights into the role of EfS in preschool education in relation to children’s knowledge, attitudes and behaviors concerning sustainability, preschool teachers’ pedagogical practices, as well as the importance of eco-certification in relation to sustainability education in Sweden. Relevance to sustainable development and Agenda 2030This project is explicitly connected to education for sustainability that addresses issues related to taking actions for saving the planet and living in harmony with people and its surrounding environments. It also addresses goal 4.7 of the 2030 Agenda for sustainability that urges that all learners must acquire the knowledge and skills needed to promote sustainability.  
ER  - 

TY  - JOUR
T1  - An investigation of Swedish pre-service preschool teachers’ knowledge about the negative numbers
T2  - Journal of Early Childhood Education Research
SN  - 2323-7414
A1  - Tossavainen, Timo
A1  - Edholm, Maria
A1  - Faarinen, Ewa-Charlotte
A1  - Lundkvist, Maria
PY  - 2020
VL  - 2
IS  - 9
SP  - 420
EP  - 436
LA  - eng
PB  - : Association for Finnish Early Childhood Education
KW  - mathematical concepts
KW  - numbers
KW  - pre-service preschool teacher
KW  - mathematics education
KW  - matematik och lärande
AB  - In this paper, we examine the Swedish pre-service preschool teachers’ knowledge about the negative numbers, which is one of the central content areas in their compulsory mathematics course. Our results show that almost a half of the pre-service preschool teachers can give a reasonable definition for the negative numbers, but only a few of them set the negative numbers in relation to the other common number sets. The participants’ performance in a set of mathematical tasks related to the negative numbers follows the qualitative variance in their definitions of the negative numbers, yet this relation is not completely direct; there were also such participants who were not able to give a definition but succeeded well in the tasks. Those who gave a vague definition performed weaker than the others. Although the participants’ knowledge about the negative numbers is, perhaps, not satisfactory with every respect, it does not significantly differ from that of a control group that consists of (non-mathematician) university teachers from their study programme.
ER  - 

TY  - JOUR
T1  - Professional Development of School Leaders in Australia and Sweden.: A Comparative Study
T2  - Education and Society
SN  - 0726-2655
A1  - Gamage, David
A1  - Hansson, Per
PY  - 2006
VL  - 3
IS  - 24
SP  - 61
EP  - 82
LA  - eng
ER  - 

TY  - CONF
T1  - Music as aesthetic communication in the Swedish curriculum?
A1  - Thorgersen, Ketil
PY  - 2013
LA  - eng
KW  - curriculum
KW  - music education
KW  - musikpedagogik
AB  - As of autumn 2011, Sweden has had a new curriculum for the compulsory school system. The syllabuses as well as the general curriculum (Lgr11) have been revised thoroughly in order to make them more concrete and the education more easily assessed through the distinct distinction between educational content and methods. Teaching methods are seen as tools through which the teacher communicate content knowledge. The syllabus for Music has been revised within a curriculum where the term “aesthetic” appears frequently and where music is described as belonging to a communicative set of practices along with other modalities. This paper analyses the syllabus for music within Lgr11 from a pragmatist perspective inspired by Deleuze, Dewey and Spinoza, with the aim of understanding how music is being (re)constructed as school subject as well as what discourses of Music that are hegemonic. The syllabus will also be analysed in relation to the previous syllabus from 1994. The paper will also speculate upon what consequences the views on music and Music mightl have in a school where teachers are considered qualified to teach music with no more than half a year of studying music.Music is a complex phenomenon, and the learning of music even more so. Learning of music takes on an amazing variety of forms in different cultures and practices, whilst in the western school tradition of music teaching, music education seems to be mostly about developing skills in music and knowledge about music strictly within the borders of the music classrooms. This is particularly true for older students. Aesthetic experience and communication, which in this presentation is considered the core of music, are often neglected or assumed to come as side effects of the teaching of skills and knowledge. Studies show that some pupils feel an alienation of the school subject music – that there is a gap between school music and the music that is of existential value to them outside school, and also a gap between music and other forms of communication, knowing and learning: Outside of the school context music is being used for personal fulfilment, social interaction, identity creation and personal and social reflection where the borders of music towards other forms of expression and communication is of no inherit importance.The primary empirical material for the analysis is a comparison between the two latest curricula for the Swedish compulsory school. Aesthetic communication is often understood as multimodal communication where multiliteracy is needed to be able to be an active citizen and participant in your own life. However, in addition to the multimodal and multilitacy aspects, the term aesthetic communication implies aspects of existential opportunities and possibilities. In a formalised educational setting that means facilitating for learning that involves presence, representation and imagination, reflection and emotions, and where knowledge and skills are being treated in particular context with bearing for the individual in their social contexts. In the current Swedish curriculum such teaching practices could be possible because of the absence of methods in the curriculum in favour of learning outcomes, and the frequent reference to aesthetic values in the formulations.
ER  - 

TY  - CONF
T1  - Identifying mathematical problem solving in a preschool activity
T2  - Bringing Nordic mathematics education into the future
A1  - Music, Selma
A1  - Björklund, Camilla
PY  - 2021
LA  - eng
PB  - : Svensk förening för MatematikDidaktisk Forskning - SMDF
KW  - preschool
KW  - problem solving
KW  - variation theory
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - In this paper, we report on a study aimed at identifying mathematical problem solving in a preschool activity. Observations of mathematical activity with 9 preschool children have been analyzed in accordance with Variation Theory principles for how new aspects of phenomena can be discerned to identify necessary conditions for an activity to be considered problem solving. We have identified two such conditions. The first is attentiveness to different approaches in completing a task. The second is the availability of different types of activities open for children to transcend the given features of a task. The results show how the planned activity in empirical focus gives children limited opportunity to distinguish and work with problem solving. We argue that the results of this study can be used as a starting point in the planning of mathematical problem solving and to help preschool teachers in developing their work, but also to facilitate future research on the topic.
ER  - 

TY  - CONF
T1  - Nurturing and shared responsibility in Swedish compulsory music education: Contribution to symposia
T2  - International Society fo Music Education
A1  - Ferm Thorgersen, Cecilia
PY  - 2012
LA  - eng
PB  - Thessaloniki : ISME
KW  - classroom rules
KW  - hannah arendt
KW  - democracy
KW  - common sense
KW  - curriculum studies
AB  - In the new national curricula for primary and lower secondary schools in Sweden it says that: “Teaching should be carried out in democratic forms and prepare students for active societal participation. It should develop their ability to take personal responsibility”. More concrete the teacher shall develop rules for work and intercourse in co-operation with the students, and together with the parents nurture the students and make clear the school’s norms and rules as a starting-point for work and co-operation. My contribution to the symposia will take Hanna Arendt’s view of democracy and common sense as a point of departure for an investigation where Swedish student voices about the functions of rules in (music) classrooms are related to the formulations in the curricula. Connected to Arendt’s view of democracy is her thinking about balance between Vita Activa and Vita contemplativa, about sociality in relation to individualism, the need of a language, and the right to being heard and listened to. Questions that will be elaborated upon are: Do the experienced functions of rules in Sweden encourage multi voicedness, reflection, and responsible future (musical) members of society? In what ways do rule systems in Swedish music class rooms contribute to bildung, curiosity and respect among students and teachers?
ER  - 

TY  - CONF
T1  - A survey on critical thinking, reflection and action at a medium-sized Swedish university with different professional groups.
A1  - Abraham, Getahun Yacob
PY  - 2025
LA  - eng
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - teacher education and education work
ER  - 

TY  - CONF
T1  - Increasing Authenticity in Pre-College Software Engineering Education through Role-Play
T2  - 2024 ASEE Annual Conference &amp; Exposition
A1  - Norström, Per
A1  - Nordlöf, Charlotta
A1  - Schönborn, Konrad
A1  - Hallström, Jonas
PY  - 2024
LA  - eng
PB  - Washington D.C. : The American Society for Engineering Education
KW  - authenticity
KW  - role-play
KW  - engineering education
KW  - software development
KW  - secondary school
KW  - teknik och lärande
KW  - technology and learning
KW  - teknikvetenskapens lärande och kommunikation
KW  - education and communication in the technological sciences
AB  - Contemporary secondary technology education often does not mirror engineering practice. Whilethere is much rhetoric on the need for promoting active, authentic, and real-world professionalexperiences in upper secondary school, most technology education teaching remains traditional,and teacher centered. This study investigates the affordances for authenticity of role-play-basedproject work in a Swedish upper secondary software engineering course. The project requiredstudents (aged 17–18) to assume the role of software engineer employees at a web-designbusiness with the task of creating a website for a gaming company, where the course instructorassumed the role of the web business owner. The six-week project included the formulation of adesign plan, back-end programming, developing and refining the design and layout, adjustingcontent for accessibility, and publication of the web site. Inductive analysis of observations fromthe unfolding role-play in five student groups (total 22 students), and interviews with fourstudents and the teacher exposed salient themes related to authenticity of the role-play-basedproject exposed within teacher-student interactions and student intragroup interactions. Teacherstudent interactions revealed that the teacher exhibited various roles in the project, initially actingas a customer but also the responsibilities of a boss and a teacher-mentor. In the latter instance,students perceived the project as more school-oriented than authentic, expressing a preference foran external customer, and at the same time, the teacher tried to align the task with the project’scurriculum requirements. Student intragroup interactions showed that despite highly varied roles,students felt that their assigned roles enhanced the authenticity of their experience, although theywere unaware of what a real scenario might entail. Successful students emphasized theimportance of structured work and clear responsibilities to meet the project goal. The findingsshow that while role-playing is not necessarily always equivalent to reality, it was viewed as afulfilling and situated learning experience that simulated a real-world scenario, but which reliedon mutual confidence and responsibility between the role-players. Future work will combine thefindings with existing frameworks of authenticity to inform the development of role-playscenarios in upper secondary engineering education. 
ER  - 

TY  - CONF
T1  - Sloyd education in Sweden – current trends and future possibilities
A1  - Borg, Kajsa
A1  - Jeansson, Åsa
PY  - 2009
LA  - eng
AB  - Sloyd education in Sweden – current trends and future possibilitiesWith the school subject ”sloyd” means work in mainly textiles, wood and metal in elementary and lower secondary levels. The subject is still one of the most popular compulsory subjects among the students, while some parents ask why such ”old fashioned” subject is needed today. Other asks for education in computer knowledge instead of Sloyd and Home Economics. It seems that even if the subject has changed both aims and teaching and learning methods, from focusing mainly craft techniques to stress creativity and problem solving, people in general base their opinion on their own memories from the past. The pedagogical idea behind sloyd teaching seems to be more or less forgotten.Another problem is that also teachers have a wage idea about the basic philosophy of Sloyd.  Some sloyd teachers seem to prefer to rely on personal memories and ideas than the national syllabus. It is common that they have chosen their occupation because of their own interest in craft. As teachers they just change their focus from making craft themselves to teach others the same thing. They follow their own intuition with the explanation that the syllabus is difficult to understand or that it is so wage that any activity could fit. Next problem is the lack of commonly used scientific and professional language for sloyd knowledge and sloyd science. When it comes to assessing the students, the teachers find it hard to put into words what is required and preferable.On the other hand there are important values embedded in the Sloyd subject. Young persons are very interested in sloyd activities. They feel very proud when they have finished a sloyd project, they learn a lot and they enjoy the activity very much. Through sloyd lessons they learn about material, craft techniques and tools through exploration, experience and reflection, instead of being taught facts before hand. The society need people who are creative and inventive and have the initiative to act, which is practised during sloyd lessons. There is a growing interest in creating a sustainable society and recycling, which is also trained in sloyd. The sloyd subject in Sweden need to get a solid scientific base through research results, the subject also need be redefined and explained not only as cultural heritage, but also as a very useful subject in a modern society. New possibilities (and other problems?) will come with a new national plan for teacher education and a new national syllabus for all school subjects in 2011.  
ER  - 

TY  - CONF
T1  - Modern teaching and learning in historical perspectiv
A1  - Barow, Thomas
PY  - 2008
LA  - eng
KW  - special education
KW  - progressive education
KW  - professional development
KW  - undervisning
KW  - historiskt perspektiv
KW  - specialpedagogik
AB  - The school for the “feebleminded” and the teacher training college Slagsta in the era of modernization Thomas Barow The school and teacher training college Slagsta was established in 1911 near Stockholm, Sweden. Until 1959 it was the only Swedish institution which aimed at educating teachers in schools for the so called “feebleminded” (Swedish: “sinnesslöa”) children. Right from the beginning there has been a close connection with Séguin’s “physiological method” and representatives of international progressive education like Montessori, Dalton, and Decroly. Children’s interests, activity, and freedom were seen as essential points of education. Other priorities were psychological observation and individual treatment of the child. The paper focuses on the relationship between progressive and special education. It will discuss, why this mixed concept remained in the shadow of regular school education. It emphasizes that mainly due to the definition of “feebleminded”, and the social exclusion of persons concerned, the Slagsta-education remained a pedagogical outsider.
ER  - 

TY  - CHAP
T1  - Whose justice is this! Capitalism, class and education justice and inclusion in the Nordic countries: race, space and class history
T2  - Mapping the Field 75 Years of Educational Review, Volume II
A1  - Beach, Dennis
PY  - 2023
SP  - 224
EP  - 241
LA  - eng
PB  - London : Routledge
KW  - justice social class inclusion equity
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - From its origins in the University of Birmingham’s then Institute of Education in 1948, Educational Review has emerged as a leading international journal for generic educational research. Seventy-five years on, Mapping the Field presents a detailed account of education theory and research, policy, and practice through the lens of key articles published in the journal over this timespan.Volume II opens with Part I, a collection of articles examining teachers’ job (dis/) satisfaction and stress, and the gendered composition of the teaching workforce. Articles in Part II trace a shift in academic focus from schools seen as families/communities, to the parent-school relationship. The concepts of inclusion and equality—and strategies for their fulfilment in education—are interrogated in Part III. The volume concludes with Part IV, in which diverse identities in the education field are represented.Curated and introduced by the editors, the articles included in both volumes of Mapping the Field represent a careful selection from the work of scholars whose ideas have been, and continue to be, influential in the field of education. Overall, this major text covers a wide range of topics and offers original insights into educational policy, provision, processes, and practice from around the world. The presen chapter explores the stubborn inequalities in the Swedish comprehensive educational system.
ER  - 

TY  - CONF
T1  - Lärarutbildning har betydelse – detta är när!
A1  - Engdahl, Christopher
A1  - Larsson, Håkan
A1  - Quennerstedt, Mikael
PY  - 2025
LA  - swe
KW  - lärarutbildning idrott och hälsa
KW  - övergångar
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - Syftet med denna studie är att bidra med kunskap om hur lärarutbildning i idrott och hälsa spelar roll, vad som är viktigt inom lärarutbildning och för vad lärarutbildning spelar roll. Vi utforskar, illustrerar och diskuterar campusbaserad och skolbaserad lärarutbildning, övergångarna mellan dessa olika delar av lärarutbildningen samt övergångarna från lärarutbildningen till de första åren som lärare i idrott och hälsa i skolan.  I studien använder vi oss av resultat och återanalyser av genererade data från flera forskningsprojekt om lärarutbildning i idrott och hälsa i Sverige, som utforskar antingen campusbaserad utbildning, skolundervisning och/eller övergången från utbildning till yrke. Studien omfattar nio doktorandprojekt och två longitudinella forskningsprojekt finansierade av Vetenskapsrådet. Som en del av vår återanalys genomfördes en tvådagars workshop där forskarna från projekten träffades för att samarbeta och utnyttja sina respektive genererade data. Resultaten efter workshopen analyserades vidare på djupet av de tre projektledarna (Engdahl, Quennerstedt och Larsson).  Preliminära resultat visar att lärarutbildning verkar ha en betydande inverkan på lärares framtida undervisningspraktik i olika avseenden. Fyra preliminära teman har hittills varit särskilt betydelsefulla i analysen, när lärarutbildning i idrott och hälsa har betydelse: (a) att undervisa i kunskap om rörelse och rörelsekulturer, (b) tillgodose koherens, (c) ge möjligheter till studentsubjektivering och, (d) utgöra en drivkraft för pedagogisk förändring.  Denna presentation kommer att ge lärare och idrottsforskare insikter i den djupgående inverkan lärarutbildning kan betyda för den livslånga processen att bli lärare. 
ER  - 

TY  - CONF
T1  - Methodological Reflections about research in some Muslim faith schools in Sweden
A1  - Berglund, Jenny
PY  - 2006
LA  - eng
ER  - 

TY  - CONF
T1  - Principals’ Understanding of Educational Leadership based on Scientific Foundation and Proven Experience in Swedish Municipal Adult Education
A1  - Portfelt, Ingela
PY  - 2024
LA  - eng
KW  - principals leadership
KW  - scientific foundation and proven experience
KW  - adult education
KW  - phenomenography
AB  - This presentation focuses on principals practicing within Swedish municipal adult education,MAE, and their understanding of leading education based on scientific foundation and proven experience, and reports on a study in a research project that was initiated in 2019 in collaboration between a researcher and two practitioners within MAE. The initiation of the research project is a response to challenges in terms of quality within Swedish MAE and to the call for school improvement research on the topic.The research project aims to explore leadership and school improvement within Swedish local MAE in relation to individuals’ right to public education. Our research collaboration was set up with an action research approach and the research project evolved over time, using multiple methods of data collection and analysis. The interest of this particular study stemmed from the findings from our previous studies within the project, in which principals practices of leading and organization were viewed as weak from a teacher perspective. The context includes a Swedish reform from 2010 when a legal act was implemented regulating that all education in Sweden shall be based on scientific foundation and proven experience (SFS2010:800). The underlying assumption behind the act has been that education based on scientific foundation and proven experience would professionalize practitioners and thereby improve quality and efficiency in the internal processes of schools and increase student achievements. The study in this article returns to previously studied local MAE, interviewing the principals about their understanding of leading school improvement based on scientific foundation and proven experience to provide additional perspectives on studied local MAE.  The purpose of this article is to explore MAE principals’ understanding of what it means to lead education based on scientific foundation and proven experience and its implications for their leadership practice. Research questions are; What variations in the understanding of educational leadership, based on scientific foundation and proven experience, are there among principals, and how do those variations in understanding influence principals’ leading practice? In what way are they interrelated? A phenomenographic theoretical framework and methodology is applied. Data is comprised by ten interviews with MAE principals.Phenomenographic analysis results in four categories of principals’ understandings of enacting the 2010 act. The inter-relatedness between the categories forms a hierarchical structure, an ananatomy of understanding that shape leading practice, that moves from an instrumental understanding and practice towards more complex forms. The anatomy of principals’ understandings is constituted by qualitative and interrelated mental structures that illustrate principals’ development of their understanding of what it means to lead education based on scientific foundation and proven experience. Results are discussed in terms of representation and context, and also in relation to the research field. Moreover, the implications of the results for quality in MAE are discussed.
ER  - 

TY  - CONF
T1  - Music education as practical wisdom: student music teachers’ views on phronesis
A1  - Georgii-Hemming, Eva
PY  - 2011
LA  - eng
AB  - Music teacher education poses some of the most challenging questions about the role of ‘knowledge’ or epistemological issues, as well as assumptions about what it is to be musically educated. Pressures to reform curricula in music education are widespread. Continuous development and self-renewal of music teachers and teaching requires careful thought and reflection concerning the complexity of forms of knowledge and practices that we encounter, as teachers, university lecturers, teacher educators, student teachers, policy-makers and researchers. This symposium focuses on how ‘knowledge’ in music teacher education is understood, what theories we hold and related assumptions we make about teachers and learners, and how we can understand and make connections between theory and practice. Within this symposium, we will address a number of fundamental questions designed to take the audience to the heart of current debates around knowledge, practice, professionalism, and learning and teaching in music. Questions considered include:•    What forms of knowledge are an inherent part of, and shape our understanding of, music education?•    What are the implications and challenges for music teacher education?There are eight papers presented across two sessions in this symposium.Part IThe particular focus of the first part of the symposium is to demonstrate the power of diverse theoretical concepts and perspectives to explore, analyse and engage with different forms of knowledge. Empirical studies will be used to highlight and illustrate philosophical perspectives.Eva Georgii-Hemming (chair), Örebro University, Sweden: Music education as practical wisdom. Student music teachers’ views on phronesis. Øivind Varkøy, Örebro University, Sweden and Norwegian Academy of Music, Norway: Techne and music education. Jonathan Stephens, University of Aberdeen, Scotland: Knowledge in practice. Sven-Erik Holgersen, University of Aarhus, Denmark: Knowledge and professionalism in music teacher education.Part IIThe particular focus of the second part of the symposium is to demonstrate how research can inform: (a) pedagogical approaches in music teacher education; (b) methods, courses and field experiences; and (c) the preparation of teachers for diverse populations from a range of educational settings. Pamela Burnard, University of Cambridge, United Kingdom: Knowledge differentiation and creative professionalism in music teacher education? Suzanne L. Burton, University of Delaware, USA: Constructing professional paths by construing the curriculum through collaboration in music teacher education.Teresa Mateiro and Maria Westvall, Örebro University, Sweden: Student teachers' reflections on the relationship between professional knowledge and cultural influences in music education. Andreas Lehmann-Wermser, Bremen University, Germany: Artist and/or music teacher: Developing professionals.
ER  - 

TY  - CONF
T1  - Addressing student's Questions and Interests in Science in Extended Education Settings
A1  - Fransson, Lisa
A1  - Hansson, Lena
A1  - Östlund, Daniel
PY  - 2025
LA  - swe
AB  - Promoting and fostering students' interest and curiosity is central to their learning and engagement. The Swedish National Agency for Education demands that teaching in School-age educare (SAEC (a Swedish form of extended education)) should be based on the pupils’ needs, interests and initiative’ (SNAE, 2022, p. 27). Despite this, Memišević (2024) shows that SAEC often prioritize planned and teacher-led activities over addressing students' spontaneous questions and interests in science. Through didactic models, teachers can get support in their didactic choices. According to Boström et al. (2022) didactic in SAEC differ from traditional school didactics. This study, in collaboration with active SAEC teachers, aims to test and develop a didactic model concerned with teaching in SAEC focused on meeting and developing students' interest in science. The study is based on didactic theory, focusing on the didactic questions why, what and how, as part of a didactic modelling process (see Wickman et al., 2018). This presentation focuses on the research question: What opportunities for science content and working methods arise in a SAEC setting when teaching aims to meet and develop students' interest in science, supported by a didactic model designed for SAEC? During one academic year, a series of workshops was conducted with eight SAEC teachers from two different schools. In previous studies, based on focus groups with SAEC teachers and literature mapping, we developed a core model focused on meeting and developing students' interest and curiosity in science within SAEC. In the study presented here SAEC teachers, based on the model, planned and tested teaching. The model was then evaluated in collaboration with the researchers, and adjustments and improvements were suggested. The empirical material consists of field notes and recordings from teaching and from focus groups with SAEC teachers and students. The analysis, based on the didactic questions what and how, is ongoing and the results are expected to show opportunities regarding content and working methods for science in SAEC based on student's interest and curiosity. The presentation will include concrete examples of teaching as well as the model developed in collaboration with teachers. The results are expected to provide valuable support to teachers in extended education in their didactic choices in planning, implementing and evaluating teaching about science, as well as contribute to the continued development of teaching to meet and develop SAEC students' interests and curiosity about science.
ER  - 

TY  - JOUR
T1  - On the Educational Task of Mediating Basic Values in an Individualist Society
T2  - Athens Journal of Education
SN  - 2407-9898
A1  - Samuelsson, Lars
A1  - Lindström, Niclas
PY  - 2017
VL  - 2
IS  - 4
SP  - 137
EP  - 147
LA  - eng
PB  - Athens : Athens Institute for Education and Research (ATINER)
KW  - basic values
KW  - evaluative profiles
KW  - mediating values
KW  - teacher education
KW  - value reproduction
KW  - individualism
AB  - Besides the task of conveying information, methods and skills to their pupils, teachers are also expected to mediate certain basic values. In this paper we are interested in the educational task of mediating such values in societies imbued with individualist values and attitudes. As a background we use the results from the recurring "World Values Survey" (WVS) which maps the evaluative profile of citizens in about 80 different countries worldwide. The results from WVS reveal that Swedes in general stand out as remarkably individualist with respect to their reported value judgements. Hence, Sweden constitutes our example of an individualist society, i.e., a society whose members to a large extent share an individualist evaluative profile. One important feature of such an individualist evaluative profile is a tendency to regard questions of value as largely a private matter and to downplay the importance of ethics in general. Against this background we investigated the evaluative outlook of 134 Swedish teacher students, using questions from WVS as a point of departure. The results indicate that these students do not differ to any significant degree from the Swedish population in general as regards their evaluative outlook, and yet they are supposed to mediate both individualist and social basic values in their coming profession. The purpose of this paper is to make visible and problematize the tension between an individualist evaluative profile and the educational task of mediating a set of basic values. This tension, it is argued, poses special challenges for teachers and the teacher education in societies on the individualist side of the scale.
ER  - 

TY  - CONF
T1  - Neoliberal policy paradigm in Teacher Education in Argentina and Sweden : Strategy for increase quality and teacher profession status?
A1  - Francia, Guadalupe
A1  - Edling, Silvia
PY  - 2019
LA  - eng
KW  - innovative learning
KW  - innovativt lärande
ER  - 

TY  - JOUR
T1  - Pedagogisk essentailism: om psykologi och frånvaron av förändring i svensk lärarutbildning
T2  - Utbildning och Demokrati
SN  - 1102-6472
A1  - Säfström, Carl Anders
PY  - 1996
VL  - 2
SP  - 17
EP  - 32
LA  - swe
ER  - 

TY  - CONF
T1  - Using fiction in home and consumer studies: a way to teach gender equality
A1  - Edvardsson, Jenny
A1  - Höijer, Karin
A1  - Bryntorp, Anna
A1  - Scazzocchio, Anna
PY  - 2024
LA  - eng
AB  - Areas of interest Teaching and including children’s literature in other disciplines (e.g. education, library sciences, literature, humanities, history, sociology, design, visual arts, dramatic art, sciences). Keywords Fiction, home and consumer studies, gender equality, booktalk, pre-service teacher education Abstract Gender equality is integrated into teacher education at institutions of higher education in Sweden, for example through degree goals concerning gender equality. However, even though the importance of gender equality has been accepted, there are indications that it is not being transformed into meaningful practice in teacher education (Kreitz Sandberg & Lahelma, 2021). According to the Swedish Schools Inspectorate (2019), there is a lack of insight in teachers’ approach to gender equality in Home and Consumer studies (HCS) in Swedish compulsory schooling. Important aspects of gender equality in the home, as well as in society, are not sufficiently highlighted in teaching. Classroom discussions are often limited to the situation at home without drawing parallels to societal structures and phenomena (Swedish Schools Inspectorate, 2019). Since the Swedish Schools Inspectorate’s review (2019) teacher educators in HCS have experienced a need to renew the teaching of gender equality, both in teacher education and in primary school. This presentation reports on a study conducted among 97 pre-service teachers of HCS where fiction has been used to teach about gender equality. A teaching approach involving reading a short story, individual reflection logs and small group discussions through a book-talk model was tested with the student group and followed up with a questionnaire. 94 out of 97 students completed the questionnaire. The results show that pre-service teachers express a positive attitude towards using fiction when teaching gender equality in HCS (87 of 94). Through the reading log, the pre-service teachers feel that their own thoughts and feelings about the short story was seen as important and relevant, which create added value. The personal reading become a way into the joint reading and the joint interpretation of the text. The fictional text provides an opportunity for an exploratory dialogue and for testing new thoughts and ideas. The pre-service teachers also think that by including fiction, opportunities can be created to vary teaching in home and consumer studies and the subject can also be made more interesting for the students. The result also shows that fiction can be used as a didactic tool to approach challenging issues in HCS and that the book-talk model can be successfully used to structure discussions about gender equality and make societal structures and phenomena visible. Selected bibliography - Brokerhof, I. M., Sucher, S. J., Matthijs Bal, P., Hakemulder. F., Jansen, P. & Solinger, O. (2023). Developing Moral Muscle in a Literature-Based Business Ethics Course. Academy of Management Learning & Education, Vol. 22, No. 1, 63–87, https://doi.org/10.5465/amle.2020.0072- Edvardsson, J. (2019). Läsa och samtala om skönlitteratur – med digitala verktyg. Studentlitteratur. - Kreitz-Sandberg, S., & Lahelma, E. (2021). Global demands – local practices: working towards including gender equality in teacher education in Finland and Sweden. Nordic Journal of Comparative and International Education, 5(1), 50-68. https://doi.org/10.7577/njcie.4052 - Mottart, A., Vanhooren, S., Rutten, K., & Soetaert, R. (2009). Fictional narratives as didactical tools: using Frank McCourt’s Teacher Man in pre‐service teacher education. Educational Studies, 35(5), 493-502. https://doi.org/10.1080/03055690902879143 - Swedish Schools Inspectorate (2019). Home and Consumer Studies in years 7-9. Thematic quality evaluation. https://www.skolinspektionen.se/beslut rapporter-statistik/publikationer/kvalitetsgranskning/2019/hem--och konsumentkunskap-i-arskurs-79/
ER  - 

TY  - CONF
T1  - Attitudes to Literature Education Research
A1  - Dodou, Katherina
A1  - Svensson, Anette
PY  - 2022
LA  - eng
KW  - litteraturdidaktik
AB  - For the last ten years, since the teacher education reform of 2011, Swedish institutions of higher education have been tasked with strengthening the links between academic subject studies and professional preparation. To accommodate this requirement, English departments at many universities nationally have incorporated elements of literature teaching and learning in literature courses within the teacher education programmes. With an intent to explore the effects of this change in the content and function of literature courses in teacher education, the current paper seeks to shed light on teacher educators’ views on literature education research and its use in literature teaching within teacher education programmes. It presents results from an interview study with 21 PhD holders in literature who are also teacher educators within the subject of English at Swedish higher education institutions. A thematic analysis of these 21 semi-structured interviews shows that the participants have limited experiences of doing literature education research and that some express mixed attitudes regarding the nature and quality of that research. It also shows that literature education research is not often incorporated in literature courses within teacher education. The paper presents these results and discusses some of their implications for teacher education and for the field of literature education research. 
ER  - 

TY  - CONF
T1  - Movement and physical activity, perceived as messy moments, or important learning situations in the preschool day?: A study among educators in early childhood and care (ECEC)
A1  - Sollerhed, Ann-Christin
A1  - Ekberg, Jan-Eric
PY  - 2022
LA  - eng
AB  - Most children in Sweden, aged 1-6 years, are enrolled in early childhood education and care (ECEC), and high expectations are placed on ECEC to deliver adequate education, including movement and physical activity (MoPA) to support children’s development. The aim of the study was to examine educators’ perceptions of teaching MoPA in ECEC. Focus group interviews with 88 educators in five preschools were performed. The findings revealed that the educators perceived MoPA as important for children’s development. Yet, MoPA was perceived as difficult to teach. They perceived MoPA as messy moments and relied on children’s free play to provide adequate PA. Planned teaching occurred sparsely, often because of low competence to teach MoPA. The study highlighted the need for ECEC educators’ increased competence to teach MoPA. Therefore, the status and scope of education of MoPA in early childhood teacher education (ECTE) needs to be focused and improved.
ER  - 

TY  - CONF
T1  - A Physical Education teacher should know - what? Empirical observations of learning objectives for future Physical Education teachers in Sweden
T2  - Presentation av paper vid AARE Conference, Hobart, Tasmanien
A1  - Backman, Erik
A1  - Håkan, Larsson
PY  - 2011
LA  - eng
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - In Physical Education (PE), as well as in several other school subjects, the content knowledge has been proven to be reproduced through strong subject traditions. In PE, this reproduction has promoted children who are already privileged in school and society. In this paper, explanations to the difficulties of influencing subject traditions in PE are searched within Physical Education Teacher Education (PETE). Learning objectives stipulated in curricula documents within teacher training courses at six Swedish PETE institutions have been investigated. The preliminary results of the study indicate that the learning objectives expressed appear to reproduce the dominance of (natural) scientific and behaviouristic traditions in PETE and a dualistic approach to PE teacher knowledge. These results will be discussed in relation to theories of teacher knowledge.  Exploring learning objectives within PETE may be of significance for the construction of PE knowledge at a school level and may also offer explanations to the promotion and marginalisation of children in PE teaching.
ER  - 

TY  - CONF
T1  - The Development of PROFILES teachers in Sweden
T2  - The 19th International Conference, EcoBalt 2014
A1  - Rundgren, Carl-Johan
A1  - Chang Rundgren, Shu-Nu
PY  - 2014
SP  - 52
EP  - 52
LA  - eng
PB  - Riga : University of Latvia
KW  - teacher professional development
AB  - This presentation aims to share our experiences on the development of PROFILES with in-service science teachers for grade 7-9 in Sweden during the period of time from year 2012 to 2014. Inquiry-based science education (IBSE) has been addressed in science education internationally during the past decades, and the new Swedish curriculum from 2011 also emphasize the need to develop students’ inquiry skills. However, to what extent school teachers in Sweden have developed their professional knowledge on IBSE has only been focused in a small number of studies in Sweden and it was found that in-service teachers were not well-informed about the ideas of IBSE [1]. Therefore, in the PROFILES project in Sweden, we could create time and space for in-service teachers to develop and reflect on IBSE. During the two PROFILES teacher groups, as science education researchers and educators, we also develop our knowledge and skills on how to develop a successful teachers’ professional development [2].
ER  - 

TY  - CONF
T1  - Enacting Multiple Positions In Becoming A Mathematics Teacher Educator
T2  - Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education, PME
A1  - Ebbelind, Andreas
A1  - Helliwell, Tracy
PY  - 2024
SP  - 192
EP  - 199
LA  - eng
KW  - mathematical education
KW  - matematikdidaktik
AB  - This paper initiates a longitudinal study that explores the growth and development of mathematics teacher educators (MTEs), particularly those transitioning from mathematics teacher to university-based MTE. While existing research often employsself-based methodologies, this study adopts positioning theory as an alternativeapproach, examining Mikaela, a lower primary school teacher transitioning to auniversity-based MTE in Sweden. The paper contributes to the broader understanding of growth and development, offering insights into the challenges and strategies involved in transitioning from mathematics teacher to a MTE. The study marks the beginning of a more extensive exploration of this transition process, emphasising the need for a nuanced conceptualisations of MTE learning and expertise.
ER  - 

TY  - CONF
T1  - Teacher Educators' Strategies and Dilemmas ConcerningGender Segregation and Inclusion
T2  - Disruptions and eruptions as opportunities for transforming education
A1  - Kreitz-Sandberg, Susanne
PY  - 2013
SP  - 82
EP  - 82
LA  - eng
KW  - teacher education
KW  - gender inclusion
KW  - horizontal gender segregation
KW  - gender mainstreaming
KW  - dilemma
KW  - higher education
KW  - lärarutbildning
KW  - lärarprogram
KW  - gender
KW  - segregation
KW  - genusinkludering
KW  - genuslektor
KW  - universitet
AB  - This paper contributes to our knowledge of teacher educators’ strategies for, anddilemmas with, working with gender inclusion in teachers’ education. It illustrateshow gender is constructed and reconstructed in teachers’ education. The studyrevealed that teachers’ education is not only – as earlier described – a highlyfeminised field, it is also a discipline that is permeated by horizontal and verticalsegregation typical of higher education. The study analyses how university teachereducators experience and handle consequences of this horizontal segregation,building on interviews with subject representatives at a Swedish university. Theresults exemplify how university teachers reflect on gender policies and their ownroles when working with teacher students. Heteronormative patterns also becomevisible in strategies meant to facilitate gender equality and desegregation. Theauthor argues for the need to include university teachers’ perspectives in futurestrategies for developing gender inclusion in university education.
ER  - 

TY  - JOUR
T1  - Student Equity vs Test Equality?: support during third graders' national tests in mathematics in Sweden
T2  - Cursiv [publisher
SN  - 1901-8878
A1  - Bagger, Anette
PY  - 2016
VL  - 18
SP  - 123
EP  - 139
LA  - eng
PB  - Köpenhamn : Aarhus University
KW  - national tests
KW  - special needs
KW  - discourse
KW  - support
KW  - multilingual pupils
KW  - third grade
KW  - teacher talk
KW  - nationella prov
KW  - tredje klass
KW  - särskilda behov
KW  - särskilt stöd
AB  - This article throws light on the educational practice of teachers providing additional support to students during tests, more specifically during the national tests in mathematics for third graders in Sweden (hereafter called Ntm3) for the years 2010 and 2011. Both the test instructions and teacher talk related to these tests were taken into consideration. The results suggest that issues of equity and teachers’ agency arise when considering support. The dual purpose of the test, to evaluate the student and to evaluate the education, positions the teacher as both a test-giver and a test-taker and influences the discourse on support by ambiguity. I found that in such circumstances, when students´ equity comes into conflict with the test´s equality, the focus during the tests shifts from attention to learning to attention to controlling.
ER  - 

TY  - CHAP
T1  - Preschool Teacher Education in Sweden and Australia: The Importance of Reflection for Understanding Context
T2  - Service Learning as Pedagogy in Early Childhood Education
A1  - Garvis, Susanne
A1  - Sheridan, Sonja
PY  - 2017
LA  - eng
PB  - United Kingdom : Springer
KW  - toddlers infants reflection agency autonomy professional learning
AB  - Increasingly, researchers believe that reflection is a vital process for all professionals to develop competence and understanding of their field (Miller et al., Developing early years practice. David Fulton, London, 2005). It is, therefore, important that early childhood educators are equipped with the capabilities to engage in reflective practice, allowing them to extend their professional knowledge, skills, and competences. The skills for reflective practice are often developed during engagement with practice itself in preschool teacher education. During this time, pre-service teachers have the opportunity to learn the processes to reflect between theory and practice setting them up well for their professional lives. This chapter shares snapshots, from a Swedish and Australian context, about the importance of sustainable service learning in high quality preschools to encourage reflective practice. The chapter specifically focuses on the youngest of children in care (infants and toddlers) and shares key findings related to agency and professional knowledge.
ER  - 

TY  - CONF
T1  - A postdigital lens on teaching for digital citizenship: opportunities and challenges for teacher educators’ professional digital competence
A1  - Örtegren, Alex
PY  - 2023
LA  - eng
KW  - digital citizenship
KW  - teacher peducation
KW  - postdigital
AB  - With the past 20 years of increasingly pervasive digital technologies in educational and societal contexts, young people’s development of digital citizenship has become important to participate and act as members of society. To this end, schools have an important role, and new teachers need to be prepared through the support of teacher educators. Focusing on their dual-didactic role, this lightning talk highlights opportunities and challenges for teacher educators’ professional digital competence (PDC) to teach for digital citizenship. Using examples from the Swedish context, the talk highlights tensions in teacher educators’ PDC where their understanding of digital citizenship may be broadly compatible with the postdigital but less nuanced in the context of education. Similarly, teacher educators may have PDC to teach about digital citizenship but feel ill-prepared to teach teaching for digital citizenship, where further complexity comes from the strive to have PDC that is responsive to postdigital developments in society. The lightning talk draws attention to the opportunities of using a postdigital lens to support teacher educators’ PDC to include a deep conceptual understanding of digital citizenship, which is important for the preparation of future teachers and, in turn, young people’s development of digital citizenship.
ER  - 

TY  - CONF
T1  - What make(s) a good teacher? A study about teachers’ peer group mentoring as a tool to manage global changes and educational reforms
A1  - Langelotz, Lill
PY  - 2014
LA  - eng
KW  - teachers' professional development
KW  - global changes
KW  - practice architectures
KW  - practice research
KW  - peer group mentoring
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This paper takes its departure from an interactive study conducted in a Swedish secondary school during 2008-2011. The aim is to study the practice of teachers’ continuing professional development (CPD) in a teacher team involving peer group mentoring (PGM) to find out how and what kind of teachers’ pedagogical knowledge and expertise that is constructed. And to examine how the PGM-practice was constrained and enabled and what kind of CPD was made possible. The theoretical framework is based on practice theory. Practice architectures are used to uncover the relations between the PGM-practice and its historical, material-economic, social-political and cultural-discursive conditions. The methodological approach is action research. A main finding is that professional and personnel development may be imposed through PGM. Democratic process increased during the PGM-meetings and seemed to have an impact on classroom practice and the practice of parent-teacher meetings as well. Furthermore, the PGM-practice and its outcomes are deeply interconnected to global and local historical, material-economic, social-political and cultural-discursive arrangements which constrained and enabled it. When economic cut downs began to take effect in the local school, along with a neo-liberal discourse, democratic processes were challenged and threatened. The focus in the PGM-discussions shifted from the teachers’ perceived need for pedagogical knowledge development to talk about students as costs. A collegial approach and the ability to carry out reflexive cooperation were both fostered by the model and articulated in the PGM-practice as important teacher skills.
ER  - 

TY  - JOUR
T1  - A Swedish Perspective on the Importance of Bourdieu's Theories for Carrier Counselling.
T2  - Journal of employment counselling.
A1  - Lindh, Gunnel
A1  - Dahlin, Einar
PY  - 2000
VL  - 4
IS  - 37
SP  - 10
LA  - eng
AB  - For many years, professional career counseling practice has been based on psychological rather than sociological theories. In this article, the authors argue that sociological theories, particularly that of the french sociologist Pierre Bourdieu (P. Bourdieu & L Wacuant, 1992) are important for the framework of the counselor.
ER  - 

TY  - CONF
T1  - The Effectiveness of Laboratory Work in Physics: A Case Study at Upper Secondary School in Sweden
T2  - Proceedings of The World Conference on Physics Education 2012
A1  - Andersson, Jan
A1  - Enghag, Margareta
PY  - 2012
SP  - 729
EP  - 740
LA  - swe
KW  - physics education
KW  - laboratory work
KW  - effectiveness
KW  - experiences
KW  - computer based lab
KW  - physics
AB  - The present paper reports on a case study that examined the effectiveness of a practical activity in physics, at a Swedish upper secondary school. A teacher and 19 students participated in the study. The students were observed while working with the topic motion, in a computer based laboratory environment (CBL). This case study is part of an ongoing longitudinal study, about the role of laboratory work with different degrees of freedom. The analysis of interviews, written reports and posttest, shows that the practical work was effective based on Millar’s model. Even so, the students had difficulties expressing what they learned from the activity. This study emphasizes the complexity of planning and conducting laboratory work that is effective, from several different aspects. 
ER  - 

TY  - CONF
T1  - Attitudes towards IT and use of LMS in Teacher Education: A Swedish case study.
T2  - Proceedings of Society for Information Technology & Teacher Education International Conference
A1  - Ekman, Karin
A1  - Lundin, Johan
A1  - Svensson, Lars
PY  - 2015
SP  - 900
EP  - 906
LA  - eng
ER  - 

TY  - CONF
T1  - Learning to weld in technical vocational education: the first cycle of an action-oriented study
T2  - 2018 PATT36 International Conference
A1  - Kilbrink, Nina
A1  - Asplund, Stig-Börje
PY  - 2018
SP  - 356
EP  - 362
LA  - eng
KW  - action research
KW  - conversation analysis
KW  - technical vocational education
KW  - variation theory
KW  - vocational learning.
AB  - Creating efficient learning environments where students learn what they are supposed to learn, as well as understanding the relations between teaching and learning are recurring issues in educational settings. The importance of studying these issues in school practices is highlighted in different studies, but in relation to technical objects of learning in vocational education, there is an evident lack of such studies. By implementing an action-oriented study in iterative cycles, inspired by the Learning Study method, this study aims to redress this lack by focusing on learning processes involved when a vocational teacher and upper secondary students interact with tools and materials in relation to the object of learning to weld. We combine two different perspectives in the project (cf. Asplund & Kilbrink, 2018); variation theory analysis (VTA) (cf. Bjurulf, 2008; Marton & Tsui, 2004) and conversation analysis (CA) (Schegloff, 2007; Sidnell & Stivers, 2014). The study will be conducted as a collaborative project between a vocational teacher and two university based researchers and is funded by The Swedish Institute for Educational Research. During spring 2018 we will conduct the first cycle of the study and at the conference we will present this ongoing project and data from the first cycle. 
ER  - 

TY  - JOUR
T1  - Den mätbara litteraturläsaren: En tendens i Lgr11 och en konsekvens för svensklärarutbildningen
T2  - Utbildning och Demokrati
SN  - 1102-6472
A1  - Lundström, Stefan
A1  - Manderstedt, Lena
A1  - Palo, Annbritt
PY  - 2011
VL  - 2
IS  - 20
SP  - 7
EP  - 26
LA  - swe
KW  - governing documents
KW  - syllabus
KW  - primary school
KW  - reading
KW  - teaching literature
KW  - teacher education
AB  - The measurable fiction reader. A tendency in Lgr11 and a consequence for teacher education. Based on the new syllabus for Swedish in the primary school, this article discusses measurable knowledge and scientific foundations in relation to reading and teaching literature. In addition, some possible consequences for teacher education regarding the school subject of Swedish following these changes are discussed. The results show that the explicit scientific base of the school subject Swedish, that is Comparative Literature and the Swedish Language, is insufficient as a foundation for the subject. Furthermore, Swedish as a school subject has been distanced from the established scientific basis of Comparative Literature. Our analysis also shows that the explicitly expressed intention of clarity behind the syllabus results in lists of content that are characterised by measurability, while the democratic values promoted in the curriculum are not even mentioned in the educational purpose of the subject. Finally, the article problematizes the scientific foundations of the teacher programme in Swedish.
ER  - 

TY  - JOUR
T1  - The teaching of mathematical problem-solving in Swedish classrooms: a case study of one grade five teachers practice
T2  - Nordisk matematikkdidaktikk, NOMAD
SN  - 1104-2176
A1  - Pansell, Anna
A1  - Andrews, Paul
PY  - 2017
VL  - 1
IS  - 22
SP  - 65
EP  - 84
LA  - eng
KW  - matematikämnets didaktik
KW  - mathematics education
AB  - In this paper we examine the teaching of mathematical problem-solving to grade five students of one well-regarded and experienced Swedish teacher, whom we call Mary. Working within a decentralised curriculum in which problem-solving is centrally placed, Mary is offered little systemic support in her professional decision making with respect to problem-solving instruction. Drawing on Lester’s and Schroeder’s descriptions of teaching for, about and through problem-solving, we draw on multiple sources of data, derived from interviews and videotaped lessons, to examine how Mary’s problem-solving-related teaching is constituted in relation to the weaklyframed curriculum and the unregulated textbooks that on which she draws. The analyses indicate that Mary’s emphases are on teaching for and about problem-solving rather than through, although the ambiguities that can be identified throughout her practice with respect to goals, curricular aims and the means of their achievement can also be identified in the curricular documents from which she draws.
ER  - 

TY  - CONF
T1  - Affectionate touch and care: embodied intimacy, compassion and control in early childhood education
A1  - Cekaite, Asta
A1  - Bergnéhr, Disa
PY  - 2018
LA  - eng
PB  - Taylor & Francis
KW  - early childhood education
KW  - relational care
KW  - educator-child touch
KW  - intimacy
KW  - compassion
AB  - Relational care, interpersonal intimacy and emotional attunement are crucial for children’s development and wellbeing in ECEC. This study examines how they are enacted in a Swedish preschool (1 to 5-year-olds) through recurrent adult-child touch. Research shows that tactile caregiver – child contact is essential for development and wellbeing. However studies on touch in preschools are scarce. Theories on care, intimacy and embodiment inform the study. Care implies to protect, nurture and train. It is relational, depending on the one-caring as well as the cared-for (Nodding). The study is informed by theories of care and sociocultural perspectives. It is based on video-ethnography (35 hours) of naturally occurring preschool activities. Data were coded into: teacher – child touch and functions of touch. Written consent was obtained from parents and teachers. The person video-recording was sensitive to children’s reactions, and stopped when there were signs of discomfort. The study shows that educators’ Affectionate-Comforting touch was used for emotion regulation as compassionate response to children’s distress, amicable touch engaged children in spontaneous affection. Affectionate-Controlling touches mildly controlled and directed the child’s participation in preschool activities, or mitigated verbal disciplining. They were instrumental as compassionate acts that sustained positive relations in potentially challenging situations. The study supports the holistic policies arguing that embodied relational care should be integrated in ECEC, since they provide a fruitful connection between intimacy based social relations children experience in families, and in early childhood education, in contrast to ideas that connect professionalism with emotional distance and lack of physical contact.
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TY  - CONF
T1  - Från nästippen till bortom horisonten: Motiv och föreställningar hos blivande gymnasielärare vid Växjö universitet
A1  - Persson, Magnus
PY  - 2009
LA  - swe
KW  - habitus
KW  - lärarutbildning
KW  - motiv
KW  - yrkesidentitet
AB  - The social, meritocratic and gender structure of recruitment to the teacher education specialized towards upper secondary school in Sweden has changed. The students are being recruited from classes populaire, have lower grades from secondary education and are women to a larger extent than before. They could be descibed as carriers of another type of habitus than the traditional teacher-student. How the new students formulate their motives and conceptions of their choice of education and future vocation can be put in relation to the changing student structure to teacher education. In this text, the motives and conceptions being formulated with various perspectives according to time and substans in relation to the education and to the vocation, is in the centre. Some students can see beyond the horizon and some just to the tip of the nose. Their relation to their own experiences as pupils play a central part in their choice of education and vocation but work with various force and content. The empirical material is mainly based on 10 thematic structured interviews with beginners at the teacher education specialized towards upper secondary school at Växjö University.
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TY  - CONF
T1  - Taxation, loans and donations: The funding of Swedish schoolhouses, 1840-1900
T2  - European Social Science History Conference, 23-26 April, Vienna
A1  - Westberg, Johannes
PY  - 2014
LA  - eng
KW  - utbildningshistoria
KW  - utbildningssociologi
KW  - sociology of education
AB  - As systems of mass education expanded during the nineteenth century, the elementary schoolhouse gained national and international importance, both in discourse and sheer numbers. In France, the number of elementary schools increased from 52,900 (1837) to 81,400 (1891), and at the turn of the century there were 212,000 single-teacher schools in the United States (1913), 39,000 rural schools in European Russia (1894), 32,500 primary schools in Imperial Germany (1911) and 8,900 elementary schools in Sweden (1900).Using the expanding Swedish nineteenth century elementary school system as a point of departure, this paper deals with the funding of school building projects, which is a fundamental issue both in respect to the history of schoolhouses, and the history of the expanding systems of mass education during the nineteenth century. Despite the attention that has been devoted to the social- and architectural history of schoolhouses, the funding of school building has only been treated in passing.Through an extensive study of 66 school building project in the Sundsvall region 1840-1900, this paper aims to show how the funding of school building changed over time as a result of development within the school system as such, and the wider societal developments of the agrarian- and industrial revolution. From being primarily funded by in kind and monetary taxes, schoolhouses were to a large extent funded using loans from the expanding credit market. Special attention will be devoted to the relation between these sources of funding and the donations (land plots, building materials and money) that the building projects received from wealthy farmers and industrialists. Despite that these donations were relatively small, this study shows that they could play a disproportionately large role when a schoolhouse was to be erected.
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TY  - CONF
T1  - How Wii teach Physical Education and Health
A1  - Almqvist, Jonas
A1  - Quennerstedt, Mikael
A1  - Öhman, Marie
PY  - 2014
LA  - eng
KW  - sports science
AB  - BackgroundThe potential use of exergames in Physical Education and Health is surrounded by a growing discussion among practitioners, policy makers and researchers focusing on different expectations about the games. In this discussion there is, however, a need to further include issues about the learning content offered by these games, how the content is expected to be taught and about the potential consequences the use of games may have for learning and socialisation. This study focus on how meanings about health and the human body are offered by the game: What kind of teaching is delegated to the artifact when used in Physical Education and Health?Focus of inquiryThe aim of this article is to investigate how images of health and the human body and are taught by using exergames.Analytical framework and Research methodsThe empirical study builds on the use of an analytical tool called “Epistemological move analysis”. Studies of teaching and learning have shown how teachers use different kinds of actions (for example instructive, confirming, re-orienting, generative, re-constructive and evaluative moves) in order to try to direct the meaning making in educational settings. In this study, these categories are used, developed and specified in the context of teaching in Physical Education and Health. The empirical material used consists of video recordings from sessions where the games Wii Fit Plus and EA Sports Active were played.Research findingsThe results of the analyses show how the games offer different kinds of epistemological moves: Instructive moves about the fit body and how to play the game, re-orienting moves used in order to help the players to modify their action towards a more relevant and effective way, generative moves used to help the players to think about how to play the game and confirming move about the players’ gaming. In sum, the “teacher” constituted in the game is a teachers who instructs, confirms and encourages the players to move and exercise their bodies. But it is not a teacher who, in contrast to teaching in other contexts, is able to help the learners to make investigations or to participate in argumentation and discussion about for example images of health and the human body. Teaching in these games is constituted as a behavioral modification focused on an idea about a pre-defined and ideal body not expected to be discussed in education.
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TY  - CONF
T1  - Engagement when reading fiction in various formats: A study of teachers’ and students’ understanding of reading engagement in Grade 7-9 Swedish language classes
T2  - Nordic Education Research Association (NERA) 2023
A1  - Helming Gustavsson, Maria
PY  - 2023
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Being engaged in reading fiction is a crucial starting point for developing literacies (Guthrie et al., 2012) and achieving aesthetic experiences of fiction (Rosenblatt, 2002). Fiction could though be read in various formats, and previous research shows that adolescents certainly do have an interest in multimodal texts (Nordberg, 2015). Even if recent studies have shown student interest in reading is not in decline (Tattersall Wallin et al., 2022), many adolescents report that they only read if they are compelled to do so (Organisation for Economic Cooperation and Development [OECD], 2019).However, teachers and students could prove to have different viewpoints regarding engagement in reading fiction. From hermeneutic phenomenology, where ‘lifeworld phenomenology’ is central (Bengtsson, 2005; Ricoeur, et al., 1993), this PhD project aims to investigate how teachers and students in Grade 7-9 Swedish language classes understand which prerequisites there are for students to be engaged in reading fiction. Both teachers and students have, and will, participate in semi-structured interviews and classroom observations.The findings from the first sub-study reveal that adopting a multimodal fiction format, including various digital resources, may hold didactic relevance, especially regarding the enhancement of the students’ aestetic experiences. However, this is not the crucial prerequisite for engagement, according to the teachers. The teachers find that the most significant prerequisite for reading engagement is satisfied when teachers and students interact with each other through fiction in safe collaborating learning environments. How students understand engagement and the prerequisites they identify as relevant to reading engagement are questions that are in process to be answered by upcoming classroom observations and interviews with students.
ER  - 

TY  - JOUR
T1  - Språkvård för språkutveckling. Språk, språknormer och elevspråkbruk ur ett utbildningsperspektiv
T2  - Språk och stil
SN  - 1101-1165
A1  - Lundin, Katarina
A1  - Linnér, Bengt
PY  - 2013
IS  - 23
SP  - 31
EP  - 58
LA  - swe
PB  - : Adolf Noreen-sallskapet for Svensk Sprak- och Stilforskning
KW  - language care
KW  - language norms
KW  - language development
KW  - appropriated knowledge
KW  - evaluation
KW  - teacher education
KW  - scandinavian languages
AB  - The Swedish classroom of today displays linguistic, cultural, and social diversity. Hence, if a teacher is to be able to assist each pupil in a language development regarding the elaborated language as well as the private, a new kind of work with language care and deeper knowledge of language norms are required. Furthermore, the elaborated language is consistently changing as a result of the logic of change of post-modernism. Through interviews with and texts written by students studying to become teachers, the article aims at investigating how the students read and relate to texts written by pupils. The article, the result of a pilot study in a major research project, shows that the students, although almost graduated, solely focus on evaluation of the pupils’ texts. Accordingly, they have not appropriated the practice of reading the texts in order to contribute to the pupils’ language development. The two main reasons for this seem to be the students’ own school experiences, and non-appropriated knowledge from their present education. The students’ way of reading texts written by pupils must reflect the changing of the official, elaborated language as well as the linguistic inconsistencies of the pupils. This, in turn, requires a teacher who works with the language of the pupils in a differentiated way and also requires an elaboration and an expansion of the meaning of language development. The article presents some examples of the latter.
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TY  - CONF
T1  - Robotics and early-years stem education: the botSTEM project
A1  - Cronquist, Björn
A1  - Fridberg, Marie
A1  - Redfors, Andreas
PY  - 2021
LA  - eng
AB  - botSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robot-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education, and children aged between 4 and 8, with research-based materials and practices that use integrated Science Technology Engineering Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. This presentation presents initial results in terms of a collection of tested educational practices summarized in a freely downloadable Toolkit, and results from a qualitative analysis of implemented activities in Swedish preschools. The preliminary analysis of the implementations indicates that robots function as motivation factors in young children’s inquiry of science and engineering design technology, in both teacher and children initiated learning situations.. Also, when compared, digital programming with ause of robots promotes discussions among teachers and children that involve more versatile robotic words then un-plugged programming does.
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TY  - CONF
T1  - A Brave New Subject: Implementing a Reformed Psychology Curriculum in Sweden
T2  - NERA 2026 - Courage and Agency in Education for the Present, Aarhus, Denmark, Mars 4-6, 2026
A1  - Blåvarg, Ebba Christina
PY  - 2026
LA  - eng
KW  - curriculum change
KW  - school subject
KW  - teacher´s experince
AB  - Psychology has been part of the Swedish upper secondary curriculum since 1965 and has undergone several reforms (Blåvarg, 2018; 2024). The most recent reform, Gy25, which came into effect on 1 July 2025 (Skolverket, 2024), represents one of the most comprehensive revisions to date. The previous curriculum in psychology, Gymnasieskola 2011, has been the subject of both appreciation and critique (Blåvarg, 2023; Skolverket, 2011). Many teachers and students valued its emphasis on classical theories and long-standing perspectives. At the same time, it was associated with challenges, including fragmented knowledge structures and limited connections to both contemporary research and students’ lived experiences.The aim of this paper is to present insights from the recent revision of psychology as a school subject in Swedish upper secondary education, focusing on the curriculum development process, its implementation, and teachers’ experiences of the new curricula. In the presentation, the rationale behind the revision work and how this has been communicated to teachers across the country will be discussed. As an expert contracted by the Swedish government, I have been directly involved in both the revision and the subsequent communication of the new subject (Skolverket, 2025). This dual role - contributing to both the curriculum and its implementation - offers insights into the intentions, deliberations, and compromises underpinning the reform, as well as into the processes through which these decisions are translated into practice. The presentation combines these insider perspectives with empirical survey data on teachers’ experiences during the first year of implementation. By combining an interest in discursive interaction, discursive content, and the actors involved, discursive institutionalism provides a dynamic framework for analysing both curriculum change and continuity (Nordin, 2025). Teachers’ concerns and adaptations shape how the reform is enacted in schools (e.g., Byrne & Prendergast, 2020). The analysis highlights both the curricular innovations that characterise the new psychology subject and the processes through which they are being communicated and enacted. This paper provides an overview of the revised subject’s trajectory - from the political decree, through the expert group’s work and the implementation process, to teachers' classroom practices. Examining both the development and the implementation of the new psychology curricula, the paper contributes to ongoing discussions on how curricular reforms can balance policy ambitions with teachers’ experiences and classroom realities.ReferencesBlåvarg, E. C. (2018). Psychology in the Swedish Curriculum: Theory, Introspection or Preparation for the Adult, Occupational Life. In G. J. Rich, A. Padilla López, L. K. D. Souza, L. Zinkiewicz, J. Taylor, & J. L. S. Jaafar, (red.) (2018). Teaching Psychology Around the World (4th ed.), pp. 380–391. Blåvarg, E. C. (2023). Psykologi på schemat. Formeringen av ett skolämne, 1960–2015. Stockholms universitet. https://www.diva-portal.org/smash/get/diva2:1802512/FULLTEXT01.pdfByrne, C., & Prendergast, M. (2020). Investigating the concerns of secondary school teachers towards curriculum reform. Journal of Curriculum Studies, 52(2), 286–306. https://doi.org/10.1080/00220272.2019.1643924Nordin, (2025). Diskursiv institutionalism och dess bidrag till läroplansteoretisk forskning. Utbildning & Demokrati, 43(1), 7-28.Skolverket (2011). Gymnasieskola 2011. Stockholm: Skolverket.Skolverket (2024). Hitta program och ämnesplaner i gymnasieskolan, Gy25. https://www.skolverket.se/undervisning/gymnasieskolan/program-och-amnen-i-gymnasieskolan/hitta-program-och-amnen-i-gymnasieskolan-gy25Skolverket (2025). Kommentar till ämnesplanerna. https://www.skolverket.se/undervisning/gymnasieskolan/kommentarmaterial-till-gymnasieskolan.
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TY  - CONF
T1  - Education for sustainability in early childhood education - Swedish initial teacher students meaning-making about children’s learning, agency and participation
T2  - 31st EECERA Annual Conference Children’s Curiosity, Agency and Participation: Challenges for Professional Action and Development
A1  - Ärlemalm-Hagser, Eva
PY  - 2023
SP  - 149
LA  - eng
ER  - 

TY  - JOUR
T1  - Lärarprofessionalitet på glid: Performativ förskjutning av statlig och lärarfacklig utbildningspolicy
T2  - Pedagogisk forskning i Sverige
SN  - 1401-6788
A1  - Sjöberg, Lena
PY  - 2010
VL  - 1
IS  - 15
SP  - 18
EP  - 32
LA  - swe
KW  - teachers
KW  - professionalism
KW  - critical policy sociology
KW  - governmentality
KW  - performativity
KW  - education
KW  - pedagogics
AB  - Artikeln fokuserar den diskursiva förskjutningen av begreppet ’lärarprofessionalism’. Den ’professionella’ läraren ’uppstod’ i statliga policydokument i slutet av 1980-talet, i samband med avreglering och decentralisering av utbildningssystemet. Syftet med denna artikel är nu att utifrån ett kritiskt policysociologiskt perspektiv (Ball 1994, 2007, 2008) analysera talet om de ’professionella’ lärarna, eller den så kallade ’lärarprofessionalismen’.  Det empiriska material som analyseras i studien omfattar texter där policyproducenten är staten (genom direktiv, utredningar och propositioner) och Sveriges största lärarfackliga organisation, Lärarförbundet. Jag har också valt att studera policytexter under två olika tidsperioder, 1995-2000 samt 2007-2008. Studien resulterar i att talet från de båda policyproducenterna kraftigt har förändrats eller förskjutits mellan de båda perioderna, och där lärarna idag styrs utifrån ett nytt ’conduct of conduct’ där yttre styrningsteknologier och en utökad performativitet påverkar lärarnas arbete och påstådda ’professionalitet’. Jag vågar därför påstå att lärarna inte har möjlighet att vara professionella, trots talet om ’lärarprofessionalism’.
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TY  - JOUR
T1  - Villkor och praxis: Bedömning av lärarstudenters yrkeskunskaper under verksamhetsförlagd utbildning
T2  - Nordic Studies in Education
SN  - 1891-5914
A1  - Hegender, Henrik
PY  - 2010
VL  - 3
IS  - 30
SP  - 180
EP  - 197
LA  - swe
KW  - education
KW  - pedagogics
AB  - The present study examines the assessment conditions, assessment content and assessment processes of a school-based course within a teacher education program in Sweden. The empirical base consists of supporting documents for assessment, eight student-teaching conferences with teacher educators, mentors and student teachers, and interviews with the teacher educators. The analysis tools used are a theoretical framework of teacher knowledge as well as models for assessment of vocational knowledge. The results show that the assessment is exclusively expressed formative, and only student teachers’ procedural knowledge from a knowledge-in-practice approach is assessed. One assessment model characterizes the assessment processes where the formal learning objectives are not standard for the assessment of the student teachers. This means that teacher educators and mentors not easily can check the students’ vocational actions against learning objectives, but need to base their assessments on their own knowledge and experiences as teachers.
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TY  - JOUR
T1  - How Swedish Curricula Legitimise the Engagement with Literature in English
T2  - Nordic Journal of English Studies
SN  - 1502-7694
A1  - Dodou, Katherina
PY  - 2021
IS  - 2
SP  - 129
EP  - 159
LA  - eng
KW  - literature
KW  - legitimation
KW  - syllabi
KW  - education system
KW  - english
KW  - litteraturdidaktik
AB  - Literary works are read and studied in English across the different parts of the Swedish education system, primary education, secondary education, highereducation and teacher education. This article considers the rationale—the purposes and benefits—for doing so that are implicitly or explicitly pointed to incurricular documents, with special focus on the kinds of engagement withliterature that are authorised by the academic English subject community for the Swedish academic and school contexts. By juxtaposing and synthesising findings from three previous curricular studies, the article identifies substantive justifications and, drawing on linguistic legitimation theory, discursive forms of legitimation that interoperate in syllabi and in other steering documents to claim the validity of engaging with literature in English. It shows that the rationale that remains constant across the education system relies on the links between literature and cultural learning, or analysis, and likewise on the potential of engagement with literature in English for furthering an understanding of the world and for fostering a desired democratic citizen ethos. The cross-educational perspective of the article shows that the interdependence between the different parts of the education system has both thematic and conceptual consequences for the kinds of engagement with literature that are given the status of official legitimations. 
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TY  - CONF
T1  - Towards an Understanding of Disciplinary Identity as Political in Higher Education. An Ethnographic Study of Computing Education at University
A1  - Peters, Anne-Kathrin
A1  - Stefan, Bengtsson
PY  - 2023
LA  - eng
KW  - higher education
KW  - sustainability
KW  - gender
KW  - identity
KW  - stem
AB  - General description on research questions, objectives and theoretical frameworkGender in education has received considerable attention in the fields of science, technology, engineering, and mathematics (STEM) education in the past decades. A concern is the lack of diversity in the student population, e.g. the under-representation of women in western STEM education. Research in technology and engineering education suggests that what it means to know and engage in technology is “co-produced” together with hegemonic masculinity (Ottemo 2015). This “masculine orientation” in engineering has been addressed in research for at least four decades (Ottemo, Berge and Silfver 2020). The culture of science is repeatedly found to be aligned with social norms of white, middle-class, heterosexual men (Avraamidou and Schwartz 2021). STEM education seems to reproduce social identities, e.g. gender, and power relations. Participation and representation in STEM education has increasingly been approached through theories of identity, which bring into attention the interplay between social structures and agency (Danielsson et al 2023). Until today, identity research draws predominantly on theories from psychology and socio-cultural theories of learning and becoming (Danielsson et al 2023). Intersectionality is seen as important and approached by considering several social identity categories, through so called “additive identities” (e.g. students being a women + black + low income) (Avraamidou 2020). The political dimension of identity constructions is under-studied, as has been argued by Chronaki and Kollosche (2019). In this paper,  we explore the construction of identity in and through education as political (contested) and queer addressing critiques of existing work that explores gender and technology as stable. A prominent finding is that science and technology is positioned around gendered dichotomies, as rational, objective, reductionist or technical rather than empathetic, embracing subjective experience, as well as complex societal questions (eg. Ottemo, Berge, Silfver 2020). These positions are mapped on to the gender binaries (male / female) as stable categories thereby contributing to reproducing traditional understandings of gender and separation (Landström 2007). By conceiving identity construction as queer and political, we seek to contribute with alternative understandings of identity, which we, by empircal examples show to also exist in the classroom.We draw on Laclau and Mouffe’s (1985/2001) discourse framework to study identity as political and queer. Laclau and Mouffe argue that the subject emerges only once it cannot constitute its social position in or through existing social positions or discourses. In those “political moments”, the individual is in a position to alter existing configurations of meaning and power.We illustrate identity construction as political analysing data collected in an ethnographic study in two subsequent courses in technology education, more specifically computing education, i.e. education about digital technologies and their development. We ask the following research questions:What gender and technology identity discourses are being produced?What discourses gain status, i.e. what power relations are being produced through social interaction?How are identities and power structures being challenged in political acts of identification?The research has been conducted as a follow-up study to a longitudinal interview study (anonymous) that suggests that students give up their broader interests in society, art or politics and instead adapt to becoming a seemingly narrow-minded programmer who identifies with solving well-defined technical problems through program code. Some students struggle to adapt to this presumably masculine way of engaging in IT. The aim with this follow-up ethnographic study was to get a deeper understanding of social constructions of computing and gender in the classroom. Methods / methodologyThe ethnographic study (Gobo and Molle 2017) was conducted in two courses at a swedish university, over a period of one and a half semesters. The students are in their second year of study of computer science or IT engineering. The first course is a large programming course running over a whole semester, the amount of credits corresponding to two thirds of full time studies. The second course on user-dentred system design follows the programming course. It introduces the students to human, societal, or ethical aspects of technology development. The first programming course has a reputation of being the best course with one of the best teachers. A longitudinal study (anonymous) suggests that this course has a great impact on the students, who align to ways of being and doing that are produced in the course. The second course has been questioned by students. Several teachers have developed the course to increase the students interest. The courses seem to differ in that they embrace the technical and social, human, in different ways and as such incorporate tensions that the teachers and students may meet with political acts of identification.The first author collected field notes. In the first course, she participated in 10 hours of lectures, 15 hours of labs and 1 hour outside the exam hall, talking to the students after the exam. In the second course, she participated in 7 hours of lectures, 1 hour of seminar, 1 hour of labs, 1,5 hours of project meetings, as well as 1 hour of final project presentation. The field notes and data such as lecture slides, assignments, course evaluations were transferred to Atlas.Ti. The analysis was done in three steps:Step 1: Open Coding on identity in relationship to the content of computing education. We looked for ways of being, knowing, and practicing (identity construction) that were offered through the teacher and social interaction.Step 2: Analysis of identity discourses and relationships among them. The identification of discourses is analytically made by focusing on paradoxes, contradictions, or tensions in the ways (patterns) of being and knowing as they are performed, performed and recognised. Step 3: Exploring alternative constitutions of identity once discourses of identity and relations of dominance are identified. As a part of this, we interrogate binary constructions of identity in these discourses. Expected outcomes/resultsWe see and interrogate the positioning of computing as technical, rational, centring around gaining control over machines (cf Faukner 2001, Ottemo et al 2020). Being a programmer is associated to being a nerd by the celebrated teacher in the first course who introduces himself as a nerd and programming as a nerdy thing. The nerd image of computing is seen as one reason for the absence of women (Faukner 2001). Also, the benefit of programming for humanity is questioned by the programming teacher. However, the ways the teacher performs being a nerd and doing programming also challenges existing understandings of identity.The teacher performs the identity of being a nerd as being in close, bodily, affective relationship with the computer, in which he (a question is if he is identifying as male in this instance) is both subject and object in relation to the computer. The human is involved with both body and mind. This queers our understanding of the distinction of human and computer and also our understanding of gender being co-produced with technology in education. The teacher advocates low-level programming that involves manipulating and knowing the machine (human as subject) and also being shaped in thoughts and feelings by the machine (human as object). In many lectures, the teacher is programming in class. At one time, he writes a code snippet that he admits not even programmers can understand. He explains this is “not to make macho points”. It is his way of thinking and expressing himself that evolved in the relationship with the computer.Focusing on the queer and political can give new understandings of gender in education, and new possibilities for developing equitable education. One could ask how to make the user and society more experiential, possibly building on the relationship to the computer. Intent of publicationThis paper is intended to be published in a journal relative to the field of STEM education.ReferencesAvraamidou, L. (2020) Science identity as a landscape of becoming: rethinking recognition and emotions through an intersectionality lens. Cultural Studies Science Education 15, 323–345Avraamidou, L., & Schwartz, R. (2021). Who aspires to be a scientist/who is allowed in science? Science identity as a lens to exploring the political dimension of the nature of science. Cultural Studies of Science Education, 16(2), 337–344. Chronaki, A., & Kollosche, D. (2019). Refusing mathematics: A discourse theory approach on the politics of identity work. ZDM, 51(3), 457–468, SpringerDanielsson, A.T., King, H., Godec, S. et al. (2023) The identity turn in science education research: a critical review of methodologies in a consolidating field. Cult Stud of Sci Educ.Faulkner, W. (2001). The technology question in feminism: A view from feminist technology studies. Women’s Studies Int. Forum 24(1), 79–95.Gobo, G. & Molle, A. (2017). Doing Ethnography. 2nd Edition. SageLaclau, E., and Mouffe, C. (1985/2001). Hegemony and Socialist Strategy: Towards a Radical Political Politics. 2nd Ed. London and New York: Verso. Landström, C. (2007). Queering feminist technology studies. Feminist Theory, 8(1), 7–26.Ottemo, A. (2015). Kön, kropp, begär och teknik. Passion och instrumentalitet på a två tekniska högskoleprogram [Gender, body, desire, and technology: passion and instrumentality in two technical university programs]. PhD Thesis. University of GothenburgOttemo, A., Berge, M., & Silfver, E. (2020). Contextualizing technology: Between gender pluralization and cla
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T1  - University Teachers' Experiences of Dance Education in Preschool Teacher Training
A1  - Mattsson, Torun
A1  - Pastorek Gripson, Märtha
A1  - Andersson, Ninnie
PY  - 2025
LA  - eng
AB  - ContributionPlay, artistic expression, and creative learning are integral to early childhood education globally. According to the UN Convention on the Rights of the Child, every child has the right to express themselves freely, which includes engaging with artistic forms such as dance (UNICEF, 2019). Dance, as an art form that involves bodily movement, plays a crucial role in fostering children’s development, emotional well-being, and communication skills (Svendler Nielsen & Burridge, 2015). Several studies show that expect bodily movement there are other important aspects in dance education. Meiner and Garett (2015) argue that dance education can contribute to social justice and cultural change. Core aspects in dance education are sensing the own body and embodied meetings with others, and Stinson (2015) claims that children participating in dance can develop critical thinking. Despite its significance, dance is often marginalized in educational contexts (Svendler et al., 2023). Pastorek Gripson, Lindqvist, and Østern (2022) point out that many preschool teachers lack the necessary dance skills, limiting their ability to provide meaningful dance education. As a result, dance is often reduced to imitation or free movement to music, without a clear educational objective. In another educational context, in school-age educare, educators often use digital tools to organize dance activities. The children enjoy dancing by imitating and reproducing movements from computer games, but there is little focus on learning (Mattsson & Pastorek Gripson, 2024). For pre-school teachers to have better conditions to teach children dance, they need to gain sufficient competences in pre-school teacher education.However, dance education appears to remain scarce in Swedish preschool teacher training programs. A study by Pastorek Gripson, Mattsson, and Andersson (2021) revealed that only five out of twelve universities offering preschool teacher training in Sweden included dance in their curricula, with only two requiring examinations in dance. The absence of mentioning of the body and dance in preschool teacher training syllabi indicates that future preschool teachers may not have sufficient competences in and about poetic, bodily learning, in dance. Even if the preschool teacher training offers courses that include aesthetics, it is not uncommon that the same course will embrace several aesthetic subjects. According to Lindqvist (2019) there is a risk that learning outcomes in these courses become fragmented. The content within the preschool teacher training that include aesthetic subjects and knowledge that is expressed through performance can be challenging to articulate because knowledge tends to be tacit. Despite the marginalization of dance education in preschool teacher training, dance may enhance creativity, aesthetic sensibility, critical thinking, and cultural awareness among future educators (Oliver-Barcelo, Ferrer-Ribot & Jové, 2024). It may therefore be important for preschool teacher training to offer opportunities for students to engage with dance, develop their own bodily communication, and gain a deeper understanding of its educational potential. This, in turn, would empower future educators to foster children’s self-expression through movement and participation in aesthetic learning experiences.The aim of this paper is to explore and analyze university teachers' experiences of dance education in preschool teacher training.The research question guiding this study is:(Q1) What opportunities and challenges do university teachers experience in dance education in preschool teacher training at three universities in Sweden? MethodThis study is grounded in life-world phenomenology, which emphasizes the interconnectedness of body, mind, and soul as an indivisible whole (Merleau-Ponty, 1962/2002). Within dance education, embodied practical knowledge and communication are highlighted more than in other subjects (Engel, 2004). The study explores dance as a form of embodied learning, emphasizing the role of the body in transmitting knowledge and experiences (Fraleigh, 1987, Parviainen, 2003). Observations and interviews with three university teachers from different Swedish universities offering preschool teacher training that includes dance education were conducted. The selection was based on an earlier study by Pastorek Gripson, Mattsson, and Andersson (2021) and three universities that offer dance in preschool teacher training are included in the study. The material was collected through in-depth observations of dance classes and interviews with the dance educators, allowing us to gain insights into their lived experiences. The three participants are all experienced dance educators with extensive backgrounds in teaching dance within the context of preschool teacher training. The participants were informed about the study prior to the observations and interviews, and they were provided with an information letter and a consent form to review. They expressed their consent to take part in the observations and interviews by signing the content form. The study follows the Swedish Research Council’s guiding principles for social science research (Swedish Research Council 2017). To analyze the data, we began with a naïve reading of the material to identify emerging themes and gain an initial understanding of the phenomenon. This was followed by a structural analysis aimed at pinpointing key aspects of the teachers' experiences. The analysis process was iterative, moving back and forth between detailed examination of specific excerpts and rereading the material as a whole. This approach allowed us to identify commonalities and differences in the teachers' experiences and to conceptualize the essence of the phenomenon. The resulting themes were then examined in relation to the research questions and the context of the study. Expected OutcomesThe university teachers in this study report that dance often remains invisible in the curriculum, despite their belief in its potential. These teachers are highly experienced in dance education but feel that their role in the broader curriculum is limited. One of the key challenges they face is the lack of prior dance experience among preschool teacher students, which creates a gap that the educators must work to bridge. This gap often leads to stress and insecurity for both students and teachers. The teachers also note a reduction in the amount of time allocated to dance education in recent years, which further limits the opportunities for meaningful engagement with dance. Despite these constraints, they see significant opportunities in dance education in preschool teacher training. They emphasize that dance allows students to explore embodiment and communication, providing a unique tool for engaging with aesthetic forms of expression. The educators stress the importance of helping students feel confident in their own movement and develop the skills necessary to teach dance to young children. Another challenge identified in the study is the part-time nature of many dance teaching positions, which complicates collaboration with other faculty members in preschool teacher training. To enhance the inclusion of dance education in preschool teacher training, the study suggests that structural changes are needed, including strengthening the presence of dance education in curricula and ensuring better resource allocation to support this area of education. ReferencesEngel, L. (2004). The somaesthetic dimension of dance and education – a phenomenological and aesthetic analysis of problem of creativity in dance. Ethics and politics embodied in dance, 50. Fraleigh, S.H. (1987). Dance And Lived Body. University of Pittsburgh Press. Lindqvist, A. (2019). Bortglömda kroppar i ett akademiserat förskollärarprogram? Omförskollärares lärprocesser. Pa Spissen 5(1): 44–64. Mattsson, T., & Gripson, M. P. (2024). ‘I did not know that the pupils loved dancing… until the projector came’: constructions of dance as learning activity in school-age educare. Research in Dance Education, 1-21. Meiners, J., and R. Garrett. 2015. “An Australian Curriculum for Social Justice: Potentials and Possibilities.” In Dance Education around the World. Perspectives on Young Children and Change, edited by C. S. Nielsen and S. Burridge, 11–21. Routledge. Merleau-Ponty, M. (1962/2002). Phenomenology of perception. Routledge. Oliver-Barcelo, M., Ferrer-Ribot, M., & Jové, G. (2024). Arts education in early childhood teacher training: An international analysis. Teaching and Teacher Education, 148, 104703. Parviainen, J. (2003). Kinaesthetic empathy. Pastorek Gripson, M., Lindqvist, A., & Østern, T. P. (2022). ‘We put on the music and then the children dance’-Swedish preschool teachers’ dance educational experiences. Research in dance education, 23(3), 337-359. Pastorek Gripson, M., Mattsson, T., & Andersson, N. (2021). What syllabus documents can tell us about the presence and position of dance in Early Childhood Teacher Education: A Swedish perspective. Research in Education, 111(1), 46-69. Stinson, S. W. 2015. “Rethinking Standards and Assessments in Dance Education.” In Dance Education around the World. Perspectives on Young Children and Change, edited by C. S. Nielsen and S. Burridge, 107–116. Routledge Svendler Nielsen, C., and S. Burridge, eds. 2015. Dance Education around the World Perspectives on Young Children and Change. London: Routledge. Svendler Nielsen, C., Østern, T.P., Karlsen, K.H., Anttila, E., & and Martin, R. (2023). Troubling dance education from a Nordic policy perspective: A field with an interdisciplinary and cross-sectoral potential. Dance Articulated, Special Issue: Dance in Cross-Sectoral Educational Collaborations, 9(1), 11-30. Swedish Research Council. 2017. Forskningsetiska principer inom humanistisksamhällsvetenskaplig forskning. [Good Research Practice]. Sto
ER  - 

TY  - CONF
T1  - Including educational space and social pedagogical recognition: analysis of space dynamicsin compulsory, upper-secondary and post-secondary education
T2  - Child and Youth Studies Conference, University West, November 4-5 2021, THE CONVENTION OF THE RIGHTS OF THECHILD, Book of abstracts
A1  - Basic, Goran
A1  - Lokareva, Galina Vasylivna
A1  - Stadnichenko, Nadiya Vasylivna
PY  - 2021
SP  - 10
EP  - 10
LA  - eng
PB  - Trollhättan, Sweden : University West, Trollhättan, Sweden
KW  - interactional analysis
KW  - social pedagogical analysis
KW  - space dynamic in school
KW  - social pedagogical development
KW  - dramatisation
KW  - teacher
KW  - educator
KW  - pupil
KW  - success
KW  - obstacles
KW  - educational cooperation
KW  - social pedagogical space
KW  - sociologi med utbildningsvetenskaplig inriktning
KW  - sociology education
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - The purpose of this article is to provide a new understanding of the essence of the including educational space as a pedagogical phenomenon presents different approaches of scientists to the characteristics of the concept of educational space, and the importance of interpersonal interaction in the educational space, and presents the authors’ interpretation of its essence. The analytical basis is a literature review of various studies from the domains of symbolic interactionism, social constructivism, ethnomethodology, the sociology of knowledge, education, pedagogy and social pedagogy. Empirical sequences in the reviewed literature that exemplify inclusive educational space are from the context of the organisational and practical work of compulsory and upper-secondary schools with newly arrived students and students who use alcohol and narcotics, and from the context of the organisational and practical work of universities related to the education of future play-actors. The importance of the role of the creative educational spaceas a leading requirement of preparation of the students for future communicative interaction in professional communication is revealed, and the structural characteristics of its content and functional load are provided. The inclusive educational space and the professionals' inclusive approach demands how schools practically and organizationally organise work with students in the educational space and what support and room for manoeuvre professional actors in the school and university receive in their practical work with students, both in relation to the expected normative right and deviant acting in the educational space and in relation to laws and governing documents that to a certain extent govern practical work in these educational spaces. The study contributes to the development of knowledge regarding: 1) dealing with social interaction and including educational space combining: a) experiences of students in educational space, b) experiences of professional actors in educational space, and c) the development of integration and social pedagogical recognition in educational space; 2) the significance of these social interactions and including educational space in the creation and recreation of the students' and professional' identities; and 3) alternative social pedagogical approaches to analysing the including educational space in compulsory, upper-secondary and post-secondary education. 
ER  - 

TY  - CONF
T1  - Health promotion as part of the teaching profession?
T2  - Hope and education, NERA 2021
A1  - Hammerin, Zofia
A1  - Bergnéhr, Disa
A1  - Basic, Goran
PY  - 2021
LA  - eng
KW  - recontextualisation
KW  - empty signifier
KW  - semantic mess
KW  - professional identity of teachers
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
KW  - education
AB  - Health and learning are intrinsically linked and have a reciprocal relationship. Healthy students generate better learning outcomes and good learning outcomes in turn generate healthy students. The health of students is traditionally viewed as the concern of the student health staff and not as a central part of the teacher profession.  It is however stipulated by the Swedish National Agency for Education and The Agency of Health and Welfare that the teaching profession also entails health promotion. The teacher and the relationship between the teacher and the student have proven crucial to student mental health. This is also noted by The Swedish Education Agency and The Agency of Health and Welfare which state that “student health work is conducted in all school environments especially the classroom where the teacher plays a key part”. In spite of the fundamental role the teacher plays regarding student health, there are no clear guidelines on a state level regarding teachers’ work with student health and it is a responsibility not traditionally associated with teaching. In Sweden, school health work is regulated by the Education Act, which states that the work should focus on health promotion and risk prevention. On a municipal and school level there are Student Health Plans which are local documents that interpret national directives and thus guide the school’s work with student health. This study aims to examine how the role of the teacher is presented in such Student Health Plans.Thirty-seven student health plans ranging from four to 32 pages were collected from municipalities and high school across Sweden. These texts are analyzed using discourse analysis. Dominant and less dominant ways to depict health promotion and the teacher's role in the work were detected. The initial analysis shows that the role of the teacher is mentioned in different ways; that is, the interpretation and specification of what the health promoting work should imply for the teacher vary depending on the municipality and school. The teacher is rarely mentioned in connection to health promoting work but often in relation to remediating or rectifying actions. When the teacher is mentioned in terms of health promotion it is in general and imprecise terms. Moreover, the role of the teacher is recurrently defined in relation to other, quite new professions in school with indeterminate functions, such as ‘student consultant’ and ‘student assistant’. Mental health issues among children and youth have increased the past decades in many Nordic and European countries. The part of the school in the work to promote health and prevent risks has been stressed by international and national organizations, but little is known of how it is interpreted and operationalized in relation to the teachers. This study contributes to widen our understanding of how the global and national discourse comes into play, that is, how it is (re)constructed and negotiated, in local School Health Plans. 
ER  - 

TY  - CONF
T1  - Exploring the dynamics of student-centred learning in innovative learning environments
T2  - EAPRIL 2024
A1  - Bergström, Peter
A1  - Lindfors, Maria
A1  - Wiklund-Engblom, Annika
PY  - 2024
SP  - 31
EP  - 31
LA  - eng
KW  - education
AB  - The paper outlines an ongoing longitudinal study (2018-2026) in a Swedish municipality, examining the relationship between the physical learning environment and teaching practices within an Innovative Learning Environment (ILE). Emphasizing student-centred learning, it acknowledges the complexity of translating physical design features into effective teaching practices. The study employs the Typology of Teacher Power and Control (TTPC) as a theoretical framework and a convergent mixed-method design to collect various data types, including classroom audio, teacher interviews, and questionnaires. The analysis demonstrates two distinct clusters of student-centred learning practices, differentiated by how symbolic power and control are either retained by the teacher or dislocated to the students. 
ER  - 

TY  - CONF
T1  - Training skills in critical thinking in teacher education in Norway and Sweden? A comparative analysis.
A1  - Elm Fristorp, Annika
A1  - Roos, Merethe
PY  - 2014
LA  - eng
AB  - Both in Sweden and Norway, teacher education has been subject to comprehensive reforms during the last years. Central governmental documents are forming the basis for these reforms, and in these documents, the task of training pupil’s skills in critical thinking is emphasised as an overall aim for teaching processes and education. However, a more specific definition of the term “critical thinking”, i.e. how skills in critical reflection is encouraged in practice, in the classroom and among the students, seems to be lacking in the documents from both countries. In this paper, we will address the question of how far the policy documents give the necessary preconditions for developing skills in critical thinking in school. The question will be discussed comparatively, and on the basis of analysis of policy documents as well as on official reports on observations from the outcome of these reforms, both in Norway and Sweden. The theoretical and methodological basis for this study will be critical discourse analysis (CDA) as it is developed by Norman Fairclough and Ruth Wodak, among others. This will, in turn, raise questions such as: are there any differences between Norway and Sweden? If so, what differences can be highlighted? Can possible differences be related to differences in political climate? If not, what? Thus, the question of how texts communicate to the readers will be crucial to our presentation.The paper is part of a larger project aiming to shed light on the mutual relation between practice and theory in teacher education. The project will be done in cooperation between Halmstad University and Telemark University College, as well as teacher education universities in Denmark (Via University, Aalborg).As this paper is a part of a project in its initial phase, concrete research results are still to be seen. Our preliminary thesis, is, however, that policy documents, both in Sweden and Norway, tend to be driven by political goals rather than goals emphasising improvements of skills in critical thinking and education.
ER  - 

TY  - CONF
T1  - Mentorship in Initial Teacher Training
A1  - Kizildag, Ayse
PY  - 2010
LA  - eng
AB  - Mentors who can be described as advisers were common in teacher education in the USA in 1980s (Ganser as cited in Lindgren, 2005). They mostly worked with supporting beginning teachers to support during their transition from university to the profession. Mentorship has been reported to be beneficial to the novice teacher in finding identity and roles in the profession by relating practice to theory. It has also been said to contribute to the teachers staying in the profession longer. In the literature, theory and practice relationships in teacher education are contextualized within either practicum or mentorship. The latter, which is the main theme of this study, is reported to have limited literature in Sweden (Lategan, 2002). It is also suggested that mentorship programs have been developed in a different way in different Swedish universities. For example, at the University of Boras, mentorship means an activity related to learning to teach that involves a mentor and a group of mentees (Kihlstorm et. al., 2007). This is a strong point of group mentoring where novices approach the issues in a more varied way with various interpretations of the situations. Mentors meet with student-teachers in the semesters when these students do not extensive teaching in practice schools (Eriksson, 2009). They also work closely with the school teacher but they do not assess their performance. As one of the teacher educator commented, ‘students feel more at ease raising even the most ridiculous issues about teaching during meetings’ (Kizildag, in preparation). The Swedish teacher educations reform from 2001suggested more responsibility from local schools regarding the professional learning of student teachers (Proposition, 1999/2000:135). Therefore, one of the purposes of the current paper is to present how student-teachers communicate theory and practice relations through the mentorship model in Swedish teacher training system compared to the other equivalents in other countries. What framework for learning opportunities about teaching as a profession built during these meetings is one question that will be analysed. The group dynamics, the role of the mentees and the mentor and the relationship between the parts are going to be described with reference to whether they change over time.
ER  - 

TY  - CONF
T1  - School-Based Teacher Collaboration in Sweden and Greece: Formal Cooperation, Deprivatized Practices and Personalized Interaction in Primary and Lower Secondary Schools.
T2  - ECER 2008, From Teaching to Learning
A1  - Kougioumtzis, Konstantin
A1  - Patriksson, Göran
A1  - Korillos, Vasilis
PY  - 2008
LA  - eng
KW  - learning communities
KW  - teacher collaboration
AB  - During recent years educational restructuring efforts have commonly regarded schools as both learning communities and sites for teachers professional development. A plethora of attributes influence prerequisites as well as outcomes of the efforts, while teachers local cultures constitute a cornerstone. More specifically, enhanced school-based teacher collaboration is associated with upgraded school effectiveness and enhanced professional growth. However, the comparative study of school-based teacher collaboration remains a subjective research area. The overall aim of this study is to highlight teacher collaboration in Sweden and Greece utilizing nationwide surveys with Physical Education (PE) teachers in both countries. The overall aim of this study is to highlight teacher collaboration in Sweden and Greece utilizing nationwide surveys with Physical Education (PE) teachers in both countries. The final sample consisted of 707 Swedish and 451 Greek professionals. The high response rate combined with restricted internal dropout form the basis of the generalization of the findings.
ER  - 

TY  - CONF
T1  - Exploring the patterns of participation framework for studying multilingual mathematics teachers' identities
T2  - Proceedingsof the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)
A1  - Dafnopoulou, Danai
PY  - 2023
LA  - eng
PB  - Alfréd Rényi Institute of Mathematics, Budapest, Hungary
KW  - mathematics teacher
KW  - professional identity
KW  - multilingualism
KW  - patterns of participation
KW  - mathematical education
KW  - matematikdidaktik
AB  - Selecting a theoretical framework to study mathematics teachers’ professional identity when focusing on multilingualism is an open question. This paper explores the affordances of the Patterns of Participation framework for studying the professional identities of multilingual mathematics teachers. A case of a multilingual teacher working in multilingual mathematics classrooms in Sweden was used as an example, with data sources comprising one informal interview and one classroom observation focusing on the communication of mathematical concepts. The framework highlighted that when the teacher participates in a multilingual mathematics classroom, she may draw from the Swedish reform, her previous experiences from the classroom and her colleagues’ approach, all in relation to the learning and communication of mathematics concepts.
ER  - 

TY  - CONF
T1  - Establishing partnership between teacher education and schools in local municipalities
A1  - Sundh, Stellan
PY  - 2022
LA  - eng
KW  - school-university partnerships
KW  - master thesis writing
KW  - student activity
KW  - curriculum studies
AB  - Establishing partnerships between teacher education and schools has become more and more frequent and in some contexts these partnerships have also developed. It is common that teacher students carry out practice periods at schools in order to gain knowledge of the skills and routines that are required in teaching situations in classrooms. But these partnerships can also include mutual exchange of ideas and practical applications of the theoretical studies at university. In Sweden, the national guidelines stipulate that teacher education should be carried out in collaboration together with local partner schools. In line with this requirement, the program of the education of primary school teachers at Uppsala university now places the writing of the master thesis at the partner school. The students are requested to gather ideas and formulate research questions for their theses during their school practice period and then work further with these ideas and research questions with the supervisor of the master thesis. The purpose is to have topics in theses closely related to teachers’ everyday didactic dilemmas and challenges. The results of the pilot study indicate the new challenges and advantages with this approach.The presentation will include evaluations by academic supervisors and staff at local municipalities and a recording of a student’s perspective. The Swedish project will then be followed by a discussion whether this way of working could be considered at other European universities.   
ER  - 

TY  - CONF
T1  - Making the invisible visible: on professional development initiated by the teachers themselves
A1  - van Bommel, Jorryt
A1  - Liljekvist, Yvonne
A1  - Olin-Scheller, Christina
PY  - 2015
LA  - eng
KW  - professional development
KW  - pck
KW  - facebook
KW  - education
AB  - New technology provides teachers with a variety of ways for choosing forms and content of professional development. Teachers in Sweden widely use Facebook as a way of professional development. Within Facebook teachers create groups and pose questions and responses in issues regarding teaching they themselves choose. Our research focuses on the subjects mathematics and Swedish and maps what kind of questions and comments teachers post in relation to the different parts of pedagogical content knowledge (PCK), as described by Shulman.Our question is if there are specific parts of PCK that appear of more interest in such Facebook groups. The outcome has implications for pre-service and in-service teacher education as the outcome will inform on challenges and difficulties teachers encounter once practicing as a teacher. Such challenges and difficulties have previously been hidden as teachers have not publically discussed these issues
ER  - 

TY  - CONF
T1  - Curriculum making in preschool: developing conversations arounda reflection tool to deconstruct curriculum language
T2  - Education between Hope and Happening – Developing Powerful Curriculum Theorizing in Challenging Times, 9:e Nordiska Läroplansteorikonferensen, Linnéuniversitetet, 20-21 oktober 2022, Abstracts
A1  - Glaés-Coutts, Lena
A1  - Bossér, Ulrika
PY  - 2022
SP  - 21
EP  - 22
LA  - eng
PB  - : Linnéuniversitetet
KW  - education
AB  - Policy reforms in Sweden during the last decades have led to preschool now being included in the Swedish school system. This means that education in preschool, beyond the mandate of care, now includes teaching which is defined as goal-oriented activities (Curriculum for the Preschool, 2018; SFS 2010:800). While the most recent curriculum has been in place since 2018, the shift from care to education has been a long journey, where principals and preschool teachers often struggle to interpret the curriculum. At the center of this debate is the construct of teaching in preschool. While the curriculum contains content areas similar to school subjects such as language, mathematics and science, it states that care, development and learning should form a whole and that play is central to education, as per the Swedish preschool tradition. Thus, it is understandable that teaching is a disputed term in the preschool context as it has to be recontextualized from its traditional application in school (Melker et al., 2018). In a recent report, the Swedish Schools Inspectorate stated that teaching in preschool is not sufficiently goal-oriented and needs to be clarified (Swedish Schools Inspectorate, 2018).To develop and strengthen evidence-based practices, the Curriculum for the Preschool states that “all members of the work team [should] systematically and continuously document, monitor, evaluate and analyze the results of the education” (2018, p. 12). Staff employed at Swedish preschools are licensed preschool teachers as well as early childhood educators who have completed a three-year high school education program. The variety of educational backgrounds among the staff can lead to disparate understandings of how to interpret and enact the prescribed curriculum, in terms of how goal-oriented activities could be implemented, documented and evaluated.The present study is an ongoing action research project in collaboration with staff in two preschools who are looking to further develop evidence-based teaching practices through reviewing and revising a reflection protocol that they use in their regular planning and evaluation practice. This study draws upon an ecological view of teacher agency (Priestly et al., 2015) to understand the process of how the staff develop their professional knowledge. We view the staff as agents of change and seek to understand and describe their motivation as well as their process of developing practices based on research and evidence, framed by affordances and constraints of the context.Notes from meetings between staff and researchers, as well as notes from staff meetings and a questionnaire that the participants filled out, have been analyzed thematically. Initial findings indicate that collegial discussions, centered around questions provided by the researchers, provided a common ground for deconstructing curriculum language and contributed to a shared focus on goal-orientation concerning children’s learning. Uncertainty of the meaning of evidence-based practices, as well as diverse interpretations of key concepts, seemed to constrain the staff’s collective agency in the process of developing teaching in preschool based on evidence-based practices. Curriculum for the Preschool. (2018). Swedish National Agency for Education. Melker, K., Mellgren, E., & Pramling Samuelsson, I. (2018). Undervisning i förskolan – en fråga om att stötta och att skapa gemensamt fokus. Forskning om undervisning och lärande, 1(6), 64-86.Priestly, M., Biesta, G., & Robinson, S. (2015). Teacher agency: what is it and why does it matter? In R. Kneyber & J. Evers (Eds.), Flip the System: Changing Education from the Bottom Up. Routledge.SFS 2010:800. Skollag [Swedish Education Act]Swedish Schools Inspectorate. (2018). Förskolans kvalitet och måluppfyllelse – ett treårigt projekt att granska förskolan. Skolinspektionen [Swedish Schools Inspectorate] 
ER  - 

TY  - CONF
T1  - Teachers reflective learning through action research
T2  - 1st International Conference on School Effectiveness and School Improvement in China. Shengyang, 23-25 September 2005
A1  - Gu, Limin
A1  - Ivarson-Jansson, Ewa
PY  - 2005
LA  - eng
KW  - action research
KW  - reflective learning
KW  - teachers' professional development
KW  - education
AB  - Teachers´ professional development is crucial to bring about educational effectiveness and school improvement. In the New Century teachers must be able to work effectively within context of change, paradox and instability. However, the current policy approaches to teacher education in Sweden are far from this demand of developing teachers as critical professional experts. In this article, we exam the use of the ideas of action research in carrying out a course within an in-service teacher training program for master degree at Mid Sweden University, in which teachers� inquiry into their own practice and their reflective learning were stressed. Fourteen teachers who took this course participated in this study. The data we collected into this study includes questionnaires, the writing reports of teachers� action research, the curriculum documents of programme, and conversations with the focus group. Using the constructive frameworks of professional knowledge, teacher professionalism, action research, reflective practice in analysing the data, we find that teachers become more aware and sensitive to questions and ideas concerning educational and pedagogical issues, as well as develop knowledge and a heightened sense of their own professional work through this kind of reflective practice. We argue that carrying out in-service training programmes based on ideas of action research can make teacher education more relevant to the demands for teachers� learning and their professional development, support the tendency of an inclusive approach in schools, and thus promote educational effectiveness and school improvement.
ER  - 

TY  - CONF
T1  - Exploring pedagogical potential of outdoor context in teaching physics for prospective primary and secondary school teachers
A1  - Popov, Oleg
A1  - Engh, Rolf
PY  - 2013
LA  - eng
KW  - activity theory
KW  - outdoor context
KW  - physics
KW  - teacher education
KW  - didactics of physics
KW  - fysikdidaktik
AB  - This paper presents a conceptualisation of over ten years practical experience of working with “outdoor component” in science teacher education in Umea (Sweden). The Activity Theory (AT) has been used to provide theoretical ground for reflection on educational work and students’ activities in the outdoor context. Our experience of exploring pedagogical potential of outdoor context in teaching physics for prospective primary and secondary school teachers is also illustrated by concrete examples from different courses and student examination papers. Evidence provided by this study and students research shows great potential of outdoor learning environment but also reveals issues related to motivators and pedagogical complexity of outdoor teaching demanding purposeful development of teacher competence and great deal of private interest.
ER  - 

TY  - JOUR
T1  - A cellular imaging CDIO project for 2nd semester students in engineering biology
T2  - World Transactions on Engineering and Technology Education
SN  - 1446-2257
A1  - Wetterö, Jonas
A1  - Pettersson, Sofia
A1  - Holmgren Peterson, Kajsa
PY  - 2006
VL  - 2
IS  - 5
SP  - 279
EP  - 282
LA  - eng
KW  - education
AB  - The demand for exact engineering within the life sciences is growing and the Engineering Biology programme at Linköping University, Linköping, Sweden, prepares students for a career at this interface. Conceive – Design – Implement – Operate (CDIO) was recently pioneered in an introductory project course. Groups of six to seven students apply a LIPS scalable project model from traditional engineering educational environments on, for example, a cellular imaging task in a hospital setting, prior to taking courses in cell biology/optics. Besides facilitating the implementation of CDIO in higher courses, students gain early career insight and enhance their communication skills. A customer (senior teacher) needs to visualise structures in cells, and the student group is contracted to deliver an applied and optimised method to meet specified requirements. The customer reviews deliverables before the tollgates and communicates with the student project leader. Other students are responsible for documentation and subsystems. The project is allocated laboratory facilities and hardware, and two fictitious subcontractors supply samples and consumables. Extra teachers perform supervision and methodological consultation. In summary, CDIO is indeed applicable and rewarding in cellular imaging, yet is also challenging.
ER  - 

TY  - CONF
T1  - Possibilities for a Negotiated Curriculum Space?
T2  - Nordic Educational Research Association
A1  - Grannäs, Jan
A1  - Frelin, Anneli
PY  - 2008
LA  - eng
KW  - education
AB  - This paper addresses the value of teacher-student relations within schooling. More specifically we aim to explore the occasional possibility of an open-ended negotiated curriculum. Our point of departure is a critical stance towards the discursive shift that is taking place within the Swedish as well as other countries school systems. The new discourse of learning is influenced by the market ideology of neo-liberalism and its con-temporary management vocabulary. A new formalism of this kind reduces teaching to an instrumental act based on predefined content far from the complex interactions within the dynamics of teacher-student relations. In the findings from two different interview studies, one with teachers and the other with students, certain spaces where education can take place emerge in negotiation between teacher and student. How can we understand these spaces and what consequences do the increasing inspection and control, accountability, measurability and order have for the possibility of such spaces in school?
ER  - 

TY  - CONF
T1  - Merging didactic and relational competence: A student perspective of the teacher's role in working with student health
A1  - Hammerin, Zofia
A1  - Westerlund, Jenny
A1  - Basic, Goran
PY  - 2025
LA  - eng
KW  - social pedagogy
KW  - pragmatism
KW  - inclusive teaching
KW  - school practice
KW  - socialpedagogik
KW  - allmän didaktik
KW  - general didactics
KW  - education
AB  - School has been identified as a suitable arena for health promotion and teachers are highlighted as crucial for student health. In Sweden, where the study is set, teachers are tasked with school health promotion in national legislative and policy documents. However, research shows that student health can be perceived as situated outside the teacher professional identity and Swedish teachers are traditionally not educated in health. This paper presents findings from a qualitative study conducted in two Swedish high schools. The aim is to examine the students’ perspective of the role of the teacher in working with student health. Interviews with 34 students aged 16–19 years were carried out. Data were analysed using qualitative content analysis with theoretical underpinnings from pragmatism and symbolic interactionism. This approach identified four dominating roles for teachers: 1) a creator of joyful learning, 2) a creator of a sense of control, 3) a spreader of happiness, and 4) a creator of feeling valued. This study shows that the role of the teacher in working with student health is in acting, not in being, and that this role is constantly (re)created through interaction. The student perspective of the role of the teacher in working with student health has close similarities to the role of the teacher in inclusive teaching, merging relational competence with didactic skill. In conclusion, we argue that developing teachers’ didactic as well as relational competency, along with understanding competence within a pragmatic and symbolic interactionist theoretical framework, could improve student health practices. 
ER  - 

TY  - JOUR
T1  - En bro mellan teori och praktik – lärarstudenters lärandeerfarenheter av kommunicerande klassrum under verksamhetsförlagd utbildning utomlands
T2  - Educare - Vetenskapliga skrifter
SN  - 1653-1868
A1  - Nyman, Rimma
A1  - Skodras, Christina
A1  - Frisk, Susanne
PY  - 2025
VL  - 3
IS  - 2025
SP  - 29
EP  - 54
LA  - swe
KW  - kontext för lärande
KW  - lärarutbildning
KW  - matematikundervisning
KW  - vfu
KW  - övningsskolor
AB  - This study investigates Swedish pre-service teachers’ experiences during their practicum which is essential for their future careers. In response to recent policy changes emphasizing stronger collaboration between universities and practicum schools, and a push for higher education quality, this research addresses a gap in understanding how research-based teaching models are perceived during practicum experiences abroad. Specifically, this study explores teacher students’ experiences of high-quality mathematics instruction based on the Context for Learning (CL) teaching model. The research question guiding this study is: What aspects of CL are emphasized in primary teacher students’ perspectives on mathematics teaching following a practicum period abroad? Over three years, 12 teacher students participated in a mixed-methods study, completing part of their third practicum in schools implementing the CL model in the United States. Data were collected through classroom observations, surveys and a focus group interview. Findings reveal a strong alignment of CL principles and the teacher students’ learning experiences during their practicum. Additionally, the study underscores a perceived link between university coursework and practical teaching, suggesting that such integration can positively influence their long-term professional development.
ER  - 

TY  - CONF
T1  - Continuous and intermittent noise has a negative impact on reproductive success and early life survival in marine fish
A1  - Blom, Eva-Lotta
A1  - Kvarnemo, Charlotta
A1  - Amorim, M. Clara
A1  - Svensson, Ola
PY  - 2022
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Anthropogenic underwater noise is a global pollutant of increasing concern and its effect on marine organisms is largely unknown. Importantly, direct assessments of fitness consequences are lacking especially in fish. The effect of noise pattern with continuous or intermittent noise are poorly understood and the few existing studies investigating the effect highlight contradictory responses in fish. Working in aquaria, we experimentally tested the impact of broadband noise exposure (similar frequency range as anthropogenic boat noise; added either continuously or intermittently) on the behaviour and reproductive success, assessed by the number of obtained eggs, of the common goby (Pomatoschistus microps), a vocal fish with exclusive paternal care.  The continuous noise treatment had the most detrimental effect by reducing spawning probability and females took longer to spawn under continuous noise. Males exposed to continuous noise got significantly fewer egg clutches (4 compared to 11 and 15 in the intermittent noise and silence treatments).  Clutch area did not differ among treatments but clutches in the intermittent and continuous noise treatment had significantly more eggs per cm2. In addition, eggs in the control tanks hatched earlier than in the intermittent and noisy treatments. Larvae reared in continuous noise treatment were larger and had a smaller yolk-sac at hatching than larvae in the intermittent noise treatment and the control. Taken together, we show that noise, particularly a continuous noise exposure, negatively affects reproductive success and early life survival in fish larvae.
ER  - 

TY  - CONF
T1  - Mentoring in Sweden: A Narrative of Agreements and Fading Aways
T2  - Abstract book, NERA 2019
A1  - Fransson, Göran
PY  - 2019
SP  - 963
EP  - 964
LA  - eng
KW  - teacher registration
KW  - induction
KW  - mentoring
AB  - In the Swedish society, mentoring is an issue which involves many stakeholders,including (a) the two teachers unions, as defenders of teachers rights, (b) school owners andmunicipals, as locally responsible for the schools and teachers and thus for mentoring, (c) TheSwedish National Agency for Education as a supporting authority and as responsible for theimplementation of standards the newly qualified teachers are evaluated against. Universities andteacher education institutions are not generally regarded as stakeholders even though they havedelivered some education for mentors. However, like in the other Nordic countries, teacherinduction is a complex ecosystem with different intentions and interests.In Sweden there have been some important milestones when comes to the formal implementation ofmentoring. In 1995, a national agreement was reached between the Swedish Association of LocalAuthorities and the two teachers’ unions (the Nation-al Union of Teachers in Sweden and theSwed-ish Teachers’ Union) emphasising school development. One component in this agreement wasthat it gave new teach-ers the right to be supported by a mentor and to participate in an inductionprogramme. However, it took some years until the issue of mentoring became more widespreadaround the millennium-shift, partly due to a feared lack of teachers, but after some years the issue ofmentoring started to lose momentum (Fransson, 2012). A second milestone was the 2008government proposal of a national mandatory induction system, with mentoring, a probationary yearand the registration of teachers as central components (SOU, 2008:52, Government bill, 2010). Inthe system, newly qualified teachers were expected to have a mentor and at the same time beingevaluated by the principal who decided whether or not the teacher was suitable enough to berecommended to earn the Teacher Registration. The reform, implemented in 2010 -2012 putmentoring in the foreground through legislation and boosted mentoring for NQTs. However, in mid2014 the principals’ evaluation of the NQTs was abolished and the teacher registration was earnedwhen graduation from teacher education. This lead to mentoring became less prioritized, even964though there are still obvious needs for it.The most actual challenge at the moment is to prove why mentoring should be put higher on the listof preferences of the educational challenges among a number of many issues calling for attention.Another issue which must be highlighted is the need and importance of education of mentors. As aconclusion, I suggest that the issue of mentoring has lately buried under other ‘more important’issues to a great extent, and the ecological niche for mentoring, so to speak, seems to have fadedaway even though the legislation is in place.
ER  - 

TY  - CONF
T1  - A FUTURE LEARNING SPACE: THE CLASSROOM?
T2  - European distance and E-learning network EDEN-conference 2008
A1  - Koroma, Eeva
A1  - Olsson, Lena
PY  - 2008
SP  - 1
EP  - 5
LA  - eng
PB  - Eden conference Lisbon 2008 : Eden
KW  - ict
KW  - teacher education
KW  - future classroom
KW  - a physical and virtual learning enviroment
AB  - the use of computers and the idea that children’s learning rather takes place out of the classroom than inside. Children use the ICT tools frequently when playing, communicating and they acquire new competencies which may not be supported or guided by their teachers. For many years now computers have been a part of the tools in Swedish schools, but teachers in the school system are still struggling to make good pedagogical use of ICT. They often lack proper competence and the physical spaces are rarely adequately designed to stimulate learning. To introduce adequate ways of teaching and learning with ICT tools is a challenge for teacher education. At Stockholm Institute of Education we have designed a Classroom of the Future, a physical and virtual learning and teaching environment.
ER  - 

TY  - JOUR
T1  - "Att lyssna på lärarna" - en metodologisk utmaning
T2  - Nordidactica
SN  - 2000-9879
A1  - Bergström, Göran
A1  - Ekström, Linda
PY  - 2015
VL  - 1
SP  - 120
EP  - 144
LA  - swe
PB  - Karlstad : CSD Karlstad
KW  - civics
KW  - practice
KW  - teacher education
KW  - methodology
KW  - qualitative content analysis
KW  - samhällskunskap
AB  - Teacher education today is expected to strongly focus on pedagogical content knowledge. This means, among other things, increased attention to practice. However, how practice is to be analyzed and for what purpose practice is analyzed is still up for debate. In this article we turn to the growing field of civics didactics to shed light on these questions. The analysis is based on a qualitative content analysis of twelve Swedish dissertations in civics didactics. Our findings suggest that the field of civics didactics has contributed with important suggestions on how practice and academic knowledge may enrich each other. However, we also find that the ways that practice has been analyzed are characterized by methodological challenges. To overcome these, and to contribute to the civics didactics research and future independent research projects within the teacher education, we call for a broader research agenda. This means a stronger focus on methodological questions, on other kinds of research projects and on developing the practice of teaching, rather than solely describing it.
ER  - 

TY  - CONF
T1  - Video-reporting of practical activities: a tool for developing and spreading science teacher professional expertise
A1  - Popov, Oleg
PY  - 2019
LA  - eng
KW  - video
KW  - practical activities
KW  - science education
KW  - didactics of physics
KW  - fysikdidaktik
AB  - Educational discourse about teacher as an expert professional practitioner is growing in Sweden.  In science education, teacher expertise in conducting practical activities constitutes an important part of the professional responsibilities (Hofstein & Lunetta, 2004).  Outdoor activities are more demanding from management perspective and conducted mainly by enthusiasts. Creative solutions of organising practical work in science in different contexts are usually teacher-bounded. Anecdotal evidence shows that when the teacher retires or changes workplace his or her favourite equipment and developed lab-instructions tend to be soon forgotten, if they are not became rooted in the traditions and practice of the school. Rephrasing Edwards (2010) we can state that teachers inhabit practices laden with the accumulated knowledge and values necessary to undertake activities and they engage in activities when they possess necessary knowledge and share the values.This presentation reports the study summarising my teaching experience of using video-reporting of practical outdoor activities during science-orientation courses for prospective primary school teachers. The focus of these activities was on developing effective tools for accumulating and spreading teacher expertise in using outdoors contexts in science education.ResultsOpen authentic practical activities were suggested to the students to be conducted outdoors (Popov & Engh, 2016), for example on playgrounds, which should be reported with the help of short videos (5-6 min). The activities included formulation of practically solvable problems, preparation of scenarios, practical work outdoors, video-recordings with mobile phones, and the editing and reporting of results.Practical activities were reported in a broad variety of forms, including fairy tales, competitions, instructional videos, etc. The course participants provided different didactical solutions as to how their videos can be used in science classrooms, for example; as an introduction to new study-topics, as explanations of a phenomenon, or as a point of departure for flipped-classroom arrangements. Students showed possible ways to connect these activities to the national educational policy documents as well as the school science curriculum. They also suggested theoretical justifications of selected forms of doing and presenting activities using for example cultural-historical activity theory. Findings confirmed the effectiveness of out-of-classroom contexts for learning science (Popov, 2015) and the potential of video-reporting in developing science teacher professional expertise.  ReferencesHofstein, A. & Lunetta, V.N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education. Vol.8, N 1, pp. 28-54.Edwards, A. (2010).  Being an expert professional practitioner: the relational turn in expertise.  Dordrecht the Netherlands; New York: Springer.Popov, O., Engh, R. (2016). Utomhusfysik: uppleva, undersöka, utforska. // Outdoor physics: experience, explore, research. [In Swedish] Studentlitteratur. Lund.Popov, O. (2015). Outdoor Science in Teacher Education. In T. Hansson (Ed.), Contemporary Approaches to Activity Theory: Interdisciplinary Perspectives on Human Behavior. Hershey, PA: IGI Global. pp. 128-142.
ER  - 

TY  - JOUR
T1  - Kroppsliga representationer för musikaliskt meningsskapande i sångundervisning
T2  - Nordisk musikkpedagogisk forskning
SN  - 1504-5021
A1  - Sandberg Jurström, Ragnhild
PY  - 2016
IS  - 17
SP  - 167
EP  - 196
LA  - swe
PB  - Oslo : Norges musikhøgskole
KW  - education
AB  - This article concerns singing education in folk music, Western classical tradition and improvised music in a music teacher education programme in Sweden. The study investigates how conditions for bodily learning and interpretation are semiotically designed and carried out by vocal teachers in one-to-one singing lessons. Video documentations of singing lessons with three vocal teachers and three students are transcribed and analysed with focus on how musical knowledge and practices of knowledge are bodily represented, designed and expressed, and how students respond to the teachers’ affordances. The theoretical point of view is based on a multimodal and social semiotic perspective. The result shows that all students have the possibility to learn the studied music through bodily understanding, expressions, associations, contextualisation, and interaction, yet the function and the meaning of these bodily learning aspects are varied in the studied lessons. The views of what is counted as musical knowledge, which norms and values are focused on, and which attitudes and methods the teachers work with thus vary depending on context and genre. New knowledge about bodily learning processes and bodily musical meaning making is contributed by the study.Keywords: Music teacher education, Singing lessons, Bodily learning and expression, Multimodality, Social semiotic
ER  - 

TY  - JOUR
T1  - Den nya syntesen och etik i undervisningen
T2  - Nordidactica
SN  - 2000-9879
A1  - Lindström, Niclas
PY  - 2018
VL  - 2018
SP  - 27
EP  - 43
LA  - swe
PB  - Karlstad : CSD Karlstad
KW  - moral education
KW  - ethics education
KW  - social intuitionist model
KW  - moral foundation theory
KW  - the new synthesis
KW  - jonathan haidt.
KW  - religious studies and theology
AB  - Researchers within the educational field usually acknowledge the idea that teaching is an essentially moral activity. Yet, they seem to have different opinions on how teachers are supposed to complete that task in their everyday pedagogical practice. Jonathan Haidt has conducted a series of international studies, during recent years, revealing how people in general tend to respond ethically to situations that evoke strong emotional reactions. Based on the results he has presented a theory, the New Syntheses, in which he claims to explain the difference between the dominating moral pedagogical models and develop new approaches to teaching ethics. The present paper is based on a survey of Swedish teacher students and religious education teachers for which we have borrowed two of Jonathan Haidts examples. We discuss the New Synthesis in relation to the results of the surveys and the ethical dimension of the teaching profession. We argue that these results indicate a need for teacher students and teachers to consciously reflect on their values and methods for approaching ethics in education.
ER  - 

TY  - CHAP
T1  - Critical literacy as legitimate knowledge: The importance of teacher agency
T2  - Re-imagining education for democracy
A1  - Alford, Jennifer
A1  - Schmidt, Catarina
A1  - Lyngfelt, Anna
PY  - 2019
SP  - 92
EP  - 111
LA  - eng
PB  - Abingdon : Routledge
AB  - Critical literacy focuses on socially just readings of the world and offers space for articulating hopeful alternatives in contemporary classrooms constrained by narrowing, conservative agendas. However, critical literacy remains the object of ideological tussle and obfuscation in education policy, and teachers struggle to shift away from long-held perceptions of critical thinking with a focus on reliable sources and detecting bias. Critical literacy risks losing its transformational place in education unless it can be re-imagined in ways that educators can mobilise amid contemporary, competing demands of education. This chapter presents analysis of teachers’ agency in legitimising critical literacy. Drawing on Priestley, Biesta and Robinson’s model of teacher agency that draws attention to three interactive dimensions of agency: iterational (the teachers’ past life and professional experiences), projective (creative configurations of future goals) and practical-evaluative (present judgements amid contextual constraints), the chapter explores the agency of three school teachers in Australia and Sweden, through classroom observations, interviews and artefacts. Insights are provided into the conditions of agency that enabled the mobilisation of critical literacy within the current, neo-conservative climate. Two of the three teachers were able to exercise agency at the chalkface to promote critical literacy, offering classroom narratives of resistance and hope. Crucially, the practical-evaluative and the projective aspects of agency appear to be firmly rooted in the teachers’ iterational experiences. All elements of agency need to be considered urgently by teachers and teacher education for critical literacy to remain relevant in reimagined ways.
ER  - 

TY  - CONF
T1  - The Teacher Educator’s Perceptions of Professional Agency Pre-Covid: the Paradox of Enabling and Hindering Digital Professional Development in Higher Education
T2  - (Re)imagining &amp; Remaking Teacher Education
A1  - Roumbanis-Viberg, Anna
A1  - Forslund Frykedal, Karin
A1  - Sofkova Hashemi, Sylvana
PY  - 2021
SP  - 193
EP  - 194
LA  - eng
PB  - : Association for Teacher Education in Europe (ATEE)
KW  - working life
KW  - arbetsintegrerat lärande
KW  - work integrated learning
AB  - In digital working life, the individual must take increasingly more responsibility for constructing their way forward. It is up to the individual, in general, to seek knowledge and to learn - to learn for work and life (Eteläpelto, Vähäsantanen, Hökkä, & Paloniemi, 2013; Roumbanis Viberg, Forslund Frykedal, & Hashemi Sofkova, 2019). The aim of this study was to investigate professional agency in the context of higher education as manifested in Swedish teacher educators’ perceptions regarding their working life in a digital pre-Covid society, and to seek to obtain insights on salient factors influencing professional agency and identity. Eighteen semi-structured interviews with teacher educators working at four different universities were analyzed using directed content analysis.The theoretical perspective taken is a subject-centered socio-cultural approach to professional agency (Eteläpelto et al., 2013). This is an approach in which the social context (the socio-cultural conditions) and individuals’ agency (professional subjects) are mutually constitutive but analytically separate. Agency is something that is exercised, and in this study professional agency was explored in the work context, in teaching practice and in relation to professional identity. The results of this study not only confirm the complexity of being a professional TE in these times of digitalization, but more importantly demonstrate a paradox in the TEs perceived high agency that both enables and hinders self-development (the individual) as well as the development of the working community, the organization, and the university. The TEs feel they have professional autonomy and space, which in this study gave rise to exercising agency mainly to keep their current teacher identity and manage their practice. The study implies that considerations and understandings of the TE’s autonomy and perceived agency are significant for the professional and work development.
ER  - 

TY  - JOUR
T1  - Allmän didaktik och ämnesdidaktik - en inledande diskussion kring gränser och anspråk
T2  - Nordisk tidskrift för Allmän Didaktik
SN  - 2002-1534
A1  - Brante, Göran
PY  - 2016
VL  - 1
IS  - 2
SP  - 52
EP  - 68
LA  - swe
KW  - general didactics
KW  - subject didactics
KW  - teacher education
AB  - Swedish teacher education policies, in line with the evidence discourse, emphasize subject knowledge, and subject didactics have a vast influence in school and teacher education. But what is the difference between general and subject didactics? In subject didactic text books it is suggested that didactic subject knowledge is more or less sufficient for thinking and planning teaching, and/or that everything concerning school is subject didactics. The aim of the article is to problematize the concept of subject didactics and its claims in relation to planning and teaching. Instead it is suggested that subject matter planning and teaching within school education can be understood as general didactics. This will be presented in two ways. First, one theory strongly involving thinking about subject matter for the planning of teaching, is used to illustrate that this actually is general didactic theories of how content can be thought about, treated and handled in the planning of teaching. It is Klafkis theory of didactic analysis. Secondly, scientific articles in mathematics, history and biology, claimed to be representative for subject didactics will be used to demonstrate that what is stressed in them as subject didactics, in fact seem to be traditional general didactic positions. If this reasoning has credibility it should be reason to investigate more profoundly the intersection between general and subject didactics.
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TY  - JOUR
T1  - Preschool: A Diverse and Multilingual Arena
T2  - The International Journal of Education for Diversities
SN  - 2242-7430
A1  - Torpsten, Ann-Christin
A1  - Betzholtz, Mirja
PY  - 2013
IS  - 2
SP  - 1
EP  - 16
LA  - eng
PB  - Helsingfors : the Department of Teacher Education of the University of Helsinki (Finland)
KW  - preschool
KW  - native language
KW  - relational
KW  - didactic skills.
KW  - education
AB  - In Swedish preschools children with a mother tongue other than Swedish areencouraged to communicate in their native language. Developed skills in thenative language increase the opportunities to learn Swedish, good skills in differentlanguages promote learning in other areas. The purpose of this article is to discussthe prerequisites for preschool children’s learning, linguistic diversity andmultilingualism in the multilingual preschool context. Data was collected throughinterviews with preschool teachers, surveys of native language instructors andsupervisors. Theoretical basis used is postcolonial theory and critical multiculturalism,which question the socially-constructed notions of majority andminority cultures, highlighting opposites, notions of mono-lingualism, the creationof superiority and subordination where the possession of language dominates indifferent linguistic contexts. Our analysis reveals both relational and didacticcompetence. Relational competence appears when informants speak aboutmother tongue, its positive impact on school success and expanded vocabulary.Through native language support, children receive help in understanding thepreschool. Teacher education, subject and preschool assignments knowledgerepresents didactic competence. Offering language support at inappropriate times,i.e. when children are sleeping, shows lack of flexibility in the organization.Arranging native language support when children cannot participate appears as aconsequence of superiority and subordination.
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TY  - CONF
T1  - Teachers experiencing social media: Blurred demarcation lines and new relations of power in the classroom?
A1  - Ekberg, Niclas
PY  - 2011
LA  - eng
KW  - social media
KW  - teaching
KW  - dilemmas
KW  - education
AB  - With the emerging social media many predict a paradigmatical shift in epistemology and a dawning of a new era for education that comprises the democratization of knowledge, distribution of power and co-creative users. The educational stage is thus set for the rise of a more influential, creative and collaborative learner – and the demise of the former sage on the stage: the omniscient and mediating teacher. My study takes the phenomenologically rooted critical hermeneutics as point of departure that challenges the given-for-grantedness and advocates openness and perspectivism. Furthermore this paper draws upon the idea of learning as socially situated, related to action and including multimodal dimensions.The purpose of my study is to describe, analyze and explicate the teachers’ experiences of their meeting with social media in the educational settings. The eight teachers are working in the northern part of Sweden, mainly in secondary and upper secondary schools. The empiric data was gathered in 2009 through open and thorough interviews. At the symposium I intend to share and discuss some of my findings, focusing how the use of social media in education tends to confront the teacher with blurred demarcation lines between education and their students’ personal lives. I will also share my findings of a changed notion of text and its structure and, furthermore, the mixed experiences amongst teachers in using social media for pedagogical purposes.
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TY  - CONF
T1  - Sharpening the practical sight: a way of enhancing quality in student teachers practce?
T2  - European Educational Research Association (ECER) 2011, Urban Education, Berlin
A1  - Lindqvist, Per
A1  - Nordänger, Ulla Karin
PY  - 2011
LA  - eng
PB  - : European Educational Research Association
KW  - education
AB  - Is it possible to enhance the teacher students’ quality of learning in the school based periods of teacher education by providing the supervising mentors with a sharpened ability to notice, discuss and articulate their own practical knowing? Results from one of our previous projects show that the sharpening of such abilities can provide tools for shared generic knowledge amongst teachers, but can it also enhance the mentoring quality or the possibilities of transferring practical knowledge to new members of the profession? And does such consciousness- raising lead to an increased ability to assess the students practical knowing? Results from a design experiment where we - in collaboration with field mentors - have studied these questions will be at the center of the presentation. The project is funded by the Swedish Research Council.The current study takes it point of departure in the results from a previous project where the central questions dealt with teachers’ practical knowing, mainly the possibilities of expressing it. But also the possibilities and impractabilities of transferring and translating this type of knowledge from the practice based periods into academia. Something essential seem to be lost in these efforts, the specific qualities of practical knowing become “lost in translation” (Lindqvist & Nordänger, 2007a; Lindqvist & Nordänger 2010). In teacher education the concepts of theory and practice are often used as if they were two completely separated phenomena, located to separate phases in the education, but relationships between them are of course more complex. Teacher education can neither be seen as divided into “theoretical” and “practical” sections, nor as “one practice”. Instead you have to perceive it as consisting of a whole lot of “practices” (Wenger, 1998 ) – placed on university campus as well as in the schools and preschools and sometimes overlapping the physical and sequencial placing. These practices hold partly differing perspectives concerning what teachers’ professional skills are (and are supposed to be), they draw their arguments from different knowledge areas and they use different languages to present them. In this theoretical perspective the student becomes a traveler between practices, a broker in different forms of knowledge by moving across this landscape. The intended integration of “theoretical” and “practical” knowledge comes to existence within the students and in their sense of growing professional integrity (Rogers & Scott, 2008).One way of qualifying teacher education and enhancing the possibilities of the travelers’ integration of “theory” and “practice” would – in this perspective - be to qualify each of the practices on their own terms and then let them meet as equally qualifying experiences within the student.
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TY  - CONF
T1  - The computer as a learning tool - a pedagogical challenge for all teachers: Combining theory and practice for development and learning in an R&D project
A1  - Wetso, Gun-Marie
PY  - 2012
LA  - eng
PB  - Högskolan Dalarna
KW  - ict-knowledge
KW  - in-teacher training at university level
KW  - intervention study
KW  - special education
KW  - activity theory e
KW  - utbildning och lärande
KW  - education and learning
AB  - The article describes a Swedish research project founded on classroom observations and conversations with teachers. The objective is to follow up work on implementing computers as a learning tool in pre/primary and secondary school classes, whilst teachers take part in a university course on ICT-knowledge, special education and measures programmes. Activity theory is used to highlight the relationship between human, environment and activity and the needs and motives that bring about changes in the work.
ER  - 

TY  - JOUR
T1  - On the reconstruction of educational science
T2  - Educational Philosophy and Theory,vol 28, no 2,129-143.
A1  - Fritzell, Christer
PY  - 2006
VL  - 2
IS  - 28
SP  - 129
EP  - 143
LA  - eng
PB  - : Blackwell Publishing
KW  - deliberation
KW  - discourse theory
KW  - educational science
KW  - pedagogic practice
KW  - research methodology
KW  - research policy
KW  - social philosophy
KW  - theory and practice
KW  - education
KW  - pedagogics
AB  - Ever since its formative years in the USA a century ago, the discipline of education has taken an uneasy stand on its own `scientific' status, not least with regard to the basic issue of the relationships between theory and practice. When a science of education was introduced as a panacea for rational planning in the fields of schooling and teacher training, general solutions on a scientific basis were to underpin efficient steering at all levels. Presently, there are signs of similar approaches to science in federal policies concerned with evidence-based educational practice in the USA. At the same time a new conception of educational science has been launched in Sweden as a means to promote more fruitful research. With the background of some striking similarities as well as differences among dominant conceptions of educational science in these varying contexts, this article aims to reconsider some basic aspects of the persistent issue of the relationships between pedagogic theory and practice
ER  - 

TY  - JOUR
T1  - Exploratory talk in science education: Inquiry-based learning and communicative approach in primary school
T2  - Journal of Baltic Science Education
SN  - 1648-3898
A1  - Löfgren, Ragnhild
A1  - Schoultz, Jan
A1  - Hultman, Glenn
A1  - Björklund, Lars-Erik
PY  - 2013
VL  - 4
IS  - 12
SP  - 482
EP  - 496
LA  - eng
PB  - : Scientific Methodical Center
KW  - exploratory talk
KW  - inquiry
KW  - primary school
KW  - science
AB  - Recent research on science education has increasingly focused on the role of exploratory talk for learning science in school. This study was conducted in third grade in the Swedish compulsory school and shows how difficult exploratory talk in science is to achieve. The recordings of each lesson focused mainly on the teacher but included the pupils as the teacher interacted with them. The empirical material was analysed from two different perspectives: ways of communicating the science content and communicative approach. The analysis of the classroom practice showed that scientific descriptions were dominating ways of communication. Only in a few cases explanations of scientific phenomena were in focus. Those situations caused turning points into more interactive/dialogic communications or exploratory talk. One main conclusion is that exploratory talk and scientific explanations are not easily achieved when working in primary school. These skills are not automatically attained by the use of inquiry-based material - it needs to be trained!
ER  - 

TY  - CONF
T1  - Buolvas buolvvaj  - From generation to generation: Sámi knowledge-transfer to schoolchildren for sustainability and good relations
A1  - Aira, Gun
A1  - Öhman, May-Britt
PY  - 2021
LA  - eng
KW  - education
KW  - sámi
KW  - indigenous
KW  - feminist methodologies
KW  - supradisciplinary collaborations
KW  - indigenous methodologies
AB  - In this presentation, part of a research project at Uppsala University with the ambition to promote Sámi knowledges and values, I discuss how I as a Lule Sámi teacher work with the transfer of traditional knowledge to Sámi school children. Sámi tradition is climate and environmental friendly and shows deep respect for animals, water and nature. There are five Sámi schools on the Swedish side of Sábme. In Jåhkåmåhkke where I work, there are 62 pupils from preschool to year six. What differs from Sámi school from a Swedish is that the Sámi language is present throughout the day, in class, at breaks, at lunch and at the after-school centre.  Sámi culture is supposed to permeate the entire education, with the Sámi eight seasons as its foundation. Today only few children can learn the traditional knowledge earlier transferred buolvas buolvvaj – from generation to generation – as most families are in need to wage income and thus adapting to the Swedish industrialised society. Furthermore, the families are no longer living with the older generations. The Sámi society has changed as we spend so much time in the Swedish society, where these knowledges and traditions are not valued.  I work with árbbe diehto, traditional knowledge, teaching the pupils a closer relation to the Sámi language present in all Sámi activities, such as hair removal from hides and the whole process to sassne, the tanned hide to be crafted to duodje, handicrafted work, and guole – the handling of fish from capture to cooking. 
ER  - 

TY  - CONF
T1  - Teachers’ and school leaders’ understandings of their mission to integrate practice-based research in school: challenges and opportunities.
T2  - NERA 2018- 46th Congress
A1  - Bergmark, Ulrika
A1  - Hansson, Kristina
PY  - 2018
SP  - 546
EP  - 546
LA  - eng
PB  - : NFPF/NERA
KW  - education
AB  - Research topic/aim Over time, states undertake various education policies reforms to govern the development of education. The issue of practice-based research in teacher and school practice in Sweden may be seen as such an example. The Swedish Education Act states, “Education should be based on research and proven experience”. The change to a research-based way of working imposes great challenges on both teachers, school leaders and on non-academic organisations like municipalities to handle. The aim of this study is to create an understanding of teachers’ and school leaders’ understandings of the mission of integrating practice-based research into the school, their concrete work with the question, perceived challenges and opportunities as well as the support they need in order to fulfill their mission. Theoretical frameworkThe theoretical framework is based on policy enactment and policy implementation, relating it to a school development perspective. Methodological design The study is performed at a municipality in Sweden, who enacted initiatives to promote the integration of practice-based research into schools. Participants of the study were teachers and school leaders from pre-school, compulsory and non-compulsory school. Surveys were used to grasp the participants’ understandings and work with the mission of integrating practice-based research into the school. Expected conclusions/findingsThe preliminary findings are that the participants experienced the mission to integrate practice-based research as a somewhat complex and ambiguous task that is difficult to master and enact in their practice. However, they also perceived that there are opportunities connected to the mission, which relate to school development. The participants also highlighted the importance of support in carrying out the mission. The support related to, for example, their need for developing their knowledge about practice-based research and also receiving supervision in their practical work as teachers or school leaders working with practice-based research. Relevance to Nordic educational researchIn the Nordic countries, there is an increasing interest for practice-based research in schools, which aims for developing schools through implementing research results and also producing practice-based research. Therefore, our study in Sweden represents an interesting example on different dilemmas and opportunities, based on teachers’ and school leaders’ experiences of integrating research in schools, that can inform other research and developent projects in Nordic countries and internationally.
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TY  - CONF
T1  - The Difference between Teach and Show in the Library
T2  - Abstract book. NERA 2017. Learning and education - material conditions and consequences. Copenhangen, Denmark, 23-25 March, 2017
A1  - Perselli, Ann-Katrin
A1  - Perselli, Jan
PY  - 2017
LA  - eng
KW  - education
KW  - librarian
KW  - lecturer
KW  - show
KW  - teaching
KW  - librarian programme
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - Research  topic/Aim:  The  aim  is  to  illuminate  the  pedagogical  role  of  librarians  teaching  and   supporting  students  learning  of  seeking  information  with  aim  to  deepen  their  thesis  and  to  examine   the  two  concepts  ‘teach’  and  ‘show’  which  both  university  lecturers  and  librarians  do.    Theoretical  frameworks:  The  theoretical  starting  point  in  our  discussion  of  pedagogy  and   librarians,  concepts  and  ways  of  seeing  and  explaining  things,  is  based  on  the  phenomenological   method  of  understanding  the  world.  Methodology/research  design:  There  are  two  studies  included  in  the  paper,  both  are  based  on   qualitative  interviews  and  observations.  Expected  conclusions/Findings:  The  studies  show  two  interesting  things,  firstly  there  is  a  problem   in  the  relationship  between  university  lecturer  and  librarians,  as  an  embarrassment,  secondly  it   reveals  differences  between  showing  and  teaching.  Teaching  is  about  to  explain,  and  explain  how  to   understand  something,  ie,  trying  to  convey  a  way  of  relating  to  attain  knowledge.  But  what  is  to   show,  and  what  are  the  differences  between  them?  Perhaps  it  is  so  that  a  lot  of  the  lecturer’s   activities  with  the  students  also  have  the  character  of  to  show  rather  than  to  teach.  Often,  lecturers   have  to  show  students  how  to  use  word  processing,  how  to  search  in  databases,  how  to  use  Dropbox   and  Google  Docs,  etc.,  to  make  documents  available  to  each  other.  These  things  we  are  showing,   students  todays  often  lacking  knowledge  about.  It  seems  that  both  librarians  as  lecturers  and   teachers  both  teach  and  show  in  their  respective  businesses.  Both  categories  performing  both   teaching  and  showing.  Probably  teach  teachers  more  and  show  less  and  vice  versa  for  librarians.  But   many  librarians  still  teach  more  than  they  show.  To  continue  to  develop  librarians  teaching  work,   there  are  several  approaches.  The  Department  of  Education  (UTV)  in  Härnösand  Mid  Sweden   University,  conduct  a  development  project  to  give  information  seeking  a  deeper  role  in  teacher   education  programs,  together  with  the  University  Library.  University  librarians  at  Mid  Sweden   University  Library  has  developed  a  plan  of  progression  with  the  aim  to  give  information  retrieval,   educational  media  monitoring,  reference  management  and  source  criticism,  should  run  as  a  red   thread  through  the  hole  teaching  training  education.  Course  coordinating  teachers  have  worked  to   develop  elements  in  the  courses  where  these  above-­‐mentioned  parts  in  the  plan  of  progression  in   one  way  or  another  are  included.  We  think  that  a  teacher  and  a  librarian  carry  out  students'  first   education  in  information  seeking  together.  Together,  university  teachers  and  librarians  can  provide   support  for  the  students  at  their  first  meeting  with  information  retrieval.  We  see  it  as  important  that   the  education  of  students  in  information  retrieval  is  cross-­‐border  cooperation  between  teachers  and   librarians.  Relevance  for  Nordic  Educational  Research:  The  subject  has  a  Swedish  educational  context  and   is  concerning  student  teaching  situations  at  Swedish  universities.  
ER  - 

TY  - JOUR
T1  - Self-Evident, Excessive or Opposed: Student Teachers’ Associations with ‘Gender Equality’
T2  - International Journal of Learning, Teaching and Educational Research
SN  - 1694-2493
A1  - Hedlin, Maria
PY  - 2016
VL  - 10
IS  - 15
SP  - 1
EP  - 14
LA  - eng
KW  - gender equality
KW  - gender issues
KW  - teacher education
KW  - student teachers
KW  - discourses
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - This is a qualitative study undertaken in a Swedish teacher education setting. The aim is to obtain data that can be helpful for teacher educators planning their teaching about gender equality policy. The assumptions which the students base their pre-understandings on are in focus. The empirical material consists of 105 student teachers’ descriptions of their associations with the term ‘gender equality’ [jämställdhet]. In the material, three competing discourses are found. One discourse is the discourse of the fair gender equality. Within this discourse, gender equality seems to be quite an uncomplicated issue. Gender equality is, or should be, something natural. A second discourse is the discourse of the exaggerated gender equality, linking gender equality to conflicts, aggression and excessive demands. A third discourse is the discourse of the opposed gender equality. Within this discourse, gender equality is described as a contested issue met with resistance and hostility. Being able to identify and examine these competing discourses may work as a first step in identifying assumptions that students hold about gender equality and gender issues.
ER  - 

TY  - CONF
T1  - Evaluating process based assessment through blended learning: amplifying the student voice(s)?
T2  - NU2008 Conference
A1  - Hudson, Brian
A1  - Boden, Annelie
A1  - Enochsson, Ann-Britt
A1  - Granberg, Carina
A1  - Johansson, Magnus
A1  - Liljeqvist, Håkan
A1  - Österlund, Dag
A1  - Persson, Helena
PY  - 2008
LA  - eng
KW  - process based assessment
KW  - blended learning
KW  - formative asssessment
KW  - pedgogical work
KW  - education
AB  - This project is a collaborative development between Umeå University, Karlstads University and Linköping Universitythat builds on an existing partnership and on current development work in relation to ICT and learning at all three partner institutions. It has been designed together with students and aims to strengthen ICT use as well as pedagogical communication between the campus and schools involved in VFU (verksamhetsförlagd utbildning or practice based education). The main aim of the project is to develop the use of process based assessment through which the students, supported by teacher educators, will negotiate individual learning goals within a wider framework of didactical course goals. This process is intended to support students in documenting, reflecting upon and evaluating their own learning processes. Thereby this process based model aims to develop the students' skills of critical reflection on their learning, promote their responsibility for self development and to prepare them for "life long learning". The project has been supported by the Swedish Agency for Networks and Co-operation in Higher Education (nshu) with funding of 2 million Kroner over 2007-09.
ER  - 

TY  - CONF
T1  - On the Educational Task of Mediating Basic Values in an Individualist Society
A1  - Samuelsson, Lars
A1  - Lindström, Niclas
PY  - 2016
LA  - eng
PB  - Athens Institute for Education and Research (ATINER)
KW  - basic values
KW  - evaluative profiles
KW  - mediating values
KW  - teacher education
KW  - value reproduction
KW  - individualism
AB  - Besides the task of conveying information, methods and skills to their pupils, teachers are also expected to mediate certain basic values. In this paper we are interested in the educational task of mediating such values in societies imbued with individualist values and attitudes. As a background we use the results from the recurring "World Values Survey" (WVS) which maps the evaluative profile of citizens in about 80 different countries worldwide. The results from WVS reveal that Swedes in general stand out as remarkably individualist with respect to their reported value judgements. Hence, Sweden constitutes our example of an individualist society, i.e., a society whose members to a large extent share an individualist evaluative profile. One important feature of such an individualist evaluative profile is a tendency to regard questions of value as largely a private matter and to downplay the importance of ethics in general. Against this background we investigated the evaluative outlook of 134 Swedish teacher students, using questions from WVS as a point of departure. The results indicate that these students do not differ to any significant degree from the Swedish population in general as regards their evaluative outlook, and yet they are supposed to mediate both individualist and social basic values in their coming profession. The purpose of this paper is to make visible and problematize the tension between an individualist evaluative profile and the educational task of mediating a set of basic values. This tension, it is argued, poses special challenges for teachers and the teacher education in societies on the individualist side of the scale.
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TY  - CONF
T1  - Questioning Assessments: National Tests, Grades and Student Rights
A1  - Novak, Judit
A1  - Carlbaum, Sara
PY  - 2016
LA  - eng
KW  - school inspection
KW  - national tests
KW  - juridification
KW  - mediatization
KW  - trust in teachers
KW  - policymaking
KW  - education
KW  - statskunskap
AB  - Research questions, objectives and theoretical frameworkThis paper engages with the ongoing education policy debate on fairness, student rights and educational governance related to increased accountability pressure derived from neo-liberal policies and associated state restructurings (eg. Waldow, 2014; Lingard and Sellar, 2013; Ozga et al, 2011). At the centre of the paper is the Swedish Schools Inspectorate’s re-markings of already marked student achievements on national tests – a supervisory programme introduced by the Swedish Government on a three years mandate in 2009 and subsequently assigned on a permanent basis. This programme is situated as an example of political management of the tensions between competition and equality inherent in neo-liberal educational regulatory regimes.Associated with accountability and improvement regimes, standardised national testing policies have a long history in many nations (Mons 2009), whereas in others they reflect a more recent change in the steering of education systems (Eurydice 2009; Lingard and Sellar 2013). In highly decentralised, marketised and competitive education systems it has been stressed that national tests are important tools for follow-up and evaluation of the performance of education (Blanchenay et al. 2014; Segerholm 2009) as well as to gauge the overall effectiveness of education policies and practices (Eurydice 2009).Up until 2009, Sweden was one of the few countries in Europe where teachers assessed their students’ achievements on national tests independently, with no external checks of the assessments taking place (Eurydice 2009). The lack of external reviewers put strong emphasis on the teachers’ ability to make reliable assessments and fair judgments (Wikström and Wikström 2004). However, these assessments, and consequently, the merit and worth of national tests as monitoring instruments on a system level, have been questioned due to reports on ‘grade inflation’ and differences in marks on national test results and the final grades for those subjects. Parallel to this development, international assessments and evaluations have indicated declining learning outcomes among Swedish students and an increasing disparity among Swedish schools. Education has been portrayed by the media as being in emergency and crisis. Media discourses are part of ‘policy as becoming’ (Ball et al. 2012) when constructing issues and subjects in specific ways, and this media logic has notably become a necessary aspect of governing (Gewirtz et al. 2004; Lingard and Rawolle 2004).Previous scholarship has provided important insights into the different conceptions of justice built into the blueprints of various systems of examination and assessment in Europe, with a claim that national tests in Sweden serve as ‘safeguards of fair procedure’ (Waldow 2014), and with critique to the methodology of the Inspectorate’s re-marking of national tests (Gustafsson and Erickson 2013). Less attention, however, has been directed to contested claims for authority over teacher assessment, and especially to the processes by which state level authorities have consolidated and extended their control over teachers’ assessment of national tests. Consequently, the ‘thick descriptions’ (Geertz 1983) and contexts (Stake 1995) necessary in order to understand the complex nature of political forces, interactions, and processes involved, are lacking.A conceptual framework informed by work of Bacchi (2009) guides the analysis of the ways and means by which an external agency has been able to expropriate control of teachers’ assessments of national tests from the internal control of the schools. Unfolding texts are examined with regard to key questions, in this case: How are teachers’ assessments of national tests represented as a problem, and what different assumptions underpin these representations? Further, how do the ways policy actors discuss and address these issues shape the problem descriptions? We further draw on Rawolle’s (2010) concept of mediatisation, focusing on the implications of representations in different social fields in the becoming of policy. Methods, Research Instruments and Sources Used We employ a case study approach grounded in the work of Robert Stake (1995) in order to provide a holistic mode of inquiry consistent with, and responsive to, the discovery, exploration, and understanding of the processes of the Inspectorate’s re-marking programme as well as its contextual characteristics. In line with this approach, the programme at hand is not regarded as a concrete resolution of ministerial decisions, but as a site within which it is possible to observe policy being shaped and value being competed for (Kushner 2012). Hence, by deepening the understanding of complex interactions that intervene between presumed causes and observable effects – ‘i.e. not what programmes achieve, but how they work’ (ibid p. 108) – policy is thought of less in terms of decision-making by a political elite, and more of as being shaped at sites. The documentary material to be examined comprises mainly three types of text, each from a different social field: 1) laws and ordinances as well as other government official documents relating to the Inspectorate’s re-marking of national tests, such as reports (‘SOU’), government bills (‘Prop.’), government commissions (‘Regeringsbeslut’), and regulation letters (‘Regleringsbrev’) from the Government to the Inspectorate and the National Agency of Education; 2) internal and official material produced by the Inspectorate as part of the re-marking commission, such as annual accounts and plans, specific inspection reports, web information and broschures; 3) newspaper articles from the two largest morning newspapers (‘Dagens Nyheter’ and ‘Svenska Dagbladet’), and the two largest tabloids (‘Expressen’ and ‘Aftonbladet’).  Conclusions, expected outcomes or findings Preliminary findings support observations that the Swedish Government sees indications of discrepancies between students’ final grades in subjects and the marks they receive on national tests in those subjects as a threat to fair assessment (Waldow 2014; Gustafsson and Erickson 2013). In addition, we observe how a legal discourse has come to penetrate the problem representations of unfair teachers’ assessments in the domains of politics, audit practice and media. We demonstrate how and by which means essential signifiers of this legal discourse have come to materialise, pointing to a juridification of education governance.The Inspectorate is positioned as a ‘safeguard’ of fair teacher markings of national tests. National tests in Sweden have been described by Waldow (2014) as functioning as ‘safeguards of fair procedure’. As such, we understand the Inspectorate’s re-markings of student achievement on national tests similar to what Power (1997) describes as ‘control of control’ in audit societies. We further demonstrate that the inspection regime amplifies the national tests’ embodied potential for narrowing the curriculum, not only by the scope of the tested curriculum constructs, but also by the processes that undergo juridification in resolving issues of unfair assessments. Especially in the media, the problem representations tend to contribute to an increased mistrust in teachers’ professionalism, which, in turn, strengthens state level authority over education. Representing the problem as unfair assessments and calling for an external supervisory body to safeguard the assessment procedures opens up for policy changes and implications that are both notably similar to, and substantially different from, those observed in studies on the harmonisation of politics and policies across and beyond Europe. ReferencesBacchi, C. L. (2009). Analysing policy. What's the problem represented to be?  Frenchs Forest, N.S.W.: Pearson.Ball, S. J., et al. (2012). How schools do policy. Policy enactments in secondary schools.  London: Routledge.Blanchenay, P., et al. (2014), “Shifting Responsibilities - 20 Years of Education Devolution in Sweden: A Governing Complex Education Systems Case Study”, OECD Education Working Papers, No. 104, OECD Publishing.Eurydice (2009) National Testing of Pupils in Europe: Objectives, Organisation and Use of Results. http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/109en.pdfGeerts, C. (1983).  Local knowledge.  New York:  Basic Books.Gewirtz, S., et al. (2004). Unravelling a 'spun' policy: A case study of the constitutive role of 'spin' in the education policy process. Journal of Education Policy, 19(3): 321-342.Gustafsson, J.-E, and Erickson, G. (2013). To trust or not to trust? - teacher marking versus external marking of national tests. Educational Assessment, Evaluation and Accountability, 2013(25): 69-87.Kushner, S (2012) Case Study and equity in Evaluation. In Marco Segone (ed.), Evaluation for equitable development results (pp. 172-191). New York: UNICEF.Lingard, B., and Rawolle, S. (2004). Mediatizing educational policy: The journalistic field, science policy, and cross‐field effects. Journal of Education Policy, 19(3): 361-380.Lingard, B, and Sellar, S (2013) 'Catalyst data'. Perverse systemic effects of audit and accountability in australian schooling. Journal of Education Policy, 28(5): 634-656.Mons, N. (2009), “Theoretical and Real Effects of Standardised Assessment”, Background paper to the study: National Testing of Pupils in Europe, Eurydice Network, http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/111EN.pdfOzga, J., et al (2011) Fabricating quality in education. Data and governance in Europe. London: SagePower, M. (1997). The audit society. Rituals of verification.  Oxford: Oxford University Press.Rawolle, S. (2010). Understanding the mediatisation of education policy as practice. Critical Studies in E
ER  - 

TY  - CHAP
T1  - Langue Skills, Lingual Identity and Active Citizenchip
T2  - Lifelong Learning and Active Citizenship
A1  - Torpsten, Ann-Christin
PY  - 2010
SP  - 472
EP  - 478
LA  - eng
PB  - London : Institute for Policy Studies in Education, London Metropolitan University
KW  - language skills
KW  - identity
KW  - citizenchip
KW  - education
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - This paper focuses on lingual skills, lingual identity, active citizenship and the experiences of second language learners, using a life story approach. The overarching aim is to discuss second language teacher students' encountering withSwedishSchool, mother tongue tuition and second language and lifelong learning. The goal is achieved by examining an empirical context. A narrative analysis is carried out of life stories given by second language pupils. Trainee teacher students with Swedish as a Second Language told their second language learning memories as aspects of their life stories. They encountered the Swedish school in the 1990s and told their life story memories in 2007. The life stories were collected in the form of letters and in-depth group discussions. I acted as discussion leader. The stories were studied, interpreted, presented and discussed in different stages with the help of a theoretical starting points and an interpretation framework. A narrative analysis was carried out in a spiral of understanding by means of deconstruction and reconstruction. The analysis shows that those teacher students' received tuition in their mother tongues when they encounteredSwedishSchool. Mother tongue in school was positive for their continued and life long learning and linguistic development. Good skills in the mother tongue were transferred to the second language and it became much easier to continue developing a second language when skills in their mother tongue improved. The teacher students' mother tongue was very important for the development of bilingualism in terms of multilingualism. Through their lifelong linguistic learning and development it becomes possible to develop an identity as multilingual persons. Good skills in the mother tongue and the second language are conditions for active citizenship in a multicultural society. When the skills in mother tongue increased, the trainee teacher students became aware of the fact that they could switch between their languages. They became aware of their identities as multi lingual citizens and their possibilities of being active multicultural citizens.
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TY  - CONF
T1  - Collaboration between mathematicians and mathematics educators in secondary teacher education
T2  - Mediating mathematics
A1  - Viirman, Olov
A1  - Asami-Johansson, Yukiko
A1  - Bergman Ärlebäck, Jonas
A1  - Cronhjort, Mikael
A1  - Jacobsson, Magnus
PY  - 2024
SP  - 133
EP  - 137
LA  - eng
PB  - Göteborg : Svensk förening för MatematikDidaktisk Forskning - SMDF
AB  - In this symposium, three research and development projects from different Swedish universities will serve as a starting point for a discussion of different ways in which mathematicians and mathematics educators can work together to improve the preparation of prospective secondary mathematics teachers for teaching mathematics.
ER  - 

TY  - CONF
T1  - To develop a multimodal learning design with digital tools
A1  - Wernholm, Marina
A1  - Danielsson, Kristina
A1  - Patron, Emelie
A1  - Ebbelind, Andreas
A1  - Palmér, Hanna
A1  - Kjällander, Susanne
PY  - 2024
LA  - eng
KW  - designs for learning
KW  - digital tools
KW  - learning design sequence model
KW  - teacher education
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - Challenges previously identified in teacher education in Sweden include: i) a gap between theoretical education provided by universities and the practical experiences encountered during teaching practice in schools, and ii) a lack of teaching methodologies in general, especially those involving digital tools. Despite research indicating that collaborative creation of digital animations by students can facilitate participation and cooperative learning (Ebbelind et al., 2023; Patron et al., 2024; Wernholm et al., 2023), these challenges persist. This developmental project aims to address these issues by introducing students to a theoretical model for designing learning activities and providing them with opportunities to utilize this model in planning, implementing, and evaluating learning activities involving digital tools.The theoretical model utilised in this project is the Learning Design Sequence (LDS)-model (Selander, 2008), which is developed within the Designs for Learning theory that in turn is theoretically connected to a social semiotics perspective of multimodality (Kress, 2010). Teacher students, university teachers and in-service teachers participate in this developmental project. Initially, university teachers and in-service teachers attended a lecture and a workshop. During this workshop, they were given the opportunity to engage in the same activity, to create a digital animation, that the teacher students are later offered to participate in. Subsequently, students utilised the LDS-model to plan, implement, and evaluate a learning design sequence with pupils. Finally, the students wrote individual reflections and shared and discussed their experiences with their peers. Following these activities, interviews were conducted with the university teachers, in-service teachers and the students to explore their experiences. Additionally, the students were asked for consent to share their written reflections with the researchers. The participating university teachers and students came from four different subject areas in three different teacher education programmes.Preliminary results suggest that the students experienced some challenges when using digital tools in their learning design, including technical issues and conflicts among younger pupils. However, the students also observed an improvement in pupil motivation and collaboration when given the opportunity to create digital animations to represent their knowledge. Additionally, the analysis indicates that the students perceived a clear connection between theory and practice, something that also in-service and university teachers expressed. 
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TY  - JOUR
T1  - Variation theory and teaching experiences as tools to generate knowledge about teaching and learning mathematics – the case of pre-service teachers
T2  - Nordisk matematikkdidaktikk, NOMAD
SN  - 1104-2176
A1  - Mårtensson, Pernilla
A1  - Ekdahl, Anna-Lena
PY  - 2021
VL  - 3
IS  - 26
SP  - 91
EP  - 112
LA  - eng
PB  - : Nationellt centrum för matematikutbildning (NCM)
KW  - mathematics teaching
KW  - professional development
KW  - teacher education
KW  - variation theory
AB  - The theory-practice divide in teacher education is commonly viewed as there aretwo separate entities – theory and practice. However, in practice-based researchapproaches, theory is commonly integrated with existing practical knowledge withthe aim to deepen teachers’ knowledge about practice or to create new knowledge. In this study, we examine 30 pre-service teachers taking part in a 5-week course in ateacher education program in Sweden, in which an action-research approach termed Learning study was used to deepen the pre-service teachers’ thinking and reasoning about mathematics teaching in order to develop primary student learning. Variation theory was used as a tool to support the pre-service teachers’ reflections on how different ways of structuring the mathematical content are related to student learning outcomes. This research aims to illustrate how the integration of theory and teaching experiences from the 5-week mathematics education course supported pre-service teachers’ generation of knowledge about teaching and learning mathematics. In this study, we regard mathematical tasks created by the pre-service teachers and usedin the lessons as generated knowledge about the practice of teaching. Data were collected during the course and consist of written reports about task refinements inthe pre-service teachers’ lessons. We identified five different ways of re-designing the tasks: expanding tasks, making tasks more explicit, making tasks less explicit,bringing metaphors and representations to the foreground, and creating new tasks.
ER  - 

TY  - CONF
T1  - Preservice teachers´ attitudes towards mathematics
T2  - 31st EECERA ANNUAL CONFERENCE Children’s Curiosity, Agency and Participation :Challenges for Professional Action and Development Cascais near Lisbon, Portugal 30th August – 2nd September 2023 CONFERENCE PROCEEDINGS
A1  - Sundqvist, Pernilla
A1  - Berg, Benita
PY  - 2023
SP  - 208
LA  - eng
KW  - early childhood teacher education
KW  - attitudes
KW  - preservice teacher
KW  - questionnaire
AB  - Researchers emphasise the importance for early childhood teacher education (ECTE) to promote positive attitudes towardsmathematics (Hollingsworth & Knight McKennas, 2018). The aim of this study is to investigate preservice teachers' attitudes totowards mathematics, whether and how attitudes change during ECTE and what might cause the changes. Previous research showsthat many preservice and early childhood teachers have low self-confidence and negative attitudes towards mathematics (Gresham& Burleigh, 2019; Hollingsworth & Knight McKenna, 2018; Linder & Simpson, 2018; Palmer, 2010). These negative attitudesinfluence their teaching of mathematics, which in turn affects children’s possibilities to learn (Geist, 2015; Knaus, 2017; Linder &Simpson; 2018; Youmans et al., 2018). We use the concept of attitude and adopt a multidimensional definition, where cognitive aswell as affective and behavioral components are included (Wen & Dube, 2022). We will use a short form of Tapia and Marsh's (2004)Attitudes Towards Mathematics Inventory (ATMI) questionnaire, developed and tested by Lim and Chapman (2013), together withcomplementing open questions. Ethical considerations are made according to the guidelines of the Swedish Research Council (2017).Based on the results, we will describe preservice teachers' attitudes towards mathematics during different parts of their education,as well as what influences these and how ECTE can contribute to promoting positive attitudes. The study can provide knowledgeabout how ECTE can support the development of positive attitudes towards mathematics, with the ultimate aim to enable earlychildhood education teachers to teach mathematics using children’s curiosity and interest.
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TY  - CONF
T1  - Imagining inclusive education for pupils diagnosed with Autism Spectrum Disorder
A1  - Lindblom, Anne
A1  - Kärnä, Eija
A1  - Carew, Mark.T
A1  - Soan, Sue
A1  - Dindar, Katja
A1  - Roos, Carin
PY  - 2018
LA  - eng
KW  - special education
KW  - specialpedagogik
AB  - Theoretical framework, objectives and research questions In Sweden, Finland and England, inclusive education is advocated in school legislation. Subsequently, support for children diagnosed with Autism Spectrum Disorder (ASD) is generally provided within the mainstream classroom. It is likely that student teachers will encounter pupils with ASD during their practical placement, and in their profession, as ASD prevalence has risen markedly worldwide, and currently stands at approximately 1 in 100 (Autism Europe, 2016).Teachers require knowledge about ASD to ensure inclusion and the adequate delivery of support and intervention methods. Such knowledge could be about representations of ASD regarding social interaction and communication, which can offer challenges for the pupil in the mainstream context (Shereen & Geuts, 2015). However, previous research has mainly examined teachers’ and student teachers’ attitudes towards inclusion of pupils with ASD (e.g. McGregor & Campbell, 2001; Ross-Hill, 2009), and not investigated teachers’ in-depth understanding of ASD interactions and communications. This study aims to fill the gap through the application of an empathy-based story-writing method with student teachers.The project represents a collaboration between researchers in Psychology and Special Education at three European universities across Sweden, Finland and England. The purpose of this presentation is to present preliminary findings of this ongoing interdisciplinary research project and obtain feedback and comments from the scientific community.The research questions posed in this phase of the project are:How do student      teachers describe imagined interactions with pupils diagnosed with ASD?How do student teachers      describe the success or failure of interaction with pupils with ASD?Are there      differences in student teachers’ stories between Sweden, Finland, and      England?Methodology  The project involved a survey with a quantitative section and qualitative sections. This paper presentation will focus on introducing results from the qualitative data, which consisted of a task where student teachers were asked to write about an imagined teaching situation. The student teachers were asked to write about a positive and a negative teaching situation with a new pupil diagnosed with ASD, a method referred to as empathy-based stories. Empathy-based stories are writings that are created by participants according to an introductory script provided by a researcher (Eskola, 1998). This method is also called a passive role-play method and it is used for gathering information on the experiences and ideas embedded in narratives produced by research participants. It was originally developed in social psychology and it is a modification of active role-playing method for studying the participant’s interpretations of situations (Ginsburg, 1979; Eskola, 1997). In our study, the student teachers were first asked to write about what happened in the classroom, and then how they felt about it. Next, they were asked to write about the interaction with the pupil, and lastly, what they felt the pupil thought about them. This exercise was planned to be short, approximately 5 minutes per story. The final sample comprised 704 student teachers (Swedish N = 262, Finnish N =251, English N = 191). A coding scheme was made by the Finnish researchers, and before coding in Sweden and England, 10 negative and 10 positive stories were co-rated by the research team to ensure adequate inter-rater reliability. Expected outcomes The coding and analysis process is ongoing, but we plan to have some preliminary results to report from the three countries at the ECER conference.References Autism Europe. Prevalence rate of autism. (2016). Available from: http://www.autismeurope.org/about-autism/prevalence-rate-of-autism/Eskola, J. (1997). Eläytymismenetelmäopas [A guide to method of empathy-based stories].Tampere: Tampereen yliopisto.Eskola, J. (1998). Eläytymismenetelmä sosiaalitutkimuksen tiedonhankintamenetelmänä. [The method of empathy-based stories as a method of acquiring data in social research]. Tampere: Tampereen yliopisto.Ginsburg, G.P. (1979). The effective use of role-playing in social psychological research. In G.P. Ginsburg (ed.). Emerging strategies in social psychological research, Chichester: Wiley. 117–54.McGregor, E. & Campbell, E. (2001). The attitudes of teachers in Scotland to the integration of children with autism into mainstream schools. Autism : The International Journal of Research and Practice, 5(2), 189–207.Ross-Hill, R. (2009). Teacher attitude towards inclusion practices and special needs students. Journal of Research in Special Educational Needs, 9(3), 188–198.Scheeren, A.M., & Geuts, H.M. (2015). Research on community intergration in autism spectrum disorder: Recommendations from research on psychosis.  Research in Autims Spectrum Disorders, 17, 1-12.Talib.T.L., & Paulson, S. (2015). Differences in competence and beliefs about autism among teacher education students. The Teacher Educator (50)4, 240-256.                              Intent of publicationIt is intended that findings from this phase of the project contribute to at least one peer-reviewed article, to be disseminated in a high quality journal covering this area of interest, e.g., Autism, European Journal of Special Needs Education, International Journal of Inclusive Education, Journal of Autism and Developmental Disorders, and The Teacher Educator. Conference presentations are also intended.Keywords: Autism Spectrum Disorder, Student teachers, Disability Attitudes, Teacher Education, Inclusive Education 
ER  - 

TY  - JOUR
T1  - Student Teachers' and Preschool Children's Questions about Life
T2  - European Early Childhood Educational Research Journal
A1  - Pramling Samuelsson, Ingrid
A1  - Johansson, Eva
A1  - Davidsson, Birgitta
A1  - Fors, Birgitta
PY  - 2000
VL  - 2
IS  - 8
SP  - 5
EP  - 22
LA  - eng
KW  - student
KW  - teacher
KW  - children
KW  - questions about life
AB  - The Swedish Higher Education Ordinance (Högskoleförordning, 1993) outlines a set of goals for the education of preschool teachers. These goals state that education should help student teacher's [1] to develop a capacity for identifying and working with issues of an existential, ethical, ecological, international and cultural character in preschool. Previous research (Hartman, 1986; Johansson, 1992; Pramling & Johansson, 1995) indicates that preschool teachers find children's questions about life complicated to handle. The purpose of the present study is threefold. First, an empirical study aims to find out and describe students' perspectives of childrens' questions about life, that is, children's search for meaning in their experience of living. Second, an intervention study aims to develop student's competence in working with preschool childrens' questions about life and to offer students a phenomenographical oriented pedagogy to use in their future work. Finally, we want to compare these student teacher's ways of experencing with student teacher's involved in a traditional oriented pedagogy at another university.  The results show a significant change in the preschool teacher trainees' expereinces of what they consider childrens' questions about life and the strategies for working with these questions in preschool. After the intervention study was completed, the students emphasised the importance of finding the child's point of view and of tackling the child's questions together. The student teachers found that their roles and the questions were a tool for helping children develop their thinking and understand the world around them.
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TY  - CONF
T1  - Developing a model for exploring the teaching of writing in theory and practice: A collaborative study with reciprocal benefits and challenges
T2  - Sig writing conference 2022
A1  - Sturk, Erika
PY  - 2022
SP  - 8
EP  - 9
LA  - eng
PB  - : Umeå University
KW  - the teaching of writing
KW  - teacher education
AB  - For many student teachers it is a challenge to link theory and practice (Darling-Hammond, 2014). Tomeet this challenge, a model for Reflective Observation of School writing (ROS) was developed through a collaborative approach together with teacher educators and students with the goal to explore the nature of discourses of writing enacted in Swedish school years F–3 and 4–6 (ages 6–12). The aim of this study is to investigate benefits and challenges for researchers, student teachers and Teacher Education in collaborative research on the teaching of writing. The study is underpinned by Ivanič’s (2004, 2017) theoretical and analytical framework for discourses of writing: skills, creativity, process, genre, social practice, socio-political discourses, and discourse of thinking and learning. Based on our ROS-model the student teachers used Ivanic’s framework to reflect on the teaching of writing in school practice. Student teachers for school years 4–6 (n 104) at 5 universities observed writing in school practice. Further, using artefacts of school practice (Ball & Cohen, 1999) student teachers for school years F–3 (n 38) at 1 university, and 4–6 (n 24) at 2 universities studied schoolbooks. The data in this presentation consist of observation protocols, researcher’s notes from reflective seminars, and two questionnaires and were content analysed taking a holistic perspective.Preliminary findings reveal benefits for both the researcher and the student teachers. First, results indicate that all seven discourses proposed by Ivanič were evident to different extent. Second, the students could appropriate the analytical tools presented in the ROS- model gaining insights in howto reflect upon practices from a theoretical framework. Challenges on validity and reliability will be discussed.The study makes an important contribution to the field of the teaching of writing, by linking research theory and methodology with educational practice in teacher education.
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TY  - JOUR
T1  - A matter of timing: Time use, freedom and influence in school from a pupil perspective
T2  - European Educational Research Journal
SN  - 1474-9041
A1  - Nyroos, Mikaela
A1  - Rönnberg, Linda
A1  - Lundahl, Lisbeth
PY  - 2004
VL  - 4
IS  - 3
SP  - 743
EP  - 758
LA  - eng
KW  - pedgogical work
KW  - education
AB  - A weakening of central time regulation has constituted one aspect of the process of decentralisation and deregulation of Swedish education in the last two decades. In 1999 the Parliament decided on an experiment period permitting schools in 79 municipalities to allocate school hours more freely. The article aims at exploring and analysing pupils' experiences of the structuring of contents and work in schools without a national time schedule. Pupils' influence over schoolwork, and their individual responsibility and freedom to plan and use time are focused on. Thirty-one pupils, aged 14-15 years, were interviewed. They come from three comprehensive schools ranging from a strongly classified curriculum and teacher work to a curriculum characterised by a high degree of crossdisciplinary  teaching and teacher teamwork. All three schools, to varying extent, have scheduled 'open lessons', when pupils choose content and activity. The majority of pupils appreciate having a responsibility and freedom to plan their own learning, but argue that they are generally not allowed to participate in decisions about teaching and learning. This is particularly the case in subject lessons, which are still mainly controlled by the teachers. The pupils prefer varied forms of teaching and learning and express a need for freedom as well as guidance and structure.
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TY  - CONF
T1  - Creative ways of developing teaching competencies at the university level
T2  - The proceedings of XXIV CESE Conference, Uppsala, Sweden, 16-18 August 2010
A1  - Christie, Michael
A1  - Adawi, Tom
PY  - 2010
LA  - eng
KW  - education
AB  - In 2003, a change was made in the Swedish Higher Education Ordinance, stating that those who want to be employed as a senior lecturer or as a subject teacher must be able to show evidence of pedagogical training. Today, most universities in Sweden have pedagogical development units that offer a ten week course in pedagogy for university teachers. The dilemma we face as academic developers is that the teachers are not always convinced that it is necessary to take such a course and they do not always have the time. In this paper, we describe some creative ways in which we have reformed and improved the pedagogy course we run at Chalmers University of Technology in Gothenburg, Sweden, in order to meet this challenge. The reform was undertaken as an action research project and we have tracked the progress of one hundred full and part time teachers who have completed the course. At the end of the course the teachers were asked to write about what they had learned and how they had applied it in their own practice. Based on the written data, we draw a number of conclusions that can help others increase the competence of university teachers and assist them to teach and supervise in a more creative way. We discuss some of the reasons why many university teachers are locked into traditional teaching methods, starting with the architecture of teaching and learning, and we describe a four-stage ‘conceptual change’ model we have used to help teachers improve their practice. By expanding their repertoire as teachers they will make the learning process for their students more effective and their own job more enjoyable.
ER  - 

TY  - JOUR
T1  - Styrteknologier och differentiering av den professionella praktiken: Exemplet lärare
T2  - Arbetsmarknad & Arbetsliv
SN  - 1400-9692
A1  - Frostenson, Magnus
A1  - Englund, Hans
PY  - 2021
VL  - 4
IS  - 27
SP  - 49
EP  - 67
LA  - swe
PB  - Karlstad : Arbetsvetenskap vid Karlstads universitet
KW  - control
KW  - differentiation
KW  - performance
KW  - performative logic
KW  - profession
KW  - teacher
KW  - differentiering
KW  - lärare
KW  - performativ logik
KW  - prestation
KW  - styrning
KW  - business studies
AB  - Lärares arbetsprestationer mäts och utvärderas alltmer på individnivå. I artikeln undersöks förekomst och användning av instrument för att mäta lärares arbetsprestationer. Baserat på en enkät till 2 000 svenska grundskole- och gymnasielärare visar artikeln på en högst varierande förekomst av prestationsmätningar. Instrument som uppföljnings- och utvecklingssamtal, kursutvärderingar, prestationsbaserad lönesättning förekommer i högre grad än föräldraenkäter, klassrumsobservationer och kollegial bedömning. Instrumenten används mest i aktiebolagsdrivna friskolor. Skolledningar använder sådana instrument i olika syften, främst som underlag för individuell lönesättning. I artikeln relateras resultaten till differentiering inom lärarprofessionen. Styrning är en delförklaring till varför lärarprofessionen differentieras. 
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TY  - CONF
T1  - Teachers handling Parental Expectations: Navigating Responsibility  and Accountability
A1  - Klope, Eva
A1  - Hedlin, Maria
PY  - 2025
LA  - eng
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
KW  - education
AB  - Framing: The aim of this study is to investigate VET teachers experiences of parental involvement in VET. Positive relationships between teachers and parents have historically been recognised as a success factorfor students’ educational outcomes. In recent years, however, parental contacts have been discussed asproblematic for teachers’ work. Parents may try to influence and control teachers' work. Teachers report that these problems have increased over time (Hedlin & Frank, 2022). VET teachers are at the interface between school and working life (Mårtensson, 2021). They teach students to master specific vocational tasks, but also to form a vocational identity and being socialised into a vocational culture (Colley et al. 2003). This makes the concerns of parents in relation to the work of vocational teachers complex, as they have to deal with students learning in both workplace and schools. This study applies the theoretical framework of teacher professionalism, conceptualized as a balance between two logics: professional responsibility and professional accountability (Englund & Solbrekke, 2015). Professional responsibility is based on acting in the interests of others, while professional accountability means teachers must report and explain their actions. These logics will be used to explore teachers' management and experience of parental involvement.Methods or methodology: Empirical data were collected through semi-structured interviews with eight vocational teachers. The interviews were recorded and transcribed. The material was analysed using thematic analysis (Braun & Clarke 2006).Results or expected outcomes: The findings contribute to an understanding of how teachers try to balance maintaining their professional autonomy while responding to parental expectations, and offer insights into the evolving nature of teacher professionalism in in VET.References – only the most important referencesBraun, V. & Clarke, V. 2006. Using thematic analysis in psychology. Qualitative Research in Psychology, 3:2.Englund, & Solbrekke (2015). Om innebörder i lärarprofessionalism. Pedagogisk forskning i Sverige, 20(3-4), 168-194.Colley, H., James, D., Tedder, M. & Diment, K. (2003). Learning as Becoming in Vocational Education andTraining. Journal of Vocational Education and Training, 55: 4.Hedlin, M., & Frank, E. (2022). “They Want a Reply Immediately!” Teachers’ Perceptions About Contact Between Home and School. Journal of Teacher Education and Educators, 11(2), 271-288.Mårtensson, Å. (2021). Yrkesutbildning på gränsen mellan skola och arbetsliv: en intervjustudie om yrkeslärares och handledares arbete med arbetsplatsförlagt lärande (PhD diss. Linköping University)
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TY  - CONF
T1  - Exergames as a teaching tool in PE.
A1  - Meckbach, Jane
A1  - Gibbs, Béatrice
A1  - Almqvist, Jonas
A1  - Öhman, Marie
A1  - Quennerstedt, Mikael
PY  - 2014
LA  - eng
KW  - artefakt
KW  - physical education
KW  - exergames
KW  - pe teacher
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - In society, video- and computer games are often pointed out as risk factors in relation to physical inactivity and increasing levels of obesity. At the same time, computers are an important source of knowledge where IT-competence provides pronounced advantages in society. Now a new type of video games, exergames, has entered the market. In recent years, exergames are increasingly emphasized in several countries as a possible activity for use in school PE (Quennerstedt et al). Papastergiou (2009) argues that videogames can offer benefits for Health Education and PE, and that those games may improve young people’s knowledge, skills, attitudes and behaviours in relation to health and physical exercise. The purpose of the present study was to explore Swedish PE teachers’ perceptions and use of exergames in PE and also the barriers and motives for using exergames based on a survey of fixed and open questions. A total of 493 teachers (10% of all Swedish PE teachers) answered the questionnaire. Responses were coded and entered into SPSS, allowing for both descriptive data and cross-table analyses. The results show that 80 percent are familiar with exergames, 17 percent play in their spare time and a few (3%) have tried using exergames in PE. Motives for introducing exergames are generally: encouraging physical activity, offering different types of movement and to have fun. Barriers for introducing exergames are mostly: economic, prioritizing other activities and teachers’ own knowledge. The majority of the PE teachers have in general positive attitudes towards introducing exergames as a teaching aid in PE. However, this requires developing teachers’ own knowledge of exergames. Choices of teaching content and the introduction of new activities and teaching aids also involve critically examining the games, and this involves didactic reflection.  Papastergiou, M. (2009). Exploring the potential of computer and video games for health and physical education. Computer & Education, 53: 603-622. Quennerstedt, M. et.al.  (in review). Why do Wii teach physical education in school?
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TY  - CONF
T1  - School Reforms Based on “International Standards”: an Ideal Imbued with National Adaptations
A1  - Wahlström, Ninni
PY  - 2019
LA  - eng
KW  - policy studies
KW  - international standards
KW  - evidence based policy
KW  - discursive institutionalism
KW  - education
AB  - Purpose and research questions For some time, there has been an endeavor in the policy arena to persuade the public with references to the term “evidence-based policy”. The term seems to have its origin in the UK’s election of the Blair government. The evidence-based policy movement emerged from a desire to remove ideology from the policy process and consequently increase the credibility of policy proposals. Subsequently, governments in several member states of the Organisation for Economic Co-operation and Development (OECD) expressed the same assumption of systematic policy knowledge (Botterill & Hindmoor 2012). In this paper, the purpose is to explore some of the salient international policy discourses underpinning school reforms in Western countries, with the current school reform in Sweden used as an example in a context of ongoing reforms in all the Nordic countries. The research questions are: (i) what arguments and actors in the international education arena are relevant to the national reform priorities and what references are considered important for legitimizing the reform?  (ii) how can comparative research perspectives contribute to explore aspects of (in) equalities in national school reforms against a backdrop of international educational policy discourses? Theoretical framework Drawing on Vivien Schmidt (2015) and her theory of discursive institutionalism, the missing link in understanding the connection between ideas and collective action is discourse. Within discursive institutionalism, discourse is understood as human interaction through discursive argumentation by which ideas are conveyed and translated. People have both “background ideational abilities”, which help them understand meanings and act within different institutional contexts, and “foreground discursive abilities” , which enable them to deliberate on institutions in a critical way in order to change them. In their discursive argumentation, actors form discourse coalitions, which are basically kept together by their shared ideas and basic principles. For this type of opinion formation, the agents of change use a communicative discourse to argue, deliberate, and persuade people to change their view of an institution, such as the school. Communicative discourses can be both deliberative and persuasive (Author & Non-Author, 2018). The concepts of background and foreground ideas, as well as cognitive and normative ideas and coordinative and communicative discourses, are all conducive when forming an analytic framework for exploring school reforms. Policy ideas communicated through coordinative and communicative discourses represent aspects of power regarding the meaning and purpose of the institution. Three different ways of thinking about the discursive power of ideas can be identified. First, power through ideas is relevant when actors have the capacity to persuade other actors to adhere to a certain viewpoint. Second, power over ideas is demonstrated when certain actors have the capacity to control and dominate the meanings of ideas. Third, and finally, power in ideas is about ideational power in institutionalizing certain ideas at the expense of other ideas—that is, forming dominant discourses about an institutional idea or activity. There are good reasons for combining discursive institutionalism (Schmidt, 2015) and curriculum theory (Deng & Luke, 2008; Author & Non-Author, 2018) in studies on educational reform. Discursive institutionalism contributes to an understanding of how ideas are formed, communicated, and translated into collective action in international arenas, while curriculum theory has more to say about different analytical levels, views of knowledge, and connections between policy ideas and discursive and social practices at the local level. Moreover, a comparative approach contributes to educational studies through its methodology of detailed comparisons of certain phenomena in different arenas, especially at different levels in an educational policy system with consequences for national and local conditions for schooling (Steiner-Khamsi 2012).  MethodologyIn 2014, the Swedish government commissioned the OECD to review the quality of the Swedish national compulsory school system, to identify reasons for the decline in the Swedish students’ knowledge achievements, draw on lessons from other OECD countries based on the PISA results, and suggest policy areas for renewed efforts (OECD, 2015). Upon receiving the report from the OECD, the Swedish government’s instruction to the recently established 2015 School Commission was to propose school reforms based on the proposals in the OECD report. The main documents for analysis in this paper is the OECD (2015) report and the official report from the Swedish School Commission (Green Paper 2018:41, 2018).The methodological point of departure is a focus on the policy documents produced by the OECD and especially their country reports. In this case, the Swedish government commissioned the OECD to evaluate the Swedish school system for compulsory school. The task for the OECD was to “identify the main reasons for the decreasing trends in Swedish students’ performance” and to “draw on lessons from PISA and other benchmarking countries/regions with an expert analysis of key aspects of education policy in Sweden” (OECD, 2015, p. 14). The OECD report  Improving School in Sweden (OECD 2015) is thus one the main document for exploring an ongoing school reform based on what the OECD considers to be international standards.The analysis is based on document analysis, comprising the following analytical steps of content analysis: (a) reading closely and systematically to identify the main educational discourses in the texts, (b) analyzing the shifts in the justification of the discourses in the texts, and (c) taking the discursive and social aspects into account in understanding the displacements and changes in the discourses.. My understanding of discourses is based on critical discourse analysis (CDA) as outlined by Fairclough (1992, 2010) and Wodak (2008). This framework applies a dialectical approach to the analysis, and given its emancipatory knowledge interest, positions itself within the very practice it theorizes. Policy is in this context viewed as a place for struggles and negotiations. By drawing on Fairclough’s (1992: 64) definition: “Discourse is a practice not just of representing the world, but of signifying the world, constituting and constructing the world in meaning”, the interest is centered on the communicative interactions in terms of coordinated and communicative discourses (Schmidt 2015).Expected results  Policy translation—something borrowed, something own, and something rejected. The translation of educational policies to national contexts never occurs in the form of “a whole package”; instead, each policy reform is transformed and recontextualized on the terms of the receiver. Something borrowed: A reform element that Swedish policy actors perceive as attractive to borrow is the OECD (2015) proposal to establish a publicly funded national institute for enhancing teacher and school leader quality. The School Commission (Green Paper 2017:35) has followed up on this suggestion with a similar proposal to establish a national function for teachers’ and school leaders’ development. Two additional official reports have elaborated the details of the proposal (Green Paper 2018:17; Green Paper 2018: 41).  Something own: The OECD (2015) report suggests several reform elements to strengthen the national governance of the Swedish school system. The School Commission (Green Paper 2017:35) has proposed a solution that goes further than the OECD proposal. A return to state governance of schools has long been an option in the policy stream (Kingdon, 1995). This was most clearly expressed by the Liberal Party and has now been reintroduced on the political agenda in a national takeover of transnational policy solutions. Something rejected: While the OECD (2015) is concerned about the quality and resources for what it thinks is an overly widespread teacher education organization, and suggests a review of the number of teacher education providers, the Swedish policy actors have rejected this element of the suggested reform. Instead, the School Commission (Green Paper 2017:35) has claimed that there are good opportunities to strengthen the quality of teacher education within the framework of the current structure. Thus, this suggested reform element has been rejected despite “policy evidence” and benchmarked results. 
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TY  - CONF
T1  - Empowering opportunities when the tablet computer meets the school context?: Teachers’ and school children’s usage and experiences
A1  - Grape, Monica
A1  - Törfalk, Carina
A1  - Hertting, Krister
PY  - 2014
LA  - eng
KW  - education
AB  - During the past 20 years there has been a rapid development of supply and use of Information Technology (IT) in Swedish society and in school. This presentation is based on an e-Learning project conducted in a class 6, where the school children and the teacher became part of a 1-to-1 venture. Each child received a tablet computer from school. In this project, we were interested to expand our knowledge about using IT in school, as a mean for increased learning, which in a prolonging would be supportive for well-being. A study of the school children’s usage and experiences of using the tablet computer as a tool in school was conducted, and the class was followed for the whole school year. Material was collected through observations, interviews and tasks on the tablet computer. The school children had many thoughts about IT in schools and the teacher had reflections on the project, which are discussed in the presentation. The project discovered both opportunities and challenges, valuable for future projects with tablet computers in school.
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TY  - CONF
T1  - What digital literacy is needed for writing a 'study blog' on the criminology course?
T2  - Theory, application, analysis
A1  - Hållsten, Stina
PY  - 2016
SP  - 345
EP  - 363
LA  - eng
PB  - Lisbon : BonD & CELGA-ILTEC
KW  - systemic functional linguistics
KW  - education
KW  - writing
KW  - digital learning environments
KW  - systemisk-funktionell lingvistik
KW  - utbildning
KW  - skrivande
KW  - digitala lärmiljöer
KW  - other research area
KW  - annat forskningsområde
AB  - This article reports on a study investigating the digital literacy context on a distance course in criminology, at a Swedish university[1]. The aim is to explore if and how students and teachers ”build” a context for the participation and writing through their use of the VLE and discussions over the platform´s chat room. Drawing on Macken- Horarik (1996) and Macken-Horarik et. al. (2006), the study analyses the digital writing among both students and teachers on one hand, and the design of the VLE on the other.The study is a part of the project WIDE ”Writing to learn in a Digital Environment” 2010-12, financed by The Swedish Research Council. Project members, in addition of the author: Ola Knutsson, Petter Karlström, Tessy Ceratto, Dep. of Computer Science, Stockholm University and Mona Blåsjö, Dep. of Scandinavian Languages, Stockholm University. Some of the quotations from the student-teacher communication in the article will also be found in Knutsson et.al. (2012).One point of departure is that virtual learning platforms (VLEs) offer an arena for a major focus on writing, compared to oral communication in for example traditional seminars.  Another point of departure is that the VLE, among other digital tools, gives us a perhaps new learning situation, for example a different student-teacher relation concerning knowledge and control of the tools in use.
ER  - 

TY  - CONF
T1  - American and European Meritocratic Traditions: Transatlantic Trends and Contesting Concepts for Measuring Merit
A1  - Lundahl, Christian
A1  - Tveit, Sverre
PY  - 2016
LA  - eng
KW  - education
AB  - The paper discusses the emergence of meritocratic traditions through twentieth century transnational exchanges of theories, methods and techniques for measuring merit. An initial continental European examination tradition marked by process control and dominated by expert judgments in the hands of teacher was contested by the new psychometric techniques developed by American measurement experts and adopted by several other countries. The paper addresses how transatlantic research projects from the 1930s to the 1960s constructed different premises of policy legitimation, which can be seen as one explanation to why new approaches to measuring merit gained legitimacy in countries such Sweden and the Netherlands whereas Norway, Denmark and Germany rejected the American influence and sustain the examination tradition to date.
ER  - 

TY  - JOUR
T1  - Nostalgia, future and the past as pedagogical technologies.
T2  - Discourse.: Studies in the Cultural Politics of Education.
SN  - 0159-6306
A1  - Petersson, Kenneth
A1  - Olsson, Ulf
A1  - Popkewitz, Thomas S.
PY  - 2007
VL  - 1
IS  - 28
EP  - 1
LA  - eng
KW  - governmentality
KW  - genealogy
KW  - lifelong learning
KW  - education
AB  - This article provides a genealogical perspective on narratives about the past and the future as governmental discourses in teacher education, public health, and criminal justice in Sweden. Contemporary governmental strategies bring nostalgic memories of the past and visions and fears about the future back to life in the present. The past (history) is a technology of the present to rememorialize who "we" are and have been. The future is a spatial concept, a technology to shape and nurture the "future oriented" subject bent on the pursuit of lifelong learning. The notions of history and future in the construction of the lifelong learner function to link and harmonize the interest of the individual with that of society. As technologies of government these are not new. similar technologies were operating in the discourses about the future, society, and the citizen in the first part of the 20th century. What is new is the particular capabilities and capacities of the individual as an agent of the future and the collective principles in which life is lived.
ER  - 

TY  - CONF
T1  - Can the Ambition with Individualize Pedagogy Limit the Children in Pre-school?
A1  - Gullberg, Annica
A1  - Anderssson, Kristina
A1  - Hussenius, Anita
A1  - Danielsson, Anna
A1  - Scantlebury, Kathryn
PY  - 2014
LA  - eng
KW  - gender
KW  - science teacher education
KW  - preschool teacher students
KW  - curriculum studies
AB  - At two Swedish universities critical perspectives on gender and science were integrated as part of preschool teacher science courses. In one assignment 45 preservice teachers described and reflected upon episodes in their pre-school placements where they judged gender to be of importance and impacted the children’s science and technology learning. Two main themes regarding the view of children were identified: (1) children have a stable core identity and should be supported to ‘be who they are’, or (2) children are a “jack-of-all-trades” with potential interests in a variety of subject matter topics and that these interests could be supported by teachers.  We will discuss how the different themes may affect preservice teachers’ strategies to challenge children’s stereotypical gender patterns.
ER  - 

TY  - JOUR
T1  - Students´ beliefs on physical education
T2  - International Journal of Physical Education : A Review Publication
SN  - 0341-8685
A1  - Kougioumtzis, Konstantin
PY  - 2016
VL  - 2
SP  - 26
EP  - 34
LA  - eng
AB  - Drawing from a reasoned action approach, individuals’ behaviours follow reasonably from their behavioural, normative, and control beliefs (Fishbein & Ajzen, 2010). As the study of beliefs on physical education (PE) is rather underestimated, the aim of the article is twofold: (a) to describe students’ behavioural, normative, and control beliefs and (b) to establish interrelational patterns among the three belief domains. A specially constructed and previously pilot-tested questionnaire was completed by a nationwide stratified random sample of 1,736 ninth grade students in Sweden. The descriptive analysis of the data showed students’ rather positive behavioural and normative beliefs as well as their overwhelmingly negative control beliefs. The structural equation modelling analysis revealed significant and meaningful associations among the three belief domains. As students’ beliefs have an impact on their PE experiences and ultimately influence their lifestyles, it is crucial for teacher educators and school practitioners to intensify efforts towards upgraded lesson quality. Specifically, participation outcomes ought to be communicated more systematically, while higher professional care ethic standards should be fulfilled. In addition, students’ engagement in lesson formation should be promoted more effectively with autonomous learning in mind.
ER  - 

TY  - JOUR
T1  - "Det såg vi ifrån början..."?: Underkännanden i den svenska lärarutbildningens verksamhetsförlagda delar
T2  - Nordic Studies in Education
SN  - 1891-5914
A1  - Nordänger, Ulla Karin
A1  - Lindqvist, Per
PY  - 2015
VL  - 1
IS  - 35
SP  - 51
EP  - 69
LA  - swe
KW  - lämplighetstest
KW  - bedömning
KW  - verksamhetsförlagd utbildning
KW  - lärarutbildning
KW  - pedagogik och utbildningsvetenskap
KW  - pedagogics and educational sciences
AB  - Föreliggande studie är en del av ett större projekt där den övergripande ambitionen är att förstå hur en organisation, genom sitt sätt att argumentera kring underkännanden av lärarstuderande i verksamhetsförlagd utbildning, konstituerar lärarkvalitet. I artikeln studeras vilka brister handledare och lärarutbildare från universitetet indikerar som avgörande för ett underkännande. Analysen visar att indikatorerna för underkännande utgörs av passivitet och rigiditet samt brist på hållning, social timing och självinsikt. Indikatorerna kan kategoriseras i två grupper av underkännanden, ”de inte lämpade” och ”de kanske lämpade”. Avgörande för kategoriseringen var tidpunkt för upptäckt av bristerna samt bedömarnas upplevelser av hopp om utveckling. Resultatet sätts sedan i relation till den pågående diskussionen i Sverige om möjligheten att införa ett lämplighetstest innan antagning till lärarutbildning
ER  - 

TY  - CONF
T1  - Existential meetings' in preschool practice
T2  - 29th EECERA Annual Conference
A1  - Rantala, Anna
PY  - 2019
SP  - 43
EP  - 43
LA  - eng
KW  - children
KW  - closeness/distance
KW  - co-existence/co-operation
KW  - teacher
KW  - video observations
AB  - This research aims to understand and describe how meaningful relationships between adults and children take place and are understood in preschool practice through the core concepts of subjectification as a process that results from 'existential meetings'. Research performed in Swedish preschools mostly focuses on children's learning and on socialization through adults' actions or children's agency. Research that focuses on the relationship between adults and children in preschool is however, limited. Biesta (2011) discussed the functions of education; qualification, socialization and subjectification. In order to understand the complexity of subjectification, Aspelin (2010) believes that a fourth function is needed – 'existential meetings' that aim to strengthen children's personal development. In this research, we view this as an important preschool function. The theoretical perspective is based on Aspelin's concept of existential meetings, also related to co-existence/co-operation and closeness/distance (Aspelin & Persson, 2011). This research followed a reflective and critical approach, and is based on 37,5h of video observations. The material is analysed through a deductive approach and was approved by the Swedish Ethics Committee for Research. All participants have given consent and are anonymized. The findings reveal that the relationship between adults and children can have potential for strengthening children's personal development. But this is dependent on whether the teacher can balance between 'closeness' and 'distance'. This research has implication for preschool practice and contributes to a better understanding of how existential meetings through meaningful relationships can take place (and be organized) in preschool practice.
ER  - 

TY  - CONF
T1  - The leverage and limits of Action Research for teachers as researchers of Pedagogical Translanguaging
A1  - St John, Oliver
PY  - 2023
LA  - eng
KW  - action research
KW  - translanguaging
KW  - second language learning
KW  - multilingual language assistants
KW  - classroom interaction
KW  - education
AB  - This presentation casts and exemplifies action research (Stenhouse, 1975) as a viable way of constructing credible knowledge about naturally occurring translanguaging for promoting professional understanding and development. The action research (AR) context is Swedish as a second language learning in which a teacher team decided to employ multilingual language assistants (MLAs) in their beginner courses to make possible the pedagogical use of the students’ first languages. The project design comprised four AR phases each with their own opportunities and challenges. Orienting to the research foci. Relevant AR questions emanate from the challenges of practitioners tempered, as this study shows, by research perspectives. For example, an initial focus on MLA’s work and role expanded to incorporate an orientation to first language support for optimizing second language learning.  Mapping insider views of current practice. It is frequently difficult for outsiders to gain insider views. A hallmark of AR is to mobilize practitioners in investigating their own professional performances. In this study, teachers agreed to video film their classroom interaction with MLAs to make visible patterns of task distribution and language use.  Turning data into action. In that analysis in AR is rooted in the local context and action-oriented, strategies selected for change in practice carry immediate, potent, professional validity. In the study, analysis of teaching sequences featuring teacher and MLA coordination was conducted collaboratively by teacher constellations. The challenge was that researcher and teacher conceptions of what analysis entails differed significantly. Achieving change. AR promotes change in professional practice through practitioner emancipation. Since the teachers had been involved as research partners in all the project phases, they understood and were corporately accountable to the action plan. While teachers subscribe to the importance of ongoing AR development, they regularly succumb to pressing immediate and institutional demands and fall back on well-rehearsed teaching routines. 
ER  - 

TY  - CONF
T1  - ESD and citizenship in the private and public sphere: Eco-School teachers' and instructors' views on actions as teaching content in ESD
A1  - Stagell, Ulrica
A1  - Almers, Ellen
A1  - Askerlund, Per
PY  - 2014
LA  - eng
KW  - esd
KW  - action
KW  - teacher
KW  - eco-school
KW  - citizenship
AB  - The Nordic countries, although different, have strong traditions of democratic education as collective solutions of the upbringing of individual citizens. ESD as a multinational response to problems of global concerns which aim at educating citizens capable of facing challenges of today and tomorrow, embody a tension between education as fostering into common values and education as liberation. The Action competence perspective manifest this tension in the division of different acting as behaviours or actions. With the premise that actions are an essential part of ESD aiming at developing students' action competence, this study seeks to explore actions as teaching content in ESD and examines Swedish Eco-School teachers' and instructors' views on the appropriateness of including different sustainability-promoting actions in their teaching practices. The position of teachers and instructors as potential obstacles for the inclusion of different action alternatives for sustainability in education, makes it relevant to ask questions about their views on including different actions in teaching practice.Different views were explored in interviews with 24 Eco-school teachers and 9 instructors, in which they were asked to clarify their positions on the appropriateness of including different sustainability-promoting actions in their teaching practices. The reasoning were analysed qualitatively in a content analysis. Preliminary results show differences in teachers' and instructors' views. Where teachers tended to explain potentially controversial direct actions in the private sphere as inappropriate with references to the question of privacy of students and parents, instructors tended to view the same actions as starting-points for desired discussions in the educational situation. Also, instructors to a higher degree motivated the appropriateness by the different actions' importance for sustainability.The discussion concerns teaching that addresses the individual's moral responsibility in the private sphere at the same time different action strategies for the democratic change of social structures tend to be excluded.
ER  - 

TY  - JOUR
T1  - Equipping student teachers for the future.
T2  - Journal of the European Teacher Education Network
SN  - 2183-2234
A1  - Terlevic Johansson, Karmen
A1  - Nihlén, Cecilia
PY  - 2018
IS  - 13
SP  - 1
EP  - 10
LA  - eng
KW  - internationalisation
KW  - teacher education
KW  - english for young learners
KW  - field studies abroad
KW  - global teaching skills.
AB  - This  paper  discus s es  internationalisation  through  field  studies  abroad  organized  within  English  courses  for  student  teachers at  the  U niversity  of  Gothenburg , Sweden .  A  pilot  study  shed s  light on  similarities  and  differences  encountered  concerning the  school  systems.  The overall  aims of the  study  were to investigate  the learning outcomes and  the  development  of  global  teaching  skills . The  resu lts indicate a  high  level  of  satisfaction  among  the  students  regarding the  experience  of  recognizing  similarities  between  their  own Swedish school syst em and the English one,  in particular the insight and inspiration  gained from the differences . Hence ,  this pilot study provides support for future regular  and  effective cooperation   between   different   European   universities   regarding   the  development of  student teachers ’ global teaching skills.
ER  - 

TY  - CHAP
T1  - The Paradox in the Industrial Technology Programme
T2  - Vocational Education &amp; Training - The Word of Work and Teacher Education
A1  - Asghari, Hamid
A1  - Schaffar-Kronqvist, Birgit
PY  - 2018
SP  - 337
EP  - 362
LA  - eng
PB  - Stockholm : Premiss förlag
KW  - vocational education
KW  - vocational teacher
KW  - professional ethical dilemma
KW  - neoliberal labour market
KW  - life stories
AB  - In this article, we examine two Swedish industrial teachers’ stories about their education, professional life and teaching. The stories are discussed in relation to the first paragraph of Article 23 of the UN Convention on Human Rights. The methodological starting point of our study is based on life stories and our analysis tools are taken from Bamberg (1997), who discusses how people position themselves in their stories. Our analysis shows three positionings. The first positioning appears in relation to workshop workers and to workshop work. The second positioning appears in relation to the industrial company and employer aspects. The third positioning appears in relation to employability. These three positions show that industry companies did not help industrial workers prevent occupational injuries and unemployment, and the industrial workers who were loyal to their employers did their best in the given set of circumstances. Vocational teachers educate Swedish children and young people to industrial workers, for the competitive industry companies in a neoliberal labour market, but we see a professional ethical dilemma in relation to the first paragraph of Article 23 in the way the industrial companies treats their industrial workers.
ER  - 

TY  - CONF
T1  - Teaching and Learning with Nimbra Technology
T2  - <em>Academic Freedom and Responsibility in Music Education and </em><em>Research</em>
A1  - Leijonhufvud, Susanna
A1  - Thorgersen, Ketil
PY  - 2023
LA  - eng
PB  - Örebro
KW  - music education
KW  - one-to-one tuition
KW  - low-latency
KW  - distance education
KW  - nimbra
AB  - Teaching and Learning with Nimbra TechnologyWhat do you do when you want to play a particular instrument and no teacher of that particular instrument can teach you where you live? This is the case for several music students at Ålands Musikinstitut (ÅMI) at Mariehamn. One way to solve the problem is to employ a teacher to travel to the school of music. However, the distance is always far – as Åland is situated in the middle of the sea between Sweden and Finland so such travel is not possible on a regular weekly basis. Another solution is to use digital communication technology that can enable such a music educational meeting. In this project, we analyse the educational and didactical affordances such long-distance communication technology provides. We will present the high-fidelity fibre technology of Nimbra with an extremely low latency of five milliseconds.Given that latency, playing music together in real-time is possible. For a couple of years, a cello teacher from Stockholms Musikpedagogiska Institut (SMI) has been teaching students at ÅMI via this technique an arrangement that we have started to follow. In the research project, we will look at crucial issues of music didactic communication – sonic attunement; sound and frequencies, rhythm and tightness; visual contact; mutual eye contact, instrument, score; and tactile contact. By employing a multimodal social semiotic theory, we will present how we examine how multimodal semiotics translate to the digital presence. Does all the semiotics translate? If so, to what extent? Does it communicate at all “levels” of music knowledge development – from the level of beginners to advanced level? These questions lead to a recapture of frame factor theory regarding physical frames and the qualification of the student and teacher. An overarching aim of the study is therefore to map out the future need for music educational reforms with regards to the entrance of such digital equipment and the digital literacy that follows.
ER  - 

TY  - CONF
T1  - Practice and Presence: Bilingual interaction and identities in an 'international' school setting [LISA 21 and pilot study findings]
A1  - St John, Oliver
PY  - 2008
LA  - eng
KW  - education
AB  - Advanced Study Colloquium Proposal AbstractLISA 21 and Pilot Study FindingsOliver St John has worked within the field of foreign language pedagogy both as a teacher and teacher educator in the UK and Sweden. He is currently starting his second year of a five-year PhD programme within the LISA 21 project at the Department of Education, Örebro University, Sweden.LISA 21 is a new project which focuses on plurilingualism, identities and learning in culturally-diverse secondary schools. Taking sociocultural, postcolonial and pragmatist theoretical frameworks as points of departure and seeking to build on classroom interaction studies, the project aims to maintain multiple perspectives on these issues and to create new analytical and empirical intersections.The first section of this paper sketches some of the theoretical perspectives guiding this project by seeking to clarify the way the terms ‘language’, ‘identities’ and ‘culture’ are understood. Language is a primary means of mediating human action, but is itself constantly being tailored to serve individual purposes. It is argued that identities need to be understood as both social positionings and as having some kind of cross-contextual coherence. Culture, it is suggested, needs to be conceived as both differentiated and dynamic. This section also highlights the way both languages and identities are implicated when individuals learn. Multiple perspectives on these issues and maintaining balance between micro and macro approaches are considered vital to a more penetrating analysis of these issues.The second section of this paper presents the preliminary findings of a pilot study undertaken in the spring of 2007. Ethnographic fieldwork was carried out in a school for the Deaf and Hearing-impaired and an ‘international’ school with a view to gaining orientation and finer focus on areas of potential significance within the project’s ‘language and identities’ research questions. Three educational tensions are outlined as a way of communicating some preliminary results: suspending and resourcing dialogue in the classroom; transferring versus transforming understanding and identity affordances and restraints in plurilingual learning environments. The first of these seeks to convey the way a teacher’s orchestration of student participation in the classroom has important repercussions for students’ learning opportunities and the generation of certain kinds of knowledge. The significant contribution of student contributions to understanding in the classroom was also noted. With regard to the second, teacher practices suggested a view of knowledge as ‘packing’ brains whereas students’ behaviour demonstrated that their needs would be better satisfied with a transforming rather than a transferring of understanding. Thirdly, observations pointed to the need for pedagogical sensitivity where both identity affordances and restraints on student learning are created in plurilingual settings.Finally, the capacity to be comfortable alongside cultural differences and to appreciate them is highlighted as a ‘core’ life skill – one which needs to be fostered in school settings. Teachers need much support for this task and intercultural competence must be focused on in teacher education programmes if sustained opportunities for this kind of learning are to be an ongoing part of classroom priorities and practice. 
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TY  - CONF
T1  - School cheating on the conditions of audit society
T2  - ECER 2015, Education and Transtition. Contributions from Educational Research. Network: 1. Continuing Professional Development: Learning for Individuals, Leaders and Organisations.
A1  - Fonseca, Lars
PY  - 2015
LA  - eng
KW  - school cheating
KW  - audit society
KW  - teacher
KW  - norm
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - General desciptionTrends in modern society put demands on how educational activities can be organized. Institutionalized education system needs continuous legitimation (Schiro, 2008).Meritocratic principles have long been an integral pillar of justice and social trust in liberal democracies. Life opportunities should be allocated on individual performance. Fair and clear procedures for how knowledge is assessed and graded thereby becomes a central element of a legitimate education and a central aspect of teachers' work. Duplaga and Astani (2010) has shown how proceduriell justice is a key in students' perceptions of fairness in educational contexts.Contemporary society can be understood as an audit society where public enterprises are constantly exposed to a strong focus on comparing results and to a comprehensive audit (Power, 1999). Performance and accountability have become dominant value concepts in education (Solbrekke & Englund, 2011). In the audit society legitimate educational organizations are expected to produce both good results and to follow quality assured routines in doing this (Ahlbäck Öberg & Wockelberg, 2012).The performative turn implies a strong focus on measurable outcome (Ball, 2000), which in the world of education may consist of grades documenting pupils knowledge. Evaluation of school quality based on student performance is a strongly growing global trend (Figlio & Loeb, 2011). This is done both at the international level through eg PISA surveys and at the local level through the rankings of schools' grade results. The average points of final grades from the Swedish compulsory and upper secondary schools has greatly increased between the years 1994-2011 (Vlachos, 2012) while the PISA surveys show a deterioration of Swedish student achievement in comparison with students in other countries (Ministry of Education, 2013).Sweden's education system was deregulated by political decisions in the early 1990’s and Sweden is today considered as one of the most education-liberalized countries in the world (Levin, 2013). Students grade results have become an important factor in the competition between schools in attracting new students. The performative culture of competition also includes a strong emphasis on individual accountability (Apple, 2007) which affect the possible roles of pupils and teachers.In the audit society simultaneous demands are put on organizations and individual employees to act according to formalized procedures for grading  while creating good grading results. The parallel responsibility is not without problems. Within the framework of new institutionell theory Meyer and Rowan (1977) argues that formalized procedures for quality assurance can make it difficult for organizations to produce good results in an effective way. School-cheating is a phenomenon that can be understood as problematic for teachers' work in relation to both the expectations of complying correct procedures for assessment and for opportunities to exhibit good grade results.Strong expectations for good measurable resultats and for comprehensive audit routines conditions how organizations prioritize and evaluate its practical activity (Ahlbäck Öberg & Wockelberg, 2012). Pupils and parents demand for good grades are clearly an element of the dilemmas that arise when teachers' professional ethics meet market logics (Fredriksson, 2010) The Swedish teachers' unions expresses concern that teachers are increasingly subject to pressure in terms of setting high scores (Lärarnas Riksförbund, 2011).Teachers evaluating student knowledge are faced with a goal- and norm conflict where expectations to act as rule complying bureaucrats are likely to be in conflict with the expectation of acting flexibly and customer-friendly towards pupils and their parents. The research question for this study is: How do teachers, based on the phenomenon of students 'school cheating, argue for appropriate courses of action?Methods / Methodology Data has been collected by letting 12 swedish teacher at a college preparatory high school debate in two focus group sessions. The starting point for the discussions where the result of previous studies in which pupils norms (at the same school) on school cheating were identified. The pupil norms shows i.a. that students socially tolerate schoolcheating from schoolmates in difficulties of coping with tests at school as long as the cheating only extends to the minimum pass grade level. Tolerance for schoolcheating also goes for pupils in temporary difficulty to perform at a normal level. These are tolerated to cheat up to the grade level they usually achieve. Clever students as well as lazy students are not tolerated to cheat at all.From the data generated in the teachers' discussions norms were identified that teachers perceive as regulations on how they should act in relation to school cheating. Social norm theory assumes that people who share a community need to negotiate the social norms for how to act in situations of common interest (Hydén, 2002). These social norms can be observed by leaving "an extensive trail of communication among actors that we can study " (Finnemore & Sikkink, 1998, s.892). The method for analyzing data has been meaning-concentration according to Lindseth & Norberg (2004).The methodology has roots in critical hermeneutical approaches (Gadamer, 1989) and are handled in a two step process. First, norms that teachers perceive to be conditionality for their actions in grading practices are identified and secondly the identified norms are understood in the social context of audit society of education.In critical hermeneutics focus is layed on critical examination of the interpretations people do in their lived experiences. In a methology based on critical hermeneutics an interpreting aproach with its focus on understanding the local on an actor level meets a critical approach with an interest in structural explanatory models.The critical approach also links to critical realism which, i.a. includes a point of departure where social structures are seen as preceding participants' actions. In critical realism structures are understood to be hierarchically ordered based on their power to resist transformation by the actions of individuals. Physically material structures are difficult for people to transform whereas social trends are easier to modify. Economically affiliated norms are understood as connected to physically material structures and thereby also strong conditionality for individual actions.Expected outcomes The empirical data shows that the teachers perceive that they are held personally accountable for their students' grade results. A low proportion of failing grades are perceived to be the school management clearest indicator of both a highly competent teacher and a competitive school unit.Teachers perceive that high effectiveness, i.e. that all pupils at least achive passing grades, is impossible if formal procedures for grading shall be fully obeyed.The teachers are faced with a conflict where they need to negotiate how the priorities of the normconflict are best solved. Strictly following rules makes it difficult to meet the expectations of  good student grades.The negotiations shows that teachers perceive the expectations of pupils, pupils parents and school management to perform well in terms of good pupil’s grades as stronger than expectations to strictly comply with both national regulations regarding grading and local rules for how school cheating should be prevented and managed. The teachers see it as desirable not to follow upp on suspicions of cheating at school because it could be regarded as customer-unfriendly to discredit pupils. The teachers regret that expectations to act customer-friendly makes it difficult for them to work with social norms that they find important.The teachers perceive it as desirable that they help to cover the organizational goal- and normconflict by not pretend about it. By ostensibly hiding the norm-conflict, school may outwardly be able to show both a strong legal framework to combat school cheating and high achievement in the form of good grades. The apparent solution of the goal- and norm-conflict can be understood by Meyer and Rowan (1977) concept of decoupling. Two conflicting systems are tolerated to operate in parallel without the conflict between them being exposed.ReferencesAhlbäck Öberg, Shirin & Wockelberg, Helena (2012). The politics of public administration policy. Statsvetenskaplig tidsskrift, 114(2), s. 273-281.Apple, Michael (2007). Ideological success, educational failure? Journal of Teacher Education, 58(2), pp.108-116.Ball, Stephen J. (2000). Performativities and fabrications in the education economy: towards the performative society. Australian educational researcher, 27(2), pp.1-23. Duplaga, Edward A. & Astani, Marzie (2010). An exploratory study of student perceptions of which classroom policies are fairest. Decision Sciences Journal of Innovative Education, 8(1), pp. 9-33.Figlio, David & Loeb, Susanna (2011). School accountability. In: Eric A. Hanushek; Stephen Machin & Ludger Woessmann (Eds.). Handbook of the economics of education Vol. 3. Amsterdam: North-Holland. Finnemore, Martha & Sikkink, Kathryn (1998). International norm dynamics and political change. International Organization, 52(4), pp. 887-917.Fredriksson, Anders (2010). Marknaden och lärarna: hur organiseringen av skolan påverkar lärares offentliga tjänstemannaskap. Göteborg: Statsvetenskapliga institutionen, Göteborgs universitet.Gadamer, Hans-Georg (1989). Truth and method. (2., revised edition). London: Sheed and Ward. Hydén, Håkan (2002). Normvetenskap. Lund: Sociologiska institutionen, Lunds universitet.Levin, Henry (2013). Vouchers in Sweden: Scores fall, inequality grows. http://dianeravitch.net/2013/03/26/the-swedish-voucher-system-anappraisal/Lindseth, Anders & Norberg, Astrid (2004). A phenomenolo
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TY  - CONF
T1  - STEM and STEAM - in the intercept of teacher's perspective and children's perspective
A1  - Magnusson, Lena O
A1  - Bäckman, Kerstin
PY  - 2019
LA  - eng
KW  - children’s perspective
KW  - child's perspective
KW  - teacher knowledge
KW  - preschool education
KW  - stem
KW  - steam
KW  - innovative learning
KW  - innovativt lärande
AB  - Over the past decades, the concepts of STEM and STEAM has been discussed and used in educational research in different ways. This paper is based on the results from two separate studies. One concerning preschool teachers' understanding of science, technology, engineering and mathematics, STEM, in relation to teaching in preschool. The other study concern children’s perspective and strategies in their use of digital technology concerning visual aspects of arts, the A in STEAM. The purpose of this paper is to compare and connects results from the two studies out of the question: What does the A in STEAM add to manners of teaching the subjects referred to in STEM? One theoretical point of departure derives from Shulman's (1986) theory of how knowledge develops in teaching and that teachers use special knowledge in teaching, i.e. pedagogical content knowledge, PCK. We also relate to the concepts of children’s perspective and child perspective (Halldén, 2003; Sommer, Pramling Samuelsson, & Hundeide, 2011) as well as the complexity of diffractive readings (Barad 2014; Magnusson, 2017). The two studies that are in focus are conducted in different ways, with varying methodological approaches and analysed with different theoretical perspective. In this paper, we want to do a meta-analysis with the help of the concepts of children’s perspective and child perspective. By doing that we hope to find new knowledge and thereby contribute to teacher knowledge about teaching STEAM areas. The research follows guidelines for research ethics adopted in the humanities and social sciences in Sweden (codex.vr.se). The preliminary results of the meta-analyses presented in this paper concern how different aspects of the intercept of teacher’s perspective/child perspective and children's perspective, in the two studies, can come to show learning, teaching/education and knowledge practice concerning the contribution of A in STEAM in relation to STEM. In an extension, we mean that the result can influence teacher knowledge and their didactic choices in teaching when it comes to the selection of content and strategies. The study can also contribute to a deeper understanding of what A in STEAM mean from children’s perspective in preschool education.
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TY  - CONF
T1  - Programming in K-12 Mathematics – A two-step rocket
T2  - 16th International Technology, Education and Development Conference
A1  - Mozelius, Peter
A1  - Humble, Niklas
PY  - 2022
SP  - 2389
EP  - 2397
LA  - eng
PB  - Valencia : IATED Academy
KW  - programming education
KW  - teacher training
KW  - professional development
KW  - lesson planning
AB  - The introduction of programming in K-12 education is an ongoing process in many countries. In the Swedish context computer programming should be introduced as a new educational tool in K-12 mathematics. Several studies have reported on a successful teacher training, less studies can be found about the second step of the rocket: implementing programming in the daily teaching activities. Computer programming is a powerful tool, but probably not for all topics in K-12 mathematics. The research question for this study was:  "What are the teacher ideas for mathematical topics where programming can be a value adding part of the lesson planning?". Data has been collected from lesson plans submitted to an assignment in two instances of a course on computer programming for K-12 teachers. The submitted answers have been inductively analysed, where found patterns and sub-themes were grouped into themes with a probability to answer the research question. The used method was the six-step process for thematical analyses that has been outlined by (Braun & Clarke, 2006).  Findings indicate that programming has a potential to be a reinforcing component in several mathematical topics. Some examples where programming can add value in more specific topics are numeric analysis, geometry, number series and statistics, but there were also lesson plans for using programming in more general problem solving in arithmetic and algebra. Furthermore, there were several creative lesson plans for how to use programming graphics to visualise different mathematical concepts. Finally, to secure a successful flight for the described two-step, the recommendation is to provide more programming courses for K-12 teachers.
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TY  - CONF
T1  - Sámi Land Free University - An invitation to centre Indigenous Peoples expertise and knowledge in an online open access university
T2  - Native American and Indigenous Studies Association Annual Meeting, Tkaronto, 2023
A1  - Öhman, May-Britt
A1  - Wyld, Frances
A1  - Aira, Anna Kajsa
A1  - Aira, Gun
A1  - Andersson, Henrik
A1  - Andersson, Hampus
A1  - TallBear, Kim
A1  - Linke Nilsen, Alma
A1  - Spik, Susanne
A1  - Kuhmunen, Lalla Susanna
PY  - 2023
LA  - eng
PB  - : NAISA
KW  - sámi
KW  - indigenous
KW  - science
KW  - education
KW  - decolonization
KW  - australia
KW  - sábme
KW  - sápmi
AB  - Roundtable at NAISA, 2023Title: Sámi Land Free University: An invitation to centre Indigenous Peoples expertise and knowledge in an online open access university  This roundtable aims at presenting what the platform Sámi Land Free University (SFU) has achieved so far and to invite to a conversation on what SFU may achieve in the practice of decolonising research and education, while inviting interested to join forces for courses and joint or shared research over the colonial borders.Over the last four decades, Indigenous Studies (IS) has been developed as an academic discipline within several settler colonial states and within colonial academia, the strongest presence in North America, Australia and Aotearoa/New Zealand. So far Sweden is lagging behind. Yet, IS mainly turns the gaze towards the Indigenous peoples, while to achieve decolonization and long term sustainability, as well as good relations, there is a need for a 180 degrees shift in vision. What if there were several universities that centre Indigenous knowledges and expertise, as point of departure, while researching and teaching for the benefit of all?In 2015, the SFU [www.samelandsfriauniversitet.com ] was created by Lule and Forest Sámi, Dr May-Britt Ӧhman with a vision and challenge of the mind to include the Sámi community and international Indigenous collaborations, having its base on the Swedish side of Sábme. SFU has co-hosted symposia and workshops. We now envision moving on, producing free to access online educational content, inviting earlier and new collaborators. Methods adopted are supra-disciplinary, giving voice to academics, artists, and practitioners of Indigenous ways of knowing and being, while also inviting other scientific methods. Commentator: Prof. Kim TallBear, Univ of Alberta, Faculty of Native Studies1. May-Britt Öhman, Lule and Forest Sámi, with Tornedalian heritage, Sábme, Centre for Multidisciplinary Studies on Racism, Uppsala UniversityExperiences from the last 7 years with the platform Sámi Land Free University – what has it done for my – and others – thinking and acting?Introductory presentation on how the Sámi Land Free University came about as a website in 2015, followed by a Facebook page, a youtube channel, and some of the activities that has taken place, as well as some thoughts on possibilities to move ahead.There are so far very little opportunities for Sámi to study our own history, culture, traditions, and epistemologies at universities in Sweden. There are even less opportunities to have a place in academia for Sámi who are open with their Sámi identity. Hence, there is a need for a place to gather, to develop courses, and proposed ways to make this happen, as the (settler colonial) academia so far gives very little space to Sámi perspectives in Sweden. Yet, Swedish legislation states that the Sámi are a people, with rights, and that Sámi history, culture and tradition shall be taught to pupils in school and secondary school.Furthermore, at universities, there is almost no teaching on Indigenous peoples’ culture, history, traditions, around the world, while the settler colonial perspectives are taught in all university courses.Thus, there is a need for a Sámi university, on Swedish side of Sábme, that will provide both Sámi and other Indigenous peoples history, traditions, culture, expertise, perspectives - the question is mainly how to organize this.2 Frances Wyld, Martu woman (Aboriginal People of the Pilbara region of Australia) living on Kaurna land, Dr of Communication, Justice and Society, University of South AustraliaAll good thing are wild and free: the wild winds that carried me to Sámi Land Free University.NAISA introduced me to the international cross fertilization of ideas within Indigenous research and education, specifically it created the opportunity to collaborate with Sámi Land Free University as an Australian Aboriginal scholar. The collaboration has included 6 visits to Sweden and Sápmi for symposia and workshops, publications, and freelance work on a climate change and Indigenous sustainability project. I am a storyteller; I write in the moment inspired by nature. I watch the news reporting on the damage done by wild winds on the weekend. The reporter is in front of a house where a tree has fallen onto it, the house is on my road. At the same time, through my open door, I hear the whine of the chainsaw cutting into this majestic ghost gum tree. Only weeks ago, I was riding my bicycle along the same road with a wild sense of freedom as my birds, the Rainbow Lorikeets who live in the avenue of trees, flew alongside me. Sámi Land Free University has given me the same sense of freedom to work as a decolonising scholar within Critical Indigenous Studies, gaining international perspectives and walking on two lands that are both rich is stories. The collaboration has given me opportunities, and now in the spirit of reciprocity, I lend my skills as a curriculum developer to create content for this grassroots university in another land inhabited by Indigenous people who have much in common with my own people, with knowledges to share for a sustainable future.3 Anna Kajsa Aira and Laila Susanna Kuhmunen, Jokkmokk  in collaboration with Alma Linke NilsenDuv gábdde - Du gákti - Din kolt – Your Sámi dressWe are Sámi artisans, duojár. Anna Kajsa makes handicraft – duodje - in the Lule Sámi tradition, Jokkmokk area. Laila Susanna works within the North Sámi duodji tradition of the Karesuando area. We both live in Jokkmokk/Jåhkåmåhkke, a Sámi metropolis. Sámi heritage is passed down from generation to generation.The traditional Sámi dress – gábbde/gákti/kolt - reveals one’s geographical area and is an important link to one’s roots and history. Many Sámi now reclaim their culture by wanting to wear the dress, but there is a gap of one generation in the transmission of knowledge about how to make them. Our project “your Sámi dress” is about providing this knowledge, both by making the gábbde for children and young people, for rent, and through making a digital platform with instructions and advice. It is just as important to be able to wear your gábbde as it is to handle it respectfully.  While there is a university in Sweden for textiles and fashion, there is no such for Sámi culture. We think maybe our work could find a place within the SFU, and thereby receive more support. 4 Henrik Andersson and Hampus Andersson, Gällivare Forest Sámi villageExperiences of and reflections on the needs for education and higher education for and about Sámi reindeer herdersReindeer husbandry is carried out on Sámi territories, on almost 50 percent of the territories of the colonial state of Sweden. It is is a tradition – a way of life – as well as a basis for livelihood, income, since several hundred of years. It is acknowledged as a national interest, to be protected, since 1987.Yet, the knowledge and expertise of reindeer herding is mainly passed within the families. Learning demands spending time together with the older generations, from early childhood. As the school system requests pupils to be in school, this often come into conflict with the need to learn. Furthermore, for a reindeer herder, there are an increasing set of other skills than the actual herding – which is complex enough- that are of importance; economics, law, animal health, and one’s own history and culture etc. In school, secondary school, and at universities, there are no opportunities to study reindeer herding with the other skills thereto related. Another aspect of the education system’s lack of teaching on reindeer and reindeer herding, is that when persons within the reindeer herding meet with all parts of society – health care, police, teachers, social care, etc, they have to carry the burden of constantly educating them, and also facing discrimination and racism. Henrik , 42 years old, and Hampus , 20 years old, are two generations reindeer herders within the Gällivare Forest Sámi village, Flakaberg group. They will share their experiences and reflect on the need for education and higher education for Sámi reindeer herders.5 Susanne Spik and Gun Aira, Jåhkåmåkke in collaboration with Alma Linke NilsenLule Sámi culture and language on university level? Experiences,  reflections and ideas Gun Aira is a Lule Sámi teacher and Susanne Spik, is an entrepreneur and innovator. Both live in Jåhkåmåhkke,   and are active within reindeer herding. Both have attended university – teacher’s education- at a Swedish university, in the 1980s. The Lule Sámi language and culture origin in the Lule River valley. Due to the by the Swedish state forced relocation of several North Sámi families, from the Karesuando area during in the 20th century, along with fierce Swedification politics, both the language and culture have become sidestepped. While there is a Lule Sámi centre on Norwegian side, there is no such on the Swedish. In general, there is vastly more support to Sámi culture and language in Norway, than in Sweden. We will present our experiences, reflections and ideas on how SFU could be of use to promote Lule Sámi language and culture, and wish to develop this with the others and the audience. 
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TY  - CHAP
T1  - Skolans friluftsdagar ur ett historiskt perspektiv
T2  - Idrott, historia och samhälle: Svenska idrottshistoriska föreningens årsskrift 2021
SN  - 0280-2775
A1  - Annerstedt, Claes
A1  - Annerstedt, Marie
PY  - 2021
SP  - 123
EP  - 144
LA  - swe
PB  - Stockholm : Svenska idrottshistoriska föreningen (SVIF)
KW  - outdoor education
KW  - outdoor activity days
KW  - friluftsliv
KW  - physical education
AB  - In this article, we analyse why so-called outdoor activity days (friluftsdagar) were introduced in Swedish schools during the early 20th century, how they have evolved, how the purpose has changed, and what they look like today. We have performed a content analysis of governing documents and curricula. It shows that the outdoor activity days have gradually decreased in importance both quantitatively and qualitatively. The development has moved from central directives on the number of days, content and financial compensation to the responsible teacher category, to deregulation and decentralization. This has resulted in the numbers of days varying greatly from school to school. We also show how the content has changed. It has been about sports, games, outdoor life, but also about military-oriented exercises – or defence training as it was officially called – such as camp life, distance assessment, target reconnaissance, ordnance service and shooting.
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TY  - CONF
T1  - Ethics in school: from moral development to children's conceptions of justice
A1  - Backman, Ylva
A1  - Haglund, Liza
A1  - Persson, Anders
A1  - Gardelli, Viktor
PY  - 2009
LA  - eng
KW  - education
AB  - A main issue in Swedish school debate is the question of how to teach the student a common value system based on democracy and western humanism. The debate is rather intense, to say the least. Not only is the premise that there exists one value system that we share a target for critique, but there is also the question of what value education is or could be. There is, as well, quite a body of research on children's moral development, where many take as their departure the work of Kohlberg. However, there has been little or no attention on how the individual learner conceptualizes and makes meaning out of ethical issues. That is, descriptions of processes. In this paper we will present what we take to be urgent questions that need to be investigated against the background of prior research and practical work at Södra teatern in Stockholm, Sweden. For eight years in a row, Södra teatern has had as a main project to lead a practice on the subject of philosophy with children. Several groups of youths in the age of nine to eighteen have regularly met to discuss philosophical thoughts and problems, which in a democratic manner are settled for discussion by the participants. Today this philosophical practice has spread to the north of Sweden. In Backman's final exam within the teacher education she has explored the development of children's (7‐8 years old) ability to argue for different ethical positions, both verbally and in writing and painting. This practice has been inspired by the tradition at Södra teatern, but customized to fit a regular school class in Luleå, with very little experience of philosophical discussion. In the very short period of five weeks Backman has been able to see quite significant changes in the children's ability to argue for their ethical positions. The study was initiated by examining some argumentative abilities of the pupils, for instance the ability of expressing an argument for an ethical position in writing. In the final part of the study, the same ability was examined in very similar circumstances, and the augment of expressed arguments in writing was significant. Another consideration that was raised as a consequence of the study regards the pupil's conceptualizing of ethical issues. In some conversations about the notion of justice it became clear that children interpreted the term very differently. This is not very surprising but important to pay further attention to. As mentioned earlier, there has been very little attention on how individual children conceptualize ethical issues. In this paper we argue that more interest should be put on investigating these issues in more depth, and we will do this by an outlining of a research application.
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TY  - CONF
T1  - Students´ Encounters during Formalized Cooking Practices in Home‐  and Consumer Studies
A1  - Berg, Gita
PY  - 2018
LA  - eng
KW  - kostvetenskap
KW  - food
KW  - education
AB  - IntroductionCooking a meal is a complex event that involves coordinating muscle movements and cognitions while at the same time responding to sensorial perceptions and navigating and shaping societal structures (Wolfson et al., 2017). The art of cooking has traditionally been transferred through apprenticeship, involving continuous engagement with the physical and sensory qualities of food (Jaffe & Gertler, 2006). In Sweden, cooking is by tradition a prominent part of the Home- and consumer studies (HCS) education and a common arrangement of a HCS lesson is that students, by following a recipe, prepare a complete meal together and then eat it (Hjälmeskog, 2006; Lindblom, Erixon Arreman, Bohm, & Hörnell, 2016). These formalized cooking practices entail a great potential to enrich students’ food- and cooking-related experiences and meaning making. However, little is documented about situations that occur during formalized cooking practices in HCS, and what consequences for the students´ meaning making these situations bring about. The present study will target this research gap, and the research questions are: Which encounters can be seen to disrupt the students’ activity during formalized cooking practices in HCS class? How do the students act to proceed with the activity in these situations? What consequences can be seen for the students’ meaning making?As a theoretical point of departure, a pragmatist, transactional understanding of meaning making is held. ‘Meaning making’ is used to describe learning processes that include individual- as well as social and institutional aspects (Rogoff, 1995). This way of making meaning by acting in the world is what Dewey, in his later works, calls transaction (Dewey & Bentley, 1960). To use the words of Wickman (2004), ‘the meaning people make is always imbedded in a practice with its aims and the socially shared meanings needed for participating’ (Wickman, 2004, p. 327). In accordance with John Dewey´s transactional perspective, meaning making is consequently seen as continuous and visible in, and through, students´ actions (Dewey, 1938/1997).MethodAs a part of a more extensive case study where the data collection takes place during the full school year of 2017/2018, the author conducted classroom observations of HCS lessons in one school class at an elementary school in Stockholm, Sweden during fall 2017. Study participants were two HCS-teachers and a total of ten students in Swedish eighth grade (13-14 years of age), some of them being observed at more than one occasion. The material consists of digital video documentation from the observations, where the students cook in pairs. The observed occasions were selected in agreement with the participating teachers and met the criteria of including practical elements of cooking. Videos from fourteen observations recorded during seven different occasions are included, each comprising on average 44 minutes of video recording and resulting in a total of 616 minutes of video data. Ethical guidelines by the Swedish Research Council (2002) are followed throughout the research process and an approval by the Regional Ethical Review Board in Uppsala have been obtained (ref. no. 2017/230).The teachers´ and students´ actions during the cooking sessions were studied through practical epistemology analysis (PEA) (Wickman & Östman, 2002). The emphasis was on describing what the students encounter, how they act to proceed with the activity, and the relationship in-between. Actions are not only considered in terms of physical movements of the body; the students also act (and make meaning) through participation in language-games. Thus, rather than considering the students´ talk in a representative, mentalist way as outer statements of an unknown inner mind, focus was on the use of words and utterances in situated action (cf. Wickman, 2006, p. 32). The initial analysis was primarily conducted by the author. However, the preliminary results presented below have been agreed upon in discussion with two associated researchers.Preliminary resultsPreliminary results show that the students struggle when facing cooking steps that require subjective assessments based on sensory experiences, e.g. when they need to look at, or feel, the food to make decisions. The students carry out repetitive actions and/or look for support from their surrounding (e.g. peers, teachers) to be able to move on with the activity in a fruitful way. These strategies can have a negative impact on the sensory qualities of the food, and lead to socially shared meanings that are not in accordance with the teacher´s intentions. Awareness of the students’ meaning making in the classroom practice encourages a discussion about teachers’ roles, choices and potential consequences of these.ReferencesDewey, J. (1938/1997) Experience and education. New York: Touchstone.               Dewey, J., & Bentley, A. F. (1960) Knowing and the known. Boston: Beacon Press.                               Hjälmeskog, K. (Red.). (2006) Lärarprofession i förändring: från ”skolkök” till hem- och konsumentkunskap. Uppsala: Föreningen för svensk undervisningshistoria.   Jaffe, J., & Gertler, M. (2006). Victual vicissitudes: Consumer deskilling and the (gendered) transformation of food systems. Agriculture and Human Values, 23(2), 143-162.    Lindblom, C., Erixon Arreman, I., Bohm, I., & Hörnell, A. (2016). The importance of time frames in Swedish Home and Consumer Studies. International Journal of Consumer Studies, 40(3), 299-308. Rogoff, B. (1995) Observing sociocultural activity on three planes: Participatory appropriation, guided participation, and apprenticeship. In James Wertsch, Pablo del Rio and Amelia Alvarez (eds.) Sociocultural Studies of Mind. (pp. 139-164). Cambridge: Cambridge University Press.                     The Swedish Research Council (2002), Forskningsetiska principer inom humanistisk och samhällsvetenskaplig forskning (Research Ethics in Social Sciences), Swedish Research Council, available at: www.codex.vr.se/texts/HSFR.pdf.   Wickman, P-O. (2006) Aesthetic experience in science education: Learning and meaning-making as situated talk and action. New York: Routledge.Wickman, P-O. (2004) The practical epistemologies of the classroom: A study of laboratory work. Science education, 88(3), 325-44. Wickman, P-O. & Östman, L. (2002) Learning as discourse change: a sociocultural mechanism. Science Education, 86(5), 601-3.                                                                                         Wolfson, J. A., Bostic, S., Lahne, J., Morgan, C., Henley, S. C., Harvey, J., & Trubek, A. (2017). A comprehensive approach to understanding cooking behavior: Implications for research and practice. British Food Journal, 119(5), 1147-1158.
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TY  - CONF
T1  - Narrative(s) from a cross-cultural research project on social justice in HPE
T2  - Presented at AARE (Australian Association for Research in Education), Adelaide, Australien, December 1, 2022
A1  - Gerdin, Göran
A1  - Rod, Philpot
PY  - 2022
LA  - eng
KW  - education
KW  - sport science
AB  - Education for Equitable Health Outcomes - The Promise of School Health and Physical Education (EDUHEALTH), was a three-year international, collaborative research project that sought to identify school HPE teaching practices that promote social justice and more equitable outcomes. Data was generated through 20 HPE lesson observations and interviews with 13 HPE teachers across schools in Sweden, Norway and New Zealand as informed by critical incident technique methodology (Tripp, 2012). The thematic analysis (Braun & Clarke, 2013) revealed three main themes as associated with pedagogies for social justice: (i) building relationships, (ii) teaching for social cohesion, (iii) and explicit teaching about, and acting on, social inequities.The EDUHEALTH project provided us with unique opportunities to broaden our horizons both as researchers and people. In this paper, we present our reflections about being involved in the EDUHEALTH project. Rather than presentingthese reflections separately, we do this as a shared narrative, or what Willis (2019) calls a ‘composite narrative’ where our individual reflections are combined and presented as a story from a single individual around a number of central themes. Composite narratives ‘allow research to be presented in a way that acknowledges the complexities of individual motivations and outlooks, whilst drawing out more generalised learning and understanding’ (Willis, 2019, p. 476). The themes involve: embodied learning; making connections with new people and places; developing as a teacher educator and an academic; the challenges of EDUHEALTH; productive tensions and constructive debates; similarities and differences between contexts; making the familiar (context) strange; the importance of contexts; and reaffirmed belief in social justice pedagogies and that HPE can make a difference. We hope that the narrative(s) can provide some insights for other researchers who may (want to) be embarking on international research projects.
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TY  - CONF
T1  - Literacies for academic and professional purposes: Two collaboration projects with the University Library
T2  - Libraries, Citizens, Societies: Confluence for Knowledge
A1  - Jorum, Ika
A1  - Eklund Heinonen, Maria
PY  - 2014
LA  - eng
KW  - academic literacies
KW  - information literacy
KW  - education
KW  - university libraries
KW  - linguistics
KW  - lingvistik
AB  - Academic literacies among high school students and university students have been a highly discussed topic for several years in Sweden as well as other countries. Results of PISA show that high school students’ reading skills deteriorate and university teachers have given alarming reports on students’ decreasing abilities on the critical assessment of sources and academic writing. In Sweden the new curriculum for high schools sharpens the demands on students to develop a critical and scientific approach and a main learning outcome is that high school students shall ‘have the ability to critically examine and assess what they see, hear and read’ and that they ‘can use books, library resources and modern technology as a tool in the search for knowledge, communication, creativity and learning’ (Curriculum for the Upper Secondary School 2011, p. 8f). The new curriculum is also a concern for Higher Education (HE) since it is of great importance that high school students are well prepared for University studies. The fact that more heterogenous groups of students coming from different linguistic and socio-cultural contexts get access to HE, has meant that teachers need to design new pedagogical approaches that take socially situated circumstances into account. In this paper we will present two projects conducted at Södertörn University where the University Library has been involved in focusing both on students’ academic literacies and the connection between academic and professional practice. One project is an Introduction to academic writing and concerns new students. The other one concerns teacher candidates and aims to prepare them for their future professions as high school teachers. The purpose of this paper is to explore how the University Library can collaborate with other institutions to support students to develop academic literacies that are useful for both their studies and for their future professional practice.
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TY  - CHAP
T1  - Medborgarnas syn på skolans problem och på skolan som en viktig samhällsfråga
T2  - Andersson, U., Rönnerstrand, B. & Carlander, A. (red). SOM-undersökningen 2023, SOM-rapport nr 83
SN  - 0284-4788
A1  - Lagergren, Fredrika
A1  - Lindblad, Sverker
A1  - Reichenberg, Monica
A1  - Samuelsson, Katarina
A1  - Wallström, Helena
PY  - 2024
LA  - swe
PB  - Göteborg
KW  - opinion
KW  - lärarutbildning
KW  - skolkvalitet
KW  - marknadsstyrning
KW  - utbildningspolitik
AB  - Vi har studerat medborgarnas syn på skolan och på olika åtgärder att styra skolan.  Vid början av 1990-talet menade en liten andel av medborgarna att skolan var den  viktigaste frågan i Sverige. Efter skolans avreglering och marknadsstyrning ökade  andelen markant för att nå en topp när OECDs presenterade den svenska skolans  nedgång genom internationella jämförelser. Våra analyser av den Nationella SOMundersökningen 2023 visade att den stora majoriteten av medborgarna anser att  kvaliteten försämrats i svensk skola. Samtidigt menar opinionen i stort att lärarna är  välutbildade och en mycket stor andel vill förbjuda företag att driva skolor med vinstsyfte. Utifrån dessa iakttagelser skapade vi en ”karta” över olika positioner i skolfrågor  och undersökte hur medborgarna fördelade sig över dessa. Vi fann tydliga samband  mellan medborgarnas skilda positioner i skolfrågor och deras politiska preferenser,  yrkesverksamhet, och kön. Vilka positioner som får företräde när skolan definieras  som problem blir då en viktig samhällsfråga.
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TY  - CONF
T1  - The Introduction Of Programming In Compulsory School: A Multi-Stakeholder Perspective
T2  - ICERI2019 Proceedings
A1  - Mozelius, Peter
A1  - Hoff, Camilla
PY  - 2019
LA  - eng
PB  - Valencia, Spain : IATED
KW  - programming
KW  - programming education
KW  - programming in compulsory school
KW  - programming in mathematics
KW  - teacher training
AB  - As in many other countries, the Swedish Government have decided to digitalise the school system with programming as an important component. The implementation of programming in the Swedish school system is planned to take place in a short period of time. In the subjects of mathematics and technology, teachers are supposed to use programming as a tool for problem solving in their daily teaching. However, programming is a discipline in which most mathematic and technology teachers in compulsory school lack knowledge and skills. The aim of this study was to identify and discuss opportunities and obstacles for teachers in the process of involving programming as a teaching and learning tool in mathematics. The investigation of opportunities and obstacles was aligned to studies of the plans for school management, and to the plans for the municipality regarding the introduction of programming in K-12 education.This study was conducted as a qualitative cross-sectional study conducted during the time period for the introduction of programming in the Swedish schools. To get a snapshot of the current situation data was gathered by semi-structured interviews with three teachers, a school leader and a digitalisation strategist. Informants were selected in a purposive sample, with the idea of interviewing persons with knowledge that could help to meet the research aim.Findings shows that several factors affect the introduction of programming in the daily teaching and learning activities. There are external factors such as government decisions, curricula and the municipality's digitalisation strategies, and also school management decisions, functioning technology and infrastructure. Other found factors were teaching tools, teachers’ lack of time, and their need for professional development. Teachers are largely dependent on further professional development as they perceive programming to be an almost entirely new topic.Recommendations to facilitate the introduction of programming in compulsory school are:1) Allocate time for teachers to study programming and for joint reflection and discussion on programming,2) Provide clear information about what teachers are expected to learn in their professional training,3) Teacher support on how to cope with the increased amount of programming content in their teaching and finally,4) Guidance to find new teaching and learning tools that can help teachers to use programming in a meaningful way in mathematics and technology.
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TY  - CONF
T1  - Pedagogies for social justice in secondary school HPE – Insights from the EDUHEALTH research project 1.0
T2  - Association Internationale des Écoles Supérieures d'Éducation Physique (AIESEP) Conference Banff, Canada, 7-10 June 2021
A1  - Philpot, Rod
A1  - Smith, Wayne
A1  - Gerdin, Göran
PY  - 2021
LA  - eng
KW  - education
AB  - Health and Physical Education (HPE) is a compulsory subject that is charged with providing important health outcomes for young people, yet as HPE teacher educators and researchers, we recognise that the way HPE is often taught in schools does not always provide equitable health outcomes to all students. The aim of the EDUHEALTH project was to identify school HPE teaching practices that promote equity and social justice. Data collection was based on principles of critical incident technique (CIT) methodology (Tripp, 2012) and stimulated recall interviews (Lyle, 2003). Data were generated through 20 HPE lesson observations and post-lesson interviews with 13 teachers purposively selected (Bryman 2016) from four schools in Aotearoa New Zealand, four in Sweden and three in Norway. Classroom observations focused on incidents that appeared to be addressing issues of social justice. To gain a deeper understanding of the teachers thinking, we questioned the teacher about what we had observed through subsequent stimulated recall interviews. Data were analysed through a six-phase thematic analysis approach that consisted of familiarisation with data, initial and advanced coding, identifying and naming themes and reporting findings (Braun and Clarke 2013).The findings presented in this paper will show how what we have coined ‘social justice pedagogies’  were enacted through building relationships, teaching for social cohesion, and explicitly teaching about, and acting on, social inequities. We argue that social justice pedagogies have elements of humanism that attend to the needs of students within the structures of each society, but also challenge these structures and provide students with the agency to address equity issues in their lives and the lives of others. We conclude by calling for the further development of social justice pedagogies in HPE which problematise knowledge construction and dominant ways of thinking and challenge students to change the structures that create social inequities.
ER  - 

TY  - JOUR
T1  - Brist på utbildad personal i fritidshem under femtio år.: En fråga om brist på samhällsplanering
T2  - Paideia - Tidsskrift for professionel pædagogisk praksis
SN  - 1904-9633
A1  - Boström, Lena
A1  - Orwehag, Monica
PY  - 2025
IS  - 29
SP  - 33
EP  - 48
LA  - swe
PB  - : Senter for praksisrettet utdanningsforskning (SePU) (Universitetet i Innlandet), Institut for Kultur og Læring (Aalborg Universitet), Institutionen för pedagogiskt arbete (Högskolan i Borås) & Dafolo Forlag.
KW  - fritidshem
KW  - lärarbrist
KW  - samhällsplanering
KW  - sverige
KW  - tidsserier
AB  - Fokus i denna artikel är på lärarbrist i de svenska fritidshemmen under de senaste femtio åren, med ökande problem under de senaste trettio åren. Studien, baserad på tidigare forskning, reformer och statistiska data, använder beskrivande statistik och kritisk policyanalys. Resultaten visar att många reformer har flertydiga och ibland kontraproduktiva effekter på lärartillgången. Ofullständiga statistiska data och osystematisk planering av fritidshemmens expansion, kompetensförsörjning och lärarutbildning bidrar till den kroniska bristen. Bristen på kvalificerade lärare i fritidshemmen tillskrivs bristande samhällsplanering.
ER  - 

TY  - CHAP
T1  - School bullying and the micro-politics of girls' gossip disputes
T2  - Disputes in Everyday Life
A1  - Evaldsson, Ann-Carita
A1  - Svahn, Johanna
PY  - 2012
SP  - 297
EP  - 323
LA  - eng
PB  - Bingley U.K. : Emerald Group Publishing Limited
KW  - gossip disputes
KW  - telling
KW  - school bullying
KW  - girls
KW  - peer language practices
KW  - micro-political processes
KW  - education
AB  - Purpose – In this chapter, we examine an extended gossip dispute event, in which a peer group of 11-year-old girls take action against a girl who has reported about school bullying to the teacher by examining how the accused girls construct their own sociopolitical order away from the adults.move for the targeted girl. The micro-politics of the extended gossip dispute is pervasive in terms of how the accused girls strengthen social alignments of power, depict the transgressor by categorizing her as insane, and remedy the norm breaches through justifying their own actions.Social implications – The success with which the girls here manage to turn the school’s bullying intervention practice into a system of retaliation emphasizes the need for highlighting the micro-politics, of children’s everyday practices away from adults.Approach – The analysis draws on ethnographic fieldwork within a Swedish multiethnic school setting combined with detailed analysis (conversation analysis and membership categorization analysis) of children’s language practices.Findings – It is found that the school’s bullying intervention practice sets the stage for a trajectory of a gossip dispute event in which the accused girls work out their own version of the telling as snitching, reallocate blame, and project the future consequences for the girl being accountable for the telling. A moral order emerges via the organization of social actions, alignments, occasion-specific identities, and pejorative person descriptors, rendering the event of telling the teacher a disastrous
ER  - 

TY  - CONF
T1  - Use of digital sources in writing a graduate thesis
T2  - Presented at AILA 20th World Congress. Diversity and social cohesion in a globalized world: Moving towards more engaged language studies
A1  - Ivanov, Sergej
A1  - Johansson, Annelie
A1  - Waldmann, Christian
PY  - 2023
LA  - eng
KW  - keystroke logging
KW  - authentic academic writing
KW  - tertiary education
KW  - swedish didactics
KW  - svenska språket med didaktisk inriktning
AB  - Academic writing is a complex and cognitively demanding task, which entails that students search, read and critically evaluate a substantial number of sources that are then synthesised and incorporated in the students' own texts. This ability of using sources efficiently is a cornerstone to academic literacy (Cumming et al., 2016), while the way how students handle the sources affects the text quality (Leijten et al., 2019). To our knowledge, research on the use of sources in writing longer authentic academic texts over an extended period of time is scarce (cf. Ivanov et al., 2022). The aim of this paper is to analyse what kind of, when and how digital sources are used in the process of writing a graduate thesis (15 ECTS) in the teacher education programme. We also trace how individual sources are used through the writing process and how it shapes the final text product. The data was collected using a keystroke logging software (Inputlog), that recorded all events on the participant's laptop in 62 writing sessions of approximately 258 hours over 9 weeks. The recording was administered by the participating student, a 46-year-old female, at the end of her education for primary school teacher. The in-built function of Inputlog was used to analyse the data quantitatively to provide a picture of when and to which extent the student used digital sources, while manual qualitative analysis was used first to categorise the sources and establish at what stage of the text production they were consulted and then to reveal how these individual sources were incorporated in the student thesis. The results show how digital sources are used to compose the body of the thesis as well as to monitor the writing process and revise the thesis. The results may inform the instruction in literature searching and referencing while writing a graduate thesis as well as contribute to students' awareness of how digital sources can be efficiently used.
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TY  - CONF
T1  - Artefacts for Developing Student Teachers´ Professional Knowledge Through Self-Reflective Practice
T2  - ICERI2017 Proceedings
A1  - Karlsson, Göran
A1  - Nilsson, Pernilla
PY  - 2017
SP  - 363
EP  - 370
LA  - eng
PB  - Seville : IATED Academy
KW  - self-reflection
KW  - guided framework
KW  - artefacts
KW  - digital technologies
KW  - teacher education
KW  - video annotation
KW  - pedagogical content knowledge
KW  - content representation
AB  - Digital technologies have afforded new ways of organizing teacher education and enable for extramural activities. By associating captured video episodes with related teaching concerns it might be possible to extend student teachers´ self-reflection and at the same time, allow for accurate supervision feedback without the constraints of time and location.The aim of this study was to investigate how a guiding framework consisting of a pedagogical tool, annotated video recorded lessons, reflective writing, combined with a tutors’ feedback, might provide an affordable method for student teachers´ self-reflection on their teaching.The study included 28 student teachers who practiced teaching science subjects in Swedish secondary schools. The participating student teachers set up a CoRe (Content Representation) for a chosen topic and video recorded a lessons. The video recorded lesson then had to be annotated; exposing critical incidents in relation to their CoRe and to be complemented with a written reflection. This was sent to their tutor who provided the student with a feedback that was in its turn to be commented on by the student. At the end of their assignment all participants completed a questionnaire where they had to respond to six questions about their experience of the guiding framework and grade them from one to five. They were also asked to give a written explanation for their choice and in groups, discussed how the framework could be developed. This provided both qualitative and quantitative data, which were analyzed statistically and thematically, respectively.From the results it was obvious that the student teachers had found the activity to be of great assistance for the development of their self-reflective practice. Comments on this were; the advantages of seeing themselves from a pupil’s perspective and direct their attention on specific learning concerns. The pedagogical tool CoRe was experienced as valuable for structuring and reflecting on their teaching, even if it was not seen as necessary per se for a video stimulated self-reflection. The annotations were perceived as facilitating as it made them examine their video thoroughly and concretize what happened in particular incidents. A written account was likewise seen as beneficial as it obliged them to put into words, and connect the process of planning, doing and reflecting. Some, however, remarked that it would have been valuable to discuss their lesson with e.g. colleagues or a more experienced teacher. Comments from a tutor were seen as valuable as it made them see additional aspects of their teaching and helped them reconsider their own inferences.It can be concluded that an integrated use of digital and other artefacts for a structured self-reflective process has the potential to develop student teachers’ professional knowledge and augment teacher education in several aspects. Each of the integrated artefacts in the framework filled an important role for a self-reflective practice and can be applied in distance education with the aid of digital technologies.The guiding framework was by the participants seen as advantageous although there might be other artefacts for video stimulated self-reflection which can be taken in consideration. There are also potentials for development of the framework in e.g. enabling synchronic discussions about the lesson with peers and tutors.© 2017, IATED
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TY  - CONF
T1  - Just As Expected And Exactly The Opposite: Novice Primary School Mathematics Teachers’ Experience Of Practicing Teachers
T2  - ECER 2014, The Past, the Present and the Future of Educational Research
A1  - Palmér, Hanna
PY  - 2014
LA  - eng
KW  - novice teachers
KW  - professional development
KW  - mathematics education
KW  - mathematical education
KW  - matematikdidaktik
AB  - The starting point for this paper is a Swedish study with the aim to understand and describe the professional identity development of seven novice primary school teachers of mathematics (Palmér, 2013). These novice teachers work as primary school class teachers, teaching several subjects whereof mathematics is one. This is similar to other countries around the world were most primary school teachers are educated as generalists (Tatto, Lerman & Novotná, 2009).The teaching profession, with or without focus on mathematics teaching, is often described in terms of a changed profession without much continuity between teacher education and schools (Cooney, 2001; OECD, 2005; Sowder, 2007). Graduating from teacher education and starting to work as a teacher can be understood as a transfer or shift in professional identity where the interplay between the individual and their social environment is a central part about which to develop understanding (McNally, Blake, Corbin & Gray, 2008). In the here presented study this understanding is developed through investigating the novice teachers’ participation and reification in different communities of practice (Wenger 1998).According to Wenger (1998) identity development is to be understood as the negotiated experience of self in the learning trajectory within and between communities of practice. A community of practice is defined through the three dimensions of mutual engagement, joint enterprise and shared repertoire. Mutual engagement is the relationships between the members, about them doing things together as well as negotiating the meaning within the community of practice. Joint enterprise regards the mutual accountability the members feel in relation to the community of practice and it is built by the mutual engagement. The shared repertoire in a community of practice regards its collective stories, artifacts, notions and actions as reifications of the mutual engagement.An individual can participate in communities of practice trough engagement, imagination and/or alignment. Engagement implies active involvement and requires the possibility to physical participation in activities. Imagination implies going beyond time and space in physical sense and create images of the world and makes it possible to feel connected even to people we have never met but that in some way match our own patterns of actions. Participation through alignment implies that the individual change, align, in relation to the community of practice the individual wants to, or is forced to, be a member of. All three kinds of memberships are constantly changing and learning trajectories in communities of practice can be peripheral, inbound, inside, on the boundary or outbound (Wenger, 1998).At the time of their graduation the novice teachers in the here presented study expressed a wish to change the mathematics teaching in schools. In their teacher education they had experienced a new way to teach mathematics in line with what is often named as the reform (Ross, McDougall & Hogaboam-Gray, 2002; NCTM, 1991 & 2000). This is similar to what several other studies have shown (for example Bjerneby Häll, 2006; Cooney, 2001; Sowder, 2007) However, the novice teachers also expressed several limitations they thought would prevent them from succeeding with their desired changes. In this paper especially one of those limitations will be focused on, namely practicing teachers. At the time of their graduation the novice teachers express that practicing teachers probably will limit their possibilities to change mathematics teaching in a reformative direction since practicing teachers want to keep on to the traditions. In this paper it will be described, based on the novice teachers’ memberships and learning trajectories in communities of practice, how they deal with this expected limitation during the two years after their graduation and how it influences their professional identity development.MethodWhen wanting to acquire a deep understanding of a phenomenon, Flyvbjerg (2006) advocates choosing a few cases where the respondents have maximum experience of what is to be investigated. The seven respondents in the here presented study were selected because they in teacher education chose mathematics as one of their main subjects. Some of them also wrote their final teacher education Bachelor theses on mathematics education. The average age of the respondents (all female) at the time for their graduation was 31 years. An ethnographic approach was used to make visible the interplay between the individual and their social environment. Ethnography is not a collection of methods but a special way to look at, listen to and think about social phenomena where the main interest is to understand the meaning activities have for individuals and how individuals understand themselves and others (Arvatson & Ehn 2009; Aspers 2007; Hammersley & Atkinsson 2007). The empirical material in the study is from self-recordings made by the respondents, observations and interviews. All of these have been made in a selective intermittent way (Jeffrey & Troman 2004), which means that the time from the start to the end of the fieldwork has been long, but with a flexible frequency of field visits. The observations have been both participating and non-participating and the interviews have been both spontaneous conversations during observations and formal interviews (individual and in groups) based on thematic interview guides. The respondents used mp3-players for their self-recordings and they were told to record whatever and whenever they wanted and that it was up to them to decide what was important for the researcher to know about starting to work as a primary school teacher of mathematics. These varying empirical materials have in the analysis been treated as complete-empiricism (Aspers, 2007). The analysis has been made in two different, but co-operating, ways: with communities of practice as a lens and with methods inspired by grounded theory. Using grounded theory implies building and connecting categories grounded in the empirical material by using codes (Charmaz, 2006). In the study one such category became frames for teaching mathematics. This category was developed through coding segments where the respondents expressed (words and/or actions) obstacles, difficulties and/or resistance regarding their mathematics teaching. Within this category the here presented limitation, practicing teachers, is a subset.Expected OutcomesAt the time of graduation the novice teachers are outbound members by engagement and imagination in a community of reform mathematics teaching. They have an expectation that practicing teachers will limit their possibilities to change mathematics teaching in line with the shared repertoire in this community of practice. The years after graduation are very different for the respondent but they all work as teachers in one way or another. Similar is that they feel lonely since there are no cooperation between the teachers in schools as they had expected. The novice teachers work on their own and not much of the kind of mathematics teaching they talked about before graduation is visible. Two years after graduation the novice teachers meet for a group interview. In the interview they, among other things, talk about their wish to change mathematics teaching and why they have not managed to do this so far. Again they start to talk about practicing teachers as a limitation. However, not by preventing the novice teachers from teach mathematics as they want to, but by being absent. The novice teachers lack the opportunity to collaborate with and get support from other teachers. The worry they expressed before graduation regarding being limited by practicing teachers has changed into a wish that other teachers would take more notice of and help them. The title of the paper, just as expected and exactly the opposite, reflect this change. Other teachers became a limitation but not by interfering but by being absent. Two years after graduation, the novice teachers are peripheral members in the community of reform mathematics teaching. However, the lack of opportunities to collaborate with other teachers has prevented them from developing new memberships in communities of teachers and/or teaching (mathematics), which make their professional identity development lonesome.References•Arvastson, G. & Ehn, B. (2009). Etnografiska Observationer. Lund: Studentlitteratur AB. •Aspers, P. (2007). Etnografiska metoder. Malmö: Liber AB. •Bjerneby Häll, M. (2006). Allt har förändrats och allt är sig likt. En longitudinell studie av argument för grundskolans matematikundervisning. Lindköpings Universitet: Utbildningsvetenskap. •Charmaz, K. (2006). Constructing Grounded Theory. A Practical Guide through Qualitative Analysis. London: SAGE Publications. •Cooney, T.J. (2001). Considering the Paradoxes, Perils, and Purposes of Conceptualizing Teacher Development. In F.L. Lin & T.J. Cooney (Eds.), Making Sense of Mathematics Teacher Education (pp.9-31). Dordrects: Kluwer Academic Publishers. •Flyvbjerg, B. (2006). Five Misunderstandings About Case-Study Research. Qualitative Inquiry, 12(2), 219-245. •Hammersley, M. & Atkinson, P. (2007). Ethnography. Principles in Practice. Third edition. London: Routledge. •Jeffrey, B. & Troman, G. (2004). Time for ethnography. British Educational Research Journal, 30(4), 535-548. •McNally, J., Blake, A., Corbin, B. & Gray, P. (2008). Finding an Identity and Meeting a Standard: Connecting the Conflicting in Teacher Induction. Journal of Education Policy, 23(3), 287-298. •NCTM (1991). Professional Standards for Teaching Mathematics. National Council of teachers of mathematics. Charlotte: National Council of Teachers of Mathematics & Information Age Publishing. •NCTM (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathema
ER  - 

TY  - CONF
T1  - Educational Management and Students’ Merit Values: An Understanding of the Diversified, Semi-functional School System
A1  - Ståhlkrantz, Katarina
A1  - Rapp, Stephan
PY  - 2023
LA  - eng
KW  - education
AB  - In Sweden, as in many other countries all over the world, the question of equality is one of the most critical concerns. In the international policy discourse, there is a dissatisfaction with unequal educational opportunities for students. As a global trend, educational policies aiming to address the inequality in education emphasise global competiveness with a focus on comparative studies, such as OECD’s Programme for International Student Assessment, and greater accountability (Schultz, 2019).All students must have access to education to achieve the best results possible. In the Swedish Education Act, education must be equivalent regardless of where in the country it is organised (SFS 2010:800). In an equivalent education, students are compensated according to their background and conditions, which means that each student receives the support required to achieve the school’s goals. The equivalence mission rests on every stalkeholder who is responsible for education.Monitoring results is an important task for educational managers at the local school level. Portrayed as loosely coupled (Weick, 1976) and multi-leveled (Uljens, 2015), the school organisation is supposed to be rationally managed to effectively operate, holding every level accountable for students’ learning outcomes. The various levels in the school system can be illustrated as ‘webs of contracts’ (Wohlstetter et al., 2008), where local school agents, for example teachers, undertake actions on behalf of a principal (Gailmard, 2014). According to Ferris (1992), “the principal ‘contracts’ with the agents to act on the principal’s behalf” (p. 333). The contract further involves the delegation of discretion and decision-making authority to the agents (Soudry, 2007). In turn, the principal may make decisions that affect the actions agents take.Drawing on the principal-agent theoretical framework, the aim of this study is to empirically examine the functionality of the local school system, particularly with respect to the contract of equal opportunities for all students to improve school results. The following research question has guided the study: How does the local school system function to uphold the contract of giving all students equal conditions for increased merit values?The study is part of a research project in a Swedish municipality. Previous results from the project (Rapp, 2021; Ståhlkrantz & Rapp, 2022) show that the superintendent, as principal, prioritises the continuous improvement of academic outcomes. The superintendent emphasises that the main priority is for students to achieve high merit values. However, this priority is not supported by all agents in the school organisation. For example, one teacher considers that the students are too young to have to worry about their grades (Rapp, 2021). There are also school principals who prioritise students’ well-being over their academic outcomes (Ståhlkrantz & Rapp, 2022). These are examples of different beliefs and values (Robinson, 2017) that can exist on various levels in the school organisation.As a multi-leveled governed system, there is a distribution of power among different system levels but also a dynamic relationship and interaction among various actors and their interdependency in the school organisation (Wilkoszewski & Sundby, 2016). To handle expectations and requirements from the principal, local school agents use adaptive strategies, such as bridging and buffering (DiPaola & Tschannen-Moran, 2005) and acting as gatekeepers (Ståhlkrantz & Rapp, 2022). When this occurs, the contract between principal and agents is broken, which makes it difficult or even impossible to realise the principal’s intentions. With the problems ecountered in a multi-leveled school organisation, the hypothesis of this study is that the picture of an ideal, well-functioning school organisation as a “governing chain” with “webs of contract” that aim to give students equal educational opportunities for optimal goalfullfilment may be better illustrated as a diversified, semi-functional school system.MethodDespite being a small Swedish case study (Yin, 2009), this study is of international interest because it provides in-depth insights into how global education policies are translated to a local context. Empirical data were collected using a questionnaire and focus interviews (Cohen et al., 2018), with respondents consisting of local school administrators and primary school teachers. The school has a principal, three assistant principals, about 80 teachers, and more than 850 students (aged 6–16). All teachers were invited to answer a digital questionnaire with a total of 47 questions. The questions were, among other areas, about the school’s governance, cooperation and trust in the governing chain, knowledge results, and the demand for higher merit values. The response rate was 49%. The municipality’s digital survey system was used to administer the survey. Before sending out the questionnaire, all respondents were informed of the purpose of the study. When the survey was distributed, they were informed that participation was voluntary and that answers would be kept anonymous (Vetenskapsrådet, 2017). To deepen the understanding of the survey responses, three focus interviews were conducted with randomly selected teachers. A focus interview with the school’s principal and assistant principals was also conducted. The content of the focus group questions was based on the answers given in the questionnaires. Each interview took 60-90 minutes and was recorded. Before the focus interviews, the interviewees were informed that participation was voluntary and that the recorded interviews will be kept anonymous (Vetenskapsrådet, 2017). In the analysis of the empirical materials, it was integral to identify the framework behind the functionality of the school organisation in upholding the contract of equal opportunities for all students to improve their learning outcomes. Since the principal-agent theory emphasises the responsiveness of the agent’s decisions to the principal’s goals, how this responsiveness is mediated by available actions, and institutional contextual factors, this framework is suitable for studying accountability in public education (Ferris, 1992; Gailmard, 2014). Within the principal-agent relationship, Wohlstetter et al. (2008) identified five key problems: (1) limited decision rights, (2) information asymmetry, (3) divergent objectives, (4) weak incentives, and (5) adverse selection. As a final step, these key problems were utilised as analytical tools to analyse empirical data.Expected OutcomesThe school is governed by national constitutions, which together with local educational priorities, form the contracts that agents are supposed to fulfill. This can be achieved in a diversified and multi-level system, where each level is responsible for its work. Following previous research on principal agency (Ståhlkrantz, 2022) and teacher agency (Bergh & Wahlström, 2018; Priestly et al., 2012), it is argued that school principals and teachers apply high levels of agency and discretion in their daily work. The principal-agent theory reveals that teachers, as agents, are in the best position to make decisions about education. Through incentives and regulations, the principal can ensure that agents responsibly fulfill their delegated role. However, if agents do not share the same beliefs and values as the principal, the former will not execute the activities requested. A functional, tightly coupled system presupposes that local school agents undertake actions on behalf of the principal and that every level in the governing chain is acoountable for the students’ learning outcomes. Preliminary results of this study indicate various problems in the principal-agent relationship in the local school organisation. In the ideal governing system, if the result is not good enough, accountability can be demanded. However, this ideal image is not consistent with the reality in education. At the local school level, no one in the governing chain is held accountable for improving students’ learning outcomes. Thus, the students themselves become responsible for their own merit values. Teachers decide the learning content and manner of teaching. In other words, if teachers do not prioritise increased merit values, the principal has very limited options to manage the school organisation according to contracted objectives and values. As such, it might be more accurate to illustrate the school organisation as a semi-functional organisational system rather than a functional governing chain.References Bergh, A., & Wahlström, N. (2018). Conflicting goals of educational action: A study of teacher agency from a transactional realism perspective. The Curriculum Journal, 29(1), 134-149. Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed.). Routledge. DiPaola, M. F., & Tschannen-Moran, M. (2005). Bridging or buffering? The impact of schools’ adaptive strategies on student achievement. Journal of Educational Administration, 43(1), 60–71. Ferris, J. M. (1992). School-based decision making: A principal-agent perspective. Educational Evaluation and Policy Analysis, 14(4), 333-346. Gailmard, S. (2014). Accountability and principal–agent theory. In M. Bovens, R. Goodin, & T. Schillemans, T. (Eds.), The Oxford handbook of public accountability (pp. 90–105). Oxford University Press. Priestly, M., Edwards, R., & Priestly, A. (2012). Teacher Agency in Curriculum Making: Agents of Change and Spaces for Manoeuvre. Curriculum Inquiry, 42(2), 191-214. Rapp, S. (2021). Att leda elevers kunskapsutveckling. Styrkedjan och det pedagogiska ledarskapet [To lead students' knowledge development. The chain of command and educational leadership]. Gleerups. Robinson, V. (2017). Reduce change to increase improvement. Corwin. Schultz, K. (2019). Distrust and
ER  - 

TY  - CONF
T1  - Dal Segna al Corona: Collegial collaboration to cope with corona online?
A1  - Thorgersen, Ketil
A1  - Mars, Annette
PY  - 2021
LA  - eng
KW  - music education
KW  - covid-19
KW  - corona
KW  - facebook
KW  - online learning
KW  - teacher professionalism
KW  - utbildningsvetenskap med inriktning mot praktiska kunskapstraditioner
KW  - educational sciences in arts and professions
AB  - The study takes place in a giant staffroom filled with music teachers - a Swedish Facebook-group for music teachers. The group has 7016 members by the 9’th of November 2020. An estimate is that this Facebook group reaches around 1/3 of the music teachers in Sweden. The purpose of the study is to present how teachers use this Facebook group in the first two months of the COVID-19 pandemic, to cope with challenges related to teaching music. The activity in the Facebook group increased significantly during March and April before sinking again towards the summer. We have, with the consent of the participants, analysed the 303 posts plus their comments, that directly addressed the corona situation. The first corona-relevant post was made on March 5th and the study analysed all data from March 5th and two months ahead to May 5th. The analysis is both qualitative and quantitative, although the quantitative parts are the most developed.The Swedish approach on handling the Corona has been quite different compared to the surrounding Nordic countries, and also from most European countries. In spring 2020 the Swedish preschools and compulsory schools kept open while upper secondary and universities transitioned to digital, distance teaching (Pierre, 2020). When Sweden decided to close down parts of society, they decided to only shut down schools for older students from upper secondary [gymnasium] (16-19 year olds) and universities, while compulsory school and preschools stayed open. Parents were strongly advised to keep their children at home with the slightest symptoms though, and the same applied to teachers. Some schools that were affected by the virus decided to close down even for the younger children. This means that in the period we are studying some music teachers teach from a distance, some are still in their classrooms as usual, some are in their classrooms but with only a part of their class in place, the rest being home, some have a class at school they need to teach but cannot because they need to stay home because of symptoms. The results show that Corona forced the teachers to reconsider and go back to basics - to make teaching and learning work in new circumstances. Thus the teachers where, spite the extreme situation, still focused on maintaining to follow the syllabus in Lgr11 (Skolverket 2019), Zandén and Ferm Thorgersen (2015) stated that music teachers implemented Lgr11 within a year, which would be 2012, and now in 2020 the teachers face the complex task of not only staying true to the syllabus and for example managing teaching students creativity such as composing music (Mars 2015) but also coping with the many challenges that Covid-19 poses. The results also clearly show the need for a collegiate with whom to brainstorm, think together with and search for support from. Since music teachers in Sweden usually are the only music teacher in a school or even in a municipality the facebook group Musiklärarna could be necessary for collegial support. There is a strong collegiality in the group. When we go behind that fact and attempt to see more nuances of the collegiality, we can see through our categories that the collegiality are of different sorts: One kind of collegiality that  is represented by several categories is to search for support for a view or opinion, another is to search for help in solving an educational problem, a third, and related, is to share and spread good educational plans and ideas within the profession, a fourth is to search for support regarding working conditions. A fifth, a meta feature of collegiality, is to be a part of co-constructing a professional discourse - to become a part of the group music teachers in Sweden. What will the new normal be when the pandemic is over; what kind of normal will music teachers create in the coda?
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TY  - CONF
T1  - Towards epsitemic justice and inclusion through Diversity Valued Instruction
T2  - Proceedings of the 12th International Conference of Mathematics Education and Society
A1  - Grundén, Helena
A1  - Roos, Helena
PY  - 2023
SP  - 337
EP  - 343
LA  - eng
KW  - diversity
KW  - epistemic justice
KW  - inclusion
KW  - mathematics education
KW  - teacher development
AB  - A starting point in this project presentation is that all students have the right to be valued as knowers in mathematics classrooms. We use epistemic justice, epistemic friction, and inclusion to argue for an extension of ideas about differentiated instruction and suggest an alternative concept – diversity valued instruction. Based on examples from mathematics teaching practice in Sweden, we present ideas about a study in which we want to illuminate possibilities and constraints when ideas of diversity valued instruction is implemented in mathematics teachers’ process of planning. 
ER  - 

TY  - JOUR
T1  - Effects of a formative assessment system on early reading development
T2  - Education
SN  - 0013-1172
A1  - Gustafson, Stefan
A1  - Nordström, Thomas
A1  - Andersson, Ulrika B
A1  - Fälth, Linda
A1  - Ingvar, Martin
PY  - 2019
VL  - 1
IS  - 140
SP  - 17
EP  - 27
LA  - eng
PB  - Mobile, AL, United States : Project Innovation
KW  - formative assessment
KW  - intervention
KW  - primary school
KW  - reading instruction
KW  - education
AB  - We present quantitative results from the pilot-year of a large scale Swedish educational project in reading development called LegiLexi, inspired by research within the Response to intervention and Formative assessment traditions. The vision of the project is that every pupil should reach adequate reading skills at the end of grade 3 in primary school. LegiLexi contains a formative assessment tool and a teacher course, which are linked together. We describe LegiLexi and analyze quantitative effects of the pilot year regarding reading development for pupils in grade 1. The design included three conditions; full access to LegiLexi, access only to the formative assessment tool, and control. Results showed that the group with full access to LegiLexi improved their word decoding and reading comprehension the most. For language comprehension, the Formative assessment only group showed the highest improvements. Thus, the features of LegiLexi seem to help enhance critical reading skills. Some changes will be made in the project to strengthen methodological aspects and further facilitate pupils’ reading development.
ER  - 

TY  - CONF
T1  - Narrative and Emotion in Education: Reading Literature as an Exercise in Affective Expression
A1  - Mörte Alling, Annika
PY  - 2017
LA  - eng
AB  - General Abstract Traditionally, affects do not belong in the academic world, are not seen as compatible with science, the domain of objectivity. We have few teaching hours at our disposal and a large mass of content to put into them. This is true for academic literature classes, too, despite the fact that the "affective turn” at the beginning of the 21st century, thanks to scholars like Patrick Colm Hogan (2011), Suzanne Keen (2007), Martha Nussbaum (2001), Jenefer Robinson (2005) and Jean-François Vernay (2013) has put the spotlight on the role of emotions in our relation to literature. While these scholars all argue that reading literature has an immense societal importance as an exercise in understanding one’s own and others’ emotions, this dimension of literature is largely ignored in tertiary education devoted to literature. There is little time for discussions about the role of literature in our lives and about how it affects us emotionally and existentially. This paper explores how students can be acquainted with literature in a way that acknowledges that the very reason why we need literature – and why education needs literature and the stories it offers – is that it engages and enriches us emotionally. The paper presents practice-based educational research on a learning environment in which this emotional relation to literature is a central element. Theoretical background and earlier research A point of departure will be the ongoing theoretical discussion about the crisis within education and about how to recreate a passion for literature among teachers and students in the teaching process. These problems are treated for instance in the studies by Antoine Compagnon (1998), Tzvetan Todorov (2007), Yves Citton (2007) and Vincent Jouve (2010), and more recently by Jean-François Vernay (2013), Raphaël Baroni and Antonio Rodriguez (2014). Applegate and Applegate (2004) stressed what the benefits of doing so could mean specifically for teacher education: ‘Teachers become reading models when they share their own reading experiences with students and emphasize how reading enhances and enriches their lives’. In this paper, I will build on earlier research (Mörte Alling 2013; Mörte Alling 2014) in which the central thesis was that in literature education, students should be enabled to give expression to their emotional relation to the stories they encounter. This thesis will here be examined further. Research Questions This paper explores how to create a learning environment where students dare to express themselves more freely about their emotional relation to the texts studied. How could such learning environment be created? When should a more distanced and critical reading be introduced? How is it possible to assess the students' performance when they express emotions? Research design The communication will partly be based on discussions with students of French during their second term at Lund University in Sweden. Thus my approach is rather "practical". I will also discuss the results of a written survey among students having read Le Père Goriot by Balzac and Madame Bovary by Flaubert. Results The discussions as well as the survey show that students feel more engaged in their literary studies when they are allowed – and encouraged – to relate their reading to personal experiences and emotions. Thus they all have something to relate their reading to from the beginning, without having to feel ashamed of expressing “simple”, non-theoretical points of view. In other words, most of the students feel that they have something to say, that they can contribute to their learning environment. Finally, the results seem to confirm the hypotheses of general pedagogical research linking memory and emotion; the students tend to remember the texts they read better when they can link them to personal experiences and emotions. Conclusions and interpretations The experiments show that it is indeed possible and fruitful to combine a perspective that departs from emotions with an analytical, theoretical approach. This approach makes possible a more relaxed learning environment, promoting the acquisition of the foreign language students are studying. It also gives them insights that are helpful in the long term; it helps them understand how literary texts and narratives in general “work”, how they themselves function as readers, and what they can gain personally by reading literature, even as a life strategy. Contribution to the field The results and conclusions mentioned above will not only enrich literature and language education, but also for the development of narrative learning environments in general – in which literature can both serve as a metaphor for education and as a vast storehouse of useful stories and metaphors.
ER  - 

TY  - CONF
T1  - What Happens when Entrepreneurship Enters Mathematics Lessons?
T2  - Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education
A1  - Palmér, Hanna
PY  - 2016
SP  - 27
EP  - 34
LA  - eng
PB  - : IGPME - The International group of the Psychology of Mathematics Education
KW  - entrepreneurship
KW  - problem solving
KW  - teacher development
KW  - mathematical education
KW  - matematikdidaktik
AB  - According to the Swedish curriculum, entrepreneurship is to permeate all teaching in primary school. However, little is known about how entrepreneurship influences the teaching of different subjects. This paper reports on an educational design research study investigating the potential in combining entrepreneurship and mathematics in primary school. Two examples are given of how mathematics teaching changes when entrepreneurship enters mathematics lessons. The results indicate that there may be a win-win situation between mathematical and entrepreneurial competences, at least when it comes to creativity and tolerance for ambiguity.
ER  - 

TY  - CONF
T1  - School leadership in a digitalized society: Reflections on the Use of a Survey Tool for Improving Educational Practice
T2  - ECER programmes
A1  - Siljebo, Josef
A1  - Holmgren, Tomas
A1  - Lindberg, J. Ola
A1  - From, Jörgen
A1  - Pettersson, Fanny
A1  - Öjefors Stark, Katarina
PY  - 2021
LA  - eng
KW  - education
AB  - This presentation will report from a pilot study using a novel quantitative instrument as a mean for findings of scientific relevance as well as of relevance for school development. The aim of the pilot study was to better understand school leadership in the midst of digitalization in school. The project was based on two theoretical positions for understanding leadership in the context of digitalization: Leadership behaviours according to Yukl (2013) and Cultural Historical Activity Theory (CHAT) according to Engeström, (2015). The essence of leadership in organizations is, according to Yukl (2013),“influencing and facilitating individual and collective efforts to accomplish shared objectives”. Leaders can improve the performance of a team or organization by influencing the processes that determine performance.Background: The Swedish government has commissioned a national pilot project to test sustainable collaboration models between academia and the school or school system regarding research, school activities and teacher education for the period 2017 to 2021 (ulfavtal.se). Expectations are to contribute to the research base of the school system, and to conduct research build on equal terms between researchers and schools. In Sweden there is an explicit expectation in the Education Act, that education is to “rest on a scientific grounds and proven experience” (Section 5). This means that teachers and school leaders are to base the exercise of their profession on research and that school development is to be permeated by a scientific approach. Along this argument, a need to develop sustainable collaboration models between the school system and academia resting on common grounds is formulated as a goal of the pilot project. Similar collaborative approaches between practice and academa are adopted in many European countreis. This means embracing a dimension of development work into the approach to research.The idea of forming collaborations between schools and academia to improve the quality of the educational practice is not new internationally. There is a growing body of initiatives with the aim to connect school improvement with external actors such as universities through networks and collaborative partnerships of different kinds (Chapman et al., 2016). Research shows how this may lead to meaningful changes in the teaching and learning processes in schools (Ainscow, 2012). Literature on initial teacher education, professional development for teachers, and educational research, also acknowledges how school–academia partnerships are powerful collaborations that can result in improved practice and results for students (Day & Smethem, 2010). However, only a limited amount of research tries to understand how such partnerships and collaboration forms stem from strategic leadership (e.g., Murphy, 2017).In this paper we address the issue of better understanding how such collaborations can be built on strategic decisions about content for collaboration, when it comes to digitalization in schools.  Digitalization and school leadership: As discussed by Olofsson et al. (2015), school leaders often experience digitalization processes as “challenging and difficult” (p. 117). Chua Reyes (2015) showed that school leaders experience that their role has changed “from leading a team of teachers who have been deliverers of knowledge towards leading a team of teacher facilitators” (2015, p. 378). In Sweden, research on school leadership is rather limited (Ärlestig et al., 2016). Studies at hand argues that leadership is important for implementation of digital visions and reforms (Petersen, 2014). Moreover, that school leaders’ professional development is needed to effectively lead for digitalization in school (cf. Håkansson-Lindqvist & Pettersson, 2019; Pettersson, 2018). In 2012, the Swedish School Inspectorate (Lund, 2012) pointed out that school leaders do not actively lead, and support digitalization and that more knowledge is needed for leading digitalization in school.Method: The quantitative instrument is based on two constructs (1) notions of leadership (based on the survey developed by Yukl, 2013); and (2) levels of expansive learning with digital technology (based on the theoretical foundations found in Engeström, 2015). The first construct is measured in four meta-categories: Task-oriented behaviours, Relations-oriented behaviours, Change-oriented behaviours, and External leadership behaviours. The four meta-categories consist of a total of 17 specific component behaviours, such as Clarifying, Supporting, Advocating change and External monitoring. In total, this part of the survey consists of 49 questions, all modified to address the current state of leadership at the respondent workplace. The second construct is measured in 18 questions related to three levels 1) how respondents use digital technologies in their daily work, 2) how the use has changed the daily practice, and 3) how the use has changed the way they work, communicate, and operate in the entire organization. The questions concern to what degree the use of digital technologies has developed new ways of organising and talking about daily practice. Item are designed as fixed-response format (Wilson, 2005) and responses are on a Likert-type scale ranging from 1 (not relevant) to 5 (absolutely essential). A series of background questions of relevance for the different constructs are also asked. The instrument is available online and will be administered as an online self-administered questionnaire. In this pilot study, the survey was distributed to all school leaders in one municipality in the northern Sweden (N = 44 with a response rate of 90 %). As can be seen, the total number of school leaders in municipalities in this region is low, but the tests have been made covering the total number of respondents possible. As such, awareness of this challenge is kept in mind in terms of analysis and inferences possible by use of the data.Expected Outcomes: The possibilities for the results of the survey to be used as a basis for school development is discussed, as is the possibilities for the approach to be a way of conducting research, and thus also development work of relevance for school practice with the outspoken intention to improve the quality of the educational practice. Even if the data at the moment is not fully analyzed yet, there are some interesting trends in the material. For instance, due to the participant school leaders, Task-oriented and Relations-oriented leadership behaviours are more important than Change-oriented behaviours, when it comes to leading digitalization in school. There are also some interesting discrepancies between what is judged as important for their school organisations on one hand, and what is important in their leadership on the other. These trends seem to be of importance for strategic decisions about content for continous collaboration, and thereby for school development when it comes to digitalization in school. For the approach to be a collaboration form that provide genuine possibilities for research to be the scientific ground that educational quality should rest on, as is intended in the education act, there are a number of possibilities as well as challenges such as the inconsistency of the educational practice as such and the contextual boundaries of knowledge of what works and improve the quality of practice.
ER  - 

TY  - JOUR
T1  - Outcomes Based - Aesthetics?: Reflections over aesthetic communication and outcomes based learning based on a study of six syllabi
T2  - English Teaching
SN  - 1175-8708
A1  - Thorgersen, Ketil
PY  - 2014
VL  - 2
IS  - 13
SP  - 19
EP  - 34
LA  - eng
KW  - nordic syllabuses
KW  - language education
KW  - curriculum studies
KW  - aesthetic communication
KW  - outcomes-based learning
KW  - utbildningsvetenskap med inriktning mot praktiska kunskapstraditioner
KW  - educational sciences in arts and professions
AB  - Outcomes-based curricula have become the global norm in the last decennia. School authorities have more or less left behind their old habits of either forcing upon teachers a set of content to teach and methods to use, or leaving teachers alone because they trust their professional knowledge to choose what is best for their learners. The current gospel is different – to preach to teachers what the learner is supposed to have learned after a certain amount of schooling. The teacher is responsible for leading the student to this predefined set of knowledge or skills, whilst students and their parents have become the customers, and the teacher the waiter who facilitates the desired learning prepared by the chef – Mr Jurisdiction.In their last book, What is Philosophy, Deleuze and Guattari discuss how science, philosophy and art have different tasks in the construction of knowledge. Whilst the three are considered complimentary to the human quest to develop knowledge, what is most important is that knowledge is not something that is, but something that becomes – just as human beings are in a condition of constant becoming. The way knowledge or insight becomes is different for science, philosophy and art. Science’ role is to;demarcate, pull apart, test and reconstruct current knowledge and phenomena in order to develop new knowledge. Philosophy’s role, on the other hand, is to question truths and invent and present new terms in order to create new possibilities for the human imagination to understand their being in the world, whilst art’s role is to construct the world anew. The arts present a new holistic version of (or at least parts of) the world so as to help us understand our being in unforeseen ways through their appeal to the complete set of human faculties for perception, processing and possibly bypassing narrow expectations.So what does this ontological backdrop have to do with outcomes-based curricula? Educational science has not considered knowledge to comprise a set of objects for a very long time. Rather, in all theories of teaching and learning, knowledge is considered to be a series of socially or psychologically developed constructs. The idea that the knowledge outcomes of an education should be predefined so as to ensure maximum quality can consequently be considered to be the antithesis of an education based on educational science. This article questions outcomes-based learning as a viable system for formal education through the study of the syllabi for English as a second language and that earning the mother tongue in the three Nordic countries, Denmark, Norway and Sweden, which have all introduced new syllabi in the last ten years following the introduction of outcomes-based logic. These syllabi will be analysed from the theoretical framework of aesthetic communication developed by Ketil Thorgersen and Cecilia Ferm Thorgersen. Aesthetic communication is an attempt to transcend the division between sender and receiver that theories of multimodality and multiliteracy suffer from, and also to take into account the existential aspects of the arts.
ER  - 

TY  - CONF
T1  - New teacher strategies to support children’s active participation in early childhood education for sustainability (ECEFS)
T2  - 30 th EECERA ANNUAL CONFERENCE,Democratic Early Childhood Pedagogies
A1  - Ärlemalm-Hagsér, Eva
A1  - Larsson, Jonna
A1  - Gustavsson, Laila
PY  - 2021
LA  - eng
KW  - sustainability
KW  - children’s participation
KW  - early childhood education
KW  - teachers’ professional development
KW  - the environmental rating scale for sustainable development in early childhood
AB  - The aim of this study is to analysis how preschool teachers give opportunities for children to develop competences by using the Environmental Rating scale for Sustainable Development in Early Childhood (ERS-SDEC). The research question was: Which strategies are needed by preschool teachers so children can become active participants, citizens, and agents of change in the everyday preschool practices? This research builds on previous research on ECEfS (Davis, 2009, 2014) and studies about ERS-SDEC (Larsson & Pramling-Samuelsson, 2020; Siraj-Blatchford et al., 2016). It answers to the need for more research about children’s agency in education for sustainability. The theoretical underpinning is built on critical theories (Fraser, 2010; Mouffe, 2008) and perspectives about children’s participation (Hart, 1992). Education for Sustainability, children’s active participation and agency (Davis, 2014) are conceptual frameworks for the study. This qualitative research is inspired by action research and involved an in-service study with participatory, collaborative and cyclical ways in order to produce knowledge and change (Rönnerman, 2004). The participating preschool teachers received information about the aim, method, and process, and consent and was collected from all participants. Ethical guidelines from the Swedish Research Council (2016) and EECERA (2014) were considered during the research. design and process. Overall, the teachers’ have started to develope new knowledge and understandings about ECEFS, children’s participation and agency when using ERS-SDEC in this study. The study has implications for both policy and practice. As, the preschool teachers have deepening their knowledge about ECEfS as well as critical exploring the policy. 
ER  - 

TY  - CONF
T1  - Role-play as a means to practice students’ argumentation skills on socioscientific issues
A1  - Christenson, Nina
PY  - 2014
LA  - eng
KW  - education
AB  -  Role-play as a means to practice students’ argumentation skills on SSI IntroductionA democracy is dependent on well-informed citizens capable of understanding and taking part in societal issues. It is important from a societal as well as at the individual perspective, that people understand questions including for example global environmental matters, health concerns and personal ethical dilemmas.  Hence, it has been recognized in research that it is essential for students to develop argumentation skills to be able to participate in debates about controversial SSI (socioscientific issues) (Kolstö, 2000). The language is fundamental in learning science, both in being able to argue as well as being able to understand the science content. A central aspect of learning science is to learn the language of science and therefore it is crucial that science education provides possibilities for students to practice and develop their language skills (Lemke, 1990; Wellington & Osborne, 2001). Thus, language is important both for argumentation and learning science. However, in classrooms, teachers’ talk tends to be dominating (Mortimer & Scott, 2003). A shift must be made in the verbal arena so that the students are the ones doing most of the talk. Thus, a challenge in science education is to construct meaningful and motivating practices to supporting this development. Role-play debate concerning SSI has previously been investigated in research (e.g. Simonneaux, 2001). Jimenez-Aleixandre et. al. (2000) found that students constructing arguments about genetics focused on making detailed claims without being able to justify them. In this study we investigate a role-plays potential to promote students’ abilities to argue about SSI. The study was guided by the questions 1) How are the students arguments constructed concerning content? 2) To what extent do the participating students put forward arguments during the role-play?MethodologyA group of eight students in grade nine, which is the last year of compulsory school in Sweden, participated in a role-play debate. This was the last activity in a series of lessons with the purpose of enhance a high degree of communication in form of dialogues and discussions. The focus of the teaching sequence was on basic genetics usually dealt with in Swedish lower secondary school. The role-play concerned gene technology and whether GMO (genetically modified organisms) should be allowed or not. The students were given different characters representing a variety of views on the GMO issue to play. The roles were handed out in advance and the participants were encouraged to find arguments based on scientific knowledge to be able to argue from facts. The role-play debate was moderated by one of the authors. The moderator made sure that all students initially got to present themselves (their given characters) and to briefly present their standpoint. The role-play debate was video- and audio recorded and transcribed verbatim. The analyses focus on the content that the student use in their justifications when supporting their standpoints. We also analyzed how the time of talk was distributed between the participants.FindingsThe recording of the role-play debate was 48 minutes of length in total. After a short introduction, the students started to discuss the issue. Our analysis show that 82% of the time was devoted to students’ argumentation. The moderator hade a rather passive role, only making sure that the debate carried on in an orderly manner. The students’ arguments were focused on the GMO issue during the whole sequence. Concerning the content of the arguments, our analysis revealed three main themes that the students were referring to. These were 1) values (principles, ethics, beliefs etc.), 2) effects (examples and scenarios of consequences of GMO) and 3) solutions (suggestions and opinions about actions needed). Of these three themes, the effect theme was dominating the discussions. Within the themes, we found different categories of the content on which the arguments were based. For example, arguments about possible effects of GMO included a great variety of content concerning ecosystems, biodiversity, dispersion of GMO, effects on humans and animals, taste and quality of GMO-products etc. Since the discussion was mostly focused on the effects, most arguments were concerned with science. However, other aspects were included as well, for example small farmers struggle against large multinational companies, the growing gap between poor and rich and consequences for the world economy. The length of time as well as number of utterances made by the students differed to a great extent. Four of the students’ contributed to 85% of the talk. The number of utterances varied from 2-70.  Conclusions and implicationsIt has been argued in science education research that students should learn how to argue with a scientific content, which includes that students must have the opportunity to train the language of science. This study shows that a role-play where students are given different characters and time to prepare arguments in advance, do have the potential to make students argue with commitment and focus, using a variety of scientifically based arguments. Our findings shows that students to a great extent can, on the contrary to the findings of Jiménez-Aleixandre et al. (2000), support their standpoints using scientific data in their justifications. We also found that students refer to different themes including numerous different aspects, indicating a high quality of students’ arguments (Christenson & Chang Rundgren, accepted). However, the speech time was unequal distributed among the students due to that some of the participants took a passive role during the role-play. The problem of some students being quiet has also been recognized by Albe (2008). Hence, Some students might need more practice to be able to fully participate in debates. In addition, group construction and the role of the teacher are other important aspects that need to be considered in future research.ReferencesAlbe, V. (2008). When scientific knowledge, daily life experience, epistemological and social considerations intersect: Students’ argumentation in group discussions on a socio-scientific issue. Research in Science Education, 38, 67-90.Christenson, N. & Chang Rundgren, S-N. (accepted). A framework for teachers’ assessment of socioscientific argumentation: An example of the GMO issue. Journal of Biological Education.Jiménez-Aleixandre, M. P., Rodriguez, A. B., & Duschl, R. A. (2000). “Doing the lesson” or “doing science”: argument in high school science. Science Education, 84, 757-792.Kolstø, S. D. (2000). Consensus projects: teaching science for citizenship. International Journal of Science Education, 22(6), 645-664.Lemke, J. L. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex Publishing Cooperation.Mortimer E. F., & Scott, P. (2003). Meaning making in secondary science classrooms. Buckingham: Open University Press.Simonneaux, L. (2001). Role-play or debate to promote students’ argumentation and justification on an issue in animal transgenesis. International Journal of Science Education, 23(9), 903-927.Wellington, J., & Osborne, J. (2001). Language and Literacy in science education. Buckingham: Open University Press. 
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TY  - CONF
T1  - Failed Quality in ESD Implementation: School Leaders in Evidence Seeking of School Legitimacy to Become Whole School Organisations
A1  - Mogren, Anna
A1  - Gericke, Niklas
PY  - 2017
LA  - eng
KW  - education
AB  - This study seeks to investigate and understand the already established anchoring structures of quality education in schools that actively implement ESD (Laurie, Nonoyama-Tarumi, Mckeown and Hopkins 2016). The anchoring structures on leadership level are criticised for building   cultures of standards and conformity (Bottery Wright and James 2012), rather than progress change and renewal in education, which is considered a way to prevent a negative societal development (Huckle and Wals 2015). Standards and conformity is found to coexist with transformative expressions of progress and change in education.  In recent research the anchoring qualities are criticised as being too structural, predefined and apart from a real school context (Scott in Jucker and Reiner 2015) and referred to as counteracting a fruitful ESD implementation (Peters, Michael and Wals 2016; Lotz-Sisitka, Wals, Kronlid and McGarry 2015).The focus of this study is to outline which role the qualities that constitute structures and conformity (in this study called transmissive) play in schools, and what specific quality criteria the empirics underpin as necessary structures that anchor quality at ESD active schools? Qualities in transformative ESD implementation distinguish from qualities in transmissive ESD implementation. The gap between these two ESD implementation strategies can be described by qualities related to improve schools in transmissive ESD implementation to qualities used to develop schools in transformative ESD implementation (Hargreaves 2008).    The term ESDquality criteria is a specific term used in studies that directly inquired about the qualities related to ESD settings in education (Breiting, Mayer and Mogensen 2005). The study investigates the school leaders understanding of transmissive quality criteria at ESD active schools and especially those appointed high importance in the school organisation.The authors have in earlier studies investigated ESD implementation at school organisation level with the focus of qualities that are process orientated (transformative). It was found that the school organisations most frequently based on transformative qualities in education also displayed the highest degrees of transmissive qualities (Mogren and Gericke a, b). The result of high levels of transmissive qualities in schools with a successful ESD implementation created research interest for their role. The study also intends to indicate transmissive quality criteria that seems to threatens a sound ESD implementation in that they display a vague anchoring function or hinder the transformative ESD implementation. The study will answer the questions:1, What characterizes the transmissive weighted quality criteria that ESD active schools use (as anchoring) in governing a school organisation of high quality?2, Can the realization of ESD WSA at teacher level indicate which transmissive weighted quality criteria (anchors in quality criteria) that is important for a school organisation to consider?The experience of schools with an active ESD implementation is informative and crucial in breaking new ground for ESD of a high quality (Jucker and Reiner2015). Research based on school leadership within such schools is accounted for in the study.  Temporarily ´role model-schools´ are used to stand model and learn from for schools seeking information and proof on the power of a transformative ESD implementation as to redirect education to a higher quality in accordance to the local and global sustainability problems (Hargreaves 2008; Laurie, Robert, et al. 2016).The attention given to the transmissive quality criteria in this study is an attempt to find the anchoring structures  that not previously  has been the central interest for researchers  studying ESD implementation (Schwarzin 2012). Rickinson, Hall and Reid (2016) urge the need to be more curious to which factors that do make implementation programmes to work overtime beyond the fact that they are present as a tool within educational settings.In this study two different datasets are used that relates to two levels of the same school organisations. One dataset is collected at the school leader level by interviews with principals. The other dataset is based on a questionnaire study with teachers. ESD schools from a Swedish nationwide sample are identified. This is done by investigating the schools ESD activity in national ESD award systems and national databases on ESD schools. The 10 most active ESD schools are selected and validated by interviewing local school personal and ESD stakeholders. In the first data collection semi structured interviews were conducted with the principals. The main objective for the interviews was to collect data about the way principals choose to organize their schools in relation to their perception of high quality in education. During the interviews concept maps were constructed by the researcher based on the interviewees’ statements. The concept maps hold information of which quality criteria that were highlighted by different schools, and the argumentation for those choices. The trustworthiness of the concept map is confirmed by each principal. Qualitative data in the form of concept maps are translated into quantitative data by using an assessment system in which each quality criteria were given a score depending on the emphasis given by the principal. The scores separate transmissive and transformative statements. The statements formed 26 quality criteria. In this study, we compare the ranking of single quality criteria to their ranking as transmissive weighted. We identify in that way the transmissive quality criteria that is used to anchor ESD. Excerpts by school leaders help us to interpret quantitative data. The datasets on teacher level at selected ESD schools consist of a survey about school development measuring the teacher’s opinion on quality in school development. This survey was developed and used within a larger school development project in Sweden (Scherp 2013). It is an operationalisation of a school organisation model. The model is used to understand high quality in ESD active schools in an earlier study by the Authors. This study assumes the use of the model one step further; as a tool to define ESD Whole School Approach, WSA. We define what is meant by WSA and explain how the model can be used to judge the realisation of WSA at ESD active schools. This allows an identification of transmissive qualities used in schools realising ESD.Our research contributes to an empirically based understanding on the impact of the transmissive quality criteria at school organization level in schools with an active ESD implementation. This gives new arguments and input to the design of implementation programmes on ESD that holds the ambition to scale up ESD. Universally the study also contributes to the definition on quality education related to actual policy documents on ESD realisation, Global Action Programme on ESD (UN 2014). The concept of Whole School Approach, WSA is introduced as the benchmark for high quality in education. Finally, the study is designed with an interdisciplinary approach where the ESD research field rapproach the research field of educational organisation and leadership, which contributes to a modest field of research. Our first results indicate that political support is an important transmissive weighted quality criterion that leads to ESD WSA implementation. I Hence, the sharing of ideological ideas within the school or networks to measure one owns practice and organisation against seems to be an important anchoring for ESD implementation. School organisation with a lower realization of ESD WSA search their legitimization of school organisation in evidence by external actors but seems less successful in their strategy. At time for the ECER conference we foresee that we will have even more detailed results to share.
ER  - 

TY  - CONF
T1  - What makes the difference?: Teachers´collective exploration of the concept of matter as an object of learning
T2  - The World Association of Lesson Studies International conference 2011
A1  - Vikström, Anna
PY  - 2011
LA  - eng
KW  - education
AB  - Within science education and research it is well-known that students´ understanding of the concept of matter is crucial for their further understanding of a range of science phenomena. In an ongoing research project, funded by the Swedish Research Council, it is investigated how teachers´ professional learning develops as a shared practise. In three learning study cycles five science teachers explored the concept of matter as a prerequisite of understanding e.g. chemical solutions and photosynthesis. Students’ tests, video recorded lessons and discussions, served as instruments for the teachers in their investigations. The researcher used the same data sources together with teacher interviews when analysing the character of the findings made by the teachers. Variation theory served as a tool for the teachers´ common knowledge development. The teachers developed their ability to point out critical aspects, identify necessary conditions for students´ learning and enact their produced knowledge in teaching situations. It was found that it is crucial to point out what matter is not, i.e. to create a contrast to the concept of energy. Another finding was the importance of pointing out the empty space between atoms and molecules, something that was made possible for the students to discern through contrasting the view of matter as homogenous with the non-homogenous view of it. The significance of keeping the critical aspects in mind in the dialogue with the students was emphasized as to pay attention to the language used. It became evident what critical features which were important to pay attention to and how this could be done in practice. It was also concluded that the teachers´ experiences might improve students´ learning of other objects of learning as a result of the teachers´ professional development.
ER  - 

TY  - BOOK
T1  - Engelska som målspråk och undervisningsspråk
PY  - 2025
LA  - swe
PB  - Gleerups
KW  - lärare
KW  - undervisning
KW  - lärarutbildning
KW  - engelska
AB  - Engelska är både mål och verktyg i svensk utbildning. Den här boken ger en överskådlig bild av vad vi faktiskt vet – och vad vi fortfarande inte vet – om engelska som målspråk och som undervisningsspråk, från förskola till högre utbildning. I boken samlas forskning, styrdokument och praktik för att visa att delarna hänger ihop. Målet är att knyta ihop ett område som ofta upplevs som splittrat och att göra det lättare att se hur språkval, uppgifter och interaktion i klassrummet påverkar elevers lärande i och genom engelska.  Engelska som målspråk och undervisningsspråk är handlingsinriktad och vänder sig till blivande och verksamma engelsklärare liksom till dig som arbetar med lärarutbildning och skolutveckling. Boken ger en förståelse för progressionen i engelskämnet, konkreta verktyg för planering, målformulering och bedömning samt underlag för kollegiala diskussioner. Här finns klassrumsnära exempel på arbete med läsning, skrivande och lyssnande på engelska, liksom arbetssätt för ordförråd och formfokus samt strategier för feedback, stöttning och differentiering. Boken visar också hur elevernas möten med engelska utanför skolan – i spel, medier och kultur – kan tas tillvara i undervisningen. Ambitionen med boken är enkel men viktig: att stärka elevernas lärande i och genom engelska – oavsett nivå och undervisningsform.
ER  - 

TY  - JOUR
T1  - Mathematical modeling for preservice teachers: A problem form anesthesiology
T2  - International Journal of Computers for Mathematical Learning
SN  - 1573-1766
A1  - Lingefjärd, Thomas
PY  - 2002
VL  - 2
IS  - 7
SP  - 117
EP  - 143
LA  - eng
KW  - lärarutbildning
KW  - matematiklärare
AB  - The study reported in this article deals with the observed actions of prospective Swedish mathematics teachers as they were working with a modeling situation. These prospective teachers were preparing to teach in Grades 4 to 9 or in the gymnasium (Grades 10 to 12) and were students in a course in mathematical modeling. The larger study of which this study was a part focused on these students’ understanding of modeling and how they related mathematical models to the real world. This article also attempts to illustrate how mathematics is intertwined with many other subjects, in this case medicine.
ER  - 

TY  - CONF
T1  - Utvecklingsarbetet som en väg in i professionen
T2  - Nera 2019, Education for a globalized world
A1  - Perselli, Ann-Katrin
A1  - Dahl, Marianne
PY  - 2019
LA  - swe
KW  - praktiknära
KW  - självständigt arbete
KW  - utvecklingsinriktat arbete
KW  - education
AB  - Utvecklingsarbetet som en väg in i professionenResearch topic/aimDet övergripande syftet med presentationen är att bidra med kunskap om utvecklingsarbete som en variant av självständiga arbeten, slutuppsatsen som studenter på grundlärarprogrammet med inriktning mot fritidshem vid Linnéuniversitet, Sverige, skriver. Studenterna genomför sina självständiga arbeten som utvecklingsarbeten med inspiration från en aktionsforskningsmodell som de valt själva. Under presentationen redogörs för tre studier av några utvalda utvecklingsarbeten. Centralt för dessa studier är att belysa vad studenterna ser som betydelsefullt att förändra i fritidshemmet och deras bevekelsegrunder som kommer till uttryck när de beskriver sina val av utvecklingsområde. De ämnesområden som analyseras i dessa tre studier utgörs av sociala relationer, digitala verktyg och delaktighet och inflytande. Dessa tre ämnesområden är prioriterade områden både i fritidshemmets styrdokument och inom aktuell forskning. De tre studierna utgör tre kapitel i en kommande antologi.Theoretical frameworkDe tre studierna tar utgångspunkt i teoretiska perspektiv och teorier som är knutna till de ämnesområden som analyseras: Studien om sociala relationer utgår bland annat från  sociokulturellt perspektiv (Wenger, 1989, Vygotskij, 2005), men också från ett värdeperspektivdär ömsesidighet och respekt för varandra är centrala byggstenar (Noddings, 2002). Studien om digitala verktyg tar sin utgångspunkt i multimodal undervisning och lärande (Selander & Kerr, 2017) och studien om delaktighet och inflytande utgår bland annat från Thomas (2009) som skiljer mellan social delaktighet och politisk delaktighet. De tre studierna förhåller sig till en teorimodell för studenters utvecklingsarbeten utarbetad av Karlsudd mfl. (2017). Karlsudds mfl. teorimodell visar hur teori och metod kan utgöra en akademiskt grund i utvecklingsarbeten. På så sätt knyts studenternas utvecklingsarbeten såväl till akademin som till den pedagogiska praktiken där de genomförs.Methodological designInledningsvis utfördes ämnessökningar i Diva efter utvecklingsarbeten inom olika ämnesområden. Tolv arbeten inom tre ämnesområden (se ovan) valdes ut för deras tydliga argumentation för sina beslut och tillvägagångssätt i valet av utvecklingsområde. Därefter genomfördes kvalitativa innehållsanalyser, en metod som beskrivs som flexibel och lämplig då fördjupad förståelse eftersträvas vid studier av muntlig, textbaserad och även visuell kommunikation enligt Elo och Kyngäs (2007), och Finfgeld-Connett (2014). Med hjälp av studiens syfte och forskningsfrågor sökte vi på så sätt innebörden i varje enskilt utvecklingsarbete. Därav kan analysarbetet även beskrivas som induktivt då analysarbetet i övrigt saknat förutbestämda ramar (jfr. Finfgeld-Connett 2014).Expected conclusions/findingsResultaten av vår analys visar att studenterna genom sina aktioner både självständigt och i samarbete med pedagogisk praktik har formulerat, löst problem och förändrat verksamheten inom avsett område. För studenten har det öppnats möjligheter att öva systematiskt kvalitetsarbete genom att tillägna sig redskap och utveckla processtänkande. Några slutsatser: 1) En framgångsfaktor är att verksamheten ser studenten som en tillgång som kan bidra till en kvalitetshöjning i verksamheten. 2) Ett medvetet multimodalt perspektiv skulle kunna vidareutveckla studenternas utvecklingsarbeten. 3) studenternas medvetenhet om arbetssituation i fritidshemmet ökar. Exempelvis ifrågasätts möjligheten att arbeta med relationer i stora elevgrupper och alla elevers möjlighet att till delaktighet, trygghet och omsorg av kamrater och lärare. Nya frågor som väckts: Vem äger ’problemet’ som ligger till grund för projektarbetet. Är det verksamheten och dess lärare, enbart studenten eller båda parter?Relevance to Nordic educational researchForskning om utbildning ger möjlighet till utbyte av kunskaper och erfarenheter mellan nordiska forskare. Detta i sin tur leder till nya möjligheter att utveckla miljöer för utbildning och lärande där studenter kan utvecklas och förberedas inför uppdraget att förändra och utveckla en praktik
ER  - 

TY  - CONF
T1  - LISA 21 project poster presentation
A1  - St John, Oliver
A1  - Allard, Karin
PY  - 2007
LA  - eng
KW  - education
AB  - EARLI conference – LISA 21      August 2007LISA 21 and Pilot Study FindingsLISA 21 is a one-year-old project supported by the Swedish Research Council which focuses on plurilingualism, identity work and learning in multicultural settings. It is part of the Communication, Culture & Diversity – Deaf Studies research group at Örebro university, Sweden. This text presents an aspect of the project group’s research interest and outlines the preliminary findings of a pilot study conducted by two of the project team.Project aims and methodsOver the coming three years, in-depth fieldwork has been planned in three very different kinds of school – a school of the Deaf, an ‘international’ school and a multicultural school. These schools have been chosen because of their “good practice” status and all offer the opportunity to study plurilingual practices in teaching-learning situations. The fieldwork sites are secondary schools, specifically pupils in grades 7 to 9, since it is at these levels that it becomes possible to study the communicative practices of teachers and pupils in environments where they are using different languages for classroom communication.The project’s envisaged studies assume a sociocultural perspective and, since they emphasize communication practices in plurilingual school arenas, are also informed by classroom interaction studies and an ethnographically inspired methodology. Fieldwork will involve both participant and nonparticipant observation techniques as a well as a study of national, school and classroom texts which bear relevance for pupils’ learning experiences.Pilot studies, 2007During the spring of 2007, two pilot studies were conducted in a school for the Deaf and Hearing-impaired and an ‘international’ school with the aim of identifying key areas of commonality and contrast for forthcoming ethnographic investigation. The studies involved ‘shadowing’ two classes through their daily schedule over a ten-day period in order to piece together a picture of the pupils’ daily school lives and routines. Video and audio recording of lesson activity as well as field notes were the primary methods used to collect data. A preliminary analysis of the data has pointed to several areas of potential significance for further fieldwork. They are of particular interest because they suggest educational incongruities, even contradictions, whose tensions and resolutions have important bearings on learning and development at school. Schools showed themselves to be formidable cultural institutions wielding certain powers and authority and yet sites of enormous struggle between, for example, curricular mandates and vision, teacher beliefs, educational ethos, parental demands and student identities. In the following paragraphs, we outline five of these areas which we hope will contribute impetus to the project’s focused fieldwork and analytical framework.1.      Sense-making in plurilingual environmentsOne established way of analyzing communication practices in the classroom entails studying oral and writing activity. Oral interaction in school most commonly orientates around texts and presupposes that learners develop the ability to produce meaning when moving between text and speech. The generation of understanding with the aid of a text is based on a different approach to statements than is the case with speech. Given this difference, the way teachers and pupils use language when engaged in textual practices is of particular interest.An ability to access written forms assumes a familiarity with specific ways of negotiating meaning. In a visually-oriented environment, mapping out similarities and differences between Swedish and Swedish Sign language is of less relevance than gaining insight into how pupils and teachers seek to build bridges between an everyday vernacular and the more specialized language of school. This issue has not been given the focus it deserves since research has often failed to highlight heterogeneity in the classroom, preferring to treat the body of pupils as a unified group. Building discursive bridges is especially interesting among the Deaf and Hearing-impaired since ‘bilingualism’ has long been regarded as a language model which is particularly characteristic of their language use. Underlying support for the view of a standardized form of ‘bilingualism’ has been given by linguistically-inspired research into Swedish Sign language and Swedish as a second language for the Deaf. Over the last few decades, such research has had a prevailing influence on educational thinking, school language policy and the way the syllabuses for special schools have been formulated.2.      Suspending and resourcing dialogueIt was evident that the way teachers coordinate and conduct student attempts to contribute to the lesson has important repercussions for the extent to which pupils are allowed to engage with the subject matter and therefore for the generation of certain kinds of knowledge. Teachers exercised their monopoly on communication rights in the classroom by gate keeping access to the ‘floor’ and orchestrating student participation. Factors that governed teachers’ decisions to constrain rather than encourage student contributions included the teacher’s need to protect the delivery of his/her points from competing contributions. Behind this tendency is often a teacher-constructed body of material that the teacher feels pressure to ‘get through’ as well as conceptions of what counts as legitimate or ‘real’ school work.Given the patterns of participation these constraints imply, what kind of learning do they lead to? A constraint on classroom participation and a suspension of dialogical rights tended to divert participation and, with it learning, to the ‘edges’, centrifugally, where plenty of knowledge sharing was going on, but which was not directly related to the activity in the ‘official’ arena. The term diverted learning perhaps describes the kind of learning that emerges when pupils are denied an ‘official’ opportunity to gain a discursive grip on a particular issue or concept. There were also discursive barriers to student lesson participation which some teachers failed to break down, but which others managed to bridge.3.      Transferring and transforming understandingIn many of the lessons observed (Science and Social Studies being prime examples), there seemed to be a paradox, a critical tension, with regard to the learning aims and needs in the classroom. On one hand, the teachers seemed determined that the students should understand the lesson topics and reflect independently on them. On the other hand, their practices suggested a conception of gaining knowledge as transferring knowledge with very little room for the kind of interaction that encourages the co-production of understanding. The students’ questions and attempts to get a ‘handle’ on the topic demonstrated that their needs would be better satisfied with a transforming rather than a transferring of understanding. Even activity on the ‘unofficial’ fringe was sometimes geared to interacting with the topic meaningfully and trying to relate the new information to the pupils’ own experiences.Data suggested that a teacher’s conception of how pupils can become more knowledgeable has a decisive effect on the aims, the roles, expectations, interaction patterns, learning activity and outcomes in the classroom. For example, a view of knowledge development as a cumulative packing of brains with bits and pieces of information reduces student influence, and ultimately democracy, to responsibility for receiving and reproducing school learning material rather than reflecting on or interacting with it creatively and constructively.4.      Linguistic resourcesAssuming a plurilingual perspective on a Sign language teaching setting, what linguistic resources do Deaf and Hearing-impaired pupils have access to when trying to understand each other in the midst of several potential language opportunities? This raises the question as to what importance the communication practices have for the teachers and pupils who participate together in classroom activities. The pilot study includes data showing different lessons in which different languages as well as different oral and writing activities shape different language encounters. The methods used captured sequences of classroom activity in which teachers converse with pupils about the relationships between different languages in different countries, language use, personal experiences of changing to a different language, code switching and second language socialization in Sweden among those with an ethnically different background. These sequences bring together both teacher and pupil experiences of language complexity regarding both language function and its different purposes in various contexts. The conversations with pupils suggest that a language need not create distance between everyday life experiences and the more technical language of the academic disciplines.The study also points to different aspects of code switching.  Data suggests that the use of code switching has a communicative purpose and serves different pragmatic functions at a general level. The grammatical aspect of code switching is also evident when different languages are interwoven at a more micro level into the conversation between teacher and pupils. More specifically, the data shows examples of linking, chaining between Swedish and Swedish Sign language where teacher and pupils juxtapose different terms and expressions with the purpose of introducing or underlining the meaning of certain words in different contexts.5.      Identity affordances and restraints in school arenasA formal learning environment in which two or more languages are in operation as main means of classroom communication both creates oppor
ER  - 

TY  - CHAP
T1  - Expressing Reading Engagement within Drama-Based Literary Work: Perspectives from Three Students in aLinguistically Diverse Classroom in Sweden
T2  - Multimodality and multilingualism
A1  - Hedman, Christina
A1  - Jacquet, Ewa
A1  - Nilson, Eva
A1  - Rejman, Katarina
PY  - 2023
SP  - 106
EP  - 119
LA  - eng
PB  - Bristol : Multilingual Matters
KW  - språkdidaktik
KW  - language education
AB  - This chapter centers around creative multimodal learning in relation to the reading of literature. Through a focus on the ‘reading of “things”—artifacts, objects, texts’ (Johnson & Enriquez, 2016: 273), the chapter highlights the interplay between text, learning and ‘the sensual, affective, materiality of bodies’ (Hughes, 2016: 124; cf. Vasudevan, 2010). Building on a phenomenological approach to the embodied dimensions of literacy in time and place, we also acknowledge how expressions of individuals as literate beings are contingent upon personal histories as well as institutional norms (Enriquez, 2016: 51). More specifically, the chapter draws on a collaborative drama-based literary project in a linguistically diverse secondary classroom in Sweden. Within the frame of such a drama-based ‘embodied pedagogy’ (Rothwell, 2011: 582), the reading of a detective novel was embedded in a range of creative multimodal learning activities comprising corporeal engagement through ‘material-discursive’ and ‘emotive’ meaning-making (see Johnson & Kontovourki, 2016: 5). The project was introduced by the authors, and one teacher, Nicole, invited us to work collaboratively in her class. The aim was to investigate and discuss student expressions of literary engagement within the drama-based frame and the possible significance of observed embodied engagement for pedagogical approaches to literature. In this chapter, we focus specifically on three of the students: Nura, Omar and Mustafa (pseudonyms).
ER  - 

TY  - CONF
T1  - Making Post-Truth Happen?: An ANT-Analysis of Media Events on Educational Research
A1  - Lundahl, Christian
A1  - Serder, Margareta
PY  - 2017
LA  - eng
KW  - education
AB  - In this paper, we will look at three different media events in Sweden, in which educational researchers shared their results and conclusions on 1) the PISA assessments, 2) the Swedish grading system, 3) the teacher training program. In these three occasions a surprisingly animated discussion took part between researchers, politicians, teachers and the public opinion. In many cases the educational researchers where accused of having it wrong and facts put forward even got ridiculed. Of course, it is a sign of a sound and vital society not just to uncritically accept facts and information produced by the research community, but when anecdotic evidence and common sense opinions seemingly are given the same weight in the public debate the legitimacy of research is at risk.In our paper, we will conduct a media analysis based on three traditional newspapers publication and online comments to our three media events. We will also investigate 20 of the most influential educational blogs for the same events. Departing from the notion of Niclas Luhmann that Mass media do not just depict social reality, but in a real sense produce it: ‘What we know about the world we live in we know through mass media’ (Luhmann 2009, p. 9) we will conduct an actor network theory analysis in which the techniques of linking and liking are treated as important for the production of the world as the facts and anecdotes (cf Latour 1987). The networks that are produced are considered not “as metaphors, but as socio-material performances that enact reality” (Fenwick 2010). We will firstly investigate if research comments on PISA and national assessments are discussed in a primarily positive way, a primarily negative (or seemingly falsifying) way or in a neutral or ambivalent way (see further Waldow 2017). Secondly, we will look at how these references are interlinked in the social media web. The paper will illustrate how in a post truth society scientific facts are re-negotiated in a manner in which ordinary techniques of producing valid knowledge (theory, research method, analysis, claims) doesn’t count in what makes valid knowledge in the eyes of the public. 
ER  - 

TY  - CONF
T1  - On the Educational Task of Mediating Basic Values in an Individualist Society
T2  - Education Abstracts
A1  - Samuelsson, Lars
A1  - Lindström, Niclas
PY  - 2016
SP  - 127
EP  - 128
LA  - eng
PB  - Aten : Athens Institute for Education and Research (ATINER)
KW  - basic values
KW  - evaluative profiles
KW  - conveying values
KW  - teacher education
KW  - value reproduction
KW  - individualism
AB  - Besides the task of conveying information, methods and skills to their pupils, teachers are also expected to mediate certain basic values, which may differ between different societies. Depending on which country we look at, this latter task is either implicitly taken for granted within the educational system or explicitly established in regulatory documents. In Sweden, for instance, the curriculum for the upper secondary school states that "[e]ach and everyone working in the school should… encourage respect for the intrinsic value of each person and the environment we all share. […] In accordance with the ethics borne by Christian tradition and Western humanism, this is to be achieved by nurturing in the individual a sense of justice, generosity, tolerance and responsibility" (see http://www.skolverket.se/publikationer?id=2975; accessed 2015-10-14). In this paper we are interested in the educational task of mediating such basic values in societies imbued with individualist values and attitudes. As a background, and for illustrative purposes, we use the results from the recurring "World Values Survey" (WVS) which maps the evaluative profile of citizens in about 80 different countries worldwide (http://www.worldvaluessurvey.org/wvs.jsp; accessed 2015-10-14). It has become common practice to present the results from WVS along two value dimensions: traditional versus secular-rational values, and survival versus self-expression values (see e.g. R. Inglehart, 2006, "Mapping Global Values", in Y. Esmer & T. Pettersson (eds.) Measuring and Mapping Cultures: 25 Years of Comparative Values Surveys, Leiden: Brill.). In general, secular-rational and self-expression values are representative of an individualist evaluative outlook, whereas traditional and survival values are representative of a more collectivist evaluative outlook. Hence, it is possible to use the results from WVS to roughly categorize countries as more or less individualist (generally speaking). The results from WVS reveal that Sweden – which constitutes our example of an individualist society – stands out as remarkably individualist in this respect (see http://www.worldvaluessurvey.org/ images/Cultural_map_WVS6_2015.jpg; accessed 2015-10-14). One important aspect of this individualist outlook is that values are commonly regarded as largely a private matter – something that should not be interfered with in the public sphere, e.g. in schools – a view often accompanied by a tendency to downplay the importance of ethical questions in general (see World Values Survey, Wave 6: 2010-2014; http://www.worldvalues survey.org/WVSOnline.jsp; accessed 2015- 10-14). Against this background we have investigated the evaluative outlook of 179 Swedish teacher students, using questions from WVS as a point of departure. The results indicate that these students do not differ to any significant degree from the Swedish population in general as regards their evaluative outlook, and yet they are supposed to mediate both individual and social basic values in their coming profession. The purpose of this paper is to make visible and problematize the tension between an individualist evaluative outlook – where one tends to diminish the importance of ethical questions and regard values as largely a private matter – and the ethical and educational task of mediating a set of basic values, and reveal some of the challenges that this tension poses for teachers and the educational system in general in more or less individualist societies.
ER  - 

TY  - JOUR
T1  - Studenters ämnesuppfattning och upplevelse av den verksamhetsförlagda delen av en slöjdlärarutbildning: En studie av studenters skriftliga inlämningsuppgifter
T2  - Techne serien - Forskning i slöjdpedagogik och slöjdvetenskap
SN  - 1893-1774
A1  - Hinnerson, Bo
PY  - 2021
VL  - 1
IS  - 28
SP  - 48
EP  - 63
LA  - swe
PB  - : NordFo, Nordiskt forum för forskning och utvecklingsarbete inom utbildning i slöjd
KW  - verksamhetsförlagd utbildning
KW  - lärarutbildning
KW  - slöjd
KW  - ämnesdidaktik
KW  - lärarpraktik
AB  - Denna artikelbeskriver den verksamhetsförlagda praktiken (VFU) i en slöjdlärarutbildning i Sverige. VFU är idag en del av en lärarutbildning som ska ge studenterna en handlingsberedskap för att bli professionella lärare, som idag ligger i en gränszon mellan akademisk kunskap och erfarenhetsbaserad professionskunskap.VFU bedrivs på fältet, en praktikplatsi grundskolan, där studenterna under 25 dagar möter den undervisningssituation de utbildar sig för inom slöjdämnet. Parallellt med VFU, skriver studenter texter i kursuppgifter som lämnas in och examineras i lärarutbildningen, det är dessa texter som utgör det empiriska materialet i artikeln. Syftet med artikeln är att ge insyn i och väcka frågor om studenters uppfattningar om sin verksamhetsförlagda praktik. Texternaanalyseras kvalitativt med tematisk analys och i materialet, söks mönster som beskriver praktikfältet utifrån studenterna utsagor genom att ställa följande forskningsfrågor till materialet: Vad och hur skriver studenterna om sin VFU och hur uttrycks synen på slöjdämnet under VFU praktiken och utbildningen?I texterna uttrycker sig studenter explicit om VFU och hur de reflekterar över sin praktik.Det går också i texterna analysera hur de implicit uppfattar ämnet slöjd. Vad som framkommer i texterna visar att studenterna har olika erfarenhet av att undervisa i slöjd och de beskriver sin VFU på skilda sätt. Många studenter är positiva över sin utbildning, men det finns också kritik och uppfattningar från VFU som kan påverka utbildningen och studenternas ämnessyn negativt. I analysen av resultatet från texterna, identifieras tre olika huvudsakliga sätt att beskriva slöjdämnet i det studenterna uttrycker. Dessa har tematiserats och beskrivs genom tre olika ”idealtyper” av studenter. De Produktorienterade, De Processorienterade och de Upplevelseorienterade studenterna
ER  - 

TY  - CONF
T1  - Podcasting and blogging - the way to learn?: Presented at the European Conference on Educational Research 2008 in Gothenburg Sept 10
A1  - Rasmusson, Maria
A1  - Sundgren, Marcus
A1  - Sahlin, Susanne
PY  - 2008
LA  - eng
KW  - ict
KW  - podcasting
KW  - blogging
KW  - education
AB  - Much research has been done in the area of distance and online education and the possibilities and obstacles connected to that kind of education (see for instance Jonassen, D., Peck, K. L. & Wilson, B. G., 1999; Jung, 2005; Salmon, 2004). New technologies have changed the conditions for distribution of distance courses the last decade. Learning management systems (LMS) of various kinds have been developed; podcast, wikis and blogs are enablers for enhancing flexible education. Little research is done on how students perceive the availability of podcasts and blogs for their learning and even less on the effects on students’ learning, if any (Bell et al, 2007; Boulos et al, 2006; Maag, 2006)? Podcasting refers to a technique to distribute a collection of digital media files over the Internet, often using syndication feeds, for playback on portable media players or computers. The term can refer to either the content itself or to the method by which it is syndicated. The media thus distributed can be either plain audio, video or a combination of audio and presentation slides, often called enhanced podcasts ). Blog is a portmanteau of “web log”, a website where the author publishes entries combining text, images and links to other sources related to its topic. The ability for readers to leave comments in an interactive format is an important part of many blogs. Mid Sweden University gives a course for students in teacher training and as inservice-training for teachers: “ICT and media as support for learning”. It is a distance course with one physical meeting in the beginning, and one at the end of the course. LMS, blogs and podcasts are used between these gatherings. In this course the students were offered to borrow a video-capable Ipod to give them options of Mobile Learning (mLearning). The study includes two groups of students, one group took the course the summer 2007 and a second group the summer 2008 which as of this writing hasn’t been held yet. Some of the on-campus lectures were provided as enhanced podcasts, and some additional lectures were only made available as podcasts. Another assignment required the students to comment on the course literature and lectures in the form of a blog entry. The students in the study group then commented on each others entries. An overall question is if educational providers should invest in Ipods and podcast productions? Does the benefits outweigh the costs and the efforts? The present study wants to investigate the student’s use of these features of the course. How did the students perceive the use of Ipods and podcasts in the course, and for their learning? How and how much did they use the blog, what characterized their blogging? As a theoretical framework the sociocultural theory was used. Learning is a social act that can be mediated between social beings through language, signs, genres or tools. Ipods and blogs can be seen as artifacts for learning from a sociocultural perspective. These tools can facilitate learning in a context relevant for the student (Säljö, 1999; Vygostky, 1978; Wenger, 1998).Methodology, Methods, Research Instruments or Sources UsedThis study was conducted with questionnaires and text analysis. We distributed an initial questionnaire to investigate the students expectations and their background. At the end of the course we conducted a second survey about their perceptions of podcasts in relation to their learning. Text-analysis were used for the student blogs (Coffin et al, 2006). Conclusions, Expected Outcomes or FindingsAn understanding about the students’ perceptions of podcasts and an outlook on how students can use blogs in a learning situation.
ER  - 

TY  - JOUR
T1  - Values in Student Teachers’ Educational Practice
T2  - Research in Higher Education Journal
SN  - 1941-3432
A1  - Sandström Kjellin, Margareta
A1  - Månsson, Niclas
A1  - Karlsson Vestman, Ove
PY  - 2009
IS  - 4
EP  - 4
LA  - eng
PB  - : Academic and Business Research Institute
KW  - fundamental values
KW  - goals to be attained
KW  - goals to aim for
KW  - teacher education
AB  - A qualitative, quasi-experimental study is described that had the aim to illuminate, by focussing the classroom dialogue, the relation between student teachers’ explicit and implicit values. Two groups of students participated in inquiries about the character of the classroom dialogue. The experimental group also participated in an intervention. The intervention implied that the students were taught to pay a lot of attention to those parts of the Swedish National Curriculum in which teachers’ explicit and implicit democratic values are focused. The result was that during the intervention, the students changed their values, but not only in a direction desired by the project. A conclusion is that, besides the intervention, also the practical work at schools affected the students’ understanding of the character of a desired classroom dialogue.
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TY  - CONF
T1  - Curriculum events: Class room discourses as part of curriculum discourse and regulation
A1  - Wahlström, Ninni
PY  - 2017
LA  - eng
KW  - classroom discourses
KW  - comparative didactics
KW  - curriculum theory
KW  - education
AB  - This paper covers both a brief general presentation of the project ‘Understanding curriculum reforms: a theory-oriented evaluation of the Swedish curriculum reform Lgr 11, Curriculum for the compulsory school,2011’ and an in-depth  study of classroom discourses in relation to whole-class teaching from a curriculum theory perspective (Deng & Luke 2008, Lundgren 1989). Based on background studies on transnational and national policy moves and the configuration of the Swedish curriculum reform into actual curriculum (Wahlström 2014, 2016, Sivesind & Wahlström 2016, Nordin & Sundberg 2016), a teacher survey with 1900 informants and 18 interviews with teachers regarding their experiences of the curriculum reform Lgr 11 has been conducted (Wahlström & Sundberg 2015).  Central for the project is a comparative classroom study comprising social studies (history, geography, religion and civics) in school year six in six classrooms in six municipalities, comprising 70 videotaped lessons.Theoretical and methodological approaches  The purpose of the present paper is to explore how the curriculum is enacted on the classroom level, in terms of ‘curriculum events’ (Doyle 1992). More specifically, the aim is to explore how the rationality of the curriculum structure and content transforms into the rationality of the classroom teaching: How can classroom discourse be understood as part of a wider context of curriculum? What different rationalities, linked to curriculum, may underlie teachers' choice of teaching repertoires?Drawing on Doyle (1992), pedagogy is not viewed as a neutral form of teaching methods, but rather as a combination of curriculum text and the discursive practice created in the classroom when a specific curriculum content is transformed to be the subject of actual teaching. The main unit of analysis is ‘tasks’, defined as a continuing theme that stretch over a sequences of lessons. A thorough framework has been worked out for the coding of the 70 lessons with reference to Alexander (2001) and Klette et al. (2005) as well as complementing with a coding of content.Key findingsThere are significant differences in the teaching repertoire between the start, the middle and the end of a curriculum task, despite the fact that all lessons in the data are considered as whole class teaching.  In the start and the end of a task recitation is a dominating teaching repertoire, while shorter individual work and assignment-driven work in pair or small groups are the most common teaching repertoires in the middle of a task. With reference to Skidmore (2006) and Molinari et al. (2013), I explore, why recitational approaches to teaching continue to be prevalent despite the obvious problems of this approach raised by classroom researchers. I elucidate how the IRF pattern can be understood from a Swedish standards-based curriculum perspective (Sundberg & Wahlström 2012). The significance of the paper is to conceptualise classroom research from a curriculum theory perspective to gain new insights on the influence of curriculum content for teacher's choice of teaching repertoires. 
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TY  - CONF
T1  - Flerspråkiga studenters förutsättningar att utveckla akademisk litteracitet inom högre utbildning
T2  - Litteracitet och lärande i högre utbildning
A1  - Dahlström, Helene
A1  - Norberg, Malin
PY  - 2023
SP  - 13
EP  - 13
LA  - swe
PB  - Sundsvall : Mittuniversitetet
KW  - education
AB  - Studier i högre utbildning ställer krav på att studenter förstår och kan skriva akademiskt, vilket för vissa studentgrupper kan vara en extra utmaning som exempelvis de studenter som inte har svenska som sitt första språk (Blomström & Wennerberg, 2021). Det har visat sig att det existerar en klyfta i förutsättningar att erövra akademisk litteracitet (AL) mellan förstaspråksstudenter och flerspråkiga studenter (Melander et al. 2022). Denna pågående studie syftar till att öka kunskapen om och förståelsen för hur studenter med svenska som andraspråk upplever sina förutsättningar att bli akademiskt litterata i högre utbildning. Forskningsfrågor som förväntas besvaras är: Hur beskrivs studenternas utbildningsbakgrund? Vilka förutsättningar för att utveckla AL beskriver studenterna att de fått från sin tidigare utbildningsbakgrund? Vilka förutsättningar för att utveckla AL beskriver studenterna att de får i nuvarande utbildning? Det empiriska materialet består av 20 individuella intervjuer med studenter i lärarutbildning som har svenska som sitt andra språk. En tematisk analys har genomförts. Resultaten visar hur studenterna upplever egna förutsättningar och vilka olika strategier de använder för att förstå och skriva akademisk text. Preliminära resultat indikerar att de flesta studenter upplever svårigheter att läsa och skriva akademiska texter, särskilt i början av studierna. Detta gäller även de med tidigare akademiska studier bakom sig. Vår preliminära slutsats är att dessa studenters beskrivningar och uppfattningar om förutsättningar att utveckla AL kan bidra till utveckling av lärarutbildningen och i förlängningen bättre möta upp uppdraget om breddad rekrytering (Prop. 2001/02:15), vilket skulle gagna såväl studenterna som samhället i stort.Referenser:Blomström, & Wennerberg, J. (2021). Akademiskt läsande och skrivande (Andra upplagan). Studentlitteratur.Mellander, E. Gustafsson, J-E., Lind, P., & Sundberg, G. (2022). ”Sverige måste krympa kunskapsgapet bland vuxna”. Dagens nyheter, 2 maj.Proposition 2001/02:15. Den öppna högskolan. Regeringens proposition, Utbildningsdepartementet.
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TY  - CONF
T1  - Hur förklarar man ett flummigt begrepp?: Didaktiska val vid konceptualisering avöppna begrepp i yrkeslärarutbildningen
T2  - Book of abstracts
A1  - Ekelin, Annelie
PY  - 2023
LA  - swe
KW  - didactic choices
KW  - work practice
KW  - conceptualisation
KW  - education
AB  - In recent times, the central concept of “a good judgment" or “professional judgement” has once again been on the back burner in the general debate about the transformation of work practice life. Not least in relation to renewed discussions of the role of artificial intelligence ( AI)  asking once again; who is really the smartest one – the humans or the machine?  Jonna Bornemark talked about the forgotten “human judgement” in her celebrated speech before the opening of the Swedish Riksdag in 2019, where she was questioning the lack of trust in the official's personal judgement skills. Gradually, the concept of “professional judgment” has been abstracted, discussed, and redefined, but it remains undefined and open for individual interpretation. However, the ability of making swift and informed decisions and choices in a stressful and narrow situation has always been relevant in most of the professions that vocational teaching is about. Concepts are also essential in the understanding of the practical knowledge as well as in the knowledge-theoretical base of the professional knowledge also including silenced or tacit knowledge.Hargreaves and Fullan (2013) divide professional knowledge in three different dimensions of professional capital, i.e.  human capital, social capital, and decision-making capital. All these parts are essential for a work practice of good quality. These could also be seen as vital parts of developing a “good judgment” as well as qualitative teaching. These dimensions are also important for analyses of didactic choices in a teaching- and learning situation about conceptualization of your own, embedded, and silent professional knowledge.Bornemark (2020) adds new aspects to the concept of judgment by talking about a “pactive judgment “and its need of space and agency in addition to dimensions of power. This new discussion based on a working life that is undergoing rapid transformation makes it interesting to empirically examine how it is used in the social discourse today; "if" and if so "how" the concept of “professional judgement” is used or linked to in the practices of vocational teachers didactics and in which contexts. It is not an easy concept to introduce and make understandable in the physical and virtual spaces where learning takes place today, which is why it would be interesting to perform a deep dive in this area.This abstract draws upon an ongoing pilot study, empirically based on ethnographic interviews and observations and constructive grounded theory. My presentation will focus on didactic choices and strategies concerning understanding of non-specific concepts and chosen by the teachers to create a god learning situation for their students. I will also give a brief overview of concept development within the subject area of work practice and technology and discuss the research connection of several central concepts within this research area which is of relevance for the vocational teacher program activities. The questions I would like to explore further in my study, are ongoing work, based on a few empirical examples, therefore the over-arching research question still is highly tentative and open for re-configuration.  • What conversation strategies, models, examples and or other forms of representation does the vocational teacher generally use in his teaching around elastic, practical concepts of knowledge, and how is a learning interaction stimulated and created in situ?• In which didactic contexts do vocational teachers talk about terms like “judgment “and “tacit knowledge” and how these links to a specific profession and a developed professional knowledge?• What different semiotic, multimodal resources such as writing, speech, gestures, or other illustrative instructions are used to introduce the concept of judgment in these contexts?• How are conceptual discussions like these handled within, for example, adult education, which has an increasingly large element of foreign-born students?• In what way can these activities be supported and developed? References:Bornemark, J (2019) Tal inför riksdagens öppnande, URL: https://volante.se/texter/jonna-bornemarks-tal-infor-riksmotets-oppnande-2/Bornemark, J(2020)Horisonten finns alltid kvar: Om det bortglömda omdömet. Stockholm: Volante FörlagJahnke, A: (2019) Utveckla utbildning: vetenskaplig grund, beprövad erfarenhet, tyst kunskap. Stockholm: Liber Haregreaves, A & Fullan, (2013) Professionellt kapital: att utveckla undervisning i alla skolor. Lund:StudentlitteraturPolanyi, M (1966) The Tacit Dimension, Garden City, New York: Doubleday
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T1  - Upper Secondary School teachers' didactic purpose and use of ICT: Why, how and which digital learning resources?
A1  - Gleisner Villasmil, Lena
PY  - 2022
LA  - eng
KW  - digital learning resources
KW  - upper secondary school teachers
KW  - education
KW  - ict
AB  - The aim of this study is to investigate how upper secondary school teachers' didactic purposes and use of digital learning resources can be characterized and categorized, and whether there is a correlation between purpose and use. In a digitalized school, teachers are constantly faced with didactic questions such as why, how and with the help of what the teaching is designed (Hudson, 2011). Understandings of teachers' didactic purposes and their use of digital learning resources is important because it can lead to improved opportunities for student learning (Agélii Genlott & Grönlund, 2016). Previous research indicates there’s a relationship between teachers’ pedagogical beliefs or purpose and their uses of digital learning resources (Sundqvist, Korhonen, & Eklund, 2020; Tondeur, van Braak, Ertmer, & Ottenbreit-Leftwich, 2016; Viberg, Mavroudi, Khalil, & Bälter, 2020).This study has a theoretic perspective based on Hudson’s (2011) theories of didactical design and new technology, that often emphasized why, how and which digital resources are used. An online questionary survey was used with statistics analyses using SPSS. Data was collected from a sample of 74 teachers at an upper secondary school in Sweden and analysed using exploratory factor, cluster, and correlation analysis. The findings are two factors regarding teachers' purposes, (1) the knowledge feedback purpose and (2) student motivating purpose. Three factors are given regarding how the teachers use digital learning recourses in teaching situations, (1) the student-communicating use, (2) the teaching-oriented use, and (3) the assessment-oriented use. The analysis provides five cluster groups of teachers, three of these teacher groups have strong purposes with their use of digital learning resources. Two groups of teachers have weaker purposes. Ten factors are given regarding the teacher’s evaluation about their skills and use of digital learning recourses. The findings from the correlation analysis indicates that teachers who know why they use digital learning resources also know how to use them in teaching.
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TY  - CONF
T1  - Trusting parents: The tale of two schools
T2  - Abstract Book
A1  - St John, Oliver
A1  - Ålander, Jonas
PY  - 2025
SP  - 405
EP  - 405
LA  - eng
KW  - trust
KW  - parents
KW  - expectations
KW  - collaboration
KW  - family support worker
KW  - parent-set meeting agendas
KW  - education
AB  - In Sweden, school personnel are given a strong curricular mandate to “cooperate with the pupils’ parents to develop school content and work together”. Despite the envisioned democratic and performative advantages of this mission, there is no approved universal practice for successful cooperation between school and home. Research also points to various factors hindering cooperative efforts and “schools struggle to promote an effective dialogue between teachers and parents around the educational support needs of the student” (Gerdes et al., 2022). Communicative and cooperative engagement is particularly difficult for many parents with immigrant backgrounds who are made vulnerable by majority cultural norms and resources. This presentation reports on a project that aims to understand and develop two schools’ strategic initiatives to strengthen their cooperation with parents and thereby improve conditions for pupils’ development and learning. One school’s model centres around the educational contribution of a family support worker (FSW) while the other school has developed a network of trust-building NET-meetings with a parent-set agenda as well as ambassadors who give parents a voice. Theoretical framework: Georg Simmel (1950) defines trust as “a hypothesis certain enough to serve as a basis for practical conduct” (p. 318). The notion of hypothesis clarifies that without comprehensive knowledge about a person we cannot rationally justify our actions in relation to the person. He describes trust as personal confidence or faith in another person that resolves the problem of partial knowledge by bridging the gap between available and unavailable knowledge. Simmel (1950) also teaches us that confidence given to others in a group is a morally potent force almost compelling recipients to live up to the trust invested in them.  Methodology/Research design: The project’s research design is practice-based with a commitment to depart from problems that schools are facing and develop practice to manage them. To capture the voices of both parents and teachers and explore respondent-relevant issues, a sequence of questionnaires, teacher written reflections, group and individual interviews build on each other successively to form a progressive and integrated research design. Expected findings: Both school’s cooperative models provide neutral ground, “outside-yet-inside” environments enabling parents to engage with school personnel, make parents visible in the school community and create conditions for parents to support their children with their schooling. Hope and trust among parents in the school as an institution is seen as mediated by the confidence of school personnel in parents as parents of the school’s pupils and as individuals, by open-ended dialogic engagement with parents and by parent networks.  Relevance to Nordic educational research: This presentation will help clarify Swedish conceptualizations of the educational turn to parents and promote greater understanding of its relevance internationally. Second, while the perspectives of parents are frequently absent in this research field, this study is committed to profiling the voices of parents on family – school issues. Third, while trust is rarely researched as a phenomenon in the field, this study aims to investigate the nature of trust and how it can be developed between schools and parents. 
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TY  - CONF
T1  - The Wing Chair: Where is the Critical in Literacy?
A1  - Wahlström, Ninni
A1  - Sundström Sjödin, Elin
PY  - 2018
LA  - eng
KW  - transactional realism
KW  - ant
KW  - critical literacy
KW  - education
AB  - The objective of this paper is to contribute to a contemporary discussion about new aspects of critical literacy and literature instruction by focusing on what might be seen as the critical in reading. Critical literacy theories (Freire & Macedo 1987; Luke & Freebody 1997; Janks 2013; Vasquez 2016) focus on the transformative aspects of learning, on learning as taking action and seeing oneself as an agent with self-empowering potential, whereby the learner is an active agent in transforming and acting upon his or her world: “[the world] is a problem to be worked on and solved” (Freire 1970/1993, in the foreword by Shaull). The critical, the urgency, and the value of literacy in critical literacy are in action in the subject-ness of education. It is about seeing oneself as a right holder and an equal citizen in a community, being drawn out into a world of communal existence (cf. Biesta 2014). In education, not least in literature education, there is always the potential of unpredictable critical moments in the student’s encounter with different forms of text situations.The purpose of this paper is to explore where the critical becomes burning and urgent, moral and political, challenging, transformative, and liberating in a text situation. The research question is: how can the critical in the sense of an urgency, a disturbance, a vibrant affectivity in the classroom be understood in an actual teaching situation? As Janks (2002) notes, we cannot know in advance which texts are dangerous for whom and how they will impinge on the diverse and multiple identities and identifications of the students in our classes” (p. 20). To emphasize the impossibility of determining in advance which situations can develop into textual experiences, we use the term “text situations” to mark the contingency in the concepts of text, reader, and reading. In the study, we trace specific actors in the networked activity that constitutes a delimited aspect of reading and literature instruction in a story from a closed ward in a detention home in Sweden. Theoretical frameworkThe paper is based on a view of reality that is “performance-based,” drawing on John Dewey’s piecemeal realism and the infinite meaning potential expressed through his carefully elaborated concept of experience. “The same existential events are capable of an infinite number of meanings” (Dewey 1981, p. 241). The endless potential of meanings in experience, as well as the temporality and contingency of space, have an affinity with the actor-network theory (ANT) understanding of “the social” as assemblages that exceed time and space in the performance of the social (Latour 2007). Thus, temporality and potentiality constitute an intersection between transactional realism and ANT (Authors 2017). Our interest centers on critical literacy, where reading is regarded as political action. From this perspective, the concept of literature, together with other art forms and aesthetic expressions, can be included in the concept of “radical aesthetics” (Thavenius 2005). Thavenius contrasts the function of literature in school: modest aesthetics, with its divide between the creative and the intellectual, with radical aesthetics, where difficult and hidden experiences are verbalized and emerge from curiosity and questioning, contradictions, and ambiguities. From the ability of radical aesthetics to portray the uncertain, unfinished, contradictory, and ambiguous in our experiences, it shares the characteristics of the critical.The study draws on a performative and relational conception of literature and reading, which refers to the notion that what constitutes the world is what is taking form and shape through its performance in webs of relations (Law 2004; Mol 1999). Poststructuralist theorists (e.g. Butler, 2008; Derrida, 2001) address not only the performativity of specific speech acts, but also in the construction and maintenance of identities in most communication and action. The concept of actor-network takes the notion that actors are produced in relations with performative effects and applies it to all materials, not only human and not only discursive (Law 2006). This provides an innovative analytical approach to how relations are created, mobilized, sustained, and challenged in various phenomena or practices, and it distributes agency to a provocative, wide range of actors. The hyphenated term “actor-network” refers to the reciprocity of the relations: actors and the network are mutually co-constructed; an actor becomes an actor when participating in the network; and the network is only kept in place because of the actor's participation (cf. Latour 2007). According to Johnson and Vasudevan (2012), current definitions of critical literacy need to be expanded to include a performance lens that recognizes embodied texts and responses (p. 35). Students perform critical literacy in ways that “are underrecognized, may defy rationality, or transgress teacher expectations for the politically correct or classroom appropriate” (p. 35; cf. Janks 2002). In this paper, we argue in line with Johnson and Vasudevan (2012) that “the critical” is performed in transactions between human and nonhuman actors in specific situations. It becomes possible to trace where these situated experiences are actually performed by exploring the assemblages of actors operating as mediators in creating the social in a situation. The critical effect is not a merely human activity; it is performed in the networked relations of whatever actors – human, discursive, and material – through which the critical can emerge. 
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T1  - Gendered Networks: On power and gender in Acade
T2  - Gender and education, konferensbidrag. 27-29/4. Exeter, Storbritannien
A1  - Gustafsson, Jan
A1  - Angervall, Petra
A1  - Silfver, Eva
PY  - 2011
LA  - eng
KW  - gender
KW  - career
KW  - teacher education
AB  - This paper takes as a starting point the complexities and proposed changes of contemporary power relations within academia recognised throughout the Western world. For example, it is said that ‘traditional’ gender relations are losing ground as growing numbers of women position themselves in e.g. educational research (Murray & Maguire, 2007; Arnesen et al., 2008; HSV, 2008). However, the pattern is still that men occupy more senior positions (Ducklin & Ozga, 200; Kurtz-Costes et al., 2006; Silander, 2010). Notwithstanding, institutions are influenced by a growing performative discourse, which might affect the dominating power and gender relations in research work (Acker, 2008). Our paper presents preliminary findings from a Swedish research project, Gender and career in academia, the main aim of which is to develop knowledge about gender and other power relations within universities. Six academic institutions were selected to present a variety of departments of education/educational sciences according to location, size, major orientation, traditions, and externally funded research. We also interviewed approximately 120 doctoral students and junior researches, in order to map structures, positions and relations within research groups, and in doctoral programmes (Smith, 2005). Theoretically, we draw on Ball’s (2008, 2009), Rhodes’ (1997) and Newman’s (2001) ideas of governance and networks in institutional contexts. It is argued that academic institutions, departments and milieus vary with regard to social and economic capital (Bourdieu, 1986; Field, 2009; Lin, 2002), used as resources for power. These resources promote certain networks and groups before others, they condition scientific interests, and how positions are given and ordered, i.e. they enable different careers. We further agree with Connell (1996, 2002) and others who underline that gender can be performed differently depending on contexts, i.e. the power and gender regimes do not automatically follow the prevalent gender order. In this paper we focus on one of the six selected academic institutions. The aim is to show how individual and collective resources are provided and used from a power and gender perspective. A preliminary analysis shows that subject discipline, research traditions and external funding influence junior researchers’ possibilities to access networks and other career productive resources. Also, former supervisors are found to act as gatekeepers to networks and capital which condition career paths. Notions of gender and other social categories impact on junior researchers’ possibilities to be seen as ‘promising’ researchers with potentials to make a successful career.
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T1  - Gaining new understanding in teacher written feedback for adult L2 beginners: Towards intersubjectivity in the light of the “fusion of horizons”
A1  - Jakobson, Liivi
PY  - 2019
LA  - eng
KW  - feedback for adult beginner l2-students
KW  - interaction
KW  - teacher feedback practices and beliefs
KW  - student preferences
KW  - utbildning och lärande
KW  - education and learning
AB  - As a result of increasing migration worldwide, there are many newcomers to L2 classrooms who starttheir learning at pre-beginner proficiency levels creating a need for developing further supportivepedagogical feedback strategies (Jakobson, 2018). This study highlights the need for further research onfeedback as an important pedagogical resource, especially in adult beginner-learner contexts.The hermeneutic dialogue or interaction is based on the concept of “the fusion of horizons” (Gadamer,2010). Following this notion, this study focuses on teacher written feedback from three perspectives: 1.Teacher feedback practices, 2. Teacher beliefs about feedback, and, 3. Student preferences concerningfeedback. Using questionnaires for both teachers and students together with a feedback analysismodel, the study was conducted in a web-based Swedish-as-a-Second-Language course and includedthree experienced teachers and their beginner-level L2 students of culturally diverse backgrounds.Unlike previous studies, in this study, the focus, i.e. what the teachers focus on in comments, is distinguished from manners, i.e. how the teachers communicate with the students. Thus, response isdivided into two main areas, focus and manner. Feedback analysis revealed that teachers focused onlanguage accuracy. Even if there were discrepancies and variations between teachers about theirpreferences, they found questions to be one of the most important manners of giving feedback, thoughdifficult to formulate. Data from questionnaires showed that a large majority of students chosefeedback on grammatical structures as their first priority, while feedback on content and spelling wereseen as less important areas. The students generally valued all feedback manners, but clearly preferredspecific praise and specific criticism. It is suggested that there is a need to establish an open teacherstudent dialogue in a web-based context in order to facilitate effective interaction. Not only is a betteralignment between students’ expectations and teachers´ practices and beliefs required but also effortsto open ways for new understanding.Keywords: feedback for adult beginner L2-students, interaction, teacher feedback practices and beliefs,student preferencesReferencesGadamer, H.- G. 2010 [1960]. Wahrheit und Methode. Grundzüge einer philosophischen Hermeneutik.Tübingen: Mohr Siebeck.Jakobson, L. (2018). Teacher written feedback on adult beginners’ writing in a second language.Research gaps and theoretical perspectives. ITL - International Journal of Applied Linguistics, 169, 235–2
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T1  - Principles of legitimacy in upper secondary schools’ building and construction program
A1  - Sandberg, Josephine
PY  - 2025
LA  - eng
KW  - education
AB  - FramingPrevious research indicates that vocational teachers experience that they are not attributed legitimacy by their colleagues and are considered less reputable (see e.g. Muhrman, 2016; von Schantz Lundgren, 2008). Against thisbackdrop, the ongoing thesis aims to explore and problematize principles for the legitimacy of vocational teachers within the college of upper secondary schools’ building and construction program. The study is guided by the overall research question: What principles condition the intercollegiate legitimacy of vocational teachers? The following questions support the overall research question: What areas of internal qualities do vocational teachersemphasize as important for recognition? How do norms and power relations emerge as essential for the legitimacyof vocational teachers? How is the legitimacy of vocational teachers created, challenged and maintained? The theoretical framework of the study is based on Weber's (1987) definition of legitimacy, positioning theory and Connell and Pearse's (2015) dimensions of gender relations.Methods or methodologyThe methodology of the study is based on an ethnographic approach, which provides the opportunity to investigate a particular phenomenon in a multifaceted way (cf. Bryman 2008). The methods used for collecting empirical data were participant field observations, which included informal conversations, and semi-structured interviews. The observations were carried out at a building and construction program at a large upper secondary school in southern Sweden. In total, thirteen vocational teachers, four subject teachers and seven members of the school health team participated in the study. However, the focus of the study was on the actions of the vocational teachers.Results or expected outcomesTwo principles of legitimacy have been identified; I) Mentorship: Due to their close relationship to vocational students, vocational teachers are entrusted to help colleagues manage messy classrooms; II) Collegial positioning: The vocational teachers display ambivalent and conflicting approaches depending on context. They are easy and unfiltered with peers, while they in formal collegial settings change their approach. By maintaining and challenging different gender-coded ideals associated with being a teacher but also a construction worker, the vocational teachers can create conditions for legitimacy within the college (cf. Connell & Pearse 2015).References – only the most important referencesBryman, A. (2008). Samhällsvetenskapliga metoder. Liber.Connell, R. & Pearse, R. (2015) Om genus (3 uppl.).Daidalos.Muhrman, K. (2016). Inget klöver utan matematik: En studie av matematik i yrkesutbildning och yrkesliv. [Doktorsavhandling, Linköpings Universitet].Von Schantz Lundgren, I. (2008). Det är enklare i teorin… Om skolutveckling i praktiken: En fallstudie av ettskolutvecklingsprojekt i en gymnasieskola. [Doktorsavhandling, Växjö Universitet].Weber, M. (1987). Ekonomi och samhälle: Föreståendesociologins grunder. Argos.
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T1  - Newly arrived pupils and translanguaging
A1  - St John, Oliver
PY  - 2016
LA  - eng
KW  - education
AB  - Title: Newly arrived pupils and translanguaging General abstract of the presentation (English) (max. 150 words)including the aims/objectives of the research, the methodology, the results, and the main conclusions and/or implications for practiceThe urgency to include immigrant children in schools is currently one of Europe’s most critical challenges. This presentation reports on a project designed to promote the language development and school subject knowledge of newly arrived pupils so that they can qualify for upper secondary schooling. Project aims include exploring school inclusion policy and practices and developing and implementing effective pedagogical approaches and provision.Methodologically, Bakhtinian dialogism in joint operation with conversation analysis provide the analytical tools. The project design combines focused observation, focus group interviews, stimulated recall and focus group dialogues.Preliminary results indicate the need to think beyond the traditional either language induction classes or direct integration scheme, the importance of cultural knowledge about pupils’ ways of reasoning for meaningful instruction and the advantages of engaging parents actively in their children’s schooling. Conclusions highlight solutions which are sensitive to local conditions and the human needs of newly arrived children.  Detailed abstract How is this study founded by theory and/or how does it originate from practice? (max. 200 words)In Europe today, the learning conditions for newly arrived pupils gives cause for deep concern (Bunar, 2015). In Sweden, migrant children have the right to mother tongue instruction, but in Europe this is the exception rather than the rule (Siarova & Essomba, 2014). Despite report recommendations to value and make pedagogical use of newly arrived pupils’ language resources (e.g. Skolverket, 2014), multilingual education in Europe is still largely dominated by monolinguals norms and practices. Content and language integrated teaching has gained considerable educational support, but teachers in multicultural classroom lack ways of working with the language that builds up the subject they teach. Without the strategic pedagogical use of pupils’ current linguistic knowledge in learning a new language and without a focus on the language challenges of teaching school subjects, newly arrived pupils are likely to fall well below their potential levels of development and national curricular goals. Despite pockets of innovative practice and success, knowledge about how newly arrived pupils can best be received and included is currently limited. This study is rooted in practice; it is a response to the struggle of newly arrived pupils to be included.  What are the central research goal(s), problem(s) and/or question(s) in this study? (max. 150 words)The central research goals of this project are to: 1.                         Explore the views and practices prevalent in schools and local educational authorities regarding the inclusion of newly arrived children’s language resources in order to learn about the ways in which these institutions provide for newly arrived children in their vicinities and identify potential areas of further development. 2.                         Investigate the communicative practices characterizing interaction between newly-arrived pupils with teachers and peers with the goal of gaining understanding about the way pupils’ current linguistic repertoires and communicative competences relate to their additional and academic school language learning processes. 3.                         In cooperation with the partner schools, develop and implement effective school-based policy and classroom practice for including such pupils in instructional activity and school life. 4.             Explore and possibly strengthen the pedagogical usefulness of translanguaging for supporting newly arrived pupils in their efforts to master additional and academic languages in schools. Which research design  did you use in this study and which methods did you use to analyse the data (i.e. subjects, instruments/intervention and procedure)? (max. 200 words)The methodology of this project is framed by an educational research design (McKenney & Reeves, 2012) in that researcher and practitioners innovate pedagogical approaches collaboratively. There is an aspiration to bring both external analyst and school participants into research cooperation in order to critically evaluate the current programme and elaborate creative thinking and approaches informed by the project learning experiences. The data generating methods include overlapping phases of focused observation, focus group interviews and stimulated recall.   The purpose of the observation is to generate key issues and questions for the focus group interviews and critical incidents for stimulated recall analysis. Focus group interviews and stimulated recall are, in turn, intended to guide the development of thinking and strategy for language development and inclusion work alongside newly arrived pupils. With regard to such development, focus group dialogues are envisaged as joint forums for reasoning together and decision making geared to strengthening the educational provisions for newly arrived pupils.With regard to data analysis, Bakhtinian concepts (appropriation, addressivity, multivoicedness, interillumination) proceduralized by conversation analysis make possible analysis of both situated interactional meaning making and the significance of the surrounding spheres permeating the lives and competences of newly arrived children.  What are the results of this study? (max. 150 words)Orientation interviews are currently yielding insights into the local reception processes and provision for newly arrived children. Interviewees highlight the need to think beyond the traditional policy of either language induction classes or direct integration provision, the importance of cultural knowledge about pupils’ ways of reasoning for meaningful instruction, the advantages of engaging parents actively in their children’s schooling, the priority to profile newly arrived pupils on teacher education agendas.Preliminary results from a pilot study demonstrate the potential of translanguaging for talking inventively and understanding in two languages. At the same time, there is a need to maintain a balance between the affordances of multilingual communication practices without diminishing the systematic constraints that make possible the context-transcendent meanings of language. The study also attests to the importance of attending to the interactional work between multilinguals and recognizing that doing multilingual language is always configured into a larger multimodal framework.   What are the main conclusions of this study? (max. 100 words)Conclusions so far, point to the need for nuanced solutions. For example, school personnel are challenged to ride the tensions between treating newly arrived children like everyone else and making special organization and pedagogical provisions for their education. With regard to translanguaging as communicative performance and pedagogy, the crucial question appears to be not whether to translanguage or not, but rather when to translanguage and when to maintain target language use and support. Translanguage as linguistic facilitation can involve simplifying the (linguistic) task which may be counterproductive to the learning challenges teachers through tasks invite learners to engage with.  Who (should) use the results of this study and how do the results contribute to the improvement of educational practice?  (max. 150 words)The results of the study should be used by the partner schools to develop meaningful ways of supporting the language and subject learning of the newly arrived pupils in their care. The knowledge gained from investigating partner schools is expected to impact the attitudes of educators, school policy and classroom methods towards enabling newly arrived children to succeed at school.Teacher education is seen as a key target. To make a long-term difference to the inclusion of newly arrived children, it is vital to find ways of transferring project findings to pre-service and in-service courses so that teachers become aware of the complex educational conditions newly arrived pupils introduce and are able to create opportunities to enable them to succeed.The results of the study should contribute internationally. There is a tremendous need to share experiences across national borders of what policy and practices may be context-specific and what context-transferable.    How are you planning to make your session interactive?  (max. 100 words)The following methods could be considered as ways of increasing interactivity in your sessions: Ask delegates to predict answers or results to the research questions; before elaborating your central concept, ask delegates for their ideas and/or experience with the concept; 'demonstrate' your research or treatment by distributing the questionnaires you used or by including video clips of the study set-up; ask delegates to offer explanations for your findings; ask delegates to think about any implications for practice; invite some participants in your study to take part in the sessions, for example, by Skype; give out tasks to delegates, for example, let them brainstorm the topic or research question; organise a small pair discussion about your results; use Twitter with a hashtag; present statements or polls to delegates and ask them to vote ‘for/against’; ‘yes/no’; ‘green/red’. Besides seeking to maintain a high level of eye contact, I will also begin by showing five engaging statements about newly arrived pupils which delegates should respond to and discuss in various configurations (e.g. by moving to 'ag
ER  - 

TY  - JOUR
T1  - Engelska på fritiden och engelska i skolan: en omöjlig ekvation?
T2  - Educare
SN  - 1653-1868
A1  - Sundqvist, Pia
A1  - Olin-Scheller, Christina
PY  - 2015
VL  - 1
SP  - 53
EP  - 71
LA  - swe
PB  - Malmö : Malmö högskola
KW  - motivation
KW  - språkinlärning
KW  - engelska
KW  - demotivation
KW  - lärarutbildning
KW  - språklärare
KW  - undervisning
KW  - self-empowerment
KW  - egenmakt
KW  - lärarlyftet
KW  - kompetensutveckling
KW  - english
AB  - The present article explores challenges facing English language classrooms in Sweden and elsewhere due to new informal out-of-school language learning settings created by the current media landscape. The article also discusses the empowerment of teachers and teachers’ perceived ability to bridge the gap between the English used in school and the English used outside of school (extramural English) in various activities (blogging, playing digital games, watching TV/films etc.). Generally young people engage in extramural English activities on a voluntary basis and because of a specific interest; that is, they do not commonly do it for the purpose of language learning. As a consequence, they may become discouraged and demotivated during English classes in school. After an extensive literature review about motivation/demotivation in second language learning in general, and the current media landscape in relation to English language learning in particular, this article discusses problems with learner demotivation, the empowerment of teachers, and the development of teaching practices in order to meet the new challenges. The discussion draws on the authors’ experiences of in-service training programs (related to language teaching methodology) and on the results of a small-scale survey carried out among English teachers participating in Boost for teachers (Lärarlyftet).
ER  - 

TY  - CONF
T1  - Swedish preschool teachers’understandings of the concept of Teaching a narrative life story study
A1  - Henriksson, Jenny
PY  - 2021
LA  - eng
ER  - 

TY  - CONF
T1  - Fish ART & sperm performance
A1  - Kvarnemo, Charlotta
A1  - Green, Leon
A1  - Svensson, Ola
A1  - Lindström, Kail
A1  - Schöld, Sofie
A1  - Griful-Dones, Marina
A1  - Havenhand, Jonathan N.
A1  - Leder, Erica
PY  - 2023
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - In species with alternative reproductive tactics (ART), parasitically spawning males have larger testes and greater sperm numbers as an evolved response to a higher degree of sperm competition. But do they also have higher sperm performance? We used sand gobies to test if it differs between breeding-coloured and sneaker-morph males. We compared sperm motility, velocity, longevity, morphometrics and gene expression of testes between the two morphs. We found 109 transcripts differentially expressed between the morphs. Notably, several mucin genes were upregulated in breeding-coloured males and two ATP-related genes were upregulated in sneaker-morph males. There was partial evidence of higher sperm velocity in sneaker-morph males, but no difference in sperm motility. Sand gobies have remarkably long-lived sperm, with almost no decline in motility and velocity over 22 hours, but again, this was equally true for both morphs. Sperm length did not differ between morphs and did not correlate with sperm velocity for either morph. Thus, other than a clear difference in testes gene expression, we found only modest differences between the two male morphs, confirming previous findings that increased sperm performance as an adaptation to sperm competition does not appear to be a primary target of evolution.
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TY  - CONF
T1  - Grammatikundervisning för alla kunskapsformer
T2  - Abstraktbok
A1  - Malmsten, Solveig
PY  - 2023
SP  - 32
EP  - 33
LA  - swe
KW  - grammatikdidaktik
KW  - svenska
KW  - lärarutbildning
AB  - Sedan Bolognareformen ska högre utbildning i Sverige ge kunskap i tre former som benämns kunskap och förståelse, färdighet och förmåga samt värderingsförmåga och förhållningssätt. Denna indelning i kunskapsformer har kritiserats som led i en likriktning och målstyrning av högre utbildning (Persson 2019), men har som utbildningsfilosofisk idé potential att bidra till utbildningars hållbarhet (Gustavsson 2009). Detta föredrag diskuterar i vilken utsträckning medveten satsning på alla tre kunskapsformer kan göra grammatikundervisning angelägen för lärarstuderande på ett sätt som bäddar för social hållbarhet i skolans svenskundervisning.Utgångspunkten är en undervisningsmodell som under tre år utprövats inom ämneslärarprogrammet med inriktning svenska. Studenterna möter där lingvistiska metakoncept (van Rijt m.fl. 2022) från klassisk grammatik, SFL och stilistik. Varierade arbetssätt bidrar till ämnesdidaktisk kompetens genom parallellprocesser (Billing & Lundegård 2019). Grammatikundervisningen kontextualiseras (Myhill m.fl. 2012; Kabel & Bjerre 2020) men framställs inte enbart som ett led i svenskundervisningens vanliga färdighets-, process- och genrediskurs (Ivanič 2004; Sturk & Lindgren 2019). I stället diskuteras löpande hur grammatiska kunskaper även kan gynna en socio-politisk diskurs. Undervisningsmodellens potential för de olika kunskapsformerna har utvärderats genom deltagares skriftliga reflektioner under kursens gång samt intervjuer med ett urval deltagare från olika kurstillfällen. En tematisk analys (Braun & Clarke 2006) av materialet visar vissa skillnader i deltagarnas behållning. Majoriteten tycks emellertid, i likhet med Denhams (2020) slutsatser, förutom kunskaper om svenskans grammatik uppnå förståelse för språklig variation, textanalytiska färdigheter, grammatikdidaktisk förmåga – samt en värderingsförmåga och ett förhållningssätt som kan stötta deras framtida elevers kritiska litteracitet och språkliga ansvarstagande för jämställdhet och demokrati.
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TY  - CONF
T1  - Discursive Timeline Analysis: In search of methodological rigor in investigating interactional and professional development in a digital world
A1  - Sert, Olcay
PY  - 2023
LA  - eng
KW  - longitudinal research
KW  - discursive timeline analysis
KW  - conversation analysis
KW  - interactional ethnography
KW  - professional development
KW  - teacher education
KW  - reflective practice
KW  - digital tools
AB  - Tracking interactional phenomena over a long period of time to document change of discursive practices has been a methodological challenge for applied linguists. Researchers who have explored language learning (e.g. Pekarek Doehler 2018) and professional development (e.g. Nguyen 2018) over time have fuelled the birth of a new methodology called longitudinal conversation analysis (Deppermann & Pekarek Doehler 2021). Yet, conversation analysts shied away from integrating interviews and other discursive data into investigations of interactional and professional development, due to methodological and epistemological concerns. Closing the doors to alternative perspectives can, however, become a barrier to innovation, especially when we consider that discursive events are complex and go beyond locally-situated performances of professionals (e.g. teaching in classrooms). Driven by the need to understand the complex discursive dynamics of professional development in settings where digital tools assist knowledge co-construction, this presentation will propose a novice methodological approach, Discursive Timeline Analysis (DTA), which draws on complementary tools of multimodal conversation analysis (e.g. Mondada 2018) and interactional ethnography (Green et al. 2020). DTA tracks behavioural change over time through a systematic analysis of discursive practices (e.g. classroom interactions, collegial dialogues, reflective text and talk). In this presentation, I will illustrate how I navigated the limitations of MCA and IE when they are used in isolation. The study draws upon video recordings of classrooms in upper secondary classrooms in Sweden, performance analytics from a video-tagging app, interviews with teachers and mentors, stimulated recall data, and written reflections of student teachers. I will explicate the processes and decisions involved in the analyses of teachers’ change of classroom interactional practices over time when they use digital tools for reflection and feedback. Methodological shortcomings and potentials will be discussed, and implications for using this method in other areas of applied linguistics will be given. Keywords: longitudinal research; conversation analysis; interactional ethnography; professional development; digital tools; reflective practice ReferencesDeppermann, A., & Pekarek Doehler, S. (2021). Longitudinal conversation analysis-introduction to the special issue. Research on Language and Social Interaction, 54(2), 127-141. Green, J.L., Baker, W.D., Chian, M.M., Vanderhoof, C., Hooper, L., Kelly, G.J., Skukauskaite, A., & Kalainoff, M.Z. (2020). Studying the over-time construction of knowledge in educational settings: A microethnographic discourse analysis approach. Review of Research in Education, 4, 161–194.  Mondada, L. (2018). Multiple temporalities of language and body in interaction: Challenges for transcribing multimodality, Research on Language and Social Interaction, 51(1), 85-106. Pekarek Doehler, S. (2018). Elaborations on L2 interactional competence: The development of L2 grammar-for-interaction. Classroom Discourse, 9(1), 3-24.thi Nguyen, H. (2018). A Longitudinal Perspective on Turn Design: From Role-Plays to Workplace Patient Consultations. In: Pekarek Doehler, S., Wagner, J., González-Martínez, E. (eds) Longitudinal Studies on the Organization of Social Interaction. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-57007-9_7
ER  - 

TY  - CONF
T1  - Hur självständiga är studenter när de genomför sina självständiga arbeten?: En jämförelse mellan journalist- och lärarutbildning i Ryssland och Sverige
T2  - NU2016 Högskolan i samhället - samhället i högskolan
A1  - Gullö, Jan-Olof
A1  - Magnusson, Jenny
A1  - Goldenzwaig, Gregory
PY  - 2016
LA  - swe
PB  - Malmö
KW  - östersjö- och östeuropaforskning
KW  - baltic and east european studies
AB  - Syftet med denna konferenspresentation är att redovisa erfarenheter från ett pågående forskningsprojekt som undersöker hur begreppet självständighet förstås och användas på olika nivåer, i olika utbildningsprogram i högre utbildning. Undersökningen är fokuserad till två utbildningsprogram: journalist- och lärarutbildning, i två olika länder: Ryssland och Sverige. Sedan Bolognadeklarationen 1999 har begreppet självständighet fått stor betydelse inom den högre utbildningen. Detta inte minst när det gäller det självständiga arbete som alla studenter på kandidat- och masterutbildningar måste genomföra för att kunna ta ut in examen. Självständighet är dock ett begrepp som kan tolkas på olika sätt i olika sammanhang. Eftersom självständighet är ett centralt begrepp i många styrdokument på olika nivåer är det rimligt att utbildningens praxis, alltså hur undervisningen genomförs, påverkas av hur självständighet som begrepp förstås och används. Tveksamheter i hur självständighet kan förstås och används i praktiken kan leda till osäkerhet och kan till och med vara ett hinder för studentutbyte och även försvåra internationell jämförbarhet i enlighet med intentionerna i Bolognadeklarationen. I projekts studeras hur studenters självständighet kommer till uttryck när de genomför sina självständiga arbeten. Projektet genomförs i tre delstudier: för det första genom att studera lokala styrdokument, för det andra genom att undersöka interaktionen mellan lärare och studenter i samband med handledning och för det tredje genom att undersöka tillsynsmyndigheters och studenter åsikter och uppfattningar om självständighet. Den teoretiska ramen för studien är sociokulturell, där sammanhanget för att skriva ett självständigt arbete är av särskild betydelse. Projektet studerar både makroperspektiv genom analys av styrdokument, och mikroperspektiv genom analys av interaktionen vid faktisk handledning. Dessutom har projektet en jämförande ansats, med fokus på skillnader i ideologiska eller värdebaserade perspektiv mellan de två länderna. En uttalad målsättning är att projektet ska bidra till att fylla kunskapsluckor och utveckla teoretiska ramar om just studenters självständighet i samband med handledning av självständiga arbeten. En annan målsättning är att projektet också ska bidra till att ge verksamma lärare i högre utbildning en teoretisk grund och ett meta-språk för att diskutera och lyfta iakttagelser från sin egen praxis i samband med handledning av självständiga arbeten, vilket i sin tur bör leda till pedagogisk utveckling. Ytterligare en målsättning är att projektet ska bidra med ny kunskap till forskningsområdet högre utbildning och internationalisering. Projektet är beräknat att pågå fram till 2018. 
ER  - 

TY  - JOUR
T1  - Compulsory higher education teacher training in Sweden: development of a national standards framework based in the scholarship of teaching and learning
T2  - Tertiary Education and Management
SN  - 1358-3883
A1  - Lindberg-Sand, Åsa
A1  - Sonesson, Anders
PY  - 2008
VL  - 2
IS  - 14
SP  - 123
EP  - 139
LA  - eng
PB  - : Springer Science and Business Media B.V.
AB  - Today visible proofs of excellence in teaching and learning are increasingly important aspects of institutional branding in higher education (HE). Teaching competence is brought forward as a central aspect of the quality of programmes. Still, the induction of new university teachers is managed in many different ways. Approaches may vary according to how teaching competence is perceived; as growing from practice only, requiring formal courses or, for instance, outlined in the Scholarship of Teaching and Learning (SoTL) movement. In Sweden, the HE Ordinance from 2002 states that to get permanent positions, lecturers should have completed Compulsory HE Teacher Training (CHETT). The size and organisation of the courses were not regulated in the Ordinance and institutional practices varied. In a three-year project intended learning outcomes for CHETT was suggested. These outcomes are based on SoTL and linked to an estimated workload of 10 weeks. Based on a national survey in 2006, institutional responses to the proposals are analysed.
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TY  - CONF
T1  - The Ecology of the Aesthetics: the academisation and digitalisation, or'amateurisation' of the Swedish school subjects Art and Sloyd?
T2  - ECER Programme
A1  - Wikberg, Stina
A1  - Westerlund, Stina
A1  - Jeansson, Åsa
A1  - Erixon, Per-Olof
PY  - 2021
LA  - eng
KW  - academisation
KW  - digitalisation
KW  - arts education
KW  - educational ecology
AB  - While Swedish schools and teacher education under global influence adapt course content and teaching to what is measurable in internationalknowledge tests, other processes are proceeding, partly in the opposite direction. This project intends to address two of these oppositeprocesses: the academicization and the digitization of school and teacher education, and in particular their impact on the school subjects Art andSloyd.The academisation of teacher education has created a broader research connection and a stronger scientific basis for school, supported by theSwedish School Act (Erixon Arreman 2008; SFS 2010: 800). This has led to a strengthening of text-based knowledge in both Art and Sloyd,subjects previously primarily based on action and experience-based knowledge (Borg 2007; Lindgren 2008; Carlgren 2015), in which the abilityto process, investigate and form material develops over time. Also, and unlike most other school subjects, Art and Sloyd are not connected to anacademic discipline. Therefore, the scientific basis for them is not clearly defined, and therefore more vulnerable to external pressure.When more and more of the content of school subjects in the academisation process is mediated by written text, or when screen and keyboardreplace paper and pen, school subjects like Art and Sloyd change more than school subjects already strongly mediated by text. From aneducational ecological perspective (Bateson 1972; Goodlad 1997), the situation can be described as disrupting the ecological balance in thesubjects.Theoretically, the project is based on an ecological perspective on education (Bateson 1972; Goodlad 1997). We consider the Aesthetic subjectsArt and Sloyd as living ecologies in interaction with surrounding parts of an extensive education system. The ecology, or ecosystem, consists ofinstitutions with special functions, rules, activities, goals, and people with different roles. An ecological way of understanding change considersthe procedural process and the fact that parts of the system always interact and affect the system as a whole in ways that may not initially beobvious. Overall, the concept of boundary crossing (Akkerman & Bakker 2011) is used to analyze how transfers of epistemologies andknowledge, under the influence of academia and digitalisation, occur across boundaries in educational ecology and the consequences it has (cf.Svenkerud et al, 2018). Furthermore, the project is based on media ecology as a way of understanding the impact of digital technologies ineducational contexts (Erixon 2015). New technology not only add something, but change the entire environments (Postman 1970); reshapesthinking and perception as well as what roles and actions are possible. At the same time, new and old technologies interact like different speciesin the ecosystem and compete for space. Changes in the ecosystem, evolution, occur not as one might think gradually, but in more unexpected,punctuated equilibrium, which violently displace the balance, in analogy with Kuhn's paradigm shift (Eldredge & Gould 1972; Erixon 2015).In summary, the purpose of the project is to study how academicization and digitization of education create new conditions for the schoolsubjects Art and Sloyd, in compulsory school and teacher education. The aim is broken down in the following research questions:1. What characterizes the processes of change in academia and digitization in the subjects Art and Sloyd?2. What consequences will the academicization and digitalisation have for the subject content in Art and Sloyd?3. What possible teacher positions are created by the academicization and digitization of Art and Sloyd?4. What space is there for aesthetic and practical forms of knowledge in today's educational ecology?Methodology or Methods/ Research Instruments or Sources Used: Neither quantitative nor qualitative data per se is sufficient to capture the complexity of the problem area. Therefore, several methods will beused, in a mixed methods sequential explanatory design (Ivankova, Creswell & Stick 2006). The study is based on three sub-studies: In the firstsub study (1), a document study, the background of the academicization and digitization of the Swedish education system (from compulsoryschool to teacher education) is mapped and analyzed, with a focus on significance for the subject’s Art and Sloyd. The method is criticaldiscourse analysis (CDA) (Fairclough 2010) and the material consists of policy documents and debate articles from teachers' union journals anddaily press. The second sub study (2) a survey study, aims to map the Art and Sloyd teachers' perceptions of what characterizes the changeprocesses academicization and digitization of the respective school subject, as well as the consequences the change processes have for thesubject content in Art and Sloyd. Quantitative data is then collected and analyzed to identify relationships and provide a general understanding ofthe research problem. The results are then used to design a qualitative case study, which can explain, develop and deepen the quantitativeresults. A case study involves an exploration of a system or one (or more) case over time, through a detailed, deep data collection using multiplesources of information, rich in context (Merriam 1998). The third sub-study (3) is an in-depth multidisciplinary study based on interviews (rhetoric)and observations (practice). Semi-structured interviews are conducted with 15 teachers from each school subject. The intention is to gather in-depth descriptions of the impact of academia and digitalisation on teaching and content in each subject.Conclusions, Expected Outcomes or Findings: Our research issues are for instance derived from our own experiences as University teachers and lessons learned from two previously fundedprojects by the Swedish Research Council. The first concerned digitalization, School subject paradigm and teaching practice in screen culture(2010-2013), studying how school the subjects Art, Music and Swedish L1 change when digital media have a great influence (Erixon 2015). Thesecond project concerned academicization, the Struggle for the Text (2012–2016), and was about the requirement for academisation andacademic writing in relation to other and more practical parts of teacher education (Erixon & Josephson 2017). Also, in previous studies, participants in the research group have been concerned with digitalisation, showing that teachers in Art and Sloydrespectively to varying extent make use of digital tools in their teaching, and that resistance to digital tools is a common attitude among many ofthe teachers (Jeansson 2017; Wikberg 2017) as well as the students (Westerlund 2015). Ongoing pilot studies show that Sloyd teachereducators perceive digital tools and materials as a completely new area to acquire. Also, when it comes to academisation and a school on scientific basis, the spoken and written language tend to take oven and teachers who wish to develop other mediations are discouraged bystructures (Westerlund 2019). It is clear that development is taking place in different places and appears to be divisive, which shows therelevance of taking a comprehensive approach to the change processes that affect the school subjects' Art and Sloyd in different, and sometimescontradictory, ways.The project provides general knowledge about how teacher education’s transformations and changes in policy documents change the conditionsfor knowledge development in different subjects in different ways. References: Akkerman, Sanne F., & Bakker, Arthur. (2011). Boundary Crossing and Boundary Objects. Review of Educational Research,81(2), 132–169. Bateson, Gregory. (2000/1972). Steps to an Ecology of Mind. Chicago: University of Chicago Björck, Catrine (2014). ”Klicka där!” En studie om bildundervisning med datorer. Stockholm: Stockholms universitet. Borg, Kajsa (2007). Akademisering. En väg till ökad professionalism i läraryrket? Pedagogisk forskning i Sverige, 12(3), 211–225. Carlgren, Ingrid (2015). Kunskapskulturer och undervisningspraktiker. Göteborg: Daidalos. Cuban. Eldredge, Niles J. & Gould, Stephen J. (1972). Punctuated equilibria: An alternative to phyletic gradualism. I: Thomas J. M.Schopf. (red.). Models in paleobiology (s. 82–115). San Francisco: Freeman Cooper. Erixon Arreman, Inger (2008). The Process of Finding a Shape: stabilising new research structures in Swedish teachereducation, 2000-2007. European Educational Research Journal, 7(2), 157–175. Erixon, Per-Olof (2015). Punctuated equilibrium – Digital Technology in Schools ́ Teaching of the Mother Tongue. ScandinavianJournal of Educational Research, 60(3), 337–358. Erixon, Per-Olof & Josephson, Olle (red.) (2017). Kampen om texten. Examensarbetet i lärarutbildningen. Lund: Studentlitteratur. Fairclough, Norman (2010). Critical Discourse Analysis. Harlow: Longman. Goodlad, John I. (1997). In Praise of Education. New York: Teachers College Press. Gouseti, Ivankova, Nalaliya, Creswell, John W. & Stick, Sheldon L. (2006). Using Mixed-Methods Sequential Explanatory Design: FromTheory to Practice. Field Methods, 18(1), 3–20. Jeansson, Åsa (2017). Vad, hur och varför i slöjdämnet. Textillärares uppfattningar om innehåll och undervisning i relation tillkursplanen. Umeå: Umeå universitet. Lindgren, Bengt (2008). Forskningsfältet bilddidaktik. Rapport från Institutionen för pedagogik och didaktik, Göteborgsuniversitet. Merriam, Sharan B. (1998). Qualitative research and case study applications in education: Revised and expanded from casestudy research in education. San Fransisco: Jossey-Bass. Neave, Guy (1979). Academic drift: Some views from Europe. Studiesin Higher Education, 4(2), 143–159. SFS 2010:800. Swedish School Acto [Skollag] 1 kap. 5 §. Svenkerud, Sigryn., Ballangrud, Brit., Madsen, Janne. & Strande, Anne Lise. (2018). Ecology and Boundaries: Methaphors inSustainable Education. Paper pres
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TY  - CONF
T1  - Perspectives on translanguaging in school contexts in Sweden
A1  - Yoxsimer Paulsrud, BethAnne
A1  - Reath Warren, Anne
A1  - Toth, Jeanette
PY  - 2015
LA  - eng
KW  - utbildning och lärande
KW  - education and learning
AB  - As a pedagogy, translanguaging affirms bilingual student identity; and as a theoretical concept, translanguaging facilitates the understanding of how bilinguals “construct deeper understandings and make sense of their bilingual worlds” (García, 2009:45). Previous research on translanguaging in the classroom has included studies of bilingual students entering a majority language context (e.g. García 2012, in the US), students studying an official minority language in an immersion context (e.g. Lewis 2008, in Wales), and students in complementary schools developing a minority language (e.g. Blackledge & Creese, 2010, in the UK). This workshop explores translanguaging in three different multilingual educational settings in Sweden and relates them to previous research on translanguaging in bi/multilingual school contexts (e.g. Lewis 2008, García, 2012, Blackledge & Creese, 2010). The first two settings are in English medium programmes at primary and upper secondary schools, and the third is in subject support in L1 and L2 for recently arrived immigrant students. The workshop includes four presentations and a discussion slot. Brief summaries follow below. Translanguaging: Affordance or constraint? The first presentation explores the practice of translanguaging in two upper secondary schools offering English-medium instruction. Language alternation in the schools is experienced as either an affordance or a constraint, depending on the views of the stakeholders. Translanguaging is seen as a constraint when the focus is on how much English used, rather than the function of each language. Viewed as an affordance, however, translanguaging resists language hierarchy, allowing for both Swedish and English to maintain a status as a language of learning.Translanguaging in English-medium instruction: A case study in a Swedish-English primary school The second presentation discusses how the use of both Swedish and English is used to scaffold students' understanding in subjects taught by an English-speaking teacher in Sweden. Classroom language practices and learner perspectives from observations and interviews with students are presented and analysed. Preliminary findings indicate that student-directed translanguaging and peer collaboration in the primary classroom provide a scaffold for emergent bilinguals learning English to access subject content taught through the target language.Translanguaging in subject support for newly arrived immigrant studentsThe third presentation examines how translanguaging is used to scaffold recently arrived students’ understanding of subject matter and the Swedish language, through “Subject Support in L1 and L2” (studiehandledning på modersmål). The ways in which Swedish and the mother tongue are used together in a maths lesson and in a writing unit in Swedish are presented and analysed. It is argued that use of both languages offers opportunities for development both of subject knowledge and multiliteracy.Translanguaging and language ideologies in SwedenThe fourth presentation explores the prerequisites for using translanguaging as pedagogy in Swedish school contexts by tracing the nature of the current language ideologies in Sweden. Starting from previous research and theoretical discussions in the paradigm of translanguaging (e.g. Garcia & Homonoff Woodley 2015, Leung & Street 2012, Hyltenstam & Milani 2012, Oakes 2001), the educational settings in the previous presentations of this workshop are scrutinized and discussed with consideration to issues of ideology and language policy. Through these presentations, we hope to inform, inspire and create a space for discussion on translanguaging as both pedagogy and theory in the Swedish context and beyond, as well as to make visible the language resources that exist in the investigated contexts. Our presentations thus contribute both to the general field of educational research in Sweden as well as to the field of translanguaging as an object of study. ReferencesBlackledge, A. & Creese, A. (2010). Multilingualism. A critical perspective. London: Continuum.García, O. (2009). Bilingual education in the 21st Century: A global perspective. Malden, MA and Oxford:        Basil/Blackwell.García, O. (2012). Theorizing translanguaging for educators. In C. Celic & K. Seltzer,      Translanguaging: A CUNY-NYSIEB guide for educators, 1-6.Garcia, O. & Homonoff Woodley, H. (2015). Bilingual Education. In B. Bigelow and J. Ennser-Kananen (ed.),      The Routledge Handbook of Educational Linguistics. New York: Routledge      handbooks. 132–144.Hyltenstam, K. & Milani, T.M. (2012). Flerspråkighetens sociopolitiska och sociokulturella ramar. In K. Hyltenstam, M. Axelsson and I. Lindberg (ed.), Flerspråkighet – en forskningsöversikt.      Stockholm: Vetenskapsrådet. 17–134.Leung, C. & Street, B. (2012). English. A Changing Medium for Education. New Perspectives on Language and      Education: 26. Bristol: Multilingual Matters/Channel View Publications.Lewis, W. G. (2008). Current challenges in bilingual education in Wales. AILA Review, 21(1), 69-86.Oakes, L. (2001). Language and National Identity: Comparing France and Sweden. Amsterdam: John      Benjamins.  
ER  - 

TY  - CONF
T1  - You, a biologist?!: exploring students’ identity formation in higher biology education
A1  - Günter, Katerina Pia
PY  - 2019
LA  - eng
KW  - higher biology education
KW  - science identity
KW  - discourse analysis
KW  - gender
KW  - genusvetenskap
KW  - biology
KW  - didactics of natural science
KW  - naturvetenskapens didaktik
KW  - curriculum studies
AB  - Educational spaces in natural sciences and biology are considered spaces for progression and (in)dependent knowledge (re)production, spaces in which change is discussed and in themselves constituting spaces for change, spaces that are strictly separated from perspectives from social sciences or humanities. However, spaces and practices within higher science education are subject to feminist critique, which I follow in this project exploring identity formations of undergraduate biology students at universities with Scandinavian, Continental and Anglo-Saxon education systems. The main question is how the boarder point of education, student-teacher interactions and discourses in teaching situations alter the becoming “a biologist” of students in a community of “doing” and learning biology. Instead for staying within national boarders and binary perspectives on students/teachers, knowers/learners, female/male students, the aim is to allow broader, intersecting and transnational perspectives on higher science education.The current, first phase, analyses discourses on educational goals in biology students’ motivation texts from the beginning of their undergraduate studies, as well as biology teachers’ teaching approach texts from applications for positions at a Swedish university. Students discourses range from “not having an idea, yet” and “interest in nature” to already expressing the ambition to “becoming a researcher”. The notion of becoming a researcher is strongly present in the teaching approach texts expressing the value of teaching students to think critically and creating a “research family”. A strong discrepancy between what students strive for and what teachers value occurs – a discrepancy that alters students perception of belonging and becoming. Here, biology is representing one example, but this study challenges the idea of the desirable student aiming for doing research and working towards a research career in natural sciences. It allows for reflections on teaching and new perspectives and more diversity in the classroom. Teachers mentioned the aim to create spaces where “social and gender hierarchies are absent”, thus teaching spaces are considered socially hierarchical and gendered.One step to opening up natural sciences and higher science education for a stronger gender perspective, creating interdisciplinary spaces for change and loosening boundaries, is to connect disciplines, allowing conversations especially within academia as a stratified space.Coming from a working-class background and the Black Forest region in Germany, I was the second in my family to graduate from high school. I studied biology at Heidelberg University (B.Sc.), interrupted my studies with a voluntary ecological year in an environmental school working with children and after resumption of my studies I taught in undergraduate courses until my graduation I developmental biology and toxicology. After my Bachelor’s, I continued with a Master’s in biology at Freiburg University, Germany, but before graduation decided to take part in an ERASMUS exchange with Uppsala University. After half a year and since I was intrigued by the educational system, I changed program entirely to Uppsala and graduated in plant systematics. In September 2017, I started my PhD at the Centre for Gender Research at Uppsala University on biology students’ identify formation in higher biology education.Notions of natural, institutional, discourse and affinity identity are categorized and the different perspectives on biology education culture as well as pictures students and teachers bring into teaching and learning situations at the university are made explicit.Students articulated different subject beliefs and visions and pursuing unique paths, entering cultures of higher biology education. Those ideas and goals might or might not correspond to faculty and teacher perspectives they meet during their education and thereby alter students’ perception of belonging and ultimately learning success.This interdisciplinary project aims at looking at students’ identity formation in undergraduate biology education, how discourses within the subject and especially boundary points between students and teachers, influence students’ becoming.
ER  - 

TY  - JOUR
T1  - Aiming for responsible and competent citizenship through teacher professional development on teaching socioscientific inquiry-based learning (SSIBL)
T2  - Asia-Pacific Forum on Science Learning and Teaching
SN  - 1609-4913
A1  - Rundgren, Carl-Johan
A1  - Chang Rundgren, Shu-Nu
PY  - 2018
VL  - 2
IS  - 19
EP  - 2
LA  - eng
KW  - teacher professional development
KW  - scientific literacy for responsible citizenship
KW  - primary science teacher
KW  - socioscientific inquiry based learning
AB  - In order to achieve the goal of scientific literacy for responsible citizenship, the importance of developing students' socioscientific inquiry-based learning (SSIBL) has been recognised by an EU FP7 project, PARRISE, including the essential notions of responsible research and innovation (RRI), and citizenship education (CE). The study aims to investigate pre-service primary science teachers' confidence in and need for further education on teaching SSIBL as well as their reflections -in and -on a three-step model SSIBL activity. Both quantitative and qualitative methods were applied in the study. Quantitative methods were applied to collect data from the 76 participating pre-service primary science teachers in Sweden; participants' confidence and need for SSIBL teaching was investigated via a Likert scale questionnaire. The qualitative descriptive analysis method was used to explore participants' reflection-on-action regarding the three-step SSIBL activity and the SSIBL framework. Thematic analyses were applied to analyse the participants' reflection-in-action concerning the design of the three-step SSIBL activity with three aspects of PCK. The results showed that the pre-service teachers had confidence in SSIBL, but still needed further education on SSIBL teaching. The outcomes of the study suggest that developing teachers' SSIBL teaching competence is important and needed from both of the researchers' points of view and the participating teachers' feedback.
ER  - 

TY  - BOOK
T1  - Autonomy in education: theoretical and empirical approaches to a contested concept: Special issue to Nordic Journal of Studies in Educational Policy (NordSTEP)
PY  - 2015
LA  - eng
PB  - CoAction Publishing
KW  - teacher autonomy
AB  - Autonomy is a widely used concept in education policy and practice. The etymology of the concept derives from the Greek autonomos ‘having its own laws’ (Oxford Dictionaries, 2015). As such, the debates around the concept circulate around individuals’ or groups’ ability and capacity to self-rule, and the governance and/or constraints, which limit such a capacity. However, autonomy has also been widely contested in philosophy, and as suggested by Rawls (1980), for example, the concept has been defined in a variety of ways. In educational research too, the concept has been debated from varying viewpoints, as, for example, scholars engaged in education history (Smaller, 2015), education sociology and policy (Ball, 2006; Apple, 2002), legal issues (Berka, 2000) and pedagogy (Reinders, 2010; Little, 1995) have all problematised and defined its meaning in relation to education.When applied to educational practice, this nuanced and complex concept may indeed mean a variety of things. Take school-level autonomy as an example. Schools are complicated social systems in which multiple actors operate in different roles, and in which one's scope of action may affect the decision-making capacity of that of others. The question of who in a school community may possess autonomy (e.g. the teachers, the principals, or the learners) has fundamental implications for the ways in which the school operates. Also, the matters over which the members of the school community enjoy autonomy have important implications for what school autonomy means in practice. If we consider teacher autonomy more closely, it becomes apparent that teacher autonomy is often understood in terms of a dichotomous pairing of constraint vs. freedom (Wermke & Höstfält, 2014). It could be argued that teacher autonomy is always about constraint, and drawing from Gewirtz's and Cribb's (2009) work, we suggest focussing on the ways in which autonomy is constrained, as well as the matters over which autonomy is enjoyed and by whom. Therefore, teacher autonomy should be distinguished from other forms of autonomy, for example, school or local autonomy. Indeed, increased school autonomy, or local autonomy, as witnessed, for example, in relation to the Friskola movement in Sweden or Academies movement in England, does not automatically grant to teachers an increased scope of action (Kauko & Salokangas, 2015; Salokangas & Chapman, 2014; Wermke & Höstfält, 2014).Moreover, the teacher autonomy debate has been influenced by and reflects wider global education trends and international comparisons. Indeed, autonomy has been a central concept in education policy in Nordic countries (Frostenson, 2012) as well as elsewhere (Caldwell, 2008; Glatter, 2012). Recently, this could be seen, for example, in relation to ‘PISA envy’, and the ways in which Finland's consistent success in PISA has been explained, at least partly, through its highly educated and autonomous teaching workforce (Lopez, 2012; Stenlås, 2011). However, as the contributions in this issue highlight, international comparisons concerning teacher autonomy must remain sensitive to the national and local contexts in which teachers operate, and consider what autonomy actually means for teachers in those settings (Salokangas & Kauko, in press; Wermke, 2013).It is these complexities, inherent in the concept of autonomy, as well as its practical applications, that this edited collection was set to discuss and offer contributions to varied discourses concerning this important, widely debated, and contested concept. The special issue is divided into two sections. The first section presents three invited essays that offer theoretical perspectives on autonomy. The first two, by Gerald Dworkin and Evert Vedung, respectively, are not educational per se, but offer important conceptual contributions to the discussion. The third essay by Magnus Frostenson discusses the multidimensionality of the concept with a focus on education and teaching. The second section comprises empirical studies that discuss the concept of autonomy in different national and local contexts. The articles report on research conducted in Norway (Christina Elde Mølstadt & Sølvi Mausethagen), Germany (Martin Heinrich), Sweden (Sara Maria Sjödin, Andreas Bergh, Ulf Lundström) and England (Ruth McGinity).
ER  - 

TY  - CONF
T1  - The teaching of writing in theory and practice at teacher education programs in Finland and Sweden
A1  - Sturk, Erika
A1  - Rosvall, Camilla
PY  - 2023
LA  - eng
AB  - Writing is central to pupils’ education, employment, meaningful lives, and for citizenship in a global world. In school, pupils need to enhance writing proficiency in different school subjects as writing is not a generic competence but disciplinary specific. Teacher education is a crucial instance to prepare for teaching in the 21st century. However, there is a dilemma in teacher education concerning how to integrate theory and practice (Darling-Hammond, 2014). Therefore, an important challenge is to prepare student teachers for their future teaching of writing based on theory of disocurses of writing (Ivanič, 2004, 2017) and multimodal theories (Kress, 2010), understood in practice.This paper presents insights from a pilot study in primary teacher education programs at two universities, in Finland and in Sweden. In the pilot study a model for Reflective Observation of School writing (ROS model; Sturk, 2022) has been used with the aim to prepare student teachers for the teaching of writing across disciplines. The ROS model was implemented in the fall of 2022 and included lectures, seminars, and classroom observations in school practice. The data used in this presentation are student teachers’ examinations and answers on a questionnaire, and three university lecturers research notes.Preliminary results suggests that there are benefits and challenges with the model. The ROS model has potential to provide the student teachers with tools to analyze and reflect over the teaching of writing, and the reflective seminar seemingly provides the student teachers a scaffolded opportunity to develop a common terminology to talk about the teaching of writing across disciplines. We are interested in discussing challenges, e.g., student teachers’ challenge to read theoretical articles; framing of multimodal perspectives on writing; student teachers as observers in classroom studies. This will help us to develop the research project.ReferencesDarling-Hammond, L. (2014). Strengthening Clinical Preparation: The Holy Grail of Teacher Education. Peabody journal of education, 89(4), 547-561.Ivanič, R. (2004). Discourses of Writing and Learning to Write, Language and Education, 18(3), 220-245, DOI: 10.1080/09500780408666877Ivanič, R. (2017, May 4–5). Round table on discourses of writing, and writer identity. [Conference session]. LITUM symposium, Umeå, Sweden.Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.Sturk, E. (2022). Writing across the curriculum in compulsory school in Sweden. [Doctoral thesis, Umeå University].
ER  - 

TY  - CONF
T1  - Swedish PE Teachers’ Grading Practice in a Standard Based Grading System
T2  - Book of Abstracts
A1  - Svennberg, Lena
A1  - Meckbach, Jane
A1  - Redelius, Karin
PY  - 2015
SP  - 153
LA  - eng
KW  - grading practice
KW  - repertory grid technique
KW  - pe teacher
KW  - assessment
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - A standard based grading system is supposed to support equality and accountability. Nevertheless teachers sometimes refer to an internalized grading (Hay & McDonald, 2008; Svennberg, Meckbach & Redelius, 2014) and the validity of the grades have been questioned (Annerstedt & Larsson, 2008). Our aim is to explore Swedish PE teachers’ grading practice and what they value in the grades they have given their students.Four PE teachers in compulsory school were interviewed with the Repertory Grid (RG) technique. The RG technique can be used to reveal a person’s perception of a specific topic that the person is familiar with, by examining the similarities and differences between well-known elements (Fransella, Bell & Bannister, 2004). In the first step, the teacher was asked to select seven to eight students from a class that he or she was teaching and grading in PE. The students selected must represent all possible grades (Fransella et al., 2004). In the second step, the names of three of the students at the time were presented to the teacher who was asked in what way, relevant for the grades, two of the students were similar and different from the third (Fransella et al., 2004). In the third step the teachers were asked to rate the students on how they corresponded to the similarities and differences mentioned. The resulting grids were analysed with the programme WEBGRID5.Besides knowledge and skills all four teachers valued standard irrelevant criteria. Their rating of the students on the standard irrelevant criteria generally matched the grades given. Among the national standards mentioned there were differences in how they matched the given grades. Other national standards were not mentioned at all. It seems like some standards have been better implemented then others.The results indicate the need for a discussion of why it seems to be an urge to use standard irrelevant criteria such as motivation and effort that is stronger than the desire for compliance to the national grading criteria. Bernsteins’ interrelated systems of curriculum, pedagogy and assessment (2003) can contribute to the understanding. It is also important to discuss why some national grading criteria are easier for the teachers to implement then others.ReferencesAnnerstedt C, Larsson S. (2010). European Physical Education Review, 16(2), 97-115.Bernstein B. (2003). Class, codes and control. (Vol. 3) Towards a theory of educational transmission, Routledge & Kegan Paul, London.Fransella, F., Bell, R. & Bannister, D. (2004). A manual for repertory grid technique. (2nd. ed.). Wiley, Chichester, West Sussex.Hay P, MacDonald D. (2008). Assessment In Education: Principles, Policy & Practice 15(2): 153-168.Svennberg L, Meckbach J, Redelius K. (2014). European Physical Education Review, 20(2), 199-214.
ER  - 

TY  - CONF
T1  - Tools for Transformation: How engineering education benefits from interactive E-learning and the Humanities
T2  - ASEE Annual Conference and Exposition, Conference Proceedings
A1  - Larsen, Katarina
A1  - Johan, Gärdebo
PY  - 2015
LA  - eng
PB  - : American Society for Engineering Education
KW  - engineering education
KW  - humanities
KW  - e-learning
AB  - This paper engages with how to construct means for student activation, using analytical models, e-learning and web tools in engineering education. Learning requires different levels of understanding and means to appropriate and formulate knowledge. However, peer instruction and student participation require a degree of facilitation, which is a role the teacher needs to analyse and develop before students can be demanded to demonstrate increased participation in course content, feedback and design. The specific context of student learning discussed here is based on experiences from a course for international engineering students at KTH Royal Institute of Technology, Sweden. The course aim is to train students in critically analyzing the role of national identities, social- and technological engineering and politics in shaping Swedish society. One challenge is to enable engineering students to develop skills in critical thinking by engaging with texts from social sciences and humanities dealing with topics formulated in the course aim. Reading, writing and discussing texts on historical and contemporary examples are used to attain learning outcomes, relating to both course content as well as practical skills of critical reflection, reasoning and developing arguments in writing. This study draws on experiences from changing a course previously relying on attendance towards encouraging and explicitly rewarding student contribution to each other’s learning. The broader aim have been for students to learn to think, read, discuss and write analytically, while using web-tools in combination with seminar exercises to increase student interaction in these processes and time on task. While these skills are instrumental, we argue that they are valuable for students to engage in interactive learning of a more transformative character where students benefit from learning through reciprocal questioning, joint learning and peer-instruction. Source material is gathered using course evaluations and feedback from students at lectures and seminars. Some early results based on experiences from the seminar activities, where students wrote a text relating to an analytical question and thereafter made commentson a fellow classmate’s text, showed that the students gained enough in-depth understanding to present an argument when commenting on a classmates’ text in the same topic. Students experienced working with analytical questions and peers as supportive for engaging with topics previously perceived to be challenging. Other students were exposed to texts with some basic components missing (defining key concepts etc.) providing challenges in formulating constructive comments and suggestions for improvements. To conclude, the implication of using analytical models, e-learning and web tools in engineering education is instrumental for student activation in the sense that students acquire skills for active reading and writing. However the use of analytical questions and reciprocal questioning in seminar activities and web forums prompts new channels for interactive learning between students and a more transformative prospect of relating skills from social sciences and humanities with engineering practices in society.
ER  - 

TY  - CONF
T1  - It is not about playing the guitar well - music and creative arts in Swedish teacher education.
T2  - 17th conference of the Nordic Network for Music Educational Research Reykjavík, 22. – 24. February 2012
A1  - Lindgren, Monica
A1  - Ericsson, Claes
PY  - 2012
LA  - eng
PB  - : Center for Music Research
AB  - Our analysis shows that an academic discourse focusing on theory, reflection and textual production has pushed aside skills-based practice. Music is represented as something other than singing and playing instruments; practical work in music is arranged under titles like ―leadership‖ or ―group processes‖. A second discourse, characterized by subjectivity and relativism vis-á-vis the concept of quality, is also found in the material. Finally, a therapeutic discourse is articulated and legitimized based on an idea that teacher students should be emotionally balanced. The constructions may be regarded as strategies that legitimize aesthetic subjects that no longer have a clear identity in the primary teacher education context. The discourse on technical skills in music that previously took a hegemonic position in the discursive field has fallen apart, allowing other discourses to take root.
ER  - 

TY  - CONF
T1  - A Children's Rights Perspective on Traditional Schooling and Education for Sustainable Development
A1  - Francia, Guadalupe
A1  - Edling, Silvia
PY  - 2019
LA  - eng
KW  - children's rights
KW  - sustainable development
KW  - higher education
KW  - innovative learning
KW  - innovativt lärande
AB  - In times of uncertainity when war conflicts, climate catastrophes, austerity and anti-migration policies in particularly affect children we need to develop sustainabiliby policies that pay attention to the best interests of the child.Consequently, a  successful accomplishment of the Agenda 2030 for sustainable development is strongly related to the success to put in practice the rights enshrined by the Convention on the Rights of the Child (Children’s Rights international Network, CRIN 2018).However, to pay attention to the intima relation between the sustainable development goals to the rights of the Child claims even to start from a holistic conception of Sustainability that involves ecological, economic and social dimensions of development. Furthermore, this holistic conception of development (McKenzie, 2004; Ketschau 2015; UNESCO 12; SWEDESD 2017) point out that justice issues are highly crucial and should be taken into consideration in order to stimulate sustainable development in local contexts and the world in general. At the same time,  the success to develop Sustainability are related to our competence to develop Education for Sustainable Development (ESD) at all levels. Furthermore, ESD needs to be understood in its broadest sense and includes “…  improving quality basic education, reorienting education to address sustainability, improving public awareness, and providing training to many sectors of society (UNESCO 2005:11). One of sector of society in which ESD training is central is higher education (UNESCO 2005, 2012, 2017, SWEDESD 2017). Furthermore, the development of ESD in higher education (Blanco-Portela, Benayas, Pertierra & Lozano 2017) needs both of external pressures as well as local actions backed up by national polices. This contribution aims to discuss about the role of higher education to develop and disseminate research knowledge on the rights on the Child in and to Education in their work to promote Sustainable Development (SD) and Sustainable Development Education (SDE). With this purpose it introduces a thematic analysis of a national evaluation concerning the Swedish higher education institutions (HEI) work to promote  SD and SDE with focus on the convention of the Rights of the Child. The focuses on this analysis is not to evaluate the HEI:s work. It focuses instead on the analysis on which way the HEI:s work to promote SD and SDE involves the rights of the Child in education and to education.    MethodThe Swedish Higher Education Authority (UKÄ) evaluated higher education institutions (HEI) university colleges work to promote sustainable development (SD) and sustainable development in education (SDE). Based on the Swedish institutions own self-evaluations concerning their work, an assessment panel made this evaluation that only led to recommendations for the development of SD and SDE at higher education. Thematic analysis (Braun & Clarke 2006) of these of self-evaluation reports as well as the assessment panels evaluation are selected as methodology for this study. In this thematic analysis we identified themes (patterns) within the data stating from following research questions: *How are children’s rights to and in education treated in the universities self-evaluations concerning their work to promote sustainable development? *In which way is Agenda 2030 related to the Convention of the Rights of the Child? *In which disciplines are children’s rights to and in education related to Sustainable development? *Which kind of strategies are used by these disciplines to related children’s right to education in their work to promote sustainable development? *Which are the potential areas to development in the work to related children’s right to education in their work to promote sustainable development?Expected OutcomesThis research is an ongoing study that shows the following preliminary result: Only 7 of the 22 self-evaluation reports include The Convention of the Right of the Child as education content related to SDE at higher education level. Furthermore, the analysis shows that only a reduced number of higher education programs/disciplines relates CRC with SDE in these 7 self-evaluation reports. These disciplines/programs are: education science, teacher education and arts studies for teachers. The thematic analysis shows that CRC is related to democracy education as well as knowledge about children's life conditions.Focusing on teacher education, SDE in these 7 universities aims to develop teacher students’ competence to: *to act at the school practice paying attention to CRC. *to reflect over children’s life conditions in relation to Agenda 2030 *to reflect over the relation of SDE, CRC and Democracy *to reflect over esthetics, social and scientific aspects of SDE paying attention to CRC The preliminary analysis of this research shows a limited number and forms of SDE teaching activities at higher education that pay attention to the CRC. This lack of interrelation between SDE and CRC risks the development of SDE from a holistic perspective at the higher education level. This study is based on an analysis of SDE in Sweden. However, the findings of this study can be relevant for other national contexts because it discusses about the role of higher education to develop and to disseminate research knowledge on Sustainable Development (SD) that pay attention to the best interests of the child. This discussion contributes even to develop scientific knowledge about the relation between the Agenda 2030 and the CRC in Higher education institutions' work to promote SD.ReferencesBraun, V. & Clarke, V. (2006) Using thematic analysis in psychology, Qualitative Research in Psychology, 3:2, 77-101 Child Rights International Network, CRIN (2018) Protection of the rights of the child and the 2030 agenda for sustainable development https://www.crin.org/en/library/publications/protection-rights-child-and-2030-agenda-sustainable-development Ketschau, J. (2015). Social Justice as a Link between Sustainability and Educational Sciences. Sustainability 2015, 7, 15754 -15771. McKenzie, S. (2004). Social sustainability: towards some definitions. Hawke Research Institute Working Paper Series N°27. South Australia: University of South Australia Magill Portela B., Benayas J. Pertierra L.R. Lozano R. (2017) Towards the integration of sustainability in Higher Education Institutions: A review of drivers of and barriers to organizational change and their comparison against those found of companies. Journal Cleaner Production. Februari 2017 World Commission on Environment and Development,1987; UNESCO (2005) International Implementation Scheme (IIS) for the DESD.Paris, UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000148654 UNESCO, (2012) Shaping the education of tomorrow: 2012 full length report on the UN Decade of Education for Sustainable Development https://unesdoc.unesco.org/ark:/48223/pf0000216472 SWEDESD (Swedish International Centre of Education for Sustainable Development) (2017) Visby Recommendations for enhancing ESD in Teacher Education, THE CONFERENCE ‘BRIDGING THE GAP - EDUCATORS AND TRAINERS’ VISBY 21-24 AUG 2016 http://swedesd.uu.se/digitalAssets/611/c_611672-l_1-k_report_btg2017.pdf
ER  - 

TY  - JOUR
T1  - Kontinuitet och förändring i val av empiri i svensk historiedidaktisk forskning 1960–2021
T2  - Historisk Tidskrift
SN  - 0345-469X
A1  - Stolare, Martin
A1  - Ludvigsson, David
PY  - 2022
VL  - 3
IS  - 142
SP  - 380
EP  - 410
LA  - swe
PB  - : Svenska Historiska Föreningen
KW  - historiedidaktik
KW  - forskningsöversikt
KW  - empiri
KW  - history education
KW  - empirical materials
KW  - knowledge actors
KW  - knowledge institutions
KW  - history didactis
AB  - This article explores the trends and developments in Swedish history education research, especially from the perspective of what empirical materials have formed the basis for research. Systematic searches in the Swepub and ERIC databases and a Swedish printed bibliography have resulted in a large corpus of publications that forms the central empirical materials analysed. Theoretically, the concepts “knowledge actor” and “knowledge institution” are used to achieve analytical precision.Based on the empirical materials used in research, the article proposes that the history of Swedish history education research be divided into five periods. During the first period (1960–1976) studies were based on printed sources such as textbooks and curriculum materials. In the second period (1977–1997), coinciding with the integration of teacher training into Swedish universities and the establishment of Nordic and international researcher networks in history education, there were studies using methods such as classroom observations and interviews. In the next period (1998–2006) significant interest was shown in the societal function of history which led to studies of the public uses of the past. These studies were often based on various new types of printed materials, such as political and cultural sources. The great expansion of history education research in Sweden (2007–2014) followed a number of political initiatives that provided funds to develop research connected to the educational sector. Swedish historians were successful in securing state funding, which led to the establishment of four graduate schools, resulting in a large number of studies that focussed on history teaching and learning. Many of these studies were based on interviews with history teachers. In the final period (2015–2021), a more mature history education research has manifested itself in both books and peer-reviewed articles in international journals. The peer-reviewed articles report on studies based on a multitude of sources. One major category is the history education theory articles, which are not based on traditional empirical source materials, but rather attempt to discuss theoretical concepts and models.Taken as a whole, the empirical basis for Swedish history education research has strands of both continuity and change. Continuously, for sixty years Swedish researchers in history education have made use of written and printed source materials. However, around 2010 there was a shift leading to big efforts in investigating the history classroom, largely building on interviews, observations, and to a small extent also on design-based studies. In terms of knowledge actors, the most influential research leaders in the field have been historians. In terms of knowledge institutions, a majority of the researchers have had their base in university institutions.
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TY  - CONF
T1  - Mentoring in Sweden: The rise, fall and present state of the actual
A1  - Fransson, Göran
PY  - 2019
LA  - eng
KW  - teacher registration
KW  - induction
KW  - mentoring
KW  - policy
AB  - In this presentation the background, development and state of the actual regarding support to newly qualified teachers (NQT) and teacher induction system in Sweden will be outlined. The issue supporting NQTs became high on the educational agenda 2006 when an Official Investigation was launced and in 2008 proposed a national system national mandatory induction system, with mentoring, a probationary year and the registration of teachers as central components (SOU, 2008:52). This was implemented in 2010-2011 but severe challenges regarding the registration occurred leading to recurrent changes in the legislation regarding the legislation. Further, in mid 2014 the principals’ evaluation of the NQTs was abolished and the teacher registration was earned when graduation from teacher education. This lead to mentoring became less prioritized, even though there are still obvious needs for i. It is concluded that the issue of mentoring to a great extent since than has been buried under other ‘more important’ issues, and seems to have faded away even though the legislation regarding mentoring is in place.Implementing mentoring for NQTs may imply the implementation of education for the mentors. However, in Sweden it was just five out of 18 surveyed universities and university colleagues that gave an mentor education of 7,5 ECTS (five week of studies). In this presentations the present state of the actual in this matter for autumn 2019 will be presented as a summary of challenges to overcome if (agin) putting mentoring of NQTs higher on the educational agenda in Sweden
ER  - 

TY  - CONF
T1  - Promoting the Creation of Digital Stories by Teacher Students: A Pilot Project on Curriculum Development in a Swedish Teacher Education Program.
T2  - In D. Gibson &amp; B. Dodge (Eds.), Proceedings of Society for Information Technology &amp; Teacher Education International Conference 2010
A1  - Nordmark, Susanna
A1  - Frolunde, Lisbeth
A1  - Milrad, Marcelo
PY  - 2010
SP  - 1153
EP  - 1160
LA  - eng
PB  - Chesapeake, Virginia, USA : Association for the Advancement of Computing in Education
KW  - information technology
KW  - informationsteknologi
KW  - media technology
ER  - 

TY  - JOUR
T1  - A/r/tography in Visual Arts Teacher Training Program Examination
T2  - TRACES:  Visual Arts Education in Sweden. InSEA ART Education VISUAL Journal  IMAG #9
SN  - 2414-3332
A1  - Hellman, Annika
A1  - Karlsson Häikiö, Tarja
PY  - 2020
VL  - 9
SP  - 198
EP  - 210
LA  - eng
KW  - keywords:  visual  arts  teacher  education
KW  - student’s  degree  project
KW  - a/r/tography
KW  - becoming-other
AB  - The overall aim of the article is to make visible and discuss the entangled process  of  student  degree  project  in  visual  arts  teacher  education  in  Sweden.  We  do  this  by  investigating  one  student’s  visual  and  textual  exam,  where  learning  through  artistic  work,  research  exploration  and  teaching skills (Sw. didactics) merges into the becoming of a visual arts teacher. In a higher educational context, learning subjects often become separated due to the complexity of teacher education, divided in general pedagogically  oriented  studies,  and  subject  studies.  In  the  example  in  this article, the student is studying teacher education at one faculty and subject didactics as well as visual arts research methods in another faculty. The separation of learning subjects involves challenges for the students, as the examination process is divided into writing three different exam texts  besides  the  exams  of  artistic  and  performative  processes.  The  degree as visual arts teacher is obtained in education, but the studies are also art-based. The empirical material consists of texts and photographs from one student’s master examination paper from 2018. In the selected exam, the student uses a/r/tographic approaches to describe, analyse and discuss the entangled becomings of a visual arts teacher student. In this article, we also present and reflect on the student’s exam in relation to the a/r/tographic methodology. By analysing the entanglements of becoming an artist, a researcher and a teacher (Springgay, Irwin, & Wilson Kind, 2005), we want to highlight the benefits and limitations of merging these three positions and what implications it might have for visual arts education in general. Throughout the final exam portfolio, the student Lisbeth uses animal  metaphors,  in  visual  and  written  forms,  for  becoming  an  artist,  researcher  and  teacher.  The  animal  metaphor  thus  carries  ethical  and  reflective dimensions of becoming a visual arts teacher (Miller, 2015).
ER  - 

TY  - CHAP
T1  - Equity and choice for newly arrived migrants
T2  - Neoliberalism and Market Forces in Education
A1  - Beach, Dennis
A1  - Dovemark, Marianne
PY  - 2019
LA  - eng
PB  - London : Routledge
KW  - markets
KW  - justice
KW  - equity
KW  - transnational
KW  - introduction programme
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Neoliberalism and Market Forces in Education provides a wide perspective on the dramatic transformation of education policy in Sweden that has taken place during the last 30 years, with a specific focus on marketization. The marketization of education in Sweden is set in the wider international context of changes in education systems. Markets have shown themselves to be very poor arbiters of justice and equity in education. This chapter shows one example.
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TY  - CONF
T1  - Tradition in transition: teaching sloyd, arts and crafts in contemporary society
PY  - 2006
LA  - eng
PB  - Department of Creative studies, Faculty of Teacher Education, Umeå University in cooperation with Faculty of Education, Åbo Akademi University Vaasa
KW  - "sloyd education"
KW  - "sloyd science"
KW  - "sloyd pedagogy"
KW  - "sloyd didactics"
KW  - aesthetic subjects
ER  - 

TY  - CONF
T1  - Discussant in the Symposia "Research on Practices of Teacher Induction Part II"
A1  - Fransson, Göran
PY  - 2013
LA  - eng
KW  - induction
KW  - mentoring
KW  - practice architecture
KW  - teacher development
KW  - mentorskap
KW  - introduktion
KW  - praktikens arkitektur
KW  - professionelll utveckling
AB  - The symposium consists of two consecutive sessions (Research on Practices of Teacher Induction I and II). In the first paper of the first session (Part I), a theoretical framework was introduced, and the two following papers studied the practices of induction from two different empirical viewpoints. The second session of the symposium (Part II) will introduce three more empirical research projects about teacher induction. The session will continue on the direction which has been indicated in the first part of the symposium, addressing the research ruestion: how are the practices of teacher induction constituted in the three aforementioned dimensions: (1.) physical spacetime, (2.) semantic space and (3.) social space (Kemmis & Grootenboer 2008; Kemmis & Heikkinen 2012). The speakers come from countries with different culture and history, teacher education and induction systems which enriches the quality of information gathered within the symposium. The first presentation from Norway will focus on examining mentors’ pedagogical content knowledge (PCK) which is constituted of content knowledge and pedagogical knowledge. This presentations is focused on the (2.) semantic space of induction. It addresses the meaning-making processes of teachers through asking how mentors themselves define their professional content knowledge. The second paper will introduce an emerging practice of teacher induction, Peer-Group Mentoring model (PGM) which is currently being disseminated throughout Finland. Based an empirical analysis of qualitative and quantitative data, experiences of the national program will be introduced. The third presentation is based on the work of the European PAEDEIA network (Pedagogical Action for a European Dimension in Educators' Induction Approaches) and introduces a comparative research design about three parallel models for induction: one in Finland, one in Turkey and one in Sweden.
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TY  - CONF
T1  - The teacher´s voice in education policy: Responses to national curriculum and assessment reforms in Sweden
A1  - Ryder, Jim
A1  - Lidar, Malena
A1  - Lundqvist, Eva
A1  - Östman, Leif
PY  - 2016
LA  - eng
ER  - 

TY  - JOUR
T1  - What frames teaching of friluftsliv?: Analysing a pedagogic discourse within Swedish PE through framing and the pedagogic device
T2  - Journal of Adventure Education and Outdoor Learning
SN  - 1472-9679
A1  - Backman, Erik
PY  - 2011
LA  - eng
KW  - friluftsliv
KW  - physical education
KW  - bernstein
KW  - framing
KW  - the pedagogic device
KW  - subject didactics
KW  - ämnesdidaktik
AB  - Research indicates that outdoor teaching practices within a Physical Education (PE) context are framed by several factors with the potential to weaken or strengthen PE teachers’ control of pedagogic messages. Drawing on 12 qualitative interviews with PE teachers in compulsory schools in Sweden, the findings in this study suggest that factors claimed to control teachers’ pedagogic communication of friluftsliv (Scandinavian equivalent to outdoor education) is based on the construction of a dominating pedagogic discourse for outdoor teaching in Swedish schools. Analysing the constitution of this discourse through Bernstein’s theoretical concepts of framing and the pedagogic device, Swedish PE teachers and PE teacher education appear to reproduce friluftsliv as a teaching practice carried out in a remote wilderness setting involving specific equipment, financial resources and a certain amount of risk. In relation to these results, alternative ways to think of outdoor teaching in relation to the achievement of the national aims in Swedish PE are discussed.
ER  - 

TY  - JOUR
T1  - What frames teaching of friluftsliv?: Analysing a pedagogic discourse within Swedish PE through framing and the pedagogic device
T2  - Journal of Adventure Education and Outdoor Learning
SN  - 1472-9679
A1  - Backman, Erik
PY  - 2010
LA  - eng
PB  - London : Taylor & Francis
KW  - friluftsliv
KW  - physical education
KW  - bernstein
KW  - framing
KW  - the pedagogic device
KW  - subject didactics
KW  - ämnesdidaktik
KW  - utbildningsvetenskap med inriktning mot praktiska kunskapstraditioner
KW  - educational sciences in arts and professions
AB  - Research indicates that outdoor teaching practices within a Physical Education (PE) context are framed by several factors with the potential to weaken or strengthen PE teachers’ control of pedagogic messages. Drawing on 12 qualitative interviews with PE teachers in compulsory schools in Sweden, the findings in this study suggest that factors claimed to control teachers’ pedagogic communication of friluftsliv (Scandinavian equivalent to outdoor education) is based on the construction of a dominating pedagogic discourse for outdoor teaching in Swedish schools. Analysing the constitution of this discourse through Bernstein’s theoretical concepts of framing and the pedagogic device, Swedish PE teachers and PE teacher education appear to reproduce friluftsliv as a teaching practice carried out in a remote wilderness setting involving specific equipment, financial resources and a certain amount of risk. In relation to these results, alternative ways to think of outdoor teaching in relation to the achievement of the national aims in Swedish PE are discussed.
ER  - 

TY  - CONF
T1  - Unveiling Grading Principles, Processes and Decision-making in the Swedish Teaching Profession
A1  - Persson, Magnus
PY  - 2024
LA  - eng
KW  - discretion
KW  - grading
KW  - national tests
KW  - profession
KW  - secondary teacher
AB  - Deciding on grades holds significant authority in the Swedish teaching profession. Grading teachers must be certified and have decision-making power not possible to override by any authority or client. However, the professional autonomy is circumscribed by the obligation to ensure national consistency in grading by making decisions based on generally expressed grading criteria formulated by the Swedish National Agency for Education. Additionally, teachers are required to “specifically considering” national test results in several subjects in secondary school. In addition, comprehensible and formative expressed transparency in assessment and grading, communicated through digital portals that teachers often are obligated to use, is expected by employers and pupils/parents.This study, based on semi-structured interviews with secondary school teachers combined with analysis of informal and formal assessment documentation, explores how professional discretion takes shape in grading decisions given demands for national consistency in grading and external communication about the basis for assessment and decisions. More explicitly, the professional principles grading teachers adhere to in making their decisions, how they are communicated and how this generates decision-making processes, and final decisions is in the focus of this study.Preliminary results identify three levels of professional principles: firstly, formal principles closely aligned with national regulations; secondly, local principles shaped by school-specific approaches of how to organize the work at the school where the teacher is employed, and thirdly, individual principles unique to each teacher. Depending on these principles, diverse various approaches to assessment and communication emerge, governing the teacher’s professional space between discretion and automatization. 
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TY  - CONF
T1  - Uncovering the Melt: Results from an Action-Oriented Learning Study on Welding in Vocational Education
A1  - Asplund, Stig-Börje
A1  - Kilbrink, Nina
A1  - Axelsson, Jan
PY  - 2019
LA  - eng
KW  - cavta
KW  - conversation analysis
KW  - variation theory
KW  - vocational education
AB  - This presentation reports some preliminary resultsfrom the ongoing study Learning to weld in vocational education, funded by the Swedish Institute for Educational Research, with the overall aim to examine the relation between teaching and learning in vocational education with a specific focus on learning to weld. The study is conducted as an action-oriented learning study in which two university based researchers collaborate with a vocational teacher at an upper secondary vocational school, and it responds to the request for more practice-based school research aiming for developing teacher’s teaching on a scientific basic (cf Brante et al, 2015; Carlgren, 2017; Lo, 2014; Postholm, 2018;SFS 2010:800). Action-oriented learning studies in iterative circles, where teachers themselves have been involved in formulating the research questions, and where there is a strong focus on the object of learning (what the students are supposed to learn) have been proven to be effective approaches in which teachers can change and develop their teaching practices and their professional learning, based on a theoretical framework (Brante et al., 2015; Pang & Ling, 2012). Hence, learning studies have been emphasised as a solid base for teachers’ professional development as well as improving students’ learning (Pang & Ling, 2012). Learning studies have also been proven to be a fruitful tool for implementing and increasing our understanding of the use of theory in practice, but according to Lo (2012) there is a need to conduct learning studies in more subject areas than what has previously been done. One of these research fields where there is a lack of learning studies and where research that has a specific focus on learning content is sparse is within the field of vocational education. This is something that we will focus on in this presentation, in which we will highlight results from the process of three iterative cycles in which theories gradually have been incorporated in the teacher’s didactical approach when teaching how to TIG-weld.In the study, the teaching, as well as the research, is planned, conducted and analysed in three iterative cycles inspired by the Learning study method (cf. Pang & Ling, 2012), and is based on two theoretical frameworks; Conversation Analysis (CA) (cf. Sidnell & Stivers, 2013), and Variation Theory (VT) (cf. Marton & Tsui, 2004). Our approach is in line with the content-centered CA-studies that aim to capture interactional practices linked to learning a specific content or practice (cf. Rusk et al., 2015). This means that our focus in our study is on how the teacher and the students orient to the specific object of learning (OoL) of how to TIG-weld, and how the teacher and students adapt and change their participation in the unfolding interaction regarding how to TIG-weld, and where the VT can help us examine the enacted OoL in great detail. The specific aim with this presentation is to examine how the teacher is orienting towards the learning content by exemplifying one of the critical aspects of the OoL – the melt - when teaching how to TIG-weld during the process of three iterative cycles. Through concrete empirical examples from video recorded lessons we will explore not only how the theoretical perspectives (Conversation Analysis and Variation Theory Analysis; which we have chosen to term CAVTA) can be used together and integrated in practice when analysing the teaching and interaction, but also how these theories can be used as didactical tools for teachers when planning, executing, and evaluating their own teaching.MethodOur study is based on a close collaboration between two university based researchers, and one vocational teacher at an upper secondary school. The teaching that the vocational teacher conducts is planned, executed, and analysed in three iterative cycles, inspired by the Learning study method (cf. Kilbrink et al., 2014; Pang & Ling, 2012). Usually, a learning study has its theoretical base in the variation theory and a key feature in the method is the strong emphasis on the learning content (referred to as the object of learning). In a Learning study, the teaching of this OoL should be planned, executed and analysed in specific steps in iterative cycles; pre-testing, planning, teaching, post-testing, analysing and revising (Ko, 2018). In our study, however, the pre- and post-testing has been removed, and instead a CA approach has been added to the variation theory in order to analyse how welding competences are displayed, developed and learned in the actual teaching situations. Approaching the data from a CA’s understanding of participation and social organisation can help us explore the learning processes that take shape in the interaction from an emic perspective (Duranti, 1997). Furthermore, CA can also add another dimension of how the OoL can be varied in the interaction between the teacher and students when using different semiotic resources (cf. Asplund & Kilbrink, 2018; Kilbrink & Asplund, 2018). The teaching that has been conducted in the study has been planned by the teacher, in dialogue with researchers, and each cycle lesson (with three focus students participating in each cycle) has been video recorded. These recordings have been analysed by the researchers at a primary stage, then analysed by the researchers and the teaching vocational teacher together. Based on these analyses, primarily based on a CAVTA perspective, the teacher, together with the researchers, worked on new teaching strategies that were to be incorporated into the teacher’s didactic approach towards cycle 2. In the second and third cycle this process was repeated. In this presentation, based on the outcomes of these three cycles of teaching how to TIG-weld, we will focus on the teaching and learning processes that take shape when the teacher and students orient towards the melt as a critical aspect when teaching and learning how to TIG-weld.Expected OutcomesThrough the detailed analysis of the interaction that take shape in the teaching, we can identify concrete changes in the teacher’s teaching when CAVTA is gradually incorporated into the teacher’s didactic approach. For example, we can see how the teacher, together with the students, through the simultaneous use of different semiotic resources actively works to try to establish a common understanding of what content is to be learned and how it should be learned (cf. Kilbrink & Asplund, 2018). The study’s approach also enables a teaching method where parts of a subject-specific content increasingly is made explicit during the course of the study and validated in the interaction, there and then. More precisely, in our presentation we will show how these processes are something that take shape in relation to the teacher’s and students’ orientation towards the melt, which in the interaction there and then, is made into a temporarily subordinate object of learning. The critical aspects of the melt are then oriented to and verbalised. We believe that our approach can lead to a development where we can find forms for teaching where specific subject content within vocational education - content which is sometimes a bit carelessly discussed in terms of “tacit knowledge”- not only can be communicated and made visible to both teachers and students in interaction here and now, but also made precise. Thus, our findings suggest that our approach is fruitful in order to develop the teaching, and it offers opportunities for methodological innovation.ReferencesAsplund, S-B., & Kilbrink, N. (2018). Learning how (and how not) to Weld: Vocational Learning in Technical Vocational Education. Scandinavian Journal of Educational Research 62(1) 1-16. Brante, G., Holmqvist Olander, M., Holmquist, P-O., & Palla, M. (2015). Theorising teaching and learning: pre-service teachers’ theoretical awareness of learning. European Journal of Teacher Education, 38(1) 102-118. Carlgren, I. (Ed.) (2017). Undervisningsutvecklande forskning: exemplet Learning study. Malmö: Gleerups. Duranti, A. (1997). Linguistic anthropology. New York, NY: Cambridge University Press. Kilbrink, N., & Asplund, S. B. (2018). “This angle that we talked about”: learning how to weld in interaction. International journal of technology and design education, 1-18 (doi: 10.1007/s10798-018-9490-z Kilbrink, N., Bjurulf, V., Blomberg, I., Heidkamp, A., & Hollsten, A. C. (2014). Learning specific content in technology education: learning study as a collaborative method in Swedish preschool class using hands-on material. International Journal of Technology and Design Education, 24(3), 241-259. Ko, P. Y. (2018). Beyond labels: what are the salient features of lesson study and learning study? Educational Action Research (doi: 10.1080/09650792.2018.1530126). Lo, M. L. (2012). Variation theory and the improvement of teaching and learning. Göteborg: Acta universitatis Gothoburgensis. Marton, F. & Tsui, A.B. (Eds.) (2004). Classroom Discourse and the Space of Learning, Lawrence Erlbaum, Mahwah, N.J. Pang, M. F., & Ling, L. M. (2012). Learning study: Helping teachers to use theory, develop professionality and produce new knowledge to be shared. Instructional Science, 40(3), 589–606. Postholm, M. B. (2018). Teachers’ professional development in school: A review study. Cogent Education, 5(1), 1-22. Rusk, F., Pörn, M., Sahlström, F., & Slotte-Lüttge, A. (2015). Perspectives on using video recordings in conversation analytical studies on learning in interaction. International Journal of Research & Method in Education, 38(1), 39-55. Sidnell, J. & T. Stivers (Eds.) (2013). The Handbook of Conversation Analysis. Oxford, U.K.: Wiley‐Blackwell.
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TY  - CONF
T1  - Crossroads: A longitudinal study of Swedish teacher attrition. The first five years
T2  - Abstracts. Teachers Matter - But How? Linnæus University, Växjö, October 23-24, 2014
A1  - Lindqvist, Per
A1  - Nordänger, Ulla Karin
PY  - 2014
LA  - eng
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - A growing international trend in policy emphasizes the relationship between the competitiveness of a state and the quality of its educational system. Excellent teachers are a fundamental requirement in such reasoning and increasing efforts to provide students with such have become a challenging world-wide quest. In 2020, the Swedish educational system will, according to national statistics, lack roughly 22 000 teachers, approximately 20 % of the teaching workforce.The most common measure to overcome such a shortage of teachers is to try to increase recruitment into the profession. However, statistical findings also indicate that the major problem is not a shortage of teachers coming into the system. The real problem is that it appears as if many of the newly graduated choose not to go in to teaching at all or to leave after just a few years. These observations hint at a different kind of measure to remedy the shortage: It may be a more efficient strategy to put in an effort to retain and support active teachers, or to attract teachers who quit or never started teaching to return to the profession. As Richard Ingersoll has put it metaphorically, it is better to patch the holes in the bucket before trying to fill it up.The ambition in this presentation is to take a closer look at the holes in the bucket by presenting data from a longitudinal study of Swedish teachers. What do the holes look like? When do they occur? Is there a flow in-and-out? Can we detect possibilities to plug the leaks?Through a unique material consisting of mail correspondence between a group of Swedish teacher graduates and their former teacher educator - starting in 1993 - continuing for more than 15 years and followed up by additional questionnaires and interviews, we face the opportunity to follow 87 teachers during their first 20 years after graduation. The study is an attempt to fill up what has often been pointed out as a gap in research on teachers’ career trajectories - the need for qualitative longitudinal studies. Data has been collected on ten occasions. The percentage of answers is extremely high (83-100 %). The project is funded by the Swedish research council.In the presentation we focus on the teacher’s attrition the first five years. The teacher’s trajectories during this period are described with the help of mixing quantitative data with individual narratives. Data from the cohort has also been put in relation to general statistical overviews on teacher attrition. The analysis indicates that we should be cautious when we interpret and make use of general statistics. Teacher attrition seems to be a more non-linear and complex phenomenon than what is often presented. Drop-outs are in many cases temporary. Individuals are leaving from, but also returning to, the profession over time and their out of school experiences can in many cases be understood as individual initiatives to enhance teacher ability in the long run.ReferencesCooper, J.M. & Alvarado, A. (2006). Preparation, recruitment and retention of teachers. UNESCO, IIEP Education policy series No. 5.Hammerness, K. (2008). “If You Don’t Know Where You are Going, Any Path Will Do”: The Role of Teachers’ Visions in Teacher’ career Paths. The New Educator, 4:1, pp. 1–22.
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TY  - CONF
T1  - Leadership Actions in Education for Sustainable Development – Establishing Leadership Agency for Permanent Accommodation in Education
A1  - Mogren, Anna
A1  - Forssten Seiser, Anette
A1  - Gericke, Niklas
A1  - Berglund, Teresa
A1  - Olsson, Daniel
PY  - 2023
LA  - eng
KW  - education for sustainable development
KW  - school leadership
KW  - agency
AB  - This empirical study on leadership actions investigate Education for sustainable development (ESD) in Swedish schools. School leaders at five schools in one Swedish municipality are interviewed twice in 2018 and 2020, to evaluate effects from a longitude school improvement project focusing ESD.   Actions can be seen as the school leader individual response on a direct stimuli. The school leader take action. Agency on the other hand is the gathered experience of such stimuli and the alternative possibilities at hand for a school leader to act upon (Feldman & Pentland 2003). Leadership agency in this study is defined the sense making of ESD over time by school leaders acting by experience, or what  Hallenberg (2018) call expert agency, based in their own actions and related to other school leaders way of acting as a collective (Tourish 2014). The study adds knowledge to how individual leadership actions can contribute or counteract ESD implementation. Further aspects that drives and establishes ESD over time in schools; leadership agency on ESD is outlined.  A review study on school leaders and education for sustainable development, ESD (Mogaji & Newton, 2020) reported the need to make school leaders more aware of ESD,  as a way to empower students to handle sustainable. Research onschool leadership to  raise quality in ESD active schools points out a lack of connection between inner school organizational routines that give support to ESD and the external organizational routines that connect education to the surrounding society (Mogren & Gericke, 2017), which in ESD is a guarantee of the relevance of education to the learner. Knowledge on school leadership and ESD as exemplified is based on case studies that point out important starting points for an effective ESD implementation, holistic ideas (Leo & Wickenberg 2013; Mogren, Gericke & Scherp, 2019) collegial approaches in the school organization (Gericke & Torbjörnsson, 2022) and  legitimizing functions (Mogren & Gericke, 2019). This study builds on the knowledge identified at the formulation arena of ESD and take it one step further,  studying the realization arena, what actually falls out in practice of ESD implementation over time, based on initial intentions. The formulation arena of a project, setting the scene is not a guarantee for successful implementation, instead schools often fail in their ambitions on ESD (Hargreaves, 2008) and certification programs on ESD with initial ambitions is not always successful (Olsson, Gericke & Chang Rundgren, 2016 ). Sense making activities is a methodological approach in school improvement and used in this study to understand practice (Weick, 2001). Sense making deals with challenges in the daily work patterns for school leaders, when ordinary frames of reference are disrupted and new understandings needs to be incorporated (Weick, Sutcliffe & Obstefeld, 2005).  How school leaders make sense of ESD; couple the formulated visions  to the practical outcomes of ESD is understood in this study by the  framework of coupling mechanism (Liljenberg & Nordholm 2018). The framework of coupling mechanism seeks to understand more than if organizational routines  on ESD are in place, but also their outcome and how they are used in practice.  The coupling mechanisms is categorized according to either accommodation mechanisms leading to permanent changes of structures and routines in the organization for ESD. Mechanisms can also be assessed as assimilation, then leading to superficial changes, or decoupling mechanisms that shows no positive effects of implementation of ESD or  even hinder changes in education. Research questions A, What leadership actions are identified for reaching accommodation in an ESD school improvement process?B, How is leadership agency in ESD formed and characterized in practical ESD implementation? Methods section  This study is conducted within  a school improvement project, studied by researchers in  several different studies over time . The project was introduced to five schools in one municipality  starting with a pre-study in year 2016 and followed by research until year 2021. The respondent nine school leaders  from five schools all take part in the continues school improvement project on ESD. The aim of the practical improvement  work for schools is to steer their processes towards an ESD whole school approach (Henderson & Tilbury, 2004) that establishes  ESD in the school organization.            The theoretical framework of coupling mechanisms, assessing actions as accommodative, assimilative or decoupling (Liljenberg & Nordholm 2018) link the formulation arena of ESD and the realization arena with outcomes in practice. School leaders actions  on three specific organizational routines of ESD  are studied  over time (a holistic idea of ESD, the interdisciplinary approach of ESD and leadership legitimization of ESD). Accommodation actions  are searched as they intend to transform and change pre-defined understanding of education, causing real changes that are permanent. Leadership agency on ESD is analyzed by thematization (White, 2009) of collective action by responding school leaders over time. Leadership agency towards an established ESD implementation is outlined by combining the mechanisms used by school  leaders steering their actions  and the identified themes of importance for the whole group in leading towards ESD. Interview data was coded, transcribed and narratives was constructed. nd characterized in practical ESD implementation?We make use of the analyzation of narratives to answer research question 1, RQ1, What leadership actions are identified for reaching accommodation in an ESD school improvement process? In the second step, thematization of narratives (from RQ1) for each mechanism of ESD (accommodation, assimilation and decoupling) are analyzed to search for characteristics of leadership agency in ESD, answering RQ2, How is leadership agency in ESD formed and characterized in practical ESD implementation? Conclusions Results on identified leadership actions for reaching accommodation of ESD confirm the importance of  leadership actions to establish a guiding  holistic idea on ESD in the school organization, as well as acting on communication and feed-back systems where collegial long reaching work can develop over time.  Results further shows that a realization on ESD towards a permanent implementation is a pathway of  distancing reliance on individual responsibilities of ESD  to instead build structural support in the organization. Accommodating agency, as searched in the study consist of  school leaders that involve collegial with other school leader to find moral support in decision-making  as the same time as they increase their own understanding of the improvement of ESD. Five characteristic expressions for advancement in leadership agency of ESD towards a permanent implementation is identified;1, changes in the infrastructure of education to establish interdisciplinary teacher teams.2, the use of a distributed leadership approach  to collaborate collegial on ESD.3, the active use of steering documents to support and legitimize ESD implementation and as a response to critical voices.4, the development of  supportive and structural routines as well as continuously keeping school improvement on ESD alive.5, establishing a terminology about ESD that is used at the local school and that need specific introduction to new staff .  Over all the pathway towards a permanent accommodation of ESD and the characteristic of accommodation mechanisms state that leadership agency of ESD is a question of nesting ESD to the robust foundations within education to establish structures and processes that prevents ESD implementation  to fade or fail.  In this study robust foundations are identified as ESD common goals in the organization, collegial work, communication, and leadership ambitions.   References  Feldman, M. S., & Pentland, B. T. (2003). Reconceptualizing organizational routines as source of flexibility and change. Administrative Science Quarterly, 48, 94–118.  Gericke, N. & Torbjörnsson, T. (2022). Supporting local school reform toward education for sustainable development: The need for creating and continuously negotiating a shared vision and building trust, The Journal of Environmental Education, 53(4), 231-249.  Hallgren, E. (2018).  Clues to aesthetic engagement in process drama: Role interaction in a fictional business Doctoral dissertation, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik, Stockholms universitet.Hargreaves, L. G. (2008). The whole-school approach to eduation for sustainable development: From pilot   projects to systemic change. Policy & Practice-A Development Education Review, (6).Henderson, K., & Tilbury, D. (2004). Whole-school approaches to sustainability: An international review of sustainable school programs. Australian Research Institute in Education for Sustainability:Australian Government                       Leo, U., & Wickenberg, P. (2013). Professional norms in school leadership: Change efforts in implementation of education for sustainable development. Journal of Educational Change, 14(4), 403-422.  Liljenberg, M., & Nordholm, D. (2018). Organizational routines for school improvement: exploring the link between ostensive and performative aspects. International Journal of Leadership in Education, 21(6), 690-704.Mogaji, I. M., & Newton, P. (2020). School Leadership for Sustainable Development: A Scoping Review. Journal of Sustainable Development, 13(5).Mogren, A., & Gericke, N. (2017). ESD implementation at the school organization level, part 2 investigating the transformative perspective in school leaders’ quality strategies at ESD schools. Environmental Education Research, 23(7), 993-1014.Mogren, A., & Gericke, N. (2019). School le
ER  - 

TY  - CONF
T1  - Svensk medicinpedagogisk forskningsproduktion och förutsättningar för tillämpning för kvalitet och innovation
T2  - Konferensen forskning om högre utbildning. Stockholm 11-12 maj 2023
A1  - Edelbring, Samuel
A1  - Edgren, Gudrun
A1  - Hultin, Magnus
A1  - Lindgren, Stefan
PY  - 2023
SP  - 61
EP  - 62
LA  - swe
PB  - : Stockholms universitet
AB  - Bakgrund: Beslut och metoder inom hälso- och sjukvården bygger på vetenskaplig grund vilket förutsätter en forskningsbas. Inom detta område är svensk vetenskaplig produktion och tillämpning relativt stark, däremot ser vi inte motsvarande styrka i kunskapsbasen för utbildningsuppdraget. I diskussionen om utbildningens forskningsförankring är det vanligtvis innehållet som avses eller kontakt med aktiva forskare, mer sällan hur utbildningen bör utformas för att stödja lärande eller förutsättningarna för lärarskicklighet.Det saknas inte forskning inom området, på den internationella arenan ser vi en växande högskolepedagogisk forskningsproduktion med medicin och hälsa som kontext, sk. medicinsk pedagogik. Däremot finns anledning att uppmärksamma från vilken kontext forskningen kommer och förutsättningarna att omsätta den till kvalitet och innovation i utbildningarna. Merparten av fältets forskningsproduktion kommer från USA, UK, Canada och Australien (Thomas, 2019). Den internationella prägeln på kunskapsbasen är inte alltid optimal för implementering i svenska förhållanden då resultaten och slutsatser är dragna från en kontext som i flera avseenden skiljer sig från vår. Förutom tillgång till forskning behövs möjligheter att ta del av den och omsätta till godo för utbildningen. Europeiska lärare anser inte att ny forskning når deras arbetsgrupper i någon hög utsträckning (Thomas et al., 2019).  Medicinskt skolade lärare är ofta ovana vid den högskolepedagogiska forskningsgenren som evidensgrund (Kneebone, 2002). Nederländerna, som är mer befolkat än Sverige men har snarligt antal läkarutbildningar samt likartade förhållanden för högre utbildning, har satsat på en medicinpedagogisk utveckling som givit avtryck i fältet.Syftet med denna studie är att undersöka svensk forskningsproduktion inom det medicinpedagogiska området samt att föreslå en förstärkning av förutsättningar för denna produktion och dess tillämpning i utbildningar för medicin och hälsa.Metod: Författarna är pedagogiska aktörer vid tre medicinska fakulteter och har granskat svensk och nederländsk kunskapsproduktion för medicinsk pedagogik och aspekter av dess tillämpning.  En bibliometrisk analys genomfördes av antal svenska och nederländska publikationer i 9 etablerade medicinpedagogiska tidskrifter för åren 1995-2021. Svenska affilieringar och finansieringskällor samt antal svenskar i tidskriftsredaktionerna analyserades också. Tidskrifterna var Medical education, Medical teacher, BMC medical education, Advances in health sciences education, Academic medicine, Perspectives on medical education, Anatomical sciences education, Teaching and learning in medicine samt International journal of medical education. Förutsättningar för forskning i medicinsk pedagogik identifierades genom sökningar på medicinska fakulteternas hemsidor samt på respektive lärosätes forskningsämnen/institutioner/forskargrupper. Resultat: Under tioårsperioden 2012–2021 publicerades 17 013 artiklar i dessa tidskrifter varav 1 441 från Nederländerna och 217 från Sverige. Nederländska publikationer ökade dramatiskt i det längre perspektivet för att plana ut till en hög produktion med 117–187 årliga publikationer under perioden, medan svenska publikationer ökade makligt till 16–33 årliga publikationer. Samtliga svenska medicinska fakulteter bidrog till produktionen, men andelen från KI dominerade. Tidskrifternas redaktioner bestod sammanlagt av 466 personer varav 31 (7%) nederländare och fyra svenskar (<1%). Organisatoriskt stöd till pedagogisk forskningsanknytning finns på alla medicinska fakulteter men i de flesta fall som en del av universitetets pedagogiska utveckling, inte anpassat till professionsutbildningar inom medicin och hälsa.Diskussion och slutsats: Forskningsbaserad kunskap bör vägleda utbildningarna, och eget forskningsengagemang i fältet skapar omdöme i utveckling och strategiska beslut. Hög forskningsproduktion är inte per se ett kvalitetsmått på utbildningarna, dock är det rimligt att anta att en satsning på produktion avspeglas i högre pedagogisk medvetenhet och säkrare beslutsunderlag i såväl fakultets- och kursledningar som hos lärare och handledare. En stark produktion och engagemang skapar delaktighet i det internationella forskarsamhället som vi både kan lära av och bidra i. Nederländerna har visat att även ett europeiskt land kan göra avtryck i fältet (Doja et al., 2014). Vi föreslår specifika svenska satsningar för en hållbar kvalitetssäkring och innovationskraft. 
ER  - 

TY  - JOUR
T1  - Teacher Reflections on Challenges and Strategies Teaching Health, Lifestyle, and Sustainable Development
T2  - International Journal of Home Economics
SN  - 1999-561X
A1  - Bohm, Ingela
A1  - Oljans, Emma
PY  - 2025
VL  - 1
IS  - 18
SP  - 2
EP  - 16
LA  - eng
PB  - : International Federation for Home Economics
KW  - home economics
KW  - physical education
KW  - health
KW  - sustainability
KW  - lifestyle
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - The Swedish curriculum emphasizes sustainable development, including health, in subjects like Home Economics (HE) and Physical Education and Health (PEH). Teaching these subjects therefore involves navigating potentially sensitive personal issues and contested interpretations of health and sustainability. Our aim was to explore challenges related to teaching such topics, but also didactic strategies for handling them. We distributed a qualitative online questionnaire to HE and PEH teachers and analysed the 37 responses using reflexive thematic analysis. This yielded four themes that showed how teachers struggled with limited resources and knowledge, low student performance, student resistance, and sensitive issues and ethical dilemmas. The lack of resources in the subjects can lead to fruitful discussions about inequalities in health and the ability to make sustainable choices, but such discussions can also trigger sensitive issues among students. In HE and PEH, teachers are required to balance student engagement and their right to a private life, fostering a supportive environment for discussing sensitive topics while also respecting personal boundaries. At the same time, they must navigate student resistance and lay beliefs about health and sustainable development that is conflated with scientific knowledge. Because this is such a complex area, we posit that HE and PEH teachers need ethical competence to handle these sensitive topics and balance societal change with individual integrity.  
ER  - 

TY  - CONF
T1  - Concrete Examples of Education for Sustainability Practices in Preschool in Sweden
A1  - Borg, Farhana
A1  - Gericke, Niklas
PY  - 2019
LA  - eng
KW  - biology
AB  - To integrate education for sustainability (EfS) in pedagogical practices is often described as complex and challenging by teachers at preschool to higher education levels. Teachers’ lack of competence in teaching EfS or inspiring examples from educational practices have been identified as some major reasons for this (Borg, Gericke, Höglund, & Bergman, 2012; Corney, 2006; Hedefalk, Almqvist & Östman, 2015). The intention with EfS is to empower learners ‘to take informed decisions and responsible actions for environmental integrity, economic viability and a just society, for present and future generations, while respecting cultural diversity’ (UNESCO, 2019). In early childhood education, a main starting point in EfS is building on children’s participation, and viewing them as active agents and stakeholders for the future (Gothenburg Environmental Centre, 2010). Despite an increase in integrating EfS in preschools in Sweden, there are teachers that do not fully acknowledge children as active citizens who are capable of being involved in activities that bring changes in society (Ärlemalm-Hagsér, 2013).Preschool teachers play a significant role in developing young children’s verbal and practical knowledge about environmental and sustainability-related issues through engaging them in conversations, discussions, and in practical activities (Borg, 2017). According to Pramling Samuelsson (2011, p. 110) an important factor for developing children’s competence in EfS is ‘the teacher’s competence and understanding of the questions as such related to young children’s everyday life’. However, only a few studies have been conducted to explore how teachers integrated EfS in preschool education (e.g. Svedäng, Halvars, Elfström, & Unga, 2018). Knowledge operationalization of EfS is needed for teachers to identify practical and proven examples of how to integrate EfS in their daily pedagogical practices.  Aim and objectivesThe purpose of this study was to highlight preschool teachers’ operationalization of education for sustainability (EfS) in their daily pedagogical practices in Sweden. The objectives were:to explore teachers’ sustainability awareness in preschool education; andto investigate how teachers integrate EfS in their daily pedagogical activitiesIn this paper, ‘sustainability awareness’ refers to what teachers describe about what they know and how they view of sustainability in relation to preschool education from their personal perspectives. In Sweden, preschool education refers to early childhood education for children, who are below six years old.In Sweden, a new curriculum for preschool education will be effective from July 2019 (Skolverket, 2018), in which a number of changes compared with the previous curriculum have been made, e.g., the concept sustainably is explicitly mentioned for the first time in relation to preschool education and children’s learning. The new curriculum states that each person that works in preschool shall promote respect for individual’s intrinsic value and for sustainability. Conceptual frameworkChildren are active participants in learning, and the involvement of adults and knowledgeable peers can make a great difference in the learning process (Bruner, 1966). Bruner (1960, 1977) argues that a child of any age is capable of understanding complex information; even very young children are capable of learning any material if the instruction is organized appropriately. Considering the complexity of the concept of sustainability, the study uses an interlocking circles model that depicts how the environmental, the social and the environmental dimensions are closely connected (Elliott, 2013). Any practices and policies developed without taking all dimensions into account are likely to provide only limited understanding of the sustainability concept and is less likely to lead to action (Siraj-Blatchford, Smith, & Samuelsson, 2010). With regard to EfS, the challenges are not only to operationalize these sustainability dimensions for preschool’s pedagogical practices, but there is a great need to concretize EfS with examples that are connected with children’s daily life.MethodThis study was part of a larger EfS-school development project, which was developed with practitioners to provide support for teacher professional development (TPD) in a municipality in Sweden. A qualitative approach was utilized to acquire an in-depth understanding of preschool teachers’ sustainability awareness, and their ways of operationalizing the EfS for day-today activities. The study was conducted between April and May 2018. A description of Participants and data collection, and Data analysis is given below. Participants and data collection Individual interview data were collected from 12 certified preschool teachers, who were employed in 8 preschools that participated in the EfS-school development project for a year. The preschool teachers were all women with working experiences with young children ranging from 6 to 33 years. Although 10 preschools participated in the EfS-school development project, two of them could not participate in the study due to other commitments. An interview guide was developed that included questions concerning demographic information, teacher’s definition and views of the concept of sustainability and EfS, their experiences of working with EfS with practical examples, as well as any challenges they might have experienced to integrate EfS in preschool education. Conducted in Swedish, the interviews were audio recorded and fully transcribed by a professional transcriber. Data analysis Content analysis was undertaken to analyse the interview transcriptions to identify main contents of data and the messages (Cohen, Manion, & Morisson, 2011). The transcriptions were read and re-read in order to become thoroughly familiarized with the data and initial codes were noted concurrently. Any similarities, inconsistencies or contradictions in relation to what individual teachers informed, were noted for further exploration. In later stages of the analysis, some of the codes were modified while re-reading the transcriptions to ensure consistencies and coverage of the codes. Similar types of codes were categorized and from these categories major themes emerged. To ensure reliability, the coding started with a small sample of texts, which helps to make amendments of the coding and categorisation. This study followed the codes and guidelines of research ethics in relation to informed consents of the participants, maintenance of confidentiality, and the use of information for the study (Vetenskapsrådet, 2017).Expected OutcomesRegarding sustainability awareness, most of the teachers reported an Integrated views of sustainability. All participants were capable of describing sustainability using the three interconnected dimensions: the environmental, the social and the economic. In general, all teachers viewed sustainability as an abstract and complex concept, which can be difficult to make apprehensible in preschool’s educational activities. The preliminary findings of how the teachers integrate EfS in their daily pedagogical activities are presented under emerging themes below: Environmental dimensions on focus: Common activities in all preschools were recycling of plastic materials, reusing of milk packets and plastic corks, as well as composting of leftover food. Going out in the nature appeared to be a routine for all preschools. Concrete examples for young children: A few teachers argued that working with young children with EfS, requires efforts to concretize various activities at children’s developmental levels. In general the teachers were lacking concrete ways of working with EfS; especially to integrate the social and economic dimension. Internationalization and global perspectives: A couple of preschools started integrating global perspectives, e.g. one teacher mentioned that they had a collaboration with a preschool in Canada, and, according to her, it is important that children get a wider perspective about other countries, languages and cultures, which she viewed as a part of social sustainability. Some of the teachers connected their educational practices with the preschool curriculum highlighting the 17 sustainable development goals (SDGs) that address the ‘areas of critical importance for humanity and the planet’ (United Nations, 2015, p.1). To summarize the main findings, it seemed that the current TPD had, to greater extent, impact on transforming teachers’ views of sustainability into a holistic concept, and they were also struggling to transform their knowledge into concrete pedagogical activities. Positive and unexpected activities though evolved in relation to globalization.
ER  - 

TY  - CONF
T1  - Nordic research focusing composition education in relation to primary and secondary schools: What do we know and what do we have to investigate further?
A1  - Ferm-Thorgersen, Cecilia
PY  - 2016
LA  - eng
KW  - musikpedagogik
KW  - music education
AB  - As the focus on composition, as a part of compulsory and upper secondary music education, has become more clearly outspoken and valued in steering documents lately in the Nordic countries, the need of research has increased. The aim of the symposium is to give a picture of what is going on within the Nordic network when it comes to composition education research in schools, and connect that to existing curricula, as well as to music teacher education.   After a short introduction of the situation mentioned above, six examples of ongoing or recent research will be shortly (11 min) presented, and connected to the theme of the symposium. In the end Jon-Helge Sætre will draw lines between the existing perspectives and findings, teaching and learning practices in Nordic schools, the field of music education research, and to what is needed to be investigated further according to his view of the situation (11 min). Finally a discussion between the participants and the audience will take place.   Claiming semiotic space with classroom composing: meeting the challenge of the new Finnish national core curriculum Juha Ojala & Lauri Väkevä  This conjoint presentation is based on the philosophical-theoretical rationale and practical cases described in our book Säveltäjäksi kasvattaminen ("Educating a composer”; Finnish National Board of Education 2013) that collected together Finnish practices of classroom composing under the theoretical frame of semiotic pragmatism. In the rationale of the book, we portrayed composing as a key practice in building musical lives. Instead of mere creative production of listenables, composing can be seen as quintessential way of claiming semiotic space in the social-cultural realm of sonic actions and transactions. Through several examples of Finnish classroom composing, we argue that such perspective can help us to build a comprehensive view of composing-based music pedagogy that is not stuck to genre-based distinctions between creative approaches, nor restricted to the specific agendas of teaching methods. This, we maintain, is the best way to realize the democratic and inclusive goals of the new Finnish core curriculum for the comprehensive school music.  Some key findings from a PhD-study on composition education: The Dynamics of Collaborative Creative Music-Making: Reflection-in-action, facilitation and interaction Tine Grieg Viig  This Ph.D.-project focuses on the educational perspectives of collaborative processes where children and young adolescents compose music together with professional artists. The study aims at making a contribution to an on-going discussion of creative processes in the field of music education. Through asking how creative competencies in creative music-making can be taught, learned and developed, this research is based on three case studies where professional artists and children collaborate in creative processes composing music. Interviews with focus groups and leaders of the projects, observations and video-recordings of the creative process along with the musical material make up the empirical data in all the cases. Through a sociocultural perspective on learning and interaction, important foci in the study are the reflection-in-action and facilitation of the creative process through scaffolds and dynamic interaction. The findings point at the important role of an expanded repertoire in these processes, as a basis for the reflection in- and through the musical material in for example aesthetic, artistic and structural modes of reflection-in-action. This includes a discussion of the facilitator role, and the different modes an experienced leader of composition workshops utilizes in the scaffolding of creative collaborative practices. Passed and now intertwining when learning is at stake.  - Composing and learning in a musical theatre project Annette Mars  This contribution presents a study investigating musical learning among 9th grade adolescents in a Swedish lower secondary school. The adolescents collaboratively composed songs for a self-written musical, which they taught to their peers. The purpose of the study was to explore the ways adolescents acquire musical knowledge in this specific setting. A sociocultural perspective was employed; and the method used was observation and interviews with the adolescents. The results demonstrated that the adolescents’ choice of tools when learning and peer teaching composition, were the same as their teachers’. The written score was distinct in all their musical learning, suggesting the dominance of the written paradigm. In conclusion, in order to support students’ musical learning, music teachers need to know how to create possibilities for peer teaching, and when to interfere and guide the adolescents in a Zone of Proximal Development.  Composing with iPads in a 7th-grade music classroom Marja-Leena Juntunen  Based on a recent study, this presentation discusses a case in which a music teacher in a Finnish lower secondary-level school explored the possibilities of using iPads in a 7th-grade music classroom (compulsory general music course) searching for opportunities for creative and integrated experimentation with movement, music and technology. The iPads were used to facilitate creative activities and production that included music and movement improvisation and composition, combined with a video recording, and its subsequent editing to match the composed music. The project was facilitated by the teacher’s willingness to incorporate mobile devices in the music classroom in a way that integrated bodily activities and creative production with the use of technology. The case has been examined from three perspectives: students’ experiences, development of agency, and embodied learning. In the presentation, the results of the study will be discussed shortly. Loose control, listen to each other, and create – understanding cooperative music making from a chiasmic perspective  Cecilia Ferm Thorgersen  In order to create democratic milieus for creative musical group work, relations between individuals and the musical world should be investigated. One way of coming close to the interaction between subjects and music in such environments is to use philosophy as a tool for understanding. In the current article the philosophy of flesh and chiasm as developed by Merleau-Ponty in his later works, is used to acquire knowledge about cooperative composition. Chiasm means criss-crossings between the perceiving and the perceived, self and other, and language and meaning. The aim of the study was to describe and understand the phenomenon of cooperative composing from a pupil’s point of view. The experiences of five 15 years old pupils involved in a New music project constitute the access to the phenomenon. Themes that describe the phenomenon of cooperative composing showed to be: To embody new areas, Intertwinement of ideas, The function of language and symbols in chiasmic communication, Challenges and wonders, and To grow into the field of contemporary composition. Exploring the boundaries of musical meaning making: Using a graphic programming environment to develop higher order thinking in composition Peter Falthin  In music composition, manner and methods are often integral to the aesthetic position in which a piece is conceived. This is not to say that choice of method and tools will bring with them a predestination for musical form and expression but rather that a composition as a whole comprises also the process of its making. This paper will discuss some aspects of composition learning that has surfaced in different studies by the author concerning students first encounter with computer programming as a means for composition and development of musical thinking.   Some critical issues are connected to, attitude that to varying degree can be sceptical or curious, difficulties to evaluate materials and ideas due to unfamiliarity with the medium, lack of cultural context which can be both confusing and liberating and the indirectness of the medium putting demands on a composer to operate on meta-levels when planning for structures, sound design, playing activities, expression and communication. Results show that the challenge is sometimes positively experienced, and there are several cases where this has meant a turning point for musical reconceptualization far beyond the scope of the original project. Other times the experience is more problematic and seems to cause anxiety and a sense of lack of orientation. The difference does not necessarily correspond with the ability to reach solid musical results in the sense of being able to realize one’s ideas. A number of questions emerge around the role of experience and attitude to learning and thinking in music composition and how it can be dealt with.    What do we know and what is to be investigated further? Jon-Helge Sætre  Will be formulated upon a reading of and reflection upon the short presentations sent to Jon-Helge in beforehand.
ER  - 

TY  - GEN
T1  - Pomatoschistus minutus voucher NRM:NRM69326 mitochondrion, complete genome: GenBank: MW092827
A1  - Adrian-Kalchhauser, I
A1  - Svensson, Ola
A1  - Kutschera, VE
A1  - Alm Rosenblad, M
A1  - Pippel, M
A1  - Winkler, S
A1  - Schloissnig, S
A1  - Blomberg, A
A1  - Burkhardt-Holm, P
PY  - 2020
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The complete Pomatoschistus minutus mitochondrion genome. The voucher NRM:NRM69326 is stored at The Swedish Museum of Natural History, Stockholm, Sweden. The Genbank Accession number of the annotated sequence MW092827.
ER  - 

TY  - CONF
T1  - Including educational space and social pedagogical recognition: interactional and social pedagogical inspired analysis of space dynamics in compulsory, upper-secondary and post-secondary education
T2  - <em>Nationell specialpedagogisk konferens. Inkludering i etikens motljus </em>(”National special education conference in Sweden. Inclusion in the backlight of ethics”), Örebro University, Örebro, Sweden
A1  - Basic, Goran
A1  - Lokareva, Galina Vasylivna
A1  - Stadnichenko, Nadiya Vasylivna
PY  - 2021
LA  - eng
PB  - Örebro, Sweden : Örebro University, Örebro, Sweden
KW  - interactional analysis
KW  - social pedagogical analysis
KW  - space dynamic in school
KW  - social pedagogical development
KW  - dramatisation
KW  - teacher
KW  - educator
KW  - pupil
KW  - success
KW  - obstacles
KW  - educational cooperation
KW  - social pedagogical space
KW  - sociologi med utbildningsvetenskaplig inriktning
KW  - sociology education
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - The purpose of this article is to provide a new understanding of the essence of the including educational space as a pedagogical phenomenon presents different approaches of scientists to the characteristics of the concept of educational space, and the importance of interpersonal interaction in the educational space, and presents the authors’ interpretation of its essence. The analytical basis is a literature review of various studies from the domains of symbolic interactionism, social constructivism, ethnomethodology, the sociology of knowledge, education, pedagogy and social pedagogy. Empirical sequences in the reviewed literature that exemplify inclusive educational space are from the context of the organisational and practical work of compulsory and upper-secondary schools with newly arrived students and students who use alcohol and narcotics, and from the context of the organisational and practical work of universities related to the education of future play-actors. The importance of the role of the creative educational space as a leading requirement of preparation of the students for future communicative interaction in professional communication is revealed, and the structural characteristics of its content and functional load are provided. The inclusive educational space and the professionals' inclusive approach demands how schools practically and organizationally organise work with students in the educational space and what support and room for manoeuvre professional actors in the school and university receive in their practical work with students, both in relation to the expected normative right and deviant acting in the educational space and in relation to laws and governing documents that to a certain extent govern practical work in these educational spaces. The study contributes to the development of knowledge regarding: 1) dealing with social interaction and including educational space combining: a) experiences of students in educational space, b) experiences of professional actors in educational space, and c) the development of integration and social pedagogical recognition in educational space; 2) the significance of these social interactions and including educational space in the creation and recreation of the students' and professional' identities; and 3) alternative social pedagogical approaches to analysing the including educational space in compulsory, upper-secondary and post-secondary education. 
ER  - 

TY  - CHAP
T1  - Sinilarli Asmak? Cinsiyet Temelli Basari Hikayelerinde Cetrefiller ve Guclukler
T2  - Çokkültürlü Toplumlarda Eğitim
A1  - Holm, Ann-Sofie
A1  - Öhrn, Elisabet
PY  - 2011
SP  - 203
EP  - 221
LA  - tur
PB  - : Istanbul Universitese Yayinlari
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - Background document: The education and competence development of mathematics teachers in Norway and Sweden
T2  - Educating for the future
A1  - Bergsten, Christer
A1  - Botten, Geir
A1  - Fuglestad, Anne-Berit
A1  - Grevholm, Barbro
A1  - Holden, Ingvill
A1  - Lingefjärd, Thomas
PY  - 2004
SP  - 9
EP  - 38
LA  - eng
PB  - Göteborg : The Royal Swedish Academy of Sciences
AB  - In this document we present the study material, which was the starting point for the symposium. It consists of experienced teacher educators' and researchers' collected knowledge from classroom and teacher education experience as well as research from the authors and colleagues. The text describes the educational system and the teacher education in Sweden and Norway and recent reforms. It concludes with the identification of some critical issues, which have been, still are or have recently appeared within the educational and competency development of mathematics teachers in Norway and Sweden.
ER  - 

TY  - CONF
T1  - Teachers, students and researchers as language-policy makers: A nexus analysis of research in multilingual classrooms
T2  - AILA 2021, World Congress of Applied Lingustics
A1  - Källkvist, Marie
A1  - Sundqvist, Pia
A1  - Sandlund, Erica
A1  - Gyllstad, Henrik
PY  - 2021
LA  - eng
PB  - : AILA
KW  - engelska med didaktisk inriktning
KW  - english education
AB  - Bilingual-education scholars have argued for the need for longitudinal, interventionist studies (e.g. Lin, 2009) and for mixed research methods in order to understand the multi-causality nature of schools and classrooms (Baker & Wright, 2017). Prior research has revealed challenges in classroom/school contexts in combining methodological rigor with participant fluidity (Dörnyei, 2007), which adds to the complexity of doing school-based research. In this presentation, we describe an ongoing, four-year, longitudinal mixed-methods collaborative research venture involving four teacher trainers/researchers and six teachers at four multilingual secondary schools in Sweden. We also present results, and we conclude by discussing reciprocal benefits and challenges as well as the balance between research rigor and participant fluidity in this project.The study addresses issues of social justice in English-as-an-additional language (EAL) classrooms in multilingual schools, and the need for research-based teaching/learning materials of vocabulary in EAL. In the overall design, we were guided by the ethnographic discourse-analytic framework Nexus Analysis (NA) (Scollon & Scollon, 2004; Hult, 2017) and its three phases of engaging, navigating and changing the nexus of practice, in our case multilingual EAL classrooms. We engaged EAL classrooms by initiating collaboration with school leaders and teachers; we then navigated the classrooms by conducting observation and interviews, and by video-recording EAL lessons. Finally, change was introduced by us (researchers/teacher trainers) teaching a three-week intervention in six intact year-9 classes, systematically changing the de facto classroom language policy (Johnson, 2014) by inviting students to draw on different languages when engaging with new English vocabulary. Classroom language practices were analysed by applying the NA discourses ‘historical body’, ‘discourses in place’ and ‘interaction order’ to observation, interview and photography data. Intervention data of students’ learning of vocabulary was analysed quantitatively, using descriptive and inferential statistics of repeated-measures design vocabulary learning data, involving pre-tests, immediate and delayed post-tests. 
ER  - 

TY  - CONF
T1  - Recruiting Immigrant Students to the Initial PE Teacher Education at the Swedish School of Sport and Health Sciences
T2  - Education for All
A1  - Hellström, John
A1  - Meckbach, Jane
PY  - 2017
LA  - eng
PB  - Limerick; Ireland : Mary Immaculate College
KW  - pete
KW  - immigrant student
KW  - sporting cultur
KW  - recruit students
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - Recruiting immigrant students to the initial PE teacher education at the Swedish School of Sort and Health SciencesSweden is in many ways a multicultural society. Off all children living in Sweden around 20 % are themselves born or have parents who are born in another country. These children has also made an impact on Swedish sports. Today, research show that boys from immigrant families are as much a part of organized sports as children born in Sweden, while girls from immigrant families are less active in organized sports.Whereas organized sports in general show a similar pattern as society as a whole when it comes to children born in other countries, with the exception for girls, initial education for physical education (PE) does not. Studies reveals that the typical student in initial teacher education for PE is born in Sweden, grew up in the countryside and comes from families with limited tradition of higher education. In The Swedish School of sport and health sciences (GIH), only 9 % of the students in the PE teacher education program where immigrants or came from immigrant families. In this regard, the initial PE teacher education in Sweden faces a huge challenge.In our presentation we will discuss some of the strategies that GIH has adopted to recruit students with other backgrounds than the typical. We will also address some of the challenges that comes with this regarding different cultural backgrounds and basic knowledge of the Swedish sporting culture. 
ER  - 

TY  - CONF
T1  - Methodological considerations in the analysis of the co-production of knowledge and power in secondary school physics classrooms
A1  - Danielsson, Anna
A1  - Lidar, Malena
A1  - Berge, Maria
PY  - 2018
LA  - eng
AB  - In this presentation, we explore the co-production of knowledge and power in secondary school physics classrooms. The basic premise is that the privileging of certain content in teaching has consequences for what the students are given the opportunity to learn, and can thus be regarded as an aspect of power (cf. Foucault 1982/2002; Öhman, 2010). The presentation will focus on the methodological considerations involved in analysing the co-construction of knowledge and power and outline the findings of our analysis. The empirical data consists of video recordings and field notes from physics lessons in three lower secondary schools (14-15 years old students), where the students are differently situated in terms of socioeconomic and cultural background. A key construct in our analysis is ‘governance’: we analyse power aspects in the teaching of physics by identifying actions that guide or direct other people's actions (cf. Foucault, 1982/2002). Thereafter, we investigate similarities and differences in the classrooms in terms of how governance is staged and what potential consequences this can have (see Danielsson, Berge and Lidar (2017) and Östman, Öhman, Lundqvist and Lidar (2015) for similar approaches used in science education). Teachers from all three schools adhere to a rather traditional interpretation of a physics curriculum, in that moral and political aspects are largely excluded. However, a more in-depth analysis highlights differences between the classrooms, in that the students in the three classrooms are given very different opportunities for participating in the teaching and learning, and creating relationships with the content. For example, in two of the studied classrooms, the teacher to a large extent controls the content progression, but in one classroom this takes place by inviting students to contribute physics knowledge that has not yet been presented, whereas in the other classroom it takes place by asking questions of a controlling character (thus, checking that they have followed what just have been said). Hence, the conditions for taking part in knowledge-making in the classrooms vary greatly. In the context of this symposium, we are interested in discussing how the production of categories of difference (such as social class and gender) can be taken into account in an analysis of didactical interactions, in ways that highlight potential inequalities without reproducing those through the analysis.
ER  - 

TY  - CONF
T1  - The distribution of government grants in Sweden, 1865-1900
T2  - European Social Science History Conference, 13-16 April 2012, Glasgow
A1  - Westberg, Johannes
PY  - 2012
LA  - eng
KW  - utbildningshistoria
KW  - utbildningssociologi
KW  - sociology of education
AB  - During the nineteenth century, state controlled systems of popular education were established throughout Europe. In Sweden, this development was marked by the Elementary School Act of 1842. Through this act, the State turned parishes into school districts, and required every parish to establish an elementary school (folkskola) within five years. These schools would be administered by a school board, chaired by the vicar. In order to enhance the quality of schooling, the Swedish State took measures. Through decrees, regulations and the renewed elementary school acts of 1882 and 1897, the State’s demands on the school districts were heightened. The State’s control over the Swedish elementary school system was tightened establishing a system of State inspectors following the decree of 1861, and in order to reward ambitious school districts, and support the poor ones, State grants were implemented in 1844 and reformed several times during the remainder of the century. This paper deals with these government grants, 1844-1900. Firstly, this paper addresses questions regarding the development of these state grants. How did the state’s investments through government grants change during the period? To what extent can one speak of an increasing state control over school districts' finances? Secondly, it deals with the consequences of these changes. For example, the State grants were raised in order to increase the quality of schooling, but what intended or unintended strategic behaviour did such measures result in? Did the raised State grants result in more schools, higher teacher salaries, longer semesters, or did it just make it possible for the school districts to lower their local taxes? Thirdly, this paper will examine how the conditions of the school districts affected the consequences of the State’s measures. Which school districts benefitted most from raised State grants, and changes in the conditions of funding? Using national statistical material, and sources from local school districts, this paper contributes to the literature on the history of social spending on public schooling, and state’s role in the emerging systems of mass education.
ER  - 

TY  - CONF
T1  - Swedish and Chinese teachers' views on what constitutes a good mathematical test task: A pilot study
T2  - Proceedings of CERME 9
A1  - Peng, Aihui
A1  - Sollervall, Håkan
A1  - Stadler, Erika
A1  - Shang, Yueqiang
A1  - Ma, Li
PY  - 2015
SP  - 1738
EP  - 1744
LA  - eng
PB  - : European Society for Research in Mathematics Education
KW  - mathematical education
KW  - matematikdidaktik
AB  - Mathematical tasks in tests are central to students’ learning.Research shows that there is a significant gap between mathematical tasks in national tests and teacher-made tests.In this pilot study we examineeighteenSwedish and Chinese teachers’ viewsonwhat constitutes of a good mathematicaltesttaskat thelowersecondary school level. E-Mail Interviewing is conducted by presenting sevenmathematical tasks from national tests inSweden and China, respectively. The preliminary results show that Swedish and Chinese teachers hold some common viewsonthecharacteristics of good mathematical test tasks, but they also show different viewson the cognitively demanding tasks. Implications of the results and the methodology informed by the pilot study are discussed.
ER  - 

TY  - CONF
T1  - Language choice and language use in CLIL content lessons: Studies from the Swedish upper secondary school
A1  - Sandberg, Ylva
A1  - Yoxsimer Paulsrud, BethAnne
PY  - 2014
LA  - eng
KW  - bilingualism
KW  - tvåspråkighet
KW  - education in languages and language development
KW  - utbildningsvetenskap med inriktning mot språk och språkutveckling
AB  - This paper presents two aspects of language choice and language use in CLIL content lessons: first teacher views on their instructional approach, and second, the functions of language alternation as described by stakeholders. The results reveal varied strategies as well as both planned and serendipitous translanguaging practices.
ER  - 

TY  - JOUR
T1  - Die Sonderpädagogik in der bildungspolitischen Debatte Schwedens
T2  - Sonderpädagogische Förderung heute
SN  - 1611-1540
A1  - Barow, Thomas
A1  - Persson, Bengt
PY  - 2011
VL  - 1
IS  - 56
SP  - 20
EP  - 32
LA  - ger
PB  - : Beltz Verlag
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Zusammenfassung: Vor dem Hintergrund aktueller Wandlungen in der Bildungspolitik Schwedens wird die jüngere Entwicklung der schwedischen Sonderpädagogik aufgezeigt und diskutiert. Zwei kontrastierende Sichtweisen, die kategoriale und die relationale Perspektive, werden zur Analyse von Schulproblemen verwendet. Sie erscheinen prägend für die Umsetzung sonderpädagogischer Förderung. Die Verankerung sonderpädagogischer Studienanteile in der allgemeinen Lehrerbildung wird für die Ermöglichung inklusiver Bildung hervorgehoben. Angesichts widerstrebender Positionen auf den verschiedenen Ebenen der Schulpolitik sind die Auswirkungen der schwedischen Bildungsreformen auf das Konzept »Eine Schule für alle« gegenwärtig nicht eindeutig absehbar. Abstract: Against the background of current changes in educational policy in Sweden, the recent development of Swedish special education is presented and discussed. Two contrasting perspectives, the categorical and the relational perspective, are used to analyse school problems, and they are formative for the implementation of special educational support. The anchoring of special education in general teacher education is highlighted in the facilitation of inclusive education. In view of opposing positions on various levels of school policy, the impact of Swedish education reforms on the concept of »One school for all« is currently not clearly foreseeable.
ER  - 

TY  - JOUR
T1  - The professionalization of the field of education in Sweden: A historical analysis
T2  - Professions and Professionalism
SN  - 1893-1049
A1  - Lindström-Nilsson, Margareta
A1  - Beach, Dennis
PY  - 2013
VL  - 2
IS  - 3
SP  - 1
EP  - 17
LA  - eng
PB  - : Høgskolen i Oslo og Akershus
KW  - field
KW  - profession
KW  - state
AB  - This article analyses the professionalization of the education field in Sweden from a historical perspective by tracing efforts towards professionalization of teaching from a clerically consecrated to a scientifically grounded praxis. Some of these efforts seem to be fairly typical for welfare states like Sweden. However, others are more unique, such as the state ambition to create a unified teacher profession based on a scientific knowledge base across elementary and grammar school teacher categories. This ambition failed. Some reasons are speculatively discussed primarily from a Bourdieuan perspective in terms of different teacher habitus, education capital and professionalization strategies among teachers in different positions in the field of education. Primary and secondary data sources are used but National Policy Documents have formed the main data source.
ER  - 

TY  - CONF
T1  - Use of Learning Analytics in K-12 Mathematics Education: Systematic Scoping Review of Impact on Teaching and Learning
A1  - Rundquist, Rebecka
A1  - Holmberg, Kristina
A1  - Rack, John
A1  - Mohseni, Zeynab
A1  - Masiello, Italo
PY  - 2024
LA  - eng
KW  - learning analytics
KW  - k-12 education
KW  - teaching
KW  - data-based decision-making
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
KW  - computer and information sciences computer science
AB  - IntroductionThe generation and use of digital data and analyses in education comes with promises and opportunities, especially where digital materials allow use of Learning Analytics (LA) as a tool in Data-Based Decision-Making (DBDM). LA implies, analysing educational data to understand and optimise learning and learning environments (Siemens & Baker, 2012). In this paper we discuss LA as “a sophisticated form of data driven decision making” (Mandinach & Abrams, 2022, p. 196) as we explore how LA is used to support mathematics teaching and learning with digital materials in classroom practice. Data driven decision making or DBDM has been defined by Schildkamp and Kuiper (2010) as “systematically analyzing existing data sources within the school, applying outcomes of analyses to innovate teaching, curricula, and school performance, and, implementing (e.g., genuine improvement actions) and evaluating these innovations” (p. 482). DBDM is a key for the interpretation of LA, and can use any form of data, but in this review, the term DBDM is restricted to digital data. Using LA as a tool for DBDM could streamline data, making it more readily interpretable. However, questions remain about how usage can translate into practice (Mandinach & Abrams, 2022). Quality of technology integration is not merely about technology use, but also about pedagogical use (Ottestad & Guðmundsdottir, 2018), about transformation and amplification of teaching as well as learning through use of technology (Consoli, Desiron & Cattaneo, 2023). LA within Digital Learning Material (DLM) can offer learners adaptive functions seamlessly embedded in DLMs or, provide learners (and teachers) compiled student assessments in relation to learning goals extracted from learning activities (Wise, Zhao & Hausknecht, 2014). The role of the teacher in student learning is clearly of central importance (Hattie & Yates, 2013; Yackel & Cobb, 1996), and teachers have a key responsibility to make digital technology a recourse in teaching to support student learning (Scherer, Siddiq & Tondeur, 2019). This paper present findings from an exploratory systematic scoping review which was conducted regarding the use and impact of LA and DBDM in classroom practice to outline aspects related to Digital Learning Material (DLM), teacher usage, and student learning in the context of K-12 mathematics education. A scoping review was deemed most appropriate since it can be performed even if there is limited number of published primary research (Gough, Oliver & Thomas, 2017), fitting new research areas such as LA, as it provides “a technique to ‘map’ relevant literature in the field of interest” (Arksey & O’Malley, 2005, p. 20), as well as combine different kinds of evidence (Gough, et al., 2017).MethodThe methodology used the five-stage framework (Arksey & O’Malley, 2005), identifying the research question, identifying relevant studies, study selection, charting the data, collating, summarizing, and reporting the results. The databases ACM Digital Library, ERIC, PsycINFO, Scopus and Web of Science were chosen as they cover a wide range of topics within both technology and educational science to answer:RQ1: How are analyses of digital data from DLM used in mathematics education?RQ2: How do analyses of digital data from DLM impact teaching and learning?The key elements of the research questions, Participants, Phenomena of Interest, Outcome, Context, Type of Source of Evidence (Arksey & O’Malley, 2005) were used to create the eligibility criteria. Publications that were included reported qualitative and/or quantitative data and were connected to the use of DLM and LA based on digital data involving students (between 6–19 years old) and teachers in mathematics K-12 education. The search was limited to papers published from 2000 up-to-date (March 2023) in English, Swedish or Norwegian. Exclusion criteria were developed to ensure consistency within the selection process.Each record was screened by two reviewers and the relevance were coded according to the inclusion criteria. An independent researcher outside of the review group was consulted to design and validate the results of an inter-rater reliability test. The calculated inter-rater reliability score was 0.822, greater than 0.8, indicating a strong level of agreement (McHugh, 2012). After further screening 57 records were assessed to be eligible. At this stage the review pairs swapped batches and preformed data extraction showing, authors, year, title, location, aim, population, digital technology, method, intervention, outcomes, and key findings was performed for each record. The final selection of 15 articles was made by group discussion and consensus. Discussions mainly centred around four components (use, analysis, learning and teaching). The heterogeneity in our sample demanded a configurative approach to the synthesis to combine different types of evidence (Gough et al., 2017). A thematic summary provided the analysis with a narrative approach to answer RQ1. To explore RQ2 more deeply, a thematic synthesis was performed (Gough et al., 2017). The analysis focused on LA-usage based on digital data for student learning, for teaching, and for teachers’ DBDM. PRISMA Extension for Scoping Reviews (PRISMAScR) (Tricco, Lillie, Zarin, O'Brien, Colquhoun, Levac et al., 2018) was used as guidelines for reporting the results.Preliminary results3653 records were identified whereof 15 studies were included. Results show that LA-research is an emerging field, where LA-applications is used across many contents and curricula standards of K-12 mathematics education. LA were mainly based on continuously collected individual student log data concerning student activity in relation to mathematical content. Eight of the studies included embedded analytics and all 15 studies included extracted analytics, but accessibility varied for students and teachers. Overall, extracted analytics were mainly mentioned as a function for teacher-usage, available as tools for formative assessment, where analytics need to be translated by teachers into some kind of pedagogical action (i.e., into teaching).LA-usage supports a wide variety of teachers’ data use, and while mathematics teachers seemed to have a positive attitude towards LA-usage, some teachers were unsure of how to apply it into their practice. The thematic synthesis yielded two themes regarding teaching, which showed that teaching by DBDM focused on Supervision and Guidance. Results indicate extracted analytics is more commonly used for Supervision than guidance. Results regarding learning suggest that LA-usage have a positive effect on student learning, where high-performing students benefit most. The included studies examine students’ digital learning behaviour, by describing sequences of actions related to LA, learning outcomes and student feelings. Hereby, through the thematic synthesis, we capture parts of students’ studying-learning process and how it can be affected by LA usage. Finally, we suggest a definition of an additional class of LA, which we introduce as Guiding analytics for learners.Going forward, research on using LA and DBDM is essential to support teachers and school leaders to meet today’s demands of utilising data, to be aware of possible unwanted consequences, and to use technology to enhance active learners and students’ ownership of learning.
ER  - 

TY  - CONF
T1  - It’s just to replace this [x] with something”: Secondary-school Students’ Grappling with Algebraic Problems
A1  - Gustafsson, Birgit
A1  - Åberg-Bengtsson, Lisbeth
PY  - 2011
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The present study is one part of a larger research project dealing with the teaching and learning of mathematics in the latter part of the Swedish compulsory education and the first year of upper secondary school. The focus of the project as such is upon classroom communication with respect to teacher-student interaction on the one hand and students’ interpretation and understanding of the learning content on the other. The mathematical domain that is studied is algebra, and both mathematical concepts, which are new to the students, and concepts, which students are already familiar with, are of interest. It is frequently argued that algebra is an abstract and problematic area (e.g., Olteanu, 2007; Kieran, 1992; The Swedish National Agency for Education, 1999), which most students have not encountered in primary education in any formal sense, and which contains a body of new mathematical concepts. Thus, the teaching and learning of this particular area is an urgent domain for research on mathematics education.
ER  - 

TY  - CONF
T1  - How can a teacher support students with a second language to talk chemistry?
A1  - Ehdwall, Dana Seifeddine
A1  - Wickman, Per-Olof
PY  - 2017
LA  - eng
KW  - second language
KW  - modelling
KW  - naturvetenskapsämnenas didaktik
KW  - science education
AB  - In this study we investigate how four didactic models can be used by chemistry teachers to improve teaching to support students with a second language to “talk chemistry”. The study contributes to show how these models can be used by chemistry teachers to organise, perform and evaluate chemistry lessons in a way that better support second language students to become more active in talking and so learn chemistry. The material consists of video and audio recordings from chemistry lessons in an introductory class in upper secondary school in Sweden. The study was carried out in two cycles of planning, teaching and reflection in two successive classes. The first cycle was to analyse how a “normal” chemistry lesson gave students opportunities to talk and learn chemistry. In cycle two changes were made by using four models for the purpose of increasing the students opportunities to “talk chemistry”. Our findings show how teachers can also support students with a second language to learn to “talk chemistry” by using the didactic models developed in mono-lingual classrooms when planning and performing chemistry lessons.
ER  - 

TY  - CONF
T1  - Professional learning implications for Higher Education Institutions, schools and teachers from Masters level programmes in England and Sweden
A1  - Ince, Amanda
A1  - Sahlin, Susanne
PY  - 2017
LA  - eng
KW  - teacher professional learning
KW  - masters programmes
ER  - 

TY  - CONF
T1  - In between academy and profession. The formulation and assessment of student teachers’ knowledge in Swedish teacher education
T2  - Paper presented at the 37th Congress of NERA (Nordic Educational Research Association), Trondheim, Norway
A1  - Hegender, Henrik
PY  - 2009
LA  - eng
KW  - pedagogics
KW  - pedagogik och utbildningsvetenskap
KW  - pedagogics and educational sciences
ER  - 

TY  - CONF
T1  - On the performativity of university ranking lists: commodity aesthetics and looping
T2  - A keynote given at the symposium “Use and Abuse of International University Rankings ”. Barcelona July 2012
A1  - Lindblad, Sverker
PY  - 2012
SP  - 77
EP  - 79
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - In focus of this keynote is the performativity of university rankings. I will present and discuss how different kinds of university rankings are constructed and their specific ways of understanding and presenting higher education and research. Here I will focus on their one-dimensionality and potential bias in ambitions to capture the academia in terms of ranking as presented by the Shanghai ranking list ”Academic Ranking of World Universities, and the World University Ranking lists – presented by Times Higher Education (THE) and Quaquarelli Symonds (QS) respectively. I will also put forwards some features of the Webometrics list. In relation to this I will also deal with the multidimensional ranking of higher education institutions the so called U-multirank that now is under construction with the support of the European Commission. A first point to be made is that university ranking is a way to transform the multitude of university qualities in education and research, as well as engagement in social activities, into a political economy of easily visible ranking positions (jfr Marginson, 2009) presenting the higher education institutions as comparable units in one or more dimensions. Academic activities are translated into a set of comparable indictors who in turn are conceived of as presenting the exchange-value of specific HEIs. A second point is that this political economy is biased – standards are set by a number of indicators favoring certain kinds of higher education activities predominant in certain Anglo-Saxon universities. These two points concern how ranking lists represent higher education and research institutions. A third point concerns if such a representation matter? An explicit idea of ranking lists is that they should have an impact on higher education institutions for university clients as well as for university governance. I will discuss such potential performative qualities with looping implications (Hacking, 2004) for higher education research. Here I will be informed by a current study in Sweden by Sundén (in process) inspired by Espeland & Sauder, (2007) and Hazelkorn (2009) of how Swedish Vice-chancellors are acting upon international university ranking lists.
ER  - 

TY  - CONF
T1  - Students going from ‘knowing that’ to knowing-in-practice: A case study of teacher-centred to student-centred learning in marketing education at a Swedish university
T2  - Proceedings of The 5th MAC 2015
A1  - Lindh, Cecilia
A1  - Öberg, Hans
PY  - 2015
LA  - eng
PB  - Prague : MAC Prague Consulting
ER  - 

TY  - JOUR
T1  - Essentialism i sekulär religionsundervisning
T2  - Nordidactica
SN  - 2000-9879
A1  - Wiktorin, Pierre
PY  - 2022
VL  - 1
IS  - 12
SP  - 71
EP  - 79
LA  - swe
PB  - Karlstad : Karlstads universitet
KW  - religious education
KW  - essentialism
KW  - world religions paradigm
KW  - social identity theory
KW  - study of religions
KW  - religious studies and theology
KW  - subject-specific education
AB  - Students on introductory courses in secular religious studies and teacher training programs at Swedish universities often understand and conceptualize religion in an essentialist way. Whilst an essentialist understanding of religions is adequate in confessional training programs, it becomes an obstacle in secular higher secondary education and teacher training programs where an understanding of the variations within religions is required for higher grades. This article discusses four variants of essentialism observed in compulsory religious education, teaching materials and secular teacher training programs: 1) Essentialism in primary and secondary education shaped by the world religions paradigm. 2) Essentialism in religious education and teaching materials due to lack of source criticism towards religious narratives. 3) Essentialist views of religions expressed by (confessional) scholars, and 4) essentialism used in the construction of religious in- and outgroups. The article concludes that teachers involved in religious studies, regardless of level, need to be constant vigilant of expressions of essentialism in their own teaching as well as of essentialism in teaching materials. Although traditional, authoritarian and nationalist (TAN) ideology favors essentialist understandings of religions, these are not compatible with the cosmopolitan values expressed in the Education Act. Furthermore, essentialist education of religion based on the most devoted practitioners’ beliefs and practices creates a milieu where less devoted practitioners´ observance becomes questioned. 
ER  - 

TY  - CONF
T1  - The Impact of Performativity on Prospective Teachers Learning Strategies and Professional Development
A1  - Eriksson, Anita
A1  - Player-Koro, Catarina
PY  - 2014
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - In recent years a flood of interrelated reform-ideas with the main intention to reorient educational systems has been spread across the globe (Ball, 2003). These reform ideas are according to Ball (2003) embedded in three interrelated policy technologies or discoursers; the market, managerialism and performativity (p215), that has become an important part in aligning the educational system organisation with systems that traditionally belongs to the private sector. In this process the educational system and teacher education have become a political battleground geared to ideological transformations of society (Apple, 2001, 2009) which has had many consequences not at least for teaching and learning in education institutions. The Swedish school system and teacher education has, as in many other countries, undergone major political and policy-related changes in the last decades. In Sweden this has meant that knowledge of facts in subjects and knowledge about how to make these facts relevant to learn and reproduce by pupils was given a key position and an increased demand on examinations and tests in these subjects (Bender, 2013; SOU 2008:109, 2008). In this chapter the Swedish Teacher education will be taken as a critical case and the focus will be on the performative discourse in terms of tests and evaluations. The aim with this paper is to make visible how the on-going process of education within teacher education and its performative demands affect student teachers learning strategies and professional development. The intention is to analyse, make visible and try to understand how the examination tasks control what counts as legitimate knowledge for student teachers for their future work as teachers in compulsory school. The following questions will be given special attention: What meanings and understanding are generated through these examinations? How do the students handle examinations tasks? What consequences might this have on student teacher professional knowledge development? The foundation for the paper is a ethnographical meta-analysis of two studies (Eriksson, 2009; Player-Koro, 2012) within teacher education carried out between 2004-2009. The reanalysis involving comparisons across our projects in an attempt to identify and synthesise key elements from these investigations (Beach, Eriksson, & Player-Koro, 2013). These key elements are then used as ‘data’ together with extracts aimed at illustrate arguments and question emerging claims. In the present case it is mainly extracts of and summaries from educational arrangements and educational effects but also extracts of and summaries from official policy that figure in data. Most material is from observations of natural occurring conversations in or close to actual class/lecture-room contexts. The reanalysis was characterised as an interactive process between researchers, the data and theory (Jeffrey & Troman, 2004). In this process Bernstein´s (2003) concept of the pedagogic device has been used. The pedagogical device refers to a concept and set of rules, distributive rules, recontextualizing rules and evaluative rules, describing how the regulation of consciousness takes place through communication in a pedagogical practice. The pedagogic device refers in this sense to the process where knowledge is transformed into pedagogic communication through the embedding of two discourses, the instructional discourse within the regulative discourse that together forms the pedagogic discourse that constitute the rules by or through which pedagogical subjects (in this case student teachers) are created. The whole purpose and meaning of the device is, according to Bernstein, condensed in the continuous evaluation going on in pedagogical practices. This means that examinations structure the form and content and the social interactions within the pedagogical practice. Bernstein´s (2003, p 156) distinction between two fundamental forms of knowledge discourses; vertical and horizontal discourse that reflects a dichotomy between scientific- and common-sense knowledge was also important for the analysis. Method In both studies (Eriksson, 2009; Player-Koro, 2012) it was found that a performative discourse has had major consequences for student teachers strategies and development of their professional knowledge base. The performative practice seemed to move the professional knowledge base toward weak structures (weak grammar, poor insulation, indistinct concepts, local regulation), a knowledge form that is described by Bernstein (2003) as horizontal discourse. In both studies the main data was produced through detailed situated investigations based on long-term study of practices within different kinds of teacher education contexts. Eriksson´s fieldwork lasted for 1,5 year in 2004-2005 and the participants consisted of prospective teachers aimed for teaching of younger children (school year 1-6) and teacher educators. Player-Koro´s fieldwork covered over four years of investigation, 2007-2010. The participants involved were prospective mathematics teachers for older children (school year 4-9) and their teacher educators. Participant observations from different teaching situations together with interviews with students involved in these educational settings formed the main body of data. The fieldwork was grounded within the interaction between students and teachers as well as between students, as for example, in the lecture hall, seminar room, mentoring group meetings and study groups. Expected Outcomes The most significant finding from this reanalysis that will be problematized in the paper is that student teachers learning strategies are heavily shaped by their examination tasks. The problematic thing with this is that these performative priorities seem to prevent student teachers from developing a deeper understanding of both their professional knowledge and their subject knowledge. This means that they, through examinations, are prevented from the access to a vertical discourse that could provide them with mechanisms for generating new knowledge beyond specific and isolated contexts and content (a horizontal discourse). Students was through examinations often steered toward the development of a horizontal knowledge structure which is problematic for them in their future work as teachers because of the fact that a horizontal form of knowledge is less assured and less ‘powerful’ than a vertical knowledge structure. A lack of access to a vertical discourse could amongst other things, lead to a professional teaching staff that can be easily manoeuvred into new boundary areas and also easily marketed. References Apple, Michael W. (2001). Markets, Standards, Teaching, and Teacher Education. Journal of Teacher Education, 52(3), 182-196. doi: 10.1177/0022487101052003002 Apple, Michael W. (2009). Can critical education interrupt the right? Discourse: Studies in the Cultural Politics of Education, 30(3), 239 - 251. Ball, Stephen J. (2003). The teacher's soul and the terrors of perfomativity. In S. J. Ball (Ed.), Education Policy and Social Class The selected work of Stephen J. Ball. Abingdon: Routledge Taylor & Francis Group. Beach, Dennis, Eriksson, Anita, & Player-Koro, Catarina. (2013). Forthcoming. Bender, German. (2013). TCO granskar: Lärarledd tid och kvalitet i den högre utbildningen. (TCO Review: Teacher-led time and quality in Higher Education). TCO granskar: Avdelningen f�r samh�llspolitik och analys, TCO. Bernstein, Basil (2003). Class, codes ans control. Vol. 4, The structuring of peddagogic discourse. London: Routledge. Eriksson, Anita. (2009). Om teori och praktik i l�rarutbildning : en etnografisk och diskursanalytisk studie [About Theory and Practice in Teacher Education. An Ethnographic and Discourse Analytical Study]. G�teborg: Acta Universitatis Gothoburgensis. Jeffrey, Bob , & Troman, Geoff. (2004). Time for ethnography. Brittish Educational Research Journal, 30(4), 535-548. Player-Koro, Catarina. (2012). Reproducing traditional discourses of teaching and learning mathematics [Elektronisk resurs] : studies of mathematics and ICT in teaching and teacher education. G�teborg: Department of applied IT, University of Gothenburg ; Chalmers university of technology. SOU 2008:109 En hållbar lärarutbildning : betänkande [Sustainable teacher education]. (978-91-38-23102-9). Stockholm: Fritze Retrieved from http://www.regeringen.se/content/1/c6/11/67/37/b4b3b355.pdf
ER  - 

TY  - CONF
T1  - Teaching and learning of musical interpretation in Western art music within higher music education
T2  - Nordic Network for Researchin Music Education
A1  - Holmgren, Carl
PY  - 2019
SP  - 96
EP  - 97
LA  - eng
PB  - : Royal College of Music in Stockholm
KW  - musikpedagogik
KW  - music education
AB  - Music has always been a performing art. However, it was first during the 19th century that the standard procedure within Western art music was formalised to the interpreter performing an interpretation—an artwork in its own, based on and related to the notated musical work. As such the interpretation can be analysed and valued, and the interpreter is thereby an artist.Musical interpretation is starting to become a rather well-researched phenomenon from the performing artist’s perspective, but hitherto little attention has been given to how musical interpretation is described, developed, and communicated within higher music education.Research shows that interpretation and the expressive aspects of music tend to be stepmotherly treated at the lower levels of education, e.g., in municipal music schools. Even in one-to-one teaching within higher education in Western art music, less attention is usually given to interpretation compared to technique, and the students’ practical playing is often emphasised. The discrepancy, found by teachers during lessons, between students’ practical playing and capacity for independent interpretation has been analysed as indicating that the students had not internalised the necessary skills.The aim of this compilation thesis—consisting of four articles and the ‘kappa’—is to describe teaching and learning of musical interpretation from both a teacher and student perspective within higher music education in Western art music. Contexts studied were delimited to one-to-one, master class, and prepared student-centred musical interpretational response seminar (henceforth abbreviated to PSCMIRS) teaching in Sweden. The following research questions were formulated to fulfil the aim:1. How do teachers and students describe and define musical interpretation? (Part study 1: qualitative semi-structured interviews [6 students and 4 teachers]; autoethnography. Part study 2: see below.)2. How do teachers and students see and describe their interaction while developing the student’s musical interpretation during lessons? (Part study 2: video documentation and stimulated recall [2 students, 1 master class teacher, and the students’ regular teacher (1)]; follow-up interviews [2 students and their regular teacher (1)]; field notes; scores annotated by the master class teacher. Part study 3 [planned participatory action research on PSCMIRS teaching].)3. What do these descriptions, definitions, and the interaction between teachers and students imply with regards to pedagogical, aesthetical, and philosophical values of higher music education?The theoretical framework consists of selections from the hermeneutical philosophy of Gadamer and Ricoeur including the concepts of pre-understanding, the interpreter’s horizon, and the fusion of horizons. Currently, poetry is used both as one of the methods for analysis and forms of (re)presentation. In addition, Jungian archetypes might be used as an analytical lens to further the understanding of the relationship(s) between student, teacher, musical work, and composer.Results—as presented in article 1 (in press) and 2 (in review)—indicate that both the student’s and the teacher’s definition of musical interpretation are of importance. They defined it as the process that results in a musical interpretation (mainly viewed as a practical performance) that should be positioned in the continuum between a non-interpretation and an over-interpretation. Conditions for learning of musical interpretation within the one-to-one context seemed to centre on the student’s achievement of a high level of autonomy. Three aspects appeared to affect this condition: (1) the student’s and the teacher’s view of what musical interpretation (as an activity) is, (2) experienced respectively acknowledged freedom of interpretation, and (3) (expectations on) the student’s explorative approach. Overall, honest and real dialogues where both the student and the teacher are open and feel secure enough to put something at risk seem to be a prerequisite for learning to take place.The expected outcome for the finished thesis is a multi-dimensional description and deepened understanding of the teaching, learning, and communication of musical interpretation within higher music education in Western art music, which hopefully will be beneficial in the future development of one-to-one, master class, and different forms of group teaching.At the conference, preliminary results including the interaction between teacher and student while developing the student’s musical interpretation during master class lessons (part study 2) and the research design of the planned participatory action research on PSCMIRS teaching (part study 3) will be presented.
ER  - 

TY  - JOUR
T1  - Gränsöverskridare i förskoleklassen: konstruktioner av kön i barns vardag
T2  - Paideia
SN  - 1904-9633
A1  - Odenbring, Ylva
PY  - 2012
VL  - 4
IS  - 4
SP  - 19
EP  - 28
LA  - swe
PB  - : Dafolo Forlag A/S
KW  - kön
KW  - förskoleklass
KW  - gränsöverskridande
KW  - inriktning mot förskolans och fritidshemmets verksamhet
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Barns vardag är på många sätt mångfacetterad, inte minst när det gäller konstruktioner av kön. I artikeln studeras konstruktioner av kön i termer av hur barns gränsöverskridande agerande framträder lokalt i en förskoleklass i Sverige.
ER  - 

TY  - CONF
T1  - The governance of peers.
A1  - Foss Lindblad, Rita
A1  - Lindblad, Sverker
PY  - 2013
LA  - eng
PB  - Nordic Educational Research Association, Congress 2013
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The Swedish case in a globalized context; This paper address governance by performances in Higher Education Institutions by discussing two strategies for assessing research quality, PeerReview systems and systems of performance indicators. While systems of performance indicators are of later date and has its origin in newer forms of governance, it has nevertheless usually been discussed as a system that operates on the same rationalities as the Peer-review system. Research excellence is for example still considered based on principles and norms such as those of originality and rigour, only translated into quantified figures. However, the translation of values between the two system is, we will argue, far from neutral and its significance has more to do with governance than with values per se, and, as we will argue, changes in governance includes the governance of peers. This will be the radical difference. We will here refer to the history of reviews of educational research in Sweden and to a context of changing research policies in a higher education and research system (Parliament bill 2012/13:30) that is based on increased competition of research funds. This we will put into the context of higher education and research as a system of different higher education institutions, such as university colleges and universities with large research funds.
ER  - 

TY  - CHAP
T1  - Introduction
T2  - <em>Young People’s Life and Schooling in Rural Areas</em>
A1  - Beach, Dennis
A1  - Öhrn, Elisabet
PY  - 2019
LA  - eng
PB  - London : Tufnell Press
KW  - ethnography
KW  - rurality
KW  - schooling
KW  - justice
KW  - equity
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - A key motivation for the research presented in this book is that urban studies dominate contemporary educational research, as highlighted for example by Hargreaves, Kvalsund & Galton (2009). Consequently,  knowledge of young people's marginalisation and participation in education and the wider society is based on observations of life in limited geographical/social contexts. The predominant metrocentricity leads to the neglect of needs that are not present, or readily apparent, in cities (Farrugia, 2014, p. 293) and underestimation of problems faced by rural youth. This is despite findings that it is mainly young people from outside metropolitan regions who express a lack of involvement in Swedish society and a dearth of confidence in both government and parliament (e.g. Swedish National Board for Youth Affairs, 2010). Thus, to obtain a more representative picture of young people’s situations and education we need to explore rural youths and their schooling more broadly and deeply....
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TY  - CONF
T1  - At the crossroad between "scientific excellence" and "practice-relevant science". Epistemic tensions in the Doctoral School.
A1  - Bergviken Rensfeldt, Annika
A1  - Foss Lindblad, Rita
PY  - 2012
LA  - eng
PB  - University of Oslo
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Disciplines are, and have always been, in dynamic change, and with change come new challenges for educating new generations of researchers into the academic profession. This paper address these challenges by focusing on the latest decade’s regulation of the production of knowledge in contemporary PhD Education, and especially, the organising of Doctoral Schools (or Research Schools, Graduate Schools, etc.) as a more recent initiative to structure the distribution of knowledge into education as well as research. With regard to a sample of Doctoral schools within the field of Educational Science in Sweden (Utbildningsvetenskap) we analyse different ways of organising curriculum knowledge, and discuss what consequences these differences can be said to have for the survival and traditional dynamics of the disciplines within the field.
ER  - 

TY  - JOUR
T1  - One Step towards Integration: Aspects on how Immigrant Academics Learn During Internship
T2  - Learning Communities: International Journal of Learning in Social Contexts
SN  - 1329-1440
A1  - Dimenäs, Jörgen
A1  - Jaffari, Majid
PY  - 2011
VL  - 1
IS  - 1
SP  - 36
EP  - 49
LA  - eng
PB  - : Social Partnerships in Learning Research Consortium
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This article is focused on the higher education studies of immigrant academics’ during internship. These students obtain an internship that corresponds to the vocational and educational training they received in their homelands, during their first year at a Swedish university. The purpose of this investigation is to describe and understand the learning of immigrant academics in the clash between their former work culture and the Swedish. Particular attention is drawn to the issue concerning what knowledge in relation to their professions, these students find they have gained during placement. This is a qualitative study; assumptions and analyses are related to sociocultural theory on learning during internship that draws attention to the students’ ability to distinguish between different situations and their contents in professional practice. The results reveal that the encounter with the Swedish work culture has a twofold benefit. Firstly students share the knowledge knowledge obtained during their professional practice in their former home countries with their current placement. Secondly, they gain knowledge about Swedish professional culture, its language, management and work environment, as well as the language and Swedish language in general. Finally, the students gain better self-esteem, as they discover that they can be integrated into the new culture, despite their own different competences and approaches. We can obviously here understand the result from the sociocultural theory’s way of regarding that learning occurs in a social and cultural context. The value of the practical placement period is therefore of crucial significance when the same proximity to the professional culture is not available during the university placed period of the education. In order to facilitate integration, universities should open their doors and adjust current rules to meet the attributes of this group.
ER  - 

TY  - CONF
T1  - How do preschool teacher students think of themselves according to knowledge and interest in music?
A1  - Ehrlin, Anna
A1  - Gustavsson, Hans-Olof
PY  - 2015
LA  - eng
KW  - preschool teacher
KW  - knowledge
AB  - At a few universities in Sweden students can chose a preschool teacher education program with a music profile. At one of these universities a study is undertaken aimed to reach knowledge that can be useful in the developing process of such a profile, and also in the development of the regular preschool teacher program.MethodIn total 16 of 25 students in one course group have participated in focus group interviews and 30 of 32 in another course group have answered a questionnaire.AimThe purpose of the paper presentation is to, in light of the described study, discuss the extent to which the design of the current preschool teacher program with music profile contributes to affect students' perceptions of themselves in relation to knowledge and interest in music.ResultDespite the fact that the majority of students studying preschool teacher education with music profile not have selected the education due it was a music profile most of them say that music is an important part in their lives. Using Smalls (1996) concept musicking our interpretation is that they see themselves as musicking humans. But in relation to their education most of them express that they lack knowledge and competence. One interpretation is that within the framework of the education it have been possible to create motivation and interest, but the students perception of themselves as holder of knowledge associated to music appears more difficult to change.ConclusionsLearning based on experience from organized 'learning-by-doing-oriented' situations in course sessions do not automatically lead to that those experiences can be transformed into a future professional situation. So, how to support preschool teacher students in becoming musicking preschool teachers?
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TY  - CONF
T1  - Educational Restructuring and Educational Research in Tandem?
A1  - Foss Lindblad, Rita
A1  - Lindblad, Sverker
PY  - 2014
LA  - eng
KW  - högre utbildnin
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The starting point for this study is that educational reform and educational research is moving in tandem, as could be expected from theoretical insights of the co-production of science and society in Science and Technology Studies. The ideas of relevance in educational research plays a vital role here and will be in focus when the interplay between the restructuring of educational systems and the reforming of educational research are analyzed.
Our focuses on prevalent ideas of relevance in educational research aims to show ways in which these ideas has been important in the restructuring of educational systems and research and what consequences it has had on the expertise of teachers and researchers. The study is based on the case of educational reform in Sweden in relation to changing demands on educational expertise and research over a period of twenty years. The case is of special interest for understanding interrelations between educational restructuring and educational expertise. Swedish education is a radical example of (global) trends in restructuring since the early 1990s, but the transition of Swedish educational research follows only recently, and still with some exceptions, the very same trends. Our analyses are based on two different kinds of sources – a selection of policy documents from the Swedish government and documentation of strategic instruments developed and used by Swedish Research Councils for the renewal of educational research, as well as an analysis of the concrete outcome of its uses in terms of approved research applications.
 Our results are presenting large changes in educational research policy, which has moved educational research from (a) a disciplinary organization in terms of “pedagogic” towards a multidisciplinary “educational research field”, and (b) which in tandem with Higher Education reforms has led to increased dependences and competition of external research funds, where (c) productivity in terms of international scientific publications is becoming the most important indicator for scientific quality. This dependency is combined with increasing demands for quantitative studies of school performances and international comparative studies of different kinds, all supposed to function in the control and surveillance of educational systems. However, these findings are complemented by another finding, where the relevancy of educational research for the teaching professions is emphasized, underlining the needs for praxis-relevant research either to be carried out in teacher education departments or otherwise expected to serve the needs of the teaching professions. Similar patterns are identified in Norwegian educational research policy and will be compared to the Swedish case. In sum, and taken together, our research findings shows a new and more subtle governing of the ways in which educational research now is engaging with educational practices on systems and school levels congenial to restructured education. It should alarm us for the prevalent dangers of creating an incapacity for more “radical” (reflexive and critical) forms of research practices to supersede current educational regimes.
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TY  - CHAP
T1  - The practice of peer group mentoring. Traces of global changes and regional traditions
T2  - Lost in Practice. Transforming Nordic Educational Action Research.
A1  - Langelotz, Lill
A1  - Rönnerman, Karin
PY  - 2014
SP  - 75
EP  - 94
LA  - eng
PB  - : Sense Publishers
KW  - practice architectures
KW  - professional developement
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The authors of this chapter share a research interest in teachers’ continuing professional development (CPD). They are both active as teachers in university courses and they participate in various collaborative research projects within schools. The chapter draws on such a collaboration with a Swedish secondary school, involving a teacher team encouraged by the principal to participate in peer group mentoring (PGM), which can been seen as a specific kind of continuing professional development. In this CPD the teachers used a constrained and well-structured nine-step model of PGM. The purpose of the mentoring project was to share teaching experiences so as to enhance professional and pedagogical development, with the aim of improving the teaching of a “new multicultural student group” that recently had started at the school. One of the authors, Lill Langelotz, followed this mentoring process over two years. In this chapter this process will be examined in relation to the Nordic tradition of folk enlightment (folkbildning), with a point of departure in the Swedish tradition of adult education through study circles.
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TY  - CONF
T1  - The literature classroom in a mainstreamed organization – The case of reading Selma Lagerlöf.
A1  - Norlund, Anita
PY  - 2017
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This presentation is the result of a joint project including both a teacher group at an upper secondary school and its regional university. The project refers to a transformation of the practice from an organisation where the two subjects Swedish (L1) and Swedish as a second language (L2) were separated to an alternative organisation where L2 students were mainstreamed in L1 education. The main reason for the project was the teachers’ dissatisfaction with the fact that students enrolled in the Swedish as a second language subject felt excluded. Already in the start a crucial issue emerged; i.e. how to deal with literature education (see Hammond, 2006). The two subjects had since long been characterised by two different literature traditions. Now, the L1 tradition of giving priority to classic novels, and of giving the students access to the common cultural heritage, was found to collide with the L2 tradition where priority had rather been given to identity building for young people from ethnic origin other than the mainstream and which had relied on contemporary novels. Given this the aim of the presentation is to report the analysis of what happened when the L1 and L2 literature education was conducted in a new organisational form. The novel given space by the teachers was The Emperor of Portugallia by the Swedish author Selma Lagerlöf.The empirical material consists of focus group interviews with students, observations of lessons and formal meetings, as well as of background documents. The theoretical approach guiding the research is found within the theory of practice architecture (Kemmis et al., 2014), an approach which has previously proved fruitful in similar studies of transformation. The theory facilitates the capturing of three arrangements; cultural-discursive (how the project and activities are understood by teachers and students), economic-material (what is being done) and socio-political (how the involved teachers and students relate to each other and how they relate to artefacts such as the chosen novel and the two curricula). The theory helps drawing conclusions in terms of how the arrangements enables or constraints the students’ success.
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TY  - CONF
T1  - The combination of a didactic model, Didethics, and videopapers to visualize ethics in teaching
A1  - Cronqvist, Marita
PY  - 2017
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - A study of professional ethics in teacher education indicated that student teachers in their didactic plans mostly did not attend to ethics (Cronqvist, 2015) and therefore, a new didactic model could be needed. A didactic model called Didethics was created theoretically in order to visualize ethical aspects of teaching. Since ethics is embedded in all teaching, it is crucial to pay attention to ethics in planning, but also in implementation and follow-up, which the model does. The theoretical model Didethics was tried in practice in combination with videopapers, a multimodal text covering selected recorded video sequences with associated reflective texts. During student teachers´ school-based education they were filming some sequence when they were acting and then chose different clips and reflected on them in a paper. As a follow-up on campus, student teachers showed their clips and told about their reflections. As part of the work, student teachers were asked to use the clips to reflect on didactic questions from the model and the function of the model as a tool. The aim of this study is to try how the theoretically created didactic model, Didethics, functions in practice to visualize ethics. Student teachers´ videopapers are analyzed in order to find answers to the following questions:How do student teachers use the model?How does the model affect the expressions of ethics, implicit and explicit?How do student teachers experience the didactic model, Didethics, in the education of children?How do student teachers experience the didactic model, Didethics, in their own learning?Previous research on teacher education and students´ learning, relevant to the need to make ethics in teaching visible, is about the importance of students´ dispositions and earlier experiences in teacher education (Schussler & Knarr, 2013; Johnson, 2008; Sockett, 2009; Dottin, 2009).There seems to be a lack of attention to how dispositions and previous understandings influence education and the shaping of professional role. Researchers demand a teacher education that systematically attends to students´self-consciousness about what values they express and their judgment in context (Schussler, Stooksberry & Bercaw, 2010). Values verbalized by students are not always aligned to how they act in context (Johnson, 2008). They often enact values unaware of how children perceive their actions and therefore, self-awareness need to be supported (Schussler & Knarr, 2013).Lazarus & Olivero (2009) state that “videopapers are multimedia documents that integrate and synchronise video, images and text in one non-linear, cohesive document” (p 256). The combination of words and acting, seeing and verbalizing can be a useful tool in teacher education in order to visualize and make explicit tacit knowledge (Smith & Krumsvik, 2007). Ethics of teaching is often mentioned as tacit knowledge, both difficult to notice in actions and to verbalize. Therefore, the combination of the didactic model and videopaper is interesting to try.  Previous research in the area of teacher education has shown that videopapers can lead to increased reflection among the involved participants (Almås & Krumsvik, 2008; Smith & Krumsvik, 2007). They can also help bridging theory and practice (Lazarus & Olivero, 2009). In this study, videopaper is used as empirical data to examine how the didactic model, Didethics functions in order to visualize ethics. The ability of videopapers to represent practice is highly interesting.The combination of videopapers and the didactic model, Didethics, to visualize ethics in teaching, to find different strategies to support reflection and to bridge the gap between theory and practice makes the study most relevant to development of teacher education internationally.The study was implemented in a course in Swedish with focus on didactics for teachers working in grades 7-9 (pupils from 13 to 16 years old). This course is held in the second semester of teacher education but three of the students were in their sixth semester, studying together with students from the second semester out of economical reasons. Altogether, nineteen student teachers were participating.In preparation for the assignment, a combined lecture and workshop about the model was given. In the workshop, students made concrete planning of their teaching, using the model. Problems that occurred were that the students had not met their supervisors yet and therefore did not know if they were able to use the planning and no one of the supervisors participated in their own lecture about the model and therefore were not able to support the students in using the model. It is unclear how this affected student teachers´ abilities to use the model.  When students came back from school-based education, they got technical help to make clips from their recordings. Out of these clips, they wrote reflections on their choices of teaching methods, content, judgment and meanings of professional ethics.The analysis was made phenomenologically with the aim to understand the didactic model´s ability to visualize ethics in teaching as a phenomenon.  At first, videopapers were read carefully several times to get a grasp on the whole. Thereafter, meaning units out of research questions were marked for each paper (Dahlberg, Dahlberg & Nyström, 2008). The analysis was thereby moving from the whole to the part and then back to the whole again. Out of this movement in the analysis and the meaning units, a division was made, based on whether the model was mentioned, reflected on, if ethics or professional ethics were mentioned, if meanings of professional ethics could be identified more or less distinctly as they are formulated in the model and if meanings of professional ethics were mentioned even if connections to the model were missing. Papers without any connections to the model, ethics or meanings of professional ethics at all, were separated. Words in the markings of meaning units are “model”, “method” and “reflection” and these meaning units form patterns (clusters) in the material (Dahlberg et al., 2008).
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TY  - JOUR
T1  - САМОСТОЯТЕЛЬНОСТЬ СТУДЕНТА В СОЗДАНИИ ВКР: ОПЫТ ЖУРНАЛИСТСКОГО ОБРАЗОВАНИЯВ РОССИИ И ШВЕЦИИ: [A Student’S Independence in Writing a Graduation Thesis: The Experience of Journalistic Educationin Russia and Sweden]
T2  - Vestnik Moskovskogo universiteta. Seriya 10. Zhurnalistika
SN  - 0320-8079
A1  - Goldenzwaig, Gregory
PY  - 2017
VL  - 6
SP  - 32
EP  - 51
LA  - rus
PB  - : Izdatel'stvo Moskovskogo Gosudarstvennogo Universiteta
KW  - journalistic education
KW  - independence
KW  - graduation thesis
KW  - bologna process
KW  - comparative study
KW  - журналистское образование
KW  - самостоятельность
KW  - квалификационная работа
KW  - болонский процесс
KW  - компаративное исследование
KW  - östersjö- och östeuropaforskning
KW  - baltic and east european studies
AB  - The article describes the research project “Independence in writing a graduationthesis: the experience of journalistic and pedagogical education in Russia andSweden”. This three-year interdisciplinary project is being conducted at theUniversity of Södertörn (Sweden) by researchers from the faculties of journalismand teacher education. The focus of the article is the interpretations ofindependence in journalistic education, especially in relation to the Russianpractice. The text examines the concept of the project, the main directions of thestudy and features the ongoing research at the stage of its implementation.
ER  - 

TY  - CONF
T1  - A Reliable, Efficient, Affordable and User-friendly Approach for Online Assessment in Distance Education
T2  - Never Waste a Crisis!
A1  - Mardanian, Haleh
A1  - Mozelius, Peter
PY  - 2011
SP  - 18
EP  - 25
LA  - eng
KW  - online assessment
KW  - plagiarism
KW  - distance education
KW  - e-learning
KW  - technology enhanced learning
KW  - computer and systems sciences
KW  - data- och systemvetenskap
AB  - In the assessment of the students in higher education, cheating and plagiarism have always been of major problem. This problem is also a rapidly growing phenomenon in Sweden. The number of students suspended from courses in tertiary education increased by 56% in 2010 and the plagiarism has been the most common violation. Online distance courses with students spread out geographically need online assessment approaches to save time and avoid travel expenses. E-learning and distance education have during a long period been criticized for the overuse of “True/False tests” and Multiple Choice Questions (MCQ) tests. To assure deep learning we want to promote the idea of open ended project assignments where students can practice techniques from the course content in real world applications. To verify authentication and avoid plagiarism we have developed a low cost approach that we have tried to make user-friendly and efficient. The aim of this article is to describe and discuss how our video conference presentation approach for online assessment in distance courses could be conducted in a reliable, efficient and affordable manner. Course content and the assessment approach were developed in parallel iteratively during the first half of 2011. Ideas and techniques have been discussed with colleagues and students before the course starts. Technically the presentations worked perfectly, but on slow Internet connections the video transfer was not clear and the voice was not synchronized with the video. From a psychological perspective the presentations were a bit stiff and formal but that is often the case in other forms of assessment and authentication as well. Findings show that the approach is a very reliable and accurate way of assessment in a sense that the teacher can see and hear the student while he is presenting his work and also saves time and travel costs for students and teachers. We do not think that any courses ever will be 100% protected from plagiarism and no model for assessment will ever make all students happy. But we find our approach to be secure enough for university courses and that it does not make the students more uncomfortable and stressed than what the case is in traditional written exams.
ER  - 

TY  - CONF
T1  - Unpacking the Special Educational Needs Industry: Voices from Invoices
A1  - Norlund, Anita
A1  - Levinsson, Magnus
A1  - Langelotz, Lill
PY  - 2022
LA  - eng
KW  - continuing professional development
KW  - invoices
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  -  Already ten years ago Tomlinson (2012) spoke of the “rise of the expanded and expensive SEN [Special Educational Needs] industry”(p. 75). In this paper, we explore the SEN industry on a continuing professional development (CPD) market for teachers in Sweden. This market seems to well meet the exaggerated importance of teachers’ CPD. Such an exaggeration is a highly globalized phenomenon and thus, we argue, of high significance to the research community (cf Kennedy, 2014). International studies reveal clear evidence of an increasing state-encouraged marketization and privatisation of teacher CPD. Characteristic of this development is that companies establish and profile themselves on the market by selling solutions and improvements aligned with current policy discourses – a dimension of the ongoing privatisation of the education sector that Ball (2009) calls “organisational recalibration” (p. 84).A recent estimation is that about 25 000 commercial actors operate within the Swedish education sector (It-pedagogen, 2021) and previous research exemplifies how some of these “edupreneurs” offer CPD packages to schools and teachers, which in many cases can be linked to policy trends (Forsberg & Wermke, 2012; Player-Koro & Beach, 2017). Over the past decade, there has been a flood of governmental initiatives in Sweden offering various forms of professional development programs for teachers – as for example the ‘Special Educator Initiative’ – and commercial actors seem to pick up the discourses of these policy reforms and develop their businesses accordingly (Ideland et al., 2020; Levinsson & Norlund, 2018). Ideland et al. (2020) illustrate “how companies enact spaces of business possibilities made up through discourses of ‘schools in crisis’ and policy reforms” (p. 85). However, what characterizes dicsourses in the content descriptions of CPD offered at a commersialised CPD-market – and how this might influence SEN-oriented practices – needs further investigation. In this paper, we present results from the ongoing project Following invoices – finding professional learning (the Invoice Project), funded by the Swedish Research Council. The overall aim in the project is to deepen the understanding of teacher learning, in times when different stakeholders try to control and impact on education and teachers’ work.  We started the project by “following the money” (Ball, 2012) in three municipalities in Sweden and analyzed a multitude of invoices concerning teachers’ professional development. One of the results, so far, is the fact that the CPD market in Sweden to great extent offers content with a SEN focus. 37 % of the collected invoices relate to SEN content. The aim of this paper is to unpack prevalent SEN-oriented discourses on the CPD market and to discuss the possible impact these may have on various educational practices, such as professional learning and teaching practices. From a practice-oriented perspective educational practices are interdependent; they enable and constrain each other mutuallly in the ‘education complex’ (e.g., Kemmis et al., 2012; Mahon et al., 2020). Methodology, Methods, Research Instruments or Sources UsedIn the overall study - the Invoice Project – 674 invoices from 2018 and 2019, were collected from the CPD accounts for elementary and upper secondary school teachers in three Swedish municipalities (municipal invoices are subject to the principal of openness in the Swedish constitution). The selected municipalities were chosen to reflect rural and urban areas with varying socioeconomic characteristics. A first analysis of the invoices revealed that a majority of the invoices (37 %) had a SEN-oriented content. The criterion for the categorization was that the CPD title and/or the content description included not only the notion of Special Needs Education but also phenomena such as ‘dyslexia’, ‘dyscalculia’, ‘ADHD’, ‘gifted children and ´neuropsychiatric disorders’.The data production and analytical work for this paper included the following steps:1. Extending information. The collected invoices regarding SEN-oriented CPD did not always supply the information needed to address the purpose of and the questions posed in this paper. Therefore, we made further Internet searches and/or contacted schools and/or CPD providers via email or phone to obtain the information required. 2. Extracting and coding. Information was extracted from the invoices and coded into an SPSS program file comprising a number of variables including SEN-oriented CPD. We distributed all SEN invoices evenly among the three of us to organise the work and perform the first step of the coding process in individual SPSS files based on the same variable structure. We continuously engaged in formal and informal coding sessions to construct subcategories of SEN-oriented CPD. 14 different SEN categories were developed in this process. The data in the individual files were later transferred into a joint SPSS file for analysis.3. Mapping and analysing.  We used descriptive statistics, mainly frequencies and relative frequencies, computed in the SPSS program to explore the distribution of invoices, costs and actors over SEN related CPD contents. Frequencies and relative frequencies were mapped via bar charts and tables to illustrate and summarize the characteristics of SEN-oriented CPD in the studied municipalities. 4. Identifying discourses. We identified tentative discourses in the CPD actors’ content descriptions collected from our Internet searches. To deepen the analyses, we exploited our joint experiences in working with educational discourses in a Faircloughian and Foucauldian critical sense (see Langelotz 2014; 2017a; 2017b; Norlund, 2009; 2021; Norlund & Levinsson 2018).Conclusions, Expected Outcomes or FindingsThe findings show a number of prevalent discourses, of which we will present a few during our presentation this paper. These discourses seem, in turn, to be embedded within an umbrella discourse of solutionism. The discourse of solutionism starts with a well-defined (and often simplified) problem to which the CPD offers a solution (cf. Ideland et al., 2020).We will discuss the potential consequences in relation to each practice in the education complex (practices of teaching, learning, researching, leading and CPD) respectively. ReferencesBall, S. (2009). Privatising education, privatising education policy, privatising educational research: network governance and the ‘competition state’. Journal of Education Policy, 24(1), 83-99. https://doi.org/10.1080/02680930802419474Ball, S. (2012). Show me the money! Neoliberalism at work in education. Forum, 54(1), 23-27.Forsberg, E. & Wermke, W. (2012). Knowledge soursces and autonomy: German and Swedisch teachers’ continuing professional development of assessment knowledge. Professional Development in Education, 38(5), 741-758. Ideland, M., Jobér, A., & Axelsson, T. (2020). Problem solved! How eduprenuers enact school crises as business possibilities. European Educational Research Journal, 20(1) 83–101.Kennedy, A. (2014). Understanding continuing professional development: the need for theory to impact on policy and practice. Professional Development in Education, 40(5), 688-697.Kemmis, S., Edwards-Groves, C., & Wilkinson, J. (2012). Ecologies of practices. In P. Hager, A. Lee, and A. Reich (EDs.), Practice-Theory Perspectives on Professional Learning, 33–49. Dordrecht: Springer. Langelotz, L. (2014). Vad gör en skicklig lärare? En studie om kollegial handledning som utvecklingspraktik.(Doctoral thesis, Gothenburg Studies in Educational Sciences, 348). Göteborg: Universitatis Gothoburgensis.Langelotz, L. (2017a). Kollegialt lärande i praktiken. Kompetensutveckling eller kollektiv korrigering? [Collegial Learning in Practice: Professional Learning or Collective Correction?]. Stockholm: Natur & Kultur.Langelotz, L. (2017b).  Collegial mentoring for professional development. In K.  Mahon, S. Kemmis, S. Fransisco & Lloyd, A. (Eds.) Exploring educational practices through the lens of practice architectures. Singapore: Springer. Levinsson, M., & Norlund, A. (2018). En samtida diskurs om hjärnans betydelse för undervisning och lärande: Kritisk analys av artiklar i lärarfackliga tidskrifter. Utbildning & Lärande, 12(1), s. 7-25.Mahon, K., Edwards-Groves, C., Fransisco, S., & Kauko, M. (2020). Pedagogy, Education and Praxis in Critical Times. Singapore: Springer Norlund, A. (2009). Kritisk sakprosaläsning i gymnasieskolan. Didaktiska perspektiv på läroböcker, lärare och nationella prov. Göteborg Studies in Educational Sciences 273. Göteborg. Acta Universitatis Gothoburgensis. Norlund, A. (2020). Suggestopedi som språkdidaktiskt verktyg i vuxenutbildning - en kritisk textanalys. Pedagogisk forskning i Sverige, 25(2–3), 7–25.Player-Koro, C., & Beach, D. (2017). The influence of Private Actors on the Education of Teachers in Sweden. A Networked Ethnography Study of Education Policy Mobility. Acta Pedagogica Vilnesia, 39. Tomlinson, S. (2012). The irresistible rise of the SEN industry. Oxford Review of Education 38(3), 267-286.
ER  - 

TY  - CHAP
T1  - Closing discussion
T2  - <em>Young People’s Life and Schooling in Rural Areas</em>
A1  - Beach, Dennis
A1  - Öhrn, Elisabet
PY  - 2019
LA  - eng
PB  - London : Tufnell Press
KW  - space
KW  - choice
KW  - rural capital
KW  - alienation
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The purpose of the project this book is based upon was to develop a deeper understanding of rural youth and their participation and agency in school and wider society. As noted in Chapter 1 and discussed in detail in Chapter 7, a major motivation for this was to address metrocentricity in previous research and thus broaden theoretical understanding of spatial justice and relations in education. As also noted in Chapter 1, the Swedish education system seems to be ostensibly open and inclusive, providing well-attended institutional education or day-care, regardless of children’s social class, gender or racial or ethnic heritage or any possible disabilities (Beach & Dyson, 2016). The OECD (2005) suggests this is internationally remarkable (also Beach, 2018). However, perhaps equally remarkably, the investments have not significantly reduced levels of gender, racial and ethnic disparities in social and material distributions of power in society at large (Swedish Ministry for Social Affairs and Health, 2010; OECD, 2005). Moreover, as various authors have pointed out (e.g., Åberg-Bengtsson, 2009; Beach, From, Johansson & Öhrn, 2018; Fjellman, Yang Hansen & Beach, 2018), rural-urban disparities seem to have both diversified and expanded in recent decades.Collectively the chapters in this book provide insights into several neglected aspects of education in rural spaces. First, they show that relevant conditions in rural areas are much less homogenous than often implied in metrocentric research. However, despite the variations there are consistent patterns of continued social and educational inequities between rural and urban areas. Previous research has shown that cities have grown and developed, whilst almost half of the country’s rural municipalities have smaller populations today than three decades ago (Fjellman, Yang Hansen & Beach, 2018). Moreover, partly due to changes driven by the increasing marketisation of education, schools are closing in rural areas and pupils have to travel more often, for longer times and distances (at greater costs with less state subsidy) to obtain their education than before (Fjellman et al, 2018). Thus, in terms of access to educational resources, there is discrimination against pupils from rural areas. The analyses described in the previous chapters detected two main responses by pupils and teachers in the rural areas to their inferior position in relation to peers in urban settings. Some seemed to accept it, and tried to mitigate its adverse consequences, while others criticised the metrocentricity, current denial of their rural material and social hardships, and neglect of their assets....
ER  - 

TY  - JOUR
T1  - Förskolechefens ansvar och uppdrag ur ett kommunalt förvaltningsperspektiv
T2  - Nordisk Barnehageforskning
SN  - 1890-9167
A1  - Eriksson, Anita
A1  - Beach, Dennis
A1  - Svensson, Ann-Katrin
PY  - 2015
VL  - 9
IS  - 11
SP  - 1
EP  - 17
LA  - swe
KW  - head of the pre-school
KW  - responsibility
KW  - municipal public administration
KW  - policy
KW  - förskolechef
KW  - ansvar
KW  - förvaltningsperspektiv
KW  - policyrevidering
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The revision of the Swedish Education Act and of the Pre-School Curriculum of 2010 involved ademand for improved pedagogical quality and for an alteration and clarification of roles and responsibilitieswithin the pre-school sector. In the revision the responsibilities, authorizations and rights to make decisions ofthe Heads of Preschool were articulated and clarified. This article describes and discusses how the newresponsibilities and tasks of the Heads of Preschool have been interpreted and how the response to the revisionshas manifested itself within a framework of municipal public administration. The data used consists of aquestionnaire answered by 48 administrative officials with responsibility for education government in differentmunicipalities. The result shows that the Heads of Preschool in a majority of municipalities are faced withincreasing responsibilities and a new accountability structure. In order to meet the demands for improvedpedagogical quality they are also expected to provide competence development opportunities for preschool staff.
ER  - 

TY  - CONF
T1  - Exploring the notion of critical thinking in relation to teacher educator’s professional judgment within Teacher Education in Sweden and the Republic of Ireland
A1  - Edling, Silvia
A1  - Mooney Simmie, Geraldine
PY  - 2016
LA  - eng
KW  - innovative learning
KW  - innovativt lärande
ER  - 

TY  - CONF
T1  - Authority with an unclear position
A1  - Norlund, Anita
A1  - Persson, Elisabeth
A1  - Rosvall, Per-Åke
A1  - Strömberg, Marianne
PY  - 2014
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Research has previously addressed elements of school supervision and inspection and the practices of state authorities. For example, Ouston, Fidler and Earley (1997)  have noticed that it is important how inspections and supervisions are carried out in terms of giving schools the possibilities to amend what has been identified as problematic. How countries organise supervision and inspection between authorities differ, but Ball (2007) in the UK and Apple (2005) in the US as well as Rönnberg (2012) in Sweden have noticed a discursive drift in how authorities present themselves, from a discourse with more emphasis on supervision, towards one with more emphasis on inspection. Here Sweden holds a certain position since the Swedish educational system since the mid 1990s, in a short time have turned from one of the most regulated to one of the most deregulated (Lundahl, 2002). In addition, the organisation of authorities and the function of authorities were reformed in a rapid pace.
ER  - 

TY  - JOUR
T1  - Historieundervisningens existentialiserande potential
T2  - Nordidactica
SN  - 2000-9879
A1  - Persson, Anders
A1  - Thorp, Robert
PY  - 2017
VL  - 2
SP  - 59
EP  - 74
LA  - swe
PB  - Karlstad : Karlstads universitet
KW  - history education
KW  - existentialisation
KW  - teachers
KW  - historicity
KW  - history didactics
KW  - historididaktik
KW  - lärare
KW  - historieundervisning
KW  - utbildning och lärande
KW  - education and learning
AB  - This article presents a study of how history education can be understood as a practice directed towards existentialisation. Through classroom observation, teacher interviews and focus group interviews with students in grade 9 in Swedish lower secondary school, a complex teaching practice is uncovered where history teachers have to deal with matters pertaining to disseminating a meaningful narrative of the past, a critical approach to these narratives and an awareness of historicity and its implications for how we approach and understand the past. These results are then discussed from the perspectives of how history education can promote existentialisation among students, and what challenges and opportunities this may present to history teachers.
ER  - 

TY  - CHAP
T1  - Using Rural Frameworks and Research to Develop Understandings of Educational Justice and Equity across Socio-Spatial Settings
T2  - <em>Ruraling Education Research. Connections Between Rurality and the Disciplines of Educational Research</em>
A1  - Beach, Dennis
A1  - Öhrn, Elisabet
PY  - 2021
LA  - eng
PB  - London and New York : Springer London
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - During industrialization production industries tended to become increasingly concentrated with this stimulating urbanization and the growth of cities with high population density. These environments became understood as the norm for capitalist production economies and consequently the schools in them also became the pivot of educational research and policy. Education sociology became an urban subject primarily and the problems of urban intensive schools were the main focus.  In this chapter we use experiences, theories and concepts from a recently completed research project on Rural youth – education, place and participation (VR 2013-2142, funded by the Swedish Research Council 2014 - 2017) that was carried out in six schools in six different rural areas and involved 340 hours of classroom observations as well as field conversations and formal interviews with pupils (68 boys and 68 girls) and staff at the schools. Researching with local people in rural spaces and places helped us to transcend the limits imposed on our knowledge of educational social relations by dominant metro-centric hegemonies. It helped us to identify positive understandings of local value and how people carve out personally meaningful places for education in relation to their lives, values and ambitions. Yet we have to acknowledge that the values that seem to develop from education consumption are still extremely unevenly dispersed across the social whole according to social class factors and the availability of economic and other useful forms of capital and that social reproduction in and through educational interchanges is as much of a characteristic of rural education production and consumption as it is in urban areas. Taken together the results may suggest the beginnings of a crisis of democracy in some rural areas today that can be linked to increased levels of experienced frustration and alienation and the much documented rise of right-wing populist party support in the former industrialised and now de-industrialising rural towns of our once internationally renowned welfare state.
ER  - 

TY  - CONF
T1  - Rethinking arts education in late modernity - discourses on educational practices in Sweden
T2  - DCCAbstracts. Discourse, Communication, Conversation. Loughborough University 22-23 March 2012
A1  - Ericsson, Claes
A1  - Lindgren, Monica
PY  - 2012
LA  - eng
AB  - This paper explores discourses of arts and knowledge within two different educational practices in Sweden. By analysing interviews, group talks and video recordings from both Swedish school and Swedish teacher training settings, we have revealed dominant knowledge discourses and discuss how they serve to legitimize an educational field in late modernity.   The point of departure of our studies is discourse analysis, including micro- as well as macro level. It embraces perspectives such as discursive psychology, discourse theory and Foucault inspired analysis. In one of the practices studied, the empirical material consists of focus group conversations, in the other, classroom interaction.   In a meta-perspective, both studies enclosed, two kinds of approaches are shown: Word-level analysis, identified as rhetorical actions in group-conversations, and practice-oriented analysis, identified as rhetorical actions in classroom praxis. Both approaches aim to identify hegemony and antagonistic discourses, and also to problematize the subject agency and what possible subject positions they open up for. The relation discourse-subject also contributes to the analysis of the over-determined subject and ideological dilemmas. According to the results, the area of arts education in Swedish schools seems to be a battlefield of different discoursers. This is shown by different ideological dilemmas related to activities in the music classroom and in the questions of democracy and pupil influence that rises in the studies. A relativization of the concept of quality as well as an articulation of lack of subject knowledge as a marker of teacher quality were features of two prominent discourses among teacher educators in arts education.
ER  - 

TY  - CHAP
T1  - Pedagogic practice and influence in a Social Science class
T2  - Young people's influence and democratic education: Ethnographic studies in upper secondary schools
A1  - Rosvall, Per-Åke
PY  - 2011
SP  - 71
EP  - 91
LA  - eng
PB  - : The Tufnell Press
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CHAP
T1  - Pedagogic practice and influence in a Vehicle Programme class
T2  - Young people's influence and democratic education: Ethnographic studies in upper secondary schools
A1  - Rosvall, Per-Åke
PY  - 2011
SP  - 92
EP  - 111
LA  - eng
PB  - : The Tufnell Press
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CONF
T1  - Handling frame factors, educational cultures and teacher experience when using third generation activity theory: Analyzing transition challenges across preschool, preschool class and primary school for early years science teaching
A1  - Sundberg, Bodil
A1  - Areljung, Sofie
A1  - Due, Karin
A1  - Ottander, Christina
A1  - Skoog, Marianne
PY  - 2019
LA  - eng
KW  - science education
KW  - naturvetenskap med utbildningsvetenskaplig inriktning
AB  - Topic/idea and arguments for the topic’s importanceIn our project, we seek to understand transition challenges for early years science teaching. We have combined third generation models of Activity Theory (Engeström, 2001) and formative interventions (Penuel 2014) to describe obstacles and opportunities that surface when teachers from different school forms strive to construct a shared object: pedagogical continuity in science education.In our analytical work, we have first constructed triangle models to describe activities and activity systems for preschools, preschool classes and primary school classes. The activity systems have then been compared across school forms. When comparing activity systems across school forms, we realised that some of the critical factors for continuity are not included in conventional triangle models. Consequently, we would like to share and discuss three methodological issues:There is no room for frame factors such as policy agendas, class sizes, time schedules, and access to premises/personnel in conventional triangle models. Yet, in our analyses we discovered that teachers drew on frame factors in their boundary work (cf. Gieryn 1983) towards other school forms.In many AT studies, the community node consists of a description of various stakeholders within the activity system. In our previous work, we have instead used the community node to describe the educational culture of the community (e.g., Sundberg et al. 2018). There, the educational culture includes overarching views of how children learn, what counts as good or desirable learning and the role of the teacher for children’s learning (cf. Biesta 2011). Since our studies show that the educational culture is crucial to how and whether science is afforded the children (Sundberg et al. 2018), we would like to discuss the place for educational cultures within AT models.When comparing the activity systems, the role of each teacher’s professional experience and science confidence has emerged as a critical factor for pedagogical continuity in science education. For example, teachers with strong science competence as well as confidence or teachers with work experience from both preschool and primary school seem less occupied with boundary work towards other school forms. In our current work, we have tentatively described teacher experience and competence within the subject node. This, in turn, has lead to our grappling with the relation between the subject node and the community node, with regards to the educational culture.All or some of these issues may be discussed depending on the interest of the participants in the reflection space.Information about empirical data in our current projectOur data was collected in three Swedish school units, each comprising at least one preschool, one preschool class and one class from the first three grades of primary school. Together the three units comprise 4 preschools, 4 preschool classes and 4 grade 1-3 classes. We conducted focus group discussions (10) with teachers across the school forms within each unit, classroom observations of implementations (49) and individual interviews with 21 teachers, before and after the project (35 in total). 
ER  - 

TY  - JOUR
T1  - Vem bestämmer vad som är kristendom i skolan?: Religiösa och sekulära tolkningsföreträden i en postsekulär tid
T2  - Religion & Livsfrågor
SN  - 0347-2159
A1  - Aldrin, Viktor
PY  - 2025
VL  - 2
IS  - 2025
SP  - 13
EP  - 15
LA  - swe
PB  - Uppsala
KW  - religionsdidaktik
KW  - skola
KW  - kristendom
KW  - postsekulär
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - teacher education and education work
AB  - Artikeln undersöker frågan om tolkningsföreträde för kristendom i svensk skola i en postsekulär tid, där sekulära och religiösa perspektiv samexisterar och påverkar varandra. Genom tre exempel – skolavslutningar i kyrkan, kristendomen i läromedel, samt skiftet från ortodoxi till ortopraxi – analyseras hur kristendomens uttryck förändrats och hur detta påverkar religionsundervisning och rättsliga bedömningar. Skolavslutningar i kyrkan blottlägger spänningar mellan tradition och konfessionalitet i en skola som enligt läroplanen ska vara icke-konfessionell. Läromedelsanalysen visar hur kristendom framställs både som levd tro och som kulturellt arv, ofta präglat av sekulär förståelse. Det tredje exemplet pekar på en djupgående förändring inom svensk kristendom: från en fokus på rätt lära (ortodoxi) till rätt handling (ortopraxi), särskilt synlig i asylprövningar där "genuin" tro mäts enligt föråldrade kunskapskrav. Artikeln argumenterar för att religionsundervisning i Sverige ofta bygger på en statisk och förenklad modell av religion, vilket riskerar att förvanska undervisningens innehåll. Istället bör undervisningen ta sin utgångspunkt i de levda religiösa uttrycken, såsom de faktiskt kommer till uttryck i dagens samhälle. Genom att lyssna till religionens föränderliga former kan skolan bättre förstå och gestalta kristendomens roll i en postsekulär tid.
ER  - 

TY  - CONF
T1  - UKeU and Sweden’s Net University: a comparative study
A1  - Christie, Michael F
A1  - Garrote Jurado, Ramon
PY  - 2007
LA  - eng
PB  - Proceedings of iNEER conference
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - In this position paper the authors compare and contrast two large scale government initiatives to increase online learning in higher education. Both initiatives began around the same time and similar amounts of money were expended. In February 2000 the British government established the UKeU (UK eUniversities Worldwide Limited). The aim was to create ‘a single vehicle for the delivery of UK universities higher education programmes over the internet’. The Government allocated GBP62 million to the Higher Education Funding Council for England (HEFCE) for the project over the period 2001-2004. On 28 February 2004 the HEFCE effectively scrapped the UKeU after spending just on GBP50 million. UKeU had managed to attract 900 out of a projected 5, 600 students. A House of Commons Select Committee (March 2005) damned the experiment as a ‘terrible waste of public money’. At the beginning of 2002 the Swedish government also allotted a large sum of money (in total SEK470 million) to create the Swedish Net University. The Net University is still in existence and acts as a portal for students wishing to study online. Despite the name it is not a university with academic staff. A small number of technicians and administrators look after a website where students can search for and enrol in courses offered by universities who cooperate in the Net University venture. Its base consists of 35 participating universities. Online course offerings (subjects) have risen steadily from 1,000 in the first year to just over 3000 in 2007. Today about 80 full programmes have been registered. In this paper we study the reasons for the success of Sweden’s Net University and compare it with the failure of UKeU. In our conclusion we make a number of recommendations and point out some important lessons that can be learned from a comparison between two large scale government e-learning initiatives
ER  - 

TY  - CONF
T1  - ECE as an educative and multifaceted practice for growth: To assess and evaluate teaching and learning by documenting children’s actions and reactions
A1  - Klaar, Susanne
A1  - Wank, Ann-Charlott
PY  - 2021
LA  - eng
KW  - documentation
KW  - evaluation
KW  - teaching
KW  - meaning making
KW  - functional coordination
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The aim is to illustrate practical analysing tools that facilitate investigations and critical reflections of situated teaching and learning. Early Childhood Education needs to open up for pluralistic pedagogy and move away from transmissive pedagogy (Formosinho & Formosinho 2016). Early childhood research seldom concerns teaching and learning activities in practice (Ryan and Goffin, 2008) and we argue for the need to open up the “black box” showing what teacher do when they teach, and what children learn in the teaching process (Lave 1993). In this work we turn to John Dewey’spragmatism, his view on meaning making (Dewey 1938/2015; Dewey 1958/2009) and functional coordination of actions(Garrison 2001). Data were collected using video-recordings of an activity in preschool practice. The tools used in the qualitative analyses were Practical Epistemology Analysis (Wickman & Östman, 2002) and Epistemological Move Analysis(Lidar, Lundqvist & Östman 2006). The study follows the Swedish Research Council's (2017) ethical rules and guidelines for good research practice. Informed consent was given by parents. The children were asked verbally and also informed that they could say ‘no’, at any time. The results show teaching and meaning making processes as multifaceted and dynamic, including teaching toward practical and intellectual learning as well as socialization and individual development. This way of document and assess teaching and learning can be used when evaluating and developing preschool education. By using these analysing methods the teachers can reflect over their own teaching approaches as well as over children’s learning processes and learning content. 
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TY  - CONF
T1  - Governance by marks. An ethnographic study of school achievements and gender
A1  - Asp-Onsjö, L
A1  - Holm, Ann-Sofie
PY  - 2013
LA  - eng
KW  - ethnography
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Girls as a group tend to be more successful in achieving high grades than boys in contemporary Swedish school, which is now one of the most deregulated education systems in the world. The aim of this chapter is to explore discourses of gender and study achievements in secondary school, and how the importance of marks and performance is communicated in various teaching settings and amongst pupils. The chapter has an ethnographic approach and involves observations and interviews in two classes in grade 9 (pupils 15-16 years old) at two different schools in Sweden. The fieldwork is elaborated as a compact form of ethnography (Jeffrey & Troman 2004). The result shows that the pupils’ everyday life in school is highly regulated by their documented performances, tests, and other measurable criteria or what we call, the ‘governance by marks’. A common opinion among the pupils is that failures and successes is a matter of a free choice. However, girls as a group seems to manage the neoliberal challenge in a more efficient way regarded handling individual responsibility. Also, they more easily than boys ‘crack the code’ and use more appropriate and fortunate strategies to balance studying and social positioning.
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TY  - CONF
T1  - Are there signs of student segregation related to foreign background during classroom work in the city of Gothenburg?
A1  - Holfve-Sabel, Mary-Anne
PY  - 2011
LA  - eng
KW  - segregation
KW  - ssi
KW  - foreign background
KW  - gender
KW  - school classes
KW  - absent students
KW  - lonely students
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Gothenburg, the second largest city of Sweden, has a rather high proportion of school segregation (index 0.26), which is above national level. Differences in school quality have been shown due to school segregation. One factor is related to effects from peer relationships (Gustafsson, 2006). Previous obstacles in measuring peer effects have now decreased (see for example Hoxby, 2000; Boozer & Cacciola, 2001; Gustafsson, 2003; Zimmerman, 2003).
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TY  - JOUR
T1  - Complexities and Contradictions of Educational Inclusion: A Meta-Ethnographic Analysis
T2  - Nordic Studies in Education
SN  - 1891-5914
A1  - Beach, D
A1  - Dovemark, M
A1  - Schwartz, A
A1  - Öhrn, E
PY  - 2013
VL  - 4
IS  - 33
SP  - 254
EP  - 268
LA  - eng
PB  - : Universitetsförlaget AS
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Recent socio-economic changes, developments in school policy, and increased migration have added new dimensions to debates about educational inequalities. They concern one of the major challenges facing Sweden today, which is to offer all its students an equal education. What we know so far is that growing up in a disadvantaged neighbourhood with high rates of poverty, joblessness, and single parenthood are often used to explain lower levels of schooling, but that their mechanisms and interactions are not well understood. This is the focus of the present article. In it we use meta-ethnography to explore expressions about the education experiences of youths from suburban areas with high levels of unemployment and migration and educational performances lower than the national average to try to cast further light on these problems. We suggest that the common arguments used to account for the problem of school performance are strongly correlated with proficiency in the language of instruction and socio-economic conditions, but that these factors cannot account for the full extent of the problem. What it means to live within specific multicultural urban contexts is important as is the segregation and media representation of these areas and those who live in them.
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TY  - CONF
T1  - Quality and Relevance in educational research assessments: Some reflections on the role of research in processes of expertizing educational change.
A1  - Foss Lindblad, Rita
A1  - Lindblad, Sverker
PY  - 2014
LA  - eng
KW  - expertise
KW  - research quality
KW  - research relevance
KW  - social epistemology
KW  - högre utbildning
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - In accordance with the scientific enterprise at large, educational research is considered to be of increased importance - for the improvement of education and for the possibilities of social and economical developments. But as funding has its limits (Ziman,1994) this has also meant increases in demands and pressures on educational research to conduct according to what is needed and asked for – e.g. to be relevant (Besley, 2009). But how are decision over needs taken and how are the balance between research relevance and research quality handled, and with what consequences? These are questions addressed in this paper whose main aim is to reflect on the role of research in processes of expertizing educational change. Reflection means here to rethink (to reconceptualise) what already has been altered in a period of time where educational research and educational research policy are increasingly run by global agendas (Rizvi & Lingard, 2010) and where changes in epistemologies could be expected to follow changes in research assessments and research practices. The study addresses questions of research quality and research relevance from a perspective where images of differences between “external” and “internal” quality standards play a vital, but different, role in different forms of assessment of educational research (see Boaz & Ashby, 2003). This external/internal divide are here seen from a perspective of social epistemology (Fuller, 2002), and the paper analyse and exemplify the performativity and translations of these divides and its conceptual specificities as they are performed. Our analyses are based on different sources - selections of policy documents as well as selections of research assessment procedures from selected Research Councils. The paper is to be seen as an extension – and a conceptual rethinking - of our previous studies on the politics of assessments of educational research in Sweden (Foss Lindblad, Lindblad & Popkewitz, 2009), Norway (Lindblad, 2013) and Australia (Lindblad & Foss Lindblad, 2013). Our findings indicate, firstly, that the conceptual ambiguities of quality and relevance in educational research assessments are founded in epistemological terrains that mirror differences in the roles given to research in the processes of expertizing educational changes. While our empirical cases (Sweden, Norway and Australia) gives clear evidence for the fact that, secondly, such differences makes a difference also for the agenda setting of research priorities and the actual funding of research, the situation could also be seen as one where, thirdly, the external/internal divides conceptually hidden in ideas about scientific quality and scientific relevance demonstrates that struggles over different kinds of research has other dimensions than those addressed in the discussions on evidence-based research (Hammersley, 2007) and/or questions on qualitative vs. quantitative research (Denzin, Lincoln & Giardina, 2006). Disciplinary differences are important here – as are questions of the future of educational research (see Furlon & Lawn, 2011) and we will here take a clear stance for the importance of disciplines, and disciplinary crossings, in processes of expertizing educational change. References Boaz, A. & Ashby, D. (2003). Fit for purpose? Assessing research quality for evidence based policy and practice. Retrieved 2014, from ESRC UK Centre for Evidence Based Policy. Besley, T. (2009). Assessing the Quality of educational research in higher education: International perspectives. Sense Publishers. Denzin, N: Lincoln, Y & M Giardina,. (2006). Disciplining qualitative research. International Journal of Qualitative Studies in Education. Vol. 19, No 6. Pp. 769 – 782. Fuller, Steven (2002). Social Epistemology. Indiana University Press. Furlong, J. & Lawn, M. (2011). Disciplines of Education. The role in the future of educational research. London & New York: Routledge. Hammersley, M (Ed.) (2007). Educational evidence-based practices. London:Sage. Lindblad, S. ; Bergviken Rensfeldt, A. ; Jensen, B. et al. (2013). Evaluering av forskningsprogrammene PRAKSISFOU og UTDANNING 2020. Oslo: Norges Forskningsråd. Foss Lindblad, R. ; Lindblad, S. ; Popkewitz, T. S. (2009). Narratives on Educational Research Evaluation in Sweden. Besley, A.C (Ed): Asessing the Quality of Educational Research in Higher Education. s. 279-292. Rotterdam: Sense Publications Lindblad, S. & Foss Lindblad, R. (2013). Educational Research: the State of Sweden and the Australian 2.2 world. The Australian Educational Researcher. 40 (4) s. 527-534. Rizvi F. & Lingard, B. (2010). Globalizing Education Policy. New York: Routledge. Ziman, J.M. (1994). Prometheus Bound: Science in a Dynamic Steady State. Cambridge: University Press.
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TY  - CONF
T1  - ”Signaturen” för en integrerad rörelsepraktik inom svensk lärarutbildning i idrott och hälsa
A1  - Frisk, Anders
A1  - Roe, Daniel
A1  - Fors, Eva
A1  - Quennerstedt, Mikael
A1  - Redelius, Karin
PY  - 2025
LA  - swe
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - Föreliggande studie är en del av ett större forskningsprojekt, Physical Education-Academy, som undersökt hur så kallade signaturpedagogiker implementeras och upplevs vid sju europeiska lärosäten med lärarutbildning i idrott och hälsa. Forskningen inom idrott och hälsa har upprepade gånger efterlyst innovativa sätt att utbilda idrottslärare (t.ex. Kirk, 2009), vilket speglar Shulmans uppmaning att utforma och utveckla nya signaturpedagogiker inom lärarutbildning (Falk, 2006). Trots dessa uppmaningar finns det fortfarande en brist på forskning som beskriver och analyserar nya eller framväxande signaturpedagogiker inom idrott och hälsa.Syftet med denna presentation är att bidra med kunskap om en potentiell signaturpedagogik inom idrott och hälsa – den integrerade rörelsepraktiken.Den integrerade rörelsepraktiken, i detta fall dans och bollspel, kombinerat med ett rörelseteoretiskt ramverk inspirerat av Rudolf Laban, BRESS (Frisk & Svanström, 2024) har utvecklats vid Gymnastik- och idrottshögskolan (GIH). De centrala målen med pedagogiken och BRESS-ramverket är att utmana aktivitetsfokuserad undervisning i idrott och hälsa samt att utveckla studenternas språk för att kunna beskriva lärande i rörelse.  Den integrerade rörelsepraktiken skiljer sig från de i Phys.Ed-Academy identifierade signaturpedagogikerna (Hordvik & Beni, 2024), varför vi menar att denna praktik kan förstås som en potentiellt ny signaturpedagogik. I presentationen utgår vi från följande forskningsfrågor:Vilka är erfarenheterna med att integrera rörelsepraktiker inom svensk lärarutbildning i idrott och hälsa?Vilka är de karakteristiska strukturerna – signaturen – för denna pedagogik?Data genererades under en kurs i idrottsdidaktik för förstaårsstudenter via reflektionsdagböcker (n=14), lektionsobservationer (n=3), samt en fokusgruppsintervju med fem lärarstudenter.Med teoretisk utgångspunkt i Shulmans (2005) strukturer för signaturpedagogiker analyserar vi ”signaturerna” för denna pedagogik. Resultaten ramas in utifrån begreppen ytliga, djupa och implicita strukturer. I diskussionen av resultaten belyser vi behovet och utmaningarna med att utveckla och sprida innovativa signaturpedagogiker inom idrottslärarutbildningar.ReferenserFalk, B. (2006). “A conversation with Lee Shulman—signature pedagogies for teacher education: Defining our practices and rethinking our preparation.” The New Educator, 2(1), 73-82.Frisk, A. & Svanström, F. (2023). Ett möte mellan bollspel och dans i BRESS. I: Suzanne Lundvall (Red.), Boll och bollspel i skolan: lek, lärande och rörelse (198-228). Liber.Hordvik, M. and S. Beni. (2024). "Signature pedagogies of teacher education in physical education: a scoping review." Physical Education and Sport Pedagogy, 1-17.Kirk, D. (2009). Physical education futures. Routledge.Shulman, L. S. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52-59.
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TY  - CONF
T1  - The gifted and hard working. Gendered discourses of study performances in secondary school
A1  - Holm, A-S
A1  - Öhrn, E
PY  - 2014
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Sweden, as well as most other European countries has undergone major changes in a market oriented direction during the last decades. This has paved the way for a culture of individualism and “competitive performativity” (Ball, 2003, p. 219). Contemporary research points to growing differences in achievement between schools and students, including those between genders (National Agency for Education, 2012; Ringrose, 2007). This paper aims to analyse the discursive understandings of study performance and gender among secondary school students, and in particular, their relations to teacher views and classroom responses. The theoretical focus is on masculinities, femininities, local gender regimes (Connell, 1996; Connell & Messerschmidt, 2005) and performativity (Ball, Maguire & Braun, 2012; Jeffrey & Troman, 2011). Method The paper draws on field studies in three secondary schools in Sweden. The study is part of a larger research project, Achievement and gender. On teaching, youth groups and local conditions (2011-2014), financed by the Swedish Research Council. The overall project explores various discourses of gender and achievement in student peer groups and in various teaching contexts and boys’ and girls’ conceptions of the meanings of academic achievement for future lives. An ethnographic approach is used, relying on class room observations, informal conversations and semi structured interviews in three grade 9 classes (students 15-16 years old) at three different schools in Sweden. The selected schools are located in a city centre, a suburb area and in a rural area, representing different socio-economic areas and different levels of educational achievement. In all, 70 students (genders equally represented) and their teachers participated in the study. A compact form of ethnography was conducted (Jeffrey & Troman 2004), including approximately one month intensive phase of field work at each school. The empirical data also included rating statistics. Expected Outcomes The findings indicate the presence of intertwined and gendered discourses on performance and knowledge. One is stressing everyone’s equal chance of success if only they make an effort and study hard, and the other presenting ‘real’ knowledge as related to ‘natural talent’. The latter, which is connected to a ’laid back’ attitude towards schooling, is highly valued and generally ascribed to boys. The importance of studying is not denied by the boys, but put in perspective of other (valuable) social activities and relations. The analyses also indicates that the ‘anti-school cultures’ in the study might be seen as to represent cultures of talent (cf Nyström, 2012). Girls’ higher grades are, on the other hand, often devalued and related to hard work or ‘swotting’, although seemingly adhering to demands on individual achievement. If anything, knowledge based on ‘swotting’ might be suspected as attempts to cover up for lack of real talent. Teachers appear somewhat ambivalent about (girls’) hard work. There are occasional mentioning of girls’ strivings being too high and that they might be better off to realize their limitations, as well as ’jokes’ and ridicule of those deemed to worry too much about their performances. References Arnesen, A., Lahelma, E. & Öhrn, E. (2008) Travelling discourses on gender and education: The case of boys´ underachievement, Nordisk pedagogik, 28(1), 1-14. Ball, S.J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy,18(2), 215–228. Ball, S. J., Maguire, M. & Braun, A. (2012). How schools do policy – policy enactments in secondary schools. New York : Routledge. Jeffrey, B. & Troman, G. (2004). Time for ethnography. British Educational Research Journal, 30(4), 535–548 Jeffrey, B. & Troman, G. (2011). The construction of performative identities. European Educational Research Journal 10 (4),484-501 Connell, RW. (1996). Teaching the boys: New research on masculinity, and gender strategies for schools. Teachers College Records, 98(2), 206-235. Cambridge: Polity Press. Connell, RW., & Messerschmidt, J.W. (2005). (2005). Hegemonic masculinity. Rethinking the concept. Gender & Society, 19(6), 829-859. Nyström, A-S. (2012). Att synas och lära utan att synas lära: En studie om underprestation och privilegierade unga mäns identitetsförhandlingar i gymnasieskolan. Uppsala Universitet. Ringrose, J. (2007). Successful girls? Complicating post-feminist, neoliberal discourses of educational achievement and gender equality. Gender and Education, 19(4), 471-489. National Agency for Education (2012). En beskrivning av slutbetygen i grundskolan våren 2012. PM från Enheten för utbildningsstatistik.
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TY  - CONF
T1  - Activating students as resources in physical education teacher education – a complex process making social and physical capital visible.
A1  - Backman, Erik
A1  - Quennerstedt, Mikael
A1  - Tolgfors, Björn
A1  - Nyberg, Gunn
PY  - 2023
LA  - eng
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - It is well established that students in higher education need to develop evaluative skills in order to become effective learners (Guest & Riegler 2022). Assessment for Learning (AfL) is a model for assessment that strengthens learning in schools as well as in higher education (Black et al 2002). This is also the case in physical education teacher education (PETE) (Eather et al 2017, Macken et al 2020) and in school physical education (Leirhaug 2016). One of the key learning strategies in AfL is to activate peers as resources for learning, often operationalised as peer assessment. In PETE, peer assessment (or peer-assisted learning in a broader meaning) has proven to strengthen learning for both the observer and the observed (Lamb et al 2012). One dimension of peer assessment, that has only scarcely been covered in the PETE context (Macken et al 2020) but that is more highlighted in research of peer assessment in general teacher education (see e.g. Kilic 2016, Tait-McCutcheon & Bernadette Knewstubb 2018), is the tensions inherent in giving feedback to peers on their work, peers who might also often be friends. According to Kilic (2016, 137) preservice teachers “do not feel comfortable when critiquing another student” and Tait-McCutcheon and Knewstubb (2018, 773) argues that “peer assessment could reflect friendships more than learning outcomes”. Research demonstrates a complexity with regards to the potential for peer assessment in PETE. On the one hand, preservice teachers have expressed that giving feedback to peers creates a positive, safe, equal and relaxed learning environment (Lamb et al., 2012) and peer assessment has been reported to improve competence, confidence and self-efficacy among preservice teachers (Eather et al., 2017). On the other hand, a study by Macken et al. (2020) reported that preservice teachers believe their students would be mean to each other if implementing peer assessment during their school placement practice in PETE.In this paper, we aim to further explore the complexity involved in peer assessment in PETE to get a deepened and more differentiated picture of this phenomenon. Our overall aim is to contribute to more knowledge about how to involve  preservice teachers in PETE and students in school physical education as resources for learning without risking to cause harm. Drawing on the call from Scanlon et al. (2022) for more studies on how assessment is taught in PETE, our specific aim in this paper is to investigate preservice teachers’ views on what as well as how peer assessment is taught in PETE, to be used in school physical education. We will use Pierre Bourdieu’s (1990) concept of capital, as well as the work of Hay and Penney (2013) on how accountability mechanisms functions in assessment, in order to analyse what is assigned value in peer assessment. The two questions that will guide our analysis in this paper reads: What mechanisms are assigned value in peer assessment according to preservice teachers in PETE? And: How do the mechanisms that are assigned value in peer assessment in PETE function according to preservice teachers? More knowledge about the what and the how in teaching of assessment practices in PETE can improve these practices within school physical education.MethodologyThe study presented in this paper is conducted as part of a greater project with the aim of exploring how PETE matters for school physical education. In the overall project we have recruited preservice teachers, with physical education as one of their subjects, during their last year in teacher education. During this last year, one campus-placed course in assessment and one school placement course, constituted the contexts from which we collected empirical material to this study (Authors 2021).  The participants in this study were 21 preservice teachers from two different PETE institutions in Sweden (10 from uni A and 11 from uni B). The empirical material analysed in this study compriced of: Three audio-recorded seminars (90-120 min each) from the campus-based assessment courses (one seminar from uni A and two from uni B) conducted before the preservice teachers’ school placement studies.Seven individual semi-structured interviews (40-70 min each) (Kvale 1996) conducted during visits at the preservice teachers’ school placement studies (all from uni A).Five individual Stimulated Recall (SR)-interviews conducted during visits at the preservice teachers’ school placement studies (one from A, four from B).Two audio-recorded and semi-structured group interviews (40-60 min each) (Kvale 1996) from the campus-based assessment courses (both from A) conducted after the school placement studies. After having had the empirical material transcribed by an external part, a thematic content analysis was initiated by a process of familiarisation in which all four researchers were engaged (Braun et al 2017). Inspired by an abductive approach (Alvesson & Sköldberg 2017), we allowed ourselves to be open to alternative theories that could help explain the empirical material. The choice of research object was initiated by the impression from the interviews that giving feedback to peers is surrounded by a complexity, both in PETE and in school physical education. The identification of social relationships and certain types of bodies and movements as assigned with value when giving feedback to peers guided our attention towards Bourdieu-inspired interpretations of the social capital (Beames & Atencio 2008) and the physical capital (Redelius & Hay 2010).   Educational challenges following when ‘the what’ is reflected in ‘the how’The findings indicate that when the what-aspect of ‘social relationships’ is to be implemented into an how-aspect, the preservice teachers calls for continuous interaction ‘over time’ in order to build a safe and an allowing climate for learning. While this interaction can be implemented in PETE and in school physical education, allowing for school children to build social capital (Beames & Atencio 2008), a result from this study that calls for further discussion is how PETE can make continuous interaction between preservice teachers and school students possible during school placement studies. When the what-aspect of ‘articulating what to learn’ is mirrored in relation to the how-aspect of giving ‘correct feedback’ in peer assessment, this displays that physical capital in school physical education is strongly connected to standards of excellence and norms of right and wrong movement technique (Redelius & Hay 2010). These golden norms seem to be upheld by the displayed lack a common language for learning (Larsson & Redelius 2008). A question following from this study is what resources preservice teachers are offered within PETE to embody a language for learning in school physical education? This study also made visible that ‘the emphasis of certain forms of knowledge ’ is highly valued when preservice teachers are to give feedback to their peers, to their students (during school placement) or when they engage students to give feedback to each other.  The preservice teachers claim to handle this ‘what-aspect’ of peer assessment by focus their attention on ‘managing the sensitivity’ arising when themselves or their students are to comment on each others’ bodies in movements. In conclusion, the combination of social and physical capital decides what is possible to say to whom when preservice teachers and students are to give feedback to peers in PETE and in school physical education.ReferencesAlvesson M and Sköldberg K (2017) Tolkning och Reflektion. Vetenskapsfilosofi och Kvalitativ Metod [Interpretation and Reflection. Philosophy of Science and Qualitative Method]. Lund: Studentlitteratur. [In Swedish.]Beames, Simon and Atencio, Matthew (2008)'Building social capital through outdoor education', Journal of Adventure Education & Outdoor Learning,8:2,99 — 112Black, P., C. Harrison, C. Lee, B. Marshall, and D. Wiliam. 2002. Working Inside the Black Box. Assessment for Learning in the Classroom. London: GL AssessmentBourdieu, P. (1990). The logic of practice. (Richard Nice, Trans.). Cambridge, MA: Polity Press.Eather, N., Riley, N., Miller, D., Jones, B. (2017) Evaluating the Effectiveness of Using Peer-Dialogue Assessment for Improving Pre-Service Teachers' Perceived Confidence and Competence to Teach Physical Education. Australian Journal of Teacher Education, Guest J & Riegler R (2022) Knowing HE standards: how good are students at evaluating academic work?, Higher Education Research & Development, 41:3, 714-728Hay, P. J., and D. Penney. 2013. Assessment in Physical Education. A Sociocultural Perspective. London: Routledge.Kilic, D. (2016) An Examination of Using Self-, Peer-, and Teacher-Assessment in Higher Education: A Case Study in Teacher Education, Higher Education Studies, 6(1), 136-144. Kvale, Steinar (1996). Interviews. An Introduction to Qualitative Research Interviewing. California: Sage Publications.Lamb P Lane K & Aldous D (2012) Enhancing the spaces of reflection: A buddy peer-review process within physical education initial teacher education, European Physical Education Review 19(1) 21–38Larsson H & Redelius K (2008) Swedish physical education research questioned—current situation and future directions, Physical Education and Sport Pedagogy, 13:4, 381-398, DOI: 10.1080/17408980802353354Leirhaug 2016 Exploring the relationship between student grades and assessment for learning in Norwegian physical education, European Physical Education Review, 22(3) 298–314Macken S, MacPhail, A & Calderon, A (2020) Exploring primary pre-service teachers’ use of ‘assessment for learning’ while teaching primary physical education during school placement, Physical Education and Sport Pedagogy, 25:5, 539-554Redelius, K. & Hay, P. (2010) Defining, acquiring and transacting cultural capital through assess
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TY  - CONF
T1  - The Swedish PE student of today: a cultural sociological analysis
T2  - ECER 2013, Creativity and Innovation in Educational Research
A1  - Larsson, Bengt
A1  - Larsson, Lena
A1  - Meckbach, Jane
PY  - 2013
SP  - 93
LA  - eng
KW  - pe-student
KW  - pete
KW  - bourdieu
KW  - sport science
KW  - samhällsvetenskap/humaniora
AB  - The past two decades have seen a huge increase in the number of students enrolling in higher education in Sweden. There are several reasons for this: many of the degree programmes have been extended, resulting in students remaining in the system longer than previously; the number of degree programmes to choose from has increased; and there are new higher education institutions (HEIs). Socially speaking, the expansion has led to a huge influx of groups that had not previously studied at university—from a meritocratic perspective, this change has resulted in a growing number of students with poor qualifications (Broady, Börjesson & Bertilsson 2009: 12). The teacher training programme has, however, seen a very modest increase in the number of students. The 1971/72 academic year saw 9,500 student teachers accepted, which constituted 40 per cent of the intake. Today’s 11,000 student teachers only make up 17 per cent of the higher education intake (Bertilsson 2009). What has dramatically changed is the oversubscription to teacher training programmes. At the beginning of the 1980s, there were approximately ten applicants per place compared with at present just over one per place. The percentage of male applicants to teacher training programmes has for the past decade remained around the 20 per cent mark (Swedish National Agency for Higher Education [HSV] 2012). One possible explanation for the teacher training programme being less oversubscribed is that it has faced ever-greater competition from other higher education programmes. Another might be the mass media’s portrayal and the constant criticism of schools and that nowadays teaching is classed as a low-status profession. This might explain why, compared with other university programmes, the teacher training programme has the largest percentage of students whose parents have no higher education experience (Börjesson & Broady 2004; Börjesson 2004; Statistics Sweden [SCB] HSV 2009, 2010; Larsson 2009). The question of interest here is what has happened to the recruiting within the Swedish teacher training programme in recent decades (Bertilsson 2009). In this context, the recruiting to the Physical Education Teacher Education (PETE) programme is also of interest. For more than 150 years, there was only one PETE programme in Sweden, namely the Royal Central Institute of Gymnastics founded by Per Henrik Ling. In 1966, a sister organization was founded, this time in the city of Örebro, both came under the same organizational unit and were known collectively as the Stockholm University College of Physical Education and Sports (GIH). From the latter half of the 1980s until 2001, the number of HEIs offering a PETE programme increased to sixteen as a result of various teacher training reforms (Meckbach & Wedman 2007). This number has now decreased and as of 2011 there are only seven HEIs entitled to award the degree of Bachelor of Education in Physical Education.The aim of this study is to describe the student PE teachers in Sweden, with focus on their dispositions in terms of experiences, resources and tastes.Methodology  To be able to study student PE teachers’ dispositions, resources and tastes, we take Bourdieu’s theories and concepts as our starting point. In Bourdieu’s thoughts on how the social world is constructed, groups’ social background, experiences and ways of living influence their choices and actions. Bourdieu (1984) was surprised that even though we are able to freely choose and feel that we do so, we, nevertheless, to such a great extent, make choices according to the social context we have grown up in and have experiences of. Using Bourdieu’s theoretical concepts makes it possible to examine the students’ tastes, practices and lifestyles.The data has been collected as follows: the student PE teachers in Sweden that run a PETE programme answered a questionnaire with thirty-five questions. Apart from the background information, the questionnaire contained questions about the studies and the students’ leisure habits. The vast majority were closed questions, where the respondents were asked to give one answer. For a small number of questions, it was possible to give more than one answer. The data has been analysed using statistical methods chosen based on the study’s questions. In total, 208 students participated in the study.Results Those students who began studying PETE in the autumn of 2011 can be described as a pretty homogeneous group that, nevertheless, differentiates itself from the average student teacher in a number of respects. For example, in the group studied a little over 60% are men compared with approximately 20% for the whole group of student teachers. In terms of age, half of the group are between 21 and 25 years old. The majority of the students have completed a preparatory upper secondary programme, of which just over 40% have completed a programme specializing in sport. Approximately 60% of the students have one or two parents with a university or higher education.Before starting their PETE programme, just over 10% of the students had experience of working at a school. As for having experience of sport, just over three-quarters say that they have such experience and almost three-quarters also have experience of being a coach within the Swedish sports movement.   In their free time, the students mainly do sports, see their friends, use the Internet for various things, watch videos and TV, and see their family. However, there is little interest in, for example, politics and culture.References Bertilsson, Emil (2009). Lärarstudenterna: Förändring i rekrytering under perioden 1977-2007, (4), 19–41.Bourdieu, Pierre (1984). Distinction. A Social Critique of the Judgement of Taste. (London: Routledge & Kegan Paul).Broady, Donald, Börjesson, Mikael & Bertilsson, Emil (2009). Lärarutbildningens hierarkier, Nordisk tidskrift för kultur- og samfundsvidenskab (4), 5–17.Börjesson, Mikael (2004). Det svenska högskolefältet och lärarutbildningarna. (Uppsala:  Forskningsgruppen för utbildnings- och kultursociologi (SEC) Institutionen för lärarutbildning, Uppsala universitet).Börjesson, Mikael & Broady, Donald (2004). Vad har studenter vid Uppsala universitet i bagaget? Om social och meritokratisk snedrekrytering.  (Uppsala: Forskningsgruppen för utbildnings- och kultursociologi (SEC) Institutionen för lärarutbildning, Uppsala universitet).Larsson, Lena (2009). Idrott–och helst lite mer idrott. Idrottslärarstudenters möte med utbildningen. Diss. (Stockholm: Stockholms universitet).Meckbach, Jane & Wedman, Ingemar (2007). Idrottslärarstudenten vid GIH. www.idrottsforum.orgHSV (2009).Uppföljning av lärosätenas arbete med breddad rekrytering 2006–2008. Rapport 2009:18 R.HSV (2010). Higher education. Level of parental education among university entrants 2009/10 and first time students at third circle studies 2008/09. UF 20 SM 1003HSV (2012) http://www.hsv.se/download/18.4149f55713bbd917563800045/statistisk-analys-larautbildning-2012-15.pdfStatistiska centralbyrån 2006, Universitet och högskolor. Social bakgrund bland högskolenybörjare 2005/06 och doktorand­nybörjare 2004/05.
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TY  - CONF
T1  - Must teachers be social workers, as well …? : Reflections on the current teacher role in the Swedish upper secondary school and how it affects teacher training
A1  - Lundgren, Mats
A1  - von Schantz Lundgren, Ina
PY  - 2004
LA  - eng
AB  - The Swedish upper secondary school has made a transition from a school for the elite to be a school for everybody. When almost every youth nowadays chooses to continue studying, for some of them this is not what they want to do most of all. However, as there in practice is no choice, there come up problems and many upper secondary school teachers experience a growing frustration. We will here discuss some aspects of the following questions: -  How do upper secondary schoolteachers handle their working-conditions in a new situation? - What possible consequences do this have on teacher education?
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TY  - CONF
T1  - A Critical Discourse Analysis of the Concept of Universal Design for Learning (UDL)
A1  - Norlund, Anita
A1  - Levinsson, Magnus
PY  - 2024
LA  - eng
KW  - critical discourse analysis
KW  - udl
KW  - semiotic resources
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - As part of marketization and privatization tendencies the last decades have provided several new pedagogical concepts, all of which seem to attract a growing interest. In the Invoice project, funded by The Swedish research council, we applied a follow the money approach (cf. Ball 2012) by collecting and following up 1,000 invoices registered on continuous professional development (CPD) accounts for teachers in three Swedish municipalities. The invoice material revealed a number of popular pedagogical concepts; Universal Design for Learning (UDL), DT (Differentiated Teaching), CP (Clarifying Pedagogy), and LRPE (Learning Readiness Physical Education). The acronymic character can be seen as an alignment to medical programs and as such lending legitimacy and giving an impression of established approaches. In our presentation, we pay particular attention to the above mentioned UDL. The concept was launched and promoted by the American organization CAST which presents itself as a ‘a non-profit education research and development organization that created the Universal Design for Learning framework and UDL Guidelines’. According to the organization itself the concept has reached far globally. The ambition of policy making is high; there are 130 hits of the word ‘policy’ (referring to books, podcasts, and other material) on the webpage. One illustrative text example is:In 2006, CAST joined with several organizations to form the National UDL Task Force, an interdisciplinary coalition that advocates support for UDL in federal, state, and local policy. The Task Force has successfully advocated for the inclusion of UDL in the federal Higher Education Opportunity Act of 2008 and in various policy directives from the US Department of Education.As far as Sweden is concerned, the concept has been recommended by two powerful, Swedish policy actors; The National Agency for Education and The National Agency for Special Needs Education and Schools, SPSM. The latter advocated the concept in connection to a large national effort on special educational needs.The presentation explores how the concept of Universal Design for Learning (UDL) constructs (1) problems related to education and (2) how these problems should be addressed. The study is based on critical discourse analysis, a theoretical and methodological approach introduced by Norman Fairclough where a discourse bears reference to a ‘way of signifying experience from a particular perspective’ (1995, p. 135). The ‘critical’ refers to injustices and power which is supposed to be revealed by a close look at linguistic features in certain texts.  Methodology or Methods/ Research Instruments or Sources Used  To study the phenomenon of UDL we primarily chose the main webpage of the responsible organization CAST (2020). The main webpage has an extensive number of links, and we considered also these. Thus, the probably most well-known resource in UDL contexts, the UDL guidelines was also included in the text material.Our analysis of the selected webpage is based on a combination of Fairclough´s analytical steps (Fairclough, 2003, p. 209 – 210) and a modified version by Guo and Shan (2013). This combination has been applied previously by Levinsson and Norlund (2018), Norlund (2020), and Levinsson et al. (2022) and involves the following five steps: Focus on a social problem which has a semiotic aspect. Analyze how the problem is portrayed/construed. Identify which discourse/s that are involved.Analyze how the suggested solution is portrayed/construed. Identify which discourse/s that are involved.Map which network of practices within which the problem and solution are located, and how relevant practices are potentially reorganized. Consider whether the network of practices (the social order) ‘needs’ the problem.Identify potential contradictions and gaps in the material. Give space for counter-voices.Reflect critically on the analysis (1-4) Consistent with step 1 in the analytical tool we focused on a social problem that has a semiotic aspect (we found images, fonts, links, punctuation marks etcetera in the material). Together semiotic resources signal something particularly to the reader (Kress & van Leeuwen, 2006). For the verbal part of analysis, we affiliated to Halliday and Matthiessen’s (2014) systemic-functional linguistics (SFL) with its focus on how language functions in context. SFL, which shares several starting points with the approach of Fairclough, is built on the phenomenon of transitivity analysis, from which we collected a set of adequate linguistic concepts. * Conclusions, Expected Outcomes or Findings Our analysis shows that the problem of concern (step 1) can be found in the ‘barriers to learning that millions of people experience every day’, stated as a problem on the CAST webpage. The barriers are not explicitly defined but further exploration makes this obvious; traditional teaching is too rigid and does not consider students’ differences. Both verbal (‘millions of people’) and semiotic resources contribute to the urgency and scope of the message and to the discourse of rigidness. Concerning solutions (step 2), the reader of the webpage gets a multitude of recommendations on how to meet students’ differences, materialized in both visual and verbal representations. We suggest a discourse of potency here, including universality and eternity. The vast network (step 3) that appears from content on the webpage emphasizes this. Referring to possible counter-voices (step 4), one counter-voice would invoke that UDL shares similarities with the heavily criticized neuromyth of learning styles (Howard-Jones, 2014; Murphy, 2021). Another counter-voice would invoke that the expectancy of teachers to provide individual solutions to all their students regarding all the aspects recommended in the UDL Guidelines should, needless to say, be considered impossible. According to Fairclough (2003), the point in making critical discourse analyses is that they make possible the assumptions that are made by involved actors and by extension how power is exerted in a particular practice. In this case we show how the popular policy phenomenon put teachers at risk of being the object of heavy workload and the performers of unscientific approaches. The final step (step 5) generated no particular methodological concerns.   References  Ball, Stephen J. 2012. “Show Me the Money! Neoliberalism at Work in Education.” Forum 54, no. 1: 23–27.CAST. (2020). About Universal Design for Learning. Retrieved from http://www.cast.org/our-work/about-udl.html.Fairclough, N. (1995). Critical discourse analysis. Longman.Fairclough, N. (2003). Analyzing discourse: Textual analysis for social research. Routledge.Guo, S. & Shan, H. (2013). The politics of recognition: critical discourse analysis of recent PLAR policies for immigrant professionals in Canada. International Journal of Lifelong Education, 32(4), 464–480. https://doi.org/10.1080/02601370.2013.778073Halliday, M. (1994). An introduction to functional grammar (2nd edition). Edward Arnold.Howard-Jones, P. (2014). Neuroscience and education: myths and messages. Nature Reviews Neuroscience, 15, 817-824Kress G. & van Leeuwen T. (2006). Reading images – the grammar of visual design. Routledge.Levinsson, M., & Norlund, A. (2018). En samtida diskurs om hjärnans betydelse för undervisning och lärande: Kritisk analys av artiklar i lärarfackliga tidskrifter. Utbildning och Lärande, 12(1), 7–25Levinsson, M., Norlund, A. & Johansson, J. (2022). En samtida diskurs om betydelsen av fysisk aktivitet för undervisning och lärande: Kritisk analys av artiklar i lärarfackliga tidskrifter. Nordic Studies in Education, 42(3), 249-271.  Murphy, M.P. (2021). Belief without evidence? A policy research note on Universal Design for Learning. Policy Futures in Education, 19, 7–12.Norlund, A. (2020). Suggestopedi som språkdidaktiskt verktyg i vuxenutbildning – en kritisk textanalys. Pedagogisk forskning i Sverige, 25(2–3), 7–25. https://doi.org/10.15626/pfs25.0203.01   
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TY  - CONF
T1  - Music education in times of trouble
A1  - Sæther, Eva
PY  - 2018
LA  - eng
AB  - EU policy documents on the effects of the global migration wave suggest that culture has an important role in promoting inclusion as well as developing and maintaining democracy. These expectations on culture places music education as a potential key factor in coping with the effects of the current refugee situation. In this paper, it is argued that European music educational systems are given a task to respond to the migration flow by active involvement in the on-going and necessary social re-molding. In praxis, this might be done by curriculum changes, course development, out-reach activities, and focused efforts to intertwine research and education in expanding knowledge on intercultural competence. Through the local lense of developing a globally relevant music teacher training at Malmö Academy of Music, the characteristics of ”times in trouble research” are presented. Finally, with examples from ongoing research on the El Sistema implementation in Sweden, important factors for developing intercultural competence in, through and with music education are discussed.
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TY  - CHAP
T1  - The Digital Student. Challenges and Opportunities Using EDI in Swedish Music Education
T2  - Liberty – Equity – Creativity
A1  - Houmann, Anna
A1  - Barfalk, Joakim
A1  - Lundahl, Erik
A1  - Berlin Englund, Per
PY  - 2025
IS  - 13
SP  - 243
EP  - 259
LA  - eng
PB  - : HELBLING Publishing
AB  - This chapter is situated in the intersection between a practice paper and a scienti!c paper. The authors of the chapter are researchers and teachers in teacher education and upper secondary school. All are part of a funded practice-based research project focusing on EDI (electronic digital instrument), within a national pilot project commissioned by the Swedish government from 2017 to 2024, an initiative in the ULF agreement, (Utveckling [Development], Lärande [Learning], Forskning [Research]) (ULF-avtal, 2023). The national pilot project aims to develop and test sustainable collaboration models between academia and school regarding research, school activities and teacher education such as establishing research environments, conducting development and/or research projects, increasing collaboration with teacher education by integrating research with education and internship or linking student’s thesis with practice-based research projects. In Sweden, as well as in other countries, efforts to make education research-based have been manifold (Aasen & Prøitz, 2004; Adolfsson & Sundberg, 2018), focusing, not least, on the collaboration between researchers and practitioners. Thus, what we henceforth will call practice-based research (also known and referred to as practice-near [Magnusson & Malmström, 2023] and participatory research [Godfrey-Faussett, 2022]) has been on the agenda (Somekh & Zeichner, 2009), both in policy and the media. This is an international trend in educational policy to stimulate better links between research and practice, and to bring close-to-practice issues to the forefront in educational research (Wyse et al., 2018). An important reason for the emphasis on practice-based research in Sweden is the wording in the Education Act (SFS# 2010:800), which declares that education should be based on “scienti!c knowledge and proven experience”. The Swedish National Agency for Education (SNAE), (2014), explains “scientific knowledge” as “theoretical rooting, elaboration and development, as well asan empirical basis”, and “proven experience” (p.11) as teacher knowledge that is tried and tested collegially and documented. These understandings are widely used, even though disputed (Persson & Persson, 2017). In the specific Government Official Report (SOU2018:19) on practice-based research, Forska tillsammans [Do Research Together], practice-based research is described as research that concentrates on the needs of the practitioners, with the purpose of improving practice. Bergman and Hansson (2020) show how SNAE endorses implementation of the Education Act, both as evidence-based, that is the transformation of research results of what works in teaching, and as evidence-informed, where the experiences of the teachers and the local context are important aspects of how research results can be used (cf. Levinsson, 2013). An important way in which practice-based research differs from other kinds of research and previous collaboration between academics and schools is the emphasis on collaboration on an equal footing. This means, for example, that professional groups within schools should be able to initiate research projects, not just researchers. Hence, the teachers, whose activities are being studied, are also subjects in planning, implementing, and reporting the result of the research. The vision is that the collaborative models should be the basis for professional practice within school and teacher training. Research questions developed must, therefore, be formulated together by researchers and teachers, making sure that the research conducted is based on the needs of practitioners on a deeper level. Since practice-based research and collaboration between research and practitioners are endorsed in policy and politics, and since the !eld is ever-increasing, it is important to highlight results, insights and experiences from research conducted in the intersection between practice and research. Our practice-based project, presented in this chapter, has the aim of generating knowledge about how teaching and learning an electronic digital instrument (EDI) is experienced by teachers and students in the upper secondary school Aesthetics Programme Music (APM) and teacher education staff and students. As part of the national pilot project, the project also aims to develop and gather experiences of a model for practice-based research where schoolteachers’ questions are raised to a full-scale research project where researchers collaborate with teachers and students in schools, and in teacher education, in developing scientific knowledge. The project focuses on EDI and aims at answering the following research questions: What does EDI mean and how is it characterised in the APM? What are the speci!c challenges and opportunities involved in teaching and learning EDI in the APM? How can teaching and learning in and about EDI be designed to develop teachers’ and students’ abilities to take on new instruments and soundscapes in times of constant change?
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TY  - JOUR
T1  - Specialpedagogers och speciallärares olika roller och uppdrag: skilda föreställningar möts och möter en pedagogisk praktik
T2  - Nordic Studies in Education
SN  - 1891-5914
A1  - von Ahlefeld Nisser, Désirée
PY  - 2014
VL  - 4
IS  - 34
SP  - 246
EP  - 264
LA  - swe
PB  - Oslo
KW  - special educator
KW  - special teacher
KW  - knowledge creating dialogue
KW  - communicative action
KW  - agential realism
KW  - inclusion.
KW  - kommunikationsteoretiskt perspektiv
KW  - kommunikativt handlande
KW  - kunskapande samtal
KW  - agentisk realism
KW  - specialpedagog
KW  - speciallärare
KW  - inkludering
KW  - utbildning och lärande
KW  - education and learning
AB  - Syftet med artikeln är att belysa olika föreställningar kring specialpedagogers och speciallärares roller och uppdrag samt att förstå varför denna olikhet finns. Syftet är också att problematisera  dessa föreställningar  och synliggöra dilemman som kommer till uttryck i talet om de båda yrkesgruppernas roller och uppdrag. Bakgrunden till studien är de skilda och ofta disparata uppfattningar som råder om vad yrkesgrupperna ska arbeta med, hur de ska genomföra sina uppdrag och varför. Konsekvenserna av detta kan leda till att uppdrag genomförs på ett sätt som inte står i överensstämmelse med styrdokumentens föreskrivna demokrati-, samhälls- och kunskapsuppdrag.Samtal har genomförts med specialpedagoger, speciallärare utbildade efter 2008 och rektorer. Den metodologiska ansatsen har varit kunskapande samtal. Kunskapande samtal utgår från ett kommunikationsteoretiskt perspektiv och bygger på Jürgen Habermas teori om det kommunikativa handlandet. Karen Barads teori om agentisk realism har använts för att förstå hur olika föreställningar kring roller och uppdrag uppstår, skapas och förändras i samspel med andras uppfattningar men även i samspel med exempelvis rum, texter och metoder. Olika föreställningar om roller och uppdrag belyses liksom dilemman som dessa föreställningar kan ge upphov till då yrkesrollerna möts i, och möter, en pedagogisk praktik. Resultatet visar att specialpedagoger och speciallärare behöver finnas med i det kontinuerliga arbetet ute på skolor och förskolor men att det kan betyda olika slags organisatoriska lösningar för yrkesgrupperna. En fråga som uppstår är om de specialpedagogiska yrkesgrupperna alltid och i alla sammanhang bör finns så nära barnen/eleverna som möjligt eller om det finns grund för ett mer distanserat sätt att arbeta? Författaren föreslår att svensk förskola och skola bör utnyttja det faktum att det finns två olika specialpedagogiska yrkesgrupper och särskilja deras roller och uppdrag på ett tydligt sätt. Om specialpedagogik dessutom tar avstamp i ett kommunikationsteoretiskt perspektiv skapas förutsättningar och möjligheter för barns/elevers lärande utifrån ett inkluderande synsätt.
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TY  - CONF
T1  - Beyond Binary: AI's Complex Role in University Writing Competencies
A1  - Gabriel, Philippe
A1  - Cronqvist, Marita
A1  - Jacques, Marie-Paule
A1  - Molinari, Gaëlle
A1  - Loong Chue, Kah
A1  - Topa Valentim, Helena
PY  - 2025
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The integration of Artificial Intelligence (AI) into academic writing has sparked mixed reactions, from optimism about enhanced support to concerns over deskilling and ethical dilemmas. AI-driven tools offer personalized feedback, self-regulated learning, and writing assistance, but also present risks of over-reliance and loss of critical skills. This panel moves beyond simplistic debates to explore AI’s evolving role in shaping university writing competencies.By bringing together international perspectives and empirical research, this session examines how AI is transforming writing practices, its cognitive and pedagogical implications, and the necessary adaptations in higher education.Key Themes and ContributionsThis discussion panel gathers experts from France, Switzerland, Portugal, Singapore, and Sweden to explore the impact of AI on academic writing practices, literacy development, and teacher education.1. University Writing Practices and AI: Opportunities and ChallengesPhilippe (France, écri+) will analyze the links between educational background and writing performance, drawing on his experience as a référent for écri+. He will present institutional strategies, student needs, and faculty concerns regarding AI’s role in academic writing.2. AI as a Writing Aid: Supporting or Undermining Skills?Gaëlle Molinari (Switzerland, TECFA, University of Geneva) will discuss how AI-based tools impact academic competencies and collaboration. She will introduce the concept of hybrid intelligence, emphasizing the co-evolution of human and AI capacities in writing.3. AI in Writing Feedback: Enhancing EvaluationMarie-Paule Jacques (France, écri+) will explore AI’s potential to provide detailed, student-centered feedback, improving upon traditional approaches. She will also address the risks of AI dependency and maintaining human oversight in evaluation.4. AI and Self-Regulated LearningChue Kah Loong (Singapore, National University of Singapore) specializes in educational assessment and will discuss:AI’s role in self-regulated learning and student autonomy.Potential risks of over-reliance on AI-generated suggestions.Insights from Lee et al. (2025) on AI’s effects on cognitive effort and confidence in writing.5. Linguistic and Epistemological Perspectives on AI in Academic WritingHelena (Portugal, University of Lisbon) will examine AI-generated writing from a linguistic and epistemological perspective, discussing:The impact of AI on universities as spaces of discursive production and the role of linguists in this transformation.The limits of transparency and equivalence in natural languages, challenging the assumption that language is a direct representation of thought.Ethical considerations in linguistic epistemology, questioning formal models that predict alignment between language structure and cognitive processes.The challenge AI poses for contemporary linguists, particularly in fostering research and language learning conditions.A critique of current educational models, contrasting them with an emerging paradigm that promotes critical thinking, creativity, and questioning over efficiency-driven skill optimizationDemonstration using written data from primary, secondary, and university students in Portugal.6. Challenges for Educators in an AI-Driven LandscapeMarita Cronqvist (Sweden, NW10 – Teacher Education Research) will highlight:The need to rethink writing instruction in the AI era.How AI affects academic integrity and writing assessment.Strategies to guide students in responsible AI use.Discussion and Expected OutcomesThis interactive session will engage participants in a critical discussion on AI’s dual role in academic writing. Key questions include:Does AI enhance or hinder student writing quality?How can institutions integrate AI without diminishing critical writing skills?What role should educators play in guiding AI use?How do we balance AI support with maintaining academic integrity?Aligning with EERA networks NW16, NW10, NW01, and NW31, this session will offer insights for educators, researchers, and policymakers, paving the way for future collaboration, including contributions to the AI-focused summer school planned for 2026.
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TY  - CONF
T1  - Staff in school-age educare talking about physical activities – social influence and possible implications
A1  - Johansson, Jonas
PY  - 2022
LA  - eng
KW  - children
KW  - physical activity
KW  - school-age educare
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - teacher education and education work
AB  - Physical activity among children has been a topical subject in social debate in recent years. This often concerns children’s increasing sedentary behavior. Arguments vary within the discussion of what physical activity should consist of, how it is conducted and why it is carried out. In this debate school-age educare and school has been given a prominent position as actors where children’s physical activity can and should take place to decrease children’s sedentary behavior. Physical activity is explicit mentioned in the Swedish curriculum as a part of the central content of the education in school-age educare, though, the curriculum is not clear concerning performance and aim of children´s physical activity (Skolverket, 2019). This leaves room for local constructions, and possibility for different actors to influence the social practice. Previous studies picture school-age educare as complex and constantly changing, influenced by social tendencies, norms and discourses (e.g. Haglund, 2009; Holmberg, 2018). Though, there is a lack of studies explicitly addressing physical activity in school-age educare and comprehensive social discourses influencing the social practice. That, together with the rather unclear mission for school-age educare, makes it interesting to study and in analyze discuss possible implications. This paper draws from an ongoing PhD-project focusing on discourses in relation to children’s physical activity in Swedish school-age educare and school. The aim of this paper is to shed light on how the talk about children’s activity in school-age educare can be seen as part of comprehensive social discourses concerning education and physical activity. Focus-group interviews with a discourse-analytic approach have been carried out with staff from two municipal school-age educare in Sweden. The transcriptions was analyzed with inspiration from critical discourse analyze and childhood sociology (which are the theoretical standpoints). The result shows that staff in school-age educare see the importance to compensate for children’s sedentary behavior in home and school. This is done by arranging activities where the children can be physical active, mostly using children´s expected own joy of movement, with the aim to improve children´s school results as well as benefitting psychosocial- and physical health. The conclusion is that staff in school-age educare in general see children’s psychosocial health as their primary competence area, which therefore is suggested to be the starting point for how the social practice is designed. Also, children’s expected own joy of movement can be problematized and should not always be taken for granted. Therefore, there is a need for taking children’s own needs, interests and initiatives into consideration when physical activity in school-age educare take place. 
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TY  - JOUR
T1  - Folkmusikundervisning på fiol och gitarr och dess bakgrund i den tidiga svenska spelmansrörelsen och andra folkmusikaliska traditioner
T2  - Nordisk musikkpedagogisk forskning
SN  - 1504-5021
A1  - von Wachenfeldt, Thomas
A1  - Liljas, Juvas Marianne
A1  - Brändström, Sture
PY  - 2012
IS  - 14
SP  - 73
EP  - 89
LA  - swe
KW  - folk music
KW  - swedish traditional music
KW  - fiddle music
KW  - folk high school
KW  - ricoeur
KW  - musikpedagogik
KW  - music education
AB  - Folk music teaching on violin and guitar in relation to the early Swedish fiddler movement and other folk music traditionsHow folk musicians of today learn to play their instruments is an over-all question in this article. One violin lesson and one guitar lesson have been observed at Framnäs folk high school. Three research questions were formulated. What do the two lessons have in common? What are the differences? How could the folk music education of today be related to the Swedish fiddler movement in the 1920s and other folk music traditions? Theoretically, the interpretation of the results was based on the mimesis theory of Ricoeur. Two teachers and three students participated in the study. The results showed that the lessons were structured in a similar way and dominated by master apprenticeship teaching. The violin teacher showed a more respectful attitude towards the tradition compared to the guitar teacher. Great parts of the manifest ideology of the fiddler movement seems to have become concealed into a latent or frozen ideology in the formal folk music education of today. There seems to be no big differences between learning the music by way of visiting an older fiddler hundred years ago compared to the study of music today at a formal institution.
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TY  - CONF
T1  - Significados de la escuela rural desde la investigación. Representaciones compartidas entre España y Suecia en la segunda parte del siglo xx y primeros años del siglo XXI (pp. 225-236)
T2  - Educació i desenvolupament rural als segles xix-xx-xxi
A1  - Beach, Dennis
A1  - Vigo Arrazola, Maria Begoña
PY  - 2018
SP  - 225
EP  - 236
LA  - spa
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This paper aims to give an account of the meanings have been attributed to the rural school in two educational systems characterized by rurality such as Sweden and Spain, between the second part of the 20th century and the first years of the 21st century. The analysis is made taking the literature about the subject and a meta-ethnographic study based on different research projects in both countries as well as in its publications. It highlights a representation of the rural school’s value by reinforcing the relevance of the space for its understanding.
ER  - 

TY  - CONF
T1  - Elevhälsoteam och lärarlag – professioners maktförskjutningar.
A1  - Norlund, Anita
PY  - 2017
LA  - swe
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Titel Elevhälsoteam och lärarlag – professioners maktförskjutningarSyfte/mål Syftet med presentationen är att bidra med förståelse för nutida maktförskjutningar där en del av det pedagogiska ansvaret läggs över på elevhälsoprofessionen.MetodUnderlaget för studien utgörs av 28 fokusgruppsintervjuer, hälften genomförda med elevhälsoteam och hälften med lärarlag, båda tillhörande grundskolan. Intervjuerna gjordes i två olika kommuner i västsvenska kommuner med olika demografiska egenskaper men med liknande treåriga projekt.Teoretisk inramningIntervjufrågorna skapades utifrån teorin om praktikarkitekturer (Kemmis et al., 2014) och dess tre typer av manifestationer i en praktik; sayings (det som uttrycks), doings (det som görs) och relatings (interaktion och relationer). En inzoomning (Nicolini, 2012) av de studerade praktikerna visar att elevhälsoteam tagit på sig stort ansvar och exempelvis infört hemklassrum för elever trots lärares protester. En utzoomning indikerar att en ny skollag (SFS 2010:800, 29 kap. 8 §), vilken enligt teorin om praktikarkitekturer ska ses som ett socialt-politiskt arrangemang som påverkar relatings, har möjliggjort denna typ av maktförskjutningar. Andra arrangemang är de kulturellt-diskursiva (kopplat till sayings) och materiellt-ekonomiska (kopplats till doings).Förväntade slutsatserÄven utanför Sverige syns professioner med orientering mot hälsofrågor expandera (Tomlinson, 2012). Slutsatser av studien kan sammantaget dras om konsekvenser för lärarprofessionen och denna professions position i en eventuellt förminskande samtida förändringsprocess.Relevans för pedagogiskt arbetePresentationen bidrar med kunskap om lärarprofessionens villkor. Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P. & Bristol, L. (2014). Changing Practices, Changing Education. Singapore: Springer Verlag.Nicolini, D. (2012). Practice theory, work, and organization: an introduction. 1. ed. Oxford: Oxford University Press.SFS 2010:800. Skollag. Stockholm: Utbildningsdepartementet.Tomlinson, S. (2012). The irresistible rise of the SEN industry. Oxford Review of Education, 38(3), 267-286.
ER  - 

TY  - JOUR
T1  - ”En trygg och framgångsrik skola”: Pedagogiska övertygelser i fyra landsortsskolor.
T2  - Utbildning och Demokrati
SN  - 1102-6472
A1  - Norlund, Anita
A1  - Dimenäs, Jörgen
A1  - Kolback, Kerstin
A1  - Wede, Christer
PY  - 2013
VL  - 2
IS  - 22
SP  - 81
EP  - 104
LA  - swe
PB  - : Örebro universitet
KW  - local pedagogic identities
KW  - bernstein
KW  - pedagogic discourse analysis
KW  - school development project
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - "A SAFE AND SUCCESSFUL SCHOOL" - PEDAGOGICAL BELIEFS IN FOUR RURAL SCHOOLS. This article is based on empirical material, collected within a school development project. The project involves four secondary schools located in manufacturing and non-academically oriented Swedish municipalities. More specifically, the material consists of teachers’ written reactions in relation to certain activities, as well as of field notes from seminars and municipal reports. Certain convictions appearing from the involved teachers and school directions are analysed according to pedagogic discourses identified in Basil Bernstein’s theory of sociology of education. There are two parallel aims of the article; first, to shed light on contemporary prevailing pedagogical convictions (primarily in schools similar to our selection) and second, to make specifications of an analytic tool intended for categorisations of pedagogical convictions. Referring to the first aim, our results point towards the fact that certain discourses are more dominant than others, all of which based on beliefs that naturalise differences between pupils. Grounded in this picture, the authors discuss possible consequences for pupils who, due to their social background, run the risk of being less familiar with what is expected from school as an institution.
ER  - 

TY  - CONF
T1  - How do Swedish technology teachers assess programming education in grade 4-6?
T2  - PATT40: The 40th International Pupils’ Attitudes Towards Technology Research Conference Hosted by Liverpool John Moores University, 31st October to 3rd November 2023
A1  - Bjursten, Eva-Lena
A1  - Gumaelius, Lena
PY  - 2023
LA  - eng
PB  - : LJMU Library Journal
KW  - teknik och lärande
KW  - technology and learning
AB  - This study examines Swedish teachers' teaching and assessment practices in programming education for students in grades 4-6, with a focus on the technology subject. It investigates whether existing governing documents provide sufficient guidance for effective teaching and assessment in programming, particularly regarding Pedagogical Content Knowledge (PCK). The study addresses challenges faced by teachers, including limited training and a lack of instructional guidelines, stressing the importance of bridging this gap to support effective programming instruction and assessment. It explores assessment practices in programming within the technology subject, referring to previous studies that identify various approaches. The discussion includes product and process criteria for assessing programming tasks and emphasizes the need for clearer links between programming assessment and core technology content. The methodology involves semi-structured interviews with experienced teachers who taught programming prior to its inclusion in the curriculum. Analyzing the interview data helps examine alignment between teachers' assessment practices and governing documents. Results and discussion focus on one teacher, Camilla, with six years of programming teaching experience. It describes how Camilla facilitates curriculum goals and aligns assessments with grading criteria. The article also summarizes specific areas assessed in programming education and compares Camilla's criteria with essential content knowledge from previous studies. Based on the findings, the study concludes that while Camilla demonstrates comprehensive understanding of assessing programming knowledge, improvements are necessary in primary school programming education in Sweden. The existing governing documents inadequately support effective programming instruction, particularly in terms of content knowledge. It suggests identifying key characteristics of quality programming education at each stage of compulsory schooling and engaging in discussions to establish a strong educational foundation.
ER  - 

TY  - CONF
T1  - The Understanding of Independence in Swedish Higher Education before and after Bologna
T2  - ISSOTL18
A1  - Gullö, Jan-Olof
PY  - 2018
LA  - eng
PB  - Bergen : ISSOTL & University of Bergen
AB  - Within the Bologna cooperation, an overall European framework has been developed with general learning outcomes and competences for different examination levels. In the Swedish interpretation of this framework, independence is a central concept. Student’s ten-week (15 ECTS credits) bachelor essays or degree projects are, for example, called independent projects in the Swedish system of higher education. Independence is however a concept that can be understood in different ways in different contexts. Ambiguities in how independence is understood and used in practice can lead to uncertainty and may even be a barrier to student exchange and hamper international comparability in accordance with the intentions of the Bologna Declaration. The aim of this study is therefore to explore how the concept of independence is understood in national and local steering documents in Sweden and how the understanding of independence has changed over time, before and after the Bologna Declaration in 1999. This study is a part of a research project where we gather data from Russia and Sweden from two different educational programs, journalist and teacher education. The collected data includes interviews with students and supervisors and analyses of supervision sessions. The analysed material in this study also includes national as well as local steering documents that form the legal basis for the practice of producing independent projects (bachelor essays). The steering documents consist of learning outcomes, assessment criteria, instructions and descriptions concerning the educational programs, including the independent project. Such documents may be important for how a culture for learning is developed within and across courses, programs, departments and institutions. The results show that the use of independence as central concept has changed over time in Swedish higher education. This is partly a result of the Bologna Declaration, but also and probably even more a result of changes in the surrounding society where independence over the years has gained importance in different ways. On the other hand, the results show fewer differences than expected between how teachers, as supervisors, relate to their students’ independence when comparing gathered data from Sweden and Russia, despite that the steering documents in these countries differ significantly. This clearly indicates that the teachers who participated in the study, irrespective of the steering documents being used, first and foremost, strive to create good conditions for their students’ learning and development.
ER  - 

TY  - CONF
T1  - Pressed for Time?: How Platform Infrastructures and Professional Demands condition Teachers’ Digital Work
T2  - European Conference on Educational Research
A1  - Bergviken Rensfeldt, Annika
A1  - Player-Koro, Catarina
A1  - Hillman, Thomas
A1  - Lundin, Mona
PY  - 2021
LA  - eng
KW  - digital platform infrastructures
KW  - teachers' digital work
KW  - temporalities
KW  - time regulation
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - What had often been praised by techno-enthusiasts as “disruption” and “innovation” became more of a harsh reality during 2020 with the fast reorganization to online learning due to the pandemic. With a short timeframe, schools were forced to prepare for distance education and teachers had to adapt, creating online teaching activities while at the same time making sure students were well-cared for educationally, socially, emotionally, and technologically. With the fast reorganization to online learning during the pandemic, the global platform market received more influence and further reached into the core of schools’ everyday work (Williamson & Hogan, 2020). In this sense, fast digitalization has not only made the political economy of school digitalization more apparent, but also highlights how digital work is conditioned by time and the socio-technical coordination of people and technologies (Wajcman, 2015). This paper focus on how teachers regulate and are regulated by digital platform work and in particular, how digital work is regulated by time in different ways. Our interest is both the kind of work done by teachers on digital platforms and how platform infrastructures condition and challenge teachers’ work and work time. The purpose is to explore and problematize the temporal governance of digital work, inscribed in the uses and logics of digital platforms, and forms of governing powers where productivity is considered core value. Analytically, instances where there are pronounced tensions in terms of temporal issues, between the demands of digital infrastructures or professional performance, and school teachers’ everyday work priorities and regulated work hours is of particular interest. The study builds on analyses of already identified tensions in relation to school reforms more generally as existing between the regulating principles of market efficiency governance and the teaching profession’s work conditions (Anderson & Cohen, 2015; Ball, 2003; Lundström & Parding, 2011). The political economy that pushes for school digitization was already strong in Europe and many other parts of the world before the pandemic began. Platform infrastructures, commonly provided by global platform businesses like Google and Microsoft and through Learning Management Systems are not exotic anymore, but are instead everyday technologies in workplaces like schools. Even so, platform technology provided by for example Google increasingly has taken the role of an infrastructure, sociotechnically connecting clouds, software, people, data (Plantin et al., 2018). This “platformization” comes with the business logic of platform capitalism (Srnicek, 2017), profiting on the individuals’ data production with the arguments of making public sector workplaces more efficient and streamlined, and of facilitating teachers’ pedagogical and administrative work. Questions around workload and the intensification of teachers’ work have once again risen up the political agenda (c.f. Fitzgerald et al., 2019). However, research on how school teachers’ work and work situations are changing in relation to digitalization still is relatively scarce (Bergviken Rensfeldt, Hillman, Selwyn, 2018; Selwyn, 2020; Selwyn, Nemorin & Johnson, 2017; Shulte, 2019). We draw on a Swedish project case, in collaboration with and extending an Australian project (e.g. Selwyn, Nemorin & Johnson, 2017). Empirical material was collected in and connected to the digital work of teachers in two upper secondary school forms, two school forms that characterize the Swedish marketized education system, namely, one public school and one independent for-profit school. Methodologically, the ethnographical approach used is policy and infrastructure ethnography, combined with trace ethnography of teachers’ online and offline work. Methodology, Methods, Research Instruments or Sources Used For conducting the policy ethnography, we firstly examined the policies and infrastructures implicated in teachers’ work, combining analyses of policies and platform technologies (Kitchen & Laurialt, 2014). Policy material from the regional municipality or school consortia organizations of the two schools, including extensions to national and European or international levels, e.g. strategies, guidelines, agreements on work time, digital work and platform infrastructure implementation, maintenance and support, was combined with analyses of the digital platforms and applications used in the school organizations of the participating teachers in the study. Further information from stakeholders like IT management or external platform provider companies on decisions, regulations and functionality on these different levels of platform use or data platform infrastructures, e.g. classifications of work activities in data platform standards was also collected via policy documents and interviews. Starting from the schools in the selection of policies and moving out from them, have resulted in a variety of policies that can be considered influencing digital work. In line with this, rather than regarding policies as archival documents, we aimed at selecting policies that were in use, “at work” and perhaps contested in the school workplaces in different ways. The trace ethnography started with four teachers (one man and one woman from each school) self-reporting their own activity logs on digital work based on three selected work days, followed up by a form of online focus group interview which was based on the logs and questions raised from the researchers and focus of the study. The teachers were then also involved in identifying and documenting their own data production and the traces they leave on different digital platforms via a digital self-tracking application capturing time-based screen activity. Conducting digital trace ethnography raise ethical concerns around private integrity which we have tried to counteract by involving the teacher participants themselves in self-tracking of their digital activities of work and by providing tools (self-reported activity logs included) allowing self-reflection of when and where their digital work takes place. The integrative trace ethnography approach (Geiger & Ribes, 2011) used, hence include both ethnographic and computational social science methods. These methods are themselves characterized by temporal categories, timelines, etc. but invites for making visible different temporalities in the ethnographic material. Conclusions, Expected Outcomes or Findings Digital work was analyzed based on tensions between temporalities that could be both static and dynamic but nonetheless were shaping teachers’ work (c.f. Thompson & Cook, 2017). The temporalities were understood as constructs and intertwined with spatialities of school teachers’ digital work. A preliminary finding is that digital work of online learning follows the assigned task and rhythms of schooling, but also extends more widely with the global time of digital platforms and the different temporalities produced in such environments, expanding, fragmentarizing and interrupting work in different ways. In line with Alirezabeigi, Masschelein & Decuypere (2020, p. 203), the digital work activities “not only follow the school time-table and the script of the teacher, but it equally follows the global time”. For example, the analyses included the teacher’s officially-regulated working hours in terms of classroom and workplace time, their self-regulated work time (“förtroendearbetstid”) as well as non-regularized time, all governed by certain ideals of performativity (c.f. Ball, 2003). Similarly, such entities were also translated into platforms datafication classifications of standard school activities (mainly teaching, examining and “other activities”). Hence, digital work temporalities were co-created with the operating tasks prompted by commercial platforms and activities inscribed in the systems, and the overall life cycles of platform infrastructures (updates, procurements, etc). Furthermore, the pandemic situation from March 2020 made certain temporalities around digital work visible, describing a “before-during-after Corona”, with transformed digital work experiences around attending to students and fulfilling new work tasks, implicating work intensification, strategies for work-life balance and coping with presence bleed. In sum, different temporalities and concerns in teachers’ digital work are at work, co-shaped by professional concerns, and the political economy and governance of platform infrastructures, which further add to the aforementioned research which identified tensions of market governance and teachers’ work conditions and professional concerns. References Alhadeff-Jones, M. (2018). Time and the Rhythms of Emancipatory Education Rethinking the temporal complexity of self and society. Routledge. Alirezabeigi, S., Masschelein, J., & Decuypere, M. (2020). Investigating digital doings through breakdowns: a sociomaterial ethnography of a Bring Your Own Device school, Learning, Media and Technology, 45(2), 193-207. Anderson, G., & Cohen, M I. (2015). Redesigning for identities of teachers and leader: A framework for studying new professionalism and educator resistance. Education Policy Archives, 23(85), 1-25. Ball, S. J. (2003) “The Teacher’s Soul and the Terrors of Performativity.” Journal of Education Policy 18(2), 215-228. Bergviken Rensfeldt, A., Hillman, T., & Selwyn, N. (2018). Teachers ‘liking’ their work? Exploring the realities of teacher Facebook groups. British Journal of Education Research, 44(2), 230-250. Decuypere, M. & Vanden Broeck, P. (2020). Time and educational (re-)forms: Inquiring the temporal dimension of education, Educational Philosophy and Theory, 52(6), 602-612. Fitzgerald, S., McGrath-Champ, S., Stacey, M., Wilson, R. & Gavin, M. (2019). Intensification of teachers’ work under devolution:
ER  - 

TY  - CONF
T1  - Science and technological innovations as drivers for educational change: Teachers' perspectives of an inquiry-based project into the unknown
A1  - Hasslöf, Helen
A1  - Lundström, Mats
A1  - Sjöström, Jesper
PY  - 2017
LA  - eng
KW  - science education
KW  - teacher professional development
KW  - socioscientific issues
AB  - This study started in connection to two similar parallel on-going Teacher Development Programs (TPDs) in Sweden, within the PARRISE-project (2014-2017). It is a project funded by EU, where 18 universities from eleven countries cooperate to explore and develop ways to address political and ethical questions in science education, with starting point from Responsible Research and Innovation (RRI), embracing the SSIBL framework (cf. Levinson 2016). Preliminary results shows how teachers from the TPDs formulated mutual and competing aims concerning the role of science education regarding how to address the knowledge base of science in relation to new relatively uncertain areas. This is done in relation to innovation processes and their products as for example nanotechnology. Critical thinking and awareness of ignorance were formulated as important tools for a scientific literacy discourse of a more humbled view of knowledge production, connected to science research and innovation, and identifying conflicting interest from different actors.
ER  - 

TY  - CONF
T1  - Changing Educational Practices in the Light of the Theory of Pracitce ARchitectures
T2  - NERA 2019 Education in a Globalized World 6-8 March 2019
A1  - Langelotz, Lill
A1  - Rönnerman, Karin
A1  - Norlund, Anita
PY  - 2019
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This symposium is exploring how research and theoretical recourses reveal structures that constrain, enable or force changes in educational practices. In an uncertain time, when for example democratic values are at stake in Europe, schools democratic fulfilling, and the professionals’ possibilities to explore and change their practices are fundamental. In a number of different empirical studies, across different educational settings, from preschool to higher education in Sweden, we address two fundamental questions: What is happening in this educational practice? How can we understand it? The theory of practice architectures (Kemmis & Grootenboer, 2008; Kemmis et.al, 2014) was applied to explore the educational practices and the conditions that enabled and constrained them in their sites. Practice is here understood open and changeable and are activities hanging together in time and space (Schatzki, 2002). According to the theory, practices are shaped and hold in place by three kinds of overlapping arrangements: Cultural-discursive arrangements such as how discourses and languages affect what is possible to sayin and about practice (e.g., deficit discourses, critical discourses, discipline-specific discourses, languages). Material-economic arrangements, how material, technological, financial, organisational, and other resources affect what it is possible to doin practice (e.g., buildings, schedules, workload calculators, funding). Social-political arrangements are arrangements that affect the ways in which it is possible for people to relateto others (and things and places) in practice (e.g., organisational rules, mandates, solidarities, hierarchies). In this symposium, we would like to first: present the theory and discuss it as a methodological, theoretical and analytical resource for professionals in educational settings (Nicolini, 2012), and second: discuss some of the results from the empirical cases, which highlight how practices in different ways can be understood from the lens of the theory of practice architectures e.g. how practices are hold in place from cultural-discursive, material-economic and social-political arrangements. How these arrangements enable and constrain practices at the site. And finally, the studies will show how the theory gives an understanding on how to be able to change practices, often in dialogue with teachers/leaders. References 890 Nicolini, D. (2012). Practice Theory, Work and Organization. United Kingdom: Oxford University Press. Kemmis, S., & Grootenboer, P. (2008). Situating praxis in practice: Practice architectures and the cultural, social and material conditions for practice. In S. Kemmis & T. J. Smith (Eds.), Enabling praxis: Challenges for education (pp. 37–62). Rotterdam: Sense Publishers. Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P. & Bristol, L. (2014). Changing Practices, Changing Education. Springer Verlag, Singapore. Schatzki, T.R. (2002). The site of the social: a philosophical account of the constitution of social life and change.University Park: Pennsylvania State University Press.
ER  - 

TY  - CHAP
T1  - Svenska folket om religion och tradition i skolan
T2  - Larmar och gör sig till
A1  - Aldrin, Viktor
PY  - 2017
SP  - 515
EP  - 528
LA  - swe
PB  - Göteborg : SOM-institutet, Göteborgs universitet
KW  - skolavslutning
KW  - kyrka
KW  - tradition
KW  - religion
KW  - skola
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Religionens roll i skolan är något som ofta debatteras i Sverige. Ett av de mest omdebatterade religiösa fenomenen är skolavslutningar i kyrkan. I dessa ceremonier möts den konfessionslösa skolan med kristendomens heliga rum. Mötet är inte konfliktfritt. Detta kapitel behandlar svenska folkets attityder till att förbjuda skolavslutningar i kyrkan. Resultaten visar att 78 procent vill ha kvar skolavslutningarna i kyrkan. Det gäller särskilt bland personer som uppger att de föredrar höger-partier på en höger-vänster-skala. Personer som inte firar den traditionella högtiden jul är mindre kritiska mot ett förbud, vilket kan tyda på ett samband mellan avståndstagande från traditionsfirande och kritik mot skolavslutningar i kyrkan. Resultaten visar också att det för vissa politiska partier råder en tydlig polarisering mellan partisympatisörernas inställning till skolavslutningar och de valda politikernas agerande i frågan.
ER  - 

TY  - JOUR
T1  - Till vildingarnas land. Barnboksförfattaren besöker förorten
T2  - Nordisk Barnehageforskning
SN  - 1890-9167
A1  - Asplund Carlsson, Maj
A1  - Lunneblad, Johannes
PY  - 2013
VL  - 7
IS  - 6
SP  - 1
EP  - 8
LA  - swe
PB  - : Nordisk Barnehageforskning
KW  - barnböcker
KW  - identification
KW  - post-colonialism
KW  - children’s picture books
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Title: Where “the wild things” are: An author of children’s books on a visit to the suburbs Abstract:Few studies have been carried out on children’s literature from a post-colonial perspective. In this article, we look closer at four picture books recently published in Sweden with the purpose of giving children from urban areas patterns of identification. The aim of our study is to see how the ‘suburb’ is articulated as a multi-accented sign. Three themes are elaborated in our analysis, i.e. loneliness and alienation, drug abuse and misery as well as small business occurrence. We also discuss the consequences for children in early years of an encounter with a distorted or alienated view of suburban culture.
ER  - 

TY  - JOUR
T1  - Med digital arbetskraft i klassrummet
T2  - Bloggpost Medium
A1  - Selwyn, Neil
A1  - Bergviken Rensfeldt, Annika
A1  - Hillman, Thomas
A1  - Lundin, Mona
A1  - Player-Koro, Catarina
PY  - 2020
LA  - eng
KW  - digital arbetskraft
KW  - digitalt arbete
KW  - plattformsarbete
KW  - skollärare
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Digital teknologi associeras ofta med olika samhällstrender, som förändringar i arbets- och anställningsformer. Även i vissa traditionella högstatusyrken (som revisor-, advokat- och läkaryrket) tränger sig såväl digitalisering som automatisering in i det vardagliga arbetet. Nya former av digitalt arbete har uppstått som för tio år sedan skulle ha varit otänkbara. De flesta känner nog till den typ av tjänster och arbetsformer som Uber, Foodora, Yepstr, Tiptap och TaskRunner erbjuder i Sverige idag. Det är kanske inte lika känt att liknande former av digital arbetskraft nu börjat komma in i skolans värld och undervisningen. Dessa inslag i skolan menar vi kräver särskild och noggrann uppmärksamhet från såväl lärarprofessionen själv och lärarfackliga organisationer som andra skolaktörer och forskarsamhället kring skola och utbildning.
ER  - 

TY  - CONF
T1  - Towards organizational learning in higher education: Introducing a tool for course development
A1  - Stenmark, Petter
A1  - Olsson Lindberg, Marianne
A1  - Olauzon, Gertrud
PY  - 2022
LA  - eng
AB  - Organizational learning, and how to become a learning organization, has been in focus for a long time in higher education (e.g. Senge, 2000; Bak, 2012; Ali, 2012). According to Garvin (1993) a learning organization is an organization skilled at creating, acquiring, and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights. Organizational learning is often associated with the organization as a learning unit, where individual learning is stored outside individuals, as an organizational memory, that is continuously updated and functions as a basis for conducting work tasks and further learning (Örtenblad, 2018). However, there are different interests related to organizational learning between different stakeholder groups in higher education. While University managers are likely to view organizational learning as a method to improve institutional effectiveness and efficiency, academics might associate organizational learning with opportunities to pursue new ideas and experiment with innovative practices (Dee and Leisyte, 2017).Several studies have pointed out that knowledge exchange is limited between boundaries when it comes to higher education (e.g. Dill, 1999; Trelevean et al., 2012). According to Dee and Leisyte (2017) barriers in the flow of organizational knowledge, that hinder individuals or groups to learn for the organization in its entirety, is one of the largest challenges of organizational learning in higher education institutions. Hence, to bridge barriers it is of importance to support knowledge exchange so that organizational learning can occur. In higher education a cross-disciplinary organizational learning can be supported by creating the best possible prerequisites for continuous educational exchange. To include the different perspectives of organizational learning when it comes to teaching and course development in higher education both skills related to educational exchange and skills related to effectiveness, such as an effective teacher-centered support for course administration, are required. This paper presents and discusses a tool that has been developed to support cross-sectional organizational learning related to course development in higher education. The tool is a result of a project carried out at Mid Sweden University between 2019 and 2021. The project team included university teachers from different fields, sharing a vision to improve current conditions for course development. The tool was aimed to provide information and inspiration about course development from the teacher's perspective, in a more systemized and simple manner.The project started out with a benchmarking study of Swedish universities to find out how course development in higher education can be supported. A survey was sent out to all teachers within Mid Sweden University to collect information about teachers' needs of support for course development. Presentations and workshops were conducted to get interactive feedback from teachers and study directors. Moreover was an implementation plan for the tool created.The tool, named “the Course Wheel”, was developed in EPI-server and presented on the staff’s webpage at Mid Sweden University. With focus both on educational exchange and course administration the tool may be used to support organizational learning related to inspiration (what is possible to do?) and course administration (what is to be done?).A pilot test was performed. The tool was open to try out for all teachers within the university for a period of three months. During the pilot test feedback and suggestions for improvements was collected. Results indicate that the tool could be used as a hands-on support for the teacher looking for inspiration in teaching or guidance in course administration. It may also simplify the introduction to new teachers in higher education, providing a system view of teaching and course development. Suggestions for improvement for future work is to include more interactivity and course-dependent information.
ER  - 

TY  - CONF
T1  - Theologizing with Children through Faithful Connections Using the Liturgical Year
A1  - Aldrin, Viktor
PY  - 2021
LA  - eng
KW  - religionsdidaktik
KW  - praktisk teologi
KW  - existentiella samtal
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Recent research has shown a decline in how young generations of Christians are formed into a Christian practice in northern European Christian churches. What previously has part of national school curriculum has now transformed into minority traditions outside curriculum. Instead, much of the faith formation is made at home. Previous research has shown, that children in the younger school years often think in theological terms and forms an identity withing their own family’s faith practice. Still, little or no pedagogical training are seldom provided for parents beside Child bibles and prayerbooks for the young – none of them with pedagogical guides. This paper presents an planned research project aimed for children, 6-12 years old, and their parents in the Lutheran Church of Sweden. The aim of the project is to stimulate child-adult dialogue regarding the central themes of Christianity through the use of the liturgical year with the aid of action research.
ER  - 

TY  - CONF
T1  - Facing Enacted Norms of Higher Education
T2  - ICED 2014 - Educational Development in a Changing World
A1  - Andersson, Staffan
PY  - 2014
LA  - eng
AB  - Enacted norms of higher educationIncreasing diversity of enrolling students makes it more important than ever to understand cultural dimensions of higher education. Interplay between students and the cultural contexts they meet during their education are of critical importance for student retention and academic success (Tinto 2010). This interplay is greatly affected by the norms and values being enacted by other participants of the context. This study, from the domain of science and education at a Swedish research university, exemplify how enacted norms contribute to student experiences of higher education. Implications for strategic pedagogical development, particularly regarding inclusive higher education, will be discussed based on the results.About 3500 students enrolled on science and technology programmes were invited to answer a web-based questionnaire about their educational experiences and 1597 students responded. The gender distribution of the respondents, 588 female and 1009 male students, was similar to that of the whole student population. There were reports about negative experiences from 12% of the female respondents and 5,5% of the male respondents.The students reporting negative experiences where asked to provide further information in a free text question. A qualitative analysis of these responses, inspired by Grounded Theory (Robson 2011), was conducted to explore the observed gender difference and the factors behind the negative experiences. Iterative coding and sorting of the text identified a number of significant structures.The majority of the negative experiences (55%) were classified as negative norm enactment, where students perceive mistreatment due to a mismatch between aspects of their social identity and the context. This negative norm enactment occurred in three different contexts: during teacher-student interaction, in a broader teaching and learning context and during interaction among students. The most common context for norm enactment was teacher-student interaction, as reported by about 4% of both female and male respondents. Norm enactment in the other two contexts was reported to a similar extent by the female students (about 4% of the respondents), but by less than 1% of the male respondents.The reported experiences provide a picture of the norms being enacted in the educational culture. About half of the answers reflect a masculine norm for the programme students where female students are treated as less knowledgeable and in greater need of help than their male peers. The masculine norms in science and engineering education are a well-established research area and the findings of this study connect well to such research (See for example Thomas 1990, Steele 2010). Two other norm-related themes were visible in about 10% of the responses respectively: ethnicity and engagement.This presentation will elaborate on the results and use examples from student responses to illustrate processes of norm enactment. Implications of these processes for strategic educational development aiming for inclusive education will be discussed.ReferencesRobson, C. (2011). Real world research: a resource for users of social research methods in applied settings. (3. ed.) (pp. 146-150) Chichester: Wiley.Steele, C.M. (2010). Whistling Vivaldi: and other clues to how stereotypes affect us. New York: W.W. Norton & Company.Thomas, K. (1990). Gender and subject in higher education. Milton Keynes: Society for Research into Higher Education & Open University Press.Tinto, V. (2010). From theory to action: Exploring the institutional conditions for student retention. In Higher education: Handbook of theory and research (pp. 51-89). Springer Netherlands.
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TY  - CONF
T1  - Making meaning in Early Years Science Education
A1  - Elm Fristorp, Annika
PY  - 2010
LA  - eng
AB  - The purpose of this paper is to discuss how early years science teaching and learning can be understood as a process of meaning making. From a social semiotic perspective focus of interest is on signs and sign making in early years science teaching and learning. The emphasis is on young children and their teacher as sign-makers and their situated use of modal resources. The discussion is based on authentic examples from an on-going Swedish study. The main object is to describe and analyze the signs young children make in concrete learning situations in science. How do children and their teacher, use different semiotic resources and how do they invent new ways to combine the recourses in science learning as a multimodal meaning making process? I will discuss how this process is semiotically designed by children and their teacher during a couple of small group situations. Secondly the analyse and discussion will focus possible effects of frequent patterns of communication on children´s possibilities to learn. The study is based on micro level analysis of the multiplicity of modes of communication that are active in the learning situations. The analysis focuses on a number of modes including: gesture, speech, gaze and movement as well as the teacher and children’s use of artifacts.
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TY  - CONF
T1  - Teacher or coach - What competence required to teach school sports in Sweden?
T2  - Abstracts Book AIESEP International Conference 2016 Laramie, USA
A1  - Ferry, Magnus
PY  - 2016
SP  - 112
EP  - 112
LA  - eng
PB  - Laramie : University of Wyoming
KW  - embodied knowledge
KW  - national syllabus
KW  - theoretical knowledge
AB  - Internationally, the concept of school sports usually refers to competitive sports organized in a school setting (cf.Laker, 2001). In these contexts, the activities usually consist of extensive training and competitions in various sports, often with PE teachers acting as coaches (Truman Williamson, 2013). However, in the Swedish uppersecondary school, school sports are carried out through a specific school subject. This way of organizing schoolsports, indicates an approach in which pupils will receive education in a subject, rather than just training in their sport. What kind of competence do then Swedish teachers in school sport have? Data for this paper were collected through web-based questionnaires to all teachers in school sports at ten strategically selected schools across Sweden. In total, 109 teachers answered the questionnaire, which treated their background, perceived competencies and teaching in school sports. The results show that even though school sports being a school subject with a national syllabus and with grading criteria, few of the teachers had a teacher degree (45%), while almost everyone had attended some kind of coaching programme (95%). This despite the fact that it usually requires a teaching certificate to be allowed to teach in Sweden. Nevertheless, the teachers perceived their competencies in various subareas of school sports as high, highest in specific sport skills, while as lower in more theoretical subareas stipulated by the syllabus. Furthermore, the teachers perceived their competencies related to the actual teaching in school sports as high, while their competencies in grading and assessment were perceived as lower.Since school sports in Sweden is carried out as a nationally regulated subject, teachers require rather sportspecific and extensive theoretical competence. Teachers in school sports thus require both embodied andinstitutionalized forms of knowledge. A rare combination of competencies, who at the moment few individuals possess.
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TY  - CONF
T1  - Tracing connections in working toward a critical zone of making algebraic wicked problems
T2  - Mathematics and practices
A1  - Fred, Jenny
A1  - Valero, Paola
A1  - Van Steenbrugge, Hendrik
PY  - 2024
SP  - 127
EP  - 136
LA  - eng
PB  - Palermo : G.R.I.M. - Gruppo di Ricerca sull'Insegnamento/Apprendimento delle Matematiche  Universita'  degli Studi di Palermo
KW  - participatory research
KW  - early algebra
KW  - critical mathematics education
KW  - latour
KW  - algebraic wicked problems
KW  - mathematics education
KW  - matematikämnets didaktik
AB  - We study the connections among different “actors” — human as well as nonhuman — to document and understand an inquiry group’s movement toward designing and implementing Algebraic Wicked Problems (AWPs). AWPs combine both algebraic and environmental ideas. The inquiry group consists of Swedish teachers, teacher students and a researcher-teacher educator. Since AWPs have not been explored yet in teaching, it has taken a long process to imagine and trying to formulate them. Our focus on the network of connections among actors has helped to trace aspects of this long process. It has also helped identifying specific non-human actors that constitute the network such as diagrams and materials. Our analysis suggests that the process of imagining something that does not yet exist in itself also can becomes an actor. 
ER  - 

TY  - JOUR
T1  - Lärares professionella behov så som de konstrueras av en inflytelserik kompetensutvecklingsaktör
T2  - Pedagogisk forskning i Sverige
SN  - 1401-6788
A1  - Hesslow, Eva
A1  - Loenheim, Lisa
A1  - Norlund, Anita
LA  - swe
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Syftet med den här artikeln är att analysera (svensk-)lärares professionella behov så som de konstrueras av en inflytelserik aktör på kompetensutvecklings-marknaden. Teoretiskt är studien baserad på Evans (2011a, 2011b) modell över professionell utveckling. Modellen är en typologi av utvecklingskomponenter och förändringsdimensioner av professionalism. Vår analys bygger på tre konferens-program från den inflytelserika aktören och fokuserar särskilt på konferenser för svensklärare. Vi analyserar materialet dels kvantitativt genom en redogörelse för proportionerna mellan utvecklingskomponenternas ingående förändringsdimen-sioner, dels kvalitativt genom karakterisering och exemplifiering av vad som kännetecknar de olika förändringsdimensionerna. I det senare av dessa två steg framgår vilka tillägg vi gör till Evans modell. Resultatet åskådliggör i vilken grad kompetensutvecklingsinnehållet orienteras mot att utveckla lärares beteenden, attityder eller intellektuella aktivitet. Det visar sig att beteendekomponenten dominerar, en omständighet som vi problematiserar i artikeln. Mot slutet diskuterar vi vilka tänkbara konsekvenser resultatet i sin helhet kan tänkas innebära för lärarprofessionen.
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TY  - CONF
T1  - Reflective practitioners - University teachers voices from the field on teaching and learning in higher education
A1  - Sjöberg, Jeanette
A1  - Nygren, Åse
PY  - 2023
LA  - eng
KW  - competence development
KW  - higher education
KW  - university teachers
AB  - Today's university teachers are faced with different challenges, where the digitization of higher education constitute one of the most prominent. In order to practice their profession, teachers need to possess knowledge not only in their subject areas, but also in other areas such as pedagogy, learning environment, diversity of learners, professional engagement, curriculum, assessment and grading. On that note, the concept of academic teachership has gained ground in higher education as an approach where university teachers continuously and systematically reflect on, explore and develop their own pedagogical practice and its impact on students' learning (Bolander Laksov & Scheja, 2020). Academic teachership focuses on stimulating student learning by using approaches to teaching based on research and proven experience. In order to provide quality learning for the students, teachers take every opportunity to improve their own professional practice. But what kind of competence development do teachers need to meet these standards? In the present study, interviews with university teachers from two Swedish universities was carried out aiming to investigate what university teachers' need for competence development look like and how the teachers themselves view higher education pedagogy in relation to their teaching? Using content analysis, preliminary results show that contemporary higher education institutions require an increased active participation of university teachers focusing practically oriented didactic issues such as planning, commitment and enthusiasm, activating teaching methods, partnership co-creation and collaboration to improve the quality of teaching. Teachers' thinking skills, relationship with knowledge, problem-solving skills, and innovative attitude are seen as necessary competencies for teachers to be able to develop strategies in accordance with students' situations and learning environment and for meaningful learning to take place. Moreover, it suggests that the academic teacher is an integral part of the university’s education development and quality work which is characterized by a sense of shared responsibility.
ER  - 

TY  - JOUR
T1  - Comparison of popular and lonely students' attitudes, and their relationship to the classroom situation as reported by teachers
T2  - British Journal of Education, Society and Behavioural Science
SN  - 2278-0998
A1  - Holfve-Sabel, Mary-Anne
PY  - 2014
VL  - 7
IS  - 4
SP  - 897
EP  - 921
LA  - eng
PB  - : Sciencedomain International
KW  - attitudes
KW  - classroom interaction
KW  - lonely students
KW  - popular students
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Aims: To investigate the attitudinal profiles of Popular and Lonely students in school classes and their similarities and differences, relationships to gender and cultural backgrounds, and the classroom characteristics reported by teachers. Study Design: Self-reports on attitudes were collected from 1531 students representing 77 grade 6 classes from comprehensive schools in the city of Göteborg, Sweden. The students were asked to answer 40 questions, each with five possible responses. Each student was asked to rank the three peers they would most prefer to work with in the classroom and to play with during breaks. In addition, data was gathered from the teacher of each class. Place and Duration of Study: Sampling of all data autumn 2003. Work up of sociometric data 2013. Methodology: Based on a previous two-level confirmatory factor analysis, three school factors and four relational factors were identified. Weighted adjacency matrices were used to quantify social relationships. The eigenvector of the largest eigenvalue of each adjacency matrix yielded individual indices drawn from the eigenvector components and a group index from the eigenvalue. Symmetrized matrices were used to reveal the most popular individuals in each network. Lonely individuals were outliers who were not nominated by other students and were identified based on bilateral choices using semi-symmetrized matrices. Results: Popular (11.5%) and Lonely (8.5%) students have similar attitudes to school and teachers. Around 10% of both groups had very positive attitudes for all factors. However, lonely students were three times likelier than popular students to have negative attitudes and also expressed more anxiety, considered disruption to be more common, and sometimes reported problematic relationships with their classmates and peers. Half of the popular students had negative or neutral attitudes to school factors and 40% had negative or neutral scores for relational factors. Conclusion: The working conditions were most positive in classrooms with only one large peer group and a minimum of Lonely students.
ER  - 

TY  - JOUR
T1  - Innehåll och pedagogiska diskurser på lärares kompetensutvecklingsmarknad: en studie av insatser som genererar fakturor
A1  - Levinsson, Magnus
A1  - Norlund, Anita
A1  - Langelotz, Lill
PY  - 2022
LA  - swe
KW  - lärares kompetensutveckling
KW  - marknad
KW  - instruktionell och regulativ diskurs
KW  - bernstein
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Syftet med den här artikeln är att bidra med fördjupad kunskap om innehållet i lärares kompetensutveckling i en decentraliserad utbildningssektor. Specifikt fokus riktas mot hur innehållet i denna kompetensutveckling relaterar till lärares undervisningsuppdrag att utveckla såväl kunskaper som värderingar hos elever. Artikeln tar sin utgångspunkt 679 kompetensutvecklingsfakturor från tre socio-ekonomiskt olika kommuner i Sverige. Teoretiskt är studien baserad i Bernsteins fenomen pedagogisk diskurs, som i sin tur bidrar med de analytiska begreppen instruktionell och regulativ diskurs vilka har styrt analysen av fakturamaterialet. Resultatet åskådliggör i vilken grad kompetensutvecklingsinnehållet orienteras mot ämneskunskaper och generella kompetenser (instruktionell diskurs) respektive det som rör elevers värderingar (regulativ diskurs). Vidare illustrerar resultatet flera samband mellan kompetensutvecklingens diskursiva inriktning, skolform (grundskola och gymnasium) och typ av kompetensutvecklingsaktör. Analysen visar också att innehållet i lärares kompetensutveckling karaktäriseras av att lärare uppmuntras att inta en intraindividuell förändringsambition i relation till sina elever och inte av en ambition om intergruppförändring, det vill säga med syfte att utjämna skillnader mellan sociologiskt definierade grupper.
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TY  - CONF
T1  - I want to engage my pupils in climate change, but…
A1  - Rydin, Mikael
A1  - Gericke, Niklas
A1  - Haglund, Jesper
A1  - Christenson, Nina
PY  - 2022
LA  - eng
PB  - University of Cyprus
KW  - climate change education
KW  - preservice teachers
KW  - dilemmas
KW  - teacher beliefs
KW  - biology
AB  - Climate change is an important, yet challenging topic to teach. Challenges include having the knowledge of a complex process, being able to address controversial aspects of politics and emotions. Research have shown that pre-service teachers are willing, yet hesitant to teach climate change. In addition, research have shown in-service teachers avoid the topic, despite believing climate change to be an important issue. Preparing pre-service teachers to teach climate change is a crucial part in combating such issues. This study aims to investigate pre-service teachers’ beliefs about teaching climate change. Six Swedish pre-service teachers participated in depth semi-structured interviews including a reflective exercise on teaching climate change. Data was analyzed using a thematic analysis. Results reveal three dilemmas pre-service teachers face in regard to teaching climate change: the dilemma of being a neutral teacher, the dilemma of knowledge progression, and the dilemma of aligning the purpose with the content in teaching climate change. These results have implications for teacher education and provide insight for both pre-service teachers and in-service teachers.
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TY  - CONF
T1  - Transformativt lärande genom världslitteratur: att läsa Utvandringens tid på gymnasiet
T2  - Femtonde nationella konferensen i svenska med didaktisk inriktning (SMDI 15) Lund 23–24 november 2022. Tema: Språk och litteratur – en omöjlig eller skön förening? SYMPOSIUM: Praktiknära skolforskning för gymnasieskolans svenskämne
A1  - Bradling, Björn
PY  - 2022
LA  - swe
KW  - litteraturdidaktik
KW  - världslitteratur
KW  - gymnasiet
KW  - transformativt lärande
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Transformativt lärande genom världslitteratur: att läsa Utvandringens tid på gymnasietVad vi tänker, antar, framhåller, avfärdar etc. är ofta kulturellt betingat och kan därmed ofta kontinuerligt omskapas (Hall, 1997; Gay, 2018). Gymnasieskolan har som uppgift att utbilda elever med utgångspunkt i perspektiv som är nordiska, europeiska samt globala och i svenskämnet ska elevernas tankesätt utmanas genom att i litteraturundervisningen möta andras erfarenheter och perspektiv på världen (Skolverket, 2011). Data från International Civic and Citizenship Education Study 2016 visar att det finns ett klart samband mellan nationell och europeisk identitetsuppfattning bland 14-åringar från 14 olika EU-länder, däribland Sverige, som svarar på frågor om politik och demokrati (Ziemes, Hahn-Laudenberg & Abs, 2019). Resultatet gör det särskilt angeläget att inkludera skönlitteratur från andra delar av världen än det globala nord i litteraturundervisningen, vilket har påpekats tidigare (Thavenius, 1999; Hallonsten & Bergstrand, 2004; Petersson, 2022). I följande frågeställning konkretiseras hur världslitteratur kan användas för att möta styrdokumentens syftesbeskrivning genom Tayeb Salihs roman Utvandringens tid (1966, på svenska 2006): Hur kan Tayeb Salihs Utvandringens tid (1966) användas i gymnasieskolans litteraturundervisning i relation till styrdokumentens transformativa ambitioner? Transformativt lärande eftersträvar att synliggöra och utmana elevernas förgivettaganden och kan i litteraturundervisningen åstadkommas genom textval och arbetssätt som fokuserar främmandegöring och metareflektion (Bradling, 2020). Världslitteratur är ett begrepp i vardande (Müller, Locane & Loy, 2018) som ”förutsätter ett globaliseringsperspektiv” (Petersson, 2022) och bidrar till att skilda perspektivs motstridigheter understödjer kunskapande (Helgesson & Rosendahl Thomsen, 2020). Den här föreliggande studien visar genom en pedagogiskt riktad textanalys av Utvandringens tid (Salih, 1966) och en efterföljande klassrumsintervention där gymnasister läser romanen, hur världslitteratur kan användas för att möta styrdokumentens transformativa ambitioner för litteraturundervisningen. Resultatet visar att romanens komplexa berättarstruktur och avlägsna tid och plats (1960-talets Sudan), kan förmedlas genom undervisning som fokuserar samtal, begreppsanvändning och (meta)reflektion. Samtidigt visar resultatet att läsningen både kan problematisera och förstärka dikotomin ”vi och dom.”Nyckelord: transformativt lärande, världslitteratur, gymnasietReferenserBradling, B. (2020). Låt romanen komma in – Transformativt lärande i gymnasieskolans litteraturundervisning. Jönköping: Jönköping University.Gay, G. (2018). Culturally Responsive Teaching Theory, Research, and Practice. New York & London: Teachers College Press.Hall, S. (1996). “Introduction: Who needs ‘identity’?”. I Hall, S. & Du Gay, P. (red.), Questions of Cultural Identity. London, England: SAGE Publications. s. 1-17.Hallonsten, S. & Bergstrand, M. (2004). ”Världslitteraturen i skolan – ett uppdrag från Statens kulturråd till Barnängens världsbibliotek.” Rapport. Stockholm: Barnängens världsbibliotek.Helgesson, S. & Rosendahl Thomsen, M. (2020). Literature and the World. London/New York: Routledge.Müller, G. Locane, J. & Loy, B. (2018). “Introduction”. I Müller, G. Locane, J. & Loy, B. (red.). Re-mapping World Literature. Berlin/Boston: De Gruyter. s. 1-12.Petersson, M. (2022). ”Globalisering, bildning och didaktik”. I Nygård Larsson, P., Olsson Jers, C. & Persson, M. (red.). Fjortonde nationella konferensen i svenska med didaktisk inriktning – Didaktiska perspektiv på språk och litteratur i en globaliserad värld – Malmö 18 – 19 november 2020. Malmö: Malmö universitet. s. 9-25.Salih, Tayeb (1966/2008). Utvandringens tid. Stockholm: Leopard förlag.Skolverket (2011). Läroplan, examensmål och gymnasiegemensamma ämnen för gymnasieskola 2011. Stockholm: Skolverket.Thavenius, J. (1999), ”Gymnasiets litterära kanon”. I Thavenius, J. (red.). Svenskämnets historia. Lund: Studentlitteratur. s. 119-136Ziemes, J., Hahn-Laudenberg, K. & Abs, H. (2019). “From connectedness and learning to European and national identity: results from fourteen European countries”. Journal of Social Science Education. Vol. 18 # 3. s. 5-28.
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TY  - CONF
T1  - 'I have rethought every single thought on teachers' profession and work...' The postmodern professional
A1  - Dovemark, Marianne
PY  - 2011
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This paper uses ethnographic research, based on longterm participant observation and interviews plus ten deep interviews with highly experienced teachers in Swedish compulsory secondary schools, to examine how teachers relate to teaching and learning in a school in transition. The studied teachers expressed that they felt they were being forced to be ‘creative and flexible’. New ways of describing their work emerged. They spoke of being entrepreneurs and of an efficiency and productivity that forced them to ‘sell themselves’ through time exploitation by a number of superimposed tasks to be performed under time pressure. An individualization of the collective emerged as a strong factor. The concept of entrepreneurial blurs the line between employee and private entrepreneurs. Teachers work, had according to studied teachers, changed in a variety of areas including much more numerous and complex tasks. Even though that was the dominant feature, also strong examples of resistance were identified. Teachers met up to expectations, but were also in accommodating to requirements becoming subject to a heavy workload. One example of resistance was how the need for documentation and action plans was met by refused collaboration with colleagues and refusals to go on staff appraisals.
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TY  - CONF
T1  - Samverkansdidaktik – en möjlighet för studiehandledare på modersmålet och lärare
A1  - Eliaso Magnusson, Josefina
A1  - Uddling, Jenny
PY  - 2024
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Stödåtgärden studiehandledning på modersmålet finns i Sverige för att öka elevers, och i synnerhet nyanlända elevers måluppfyllelse (SFS 2010:800). I tidigare studier framhålls att det finns ett stort behov av att utveckla bättre rutiner för samverkan mellan studiehandledare och lärare i syfte att höja studiehandledningens kvalitet (t.ex. Avery 2017; SOU 2019; Roux Sparreskog 2023). I stort saknas studier som belyser studiehandledares och lärares fungerande samverkan. Syftet med det aktuella projektet är att fylla denna forskningslucka och undersöka hur studiehandledare på modersmålet och lärare utvecklar fungerande samverkan. En sådan förutsätter ömsesidig respekt och lyhördhet för varandras yrkeskompetenser (Danermark & Kullberg 1999).Vårt projekt har en etnografisk ansats beträffande datainsamling. Vi har audioinspelat intervjuer med 8 studiehandledare och 8 lärare som på sina enheter antas ha en god samverkan med varandra. Med hjälp av fältanteckningar, foton och ljudupptagningar har vi observerat 5 studiehandledningstillfällen med några av deras gemensamma elever.I denna presentation redogörs, med hjälp av en kvalitativ innehållsanalys, vad studiehandledarna uttrycker att de gör när de samverkar med lärarna. Vi presenterar också, med hjälp av agency, hur studiehandledarna uttrycker att de positioner sig i relation till studiehandledarrollen. Därtill exempliferas utifrån ett studiehandledningstillfälle hur samverkansdidaktiken praktiseras. Studiens resultat har relevans när det gäller att utveckla studiehandledares och lärares samverkansdidaktik, och synliggöra hur flerspråkighet tillvaratas som resurs. 
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TY  - CONF
T1  - Engagerade lärare inspirerar sina elever vid fiktionsläsning: En filosofisk studie inom ramen för svenskundervisning i årskurs 7–9
T2  - Engagerade lärare inspirerar sina elever vid fiktionsläsning
A1  - Helming Gustavsson, Maria
PY  - 2025
LA  - swe
KW  - engagemang
KW  - fiktion
KW  - svenskundervisning
KW  - lärare
KW  - elever
KW  - livsvärld
KW  - mellanruersubjektivitetm
KW  - int
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - teacher education and education work
AB  - Att elever engagerar sig i och stimuleras till att läsa fiktion är av betydelse för att de ska utveckla läskompetens (Brozo, 2019), ordförråd (Taboada et al., 2013) och även förståelse för hur andra människor har det (Agrell, 2007). Även om det finns studier som visat att ungdomar har ett intresse för att läsa fiktion (Nordberg, 2015) så finns studier som visat att elevers fiktionsläsning är i avtagande (Vinterek et al., 2022). Studier finns också som visat att elever inte får stimulans till att utveckla ett intresse för att läsa i skolan (Skolinspektionen, 2012). Likaså finns studier som visat att långt från alla svensklärare själva inte har ett intresse för att läsa fiktion i (Jönsson & Eriksson, 2003). För att kunna stimulera elever till ett intresse för att läsa fiktion är det således viktigt att undersöka vad engagemang vid fiktionsläsning är för lärare och elever liksom hur deras engagemang uppkommer. Syfte Mitt avhandlingsarbete syftar till att nå en djupare insikt i vad engagemang vid fiktionsläsning är och hur engagemang vid fiktionsläsning uppkommer bland lärare och elever i årskurs 7–9.Teori Avhandlingen utgår från hermeneutisk fenomenologi (Gadamer, 1997) med en livsvärldsfilosofisk ansats (Bengtsson, 2005, 2013; Dahlberg, 2019).Metod Inriktningen i avhandlingsarbetet är kvalitativ och projektet utgår från intervjuer och klassrumsobservationer med 5 lärare och deras elever i årskurs 7–9. Preliminära resultat Några av resultaten i mitt pågående avhandlingsarbete pekar på att engagemang vid fiktionsläsning uppkommer i undervisning där lärare och elever engagerar sig tillsammans i undervisningens här och nu, till följd av att lärare och elever samspelar och möter varandra och således tar intryck av varandra. Engagemang vid fiktionsläsning uppkommer med andra ord till följd av att lärare inspirerar sina elever till att läsa, leva sig in i, samtala om och analysera fiktion. Referenser Agrell, B. (2007). Brukslitteratur, skönlitteratur och medkänslans estetik – betraktelse över läsarter. I S. Ekman, M. Malm & L. Stenberg (Red.), Den litterära textens förändringar. Studier tillägnade Stina Hansson (s. 87–99). Brutus Östlings Bokförlag Symposion. Bengtsson, J. (2005). En livsvärldsansats för pedagogisk forskning. I J. Bengtsson (Red.), Med livsvärlden som grund (s. 9–58). Studentlitteratur. Bengtsson, J. (2013). With the Lifeworld as Ground. A Research Approach for Empirical Research in Education: The Gothenburg Tradition. Indo-PacificJournal of Phenomenology, 13, 1-18. https://doi.org/10.2989/IPJP.2013.13.2.4.1178Brozo, W. (2019). Att lyfta oengagerade och lågpresterande pojkars läsning. Lärportalen.Skolverket. https://larportalen.skolverket.se/api/resource/P03WCPLAR132098 Gadamer, H. (1997). Sanning och metod (i urval). Daidalos. Jönsson, A., & Eriksson, B. (2003). Lärarstudenters läsvanor: Hur mycket och vad läser blivande lärare? Rapporter om utbildning nr 4. Malmö högskola, Lärarutbildningen. Nordberg, O. (2015). Endast avkoppling från uppkoppling?: svenska tonåringars attityder till fiktionslitteratur. I T. Pettersson, S.K. Nilsson, M. Wennerström Wohrne & O. Nordberg (Red.), Litteraturen på undantag: unga vuxnas fiktionsläsning i dagens Sverige (s. 181-208). Digitala Vetenskapliga Arkivet (DiVA). http://urn.kb.se/resolve?urn=urn%3Anbn%3Ase%3Ahb%3Adiva10853 Skolinspektionen. (2012). Läsundervisning inom ämnet svenska för årskurs 7–9. Rapport 2012:11. Skolinspektionen. https://www.skolinspektionen.se/beslutrapporter-statistik/publikationer/kvalitetsgranskning/2022/lasframjande-arbetei-grundskolan/Taboada, A., Townsend, D., & Boynton, M.J. (2013). Mediating Effects of Reading Engagement on the Reading Comprehension of Early Adolescent English Language Learners. Reading & Writing Quarterly, 29(4), 309-332. https://doi.org/10.1080/10573569.2013.741959Vinterek, M., Winberg, M., Tegmark, M., Alatalo, T., & Liberg, C. (2022). The Decrease of School Related Reading in Swedish Compulsory School: Trends between 2007 and 2017. Scandinavian Journal of Educational Research, 166(1), 119–133. https://doi.org/10.1080/00313831.2020.1833247
ER  - 

TY  - CONF
T1  - Gender and study achivements in local gender regimes
A1  - Holm, Ann-Sofie
PY  - 2011
LA  - eng
PB  - European Educational Research Association
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Gender norms emerge as more or less dominant in different contexts and indicate the simultaneous existence of various local gender regimes (Connell, 1999: 2002). The paper focuses on how secondary school boys and girls in grade 9 in Sweden define norms of popularity in relation to study achievements in school (c.f. Frosh, Phoenix & Pattman, 2002). The analysis is based on two data sets, an ethnographic study in two various school settings (including 42 pupils) and a national survey among 3500 pupils. The theoretical emphases are on the multiple definitions of masculinity and femininity constructed and their hierarchical relations to each other. The analysis of the pupils’ definitions of gender norms indicates a strong and confident individual, successful in both social relations and study attainment. Aspects connected to appearance, socially extroversion, self-confidence, sportiness and social networks are claimed as important for gaining popularity among peers. These norms seem generally applicable to boys and girls at most schools, although emphasis and combinations of norms might differ somewhat. The relation between popularity and study achievements in school seem to be more ambiguous and highly connected to the dominating norms at the local schools.
ER  - 

TY  - CONF
T1  - A practice-oriented development of a didactical tool for observation, documentation and reflection in preschool
A1  - Klaar, Susanne
PY  - 2017
LA  - eng
KW  - pedagogical documentation
KW  - assessment
KW  - john dewey
KW  - practice-oriented perspective
KW  - participation action research
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The aim is to contribute to the field of pedagogical documentation in preschool by developing a theory-based didactical tool for practice-oriented reflections on teaching and possibilities to learn. The Swedish preschool curriculum (Lpfö98/2016)highlights preschool teachers' responsibility to observe and analyse children's development and learning in order to develop the preschool practice. Despite this, former research shows that preschool teachers often observe and estimate children individual maturity and development, and do not include a critical review, or a focus on the development of practice (VallbergRoth 2012, Eidevald 2013, Formosinho & Formosinho 2015). As a result of this criticism, there is a demand for ways to observe, document, and reflect that highlight possibilities for learning from a practice-oriented perspective (Eidevald 2013). The theoretical starting point is John Dewey's transactional perspective (Dewey & Bentley 1949/1991), where learning can be described as undertaking actions and experiencing their consequences, changing actions and experiencing potentially new consequences. We will work together with teachers from two different preschools using a method based on ParticipationAction Research (Herr & Anderson 2005, McIntyre 2008, and Reason & Bradbury 2009). Ethical approval has been sought from the preschool teachers, and will be sought from the parents. The research project is in progress but results will be discussed as e.g. differences between preschools, and questions about diversity and multiculturalism in documenting processes. The ambition is, from a practice-oriented perspective, to deepen critical reflections about children's learning and the learning possibilities offered by preschools.
ER  - 

TY  - CONF
T1  - Resources and Support for Principals’ Assessment of Newly Qualified Teachers During a Teacher Registration Reform
A1  - Fransson, Göran
A1  - Frelin, Anneli
A1  - Grannäs, Jan
PY  - 2015
LA  - eng
KW  - school development
KW  - teacher assessment
KW  - principal
KW  - working condition
AB  - In July 2011 a teacher registration reform (TRR) and a probation year for newly qualified teachers (NQTs) came into effect in Sweden (Government Bill, 2010/11).It required newly qualified teachers and pre-school teachers to do a “probationary year” under the guidance of a mentor. Between July 1 2011 and July 1 2014 principals or pre-school managers were responsible for assessing whether the NQT were to be registered or not. The principals were expected to perform this assessment by following the national standards (competence profiles) developed by the Swedish National Agency for Education, the issuing authority. The purpose of this paper is to analyse and discuss (1) sources of support for assessment and (2) to what extent these supported the principals in the assessment of the NQTs. Data is drawn from a questionnaire answered by 248 principals, completed in 2014 within the research project “Head teachers working conditions and the evaluation of newly qualified teachers (the RAOL-project)”The TRR is another example of travelling policies in a globalized world, in this case with origin in Scotland and Canada. Some contextual policy learning adjustments (Lingard, 2010; Waldow, 2009) were made regarding the standards, but almost no adjustments regarding the structure and focus of the reform. As a consequence, parts of the reforms have been adjusted or withdrawn at several occasions. One major policy retreat was made in June 2013 when the Minister of Education, the Presidents of two teacher unions, representatives of The Swedish Association of Local Authorities and Regions and The Swedish Association of Independent Schools made a joint statement to withdraw the assessment of NQTs. Hence, the implementation of the Swedish TRR and the assessment of NQTs can be viewed as an example of policy borrowing and the challenges encountered when reforms are implemented prior to a completed policy learning processes. From July2014 the assessment ceased to be part of principals’ task.Thus, this paper offers unique data from a specific time period with particular tasks and working conditions for principals. Swedish research on how principals assess and evaluate teachers' skills is largely absent, but similar international research indicates the need to explore how such assessments are performed. For instance, Kimball & Milanowski (2009) found that head teachers vary their evaluations over time and in relation to subjective values, and that their evaluations seem to be based on intuition and instinct rather than carefully formulated and objective criteria.Recent studies show that the working conditions for principals are intense with fragmented working days during which many quick decisions have to be made (Day, 2000; Nihlfors & Johansson, 2013).  Research on school leaders' working conditions (e.g. Swedish Work Environment Authority, 2011; Ludvigsson, 2009; Schools Inspectorate, 2010) raise questions on how working conditions affect the assessment of NQTs, and how the assessment affects working conditions and the principal’s role and self-image (Federici, 2013). Principals operate in the intersection of different interests, expectations, tasks and roles (Nihlfors & Johansson, 2013; Törnsén & Ärlestig, 2014), which affect the psychosocial work environment. Interestingly, changes in the professional role were being handled differently by the principals depending on their career stage (The Swedish Research Council, 2011).Even though the main data reported here is Swedish, in times of policy travelling the results are of importance in a wider European perspective to help understand principals’ working condition and roles.Methods (max 400 ord)In June 2014, 644 principals were invited to answer a questionnaire and 249 responded, yielding a response rate of 38,5%. This may be considered relatively low, however, at this time it was generally known that the assessment would be phased out which probably reduced responsiveness. It should be noted that a similar questionnaire of principals conducted in December 2013 in another Swedish research project had a response rate of 31% (n = 106), wherein our response rate at a later stage can be considered relatively good.Three clusters of principals representing different municipals located in different regions in Sweden were invited, selected to ensure a diverse sample. The web questionnaire was sent to all primary, secondary and upper-secondary schools in three regions: a metropolitan area (1 municipality), major regional centre (8 municipalities) and rural locations (15 municipalities).The survey focused the following areas: school context, working conditions, assessment of the NQTs, support available for the principal, cooperation, the principals’ strategies in observation and assessment, issues regarding the reform and reform implementation. A typical type of response alternatives were 5-point likert scale. Some other appropriate scaling was also used as well as open questions.  The analysis of the quantitative data has been performed with the SPSS-software, in a first step through crosstab analysis. The questions analysed in this paper regard sources of support for assessment and principals’ use of these sources. FindingsThe analysis focused firstly on internal resources for assessment such as degrees from the national school leadership programme, experience of evaluating work performance from other professions etc.Secondly, outside support included interpersonal resources such as (a)school owner/administrative level, (b)fellow principals, (c)the NQTs appointed mentors, (d)teacher staff; and material resources such as (e)national/local competence profiles.The analysis of support indicated, for instance, that 69% of the principals reported low or no support from owner/administrative level in the assessment of the NQTs, that is, the management of the public or private school. 71% of the principals did not cooperate with other principals regarding the design of the assessment, while 7% say that they did, to a high or very high degree.A slightly higher proportion of support (10%) from fellow principals was reported regarding the actual assessment practice, a higher proportion of support (36%) from school staff and the highest (69%) from experienced mentors.12% of the principals report some form of training in assessment, which can be related to the fact that 40% of principals report that they, to a very high degree, report sufficient knowledge of conducting lesson observations, which is mandated in the assessment.No significant differences appear when data is related to principals’ gender or type of school (private or public). In sum, principals receive most support from their employees, which makes them which makes their assessment practice largely free from external control, for good or bad. The issue will be analyzed further.In terms of TRR, the centrally distributed competency profiles seem to be of relatively low use for assessment support in comparison to local collaboration with employees. This is an example of how policy becomes enacted rather than implemented, (cf. Ball et al, 2012) depending on principals’ local work conditions and organization.References (max 400 ord)Ball, S. J., Maguire, M., & Braun, A. (2012). How Schools Do Policy: Policy Enactments in Secondary Schools London & New York: Routledge.Day, C. (2000). Leading schools in times of change. Buckingham: Open Univ. Press.Federici, R. A. (2013). Principals’ self-efficacy: relations with job autonomy,job satisfaction, and contextual constraints. European Journal of Psychology of Education, 28:73–86Government bill 2010/11:20 Legitimation för lärare och förskollärare [Registration for Teachers and Pre-School Teachers]. The Swedish Government.Kimball, S.E. & Milanowski, A. (2009). Examining Teacher Evaluation Validity and Leadership Decision Making Within a Standards-Based Evaluation System. Educational Administration Quarterly. Vol. 45. No. 1. February 2009. 34–70.Lingard, B. (2010). Policy Borrowing, Policy Learning: Testing Times in Australian Schooling, Critical Studies in Education, 51(2), 129-147Nihlfors, E. & Johansson, O. (2013). Rektor - en stark länk i styrningen av skolan. [The Principal – a strong link in the Governance of School]. Stockholm: SNS förlag.Swedish School Inspectorate (2010). Rektors ledarskap. En granskning av hur rektorer leder skolans arbete mot ökad måluppfyllelse. [The Principals Leadership. Inspection of how priciplas leads the schools towards increased goal-fullfilment]. Skolinspektionen: Stockholm.SOU. 2008. Legitimation och skärpta behörighetsregler [Swedish Government OfficialReport 2008:52. Registration and stricter qualifying rules]. Stockholm: Ministry ofEducation and Research.Swedish Work Environment Authority (2011). Rektorers arbetsmiljö. En tillsynsinsats genomförd av Arbetsmiljöverket (AV), distriktet i Göteborg under 2009 och 2010. [Principals working condition. An inspection by the Swedish Work Environment Authority, Gothenburg region 2009-2010] ISG 2011/100102. Göteborg: Arbetsmiljöverket.Swedish Research Council (2011). Rektor – En forskningsöversikt 2000-2010. [Principals – a Research overview 2000-2010]. Vetenskapsrådets rapportserie. 2011:4. Stockholm: Vetenskapsrådet.Törnsén, M. & Ärlestig, H. (red.) (2014). Ledarskap i centrum: om rektor och förskolechef. [Leadership in the center: about principals and pre-school managers]. Malmö: Gleerup.Waldow, F. (2009). Undeclared imports: silent borrowing in educational policy-making and research in Sweden, Comparative Education Vol. 45, No. 4, November 2009, 477–494.
ER  - 

TY  - CONF
T1  - Longitudinal Aspects of Naturalistic L3 Lexical acquisition: Cross-Linguistic Influence in the Multilingual Mental Lexicon
A1  - Suhonen, Lari-Valtteri
PY  - 2022
LA  - eng
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Recent decades have seen extensive research on multilingual lexical activity in third language acquisition in oral production and writing. However, much less research has been done regarding the underlying changes in representationover the course of learning and the acquisition of conscious rules as a compensatory mechanism. The interplay between the two represents changes not necessarily noticeable in production. The focus of the present study is on change over the course of learning, departing from the notion that language acquisition is characterised by fluctuating competence (Ecke, 2015).The particular phenomenon, representing a challenge for language learners, that is the main focus of interest in the present study is translation ambiguity (Eddington & Tokowicz, 2013). Translation ambiguity refers to a situation where the meanings of words are different in a speaker’s languages, which has been proposed to increase the learner’s reliance on explicit rules (Jiang, 2002). The present study examined the learning of such words in a third language. More specifically, the present study examined longitudinal data – beginner to advanced fluency in the L3 – from L1 German and L2 English naturalistic learners of L3 Swedish (N=8). All six directions of cross-linguistic influence (CLI) were explored, both in relation to the participants’ conceptualizations of similarity as well as the time it took to make the evaluations. Additionally, the effects of psychotypology and cognitive control were analysed. In the data, forward CLI in the L3 seemed unavoidable during the tested stages of learning and the results corroborate the hypothesis that the participants were dependent on explicit rules in resolving translation ambiguity in the L3. That is, time on task was a reliable predictor of the quantity of CLI. Reverse CLI from the L3 in the L2 and the L1 seemed to primarily manifest at the language level in global inhibition effects. That is, when the proficiency in the L3 increased, not only did the specific items with translation ambiguity take longer to respond to, but the participants became successively slower in all items in the L2 and the L1 in those blocks that contained L3-derived translation ambiguous items. An unexpected effect of avoidance (Schachter, 1974) was found in the L2. A higher perceived similarity (between L1 and L2, as well as L2 and L3) correlated with longer time on task when the L2 (English) was the target language.
ER  - 

TY  - CONF
T1  - Multilingual experience results in early noticing and resolution of translation ambiguity in vocabulary learning
A1  - Suhonen, Lari-Valtteri
PY  - 2023
LA  - eng
KW  - cross-linguistic influence
KW  - vocabulary
KW  - language acquisition
KW  - transfer
KW  - multilingualism
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  -  One difficulty that arises when learning new words in a new language is whether the meaning of new lexical items aligns with pre-existing conceptual categorizations/representations. Previous research (e.g., Eddington & Tokowicz, 2013) refers to the lack of such alignment across languages as translation ambiguity. Jiang (2002) has proposed that learners are largely dependent on metalinguistic awareness in translation ambiguity resolution. If pre-existing metalinguistic awareness is a factor in learning and using translation-ambiguous items, it should be the case that experienced language learners (i.e., multilinguals) will outperform language learners with less experience. This would be expected to be the case since they – as a part of their previous successful acquisition of additional languages – have experience with the phenomenon. While experienced language learners have been found to be overall better at vocabulary learning than inexperienced language learners (Kausihanskaya & Marian, 2009; Papagno & Vallar, 1995; Van Hell & Mahn, 1997), the present study aims to investigate whether there is an additional effect for specifically translation-ambiguous items. This study compared language learners with little experience in foreign language learning (L1 English, N = 30) and experienced language learners (L1 Swedish and L2 English, N = 30). The participants learned both translation ambiguous and non-translation ambiguous items using virtual flashcards with a picture and the target item. During learning, time spent on each virtual flashcard during learning was recorded as were response time and accuracy during assessment. The experienced language learners were indeed overall faster during learning (est. -617ms, p = < 0.01), corroborating previous research. The difference between the groups decreased over the course of learning (est. 55ms, p = < 0.01). For translation ambiguous items, no significant differences between the groups were found in terms of accuracy. Furthermore, both groups were affected by translation ambiguity during assessment in that they used significantly more time on translation ambiguous items (est. 834ms, p = < 0.01). However, the experienced learners were comparatively less affected by translation ambiguity (est. - 513ms, p = < 0.01). It can be hypothesized that this is due to their pre-existing awareness of the phenomena as well as how to deal with it.References Eddington, C., & Tokowicz, N. (2013). Examining English-German translation ambiguity using primed translation recognition. Bilingualism: Language and Cognition, 16, 442–457.Jiang, N. (2002). Form-meaning mapping in vocabulary acquisition in a second language. Studies in Second Language Acquisition, 24(4), 617–637.Kaushanskaya, M., & Marian, V. (2009). The bilingual advantage in novel word learning. Psychonomic Bulletin & Review, 16, 705–710.Papagno, C., & Vallar, G. (1995). Verbal short-term memory and vocabulary learning in polyglots. Quarterly Journal of Experimental Psychology, 48A, 98–107.van Hell, J. G., & Mahn, A. C. (1997). Keyword mnemonics versus rote rehearsal: Learning concrete and foreign words by experienced and in experienced learners. Language Learning, 47, 507–546.
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TY  - CONF
T1  - Socioscientific issues as possibility in education
A1  - Alexandersson, Mikael
A1  - Dimenäs, Jörgen
PY  - 2008
LA  - eng
KW  - utbildning
KW  - möjligheter
AB  - In Sweden today it is relatively difficult to recruit high school students and university students to education including science topics. An explanation may be that students experience science education as objective without questions of value (Gustafsson, 2007). We can also discuss it as a response on high schools, universities and teachers traditional and non reflective way to structure and arrange education in other forms than in separated topics (Dimenäs, 2007). There has been some attempts and progress made during the last decades. Examples of this are projects were you try to integrate science and technology in society (Stringer,1992) and more recently, projects which use socioscientific issues (SSI) dealing with ethics in the context of science education (Sadler, Amirshokoohi, Kazempour & Allspaw, 2006). Current examples are genetic engineering and questions about global warming and the greenhouse effect (Hewitt 2002). This study in progress is a re-analyze of different teacher perspectives of how they understand the phenomena justice and water and a discussion of what the consequences are in relation to learning and education in general. From the presented results there is also a discussion in the use of socioscientific issues (SSI) dealing with ethics in context of science education as a new agenda for teaching and learning. Fifty eight teachers who sometimes teach about the phenomena justice (33) and water (25) participated in semi structured interviews. They represent preschool teachers (13), primary and secondary school teachers (17), high school teachers (14) and university teachers (14). The result of the study is presented from an inductive re-analyze perspective to explore emergent patterns relative to the questions how different teachers understand justice and how they understand water and justice and water in relation to teaching and learning. The study also focuses on the question if there is a relation between the two phenomena and the possible critical consequences of that for teaching and learning. Preliminary results from the study show that it is possible to identify how teachers understand the phenomena justice and water. The structure can be described in three dimensions of understanding. You can see towards the phenomena, outwards the phenomena or the phenomena in a mediated way. Spontaneously the teachers also put together and understand justice and water as an ethic problem in an unequal world. Implications of this research for science education is that it can be a dilemma for teachers to choose what and how to teach in those specific topics. Teachers did identify socioscientific issues dealing with ethics in this context of science which could be a new agenda for meaningful teaching and learning and a necessity for learning about sustainability. References DIMENÄS, J. (2007). Undervisningens röda tråd – möjligheter i naturvetenskap. Lund. Studentlitteratur. HEWITT, P. (2002). Conceptual Physics. Upper Saddle River, NJ: Prentice Hall. GUSTAFSSON, B. (2007). Naturvetenskaplig utbildning för demokrati och hållbar utveckling. Växjö: Växjö universitet SADLER, T. D., AMIRSHOKOOHI, A., KAZEMPOUR, M. & ALLSPAW, K.M. (2006). Socioscience and Ethics in Science Classrooms: Teachers Perspectives and Stategies. Journal of Research in Science Teaching, 43 (4), 353-376). STRINGER, J. (1992). Science and technology in Society. Suffolk: The Lavenham Press.
ER  - 

TY  - JOUR
T1  - Teaching Intercultural Communication in Foreign Language Education through Video Conferencing
T2  - LMS Lingua
SN  - 0023-6330
A1  - Rosenkvist, Wei Hing
PY  - 2013
VL  - 1
SP  - 20
EP  - 24
LA  - eng
PB  - Sweden : Riksföreningen för Lärarna i Moderna Språk
KW  - intercultural communication
KW  - chinese
KW  - foreign language education
KW  - video conferencing
KW  - intercultural studies
KW  - interkulturella studier
AB  - Since 1980s, Western linguists and specialists on second language acquisition have emphasized the importance of enhancing students’ intercultural communication competence in foreign language education. At the same time, the demand for intercultural communicative competence increased along with the advances of communication technology with its increasingly global reach and the process of globalization itself.In the field of distance language education, these changes have resulted in a shift of focus from the production and distribution of learning materials towards communication and learning as a social process, facilitated by various internet-based platforms. The current focus on learners interacting and communicating synchronously trough videoconferencing is known as the fourth generation of distance language education.Despite the fact that teaching of Chinese as a foreign language (CFL) faces the same or even greater challenges as teaching other languages, the intercultural communication perspective is still quite a new trend in CFL and its implementation and evaluation are still under development. Moreover, the advocates of the new trends in CFL have so far focused almost exclusively on classroom-based courses, neglecting the distance mode of CFL and leaving it as an open field for others to explore.In this under-researched context, Dalarna University (Sweden), where I currently work, started to provide web-based courses of the Chinese language in 2007. Since 2010, the Chinese language courses have been available only in the distance form, using the same teaching materials as the previous campus-based courses. The textbooks used in both settings basically followed the functional nationalism approach. However, in order to catch up with the main trend of foreign-language education, we felt a need to implement the cross-cultural dimension into the distance courses as well. Therefore in 2010, a pilot study has been carried out to explore opportunities and challenges for implementing a cross-cultural perspective into existing courses and evaluating the effectiveness of this implementation based on the feedback of the students and on the experience of the teacher/researcher.
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TY  - CONF
T1  - School sport in Swedish primary schools - a change of the Swedish model
T2  - People in motion - bridging the local and global: The 8th European Association for Sociology of Sport Conference
A1  - Ferry, Magnus
PY  - 2011
SP  - 180
EP  - 180
LA  - eng
PB  - Umeå : Department of Education, Umeå University
KW  - principal
KW  - sport profile
KW  - voluntary sport
KW  - samhällsvetenskap/humaniora
AB  - Since the mid-2000s, there has been an increase of schools and programs in the Swedish education system profiled on sports and health. This has meant that the supply of physical activities in school has increased in size and changed to be much more than the subject Physical Education (PE). A large part of this new supply is that pupils are offered training in different sports during the school day, something that could be resembled to the international concept of School Sport. This study is part of a larger project on how primary schools organize their sport profiles, the content offered and who the pupils and teachers are. The study is based on a data from 854 schools' websites and interviews with 50 principals from schools that offer a sport profile. Preliminary result show that almost 25% of the schools offer some kind of sport profile and that there are mainly two kinds. One where schools offer a broad sport and health profile usually with a PE teacher in charge, and one in which schools offer training in a specific sport during the school day usually with a sports coach. When the schools offer a specific sport, the team sports dominate the supply with soccer as most common. The results also show that there are more boys than girls participating in the activities, especially when the schools have selected a specific sport. Furthermore, the result show that the schools' purpose and reason for offering a sport profile is of a diverse nature. In conclusion, this study shows that the Swedish model with compulsory PE in schools and voluntary sport in voluntary sport clubs appear to be changing and that the voluntary sport clubs now has its own space within the school system.
ER  - 

TY  - CONF
T1  - Locally relevant education for sustainable development: rural schools in global context
T2  - ECER 2024: Abstracts
A1  - Kronlid, David
A1  - Wilhelmsson, Linda
PY  - 2024
LA  - eng
AB  - The main aim of the paper is to discuss students' learning and personal development through developing scientific didactic models in education for sustainable development (ESD) based on rural small school conditions. A partial aim is to present a heuristic research methodology where collaboration between school staff, researchers, neighboring local actors, and the local geographical location contributes to developing ESD theory and practice. Considering present eco-social-cultural challenges and respecting the earth's carrying capacity (Fettes och Blenkinsop, 2023) and planetary boundaries (Oziewicz, 2022) education is an important partner (Jickling et. al 2018). Hence, the need to understand practical challenges and to develop didactical tools for teaching and learning is crucial. Accordingly, this paper presents tentative results from a practice-based research project with three small schools in sparsely populated areas in the middle of Sweden.The project builds on the assumption that schools’ geographical location is important for the kind of environmental and sustainability education that is possible and desirable. Furthermore, whereas place-based education research is common (see Yemini, Engel & Ben Simon 2023), research that focuses on small schools in sparsely populated communities is uncommon. In particular, the paper addresses questions concerning the potential of the local natural environment as an equally important partner in education. Other sustainability factors taken into consideration are how education can address migration into cities, extending formal education to formal-nonformal education in collaboration with neighboring local actors, and how to understand and organize students' learning in such teaching practice context (Miller, 2015; Pettersson, 2017; Wildy, et. al., 2014). Furthermore, those schools often engage in the proximity of the local community, place, and the culture and history of local communities. The paper builds on categorial Bildung-theory and critical constructive didactics (Klafki, 1995) to enable the importance of personal transformation change and the role of education in mastering the global challenges of an uncertain future (Wilhelmsson & Blenkinsop, accepted; Kvamme, 2021). Simultaneously, critical constructive didactics focuses on educational content and didactics as an intersection between theory and practice (Klafki, 2010). Didactic models are realized to the extent that they are used and tested in teaching practice where the practice is seen as both a starting point and frame of reference for didactic theory (Künzli, 2010). Furthermore, late Klafki introduces “epochal key problems” as important issues that are decisive for the future. This underlines the current and future responsibilities of both teachers and students and the readiness for learning and development that leads to mastering complex sustainability problems (Kvamme, 2021).The research questions addressed are: What challenges and opportunities are constituted in teaching for sustainable development in small schools in sparsely populated areas? What are the pluralistic interaction areas for those schools with nature, the local community, and the socio-geographical location?In what ways does a practical research methodology focusing on didactic models enable a locally relevant education for sustainable development?Tentative results include:Insights into how the school engages (and is engaged by) the local community in education for sustainable development.Didactic models for locally relevant education for sustainable development, including appropriate skills and attributes, that relate critically and constructively to the school's mission.A scientifically assessed research methodology that strengthens collaboration and is sustainable over time.MethodThe study design is based on an abductive logic that enables a continuous didactic reflection where theory and empirical evidence are mutually reinterpreted (Wilhelmsson & Damber, 2022). Accordingly, the reciprocal relationship between theory and empirical practice has a given place in the research process. Abduction's flexible choice of theoretical framework avoids one-sided analysis and uncritical explanations. This is favorable for studying, understanding, and explaining the complexity of education for sustainable development. In addition, a rapidly changing society demands the ability to constantly reconsider theoretical explanations in education and teaching.Practitioner inquiry is used as methodology. Here, teaching becomes the concrete place for the investigation and thus constitutes a context for professional and cultural understanding and development (Cochran-Smith & Lytle, 2009). The methodology, which is critical and reflexive, enables the pedagogues' systematic reflection and thus a purpose-oriented study of local teaching practice.The abductive design along with practitioner inquiry ensures that participating researchers and educators collaborate in data collection, activities, and analysis and that these activities also become learning opportunities for participating educators and researchers.Didactic modeling is used throughout the phases of the project as it consists of three components, extraction (construct a tentative model based on empirical data), mangling (successive and purpose-oriented adaptation of the tentative models), and exemplifying (documentation of the use of the models in analysis and teaching) (Hamza and Lundqvist, 2023).The empirical material consists of reflexive texts produced in direct connection to the teaching experience and through collaborative workshops, writing exercises, seminars, and interactive lectures in dialogue with participating pedagogues. Documentation from teaching planning and student participation constitutes supplementary material. Data is also collected using structured dialogues about central teaching cases, and in-depth follow-up interviews with a strategic selection of participating teachers and neighboring local actors. The processing of the material takes place with the aim of jointly and critically reflecting on the complexity of, and the change in, teaching practice in collaboration with the local community and the geographical location.ConclusionsThe project produces insights into how schools engage and are engaged by the local community in establishing ESD; research methods and methodology, partnership with small schools, teaching practices that relate critically to the school's commission; how researchers and practitioners can, in collaboration with neighboring local actors, contribute to developing didactic models for locally relevant ESD; identifying relevant skills for participating practitioners and researchers; didactic models for locally relevant education for sustainable development. The three evolving themes imply that locally relevant didactical models that relate critically and constructively to the school's mission in a global context should include collaboration with neighboring local community actors, the place, and nature; significant critical perspectives and student participation for student learning and development; conditions that are constitutive for living and working in sparsely populated communities. The preliminary analysis shows that the three themes are interconnected in most teaching activities and teachers' practice-reflections. The themes also comprise individual student perspectives, teaching practice, and the overall purpose of education. Importantly, although the local community needs and needs of the individual in this specific context is underlined the latter is emphasized in teaching practice. E.g. how to motivate students to learn, what kind of knowledge is underlined, and how to achieve specific competencies in this context. Furthermore, the proximity of the local community, and the culture and history that characterize the geographical location, are celebrated at the same time as social norms and values may be challenged through education to fulfill the school's mission.Additionally, the practitioner inquiry includes pedagogues' systematic reflection and a purpose-oriented study of local teaching practice that implies an imbalance between researchers and practitioners. Practitioners question if their teaching practice are correct and struggle with theoretical perspectives. Hence, researchers´ efforts to contextualize theory into teachers' practice is important. In addition, the work is time-consuming. ReferencesCochran-Smith, M. & Lytle, S.L. (2009) Teacher Research as Stance. The SAGE Handbook of Educational Action Research, Susan E. Noffke, and Bridget Somekh (Red), s. 39–49. SAGE Publications.Fettes, Mark & Blenkinsop, Sean (2023) Education as the Practice of Eco-Social-Cultural Change. Palgrave Macmillan Cham https://doi.org/10.1007/978-3-031-45834-7Hamza, K &Lundqvist, E. (2023). Mangling didactic models for use in didactic analysis of Classroom interaction. I Lizogate, F., Klette K., och Almqvist, J. (2023) (red) Didactics in a Changing World. European perspectives on Teaching, learning and the curriculum. (s 103–121). Springer Nature Switzerland: Jickling, B., Blenkinsop, S., Timmerman, N. & De Danann Sitka-Sage, M. (2018). Wild Pedagogies: Touchstones for Re-Negotiating Education and the Environment in the Anthropocene. Springer International Publishing AG. Klafki, W. (1995). Didactic analysis as the core of preparation of instruction (Didaktische Anlyse als Kern der Unterrichtsvorbereitung). Journal of Curriculum Studies, 27(1), 13-30. Klafki, W. (2010). The significance of classical theories of bildung for a contemporary concept of allgeminbildung. In, I. Westbury, S. Hopmann, & K. Riquarts (Eds.), Teaching as a reflective practice: The German didaktic tradition (pp. 85-107). Routledge. Klafki, W. (2010). The significance of classical theories of bildung for a contemporary concept of allgeminbildung. In I. Westbury
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T1  - Reflections of and about success and failure: Gender and academic achievement in three Swedish educational elite contexts
T2  - Symposium: Negotiating self and higher education: Exploring gendered identity processes in relation to choices and learning among undergraduates. <em>, the Gender and Education Network, <em>NERA 44<sup>th</sup> Congress</em>, ‘Social Justice, Equality and Solidarity in Education’, </em>Helsinki. March 9<sup>th</sup>-11<sup>th</sup>.<em></em>
A1  - Nyström, Anne-Sofie
A1  - Jackson, Carolyn
A1  - Salminen-Karlsson, Minna
PY  - 2016
LA  - eng
KW  - utbildningssociologi
KW  - sociology of education
AB  - This symposium explores undergraduates’ identity and learning processes in contemporary higher education. In particular, it asks: How do different learning/teaching contexts and discourses about gender, class, sexuality, age etc. inform undergraduates’ choices, educational and social strategies and their experiences of university?Drawing on a cross-national comparative interview study, Nyström, Salminen Karlsson and Jackson’s paper explores constructions and understandings of men’s effort, talent, academic failure and success within different elite contexts. Masculinity and affect are also central themes in Ottemo’s paper, which draws on an ethnographic study that examined, from a queer-perspective, passionate reasons for being interested in education and learning in technology. The final paper, by Bøe, Ryder & Ulriksen, explores STEM choices and especially women's choices, based on findings from a large, mixed-methods European study called IRIS.Hence, the symposium discusses processes that lie beneath the gendered and classed patterns of students’ trajectories and outcomes in higher education. Such discussions are vital because in the Nordic countries, as in Europe overall, women have constituted the majority of undergraduate students since the 1990s and, in general, are more likely than men to perform well and complete their studies. Nevertheless, STEM subjects (science, technology, engineering and mathematics), just as academia overall, are still male-dominated in many respects. Our papers and discussion will reflect six national perspectives, from Norway, Sweden, UK, Denmark, Italy, and Slovenia.Papers:1.      Reflections of and about men’s failure – Gender and academic achievement in three educational elite contexts  Anne-Sofie Nyström, Uppsala University, anne-sofie.nystrom@gender.uu.se; Carolyn Jackson, Lancaster University, c.jackson2@lancaster.ac.uk; Minna Salminen Karlsson, Uppsala University, minna.salminen@gender.uu.se.2.      Between instrumentality and passion: The gendering of student subjectivities at two engineering programs at a Swedish university of technologyAndreas Ottemo, University of Gothenburg, andreas.ottemo@ped.gu.se3.      The process of choosing STEM higher education: Messages from the IRIS projectMaria Vetleseter Bøe, University of Oslo, m.v.boe@naturfagsenteret.no; Jim Ryder, University of Leeds, j.ryder@education.leeds.ac.uk; Lars Ulriksen, University of Copenhagen, ulriksen@ind.ku.dk Discussant: Elisabet Öhrn, University of Gothenburg, elisabet.ohrn@ped.gu.se Reflections of and about men and failure – Gender and academic achievement in three educational elite contexts  Anne-Sofie Nyström, Carolyn Jackson & Minna Salminen KarlssonThis paper explores constructions and understandings of the ways in which effort, talent, academic success and failure are gendered in elite, higher education contexts, with a particular focus on these constructions in relation to men and masculinities.  It draws on data from a large, ongoing, three-year (2015-2018), cross-national (Sweden and England) comparative interview project that investigates how constructions of masculinities and student identities inform strategies for coping with risks of academic failure and/or striving for success. The project focuses on three elite undergraduate programmes: Medicine, Law and Engineering. Data are being generated by observations, focus group interviews and individual interviews with students, student representatives, study advisers, lecturers and directors of studies. The project addresses the following research questions:How are ‘successful’ and ‘unsuccessful’ student identities perceived and constructed among male undergraduates in different, but highly competitive, educational contexts?What are the main practices and self-worth protection strategies male students use to accomplish successful identities or avoid unsuccessful ones?How does masculinity and its intersections with social class, ethnicity and age, inform staff and students’ understandings of the reasons for academic failure and success?Are there differences between a) Swedish and English HE contexts and b) programmes that hinder or facilitate certain identities or strategies?How do the strategies and practices (in 2) relate to persistence, achievement and wellbeing?This first paper from the project focuses on data from academic and administrative staff in one Swedish university, as well as representatives for student organizations.  It explores, in particular, how success and failure are constructed and perceived within the different programmes. These constructions vary between the programmes, partly because of the ways in which the programme content and the grades are related to the future labour market in the different professions. We discuss the ways that success and failure are made more or less important in students’ lives, both by staff and by students themselves, and the ways in which these concepts are rendered visible at particular points, and how such instances relate to the programmes’ different structures and cultures. By examining such issues with a gender perspective we will begin to shed light on some of the ways in which male undergraduates’ learner identities are constructed and negotiated within these privileged academic contexts. Between instrumentality and passion: The gendering of student subjectivities at two engineering programs at a Swedish university of technologyAndreas OttemoIn this paper, I explore student subjectivities articulated in two programs at a Swedish university of technology: Computer Science and Engineering (CSE) and Chemical Engineering (CE). The paper builds on the assumption that the articulation of gendered subjectivities in these programs relates to how technology is articulated. Much previous research on gender and technology has tended to primarily focus on the “failure” of linking women/femininity to technology. In this paper I, instead, take on a perspective inspired by queer theory in the sense that I focus on norms that articulate masculinity with technology. Theoretically and methodologically, I adopt a post-structural perspective primarily based on discourse theory, as developed by Laclau and Mouffe (1985). I also draw on feminist technoscience research and on Butler’s (1988, 1990, 1993) notion of gender, performativity, and the heterosexual matrix. Empirically, the discussion is based on a recently concluded ethnographic study within a Swedish university of technology.Drawing on a critique that has suggested that gender and technology research often fails to address such aspects, I will call attention to the role of passion, desire and (hetero)sexuality in the production of connections between masculinity and technology (cf. Henwood & Miller 2001, Landström 2006, Mellström 2004, Stepulevage 2001). Somewhat in contrast to this theme, I will also discuss more instrumental approaches to higher technology education. In the analysis, I suggest that the formal education students receive fails, for various reasons, to subjectively engage many students. Consequently, many students adopt an instrumental approach to their education, emphasizing the future exchange value of their formal degree, rather than subjective meaningfulness or the significance of the subject matter as such. I also argue that in failing to “recruit” students, formal education can be considered as privileging the already-passionate student, whose interest in technology is not so easily derailed, even when encountering education that fails to engage subjectively. This “passionate student” subject position is articulated primarily in the CSE program, mainly in informal, student cultural contexts. Here, I argue that technology, corporeality, desire, and embodied computer interest, are configured in a manner that derives intelligibility from the heterosexual matrix and contributes to the CSE program’s hetero-masculine connotations. On the other hand, the absence of the “passionate student” subject position in the CE program, appears to contribute to this program’s relative gender inclusiveness. The process of choosing STEM higher education: Messages from the IRIS projectMaria Vetleseter Bøe, Jim Ryder & Lars UlriksenThis paper reports on the European research project IRIS (Interest and Recruitment in Science)(2010-2013). In IRIS, six partners from five participating countries worked together to improve our understanding of students’ participation and choice in science and technology education, with particular emphasis on gender. The IRIS research activities comprised studies with quantitative, qualitative or mixed-method approaches, targeting both secondary and tertiary level respondents and informants. Some of the studies only used data from within one of the participating countries whereas others worked comparatively with data from different countries. In this paper, we present some insights from the project, paying particular attention to gender.As a first message from IRIS we argue that educational choice should be seen as a process that takes place over time – before, at, and after specific decision points. A striking feature of the choice process is that young people’s accounts of their choices are in constant change. For example, stories about their interests and aspirations in the past tend to be adjusted to fit their present perspective on their choice. In a longitudinal Danish study, for example, a young woman originally stated that she did not want to follow a course leading to teaching. In a later interview, however, after deciding to enrol in such a course after all, she stated that she had always wanted to become a teacher.The second message relates to the importance of identity in choice processes, which was a starting point for the IRIS project. Studies in IRIS demonstrate how young people negotiate their identities wi
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TY  - JOUR
T1  - Kontinuitet och förändring i val av empiri i svensk historiedidaktisk forskning 1960-2021 [Continuity and change in the selection of empirical materials in history education research in Sweden 1960-2021]
T2  - Historisk Tidskrift
SN  - 0345-469X
A1  - Stolare, Martin
A1  - Ludvigsson, David
PY  - 2022
VL  - 3
IS  - 142
SP  - 380
EP  - 410
LA  - swe
PB  - Stockholm : Svenska Historiska Föreningen
KW  - history education
KW  - empirical materials
KW  - knowledge actors
KW  - knowledge institutions
KW  - history didactics
KW  - historiedidaktik
KW  - empiri
KW  - källmaterial
KW  - intervjuer
KW  - observationer
KW  - licentiatforskarskolor
KW  - kunskapshistoria
KW  - kunskapsaktörer
AB  - I artikeln behandlas hur den historiedidaktiska forskningen i Sverige har förändrats i empiriskt hänseende, från 1960 till 2021. Till en början (1960–1976) baserades den historiedidaktiska forskningen på skriftliga källor, därefter (1977–1997) gjordes en rad småskaliga och ofta utvecklingsorienterade studier av undervisning, vilka byggde på intervjuer och observationer. Åren kring millennieskiftet (1998–2006) vidgades källorna till att omfatta nya typer av skriftliga material. Sedan skedde en expansion av historiedidaktisk forskning inom ramen för fleralicentiatforskarskolor (2007–2014), som i hög grad byggde på intervjuer samt på annat av forskaren skapat källmaterial. Under den sista perioden (2015–2021) framträder studier vilka är teoretiskt orienterade och i praktiken inte bygger på traditionella källkategorier. Sammantaget har användningen av empiri i historiedidaktisk forskning präglats av både kontinuitet och stark förändring. 
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TY  - CONF
T1  - A school for all? Political and social issues regarding second language learners in mathematics education
T2  - Teaching and Learning Mathematics: Resources and Obstacles<em></em><em></em>
A1  - Björklund Boistrup, Lisa
A1  - Norén, Eva
PY  - 2015
SP  - 567
EP  - 572
LA  - eng
PB  - : University of Palermo, Italy
KW  - mathematics education
KW  - matematikämnets didaktik
AB  - To investigate one equity aspect regarding mathematics learning in “a school for all” we have investigated how teachers comment on their arrangements for Swedish second language learners (SLL) to succeed on the National Test in mathematics in grade 5 (students are 11–12 years old). With data from a teacher survey and competency profiles for students in grade 5 we have performed a thematic analysis. The findings indicate that there were schools where the teachers worked in line with the instructions of the test and, therefore, adapted the administration of the test to enable SSL students better opportunities to display knowing in mathematics. This is coherent with a view expressed in policy documents. There were also schools where the teachers did not write about how to adapt the test administration but rather justified the exclusion of SLL students from the test or explained SSL students’ poor results due to language issues. In these schools the SSL students were not invited to display mathematics. We discuss these findings from an institutional perspective.
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TY  - CONF
T1  - Children’s Voices in Early Childhood Education
A1  - Norling, Martina
A1  - Almqvist, Lena
PY  - 2011
LA  - eng
AB  - Recently, there has been a developing interest concerning children’s voices in e.g. decision-making and planning of children within different educational contexts. In Sweden the preschool is viewed as an integral part of the national education policy and emphasize equal learning opportunities as well as children’s right to express their own opinion and be listened to. Although children’s rights are emphasized it is not clear how these rights are expressed in children’s everyday life. Methods focusing on highlighting children’s voices in educational contexts are needed. This presentation will discuss the methods of two research projects stressing children’s voices and perspectives. The first study, involving 30 children, aimed to describe how children view their participation in plans and decisions at preschool. Children were interviewed in two steps: a focus group interview using a puppet interview technique, playing different scenarios with the children as co-actors, and a photo walk in where children took photos of their preschool context and used these as stimulated recall in individual interviews to let the children express their participation in the preschool context.  An objective in the second study was to longitudinally explore the language environment in preschool to promote children’s abilities to think and express themselves. The teachers play a significant role in promoting this and thus an observational procedure involving 188 teachers was used to explore children’s interaction with adults. One teacher at a time was observed interacting with one child or a group of children and the interaction was classified according to the relational climate as well as to the degree of language development. The methods will be discussed in terms of the significance of bringing children’s voices to the front in educational contexts as well as in research aiming to promote children’s participation in issues that concerns their own everyday life. 
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TY  - CONF
T1  - Teachers’ Development of School Science Practices through the Incorporation of Socioscientific Issues
A1  - Bossér, Ulrika
PY  - 2023
LA  - eng
KW  - science teaching
KW  - teacher professional development
KW  - science education
KW  - naturvetenskap med utbildningsvetenskaplig inriktning
AB  - In contemporary societies citizens are increasingly confronted with pressing societal issues with connections to science, termed socioscientific issues, SSI (Ratcliffe & Grace, 2003). It is therefore argued that an important aim of science education is that all students acquire knowledge, skills and intellectual attitudes useful for dealing with SSI that they may encounter in daily life and for engaging in civic reasoning and discourse about such issues (OECD, 2018; Lee, White & Dong, 2021). This broad objective for science education is often referred to as scientific literacy (Roberts & Bybee, 2014). To foster students’ scientific literacy, it has been suggested that SSI be incorporated into science curricula, providing opportunities for students to explore both knowledge and values at stake in the context of current issues, by means of student-centred classroom practices involving discourse-based activities (Zeidler, 2014). However, the incorporation of SSI as contexts for teaching studying and learning may require a transformation of prevailing approaches to science teaching, typically characterized by transmissive pedagogy and a focus on students’ learning of content knowledge and training of practical skills (Lundqvist & Sund, 2018; Lyons, 2006), placing new demands on teachers and students. Teachers may have to expand their traditional role as conveyors of scientific knowledge, while students will have to learn to deal with the insecurity associated with value-laden issues that lack a single clear-cut answer. Despite calls for fostering students’ scientific literacy to deal with SSI, the products and methods of science is also still foregrounded in contemporary science curricula in many countries as well as in international standardized assessments (Marty et al., 2018; Roberts & Bybee, 2014). For teachers who aspire to incorporate SSI into their teaching, the process will thus be conditioned by their professional skills, traditions, national curricula, and diverse expectations.Although there is an increasing interest in teachers’ professional development associated with incorporating SSI into science teaching, research in the field is still scarce. There is thus a need for more research that focuses on teachers’ considerations, decisions, and actions in relation to the incorporation of SSI to provide in-depth understanding of how teaching can be developed to foster students’ scientific literacy and how teachers can be supported in this process (Chen & Xiao, 2021; Friedrichsen et al., 2020).This study explores the process by which two science teachers incorporate SSI into their teaching for the promotion of students’ scientific literacy, to identify how the teachers negotiate, reconsider, and develop teaching practices within the prevailing conditions. Through the framework of didactics, that enables reflection on educational questions concerning purpose, objective, content, and methods (Hudson, 2002), the study aims at providing knowledge about how teaching can be developed to incorporate SSI and the conditions for this development. Didactics understands teaching as framed by societal goals, the curriculum, teaching traditions, and teachers’ and students’ knowledge and intentions. In this respect, it contains a critical element which implies “reflection on relations between school and instruction on the one hand (their goals, contents, forms of organization and methods) and social conditions and processes on the other” (Klafki, 1995, p. 14).In the analysis of teaching, the relations between teacher, student(s) and subject matter are essential to consider, as is also the context of the school and the wider society within which the situation is situated (Hudson & Meyer, 2011). Using these relations as a starting point, the study seeks to answer the following research questions:What dimensions of teaching-studying-learning situations do the teachers strive to develop?What conditions facilitate or impede this development?Methodology, Methods, Research Instruments or Sources UsedThe setting of this study was the subject “Science Studies” in the Swedish upper secondary school. Science Studies is compulsory for students who do not specialize in science or technology. The subject covers aspects of sustainable development, human sexuality and relationships, individual health and lifestyle, and biotechnology and its implications. Some of its aims are that the students “develop an understanding of how scientific knowledge can be used in both professional life and everyday situations”, and that students are enabled “to make personal choices and form their views”. By taking part in discussions on societal issues, students should get opportunities to develop their science knowledge “to be able to meet, understand and influence their own contemporary conditions” (Skolverket, 2011, p. 1).The study involved two science teachers that were interested in incorporating SSI into teaching for the promotion of students’ scientific literacy. They participated in an action research project in collaboration with an educational researcher, who acted as a critical friend throughout the project. The research process involved cycles of planning, acting, observing and reflecting to evaluate the effects of action (Cohen et al., 2018). The teachers made an initial overall plan for four teaching units that were to be implemented and evaluated over the course of a school year. Each unit corresponded to a cycle in the action research process. Throughout the project, the teachers regularly observed each other’s lessons. They made field-notes during observations and wrote records of lessons they taught themselves, comprising notes about actions, observations, interpretations, feelings, and evaluations, as recommended by Kemmis et al. (2014). This documentation formed the basis for collaborative inquiry and reflection during regular meetings between the teachers and the researcher. During these meetings, the teachers reconsidered decisions and teaching strategies and readjusted their planning. The teachers were invited to participate in accordance with Swedish ethical guidelines for social science research (Swedish Research Council, 2017).  The teachers’ written records of lessons, their field-notes of observations, and transcripts of recorded meetings between the teachers and the researcher were analysed. Based on the framework of didactics, initial codes were generated by identifying segments of data that concerned relations between teacher, student(s), and subject matter, as well as conditions for teaching studying and learning that were addressed by the teachers. Subsequently, commonalities or distinguishing features between initial codes were explored inductively to construct final themes (Robson, 2016).Conclusions, Expected Outcomes or FindingsFrom the teachers’ reflections, it could be concluded that subject matter relevant to the negotiation of SSI should be introduced on a need-to-know basis in relation to students’ interest and questions, rather than completely determined beforehand. Scientific products in terms of core scientific facts and principles, as well as knowledge and skills regarding scientific processes were introduced and dealt with in teaching, alongside generic skills such as critical thinking and evidence-based argumentation. They strove to facilitate and make arrangements for students’ studying and engagement with SSI by developing strategies to support students’ ability to ask questions and explore diverse perspectives on issues. At the same time, the teachers developed strategies to support students’ understanding of core scientific facts and principles and their ability to apply scientific knowledge in the exploration of SSI. Throughout this process, their collaborative inquiry and reflection facilitated transformation of practices.As regard teacher-student relationships, the teachers struggled throughout the project to support students’ independence and confidence in their own abilities, to facilitate their adaption to new demands and expectations. Students’ previous school science experiences, that promoted students’ reproduction of knowledge, seemed to impede the development of new teaching-studying-learning practices. Another impediment was a perceived lack of consensus among the teachers of the school regarding the value of supporting students' exploration of issues and not just their products and achievements.In the presentation, the results will be discussed in relation to teachers' professional skills, teaching traditions and national curricula.ReferencesCohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Abingdon: Routledge.Friedrichsen, P. J., Ke, L., Sadler, T. D., & Zangori, L. (2021). Enacting co-designed socio-scientific issues-based curriculum units: a case of secondary science teacher learning. Journal of Science Teacher Education, 32(1), 85-106.Hudson, B. (2002). Holding complexity and searching for meaning: teaching as reflective practice. Journal of Curriculum Studies, 34(1), 43-57.Hudson, B., & Meyer, M. A. (2011). Introduction: Finding common ground beyond fragmentation. In B. Hudson & M. A. Meyer (Eds.), Beyond Fragmentation: Didactics, Learning and Teaching in Europe, 9-28. Barbara Budrich Publishers.Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner. Doing critical participatory action research. Springer.Klafki, W. (1995). Didactic analysis as the core of preparation of instruction (Didaktische Analyse as Kern der Unterrichtsvorbereitung). Journal of Curriculum Studies, 27(1), 13-30.Lee, C. D., White, G., & Dong, D. (Eds.). (2021). Educating for Civic Reasoning and Discourse. National Academy of Education.Lundqvist, E., & Sund, P. (2018). Selective traditions in group discussions: teachers’ views about good science and the possible obstacles when encountering a new topic. Cu
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TY  - CONF
T1  - Relational Pedagogy in Practice: Validating the EduCAT Classroom Observation Tool
A1  - Wikman, Carina
A1  - Westling Allodi, Mara
A1  - Ringer, Noam
PY  - 2025
LA  - eng
KW  - classroom climate
KW  - educat
KW  - classroom observation
KW  - validity
KW  - class®
KW  - early education
KW  - teacher-student interaction
KW  - social-emotional learning
AB  - Teacher-student interactions and relationships play a key role in shaping the social-emotional climate of the classroom. Creating a supportive and positive environment is essential for student well-being and academic success. Core components of this climate include instructional, behavioral, and emotional support. Reliable assessment instruments are critical in research and practice. They provide meaningful insights into the classroom climate and its impact on learning. A valid tool enables more accurate evaluation and fosters improvements in educational settings.This study aimed to evaluate the concurrent validity of the Educational Climate Assessment Tool (EduCAT), a newly developed classroom observation instrument grounded in theory and previous empirical research. Concurrent validity was assessed by comparing EduCAT scale scores (stimulation, improvement, structure, relationship, influence) with scores from the Classroom Assessment Scoring System (CLASS®). Observations were conducted in 30 kindergarten and primary school classrooms across four Swedish schools.Pairwise correlation analyses revealed moderate to strong positive associations between the instruments, as hypothesized. A canonical correlation analysis also identified four significant variate pairs, explaining a substantial proportion of the shared variance between EduCAT and CLASS®.The findings suggest that EduCAT captures dimensions of classroom climate quality comparable to those measured by the CLASS® protocol. These results support EduCAT's concurrent validity and strengthen confidence in its use. However, further studies with larger samples and independent raters are recommended to confirm these findings.
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TY  - CONF
T1  - Experimenting with norms: participatory engagement in social science education
T2  - Educational Research: Boundaries, Breaches and Bridges
A1  - Gunnarsson, Karin
PY  - 2018
SP  - 496
EP  - 496
LA  - eng
PB  - : University of Oslo
KW  - subject learning and teaching
KW  - ämnesdidaktik
AB  - In this paper I will present an on-going research project that aims at exploring teaching in social science in a Swedish upper secondary school. The focus is on teaching about norms, identity and categorizations as parts of the syllabus. How can the teaching afford to experiment with and challenge dominating and excluding norms and categorizations? With a sociomaterial approach, the experimenting with norms includes the vital doings of materialities, discourses and affectivity where relations and entanglements of students, teacher, researcher, classroom and content are considered. Working with the theoretical notions of performativity and figurations makes it possible to acknowledge how the complex interweaving of power-relations stabilizes and destabilizes differential boundaries and categories.To explore a practice within a sociomaterial approach implies to do something and being involved. There is no autonomous researcher observing what is happening in the practice. Research becomes a relational experiment with messy and fluid co-becomings of both researcher, teacher, students and the teaching practice. Therefore, in the project I will work with a research methodology of participatory engagement or collaborative ethnography. For doing this I turn to experimentation and intervention to embrace the distributed and collective matters that the sociomaterial approach offers. This approach situates experimentation into arrangements of relations, interference and involvement where preset goals or standards become difficult to handle. Together with one teacher, students in two classes and non-human participants I will engage in the teaching for six weeks. This means to be part of the planning and preparation of the teaching as well as the actual teaching and its different assignments, writings and discussions.The analytical ambition is to bring the bodily dimension of the practice into play and to disclose how discourses, materialities and affectivity jointly participate and produce specific versions of norms andcategorizations. This raises question about how to encounter issues about gender, heterosexuality, whiteness, functionality without reproducing excluding norms, how to contest power structures producing privileged positions. Furthermore, questions about gender and racial discrimination and how school spaces, environment and organization are part of this.Working with these issues are difficult and risky – so many black holes and traps to fall into. What will happen within the experimentation in the teaching practice is impossible to predict or to prepare for. Here, the practice become constituted by sociomaterial relations where human intentions and actions alone cannot regulate it. Within collaboration, to articulate shared problems or troubles, slow downand experiment is a possible but risky business. The ambition for the project is to experiment together with the human and non-human actors in order to explore possibilities to challenge (re)productions of norms and categorizations. To continuously ask how to produce movements and tensions with the potential to set boundaries and categorizations into motion.
ER  - 

TY  - JOUR
T1  - Collective but Diverse: Preschool Teachers Networking to Develop Toddler Mathematics
T2  - Mathematics Teacher Education and Development
SN  - 1442-3901
A1  - Palmér, Hanna
A1  - Björklund, Camilla
PY  - 2017
VL  - 3
IS  - 19
SP  - 3
EP  - 16
LA  - eng
PB  - : Mathematics Education Research Group of Australasia (MERGA)
KW  - preschool teachers
KW  - knowledge of practice approach
KW  - collective professional development
KW  - toddler mathematics
KW  - teacher knowledge
KW  - teacher development network toddler
KW  - mathematical education
AB  - This article focuses on professional development among teachers within a Swedish national network on toddler mathematics education. The activities within this network can be understood as participant-oriented collective professional development based on a knowledge of practice approach. An inventory of toddler mathematics was performed within this network through observations of authentic mathematical activities. The inventory made diversity in the participating teachers’ perceptions of toddler mathematics visible; different activities were labelled similarly and opposite, similar activities were labelled differently. The inventory made clear the need for theoretical influence and discussions in practical inquiry. The addition of theoretical notions made previous invisible diversity among the network members visible, and strengthened the opportunities for further collective professional development. Diversity becoming visible contributed to the knowledge of practice approach, as well as the development of the professional language of the participating teachers.
ER  - 

TY  - CONF
T1  - Exploring science teaching continuity across ECE sectors: How do the teachers in different school forms deal with the same content?
A1  - Sundberg, Bodil
A1  - Areljung, Sofie
A1  - Due, Karin
A1  - Ottander, Christina
A1  - Skoog, Marianne
PY  - 2019
LA  - eng
KW  - early childhood education
KW  - community of practice
KW  - learning progression
KW  - science education
KW  - naturvetenskap med utbildningsvetenskaplig inriktning
AB  - In our project we seek to contribute with new knowledge about pedagogical (dis-)continuities in early childhood science. In this presentation we explore how the same science content is carried out in different ECE school forms, and how different local early childhood educational cultures may give opportunities or become obstacles for science teaching continuities. Our data was collected in three Swedish school units, each comprising at least one preschool, one preschool class and one class from the first three grades of primary school. Classroom observations of science activities were performed at 44 occasions. Activity Theory was used to describe how the teachers in different school forms deal with the same content and how their teaching is affected by local educational cultures.Across the school forms there was a gradual shift from science learning through nature encounters and ‘doing’ towards an emphasis on concepts, facts, processes and inquiry. Tools for communicating about the subject also gradually shifted, from verbal communication and creative activities towards subject-focused drawing, writing, and reading. Subject continuity was above all ensured by the teacher’s sensitivity to the children’s former experiences, taking it into account when planning the science activities. The overall picture is one of gradual changes of science teaching across early year’s school forms. The bridge for continuity in a specific subject area is however fragile, since it is the children, rather than the teachers or the organization, who become the primary carriers of continuity. This calls for considering how to construct meeting opportunities for teachers, in order to better communicate and adapt their science teaching to what children have or will experience.INTRODUCTIONInternationally, the growing attention towards the benefits of an early start for children has resulted in an increased public spending on early childhood education (ECE) (OECD 2017). The growing attention is also reflected in a rapid expansion of the research field of early year’s science (defined as science activities for children between 0 and 8 years of age). To our knowledge there are however no studies of pedagogical continuities in early childhood science. In our project we seek to contribute with new knowledge within this particular field.Pedagogical (dis) -continuities across educational culturesA growing number of ECE research suggests that the benefits of increasing public spending on ECE may disappear during the first years of primary school due to pedagogical discontinuities (OECD 2017). One potential reason for pedagogical discontinuity are the substantial historically and culturally formed differences between prior-to-school and compulsory school settings, differences that shape discrete educational cultures. For example, the school forms are governed by separate curricula that harbor divergent views of the child, learning, teaching and knowledge (Huser, Dockett & Perry, 2016). Many researchers have described this as a gap that somehow needs to be bridged. Others have emphasized the importance of distinguishable borders between different school forms (Ackesjö 2014).In Sweden, where this project is conducted, 83 percent of all children in ages between 1-5 years are enrolled in preschool. The year children turn six they will transfer to the compulsory preschool class and the succeeding year they will start year 1 at primary school. The preschool class was specifically introduced into the educational system to enable a smooth transition between prior-to-school education and school by intertwining their divergent pedagogies. However, in accordance with the international studies compiled by the OECD, pedagogical discontinuities are still reported, describing missed opportunities to use children's subject learning experiences from preschool and preschool class in the first year of primary school (Skoog 2012, Ackesjö 2014).Objectives and research questionsThe results presented here are part of a larger project where the main objective is to explore if, and how, educational cultures may affect continuity in science teaching across early childhood school forms. In educational settings the concept continuity may be described as in Dewey's "principles of continuity" thus, that experiences in the present always are colored by previous experiences, and that the challenge for teachers is to provide learners with quality experiences that both rely on their previous experiences and will result in growth and creativity in subsequent experiences (Dewey 1938/1997). Continuity across school forms are often put forward as desirable, but the concept is seldom further elaborated as to what it is, how it can be accomplished, and for whom it is desirable (Ackesjö 2016). Ackesjö (2016) mentions several different aspects of continuity advocated in research, such as communicative (referring to communication between teachers in different school forms), social, curricular, organizational, cultural, and teaching continuity.In this presentation, we focus on a subsample of our empirical data: science activities that deal with the same content occurring in at least two different school forms. Our aim is to explore how the same science content is carried out in three different ECE school forms. We seek to answer the following questions: 1) What characterizes science teaching of a given content, in the different school forms? 2) What opportunities for, and obstacles to, teaching continuity, in relation to a given science content, can be identified across school forms?METHOD Our data was collected in three Swedish school units, each comprising at least one preschool, one preschool class and one class from the first three grades of primary school. Together the three units comprise 4 preschools, 4 preschool classes and 4 grade 1-3 classes. Classroom observations of science activities were performed at 44 occasions (preschools (18), preschool classes (8), primary school (18)).To characterize and compare the science teaching across the school forms, we draw on Activity Theory (Engeström 1987) and thus constructed triangle models for all the activities. These models include a description of seven elements; the subject (the teacher), object (the purpose), tools, rules, community/educational culture, division of labour and outcome of the activities. The descriptions of the elements of activities with recurring content across school forms were compared to a) identify how teachers in different school forms deal with the same content and b) how culturally formed differences (rules, community/educational culture, division of labour and outcome) may affect their teaching.RESULTS AND DISCUSSIONWe identified seven recurring contents across the school forms. These were: Water, Plant growth, Fungi, Friction, Insulation, Seasons and Animal tracks. Among these, ‘water’ was the only content that occurred across all three school forms.Four aspects of shifts in how science teaching is carried out across the school forms were identified. Firstly, in all school forms the children’s former experiences, interests and curiosity were integral aspects of the science teaching. We however identified a shift from using children’s interests as a starting point for science education in preschool towards integrating children's views into teaching of mandatory science curriculum in primary school (subject and educational culture). Second, the teaching approaches shift from focus on verbal communication and creative activities towards subject-focused drawing, writing, and reading (tools). Third, there is a shift from nature encounters and ‘doing’ towards an emphasis on concepts, facts, processes and inquiry (objects). These three shifts are all gradual across the school forms. There is also an example of a more abrupt shift in teaching across school forms; from voluntariness (in preschool) towards mandatory participation (in school) (rules). In the presentation we will describe these trends in more details exemplifying it by how teachers handle the content ‘water’ and ‘fungi’ across school forms.CONCLUSIONWe see a potential for science teaching continuity across early childhood school forms. The subject specific continuity however, is grounded in a sensitivity among the teachers for what the children have experienced in previous school forms. This teaching continuity thus relies altogether on the information that the children choose to share. Hence, this bridge for science teaching between school forms is fragile, since it is the children, rather than the teachers or the organization, who become the primary carriers of continuity. This calls for considering how to strengthen the communicative continuity, that is to construct meeting opportunities for teachers across ECE school forms, in order to better adapt their teaching to what children have or will experience.REFERENCESAckesjö, H. (2014) Barns övergångar till och från förskoleklass: Gränser, identiteter och (dis) kontinuiteter. Doctoral Thesis Växjö, Linnaeus University Press 148.Ackesjö, H. (2016). Övergångar mellan skolformer – kontinuitet och progression från förskola till skola. Stockholm: Liber ABDewey, J. (1938/1997). Experience and Education. New York: Simon and Schuster.Engeström, Y. (1987). Learning by expanding: an activity-theoretical approach to developmental research. Helsinki: Orienta-konsultit.Huser, C. Dockett, S. & Perry, B. (2016) Transition to school: revisiting the bridge metaphor. European Early Childhood Education Research Journal, 24 (3) 439-449OECD (2017) Starting Strong 2017: Key OECD Indicators on Early Childhood Education and Care, Starting Strong, OECD Publishing, Paris, https://doi.org/10.1787/9789264276116-enSkoog, M. (2012) Skriftspråkande i förskoleklass och årskurs 1. Örebro Studies in Education 33.
ER  - 

TY  - CONF
T1  - The Power of Time (in implementation)
T2  - JURE 2023
A1  - Fohlin, Lisa
PY  - 2023
SP  - 6
EP  - 6
LA  - eng
PB  - : The European Association for Research on Learning and Instruction (EARLI)
KW  - cooperative/collaborative learning
KW  - social aspects of learning and teaching
KW  - teacher professional development
KW  - teaching approaches
KW  - specialpedagogik
KW  - special education
AB  - This study investigated time as a factor of implementation. The implementation in focus was a six-month implementation project of a new didactic practice (theme-based cooperative learning) in two kindergarten classrooms in one Swedish school during the spring of 2021. The six kindergarten teachers participated in group interviews before, during, and after the implementation project. The Theoretical Domains Framework (Atkins et al., 2017) guided deductive sorting of the expressed barriers and facilitators at each time-point into domains and sub-categories. Analysis of the change of expressions at the different time-points found time to be an important factor for the implementation project. Time acted primarily as a facilitator, giving both teachers, students, and the school as a whole time to ease into the change in practice. The downside of time was that it enabled change in many ways, with teachers leaving for other schools or receiving new curriculum guidelines. The study highlights the importance of considering the factor of time in implementation projects, with time being necessary for change, constantly changing conditions for actions, and persistently perceived as being insufficient by teachers. 
ER  - 

TY  - CONF
T1  - Cooperation directed learning in inclusive physical education
T2  - EUCAPA 2012, Book of abstracts
A1  - Klavina, Aija
A1  - Kristén, Lars
A1  - Hammar, Lena
A1  - Jerlinder, Kajsa
A1  - Soulie, Tine
PY  - 2012
LA  - eng
AB  - Peer tutoring is a type of collaboration directed learning strategy in which students support each other rather than relying only on assistant teacher or paraprofessional assistance. Utilizing peers as a natural support might facilitate interactions between students with and without disabilities. However, the research on cooperation oriented education approaches in Europe is very spare.PURPOSE:This study aims the implementation of cooperation oriented learning of peer tutoring in elementary general inclusive physical education (GPE) setting in three city schools in Sweden. The study was utilized within a Nordplus- Horizontal project.METHODS:A single subject multiple baseline design across elementary school age students with moderate disabilities (n=4) was used. While peer tutor training program was provided for the whole class target students were included when attending GPE, peer tutors (n=37) were students without disabilities who volunteered for this role. The peer tutor training program incorporating disability awareness, teaching instructions and communication skills served as the independent measure. Dependent measures included physical, instructional and social interactions between students with and without disabilities. Totally 43 observations sessions (á 20 minutes) were collected on videotapes. The obtained data were coded using the Computerized Evaluation Protocol of Interactions in Physical Education (CEPI-PE) (Klavina, 2011).RESULTS AND CONCLUSIONS:Age appropriate peer tutors were effective at assisting students with moderate disabilities in inclusive GPE in Swedish elementary schools. The percentage of interactions between target students and peer tutors significantly increased (3.2% to 11.8 % respectively, p<.5). These results replicate findings of previous studies done in the United States demonstrating that peer tutor arrangements can contribute the successful collaboration between students with and without disabilities in inclusive GPE (Houston-Wilson et al., 1997; Klavina & Block, 2008; Lieberman et al., 1997; Murata & Jansma, 1997). All four students with disabilities maintained high percentage of activities done independently throughout baseline and intervention phase (50.5% and 57.6%, accordingly). While collected data did not demonstrate significant change in social interactions for students with disabilities across the two study conditions (11.6% in baseline and 13.9% in intervention), anecdotal notes and social validation outcomes indicated that peer tutoring conditions provided them with the sense of being included in the class. For example, the classroom teachers stated that students with disabilities experienced more social interactions and positive attitude from their classmates during other situations during the school day increasing self-esteem of target students. Along this line, Goodwin and Watkinson (2000) found that factors contributing to positive experience for students with physical disabilities in GPE were a sense of belonging and companionship. Also, school principals and teacher assistants at all four research sites indicated positive change regarding social climate and the quality of the social interactions in the whole class after the study, not only between students with and without disabilities. The positive perceived peer culture (Jansson, 2005) reported by the school personal is an essential additional outcome of the peer tutoring training. The importance of using a class wide peer tutoring approach when including students with moderate disabilities in GPE become obvious.ReferencesGoodwin, D.L., & Watkinson, E.J. (2000). Inclusive physical education from theperspective of students with physical disabilities. Adapted Physical Activity Quarterly, 17, 144-160.Houston-Wilson, C., Dunn, J.M., Van der Mars, H., & McCubbin, J. (1997). The effect          of peer tutors on motor performance in integrated physical education classes. Adapted Physical Activity Quarterly, 14, 298–313.Jansson, U. (2005). Vad är delaktighet? En diskussion av olika innebörder.Pedagogiska institutionen, Stockholms universitet. [in Swedish]Klavina, A. (2011). Development and Initial Validation of the ComputerizedEvaluation Protocol of Interactions in Physical Education. Measurement in Physical Education and Exercise Science, 15(1), 26-46.Klavina, A. & Block, M. (2008). The effect of peer tutoring on interaction behaviors in inclusive physical education. Adapted Physical Activity Quarterly, 25, 132-158.Lieberman, L.J., Newcomer, J., McCubbin, J., & Dalrymple, N. (1997). The effects of cross age tutors on the academic learning time in physical education of children with disabilities in inclusive elementary physical education classes. Brazilian Journal of Adapted Physical Education & Recreation, 4, 15–32.Murata, N.M., & Jansma, P. (1997). Influence of support personnel on students with and without disabilities in general physical education. Clinical Kinesiology, 51 (2), 37-46.
ER  - 

TY  - CONF
T1  - How does inspections of schools influence head teachers' leadership?
A1  - Lundgren, Mats
A1  - von Schantz Lundgren, Ina
A1  - Nytell, Ulf
PY  - 2012
LA  - eng
KW  - new public management
KW  - schools inspectorate
KW  - head teacher
KW  - principal
KW  - utbildning och lärande
KW  - education and learning
AB  - This paper seeks to describe and discuss the impact of inspections of schools in Sweden. It outlines the political context, based on New Public Management, and what role Schools Inspectorate is supposed to play in order to govern and control. Special attention is devoted, referring to an on-going case study, to how inspections influence head teachers and their leadership.As the reports from the Schools inspectorate are made public, the politicians will be forced to act. They then try to pressure the head teachers to take measures. The head teachers perceived, however, from their point of view, that the report gave them a confirmation of what they already knew, but also as a tool to push on the development of their school. During the first year after the inspection, the head teachers mainly strived to adjusting deficiencies in formal documents and later on started various types of development works. The result of this, for example in terms of increased goal fulfilment, is still an open question, despite there are research that in most cases show small improvement in this aspect.
ER  - 

TY  - JOUR
T1  - A problem of democracy: Stereotypical notions of intelligence and identity in college preparatory academic porgrammes in the Swedish upper secondary school
T2  - Nordic Studies in Education
SN  - 1891-5914
A1  - Jonsson, Anna-Carin
A1  - Beach, Dennis
PY  - 2013
VL  - 1
IS  - 32
SP  - 50
EP  - 62
LA  - eng
PB  - : Universitetsforlaget AS
KW  - stereotype
KW  - implicit intelligence theory
KW  - qualitaqtive analysis
KW  - teacher education and education work
AB  - In the present article, based on a qualitative analysis, we focus stereotypes held by students on college preparatory academic programmes. Two stereotypes are in focus: those that these students attribute to themselves, and those that they attribute to students in vocational programmes. 224 students in grade 3 were involved. The stereotype of the academic student that emerged characterized emphatic language skills that provided an opportunity to develop one’s intellect and participate actively in society. The stereotype of the vocational student was the antithesis of this. Vocational students were said to lack language ability and interests and to have an undeveloped or underdeveloped intellect due to not engaging in the same kind of language acts as academic students. The students also associated their skills with effort, interest and hard work as opposed to being innate.
ER  - 

TY  - CONF
T1  - Do inspections of schools influence head teachers’ leadership?
T2  - Educational leaders as change agents
A1  - Lundgren, Mats
A1  - von Schantz Lundgren, Ina
A1  - Nytell, Ulf
PY  - 2013
SP  - 99
EP  - 110
LA  - eng
PB  - Ankara : Akdeniz university, Faculty of education
KW  - new public management
KW  - schools inspectorate
KW  - leadership
KW  - principal
KW  - head teacher
KW  - utbildning och lärande
KW  - education and learning
AB  - This paper seeks to describe and discuss the impact of inspections of schools in Sweden. It outlines the political context, based on New Public Management (NPM) theory, according to what role the Schools Inspectorate is supposed to play in order to govern and control. Attention is also devoted, referring an on-going case study, to how inspections influence head teachers and their leadership in their everyday work. Reports from the Schools inspectorate are public. This forces both politicians and head teachers to take measures. In this case, the head teachers perceived that the inspection reports confirmed what they already knew, but it also gave them an alibi and a tool to push their teachers to take part in everyday school development work. During the first year after the inspection the head teachers mainly strived to adjust formal deficiencies in local steering documents. However, some of the deviations reported from the Schools inspectorate are regarding pedagogical problems that are complicated and difficult to handle. As interventions in many cases will show up much later the results are, for example as increased goal fulfilment, in this case, still an open question. Nevertheless, it seems obvious that the Schools Inspectorate must be seen as a result of the governing philosophy that denotes New Public Management NPM).
ER  - 

TY  - CONF
T1  - School leaders as agents of change: a case study on how two head teachers are trying to implement the learning study method in their school
T2  - Educational leaders as change agents
A1  - Lundgren, Mats
A1  - von Schantz Lundgren, Ina
A1  - Kihlstrand, Anne-Maj
PY  - 2013
SP  - 15
EP  - 30
LA  - eng
PB  - Ankara : Akdeniz university, Faculty of education
KW  - new public management
KW  - schools inspectorate
KW  - leadership
KW  - principal
KW  - head teacher
KW  - utbildning och lärande
KW  - education and learning
AB  - This paper seeks to describe and discuss the impact of inspections of schools in Sweden. It outlines the political context, based on New Public Management (NPM) theory, according to what role the Schools Inspectorate is supposed to play in order to govern and control. Attention is also devoted, referring an on-going case study, to how inspections influence head teachers and their leadership in their everyday work. Reports from the Schools inspectorate are public. This forces both politicians and head teachers to take measures. In this case, the head teachers perceived that the inspection reports confirmed what they already knew, but it also gave them an alibi and a tool to push their teachers to take part in everyday school development work. During the first year after the inspection the head teachers mainly strived to adjust formal deficiencies in local steering documents. However, some of the deviations reported from the Schools inspectorate are regarding pedagogical problems that are complicated and difficult to handle. As interventions in many cases will show up much later the results are, for example as increased goal fulfilment, in this case, still an open question. Nevertheless, it seems obvious that the Schools Inspectorate must be seen as a result of the governing philosophy that denotes New Public Management NPM).
ER  - 

TY  - CONF
T1  - The History of the Swedish Schoolyard: The Outdoor School Environment as a Pedagogical and Social Space, 1611–2011
A1  - Larsson, Anna
A1  - Norlin, Björn
A1  - Rönnlund, Maria
PY  - 2014
LA  - eng
AB  - Activities on the schoolyard, whether they take place during free recess or as a part of a more structured pedagogical practice, are highly important both to pupils’ social experiences of schooling and to their concrete learning processes. This has been made evident through several studies during the last decades (e.g. Blatchford & Sharp 1994; Pellegrini & Blatchford 2003) and it is today an increasingly common starting point for researchers engaged in the study of contemporary schooling. In educational history however, the picture is somewhat different. Even though the schoolyard seems to have a past almost as long as organised schooling itself, very little analytical attention has been provided this space (and the outdoor school environment as such), especially in the form of long-term historical studies.The main purpose of our study is to contribute to the understanding of the outdoor school environment as a pedagogical and social space by analyzing the history of the schoolyard in a Swedish educational context from the formation of the “modern” state governed school system in the early 17th century up until the very present.The theoretical point of departure is Henri Lefebvre’s (1991) theory of the production of social space. This implies that space should not be seen as a passive physical manifestation or merely a context for material activities but also a producer of subjectivities, mental conditions and social relations. Lefebvre’s three spatial dimensions are highlighted in our analysis, namely a) representations of space (conceived space); b) spatial practice (perceived space) and c) representational spaces (lived space). The first dimension corresponds to the imagined, planned, conceived space (often the professionalized public space), the second to the material, physically perceived space, and the third to the existential, lived space, which includes actions, experiences and feelings. Although analytically distinctive and useable, we understand these three dimensions as mutually intertwined in practice. Thus, intended schoolyard activities and material conditions merge with actions, social relations and mental structures. Based on Lefebvre, the schoolyard is seen as a physical place, which by nationally and locally formulated formal and informal representations becomes loaded with collective symbolic ambitions and expectations. On an everyday basis, pupils and teachers continuously participate in the forming of the schoolyard and negotiate its meanings and significances. In the ambition to examine and analyze the production of the schoolyard as a social space the following analytical dimensions and research questions will be guiding our study:A) Representations of space (conceived space): How has the conception of the schoolyard been formed and transformed in educational planning on a national and a local level? What central ideas about the ideal uses and features of the schoolyard have marked formal and informal regulation at different points of time, and how has this varied as regards to different parts of the educational system? What influences from dominating discourses (i.e. premises concerning childhood, play, pedagogy, knowledge, and so on) has effected these formal representations?B) Spatial practice (perceived space): How has the schoolyard been formed physically and materially?C) Representational space (lived space): What kinds of social activities have been conducted on the schoolyard, and what cultural and symbolic values have been attached to this space by pupils, school staff and others?Method: The most important sources for our study are formal instructions on national as well as local level, such as school curriculum texts, state regulations, construction plans and blueprints. This will make up the spine of the study. In addition to this, photographs and drawings are also being examined, as well as teacher, pupil and architect magazines. For the more recent parts of the investigated period interviews have been carried out with pupils, teachers and others engaged in schoolyard issues. The sorting and the analysis of the data are based on the three spatial dimensions described above, and has been carried out in a hermeneutic tradition. There are of course several methodological problems that need to be handled in a study like this. First of all, a challenging problem is caused by the long time-span of the study and the different nature of sources at hand at different time periods. The pre-modern sources more or less exclusively consists of formal, national and local decrees on schooling, whereas the sources from mid-19th century and onwards becomes successively richer, and therefore permits more in depth studies on several areas. This, in turn, creates problems as regards to finding a balance in the overall analysis, for example when it comes to studying spatial change. It also has an impact on where the main focus of our study is placed; namely on representations of space and on formal planning on different levels (as this is the dimension where we can achieve a comprehensive long-term study). This imposes an inevitable hierarchisation both between the three general analytical dimensions of the study but also within each category. Secondly, Lefebvre’s grand theory about the production of social space might work well as a joint analytical hub, but needs to be combined and added up with other (spatial and discursive) theories and approaches, and perhaps also with a more common framework for understanding the role of education in society. Finally, methodological difficulties also stems from the schoolyard being an atomized and multi-functional space (including for example a plot, plantations, botanical garden, a play area, a privy, a flagpole, secret places, etc.) and thus also multi-dynamic as regards to change. This creates challenges as to how sort out different patterns of change related to this space.Expected Outcomes: Although the study is far from completed some preliminary conclusions can be discussed against the background of the analytical dimensions presented above. As regards to the schoolyard as a conceived space, it has, to varying extent, been a place for play and sports, for rest and recreation, for teaching, fostering or for moral influence; it has been an instructive and model outdoor space for pupils or the surrounding community due to its aesthetics, as well as an object for economic, safety and health considerations. This has had effects on the physical schoolyard where both changes and continuities over the long investigated period can be seen. The lived schoolyard appears to be highly age differentiated and partly gender differentiated and strongly connected to activities and social relations. The lived schoolyard is both a safe and a dangerous place, and even if it is regulated, it offers possibilities to challenge the rules of the school. The lived schoolyard is also a children’s place - the presence of adults has been minimal except from the latest two or three decades. When intersecting the analyses of the three dimensions can we see that central ideas about the schoolyard, formed in relation to historical changes in school and society, have been materialized in the physical shaping of school sites. We can also see how central ideas have affected the lived schoolyard, but also the other way around. In the presentation the conclusions about the production of the schoolyard as a social space will be discussed in the light of illustrating empirical examples.
ER  - 

TY  - CONF
T1  - Explicit and implicit discourses on multilingual education in Swedish and Finnish national curricula
T2  - 6th Conference on Explorations in Ethnography, Language and Communication
A1  - Zilliacus, Harriet
A1  - Paulsrud, BethAnne
PY  - 2016
LA  - eng
KW  - pedagogik med inriktning mot utbildningsvetenskap
KW  - educational science
AB  - While Finland and Sweden are internationally known for having education systems promoting equity and equality, recent societal and political changes linked to increased immigration have created new challenges in efforts to support diversity in these contexts.  Concepts such as multilingual education and intercultural education commonly aim to promote equality in education and are well established in the Nordic educational field. However, these concepts have been subject to constant re-conceptualizations and shown to be vague both in theoretical and practical use. The present study aims at clarifying the conceptual frameworks in the two countries, with a focus on the discourses on multilingual education in the respective national curricula. This study represents one part of the larger research project, MINTED (Multilingual and Intercultural Education in Sweden and Finland), investigating national policies, teacher training and teaching practice.The comprehensive school curricula from Finland (2014) and Sweden (2011), together with other selected relevant policy documents, were analyzed using discourse analysis.  In the Finnish curricula there is an explicit discourse of a pluralist-oriented education, which places multilingual education and social justice issues at the forefront. While language is key in the Swedish curricula, multilingual and intercultural education are not explicitly covered, but may be gleaned from the focus on human rights and democracy. Thus, the analyzed education policies create different implementational and ideological spaces for multilingual education. These spaces are key to our possibilities as educators to promote linguistic diversity and social justice in the schools of today’s global societies. Therefore, the next step in the MINTED project will be an ethnographic study of classroom practices, investigating how teachers re-contextualize current national policies in diverse education settings.
ER  - 

TY  - CONF
T1  - Enabling action-oriented and transformative learning for sustainability in vocational teacher education. Example from The University of Gothenburg, Sweden
T2  - AARE Conference, Melbourne. 28/11-1/12, 2016
A1  - Henning Loeb, Ingrid
A1  - Kvarnemo, Charlotta
PY  - 2016
LA  - eng
AB  - Sustainable development has been a theme in the vocational teacher education at the University of Gothenburg, Sweden, since autumn 2013. It is organized as part of a 7.5 credit course on evaluation and development work in schools. 30% of this course has a focus on sustainable development and this educational unit is provided by researchers and teacher from the Department of Biological and Environmental Sciences. The purpose of this unit is aligned with the dimensions of Educational Sustainable Development (ESD), put forth by Unesco. It addresses learning content on sustainable development in schools and the students are provided pedagogical models for ESD. In this paper, we present the content and form of this educational unit, analyse the pedagogical models that the students have worked. This is carried out as group project for two weeks, where they plan how a ESD task could be carried out in their specific VET program in Upper secondary education. In the end of the paper, we also reflect on the results provided by the student course evaluations that we have received since 2013 (student evaluations from eight semesters). We argue that the model enables action-oriented and transformative learning for sustainability.  Vocational teacher education is Sweden is provided as a 90 ECTS credits programme: 60 credits of course-based studies and 30 credits of work-based training (practicum) in upper secondary schools or adult education. This can be arranged as full-time studies of one-and-a-half-year, or part-time studies. At the University of Gothenburg, the arrangement is a three-year part-time study program, mostly distance-based with some on-campus meetings at the university. Most of the students (75-80%) work as unqualified teachers in upper secondary education and in adult education. The average number of students per semester is 30. Thus, more than 200 vocational teacher students have participated in this course, and provide data presented in the paper.
ER  - 

TY  - CONF
T1  - A pedagogical revolution at grassroots level: The introduction and early spread of the monitorial system in Sweden
A1  - Larsson, Esbjörn
PY  - 2019
LA  - eng
KW  - history of education
KW  - dissemination of ideas
KW  - the monitorial system
AB  - ‘The monitorial system’ and ‘mutual instruction’ are two of the terms used for the new teaching methods that were developed separately by Andrew Bell in India and Joseph Lancaster in England in around 1800. These methods spread rapidly around the world, and in just a couple of decades they were practised worldwide (Caruso & Vera 2005; Tschurenev 2008). Bell’s and Lancaster’s methods had in common the fact that one teacher used the best pupils as helpers – socalled monitors. Thereby it was possible for one teacher to teach hundreds of pupils at the same time (Kaestle 1974). In Sweden, these teaching methods became known in 1810, but it was not until 1817 that the teacher Peter (Per) Reinhold Svensson was sent to England by the Swedish government to learn more about the monitorial system. Thereafter monitorial education spread throughout Sweden under the name of växelundervisning, and in 1822 the Society for the Promotion of Monitorial Education (Sällskapet för växelundervisningens befrämjande) was formed. In 1824, the monitorial system had reached such recognition in Sweden that following a royal resolution it became the recommended method for teaching in Swedish elementary schools (Nordin 1974). In this paper I will examine the introduction and early spread of the monitorial system in Sweden. This has not been done systematically before, despite the fact that several investigations has dealt with the introduction and/or the spread of the monitorial system in Sweden (Nordin 1974; Hodacs 2003; Neidenmark 2011; Larsson 2014). The thing that distinguishes this investigation from previous studies is its focus on the very first spread of the monitorial system in Sweden, prior to the formation of the Society for the Promotion of Monitorial Education. Drawing on documents in the archive from the society describing the introduction of the monitorial system in the first 30 monitorial schools in Sweden the paper can show that the introduction of the monitorial system in Sweden was not just the result of a decision of the Royal Majesty to send Svensson to England. Although Svensson began using the monitorial system in the school where he taught, the monitorial system was also introduced around the same time in two other schools in Norrköping and Gothenburg. These schools were in turn the result of an import of ideas from France and Denmark. The monitorial system then continued to spread throughout the country from these three original schools. The spread seems to have occurred as a result of people visiting or by parishes sending a teacher to one of these schools to learn more about the new teaching methods. As new monitorial schools started they could also function as inspiration for others planning to start schools in surrounding parishes. This shows that the introduction of the monitorial system in Sweden was not the result of any government decision, but rather part of a kind of grassroots movement involving rich philanthropists, the local clergy and teachers.
ER  - 

TY  - CONF
T1  - Context matters - SoTL criteria in Swedish teaching excellence frameworks
A1  - Ryegård, Åsa
A1  - Winka, Katarina
PY  - 2023
LA  - eng
AB  - During the last 20 years, frameworks for rewarding pedagogical achievements have been developed at many Swedish Higher Education Institutions (HEIs). More than half of the HEIs in Sweden have implemented a teaching excellence framework (Winka & Ryegård, 2021) and the arguments for these initiatives are similar across the country.   Each excellence framework consists of criteria that identify the desired qualities and achievements of an excellent teacher in HE. These criteria are based on the idea of SoTL and despite many similarities among the frameworks, the criteria show variation. We have examined four teaching excellence frameworks, to investigate if the context influence the way SoTL is articulated at each HEI. The main differences between the frameworks are the number of criteria, the content of the criteria, and if the frameworks contain different levels or not.   Kreber (2002) distinguished between three different ways in which higher education instructors can engage with teaching. These three forms of engagement were described as teaching excellence, teaching expertise, and the scholarship of teaching. This idea of increasing engagement in scholarly teaching practice is also reflected in some of the Swedish frameworks. We found that all frameworks are based on the concept of SoTL (Boyer, 1991), although this is not always explicitly stated. Some aspects of SoTL are present in all frameworks, such as reflective practice, while each HEI contextualise their criteria by putting emphasis on additional aspects, for example pedagogical leadership, pedagogical outreach and teaching in a disciplinary context.   When there are two levels in the framework, the SoTL criteria are expressed either as incremental or with different focus on each level. All four HEIs have adapted the criteria to their own context, despite a common ground in SoTL. This enables each institution to use the teaching excellence framework as a lever for strategic pedagogical development.  References: Boyer, E. L. (1990). Scholarship Reconsidered: Priorities of the professoriate. New Jersey: The Carnegie Foundation.Kreber, C. (2002). Teaching excellence, teaching expertise and the scholarship of teaching. Innovative higher education 27, s. 5-23.  Winka K. & Ryegård, Åsa. (2021). Pedagogiska meriteringsmodeller vid Sveriges universitet och högskolor. Skriftserie från universitetspedagogik och lärandestöd, nr 1/2021. Umeå universitet.  
ER  - 

TY  - CONF
T1  - Negotiating translanguaging space: The case of Mother Tongue Tuition in Sweden
A1  - Yassin Iversen, Jonas
A1  - Wedin, Åsa
A1  - Straszer, Boglárka
PY  - 2024
LA  - eng
AB  - In this presentation, the concept translanguaging space (Li, 2011, Zhu et al, 2017) is used to study classroom interaction in a Mother Tongue Tuition (MTT) classroom in Arabic. The case of Arabic here makes translanguaging space relevant for the study of classroom interaction in relation to the diglossic situation between MSA and varieties of Arabic. The aim with the article is to study classroom interaction in MTT Arabic as a translanguaging space. The study is part of a larger project on Mother Tongue Tuition in Sweden which is carried out in the form of action research combined with linguistic ethnography. Material used is from one teacher and students in grade three and consists of fieldnotes, audio recordings from classroom observations in MTT Arabic and one teacher interview. The use of translanguaging space, as both an arena for translanguaging and a space created through translanguaging (Li, 2011) makes visible the seamless shuttling between varieties, which is natural and necessary in Arabic language classrooms. The diglossic situation in Arabic means that while all students need to learn MSA, the challenges are greater for students with varieties that diverge more from the teacher’s. In this case the teacher’s Levantine dialect was closer to that of some of the students, while other dialects diverged more. The critical and creative aspects inherent in translanguaging space put issues of student engagement and participation in focus. In this case, the teacher was in the center and students were rather passive, answering questions and performing given tasks. Although the dominance of MSA and Levantine may be interpreted as a monolingual classroom policy, the fact that both Swedish and other dialects were accepted shows that the diglossic situation opened up the classroom as a translanguaging space. 
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TY  - CONF
T1  - The Economic Aspects on the Introduction of Monitorial Education in Swedish Common Schools
A1  - Larsson, Esbjörn
PY  - 2012
LA  - eng
AB  - Andrew Bell’s and Joseph Lancaster’s monitorial systems were introduced in Sweden during the 1820s. As in many other countries, monitorial education in Sweden, has been perceived as an inexpensive form of education, due to the fact that it allowed a single teacher to teach several hundreds of pupils at the same time. The actual costs of the introduction of monitorial education in Sweden has however never been analyzed.As Swedish common schools at that time were founded by the local communities, the study consists of case studies of different parishes. In my studies of some rural parishes I can show that the introduction of monitorial education was far from an inexpensive reform, due to the fact that most parishes had to build a new school house or reconstruct the old one in the process. It was also difficult to benefit from the possibility to enrol large numbers of pupils as most parishes were sparsely populated.Furthermore there is no evidence to show that economic considerations played any part when a parish decided to adopt monitorial education in their school. The arguments found in the minutes from the parish meetings rather suggest that the shift in educational methods was motivated by a wish for better education. In the parishes studied, the transfer to monitorial education often coincided with the introduction of writing and simpler forms of arithmetic in the schools.
ER  - 

TY  - CHAP
T1  - Om myter, känslor och självbilder i skolans matematik: Från våra samtal om bildning och den estetiska erfarenhetens möjligheter i undervisning
T2  - I rörelse
A1  - Mouwitz, Lars
A1  - Lundberg Bouquelon, Petra
PY  - 2022
SP  - 283
EP  - 308
LA  - swe
PB  - Huddinge : Södertörns högskola
ER  - 

TY  - CONF
T1  - Combining engineering and teacher education – ideas and experiences from Chalmers University of Technology
T2  - Bidrag från 8:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar
A1  - Bengmark, Samuel
A1  - Lundh, Torbjörn
A1  - Gerlee, Philip
PY  - 2021
LA  - eng
AB  - In response to the lack of STEM teachers in Sweden, Chalmers University of Technology offers a double degree program in engineering and education. This article investigates which ideas behind the program’s design have been of particular value in implementing the program and their added value. The five main ideas are: involve skilled schoolteachers called master teachers in the education, having many entrances to the program but only one exit, using interviews as part of the admission process, using a competency model to ensure coherence in the education, focusing on concrete work skills at the beginning of the education and later move on to theory and further development. We invite other universities to consider double degree programs in engineering and education and be inspired by these five ideas in their implementation.
ER  - 

TY  - CONF
T1  - Building a little red school house: Swedish school building between state and local society, c. 1842-1900
T2  - International Standing Conference in the History of Education, 27-30 June 2012, Geneva
A1  - Westberg, Johannes
PY  - 2012
LA  - eng
KW  - utbildningshistoria
KW  - utbildningssociologi
KW  - sociology of education
AB  - The elementary schoolhouse was a phenomenon that gained both national and international importance during the nineteenth century. It was attributed great significance as a beacon of civilization, and was often perceived as a symbol for the entire school system. The iconic North American little red schoolhouse is perhaps the most famous example of this. The establishment of a national mass education system in Sweden during the nineteenth century entailed an increased interest in the design of school buildings. Accordingly, numerous international study tours were made. For example, the physicist and teacher Per Adam Siljeström (1815-92) and author Fredrika Bremer (1801-65) travelled around the western world observing elementary schools’ architecture and organization. The Swedish central government also began to pay attention to elementary school buildings. In 1861, government school inspectors were introduced, and in 1865 the first building plans were issued. The national and local adaptations of transnational visions of the schoolhouse have been examined by the expanding research on the space and material cultures of schooling. These studies have contributed immensely to our understanding of the schoolhouse as architecture, experience, educational discourse and practice. Despite this, there are still a number of fundamental issues of economic and organizational character that requires further studies. This paper addresses some of them through a study of schoolhouse building projects in Sweden, 1842-1900, examining the funding, organization, technology and materials of these ventures. This paper focuses mainly on how the increased government involvement, as well as the socioeconomical transformation of the Swedish society, affected the building process and its results. What impact did, for example, the growing industrial sector and the modernization of the credit market have on the Swedish schoolhouses? Of particular interest is the role played by government inspectors and architectural plans. How did they affect the building projects, and how was the government’s directives altered in the process? Adding this perspective of economic history to the existing research on school buildings, this study addresses themes such as the local translation of national and international phenomenon and the changing role of the State in education. It examines the changes in central government and local community involvement which made an increasing standardization of the schoolhouses possible. It thus shows how the local Swedish adaption of the internationally recognized concept of schoolhouse was a matter of both explicit resistance towards the powers of central government, and factors such as modernized taxation and the emergence of construction firms. Thereby both the specificity and the generality of this translation process will be highlighted. Methodologically, this paper utilizes source materials that have been under-studied in the research on the material culture of schooling, including building accounts, cost estimates, insurance policies, title deeds and school board records. These materials have been gathered from an extensive study of 73 building project’s in one of Sweden's most rapidly changing areas in the 1800s: The saw mill district of the Sundsvall region.
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TY  - JOUR
T1  - Examples of knowledge contributions in Swedish RE – A discussion of disciplines as frames for knowledge re/production
T2  - Nordidactica
SN  - 2000-9879
A1  - Osbeck, Christina
PY  - 2017
VL  - 1
SP  - 66
EP  - 86
LA  - eng
PB  - Karlstad : CSD Karlstad
KW  - religious education
KW  - knowledge
KW  - disciplines
KW  - religious studies and theology
AB  - The aim of this article is to examine kinds of knowledge contributions – in a) RE research, exemplified by three dissertations, and b) three textbooks for RE student teachers – in relation to the academic disciplines/milieus in which these knowledge contributions occur, and to discuss how these milieus work as frames for knowledge development. Characterisations of knowledge contributions in subject didactics and RE are used as analytical tools while the study as a whole draws on socio-cultural perspectives on learning and activity theory which stress how learning takes place in the discursive practices where people are active. A striking similarity between the dissertations is that none of them has been developed in an in an RE discipline, with an RE supervisor, or in an academic milieu specialising in RE. The different academic contexts have contributed to interesting combinations and developments of theoretical perspectives but simultaneously there is a lack of milieus that deal with these findings and integrate them into further developmental processes. Moreover, there seem to be larger differences in RE knowledge contributions between the dissertations and the textbooks as groups than within these groups. While the dissertations represent empirical studies of the participants in the teaching practices and use the findings as foundations for discussions and problematisations of RE teaching, the student teacher texts take the RE content and curriculum for granted to a larger extent. One conclusion of this article is that in order to strengthen the RE field – both in school, teacher education and research – extended cooperation between these different practices is needed.
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TY  - CONF
T1  - Constructing Resistance - Negotiations of Femininity, Race and Age in Swedish Visual Arts Education
T2  - Nofa7 Abstracts
A1  - Eriksson, Maria
PY  - 2019
SP  - 67
EP  - 67
LA  - eng
PB  - Stockholm, Sweden : Stockholm University
AB  - The following paper discusses two paradoxes in Swedish schools Visual Arts Education. The first one concerning that while a norm critical perspective more commonly is implemented in Swedish school settings by a growing number of teachers, many classrooms remain color mute. However, the active effort to keep the race issue silenced confirms its very importance (Castagno 2008). The second paradox concerning that even though gender equality is an important aspect of the Swedish National Curriculum, and my field studies was conducted in whatthe teachers and pupils commonly referred to as a feminist aware school, where girls where expected to have a strong voice and make resistance, gender equality still was overruled in the interaction between the male teacher in his forties and the female pupils. Based on ethnographic fieldwork at an urban upper secondary school with a national Visual Arts program, I video recorded a group of pupils working with an art film assignment. The theme for the task was “power and resistance”, and the pupils selected a non-white, feminine body in order to represent the position of the subordinate, the one, as the pupils put it, in need to learn how to resist oppression. My study show how femininity, race and age are enacted, for example by styling the casted pupil Vendela in a mixture of traditional female Asian clothing, and accessories to promote an East Asian look orienting her body as non-white. I examine how oppressed femininity is performed and encouraged to be negotiated and problematized in formal education, by teachers and pupils and how inequalities are both reproduced and challenged. But at the same time as the pupils perform these subject positions there issomething more going on; a hint of something unspoken that participants still assign significance. There seems to be aspects of the visualization of bodies that may not be articulated in words, but still is employed as a resource when pupils uses their own bodies and appearance to create an aesthetic utterance about subordination. Thus, I analyze how gender, race and age interact as discursive and aesthetic practices, in some young people's visual arts assignment. The theories of use are gender theory with an intersectional approach, critical race theory and the perspective of visual culture theory.
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TY  - CONF
T1  - Tools for subject integrated teaching and the formation of vocational knowledge in one Swedish Health and Social Care Program
A1  - Christidis, Maria
PY  - 2014
LA  - eng
KW  - activity - theory
KW  - subject integration
KW  - vocational education
KW  - vocational knowledge
AB  - The aim of the main study was to investigate subject integrated teaching in an upper-secondary Health and Social Care program and the vocational knowledge that was shaped in teaching. The aim of this presentation is to highlight a teacher-constructed case report as a tool for subject integration, the use of the tool for integration and the kind of vocational knowledge that is shaped through the use of the tool.The material was collected ethnographically and comprised of observation on teaching, with the case report as a base, during a theme unit called “Professional language”. The material further comprised of field-notes on teaching, interviews and informal discussions, sound-recording of teaching and material handed out during teaching. The material was analysed according to Activity-Theoretical concepts of actions, goals and tools.The results identifiedthat the case report had a vocational origin but had been modified to an educational context. This qualified the case report as a boundary object. It was used by a teacher of core-subjects in teaching to highlight content related to Swedish and to vocational subjects, but also content that related to the theme unit.In conclusion, the use of the teacher-constructed case report in subject integrated teaching helped shape additional vocational knowledge compared to subject-specific teaching.
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TY  - CHAP
T1  - The cultural dimensions of music teachers’ professional knowledge
T2  - Professional knowledge in music teacher education
A1  - Mateiro, Teresa
A1  - Westvall, Maria
PY  - 2013
SP  - 157
EP  - 172
LA  - eng
PB  - Farnham, Surrey : Ashgate
KW  - music education
KW  - classroom
KW  - student music teachers
KW  - musikvetenskap med musikpedagogisk inriktning
KW  - musicology esp. musical education
AB  - This chapter explores how a group of student music teachers in Sweden were exposed to a familiar activity - music education, with an unfamiliar agenda - a different cultural and educational context. During a music pedagogy class, the students watched a 25-minute video of music lesson that took place in a Canadian grade one class with 6-7 year old children. The aspects of the lesson that the student teachers found compelling, included how the teacher structured and carried out the lesson, the student and teacher relationship and the teacher’s choice of lesson content. These aspects of music teachers’ professional knowledge, identified by the student music teachers lead us to consider how a teacher’s social and cultural contexts influence his/her perceptions of what will be counted as logical and satisfactory professional ways of carrying out a music class.
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TY  - JOUR
T1  - How do preservice teachers produce and reproduce knowledge when participating in a subject matter course?
T2  - Scandinavian Sport Studies Forum
SN  - 2000-088X
A1  - Westerlund, Runa
PY  - 2023
IS  - 14
SP  - 29
EP  - 52
LA  - eng
PB  - Malmö : Malmö University
KW  - preservice teachers
KW  - subject didactics
KW  - john dewey
KW  - practical epistemology analysis
KW  - inquiry
KW  - experience
KW  - physical education teacher education
AB  - Scholars have highlighted that physical education teacher education (PETE) reproduce a managerial rather than educational notion of physical education (PE) teacher professionalism. Research grounded in explicit theories of learning can productively contribute to reflective discussions of teaching and learning in PE practices, for example PETE’s role in promoting professional knowledge and critical judgement. The aim of the study is to empirically explore, from a transactional approach, what happens in learning occasions when preservice teachers (PSTs) participate in a PETE subject matter course. The purposive sampling resulted in choosing a group consisting of 24 PSTs (11 female students and 13 male students) studying a course given at one Swedish PETE institution. Data consisted of field notes from participant observations during 28 lessons. A practical epistemology analysis was used to explore how knowledge is produced and reproduced in PETE lessons. Two major themes were found in the analysis: indeterminate situations connected to (a) PSTs developing movement capability and (b) PSTs developing a teacher’s perspective. The indeterminate situations the PSTs noticed, which varied between two types of staged encounters and elements in PETE characterised by a theory-practice dualism, seemed to contribute to certain processes of inquiry but not others. Within both themes, a contextualisation of the covered subject matter and the teacher educators’ use of concepts were important to the direction of the PSTs’ learning processes. An understanding of the role of inquiry, and of how individuals’ prior experience take part in learning processes, are argued to be important in PETE teaching.
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TY  - CHAP
T1  - Pedagogical narrative: Working with technology as student teachers
T2  - Pedagogical Cases: Digital Technologies in Youth Physical Activity, Physical Education & Sport
A1  - Barker, Dean
A1  - Barker-Ruchti, Natalie
A1  - Carlén, U.
A1  - Maivorsdotter, N.
A1  - Nielsen, J.
A1  - Wahlström, M.
PY  - 2016
LA  - eng
PB  - London : Routledge
KW  - technology
KW  - physical education teacher education
KW  - applied information technology
KW  - dewey
KW  - foucault
AB  - The objective of this chapter is to provide an illustration of how digital technologies are being experienced/utilised/problematised by physical educators. This chapter introduces two Physical Education Teacher Education (PETE) students working at the University of Gothenburg and focuses on course work conducted by those students within their program. The students received an assignment to choose a particular digital technology, develop their own competence with that technology, and then demonstrate to peers how the technology can be used to facilitate learning related to the Swedish physical education curriculum for upper secondary school. A narrative of their experiences and reflections, developed through written reflections as well as informal conversations with the lead author, is presented in the first section. Three theoretical accounts of the practitioners’ narrative are then put forward. A Deweyan perspective draws attention to the ways that students and their situations are continually transformed in transaction and how digital technologies become implicated in this process. A Foucaultian perspective focuses on the regulating and controlling aspects of technology and highlights the need for care when using digital technologies. An applied Information Technology perspective highlights the ways in which digital technologies may become part of the social practices of physical education. After introducing these perspectives, a broader pedagogical account is offered in which connections between the three perspectives and current physical education scholarship is made. These connections concern: (1) meaning making; (2) student agency and possibilities for student decision making; (3) the effects of technology on lesson content; and (4) students’ digital competence. The chapter is concluded with reflections from the two PETE students.
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TY  - CONF
T1  - Student Teachers’ Visions of Good Mathematics Teaching and its (dis)connection to Practice
T2  - ICT in mathematics education: the future and the realities<em> </em>
A1  - Helenius, Ola
A1  - Palmér, Hanna
PY  - 2017
LA  - eng
PB  - : Svensk förening för MatematikDidaktisk Forskning - SMDF
KW  - mathematical education
KW  - matematikdidaktik
AB  - In this paper, three Swedish studies focusing on student teachers in transition from university to teacher practice are analyzed with respect to similarities and differences in how the teacher students describe the mathematics teaching they want to do as well as how they relate to teaching they already see carried out. Despite the different theoretical and methodological orientations in the examined studies, we find commonalities. One commonality is how the student teachers align with reform ideas when they talk about preferred mathematics teaching. Another commonality is how teaching observed in school based teacher education is typically described in negative terms since it does not conform to these reform ideas. We discuss this divide as a potentially negative effect of trying to use teacher education as a reform instrument.
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TY  - CONF
T1  - The challenges facing the Swedish Preschool Today
T2  - OMEP XXVI World Congress
A1  - Sheridan, Sonja
PY  - 2010
LA  - eng
AB  - This session will give an introduction to challenges within Early Childhood Education in Sweden, with special focus on the  preschool. There will be a description of the status of preschool in society and in education at large. Political decisions and  efforts from professional made during the last 40 years have given the Swedish preschool a very good international  reputation. However, research shows variation in quality between different preschools, variations that have to be  addressed. There are also new challenges to be met, a new school act, a revised national curriculum and a new teacher  education progamme.
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TY  - CONF
T1  - Pedagogical content knowledge and music teaching: a cross cultural inquiry
T2  - Proceedings : International Society for Music Education 30th World Conference on Music Education, 15-20 July, 2012, Thessaloniki, Greece
A1  - Mateiro, Teresa
A1  - Westvall, Maria
PY  - 2012
SP  - 173
EP  - 173
LA  - eng
PB  - Nedlands, Western Australia : International Society for Music Education (ISME)
KW  - classroom
KW  - music education
KW  - student music teachers
KW  - musikvetenskap med musikpedagogisk inriktning
KW  - musicology esp. musical education
AB  - The knowledge base for teaching comprises the types of knowledge needed to teach. Shulman (1986, 1987) describes three types of professional knowledge: content knowledge, pedagogical content knowledge and curriculum knowledge. Of these, Pedagogical Content Knowledge (PCK) distinguishes the teaching profession from other professions and for this reason PCK is an important topic in educational research. Music education research has investigated conceptions and applications of the professional knowledge of music teachers in primary and secondary classrooms and in teacher education programs (Russell 2000; Ballantyne & Packer 2004; Ballantyne 2006; Jorquera Jaramillo 2008; Campbell & Burdell 1996; Mateiro 2009). The present study explored the perceptions of student music teachers from three countries with regard to the applied PCK of a specialist music teacher. The overarching objective was to (a) discover and interpret which components of PCK student music teachers recognize and identify; and (b) discover whether there is a general understanding of PCK regardless of  linguistic, cultural and educational contexts. 82 Brazilian, Canadian and Swedish students took part in the study. All were registered in programs leading to a music education degree in their respective countries. The students watched an uninterrupted 30-minute video of a complete music lesson in a Canadian grade one class and wrote their observations freely during the viewing. They were asked to do this in a descriptive and reflective way and were advised that the purpose of the exercise was not to evaluate the teacher’s work, but rather to provide an opportunity to observe a professional teacher giving a lesson in an authentic classroom. The same procedures were applied in all three teaching contexts. Participants' written observations were interpreted in terms of the components of PCK: teaching approach, students' participation and the assessment of students' musical abilities. The findings revealed commonalities in the responses of the pre-service student music teachers’ perceptions about PCK in terms of their ability to identify and interpret aspects of PCK in a music classroom regardless of country of origin. It led us to conceptualize PCK as a general understanding in educational systems influenced by western ideas. An unanticipated finding was that the participants explained the teacher’s professional competence solely by her teaching experience and not, for instance, by her own music education background. The findings leads us to pursue a line of research that would explore student teachers' understanding of the relevance of their music teacher education content to teaching as professional practice.
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TY  - CONF
T1  - Implementation of a new assessment system – consequences for teaching and learning of music in Swedish schools year 5-7
A1  - Ferm, Cecilia
A1  - Zandén, Olle
PY  - 2013
LA  - eng
KW  - musikpedagogik
KW  - music education
AB  - Over the last years several reforms have influenced the educational system in Sweden. A new curriculum for the compulsory school has offered teachers and pupils a totally new system for assessment. A new credit scale is constructed and all pupils will be graded already in the 6th grade, which means that new teacher groups will have to grade their pupils’ performances. The curriculum describes criteria in three qualitative levels for each subject by defining aspects of a holistic knowing and describing three levels of competence within each of these aspects. Clarity and transparency have been steering concepts in the formulation process in order to offer parents and pupils a better possibility to understand and influence education and assessment in schools. At the same time teachers are expected to make holistic assessments of the pupils’ acquired knowledge. In a subject as music, teachers’ subject knowledge and conceptions of quality can transcend what is currently possible for them to verbalize. In several other subjects written and spoken language constitute the primary media of communication. Musical knowledge though, can be expressed and experienced in sounding forms, a mode of expression which is not easily transduced into writing or speaking. Hence, high demands for verbal clarity in aims and assessment may result in essential parts of music being excluded from teaching and learning, based on a view that these aspects are too complicated to assess equally, or impossible to communicate verbally in a clear way. There is a risk that the new demands on clarity and transparency may reduce the subject to comprise only those aspects that can be easily measured and talked about. The current study aims to systematically and critically investigate in which ways the Swedish curriculum with its new assessment- and grading regime influences music teachers’ practice and their students’ musical learning in grade 5 to 7. Earlier research has generally stated that educational reforms take time to implement, but recent reforms in England and USA give evidence that teaching methods and content can change rapidly, given a strong external pressure, for example through economic incentives, inspections, school choice and public display of schools’ and pupils’ performances. Music education could become an easy prey for such pressures, given that music teachers lack a tradition to accompany music with words and that musical assessment criteria often are perceived as subjective, as compared to objective measurables. The demand for clear and explicit criteria offers challenges, since differences between credit levels are expressed as assessable qualities and not measurable quantities. A forced verbalisation of these quality aspects may get consequences for music teachers’ evolving understanding of knowledge aspects, as well as for their experience of and qualitative evaluation of students’ musical achievements and expressions. The first phase of the study includes interviews with music teachers teaching in year 5-7 about changes in their teaching practices as well as their perceptions of the new demands in Lgr11. The second phase will be a survey, aiming to map the implementation scenario among Swedish music teach in the same years. The third and final part gets its inspiration from Engeström’s activity theory where structural and intentional contradictions are expected to have a key function for learning and development. In this phase the teachers’ as well as the students’ perspectives are focused through participant observation, interviews, and collegial conversations. The teachers define the problems found in practice, which are discussed among colleagues who together create strategies for further development. A model for general development work will be constructed through the project. By limiting the investigation to teachers who teach music in year 5-7 the study can claim to generate new knowledge concerning a group of teachers that have been neglected earlier. In the presentation at the conference we will present the study as a whole and also communicate some preliminary results from the first phase interview study.
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T1  - Language Practices in Multilingual English Classrooms: Student Attitudes to Monolingual, Bilingual and Multilingual Practices
T2  - Exploring Ethnography, Language and Communication 8
A1  - Källkvist, Marie
A1  - Gyllstad, Henrik
A1  - Sundqvist, Pia
PY  - 2020
LA  - eng
PB  - : University of Oslo
KW  - engelska med didaktisk inriktning
KW  - english education
AB  - A pressing issue in education is when to use students’ multilingual repertoires to enhance learning and promote equity (Cummins 2017). Research through the lens of translanguaging (García, 2009) reveals cognitive and social benefits associated with multilingual practices (e.g. García & Kleyn, 2016). There is little research in secondary-school contexts, however, and none in mainstream English-as-an-additional-language (EAL) classrooms in Sweden. International research in secondary schools also suggests beneficial effects of ‘target-language-mainly’ practices (Corcoll López & González-Davies, 2016; Lee & Macaro, 2013) in combination with multilingual strategies, although this research involves cases where students and teachers shared the same L1. The present study breaks new ground by researching a language-diverse, secondary-school EAL classroom, using mixed research methods to understand the multi-causality nature of classrooms (Baker & Wright, 2017). We combined linguistic ethnography (Copland & Creese, 2015) with a pseudo-experimental intervention in an urban, multilingual secondary school. The intervention entailed three different language-practice conditions: monolingual (English only), bilingual (English and Swedish) and multilingual (English and all students’ home languages). Participants were the teacher, her students (N=27, aged 14-15, 11 different home languages) and two researchers. Data include participant observation, audio and video-recorded lessons, photography, classroom learning materials, questionnaires and interviews. In analysis, we applied concepts rooted in multilingualism research: ‘language dominance’, ‘age of onset’, ‘home language’, ‘majority language’ and ‘school language’ (Baker & Wright 2017) and the Nexus Analysis (Scollon & Scollon, 2004) concepts of ‘historical body’, ‘discourses in place’ and ‘interaction order’. Most students expressed positive attitudes toward English-mainly multimodal practices involving the judicious use of Swedish for explaining vocabulary, grammar, knowledge requirements and grading criteria. Some students welcomed opportunities to use their home language in addition to Swedish. Results are explained by students’ need for bilingual English-Swedish language practices to support their developing academic literacy in both these languages at school.
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TY  - CONF
T1  - PETE students’ experiences of assessment of movement: A Shulmanian perspective
A1  - Backman, Erik
A1  - Nyberg, Gunn
A1  - Larsson, Håkan
PY  - 2017
LA  - eng
KW  - physical education teacher education
KW  - assessment
KW  - content knowledge
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
KW  - utbildning och lärande
AB  - The general knowledge base of Health and Physical Education Teacher Education (HPETE) is growing stronger. As a part of that knowledge base there is an ongoing discussion of the meaning of HPETE students’ movement capabilities. Lee Shulman’s framework of Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) have been used by scholars to examine how students’ ability to move and their ability to teach are valued in HPETE. However, the students’ own voices about these issues have rarely been acknowledged. The aim with this paper is therefore to examine how HPETE students at one university in Sweden experience how movement knowledge in certain movement activities are valued in the assessment. Semi-structured interviews with two groups (3-4 students in each) with a total of seven students was performed at three different occasions focusing specifically on how aquatics, dance and skating was taught and assessed within the first semester of HPETE. Preliminary results of our first analysis of the students’ expressions of their education in aquatics show that the students experience qualitative dimension in the assessment of their performances in aquatics as well as a quantitative measurement. They also expressed a lack of teacher-led occasions for learning in and about aquatics before they assessed. Students were also uncertain of how their own practical performance was acknowledged in the assessment of aquatics in relation to their ability to observe and give feedback on their peers’ performance. The results will be analysed and discussed using Lee Shulman’s framework of CK and PCK. By extension, these results might contribute to the discussion of what forms of knowledge to prioritise in HPETE, and thereby also help develop HPE on a school level.
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TY  - CONF
T1  - Creative Dance, Merely Directionless Movements or a Source for Learning?
A1  - Engdahl, Christopher
A1  - Frisk, Anders
PY  - 2025
LA  - eng
KW  - creative dance
KW  - physical education teacher education
KW  - movement knowledge
KW  - sport didactics
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - Creative, expressive dance allows participants to explore movements to express ideas, thoughts and feelings and develop movement capabilities. Physical education teacher education (PETE) students often have limited experience of this dance form and may find that there is nothing to practice and learn and that creative dance is just directionless movements. In physical education (PE), if dance is included in the curriculum, it is mainly through social dancing, aerobic or other training forms to music. A very teacher-centered teaching with pre-determined movements and pre-defined meanings. Creative or expressive dance may give students the possibility to move beyond pre-given movements and explore their movements. This means that the PETE students need guidance in this dance form to understand its value and to feel confident to use creative dance in their future profession.This practical workshop is based on a Swedish study conducted in the context of teaching Movement and Dance in PETE and a continuing professional development (CPD) course for physical education teachers focusing on practicing movements in creative dance. The purpose of the article was to explore the knowledge in movement that PETE students were practising as they participated in creative dance and also to shed light on what pedagogical practice contributed to enabling such practising. We see the purpose of this workshop as a proposal for how the learning objects in creative dance can be clarified and formulated. In the workshop, we will present some of the tasks and exercises described in the article and use bodily experience as a starting point for reflection and discussion.The aim is to guide the participants through some dance exercises to explore movement capabilities, work with tools for composition and choreography. Also, to initiate reflections and discussions about our own experience and the main objective of what we offer students to learn when using creative dance in the PETE and PE.
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T1  - The Genealogical Ghost: An Attempt to Enlarge the Understanding of the Drifting Social Recruitment Pattern of the Swedish Upper Secondary Schoolteacher Students
A1  - Persson, Magnus
PY  - 2011
LA  - eng
KW  - sociologi med utbildningsvetenskaplig inriktning
KW  - sociology education
AB  - Research topicThe traditional explanations to the decreasing number of applicants to the teacher training programme has to do with decreasing status and stagnated wages. This is complemented with explanations linked to the expanded number of alternative and more attractive educational options. The effect becomes a shifting social recruitment pattern. The traditional applicants to upper secondary schoolteacher programme, that this paper focuses on, origin from academic and economic (upper) middleclass and are slowly abandoning the programme. In the same time the share of students from lower middleclass and working-class are increasing. These drifts create a social heterogenic group of students at the programme. In this paper an attempt to enlarge the understanding of the limitations of the widened recruitment is being made in relation to a social position that are on the relative move downward. This is being made with two genealogical perspectives as starting points: first the educational and vocational genealogy of upper secondary schoolteachers and second from an analysis of the social background (an individual genealogy) of the students. The use of divided habitus and vocational habitus is in the centre of the theoretically framework of the paper. MethodologyFrom conducted biographically influenced semi-structured interviews with upper secondary schoolteacher students it is possible to identify the educational and vocational motives and conceptions, a relevant starting point in the attempts to understand how the students manage their academic training. The vocational and educational genealogy is carved out from a broad selection of stories collected from the history of grammar school and upper secondary school.        ConclusionUsing a genealogical approach, this paper will illustrate and explain the limitations of the social heterogeneity. The distance between the individual and the vocational habitus is a crucial explanatory factor when understanding the individual success or failure at the programme. Both the vocational and individual genealogy is haunting the students like a ghost in the struggle for educational success and can therefore enlarge the understanding of drifting social recruitment to a higher education sector and a vocation under social transformation. 
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T1  - Memories of play through drawings: A retrospective study with Preschool Teacher students
A1  - Lundell, Erika
A1  - Hultberg Ingridz, Kristine
PY  - 2026
LA  - eng
KW  - play
KW  - preschool teacher students
KW  - memories
KW  - retrospective design
KW  - drawings
AB  - This paper presents results from a pilot study regarding memories of play.  By shifting our gaze from children's play to adults, specifically students studying to become preschool teachers, this study aims to explore the relation between adults' personal experiences of play and their future pedagogical practices as preschool teachers.  Given the perspective that education encompasses interactions among individuals (cf. Todd, 2023), it is particularly noteworthy that previous research indicates that play in preschool education frequently involves interactions between children while adults observe or participate in the background. It is therefore relevant to shift the gaze from childrens play to adults/preeschool teachers to gain a deeper understanding of what forms adults' views of play.  To access the meanings of play and the significance of play for the informants, we have used Levinas' concept of The Said and The Saying, where The Said can be seen as previous assumptions about play and the meanings of play in childhood and preschool (Levinas, 1981). By allowing the informants to draw memories and talk about play in the form of memories, we open up for new meanings that can be seen as The Saying and something that “overflows every idea of play”(cf. Johannesen, 2013) - this is to avoid locking ourselves into fixed meanings of play and the significance of play in the role of (future) preschool teachers.   The project is based on group interviews with preschool teacher students about their memories of play and examines their views on play in relation to their future profession. This serves as an important starting point for further analysis of how adults and children engage in play together. The project utilises a retrospective design to explore their memories of play, using drawings to support the interviews (Sandberg, 2001).   Expected results revolve around preschool teacher student’s memories of play and how they are presented through a combination of drawings and interviews.  This allows us to gain new perspectives on the conditions for play in preschool.  By focusing on adults' memories of play, this study can generate insights about the connection between personal experiences of play and future pedagogical practices.  Additionally, we can investigate new and diverse perspectives on the role of play in preschool. Preschool education in Sweden is founded on development, play, learning, and care (EDUCARE). In the long run, the project’s results can promote democratic and inclusive practices in preschool, ultimately positioning educators and children as co-creators of a hopeful and sustainable future through education. References Levinas, E. (1981/2008). Otherwise than being or beyond essence. Pittsburgh, Pennsylvania: Duquesne University Press. Johannesen, N. (2013). Overflowing Every Idea of Age, Very Young Children as Educators. Studies in Philosophy and Education 32 (3):285-296.  Sandberg, A. (2001). Play Memories from Childhood to Adulthood. Early Child Development and Care, 167(1), pp.13–25. https://doi.org/10.1080/0300443011670102 Todd, S. (2023): The touch of the present. State University of New York Press: New York 
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T1  - Defining student diversity: categorizing and processes of marginalization in the Swedish school.
T2  - 102nd ASA annual meeting, New York. August 11-14, 2007.
A1  - Hjörne, Eva
A1  - Säljö, Roger
PY  - 2007
LA  - eng
KW  - sociology of education
KW  - pupil welfare conference
KW  - adhd
KW  - identity
AB  - An interesting issue in the history of schooling is how diversity between students has been, and still is, represented. What are the categories that are used in the educational system to account for learning difficulties and low school achievement? And what are the consequences – for schools, for the children, and even for society – of the adoption of various kinds of explanatory categories. This presentation reports an analysis of how diversity is understood, defined and attended to in the Swedish school at present. To elucidate this complex problem, we will report a case-study of categorizing practices and their consequences that concern the uses of so-called neuropsychiatric diagnoses, notably AD/HD. We will argue that such categories play a very important role in a) mediating between the interests of collectives and individuals in schools (and in society in general), and b) in the formation of identities of children in and out of school.  In the present study, an analysis of the interaction between the parents of a boy (5.5 years old) and various representatives of the institution (school psychologist, principal, teacher, preschool teacher) is reported. We have followed so-called pupil welfare conferences, where the problems of this boy have been discussed between the professionals and with the parents (mostly the mother) during two school years. The meetings have been audio-recorded and transcribed.  It is shown that the parents and the professionals in school have different explanations of the boy’s difficulties in school. The parents, while not denying that their son causes problems at school, argue that the boy will mature and that the problems will disappear. Among the arguments they make, they claim that they both had problems of the kind ascribed to their son when they were young, and these problems disappeared with age. The parents thus refuse to have their son subjected to a psychological examination. The representatives of the school, however, try to convince the parents that a neuropsychiatric examination of the boy will be beneficial for everyone. The rhetoric of the institutional representatives during this long period include arguments that it will be easier for the school to handle the problems if they know that the boy ‘has’ AD/HD, and they also claim that it will be easier for the parents to relate to their own son when they know what his problems are. In this manner one tries to create an alliance with the parents that a psychological examination ending up in a diagnosis is beneficial to everyone: the teachers, the school, the parents and the boy. The results also show that the IEP for the boy hardly changed at all during the two years of negotiation about the problem. It is also noted that the boy himself has no say in the process when his school problems are discussed. When finally produced, the diagnosis resulted in a placement in a special class, which per se normalises the relationship between the parents and the school. There are no more complaints from the school. Thus, the two year long process of negotiation can be understood as a social and rhetorical drama, where the category AD/HD is the resolution to a complex institutional problem in the modern welfare state.
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T1  - Methodological Issues for Studying Discursive Elements of ‘Othering’ and ‘Belonging’ in Relation to Religion and Worldviews in Swedish Preschool Teacher Education
A1  - Raivio, Magdalena
A1  - Skaremyr, Ellinor
A1  - Kuusisto, Arniika
PY  - 2024
LA  - eng
KW  - methodology
KW  - othering
KW  - belonging
KW  - religion
KW  - religious studies and theology
AB  - Social and cultural inclusion and a sense of ‘belonging’ (Yuval-Davis, 2011) are vital aspects of creating social sustainability in educational settings on all levels, including creating ‘caring communities’ (Raivio et al, 2022) where education is inclusive and just also with regard to religions and worldviews. Here we wish to present and discuss the ongoing project “The Place of Religion and Worldviews in Swedish Preschool Teacher Education (PTE)”, and its possible methodological pitfalls and possibilities. The overarching objective of the project is to enhance intercultural awareness and competence in Swedish PTEs, with the means for developing Religion and Worldview (R&W) literacy (Shaw, 2020) in both teachers and students. The research problem is what norms regarding religion and worldviews are produced in Swedish PTE – and how these can be understood to matter in the discursive construction of a socially sustainable PTE, a preschool teacher-student, and preschool teacher professionalism. This will be answered by analyzing course plans and teaching documents, as well as data from interviewing teacher educators and essays from students. A combination of CDA (Fairclough, 2001; Wodak & Mayer, 2021) and content analysis will be used, more specifically what Raivio (2014) describes as intersectional subject-oriented narratological and semiotic analysis, and a theoretical tool based on critical pedagogy, black feminist and postcolonial theory (hooks, 2003; Spivak, [1987] 2006; Yuval-Davis, 2006; powell, 2012) and feminist ethics of care (Langford & White, 2019; Noddings, 2013) will be used for analyzing and discussing discursive elements of ‘othering’ and ‘belonging’.
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T1  - Criticality Through Critical (Self- )Reflection in Student Teachers’ Placement in English Language Teacher Education
A1  - Cananau, Iulian
A1  - Johansson, Evelina
PY  - 2025
LA  - eng
AB  - Critical reflection and self-reflection are two interrelated abilities universally perceived as fundamental for teachers’ professional practice. In European policy documents, these are also linked to the goal of building and consolidating education for democracy (Lenz et al., 2021, p. 9). Moreover, in the Swedish Higher Education Ordinance, they are mentioned in the second competence-and-skills outcome for the degree of Master of Arts/Science in Secondary/Upper Secondary Education, where they are specifically tied to theory and teaching practice (SFS 1993:100). This makes critical reflection and self-reflection especially relevant for the teaching placement, the part of teacher education (TE) in which practice is trained, and knowledge of the subject and educational theory is applied. In this paper, we introduce a research project whose primary aim is to investigate the conceptions and practice of critical reflection and self-reflection in the placement of pre-service teachers of English in upper secondaryschools in Sweden. Our approach relies on theoretical research on critical thinking (CT) in education, where critical reflection and self-reflection, often considered together, are identified as key aspects of criticality, a model of CT that adds ethical, civic, and ontological dimensions to more familiar approaches to critical thinking as cognitive and argumentation skills supported by a set of dispositions (Cananau et al., 2025; Davies, 2015; Dunne, 2015; Johansson, 2023). The educational ideal of this model is not “just” critical thinkers, but critical persons capable of critically engaging with the world and themselves, as well as with knowledge. Cultivating openness to multiple interpretations, critical reflection over one’s own assumptions in the face of such multiplicity, and critical action in the world in the form of responsible citizenship, criticality is directly concerned with building a sustainable education for democratic culture. An equally important aim of our project is therefore to promote critical (self-)reflection (CSR) as an aspect of criticality. Our concept is derived from the foundational works of the criticality movement. For example, Burbules and Berk (1999) consider the ability to reflect on one’s own views and assumptions as a type of critical reflection that is enabled through conversations with others (p. 61). In Barnett's (1997) criticality model, CSR is a form of critical being, alongside critical reason and critical action, each of them corresponding to the domain of the self, knowledge, and the world, respectively (p. 7). References Barnett, R. (1997). Higher education: A critical business. Open University Press. Burbules, N. C., & Berk, R. (1999). Critical thinking and critical pedagogy: Relations, differences, and limits. In T.S. Popkewitz & L. Fendler (Eds.), Critical theories in education. Changing terrains of knowledge and politics (pp. 45–65). Routledge. National Forum for English Studies 2025, Lund 9-11 April 40 Cananau, I, Edling S., & Haglund B. (2025). Critical thinking in preparation for student teachers’ professional practice: A case study of critical thinking conceptions in policy documents framing teaching placement at a Swedish university, Teaching and Teacher Education, 153. https://doi.org/10.1016/j.tate.2024.104816. Davies, M. (2015). A model of critical thinking in higher education. In M.B. Paulsen (Ed.) Higher education: Handbook of theory and research (pp. 41–92). Springer. https://doi.org/10.1007/978-3-319-12835-1_2. Dunne, G. (2015). Beyond critical thinking to critical being: Criticality in higher education and life. International Journal of Educational Research, 71, 86-99. https://doi.org/10.1016/j.ijer.2015.03.003. Johansson, E. (2023). Towards critical thinking skills in higher education – the case of English courses at Swedish universities [Doctoral dissertation, University of Gothenburg]. https://gupea.ub.gu.se/handle/2077/76767. Lenz, C., Gebauer, B., Hladschik, P., Rus, C. & Valianatos, A. (2021). Reference framework of competences for democratic culture. Teacher reflection tool. Self-reflection – A journey towards a democratic teacher ethos and a democratic culture in schools. Council of Europe. SFS 1993:100. Högskoleförordning. Retrieved December 20, 2024, from https://www.riksdagen.se/sv/dokument-och-lagar/dokument/svensk- forfattningssamling/hogskoleforordning-1993100_sfs-1993-100/
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T1  - English-Swedish Translanguaging in Multilingual Secondary English Classrooms: A Study of Students' Attitudes
T2  - The third Swedish Translanguaging Conference
A1  - Källkvist, Marie
A1  - Gyllstad, Henrik
A1  - Sandlund, Erica
A1  - Sundqvist, Pia
PY  - 2019
SP  - 48
EP  - 49
LA  - eng
PB  - Växjö : Linnaeus University
KW  - engelska med didaktisk inriktning
AB  - A pressing issue in multilingual education is when to draw on students’ entire multilingual repertoires to enhance learning and promote equity (Cummins 2017; Kramsch 2009). Classroom research on the learning of L2 English supports multilingual/translanguaging practices (Lee & Macaro 2013; Zhang 2018), but much of this research involves students who had acquired the same L1 prior to having classroom exposure to English (L2). This study breaks new ground by focusing on multilingual students with different L1s: They are either simultaneous bilinguals of Swedish (the majority language) and a minority language (such as Somali), or L1-speakers of the minority language, learning both Swedish and English in a secondary school in Sweden. We collected triangulated qualitative data in 2018 in two groups of students (age 14-15): ethnographic observation (14 English lessons), student interviews (N=18) and an interview with their teacher. With an analytical framework rooted in bilingualism/multilingualism (Baker & Wright 2017), concepts such as ‘language dominance’, ‘age of onset’, ‘heritage language’, ‘majority language’ and ‘school language’ were applied in qualitative analysis. The classroom observation data revealed that the teacher, being a Swedish-English bilingual, used mainly English when teaching; Swedish was used for metalinguistic explanations, translations of vocabulary, and information pertaining to task requirements and grading criteria. In the interviews, the majority reported that they benefit from their teacher’s English-Swedish translanguaging practices, particularly from task and grading information being verbalized in both English and Swedish. Students with lower proficiency in English expressed a greater need for Swedish. Students dominant in their heritage language expressed a need to draw on the heritage language, mainly when doing their homework rather than in the classroom. An important implication is that the students placed value in receiving information about task requirements and grading criteria in both the target language (English) and in the school language (Swedish).
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T1  - Movement in Motion: The Subject of Gymnastics in the Physical Education Teacher Training Programme at the Royal Central Institute of Gymnastics/Stockholm College of Physical Education and Sports during the Years 1944 to 1992
T2  - What´s going on in the Gym?
A1  - Lundvall, Suzanne
A1  - Meckbach, Jane
PY  - 2004
SP  - 264
EP  - 273
LA  - eng
PB  - : University of Southern Denmark
KW  - pe teacher-training programme
KW  - gymnastics
KW  - gymnastics discourses
KW  - floor exercise
KW  - body movement
KW  - gender
KW  - sports
AB  - Background This presentation focus on how different movement traditions in relation to the view of the body and the body movement culture have been kept, and in some cases, changed over time. Gymnastics has been a compulsory subject for almost 200 years in the Swedish schools. During the same time and even before that, gymnastics has existed as a subject at the Stockholm University College of PE and Sports (GCI/GIH/IH).  – How has gymnastics as a subject at the Institute been formed and transformed over the years? What has influenced gymnastics and the teacher training programme, and what has happened to the figuration of movement traditions?  ObjectiveThe aim of the study has been to follow and describe the subject gymnastics and its development at the PE teacher-training programme at GCI/GIH over the studied time period from 1944-1992. Special attention has been placed on the movement part without apparatus (the floor exercise) for male and female students. Methods The thesis consists of two separate empirical studies, with a shared interview study of 12 former teacher educators placed in both studies. The method of “triangulating” is used to be able to follow the changes of the subject’s content, figuration and representation. The methods used, besides the above-mentioned interview, are document analyses and visual analyses. The focus in this presentation will be on the study dealing with the possibilities of visual analysis to investigate how movements have been embodied, expressed and represented in relation to the view of the body and existing body movement culture. The film material used comes from the Institutes yearly events and the representation of the movements is interpreted by a semiotic discourse analyses. Results From the 40s to the 70s there existed two separate gymnastics discourses, one male and one female, expressed in the movement content and in the figuration of movements. The male discourse was maintained almost intact, without any changes. Instead, the female was continually changed and developed over the actual period of time, strongly influenced by rhythmic and dance. When coeducation was implemented in the late 70s a new body movement culture was developed – a unisex. Between 1949 and 1970 in the film material, the masculine discourse was represented by the body image of a systematically trained and disciplined body, doing corrective gymnastics exercises, according to an instrumental way of looking at physical training. The smooth, healthy looking young body image of a woman, doing rhythmical aesthetical gymnastics, according to existing values, characterized the feminine discourse. There seems to have been an aesthetics fostering rationality that ruled the female gymnastics. In 1985 the representation of the body image changed, and focus on the performance of the movements disappeared. The objectives of the subject have changed from the corrective and/or aesthetical form of gymnastics to a gymnastic discourse where the attention of simplifying of movements and the social climate in the group are central. Conclusions Finally, the over all findings show that three factors have influenced the changes and development of the subject and the teacher-training programme. First, changes in society in terms of equality, gender roles and a changed role of the PE teacher. Secondly, the impact of the sport discourse outweighed the status of the gymnastics discourse and its legitimacy. The cultivating values, in terms of the aesthetical schooling for the female students, disappeared. Thirdly, the Academy urged (from 1977) for research related instructions in the teacher training programme, which affected both time allowances to gymnastics and sport and the relation between theoretical and practical courses. Questions that need to be discussed further are: What rationalities lie behind today’s education of PE teachers? What kind of body movement culture has legitimacy and how is this expressed? And is visual analysis a fruitful way of investigating the representation of a body movement culture?  
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T1  - Planning for assessment or teaching?: Studying lesson plans made by teacher students for pupils in upper secondary school
A1  - Nordmark, Marie
PY  - 2019
LA  - eng
KW  - utbildning och lärande
KW  - education and learning
AB  - Research aimTeacher students are important to study as they represent the next generation of teachers. This study investigates lesson plans made by vocational teacher students. More specifically, lesson plans on the use of digital tools in the classroom. Emphasis is on digitalization and the teacher students are instructed to use the new Swedish guidelines (Skolverket, 2017). Lesson plans strongly linked to reading and writing are investigated to create knowledge about how the conditions for teaching and learning are represented.Theoretical frameworkThe theoretical framework of the study is based on social semiotic multimodal legitimation analysis (van Leeuwen, 2007).Methodological designData consist of 25 lesson plans, together 228 pages, in addition to interviews made with teacher students. In the task, students plan for digitization as a living element, and are given freedom to decide content as well as design. Students get two advice: to get acquainted with assessment criteriaand to study the document “Planning and implementation of teaching” from Swedish National Agency of Education.Expected findingsPreliminary findings show teacher students are faced with a wide range of digital resources of different modalities and media. Plans are made about assessing pupils' multimodal texts. Teacher students’ digital elements are oriented towards the use of resources. It is not prominent how digital resources can contribute to development in knowledge seeking, information processing or learning.Tasks designed for pupils consist of writing shorter documentation, filling in matrices, and making evaluations. Lesson plans for classroom teaching appear to be in a strong discourse in favor of assessment and less about strengthening students' skills and competence through teaching.Relevance to Nordic education researchThe study addresses questions about of the dominant position of the assessment. Assessment is in the foreground, whereas teaching remains in the background. These are important issues because of the strong ongoing discourse of assessment in Sweden.ReferencesBezemer, J. & Kress, G. (2016). Multimodality, learning and communication: a social semioticframe. London: Routledge.Jewitt, C. & Kress, G, Ed. (2003/2008). Multimodal literacy. New York: Lang.Skolverket (2016). IT-användning och IT-kompetens i skolan. Stockholm: Skolverket.Skolverket (2017). Få syn på digitaliseringen. Ett kommentarmaterial för gymnasieskolan,gymnasiesärskolan samt komvux och särvux på gymnasial nivå. Stockholm: Skolverket.Van Leeuwen, T. (2007). Legitimation in discourse and communication. Discourse & Communication, 1(1), p. 91-112.
ER  - 

TY  - CONF
T1  - Reshaping the practice architecture from within: Insights of principals in Swedish schools for pupils with learning and severe learning disorders during studies within the national principal educational programme
A1  - Portfelt, Ingela
PY  - 2023
LA  - eng
KW  - principals´leading
KW  - special education
KW  - theory of practice architecture
KW  - school improvement
KW  - rektors ledarskap
KW  - särskola
KW  - teori om praktikarkitekturer
KW  - skolutveckling
AB  - This paper reports on a study conducted within the Swedish national principal education programme at Karlstad university during 2021-2022, in collaboration between participating principals practicing within Swedish school for pupils with learning and severe learning disorders and a researcher. During the second and third year of the programme, principals have the assignment to examine some practices within their schools and formulate a strategy to reshape and improve practices. The assignment was particular challenging for the principals practicing within Swedish school for pupils with learning and severe learning disorders as the school form and its practices is research neglected. As a response, a research collaboration was set up between the principals and a researcher within the educational programme.An action research approach was used in which principals were supervised to together problematize practice and formulate a common focus for examination and improvement. Moreover, they discussed how to systematically examine practice of focus, agreed to conduct interviews and constructed a common interview guide. Quality in interview method and analysis were discussed along the way. Principals examined their schools individually and wrote individual reports of their findings, reflecting on their own leading practice and how to reshape their leading practice to influence on and improve studied practices. Their written reports were then analysed by the framework of theory of practice architecture to identify principals practice architecture and its enabling and constraining traits on their school improvement efforts. Findings reveal a practice architecture in which enabling and constraining traits seems to be mostly influenced by social-political arrangements influenced by the educational complex, that oversees the unique mission of the school form and its preconditions, and tend to squeeze school for pupils with learning and severe learning disorders into mainstream schools’ templates for systematic quality work. This shapes principal’s interpretation of the schools mission which in turn shape their practice to adjust to these expectations. Principals’ findings and reflections of their practice led to the insights that their own altered relating of the mission of school for pupils with learning and severe learning disorders influence on local school politicians and school leaders’ expectations of their schools, as well as on teacher and paraprofessional practices. By embracing the uniqueness of the school forms ‘mission principals alter their arrangements and influence on a variety of practices within the educational complex which enable school improvement efforts. This means that principal may reshape their practice architecture from within. Findings contributes to the limited knowledge field of Swedish school for pupils with learning and severe learning disorders and its principals leading practice. The paper may also provide idea on how to set up education as well as research studies as collaboration between practitioners and researchers.  
ER  - 

TY  - JOUR
T1  - Existential questions in early childhood education programs in Sweden. Teachers' conceptions and children's experience
T2  - Child Youth Care Forum
A1  - Pramling, Ingrid
A1  - Johansson, Eva
PY  - 1995
VL  - 2
IS  - 24
EP  - 2
LA  - eng
KW  - ece
KW  - existential questions
KW  - children
KW  - preschool
AB  - Swedish guidelines for early childhood education emphasize the importance of children's existential questions. The program encourages preschool to offer children different opportunities to work on questions like what it is to be, to live and die, grow old, about religion, beliefs, traditions, etc. at their level of maturity (Socialstyrelsen, 1987). Our experience in teacher education and early childhood programs is, however, that this is an area in which many teachers have difficulties. In the present empirical study 13 teachers were interviewed to find out what they consider existential questions for their children to be, and what strategies or methods they have for dealing with these questions. Teachers' conceptions about the what and how aspects of existential questions are described in terms of their qualitative differences. Each teacher was then asked to keep a diary of the existential questions children raised during the following month. Differences between the teachers' conceptions, which showed hesitation, and the "spontaneous" approaches and active involvement that emerged in reality, as recorded in their own diaries, are discussed.
ER  - 

TY  - CONF
T1  - Dyslexia and study skills in higher education: learning and teaching
T2  - The Eighteen Annual Conference of the Society for the Scientific Study of Reading,  St Pete Beach, Florida, July 13-16, 2011
A1  - Olofsson, Åke
A1  - Ahl, Astrid
A1  - Taube, Karin
PY  - 2011
LA  - eng
AB  - Purpose: To investigate how dyslexia affects university students' ability to benefit from higher education, to describe the strategies that students with these problems use, and to examine the higher education institutions' support for these students. Method: Structured and semi-structured interviews, self-reports and testing of 36 university students and interviewes with 30 lecturers from 3 Swedish higher education institutions (teacher training and nursing). Results: The students with dyslexia were found to have problems with a number of skills and academic tasks, e.g. note taking and expressing ideas in writing. Many of them described that their difficulties were long-standing and had been experienced already in elementary school, but the nature of their problems often change over time. The students seemed to make use of resources available to them, including additional time for examinations, access to dyslexia tutors and support with information technology. Conclusions: The results suggest that there are significant knowledge gaps in the educational institutions regarding people who have dyslexia, especially for students not identified formally and explicitly in the compulsory school. Such students may have a very different educational background compared to the traditional group with dyslexia and may be in need for a special type of support. It is suggested that knowledge about students with dyslexia is of great importance for the design of higher education in order to cope with new groups of students.
ER  - 

TY  - CONF
T1  - Learning outcomes in use: project-oriented education from a teacher’s perspective
T2  - Proceedings of the Information Systems Education Conference 2009, v 26
A1  - Wedlund, Tommy
A1  - Axelsson, Karin
A1  - Melin, Ulf
PY  - 2009
SP  - 1
EP  - 11
LA  - eng
KW  - informatics
KW  - informatik
AB  - This paper describes how a teacher can apply learning outcomes in a syllabus in projectoriented education. We present these learning outcomes in the context of a project-oriented course and give practical examples of how a teacher can apply the examples by coordinating (1) learning outcomes in the syllabus, (2) learning activities in the course, and (3) processes in a project-oriented course. The examples are applied to processes in a project-oriented course, including the students’ individual learning process, project team process, and project process. Involving students early on, at the start of the course, by presenting the learning outcomes and then continuously working with and referring to them gives the students a learning structure. The course starts with learning outcomes building on team experience and knowledge, i.e., the project team process. After that come learning outcomes for the project process, making the project the carrier of new knowledge for the team, and finally learning outcomes ending in the students’ individual learning process, by which the students can deepen their learning, applying their knowledge in new situations and various learning activities. Project-oriented education was used in an undergraduate course at a Swedish university; experiences from this course are discussed and analysed here.
ER  - 

TY  - CHAP
T1  - The Perceptual Weight of Word Stress, Quantity and Tonal Word Accent in Swedish
T2  - Phonology in Protolanguage and Interlanguage
A1  - Abelin, Åsa
A1  - Thorén, Bosse
PY  - 2017
SP  - 316
EP  - 341
LA  - eng
PB  - : Equinox Publishing
KW  - utbildning och lärande
KW  - education and learning
AB  - When teaching the pronunciation of an additional language, the teacher should know which properties to give high priority and which to give lower priority. The present study aims at ranking the perceptual weight among the three phonemic prosodic contrasts of Swedish, namely word stress, quantity and tonal word accent. In two experiments, native Swedish subjects were presented with several disyllabic sequences; intact words, nonsense words and words that were distorted with respect to the three prosodic contrasts. The distorted words were not members of minimal pairs. In addition to intact words and non-word distractors, subjects heard originally trochaic words pronounced with iambic stress pattern and vice versa, originally /VːC/ words pronounced as /VCː/ and originally accent I words pronounced with accent II and vice versa. Listeners should decide whether the words were real words or not. The result shows that words with changed word accent category were rather easy to identify, words with changed stress pattern harder to identify, and changed quantity category caused most problems.
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TY  - CONF
T1  - Student Teachers Understanding of Democracy and Education
A1  - Liljestrand, Johan
A1  - Edling, Silvia
PY  - 2017
LA  - eng
KW  - innovative learning
KW  - innovativt lärande
AB  - Research topic/Aim: Ever since the end of World War II teachers in Sweden and in other Nordic countries have been assigned a stated mission to anchor and to develop democratic values in school and in society (cf. Dahlstedt & Olson, 2013; Edling, 2012; Ekman & Todosijevic, 2003). Although certain democratic values are explicitly articulated in policy documents for education there are reasons to assume that teacher’s views regarding the meaning of such values differ. In relation to this, it is reasonably to suggest that teacher’s different interpretations of values and democracy will influence teaching and their relations to students (cf. Schön, 1983). Student teachers views of what education for democracy should include could therefore indicate how their teaching will take shape in school (Zyngier et al 2015; Zyngier 2016). The purpose of this contribution is to explore student teachers understandings of democracy and to discuss how the conceptions can enrich the desire to teach about, in, and for democracy at Swedish teacher education(s).Theoretical frameworks:The theoretical framework is based on pragmatic text analysis (Östman 2008) in relation to established theories of democracy and education (Dahl, 2002; Dahlstedt & Olson, 2013; Held, 1987). According to a pragmatic text analysis every text is filled with both certain possibilities for social action as well as an absence for other possible actions. A central aim of the analysis is to clarify varieties of meaning making in the material focusing on educational content.Methodology/research design: The data constitutes of student texts written as an assignment at the end of a course in teacher preparation: “School's democratic mission in the perspective of values” at Gävle University. As part of the examination the students were asked to reflect about their view of democracy in relation to notions of democracy that teachers should foster today.  A collection of 56 course assignments will be analyzed thematically, focusing on the content of answers together with some basic frequencies of student answers.Expected conclusions/Findings:The preliminary findings show that student teachers’ texts represent a great variety of perceptions both between the students as well as in the texts of the individual student. Democracy is depicted in terms such as solidarity with underprivileged groups; learning skills for democratic communication; knowledge about society as the foundation for action and change; the need for teachers clear manifestation of rules, and equity in relation to individual differences.  Such variations are not possible to project only from reading the national syllabus, a document present in their education from their first semester and also discussed in the actual teacher preparation course. Relevance for Nordic Educational Research:The tradition of schools as one of the main mediators of democratic values is deeply anchored in Scandinavian countries. However, research about teachers in general and student teachers in particular regarding their interpretations of this compound mission are still scant.    
ER  - 

TY  - CONF
T1  - Obstacles, Achievements, And Collaboration In Swedish High School Work With Students Consuming Alcohol And Narcotics: Accounts Of Teachers, Nurses, And School Counsellors
T2  - Sociological Knowledges for Alternative Futures, the 15th European Sociological Association Conference
A1  - Yakhlef, Sophia
A1  - Basic, Goran
PY  - 2021
SP  - 2
EP  - 2
LA  - eng
PB  - Barcelona, Spain
KW  - symbolic interactionism
KW  - sociology of emotions
KW  - emotional labour
KW  - emotion work
KW  - emotional demands
KW  - conflict
KW  - emotional hardship
KW  - conflicting demands
KW  - educational environment
KW  - collaboration
KW  - emotional support
KW  - missbruks- och beroendevård
KW  - substance abuse treatment
KW  - social pedagogy
KW  - socialpedagogik
AB  - As shown in previous studies, teachers report that there is a growing need for teacher training regarding alcohol and drug abuse among adolescents, and that many teachers feel uncomfortable with the role of being both teachers and “social workers”. Previous research also indicates that children and youth with good school results and good schooling situations face a lower risk of experiencing social problems as young adults. In this on-going ethnographic study based on observations and field interviews we focus on the experiences of teachers, school nurses, and school counsellors regarding collaborative efforts in cases with young pupils with alcohol and drug abuse. Drawing on an ethnomethodological and symbolic interactionism perspective, we focus on the accounts of school staff who face pupils with these problems. We are mainly interested in 1) the organizational efforts and measures taken to enabling the schooling situation of the pupils, as well as 2) the emotional toll it has on the staff involved. We also focus on collaboration difficulties regarding schools, parents, social workers, as well as other welfare institutions. The preliminary findings suggest that there are various conflicting demands regarding the work tasks and emotional commitment of the school staff; on the one hand to ensure a good educational environment for all pupils, and on the other hand to provide emotional support to the students affected by these problems.
ER  - 

TY  - JOUR
T1  - Curriculum Taking and Curriculum Making? Educational context and financial literacy teaching in Sweden
T2  - Nordidactica
SN  - 2000-9879
A1  - Björklund, Mattias
PY  - 2020
VL  - 2020
SP  - 129
EP  - 152
LA  - eng
PB  - Karlstad : CSD Karlstad
KW  - financial literacy
KW  - pedagogical content knowledge
KW  - experienced teachers
KW  - novice teachers
KW  - social studies
KW  - subject-specific education
KW  - ämnesdidaktik
AB  - The aim of this article is to explore how experienced and novice Swedish social studies teachers form their financial literacy aims since they teach financial literacy without having any formal financial literacy training. This leaves both educational aims as well as teaching practice regarding financial literacy unresolved. Using teacher interviews, this article investigates how experienced and novice teachers use competencies beside content and pedagogical knowledge when planning and executing their financial literacy teaching in social studies. This knowledge is referred to as knowledge of context. Findings suggest that experienced teachers do not consult syllabus in an elaborate manner, instead they adapt their teaching in relation to educational programme, students’ age and life-world. Novice teachers, however, teach according to syllabus and do so consistently regardless of which students they teach.
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TY  - CHAP
T1  - Managing contexts, mastering complexity – School leadership in vocational education and training.
T2  - Facets and Aspects of Research on Vocational Education and Training at Stockholm University
A1  - Rönnström, Niclas
A1  - Pia, Skott
PY  - 2019
SP  - 405
EP  - 435
LA  - eng
PB  - : Premiss förlag
KW  - school leadership
KW  - vocational education and training
KW  - instructional leadership
KW  - organizational complexity
KW  - narrative approach
AB  - A newborn interest in and growing recognition of school leadership and school leaders in education is reflected in a converging global policy climate geared to higher performance and better results in schools. School leaders are no longer chiefly seen as administrators; rather, they are expected to be learning oriented school leaders and to play crucial roles in student achievement, teacher performance, school improvement and in effective school reform. This development has prompted debate on the knowledge base of school leadership, but also tensions with regard to the general expectations of and the concrete contexts for school leadership. In this paper, we examine and analyze the narratives of Swedish principals in vocational education and training as they face the challenges and growing expectations of embracing (instructional) leadership for teaching and learning in their work. We discuss the growing global interest in school leadership for teaching and learning, or instructional leadership, and its growing institutionalization, and we define what we mean by organizational complexity as a fundamental trait of schools and an inescapable condition for school leadership. We suggest that school leadership in vocational education and training often is subject to organizational hyper-complexity, and that effective school leaders in vocational education and training must be able to manage a variety of intermingling tasks and contexts in their schools. School leadership for teaching and learning in vocational education and training can be seen as the art of embracing, using and mastering organizational complexity.
ER  - 

TY  - CONF
T1  - Artificial intelligence in Nordic K-12 education: implications of materials and resources for digital citizenship formation
T2  - Nordic educational research association (NERA) conference 2023
A1  - Örtegren, Alex
A1  - Velander, Johanna
PY  - 2023
LA  - eng
KW  - digital citizenship
KW  - digital competence
KW  - k-12
KW  - pedagogics and educational sciences
AB  - Digital technologies, such as artificial intelligence (AI), increasingly permeate societal contexts, impacting how citizens interact, for example, through datafication and algorithms supported by AI (Hintz et al., 2019). Citizens, therefore, need to develop digital citizenship which includes knowledge and skills to engage critically with AI (Vuorikari et al., 2022). Aspects of digital citizenship are present in Nordic K-12 curricula (Christensen et al., 2021), and while teaching AI in education has broadly drawn attention (Holmes & Tuomi, 2022), it is still unclear what knowledge and skills teachers need to focus on to help young citizens develop their digital citizenship in relation to AI (cf. Markauskaite et al., 2022). In response, numerous frameworks and materials for teaching AI have been developed, which could provide teachers with guidance. In a Nordic context, this paper aims to analyze materials and resources that could influence K-12 teachers’ work of teaching AI as an aspect of the digital competence young people need to develop as part of their digital citizenship. This is done by a close reading of the European Union framework DigComp 2.2 and the Swedish National Agency for Education’s supportive materials available teachers to operationalize the teaching of AI. Using Touretzky et al. (2019) as an analytical node, the paper examines the discursive construction of AI-related knowledge and skills that young citizens need and how teachers can operationalize these through available policy and support materials. The early results highlight tendencies to present AI as a threat to democracy which is why citizens need relevant knowledge and skills. This often reflects instrumentalism rather than a holistic understanding of digital technologies in society or what AI can do. The paper thus highlights the need for teachers to engage with these materials critically. Given the potential implications for citizenship formation, such critical engagement becomes important in a Nordic context, where educators tend to conceptualize digital citizenship in different ways (Örtegren, 2022).ReferencesChristensen, I. R., Biseth, H., & Huang, L. (2021). Developing Digital Citizenship and Civic Engagement Through Social Media Use in Nordic Schools. In H. Biseth, B. Hoskins, & L. Huang (Eds.), Northern Lights on Civic and Citizenship Education: A Cross-national Comparison of Nordic Data from ICCS (pp. 65-92). Springer Nature Switzerland AG.Hintz, A., Dencik, L., & Wahl-Jorgensen, K. (2019). Digital citizenship in a datafied society. Polity Press.Holmes, W., & Tuomi, I. (2022). State of the art and practice in AI in education. European Journal of Education.Markauskaite et al. (2022). Rethinking the entwinement between artificial intelligence and human learning: What capabilities do learners need for a world with AI? Computers and Education: Artificial Intelligence, 3, 1000056.Touretzky, D., Gardner-McCune, C., Martin, F., & Seehorn, D. (2019). Envisioning AI for K-12: What Should Every Child Know about AI?. Proceedings of the AAAI Conference on Artificial Intelligence, 33(01), 9795-9799.Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens with New Examples of Knowledge, Skills, and Attitudes. Publications Office of the European Union.Örtegren, A. (2022). Digital Citizenship and Professional Digital Competence – Swedish Subject Teacher Education in a Postdigital Era. Postdigital Science and Education, 4(2), 467-493.
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TY  - CONF
T1  - Meaning making in Early Years Science Education
A1  - Elm Fristorp, Annika
PY  - 2010
LA  - eng
AB  - Lida sits on the floor together with her three friends and a teacher. She holds a little plastic bowl in her hand and gaze at a bowl with water, which is placed on the floor in the middle of the group. Her friends fill the bowl with different kind of toys. They are laughing and shouting while they throw toys in in the bowl whith wide gestures. When the bowl on the floor is full of toys they start to pick up the toys again. Meanwhile, Linda leans forward and fills the little plastic bowl she holds in her hand with water. She leans back and waits while her friends fill the bowl on the floor with toys again. When the bowl is full with toys she leans forward and pours back the water from the little plastic bowl in the bowl on the floor. The same procedure continues over and over again. This  paper starts with a concrete science learning situation in a Swedish pre-school. The purpose is to discuss how early years science teaching and learning can be understood as a process of meaning making. From a social semiotic perspective focus of interest is on signs and sign making in early years science teaching and learning. The emphasis is on young children and their teacher as sign-makers and their situatde use of modal resources. The discussion is based on authentic examples from an on-going Swedish study. The main object is to describe and analyze the signs young children make in concrete learning situations in science. How do four chlidlren and their teacher use different semiotic resources and how do they invent new ways to combine the resources in science learning as a multimodal meaning making process? The study is based on micro level analysis of the multiplicity of modes of communication that are active in the learning situations. The analysis focuses on a number of modes including: gesture, speech, gaze and movement as well as the teacher and children´s use of artifacts.
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TY  - CONF
T1  - Teaching Mathematics in Swedish Preschool - Didactic Situations
T2  - 24th EECERA Conference : ‘Us, Them &amp; Me: Universal, Targeted or Individuated Early Childhood Programmes’
A1  - Bäckman, Kerstin
PY  - 2014
SP  - 94
LA  - eng
KW  - preschool
KW  - teaching/learning
KW  - play
KW  - didactic contract
AB  - The aim with this paper is to present research about teaching in preschool and the meaning of education in the preschool context within the perspective of quality. More specific the research focus on teaching mathematics and didactical considerations.Teaching mathematics always consists of several components with teacher, children and the mathematical content as three major parts. One of these basic components includes preschool teachers' intentions, choices and actions in which the goal is to create opportunities for children's learning in mathematics. Another component is the children, with their own experiences, intentions and their own choices. A third component is the mathematical content of the teaching situation (Brousseau, 1997). Play is a keyconcept in mathematical activities (Bishop, 1992) and in teaching of a mathematical content (Brousseau, 1997).The research focus is on didactic situations and more specifically the social interaction in teaching so-called didactic contract (Brousseau, 1997). Didactic contract can be understood as the dilemma between the educational goals and the participants’ intentions. A case study illustrates didactic situations in one Swedish preschool.Permissions has been gathered from the parents. The ethical rules for researcher in Sweden have been followed.The findings show the teachers use of play aspects in didactic situations expands the learning opportunities. The didactic contract in teaching give learning opportunities for children. Preschool teachers use of play in didactic situations make the teacher's aware of the mathematical and didactic considerations in relation to context and thereby improve the teaching of mathematical content.
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TY  - CONF
T1  - Physical education teachers as street-level bureaucrats: a way of understanding the profession
A1  - Sebelius, Sofia
PY  - 2024
LA  - eng
AB  - The physical education (PE) teacher profession is a profession with a long tradition, in Sweden it has existed since 1813.During large parts of the professions history in Sweden, it has struggled to increase its status, the subject and the profes-sion have been marginalized compared to other school subjects and other teachers (Sebelius, forthcoming). International-ly, it is seen that the profession and the subject is marginalized. PE teachers are seen as less important than core subjectteachers by colleagues and school management (Richards et at, 2018). In the last 15 years, research on learning andteaching in PE has been done in Scandinavia and Europe. However, this has primarily focused on students health. Whathas not been investigated to the same extent is the health and work situation of PE teachers. However, Swedish research(Sebelius, 2018) has shown that by understanding PE teachers as street-level bureaucrats (SLBs), a wider knowledge abouttheir work situation can be created. The work of a SLB is characterized by the fact that they work with people (clients), havea great deal of discretion, have too few resources and work towards unclear goals. SLBs often experience states of stressstemming from having to navigate extensive workloads and conflicting demands from the policies they implement, theirbosses, themselves, and their clients (Lipsky, 2010). The SLBs can deal with stress in different ways, for example by beingmore empathetic towards their clients and giving more of their personal time, which further increases their stress (Ropes& de Boer, 2022). Looking at the profession, there are certain risks associated with the stress of being a SLB. A Swedishstudy (Sebelius, forthcoming) shows that physical education teachers use different strategies to deal with the conditionsthat characterize their work as SLBs. They feel compelled to organize teaching which to some extent hinders their oppor-tunity for both relevant subject teaching and competence development. This might be a problem both for the PE teachersworking situation, but also for the development of the PE subject and the PE teaching profession, as well as for the statusof the profession. Relevance Increased knowledge of the work situation of the PE teaching profession. Target audiencePETE-researchers, PETE-teachers
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TY  - CONF
T1  - Teacher conceptualisations of transitions within compulsory schooling
T2  - International conference on educational and life transitions
A1  - Ånger, Josefin
PY  - 2025
SP  - 11
EP  - 11
LA  - eng
AB  - Background: There is no single definition of transitions in education, but conceptualisations impact how a phenomenon is understood, where attention is directed and in what way. Hence, understanding teachers’ conceptualisations of transitions increases possibilities to understand their experiences and priorities, as well as laying a common ground for addressing challenges identified both by teachers and in research.Aims: The aim of this paper is to study teacher conceptualisations of transitions between stages equivalent to primary and secondary school, in the context of the Swedish compulsory school.Design: The paper presents one part of a PhD project where discourses on transitions in teacher interviews and policy are analysed through discourse analysis inspired by Bacchi (2009).Methods: This paper is based on four focus group interviews, each consisting of teachers from both primary and secondary stages. Two groups with teachers working in different schools and two with teachers within the same school unit. Each group were given a paper with a line drawn horizontally with the task to create a timeline of the transition (year 6 to 7).Results:  The groups used the timelines differently – representing different conceptualisations of the transition: as a continuum starting a year before and ending a year after the transfer; as a continuum of happenings included in transition policy; or as a sharp border focusing the changes that students face.Conclusions: The timelines created in the groups outlined different understandings of transition – both in time frames and areas of focus. Some of the groups discussed the municipal context as a reason for how they chose to use the timeline, claiming that in another context it might have been different. 
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TY  - CONF
T1  - Finnish teaching materials in the hands of a Swedish teacher: The telling case of Cecilia
T2  - PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10)
A1  - Koljonen, Tuula
PY  - 2017
SP  - 1626
EP  - 1633
LA  - eng
AB  - A common perception in Sweden is that the best teachers do not rely on ready-made teaching materials. The position taken in this paper, building on socio-cultural theory, assumes that teacher materials can support teachers. Although there is an emerging body of research focusing on teachers’ use of teaching materials, cross-cultural studies on this are scarce. The current study addresses this gap by offering unique insight into how a Swedish teacher makes use of teaching materials originally from Finland but slightly adapted to the Swedish context. Based on teacher interviews and classroom observations, I studied how the teacher planned for and enacted lessons. Findings indicate that she fits the material to her preexisting practice and, thus, does not follow the material’s original intentions. The results are compared with previous results on materials and their use, and finally some implications for Swedish mathematics education are presented. 
ER  - 

TY  - CONF
T1  - Differentiation and English teaching in Swedish middle school
A1  - Paulsrud, BethAnne
A1  - Gheitasi, Parvin
PY  - 2024
LA  - eng
AB  - “How can I include all the pupils when their levels of English are so different?” This question was posed by a pre-service teacher following a workshop on English teaching methodology. Teachers face challenges in planning instruction that is not too demanding for pupils on a basic level, while still maintaining the interest of more advanced learners (Bell, 2012). In Sweden, this may be due to the degree of exposure to English outside of school, the extent and quality of English language instruction between schools and regions, or the pupils’ varied linguistic backgrounds. Many teachers are not equipped with skills and methods to manage mixed-ability classes (Gaitas & Martins, 2017) and may not consider pupils' different experiences, backgrounds, and interests in their instruction because they find it challenging, and thus treat pupils as a homogeneous group (Swedish Schools Inspectorate, 2011).This ongoing research addresses the need to examine how we prepare in-service teachers to teach English in the increasingly linguistically and culturally diverse Swedish school through differentiation. Our focus is on the needs of pre-service teachers as well as the perspectives and practices of in-service teachers. In our presentation, we first briefly consider how pre-service teachers of Grades 4-6 (ages 10-12) have understood and applied the concept of differentiation, as seen in an analysis of their lesson planning portfolios (written during their second course addressing English language learning and teaching). We then present the preliminary results of our interview study with in-service English teachers of Grades 4-6 in three regions of Sweden. Our aim is to understand how teachers work with differentiation to manage the needs, expectations, and emotions of high- and low-proficiency English language learners. The expected outcome of the two sub-studies is new knowledge to support teacher educators and teachers in their work with creative solutions for challenging conditions.   Reference listBell, J. (2012). Teaching mixed level classes in The Cambridge Guide to Pedagogy and Practice in Second Language Teaching. Cambridge University Press.Gaitas, S., & Martins, M. A. (2017). Teacher Perceived Difficulty in Implementing Differentiated Instructional Strategies in Primary School. International Journal of Inclusive Education, 21(5), 544-556. Swedish Schools Inspectorate. (2011). Engelska i grundskolans årskurser 6-9. [English in Years 6-9]. Retrieved from https://www.skolinspektionen.se, 5 October 2017. 
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TY  - CONF
T1  - Crossing borders between education and work-places
T2  - NOKOBIT 2015
A1  - Hegerholm, Hallstein
A1  - Hedestig, Ulf
A1  - Klæbo, Geir-Tore
PY  - 2015
LA  - eng
PB  - Oslo
KW  - workplace learning
KW  - socialcultural framework
AB  - This paper presents a case study on workplace learning were Swedish and Norwegian public authorities participated in an academic course in business process modelling. The aim has been to develop an un- derstanding of how partners in a transnational project can build bridges between the academic teaching and the students’ local learning at work. A sociocultural framework was applied in the study focusing on the use of tools, the building of knowledge and learning in the zone of proximal development, the crossing of boarders, and interaction and networking between activities. The source of data consisted of inter- views, surveys, observations, data from learning management system, and student’s reports. Analyse of the data was based on four dialogical learning mechanisms – identification, coordination, reflection and transformation. Our findings show that students’ local cases acted as key drivers for their developmental process, as the course transformed from distribution of information to case based knowledge building process at local work places. A mutual learning process occurred when teacher and students taught each other in a zone of proximal development. Further, the use of business model techniques made the inter- pretation of academic discipline easier, since it created a common language that served as a foundation for shared understanding when they discussed their local cases.
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TY  - CONF
T1  - Freedom from the curriculum and freedom to choose. Teacher education between norms and science.
A1  - Peter, Heike
A1  - Liljefors Persson, Bodil
PY  - 2022
LA  - eng
KW  - progression in curriculum
KW  - concept of world religions
KW  - future curriculum
KW  - (historical religions in re)
KW  - religious literacy
KW  - active citizenship
AB  - RE in Sweden is compulsory from the first to the last grade, focused on world-religions and ethics, and founded on the idea of progression. From grade 7-9 the concept of world religions is combined with life question and worldview-issues. We wonder if that changes the concept. In recent syllabuses changes for upper secondary classes, religion has explicitly to be related to gender, socioeconomic background, ethnicity and sexuality, which is formulated in a functional way. This puts the question of intersections of concepts on the edge. Teaching reality is confronted by oblivion and demotivation, perhaps because of progression and concept problems also recognizable in public debates revealing religious illiteracy. It is our ambition to question categories beginning with empirical material from religions not fitting in the world-religions-paradigm. Hereby we apply a perspective of historical anthropology of religion thus emphasizing theory in a critical way. This perspective aids to develop both the knowledge and competence of diversity that is seen as a fundamental value in the curricula as well as in the syllabus in RE. Furthermore, this is emphasized in formulations that students should act with responsibility in a nuanced way to religion in relation to themselves and the surrounding society. Also, this connects well to the concept of active citizenship that nowadays focus more often on the importance of citizens knowledge and that the students should develop a critically reflective citizenship and that they may actively participate in a democratic society. As we see it this is urgent to address since RE could be an important arena for discussions where education and knowledge intertwine.
ER  - 

TY  - CONF
T1  - The Mechanisms of Peer-Effects in Education: A Frame Factor Analysis
A1  - Bäckström, Pontus
PY  - 2021
LA  - eng
AB  - An extensive body of literature in the economic sciences has focused upon peer effects in education, showing that peer effects exist (Yeung & Nguyen-Hoang, 2016; Ewijk & Sleegers, 2010). In this literature, attention has been brought to the fact that the mechanisms creating the peer effects are still to a large extent hidden in obscurity (Lazear, 2001; Rutter & Maughan, 2002). In this research, distinctions are made between employing exogenous or endogenous independent variables for explaining peer effects (Epple & Romano, 2011). Research using endogenous variables (i.e. measures of students’ aptitude, prior knowledge or behaviour) shed some light on the issue of mechanisms creating peer effects, for instance reporting on the importance of counteracting disruptive classroom behaviour as a means to decrease influence of negative peer effects on student outcomes (Lavy, Paserman, & Schlosser, 2011; Bäckström, 2020).The issue of peer effects is also addressed in educational sciences, but not as explicitly as in the economic sciences. In educational research it has been labelled as “contextual” or “compositional” effects (Dreeben & Barr, 1988). This literature investigates the peer effects in a wider scope, including issues such as why smaller classes would be better than large classes (Bourke, 1986; Blatchford et al, 2007) or how instruction is affected by class composition (Dumay & Dupriez, 2007; Hansson, 2011).In educational sciences, there has been a theoretical debate concerning whether teachers’ instruction is dependent or independent of class composition. Benjamin Blooms’ model of Mastery Learning argues that teachers’ instruction is (or should be) independent of class composition, whilst Urban Dahllöfs’ emerging frame factor theory suggest that it is dependent of class composition (Barr & Dreeben, 1977). If the latter is true, I argue that this must be interpreted as a peer effect on instruction, probably also causing peer effects on student results.The overall aim of the study presented in this paper is to test this argument, that the frame factor theory [ramfaktorteorin] (as later put forward by Ulf P. Lundgren, 1972) can be applied to the issue of peer effects.At heart of the theory is the concept of “time needed” for students to learn a certain curricula unit, as it was suggested by John Carroll (1963). The relations between class-aggregated time needed and the actual time available, steers and hinders the actions possible for the teacher according to the theory. The theory predicts that the timing and pacing of the teachers’ instruction is governed by a “criterion steering group” (CSG), namely the pupils in the 10th-25th percentile of the aptitude distribution in class. Previous studies of Dahllöf (1967; 1971), Lundgren (1972) and Beckerman and Good (1981) report evidence of this hypothesis. The class composition hereby set the possibilities and limitations for instruction, creating peer effects on individual outcomes.To test if the theory can be applied to the issue of peer effects, I employ multilevel structural equation modelling (M-SEM) on Swedish TIMSS 2015-data (Trends in International Mathematics and Science Study). Using confirmatory factor analysis (CFA) in the SEM-framework in MPLUS, I first specify latent variables according to the theory, such as “limitations of instruction” from TIMSS survey items. The results indicate a good model fit to data of the measurement model.The preliminary results from this ongoing study verify a relation between the mean level of the CSG and the latent variable of limitations on instruction, a variable which have a great impact on individual students’ test results. The analysis hereby confirms the predictions derived from the theory and reveals that one important mechanism creating peer effects in student outcomes is the effect class composition has upon the teachers’ instruction.
ER  - 

TY  - CONF
T1  - Incorporating Sunflower for Science in teacher education to increase the pedagogical information technology competence of teachers and teacher students in natural science
T2  - Society for Information Technology &amp; Teacher Education, 21st International Conference, March 29 - April 2, 2010, Sand Diego, California, USA
A1  - Ericson, Henrik
A1  - Fagerlind, Magnus
PY  - 2010
SP  - 463
EP  - 468
LA  - eng
PB  - : Association for the Advancement of Computing in Education
AB  - The use of information and communication technology in teaching is an excellent way to visualize processes as well as promote active learning in natural science, hence providing an additional dimension in teaching. KompLIT (Competence Enhancement of Teacher Education Information Technology) is a Swedish project that aims to increase the competence in pedagogical information technology for both teachers and teacher students. As part of this project the software Sunflower for Science has been tested and evaluated by both teachers and teacher students. Sunflower for Science consists of 26 programs in physics, chemistry and biology and uses an interactive approach that engages students with an activity-based learning. The outcome from the evaluation is that Sunflower for Science is very user-friendly, it promotes deeper learning as well as increases the students’ attitude towards chemistry.
ER  - 

TY  - JOUR
T1  - Investigating notions of climate change in Nordic journalism education
T2  - Journalism Education
SN  - 2050-3903
A1  - Weldingh, Line
A1  - Borgen-Eide, Gøril
A1  - Bødker, Henrik
A1  - Jaakkola, Maarit
A1  - Riegert, Kristina
PY  - 2024
VL  - 2
IS  - 13
SP  - 15
EP  - 35
LA  - eng
PB  - : Association for Journalism Education
AB  - This study investigates how notions of climate change appear in Nordic journalism ed-ucation curricula. It also explores the extent of and rationale behind the inclusion or exclusion of the subjects of climate change, the environment or sustainability in the course syllabi of journalism programmes across Denmark, Sweden, Norway and Fin-land. Utilising a mixed methods approach, the research combines a quantitative analy-sis of course syllabi from 22 Nordic journalism schools (n = 751) with qualitative analysis of 26 syllabi, as well as interviews with seven programme heads and one teacher. Find-ings reveal that 26 out of 751 syllabi mention these concepts, with few courses focus-ing primarily on them. Climate change, the environment or sustainability are integrat-ed into the courses to varying degrees. One of the key issues raised is whether climate change, the environment and sustainability constitute a “normal” beat or whether these issues are sufficiently different, or pressing, to warrant more specifically defined types of knowledge that cut across established areas. Different perceptions might hin-der the integration of climate change into journalism education. This is mirrored, it is argued, in journalistic considerations about where to place stories on climate change. Given this, we suggest that journalism education ought to include discussions of what knowledge it takes to write about climate change.
ER  - 

TY  - CONF
T1  - Education dilemmas concerning schools as working and learning environments during the Covid pandemic: Voices from teacher unions in Sweden and Spain
A1  - Francia, Guadalupe
A1  - Luzon-Trujillo, Antonio
A1  - Edling, Silvia
PY  - 2022
LA  - eng
KW  - innovative learning
KW  - innovativt lärande
ER  - 

TY  - CONF
T1  - The role of wonder in science PRACTISEs. A Delphi study of different stakeholders’ views
T2  - Short Abstracts
A1  - Andersson, Johanna
A1  - Ottander, Christina
A1  - Sundberg, Bodil
PY  - 2024
LA  - eng
PB  - : NFSUN
KW  - biologididaktik
KW  - didactics of biology
KW  - science education
AB  - Many different emotions are described to influence students’ engagement and learning. In this study we focus on wonder because this emotion is, according to the literature, of particular interest in relation to engagement in the scientific work process. When transforming scholarly science to school science different types of knowledge and metacognitive attributes might be lost in this transposition process. However, no studies have yet focused on describing and comparing the perceptions of wonder in science among stakeholders. We used a Delphi study to examine views on the role of wonder in science practices, and science teaching from a range of important stakeholders of different areas of science and science teaching: scientists, science curriculum developers, and science teacher educators. Our findings show no major differences between the expert groups. All respondents were positive towards including wonder in teaching and their suggestions for content and lesson structures that make room for wonder in science education were very similar.  
ER  - 

TY  - CONF
T1  - Ethics – a missing theme (?) when student teachers and teacher educators construct the competent RE teacher
T2  - What may be learnt in ethics? Conference 11-13 December 2017
A1  - Carlsson, David
PY  - 2017
SP  - 6
LA  - eng
KW  - innovative learning
KW  - innovativt lärande
AB  - In my PhD-thesis, constructions of RE teacher knowledge are investigated based on observations of six RE supervision trialogues in teacher education (Carlsson, 2016). In this paper I am returning to the empirical material from the thesis, investigating it from an ethics perspective: What discourses about ethics are articulated in RE teacher education supervision trialogues? Preliminary findings show that few articulations can be identified when searching for the terms ethics, moral and values. The next step in the research process includes the main research question - an attempt to investigate the non-articulated: Is ethics a present theme when exploring other statements that can be understood as different conceptions of ethics in light of ethical theories? To be able to answer this research question, an expanded understanding of the content of ethics/ethical competence must be at hand. My inspiration comes from a few different, but from this perspective related, views on ethics. In the Swedish school system, ethics is a part of the RE subject were a “multicultural ethical competence” must be developed (Franck, 2014, p. 198). In relation to Franck, the conception of understanding different others might also be considered the affinity of (aspects of) the ethical theories of Nussbaum (1995), Bauman (1996) and Benhabib (1994). I will use this conceptualization when exploring the empirical material and in that way be able to analyze the construction of the competent RE teacher in terms of ethics and/or ethical competence as a possible present, or missing, theme in RE teacher education supervision trialogues.
ER  - 

TY  - CONF
T1  - Dealing with the democratic aspects in science education
A1  - Gustafsson, Barbro
PY  - 2008
LA  - eng
KW  - demkrati
KW  - deliberationer
KW  - dialog
KW  - pedgogical work
KW  - pedagogics
AB  - Dealing with the Democratic Aspects in Science Education Barbro Gustafsson, PhD-student and lecturer, School of Education, Växjö University, S-351 95 Växjö, Sweden. Background, Aims and Framework Teachers’ main tasks can be summarized in the form of an overarching, two-part assignment: to present subject matter and to foster independent, democratic members of society. This is sometimes called “the double assignment”, comprising a subject matter (or knowledge) assignment and a democracy assignment. I see the relationship between scientific subject matter and democracy in dialectical terms. On the surface, the concepts might appear to contradict one another. However, similar to other conceptual pairs such as theory–practice, body–soul, individual–society and humankind–nature, they are united and mutually dependent by virtue of an inner relationship (Israel, 1980). I refer to Hegel’s dialectical view that involves striving to understand the commonalities among apparent opposites; my goal is to highlight the integrating whole by emphasizing the subject matter–democracy relationship in science education. You could say that the subject matter task is in itself a democracy task, seeing that pupils who understand the subject matter of their education are better equipped to manage in their daily lives and to take an active part in democratic decisions. The democratic assignment is, however, about much more – it is about using democratic forms and communicative interaction with others to foster attitudes that are in line with the fundamental values of society. In my work as a teacher educator, for three years I had the opportunity to meet all of Växjö University’s student teachers during their first semester of study. During a course in Sustainable Development, the students were reading the book Naturvetenskap som allmänbildning [The Natural Sciences as General Education] (Sjøberg, 2000). One of the points that are highlighted in the author’s arguments for learning science is that knowledge in science is needed for democratic reasons. The student teachers were then asked to write down their reflections on their own view of the need for scientific literacy. The texts reflected their experiences of what science education has been like, but also their hopes about what it could be like in the future. An analysis of the texts shows that for many of the student teachers, science education was boring and outdated. For this reason they do not care for further studies in the natural sciences.  For these students, it was not enough to be able to explain how things work in a scientifically or technically correct manner – which they believe that educational practice has focused on so far.  They did not become engaged. Many of them feel that they have not been trained to argue, discuss, or take a stance because most topics, particularly within physics and chemistry, are already “proven and established.” The argument that scientific literacy and science education contribute to the democratic development of individuals and society seems unfamiliar to the students. Many of them describe the opposite situation, that is, that more than any other subject, science education is characterized by authoritarian content and methods. Nor have they really understood the legitimacy of the natural sciences in the schools.  The teacher students wish for a type of science education in which communication, ethical and moral reasoning, and existential and emotional issues are included. These experiences of student teachers became the starting point for my work. The purpose of my presentation is to highlight the relationship between teachers’ subject-matter and democracy assignments, and to show how dialogue-oriented educational efforts may be used to integrate both assignments in science education. I deal with the following questions: • How can the subject-matter and democracy assignments be united in science education? • How can dialogue in education help prepare pre-service teachers to better manage the dual responsibility to teach subject matter and foster democratic citizens? The idea that dialogue and communication are important for learning subject matter and for democratic development has compelled me to combine democracy theory in the form of the deliberative dialogue model with theories about learning, communication and socialization. My interpretation of the term “socialization” is not limited to order, subordination and adaptation in relation to a given system (for example, society or the schools), in which normative frameworks specify what is correct, right, and morally acceptable behavior within the system. In education, socialization must involve the ability and willingness to show consideration for others outside one’s own given framework, according to the principles of “Enlightened understanding” (Dahl, 1989). Conclusions and Implications Based on research on the importance of dialogue for learning subject matter and for democratic development, I propose dialogue-based efforts to help bridge the gap between subject matter and democracy in science education. By democracy, I mainly refer to deliberative processes in which the participants – in mutual communication – test the tenability of each other’s arguments seen from a universal perspective (Benhabib, 2002; Englund, 2006; Gutmann & Thompson, 1996). The idea of the importance of democratic dialogue for both learning and democracy implies that such dialogue can be seen as an opportunity to integrate the subject-matter and democracy assignments in teaching practice. The philosophical aspect of my argument rests on the idea that dialogue can be seen in part as a democratic goal in itself, and in part as a method for achieving learning objectives within a given subject. Because deliberative discussions require a certain knowledge of subject matter, I believe that the combination offers possibilities for both scientific and democratic development. I also argue that student teachers should practice this type of integrative effort within the framework of the subject didactics component of their teacher training. For this reason I highlight the educational possibilities inherent in deliberative discussions about authentic or fictitious “socio-scientific issues” (Kolstø, 2001; Ratcliffe & Grace, 2003; Sadler & Donnelly, 2006) in teacher training. “Socio-scientific issues” are questions in which the problems involve scientific facts as well as sociological (normative) and subjective value aspects. While I do not subscribe to the idea of a universal method, I do believe that teaching should be varied in order to offer different pathways to learning. One possible pathway to explore is deliberative discussions, in which pupils and even pre-service science teachers in training are given opportunities to improve their argumentation skills, their ability to take a stance, and to develop democratic skills via discussions of complex issues related to the natural sciences. Deliberative discussions can provide the opportunity to change perspectives, with an eye toward pedagogic discourse in science education, and with the goal to unite the dual assignment – knowledge of subject matter and democratic development. During their didactics training, student teachers can, for example, plan, carry out and evaluate discussion-based efforts. However, the idea of deliberative discussions must also be critically evaluated. It is a relatively controlled procedure, which may seem rather dubious when seen from the perspective of democratic freedom. For example, the participants must agree upon the rules of order for the discussions as well as agree to follow them. To this end, they must treat each participant’s argument with respect, tolerance and sensitivity. Those who engage in a deliberative discussion must also be able to present a common ground, a form of consensus, even if it can be a question of a temporary agreement. Critics of this consensus-oriented focus point out that the explicit aim to reach an agreement in a discussion can be a hinder to critical argumentation, and thus impede the discussion. Another viewpoint is that the unavoidable power structures between different pupils – and between teachers and pupils – render genuinely deliberative discussions impossible. Additionally, the relatively out-of-the-way role of the teacher in deliberative discussions has also been questioned. In this case, I agree with Englund’s (2006) view that teachers certainly must not abdicate from their actual (subject-matter) and formal authority. When using deliberative discussions in teaching, the traditional tasks of planning and leading classroom work and answering pupils’ questions still remain. However, through their choice of material and methods, teachers – together with their pupils – can create the conditions for a “discursive situation” in which the participants agree about the guidelines of mutual respect and a willingness to understand (ibid. p. 513). The increased use of deliberative discussions in science education would be somewhat time consuming. However, could reducing the time devoted to other elements be counterbalanced by qualitative improvements through the discussions? It is fully conceivable that discussing complex and topical “socio-scientific issues” could increase the interest in science. Discussion-based teaching can therefore be an example of one of the various changes that Osborne and Dillon (Osborne & Dillon, 2008) see as necessary in order to reverse the trend of declining recruitments to natural science education. The potential of deliberative discussions must be evaluated against the background of the challenges I have described here. The evaluation should offer the freedom to deviate from certain aspects of the ideal behind deliberative discussions, in order to evaluate their potential in classr
ER  - 

TY  - CONF
T1  - Uppmaningar uttryckta som hintar på lektioner i Idrott och hälsa
T2  - Idrott och språk – Språk i idrott
A1  - Karlsson, Johanna
PY  - 2022
SP  - 22
EP  - 22
LA  - swe
PB  - Växjö : Linnéuniversitetet
AB  - This article spotlights the school subject Physical Education and Health (PEH) in Sweden and examines a teacher's use of requests to communicate with her students in order to convey the content of the subject. I focus on the variation in language use that occurs within requests and whether this variation is recipient-related depending on the recipient's language level in Swedish. The main focus in this article is on the occurence of requests that are expressed as hints, that is, requests where the content is expressed between the lines: Being in the way causes problems ≈ Move! Among the 88 hints analyzed in this study, 55 show some structural patterns, suggesting that there is a certain predictability among them. The analysis also shows that the teacher makes adjustments in relation to the recipients' language skills: students with a lower Swedish language level receive more hints with a predicable structure and fewer with an unpredictable one.
ER  - 

TY  - JOUR
T1  - From vocational training to academic education, the situation of the Schools of Nursing in Sweden.
T2  - Journal of Nursing Education
SN  - 0148-4834
A1  - Pilhammar Andersson, Ewa
PY  - 1999
VL  - 1
IS  - 38
SP  - 33
EP  - 38
LA  - eng
AB  - As a consequence of a college reform in 1993, nursing education in Sweden is changing from vocational training to academic education. Teacher competence is considered to be of strategic importance to the quality of education for nurses, and nurse educators are expected to have a doctorate or master's degree in nursing or social science. This article focuses on teaching competence as it is perceived by teachers and describes the strategies used by nurse educators to meet the educational changes. The data for this ethnographic study were collected by participant observations at three Swedish nursing schools and interviews with 59 nurse educators. Results indicate that nurse educators use three different strategies to cope with changing demands and to keep their knowledge and competence as faculty at a desirable level. A good nurse educator must: (a) be a "real" nurse; (b) be well prepared in different subject matters; or (c) have an academic degree (master's degree or PhD). The success of the change from vocational training of nurses to an academic education depends on the faculty composition and the culture of the school. As a result of the increased demands for competence, traditional strategies to cope with change are no longer appropriate. Nonacademic-educated faculty risk losing their identity as good educators. PMID: 9921786 [PubMed - indexed for MEDLINE]
ER  - 

TY  - CONF
T1  - Facebook and mathematics teachers' professional development: Informing our community
T2  - Proceedings of the ninth conference of the european society for research in mathematics education (CERME9)
A1  - van Bommel, Jorryt
A1  - Liljekvist, Yvonne
PY  - 2015
SP  - 2930
EP  - 2936
LA  - eng
PB  - : CHARLES UNIV, FAC EDUC
KW  - professional development
KW  - social network sites
KW  - facebook
KW  - mathematics teacher
AB  - Nowadays, communication and cooperation on social network sites, such as Facebook, have become common. These kinds of sites are also used within teachers' professional development, both in formal and informal ways, as they create and form new opportunities to communicate and cooperate. In this paper, our aim is to discuss how mathematics teachers' informal participation in social network sites can inform the mathematics education research community.
ER  - 

TY  - CONF
T1  - Adult Beginner Students' Perceptions of Teacher Written Feedback on Writing in Swedish as a Second Language
A1  - Jakobson, Liivi
PY  - 2021
LA  - eng
ER  - 

TY  - CONF
T1  - Recycled or just frequent?: A corpus-based analysis of recycling in Swedish EFL materials
A1  - Bergström, Denise
A1  - Norberg, Cathrine
A1  - Nordlund, Marie
PY  - 2022
LA  - eng
KW  - english and education
KW  - engelska med didaktisk inriktning
AB  - The importance of word frequency for vocabulary development is generally agreed on (e.g., Ellis, 2002; Webb, 2014): the more frequently learners encounter a lexical item, the more likely they are to acquire it. As a result, it has been argued that it is beneficial for language learning if vocabulary input is structured in a way that ensures repeated encounters with target vocabulary. In the foreign language classroom, where the language input is limited, it can be difficult for the individual teacher to ensure that learners are encountering target words frequently enough (cf. Schmitt, 2019). Teaching materials can thus play a valuable role in the language classroom by being the source of structured vocabulary input, where target vocabulary is systematically recycled. Studies have evaluated teaching materials and their function as learning tools by investigating the amount of recycling in the books, using either the raw frequency of words or a type-token ratio. However, given that some words are inherently more frequent in the language, figures representing the extent of recycling may be misleading, as the recycled items may be words already known to the target students. This paper presents a corpus-based textbook analysis where recycling is investigated numerically and the nature of the recycled items is also considered, that is, how frequent the recycled items are in general discourse. The corpus encompasses the texts from five series of intermediate EFL materials used in Swedish secondary schools (years 7–9)­. Lemmas occurring ten or more times were considered frequently recycled and thus possible to learn from the exposure. As the target students are intermediate learners, particular attention was paid to the amount of recycled mid-frequency vocabulary (cf. Schmitt & Schmitt, 2014) in the materials.The results indicate that although a considerable proportion of the lexical input is recycled ten or more times in the materials, the vast majority of the recycled items are high-frequency words, which students are likely to already know. Considering the target students, this means that the recycling figures cannot be considered favorable for vocabulary development. It thus appears that investigations of the recurrence of words may have to be complemented with analyses of their frequency profile to understand the vocabulary learning opportunities in language learning materials.
ER  - 

TY  - JOUR
T1  - Developing outdoor activities and a website as resources to stimulate learning physics in teacher education
T2  - Journal of Physics Teacher Education Online
A1  - Popov, Oleg
PY  - 2006
VL  - 3
IS  - 3
SP  - 18
EP  - 23
LA  - eng
AB  - This paper presents conceptualization and development of the “outdoor physics” approach in science teacher education in Umeå (Sweden). The Cultural-Historical Activity Theory (CHAT) in combination with theoretical construct of embodied knowledge and curriculum standpoint of inquiry learning provided the theoretical ground and methodological framework of the project. The paper discusses how these theoretical perspectives contributed to shaping the development of the “outdoor physics” approach and a multilingual web portal of the project (http://outdoorphysics.educ.umu.se). The paper also argues that outdoor activities with web-based support can facilitate students’ investigations in natural settings, stimulate their questions and increase interest for learning physics.
ER  - 

TY  - JOUR
T1  - Educational psychology and the ordering of things
T2  - Nordisk pedagogik
A1  - Säfström, Carl Anders
PY  - 2001
VL  - 3
IS  - 21
SP  - 214
EP  - 230
LA  - eng
KW  - education
AB  - This article examines the question of differentiation as an illustration of the relationships between educational research and construction of the compulsory school system in Sweden. The question of differentiation is seen to be inherent to the logica
ER  - 

TY  - JOUR
T1  - The comparative study of prospective science teachers’ skills of written explanation
T2  - Baltic Journal of Science Education
SN  - 1648-3898
A1  - Popov, Oleg
PY  - 2005
VL  - 1
IS  - 7
SP  - 40
EP  - 50
LA  - eng
KW  - science teacher education
KW  - comparative study
KW  - communication skills
KW  - sociocultural context
AB  - The comparative study of prospective teachers’ pedagogical skills of written communication in science is presented. Russian and Swedish students were asked to give detailed explanations of two simple physical phenomena (how and why the shadow from a tree appears and why the bulb lights in a torch) to a hypothetical Grade 7 pupil. The results of the questionnaire revealed the evident gap between the students’ knowledge per se and their abilities to didactically express their knowledge in written form and in pictures. Undoubtedly this is one of the challenges to teacher educators. The study also revealed the differences between forms and qualities of explanations given by Russian and Swedish students as the result of different pedagogical traditions and communication cultures.
ER  - 

TY  - JOUR
T1  - On the Consequences of the Marketisation of Public Education in Sweden: for-profit charter schools and the emergence of the ‘market-oriented teacher’
T2  - European Educational Research Journal
A1  - Fredriksson, Anders
PY  - 2009
VL  - 2
IS  - 8
SP  - 299
EP  - 310
LA  - eng
KW  - teachers’ work
KW  - for-profit
KW  - ownership
KW  - charter schools
KW  - marketisation
KW  - market orientation.
AB  - The entrance of for-profit charter schools into the public educational system is one of the most recent manifestations of market-based reforms in public education. Previous studies raise concerns over the marketisation of education and suggest that market reforms clearly change teacher attitudes and behaviour. Taking a public administration theoretical approach, this article discusses how for-profit schools influence the behaviour of teachers. This article develops an index (the Market Orientation Index) for measuring market orientation among teachers. Analyses of differences in scores on the Market Orientation Index among a sample of Swedish teachers working in public schools and for-profit charter schools also shows that charter school teachers are more market oriented. The result indicates that for-profit school ownership led to the emergence of the ‘market-oriented teacher’.
ER  - 

TY  - CONF
T1  - Mutual innovation capacity building through challenge driven education for sustainable development in an international framework
T2  - 12th international conference of education, research and innovation (ICERI 2019)
A1  - Wyss, Ramon Alexander
A1  - Kissaka, M.
A1  - Shayo, E.
A1  - Mwase, C.
A1  - Högfeldt, Anna-Karin
A1  - Ishengoma, F.
A1  - Tenhunen, Hannu
PY  - 2019
SP  - 5209
EP  - 5219
LA  - eng
PB  - : IATED Academy
KW  - challenge driven education
KW  - innovation capacity for agenda 2030
KW  - design thinking
KW  - eu-africa partnership
KW  - academia-society collaboration
KW  - peer learning
KW  - teamwork
AB  - The KTH Royal Institute of Technology and the University of Dar es Salaam (UDSM) have successfully developed a new educational model, 'challenge driven education' (CDE). The Model comprises the following building blocks: Integrating societal challenges into the regular curriculum, close collaboration with external stakeholders 'the challenge owners' through the design thinking methodology, international and cross disciplinary student teams that develop solutions to the formulated challenges, teacher training modules that support the pedagogical learning and interaction with external stakeholders. The formulated challenges as well as the proposed solutions shall contribute to the sustainable development goals (SDGs) as formulated by the UN agenda 2030.The ambition of the program is to develop student and teacher skills that can tackle the challenges of our time, like the sustainable development goals. The program is developed through a strategic partnership of KTH Royal Institute of Technology and the College of ICT of University of Dar es Salaam, UDSM supported by a STINT grant (The Swedish foundation for international cooperation in research and higher education). External stakeholders like the Dar es Salaam water and sewage authority, DAWASA, have defined challenges like clean water supply of Dar es Salaam. Students and teachers develop actionable problem statements in a design thinking process together with DAWASA, the external stakeholder. Student teams of UDSM and KTH develop proposed solutions to the formulated challenges in their final year project. Implementation of the proposed solutions by external stakeholders generates steps towards a sustainable development. In similar fashion, students from UDSM come to Stockholm KTH to participate in challenge based courses developing solutions of the sustainability challenges of the Swedish society. The key contribution to society is students that have become confident of their skills and ability to work for a sustainable future, an academia that interacts directly with external stakeholders, integrating their challenges into the learning curriculum and societal stakeholders learning to interact with the university. The model is transferable and scalable. The presentation reports the successful implementation of the project at UDSM and KTH and report learning outcomes and impact on society. A teacher training book, guide to challenge driven education has been developed [1] prior to the project start, which has been used in the project and which can be downloaded from the KTH web, see also https://www.kth.se/challenge
ER  - 

TY  - JOUR
T1  - Teaching the Wooden Transverse Flute in Swedish Traditional Music in the Context of Higher Music Education
T2  - Puls - musik- och dansetnologisk tidskrift
SN  - 2002-2972
A1  - Tullberg, Markus
PY  - 2017
IS  - 2
SP  - 26
EP  - 44
LA  - eng
PB  - : Svenskt visarkiv
ER  - 

TY  - CONF
T1  - Congested curricula and incompatible goals: the curious absence of ICT from school-based learning in China
A1  - Schulte, Barbara
PY  - 2018
LA  - eng
AB  - Worldwide, information and communication technologies (ICT), particularly in the sense of digital literacy, are increasingly considered as both inevitable and indispensable parts of the school curriculum. Also, international student assessment studies like PISA have on several occasions assessed computer and information literacy. Additionally, classrooms, teaching and learning, as well as school administration and school-family interaction have become more and more web-based. China is no exception to this global trend. In parallel to its massive investment in digital infrastructure and technology, it has launched large-scale plans to digitalize education and schooling. The declared goals are not only to make teaching and learning more efficient and interactive, but also to bridge rural-urban divides in educational access and quality, thus reflecting challenges that can be found both in developed and developing contexts. The aim of the paper is to investigate how these ICT initiatives operate on the ground, and examine (1) to which extent, and which ways, digitalization has affected the school, teacher-student-family interaction, and student learning; and (2) if these ICT initiatives have, as proclaimed, made learning more efficient/interactive and education more accessible and equitable. The paper draws on both document analysis (government plans for ICT in education, curriculum documents etc.) and data collected during fieldwork at Chinese schools. These data include (1) interviews with teachers and school principals; (2) class observations; (3) interviews with educational experts; and (4) lay observations made by Swedish students on an exchange visit in China. The analysis draws on the concept of ‘translation’ as utilized within Scandinavian neo-institutionalism: globally travelling ideas and programs are not only literally translated into the local context’s words, but also into this context’s institutions and action frames (e.g. Czarniawska and Sevón, 2005); as well as on the concept of ‘micropolitical literacy’ (e.g. Kelchtermans, 2002), which takes into consideration teachers’ political and emotional learning processes when implementing the curriculum. In the course of transferring and implementing ICT into Chinese schools, the proclaimed aims of efficiency, interactivity and equity do not only become watered down, or at times completely lost; but due to structural constraints and system-inherent logics, these aims are frequently found to have been transformed into their exact opposites: regarding learning processes, into more teacher-directed learning and less interactivity, accompanied by teacher perceptions of ICT as distracting from, rather than facilitating, learning; and regarding educational equity, into an even greater divide between the digitally able, active, wealthy schools in urban centres, and the passive and poor schools in the countryside, whose role it is largely to ‘receive’ the digital content provided to them by their wealthier, better-quality peers. Even though the empirical data pertain to the Chinese context, questions of curriculum implementation in diverse social, cultural, and political contexts are of more general interest, and findings can also provide theoretical insight. More concretely, the lay observations made by Swedish students, and analyzed for this paper, contribute new methodological insights concerning lay theories/lay comparisons.
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TY  - CHAP
T1  - How to face and overcome challenges as a language teacher for certified professionals with a refugee immigrant background: The case of a fast track program for Medical Doctors at Södertörn University, Sweden
T2  - Lehrer/innen-Bildung im Kontext von Fluchtmigration
A1  - Hållsten, Stina
PY  - 2020
SP  - 163
EP  - 176
LA  - eng
PB  - Weinheim Basel : Juventa Verlag
KW  - migration second language acquisition
AB  - This article analyzes a fast track language program for asylum seeking refugees with a diploma in Medicin from outside EU/EEA, 2016-17. The course was designed arund 4 months of Swedish and Medical Swedish and 5 months of courses in Medicin, combined with language support and a close contact with the professional field. The course was situated at a Swedish university (not the regular Swedish for immigrants-education) with an aim to meet the participants at their own level as qualified professionals with an academic background. Obstacles and challenges is discussed, both from an societal, indivudial and professional angle, concerning second language aquisition and communcative demand within a professional field. 
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TY  - CONF
T1  - Do grading and assessment practices in Swedish physical education undermine the legitimacy of the subject?
T2  - ECER 2018
A1  - Söderström, Tor
A1  - Ferry, B. Magnus
A1  - Lund, Stefan
A1  - Redelius, Karin
PY  - 2018
LA  - eng
PB  - : European Educational Research Association (EERA)
AB  - Contribution: Drawing on theoretical perspectives on learning bodily skills combined with literature on the development of expertise in sport this paper discusses how assessment in physical education (PE) could be understood in relation to physical education as a school subject.Both international and national research studies have shown that assessment in PE is complex and troublesome (e.g., Lópes-Pastor et al., 2013; Redelius et. al. 2009). Swedish research has highlighted that PE teachers are not in agreement about what students should learn in the subject (Annerstedt & Larsson 2010; Lópes-Pastor et al., 2013; Redelius et al., 2009). As a side effect of this, teachers are also uncertain about how to assess different student qualities (Annerstedt& Larsson 2010; Redelius et. al. 2009). This uncertainty about what students should learn become most obvious when teachers are grading student’s competence (Larsson, 2007). Teachers also have a hard time verbalizing their assessment and the distribution of grades. Therefore, they often refer to their intuition and gut feelings when grading students’ performance (Annerstedt & Larsson 2010; Svennberg et al., 2017). In general research have highlighted that assessment in physical education focuses on certain dimensions such as motor skill, fitness and team games as a major part of the assessment. For example, both review studies (Lópes-Pastor et al., 2013), and recent empirical studies of PE teachers assessment practices confirms this picture (Borghouts et al., 2017; Dalen et al., 2017). Similarly, findings from Swedish studies argues that there is a relation between PE-teachers use of teaching strategies and grading (Håkansson, 2015). Some of the teachers in his study are fully driven by the subjects’ traditions (physical activities, team sports), and others by a mix of traditions and interpretation of present curricula. When grading, both of these teacher categories try to gather evidence by documenting students’ performance in the sport activities. The third category of teachers transforms the curricula into teaching. The starting point in these teachers’ teaching practice is not based on “sport activities”, instead they transform the learning and knowledge requirements in curricula into different activities and physical movements. In a recent study, Svennberg (2017) shows that teachers' assessments of student's movement, which instead of sport and physical activity is emphasized in the national syllabus from 2011, are difficult to put into words, and what is assessed is closely related to techniques in competitive sports and fitness. Another Swedish study on pupil’s perceptions of PE show that the pupils believe that enough teaching time is missing for the subject, which makes it difficult to practice to the extent required to obtain a higher grade (Wiker, 2018).In particular, this study will discuss the subjects’ legitimacy as a school subject, which competes for time and space with other subjects. As we have learnt from this short literature review, the assessment and grading in PE are, independent of the teachers teaching strategies, interpretations of present curricula or relation to the traditions of the subject, in one way or the other is related to assessment of students’ physical movement. In this paper we will discuss “movement” and grading in PE in relation to theoretical perspectives emphasizing that skills are dimensions of the ability to act effectively in situation (e.g., Argyris & Schön, 1992; Polanyi, 1966) combined with research in sport science that has acknowledged that acquiring skillful behavior in sport requires a lengthy learning process and that differences between more and less skilled individuals depend on experience (Côté et al., 2007; Ericsson 2006).Method: We use theoretical perspectives on learning bodily skills (e.g., Argyris & Schön, 1992; Bourdieu, 1990; Merleau-Ponty, 1945/1997; Polanyi, 1966) combined with literature on the development of expertise in sport (e.g., Côté, et al., 2007; Ericsson, 2006) as our analytical framework to understand assessment and grading in physical education. The study uses secondary sources as basis for these analyses. The material used consisted of research reviews and empirical research, foremost from a Nordic perspective, that have studied physical education assessment and grading.Expected Outcomes: Taken together, research provide a rather conclusive overall picture that PE is dominated by a sport- and activity culture within which the students´ performance is assessed. However, learning to become skilled is in Merleau-Pontys terms, about developing habits that are effective for the situations in which they will be used (cf. Bourdieu, 1990; Polanyi, 1966), and as researchers found require hours of preparation (cf. Baker & Cobley, 2013; Ericsson, 2006 for the development of sport skills). Kirk (2005) has pointed out that early learning experiences are crucial to continued involvement in physical activity. Those experiences involve the nature of children's experiences and acquisition of physical competencies, perceptions of competence, and its effects on motivation to participate in sport, which we argue most likely reflects their grades in physical education. These experiences, which is not possible to acquire by participating two times per week in PE lessons, shape an individual's athletic ability, which are favourable for receiving high grades in physical education (cf. Tammelin et al., 2003). Athletic ability that is assessed in PE may therefore merely reflect the amount of training performed outside school. Finally, assessment in PE does not reflect what is stated in the syllabuses for physical education. Instead, assessment in PE tends to be pushed into assessing skills as a consequence of a teaching practice that emphasizes sport activities. Future studies should direct their effort to understand why this occur, irrespective of which syllabus that guide PE. As research indicate the shift from sport to movement qualities does not automatically solve the problem. PE is, however, in accordance with other school subjects in Sweden a knowledge-based subject. The subject's legitimacy stands and falls with that teachers must handle and resolve how the development of movement skills takes place within the subject and not in the sports movement.
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T1  - ‛Sweet sixteen’: role models, initiation and the Self
A1  - Palo, Annbritt
A1  - Manderstedt, Lena
A1  - Lindberg, Ylva
A1  - Nordenstam, Anna
PY  - 2015
LA  - eng
KW  - svenska med didaktisk inriktning
KW  - swedish and education
AB  - ‛Sweet sixteen’: role models, initiation and the Self (Annbritt Palo, Lena Manderstedt, Ylva Lindberg, Anna Nordenstam)   The presentation is part of an interdisciplinary project examining and describing how teenagers make use of spaces in the 21st century. This study focus on the construction of role models in literature for young adults and in virtual communities.    Several contemporary novels put on center stage a young female’s way to adulthood. These novels are also examples of media convergence, with the same content narrated in different media platforms, like fan forums and films (Jenkins 2006a; 2006b). As previously observed, interacting readers negotiate and renegotiate concepts of selves through reading and writing practices, like posts in fan forums and blogs (Manderstedt & Palo, 2009; Palo & Manderstedt, 2011).     This study aims to identify and analyze the construction of behaviour and identity formation, represented in literature, and virtual communities devoted to these literary worlds. The specific objective is to contribute with knowledge about young adults’ perception and use of role models affecting their comprehension of self. In Sweden, where the L1 teaching includes multimodal texts and non-Swedish texts (Skolverket, 2011a, 2011b), this knowledge can help L1 teachers and teacher educators design the teaching of literature.    The material consists of the first novels from Suzanne Collins’ The Hunger Games series and Veronica Roth’s Divergent series, the filmed versions thereof and data from four fan communities, discussing the literary works or films. The choice of collecting data from both contemporary popular literature/texts and fan communities draws on Swedish perspectives on literary studies and reading (Olin-Scheller & Wikström, 2010; Persson, 2012; Lindgren Leavenworth & Isaksson, 2013).     Textual and visual analysis methods are applied on the material as well as an intersectional approach (de los Reyes & Mulinari, 2014). Concept of gender performance and the gaze are used analytically (Butler, (2006[1999]); de Lauretis, 2007), as well as theory on social semiotic (Kress, 2010; Kress & Selander, 2012).     Findings suggest that in these novels and their converged media, the choices made by the female protagonist during her transition into adulthood marks the beginning of a personal development for the fictive character, but also of a change of the fictive universe.  Keywords: Female protagonists, Adulthood, Media convergence, Fan communities, Literary meeting places  References  Butler, J. (2006[1999]). Gender trouble: feminism & the subversion of identity. New York: Routledge. Collins, S. (2009). The hunger games. New York: Scholastic. De Lauretis, T. & White, P. (2007). Figures of Resistance: Essays in Feminist Theory. University of Illinois Press. De los Reyes, P. & Mulinari, D. (2005). Intersektionalitet: kritiska reflektioner över (o)jämlikhetens landskap. (1. ed.) Malmö: Liber. Jenkins, H. (2006a). Convergence culture. Where old & new media collide. New York: New York University Press. Jenkins, H. (2006b). Fans, bloggers & gamers: exploring participatory culture. New York: New York University Press. Kress, G. & Selander, S. (2012). Multimodal Design, Learning & Cultures of Kress, G. (2010). Multimodality. A social semiotic approach to contemporary communication. London: Routledge. Lindgren Leavenworth, M. & Isaksson, M. (2013). Fanged fan fiction: variations on Twilight,  True blood and The vampire diaries. Jefferson, North Carolina: McFarland & Company. Manderstedt, L & Palo, A. (2009). Världar att besöka eller bebo: Fan-gemenskaper som litterära mötesplatser. Tidskrift för litteraturvetenskap, Vol. 39. Nr 3-4, 39-50. Olin-Scheller, C. & Wikström, P. (2010). Författande fans. Lund: Studentlitteratur. Palo, A. & Manderstedt, L. (2011). Negotiating norms of gender & sexuality online Interdisciplinary Approaches to Twilight: Studies in Fiction, Media & a Contemporary Cultural Experience. Larsson, M. & Steiner, A. (eds.). Lund: Nordic Academic Press, ch. 8, 143-158. Persson, M. (2012). Den goda boken: samtida föreställningar om litteratur och läsning. (1.  uppl.) Lund: Studentlitteratur. Roth, V. (2014). Divergent. ([New ed.]). London: Harper Collins. Skolverket (2011a). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011. www.skolverket.se Skolverket (2011b). Läroplan och ämnesplaner för gymnasieutbildning. www. skolverket.se
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T1  - Development of Compulsory Higher Education Teacher Training – An endeavour included in the second cycle of the Bologna process or as informal in-door staff development or both? The case of Sweden in comparison with other Nordic countries
A1  - Lindberg-Sand, Åsa
A1  - Sonesson, Anders
PY  - 2006
LA  - eng
ER  - 

TY  - CONF
T1  - Swedish teachers’ attitudes, beliefs and knowledge on multilingualism: a qualitative study
T2  - International Symposium on Bilingualism 12, ISB12, The Next Generation
A1  - Schalley, Andrea
A1  - Paulsrud, BethAnne
A1  - Juvonen, Päivi
PY  - 2019
SP  - 206
EP  - 207
LA  - eng
PB  - : University of Alberta
KW  - lingvistik
KW  - linguistics
AB  - Pre-primary and primary educational settings are changing because of increased mobility, with the resulting classroom heterogeneity posing immense challenges to teachers. Teachers’ attitudes, beliefs and knowledge (ABK) of multilingualism are critical factors in efforts to provide inclusive education for all children. This is corroborated by Borg’s (2003, 2006) discussion of teacher cognition, which addresses the interplay between teachers’ ABK and the pedagogical and language developing practices in schools and classrooms. Four major factors have been identified to interactively shape and be shaped by teacher cognition: teachers’ own schooling experience, teacher education, contextual factors such as the organization of education, and classroom practices. Against this theoretical backdrop, our study investigates Swedish teachers’ attitudes, beliefs and knowledge on multilingualism, an issue of heightened importance in the nation’s current context.Semi-structured interviews were conducted with pre-primary and primary teachers from varied school demographics in Sweden. These interviews form part of the first data collection phase of a larger international project, which aims at studying what shapes teachers’ ABK on multilingualism across countries. Interview data collection in four Swedish regions (Dalarna, Småland, Stockholm, Värmland) were transcribed and analysed in Atlas.ti using appraisal theory (Martin & White, 2005; White 2015). Results indicate that teachers have positive attitudes and beliefs towards multilingualism. Yet, while educational advantages of mastering more than one language and students’ traditions are highlighted, greater issues of students’ identity appear to play a minor role in teachers’ perspectives. In the school context, Swedish is seen as more important than students’ additional languages, which are often merely seen as an added value not directly relevant to the daily activities in the Swedish school system. Moreover, the findings point to a need for more extensive pre-service teacher education and professional development of teachers, on multilingualism more generally, and on related classroom practices more specifically.
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T1  - Textile literacy as prerequisite for design in textile related practicies: From Sloyd in swedish compulsory education to individual collection in upper secondary education
T2  - Paper, presenterat vid FISCAR, Nordic conference on activity theory and the fourth finnish conference on cultural and activity research, Helsingfors, Finland
A1  - Johansson, Marléne
A1  - Lindberg, Viveca
PY  - 2010
LA  - eng
KW  - literacy
KW  - sloyd
KW  - sociocultural
KW  - videoanalysis
KW  - classroom
AB  - This paper is related to a research project, Communication in Sloyd-practices, funded by the Swedish Research Council. During the project, video- and audio data was produced in classrooms of compulsory school, grades 4-9, and upper secondary school. In Swedish compulsory school, sloyd is one of the school subjects for students from grades 4-9 related to the national curriculum. In upper secondary school, sloyd related subjects related to the materials (textile or wood) are included in some programmes. Further, digital photos were taken of classroom environment and documents given to the students to work with.  Here, the paper is framed within a sociocultural perspective on learning, where various tools, material and communication are seen as crucial for appropriating the specific of a social practice. We focus on a specific aspect of textile sloyd – the textile literacy as (re)presented and used in the sloyd classroom of the compulsory school and in comparison to the same aspects in upper secondary. The issue of our paper is to firstly describe the textile-related literacy that is mediated in the classrooms/workshops, both as part of the environment and as part of the subject specific practice. Secondly, we will outline the progress in literacy practice, we have identified, from early textile literacy in sloyd to the final task in two 3-year upper secondary textile related programmes: a three-part collection designed by each student.  In the analysis of the material we firstly focus on the literacy environment of each classroom, looking for similarities and differences. Secondly, we look for evidence of how literacy material is introduced and used in communication between teacher and students, but also for changes in students’ communication related to literacy aspects of their work. Thirdly, we compare the material between grades in compulsory school and between compulsory school and upper secondary education.
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T1  - Exploring Finnish and Swedish teachers' emerged classroom practice.
T2  - Proceedings of MADIF 14 The fourteenth research conference of the Swedish Society for Research in Mathematics EducationÖrebro, March 19–20, 2024
A1  - Koljonen, Tuula
PY  - 2024
LA  - eng
KW  - fallstudie
KW  - videoinspelade matematiklektioner
KW  - matematikunderivsning
KW  - jämföradne studie
AB  - This presentation reports on a case study that examines four Finnish and four Swedish primary school teachers’ practices, utilizing the same original Finnish curriculum materials. Data consists of three video-recorded mathematics lessons, of which one per teacher is analysed in this presentation. The analyses uncover notable differences in classroom practices between the teachers in the two countries. The Finnish teachers utilize a more comprehensive range of questioning techniques, fostering active student participation, whereas the Swedish teachers deploy a more limited set of questions. This research contributes to the ongoing discussions about the nature and quality of instructional approaches in mathematics education from the implementation in two Nordic contexts.
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T1  - Computer aided design in gifted students’ technology education
A1  - Brink, Helen
PY  - 2023
LA  - eng
AB  - Digital design tools as computer aided design (CAD) are commonly used when teaching about design and product development in Swedish lower secondary school technology education. From a previous phenomenographical study (Brink et al., 2021), it is known that teachers are experiencing teaching with CAD to be complex, challenging and include several learning outcomes. Teaching with CAD thus enables differentiated teaching and it is important to learn more about this teaching, especially regarding gifted students.  The aim of this ongoing study is to describe gifted students’ needs in technology education and identifying important features in technology education regarding gifted students’ needs. The study also aims to develop knowledge about teaching with digital design tools as CAD in inclusive and differentiated settings and describe from a teacher perspective, if and how teaching with digital design tools can stimulate and challenge gifted students in lower secondary school.The first part of this study is planned as a scoping review and a content analysis of policy document and available resources for Swedish technology education. This will result in a theoretical framework for use in the second part of the study. The second part is planned as an intervention study where researcher and teachers together develop, analyze and document a CAD activity through three different workshops (3 – 5 teachers at each workshop), for use in lower secondary school technology education. Data will be collected through observations, documents from the workshops and from semi-structured interviews with the participating teachers after the workshops. The qualitative data will be analyzed with the theoretical framework from the first part of the study. It is expected that the result of the study can be used to guide teachers in technology to better include and challenge gifted students in learning. The results are also expected to increase the knowledge base of differentiated technology education in inclusive settings, with relevance for Nordic educational research with interests in technology education and gifted education. The results can also be important for technology teachers and teacher educators. Brink, H., Kilbrink, N., & Gericke, N. (2021). Teaching digital models: Secondary technology teachers’ experiences. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-021-09659-5
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T1  - Exploring school-based language teacher educators’ sources of stress when mentoring student teachers: Voices from Sweden
T2  - Language teacher educator psychology
A1  - Juul, Sophia
A1  - Kling, Joyce
PY  - 2026
LA  - eng
AB  - Across Europe, the involvement of and collaboration with experienced school-based language teacher educators is pivotal to the success of the structural format of the practicum component in language teacher education. Despite their central importance to the system, the lived experiences of these practitioners remain underexplored. This exploratory study sheds light on the emotional challenges experienced by five upper-secondary English teachers in Sweden in mentoring pre-service English teachers. Through qualitative interviews, the participants identified aspects of the mentoring process that were particular sources of stress, and the emotional experiences stemming from their dual role as both teachers of K-12 students and teachers of K-12 teachers. These stressors stemmed both from their dual roles as simultaneous classroom practitioners and mentors, and from encounters with pre-service teacher students who show limited progression despite individualized support. The findings highlight the need for more nuanced understandings of mentor’s professional realities and call for greater institutional recognition of their unique position as both in-service teacher and mentor.
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TY  - CONF
T1  - Expanding Horizons in Sweden: From forbidden to flourishing
A1  - Margrain, Valerie
A1  - Priebe, Gisela
A1  - Mellroth, Elisabet
PY  - 2024
LA  - eng
AB  - This presentation topic outlines recent remarkable gifted education policy and research changes in Sweden. We outline a) Swedish cultural ambition for egalitarianism and traditional social negativity toward giftedness; b) policy and leadership changes within the last 10 years in Sweden at national and municipal levels; c) an overview of recent research grants and publications from Sweden, including a doctoral programme funded at approx. 37 million Euro; and d) implications for psychological wellbeing of gifted students and teachers. The aim of the presentation is to share a sense of optimism for gifted students and the teaching community which we hope can be useful to others. Lewin’s Force Field Theory plays a useful role in our analysis of factors such as alignment of policy and public agenda, and global-local needs. Our methodology includes historical review, literature review, and narrative. The findings of our reviews are that: gifted education can operate alongside ‘one school for all’ philosophy’; research plays an important role in evidence-based discussions; and investment in needed for teacher professional learning and local innovations. Our conclusions are that change operates on many levels and when social forces align, horizons expland and significant positive change is possible.
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T1  - A Pedagogical Revolution From Below: The Spread of the Monitorial System in Sweden
A1  - Larsson, Esbjörn
PY  - 2022
LA  - eng
KW  - monitorial system
KW  - educational technology
KW  - poor schools
KW  - travelling objects
AB  - ‘The monitorial system’ and ‘mutual instruction’ are two of the terms used for the new teaching methods that were developed separately by Andrew Bell in India and Joseph Lancaster in England in around 1800. These methods spread rapidly around the world, and in just a couple of decades they were practised worldwide (Caruso & Vera 2005; Tschurenev 2008; Caruso 2017). Bell’s and Lancaster’s methods could be understood as an educational technology that used objects such as bells, badges, sand benches, slates and special charts to revolutionize teaching and also utilized the best pupils as helpers – so-called monitors. Thereby it was possible for one teacher to teach hundreds of pupils at the same time (Kaestle 1973). In Sweden, these teaching methods became known in 1810, but it was not until 1817 that the teacher Peter (Per) Reinhold Svensson was sent to England by the Swedish government to learn more about the monitorial system. Thereafter monitorial education spread throughout Sweden under the name of växelundervisning, and in 1822 the Society for the Promotion of Monitorial Education (Sällskapet för växelundervisningens befrämjande) was formed. In 1824, the monitorial system had reached such recognition in Sweden that following a royal resolution it became the recommended method for teaching in Swedish elementary schools (Nordin 1973).In this paper I will examine the introduction and early spread of this educational technology and its objects in Sweden. This has not been done systematically before, despite the fact that several investigations has dealt with the introduction and/or the spread of the monitorial system in Sweden (Nordin 1973; Hodacs 2003; Neidenmark 2011; Larsson 2014). Drawing on documents in the archive from the Society for the Promotion of Monitorial Education that decribes the introduction of the monitorial system in the first 30 monitorial schools in Sweden the paper can show that the introduction of the monitorial system in Sweden was not just the result of a decision of the Royal Majesty to send Svensson to England. Although Svensson began using the monitorial system in the school where he taught, the monitorial system was also introduced around the same time in two other schools in Norrköping and Gothenburg. These schools were in turn the result of an import of ideas from France and Denmark. The monitorial system then continued to spread throughout the country from these three original schools by the work of rich philanthropists, the local clergy and teachers. The spread seems to have occurred as a result of people visiting or by parishes sending a teacher to one of these schools to learn more about the new teaching methods. As new monitorial schools started they could also function as inspiration for others planning to start schools in surrounding parishes. Furthermore, these investigations also show that the educational objects of the monitorial system played a major part in the spread of this educational technology and many parishes went to great length to reproduce the teaching objects introduced by Lancaster and Bell.BibliographyMarcelo Caruso, ‘Disruptive Dynamics: The Spatial Dimensions of the Spanish Networks in the Spread of Monitorial Schooling (1815–1825),’ Paedagogica Historica 43, no. 2 (2017): 271–82.Marcelo Caruso and Eugenia Roldán Vera, ‘Pluralizing Meanings: the Monitorial System of Education in Latin America in the Early Nineteenth Century,’ Paedagogica Historica 41, no. 6 (2005): 645-654.Hanna Hodacs, Converging World Views: the European Expansion and Early-Nineteenth-Century Anglo-Swedish Contacts (Department of Histoy: Uppsala, 2003).Carl F. Kaestle, Joseph Lancaster and the Monitorial School Movement: A Documentary History (New York: Teachers College Press, 1973).Esbjörn Larsson, En lycklig Mechanism: olika aspekter av växelundervisningen som en del av 1800-talets utbildningsrevolution (Department of Histoy: Uppsala, 2014).Thomas Neidenmark, Pedagogiska imperativ och sociala nätverk i svensk medborgarbildning 1812-1828 (Stockholm University: Stockholm, 2011).Thor Nordin, Växelundervisningens allmänna utveckling och dess utformning i Sverige till omkring 1830 (Föreningen för svensk undervisningshistoria: Stockholm, 1973).Jana Tschurenev, ‘Diffusing Useful Knowledge: The Monitorial System of Education in Madras, London and Bengal, 1789–1840,’ Paedagogica Historica 44, no. 3 (2008): 245-264.
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T1  - Teachers and teaching in Swedish Elite Sport Schools
A1  - Ferry, B. Magnus
PY  - 2025
LA  - eng
PB  - University of South Florida
KW  - elite sport
KW  - school sport
KW  - teachers
KW  - teaching
AB  - The Swedish School Sport system, where talented athletes are given the possibility to simultaneously invest in their education and sport during upper-secondary school, forms a vital part of the Swedish dual-career system and elite sports model. Since the system was initiated for a few especially talented athletes in the 1970s, it has expanded significantly. Today, there exist National elite sport schools (NES) at 35 different locations and Regional elite sport schools (RES) at 112 locations. The main differences between these programs lie in the level of elite sports career they target (international for NES and national for RES) and their funding sources (partly by the Swedish Sports Confederation for NES and locally for RES). Approximately 14.000 pupils are enrolled in the system, and for some individual sports it is more or less the only way to manage an elite sports career in the upper teens today. A quite unique feature with the Swedish system, is the subject “Special sport”, where the teaching and training is carried out. The subject has a national curriculum and grading criteria’s applicable to all sports. The system is regulated by the National Agency for Education together with the Swedish Sports Confederation, and since it is a school subject, teachers - not coaches - are responsible for the teaching in the subject. Since 2017, a teacher certificate is required to be employed as teacher in Special sport.While there are some smaller studies on the pupils involved in the Swedish School Sport system, our understanding of the teachers involved and the teaching and learning in the subject Special sport remains superficial. This study aims to address this gap by presenting information on the teachers involved and the actual teaching practices, based on official data and questionnaires completed by 216 Special sport teachers from 40 schools all over Sweden. Preliminary results indicate that, similar to the pupils involved, teachers in Special sport form a rather homogeneous group. They are predominantly men, relatively young, of Swedish origin, most have coaching education, many have coaching assignments for a national team, and few possess a teaching degree. Additionally, the results indicate that the conditions for teaching vary between schools, influenced by factors such as the size and location of the school, and the specific sport.These findings suggest that not all pupils involved in the system receive equal opportunities to develop and learn, indicating that the current School Sport system is not equitable. To ensure that all pupils, regardless of sport and school, should have the same opportunities, the requirement and demands for schools and teachers must evolve and change.
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TY  - CONF
T1  - Navigating boundaries: Swedish secondary school teachers’ experiences of parental involvement
A1  - Klope, Eva
A1  - Hedlin, Maria
A1  - Wernholm, Marina
A1  - Bossér, Ulrika
PY  - 2025
LA  - eng
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - The purpose of this study is to explore Swedish secondary school teachers' experiences ofparental involvement in their children's education, with a particular focus on how thisintersects with teachers' professionalism. While positive relationships between teachers andparents have historically been seen as essential for students' educational outcomes, recentresearch has highlighted the potential challenges that excessive parental involvement canpose for teachers' professional responsibilities (Dahl, 2017). In Sweden, such parentalinteractions are increasingly seen as problematic, with reports from teachers' unionsindicating that parents make unreasonable demands, such as influencing grading decisionsor showing excessive concern for their own child's progress (Lärarförbundet, 2020).Teachers report that these problems have increased over time (Hedlin & Frank, 2022).This study applies the theoretical framework of teacher professionalism, conceptualized as abalance between two logics: professional responsibility and professional accountability(Englund & Solbrekke, 2015). Professional responsibility is based on trust and a commitmentto act in the interests of concrete others, i.e. citizens, while professional accountabilityimplies that teachers must report and explain their actions to external actors such asparents, school management and society. The study uses these logics to explore howteachers navigate and manage the different approaches to parental involvement Empiricaldata were collected through 17 semi-structured interviews with secondary school teachers.During these interviews, participants engaged with vignettes depicting hypothetical scenariosof teacher-parent interactions, allowing for reflective discussion of their strategies andperceptions. The findings contribute to an understanding of how teachers balancemaintaining their professional autonomy while responding to parental expectations, and offerinsights into the evolving nature of teacher professionalism in an educational context.ReferencesDahl, K. (2017). Too much parental cooperation? Parent–teacher cooperation and how itinfluences professional responsibility among Danish schoolteachers. Power and Education, 9(3), 177-191.Englund, & Solbrekke (2015). Om innebörder i lärarprofessionalism. Pedagogisk forskning i Sverige, 20(3-4), 168-194.Hedlin, M., & Frank, E. (2022). “They Want a Reply Immediately!” Teachers’ PerceptionsAbout Contact Between Home and School. Journal of Teacher Education and Educators,11(2), 271-288.Lärarförbundet (2020). Varannan lärare utsätts för orimliga föräldrakrav. 
ER  - 

TY  - CONF
T1  - Inequality and the Social Space of Swedish Preschools: The Consequences of Families’ Preschool Enrolment in a Marketised Welfare State
A1  - Forsberg, Håkan
A1  - Larsson, Esbjörn
PY  - 2022
LA  - eng
KW  - preschool
KW  - school market
KW  - segregation
AB  - Swedish preschool provision has grown exponentially since the 1970s to include 95 percent of all 4-5-year olds today. Following political struggles, a publicly funded voucher system for preschools was introduced in 2009 (Westberg & Larsson 2020). This has facilitated the development of local preschool markets, where families are able to ‘choose’ between settings. In this paper we investigate families’ strategies regarding preschool enrolment. Drawing on Bourdieu’s concepts of field, capital and strategy, we analyse how the composition and distribution of capital among parents relates to the character of the preschool within which they enrol. The analysis is based on individual register data on all families in Sweden for the year 2016. This comprises of information on approximately 500 000 children. We use specific multiple correspondence analysis (specific MCA) to analyse the differences between these children (using their parents’ education, income, occupation, and national origin), the preschools’ socio-economical and pedagogical characteristics (such as social recruitment, and teacher composition regarding their social background), and the composition of providers in the preschool market. The analysis of the Swedish social space of preschools indicates an overarching structure of enrolment that not just segregates children with different living conditions, but also creates an inequality when it comes to the kind of early childhood education and care they receive.
ER  - 

TY  - CONF
T1  - Stayers, leavers and shifters: A longitudinal study of teacher attrition and retention
T2  - ECER 2014, The Past, the Present and Future of Educational Research in Europe. Network: 10. Teacher Education Research
A1  - Lindqvist, Per
A1  - Nordänger, Ulla Karin
PY  - 2014
LA  - eng
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - A growing international trend in policy emphasizes the relationship between the competitiveness of a state and the quality of its educational system. Excellent teachers are a fundamental requirement in such reasoning and increasing efforts to provide students with such have become a challenging world-wide quest. The Unesco Institute for Statistics (2009) claims that half of the world’s countries need to expand their teaching forces by 1.9 million in order to be able to enroll all primary school-age children by 2015. Countries in Sub-Saharan Africa have by far the greatest need for additional teachers, but also Western countries such as Ireland, Spain, Sweden and the USA are pointed out as facing teaching gaps, although these can be considered as moderate in comparison (ibid.). In the case of Sweden, prognoses indicate that the number of certified teachers in the compulsory school will be too low to cover the demand during the next 20 years. In 2020, the Swedish educational system will, according to national statistics, lack roughly 22 000 teachers, approximately 20 % of the teaching workforce (Statistics Sweden, 2012; Swedish National Agency for Higher Education, 2012).The most common measure to overcome such a shortage of teachers is to try to increase recruitment into the profession. Hence, a number of campaigns to attract young people to teaching have been launched during recent years and alternative routes into the profession have been put on the agenda by governments around the world.         However, statistical findings also indicate that the major problem for schools is not a shortage of teachers coming into the system. The real problem is that, even in countries where sufficient numbers of teachers are trained, it appears as if many of the newly graduated choose not to go in to teaching at all (Luekens et.al, 2004) or to leave after just a few years (Cooper & Alvarado, 2006 ). This observation has been developed in the scholarly literature, notably in the works of Ingersoll (2003; 2007) and hints at a different kind of measure to remedy the shortage of teachers. The alternative it suggests is that it may be a more efficient strategy to put in an effort to retain and support active teachers, or to attract teachers who quit or never started teaching to return to the profession. Putting it metaphorically, it is better to patch the holes in the bucket before trying to fill it up.In the case of the Swedish teaching “bucket” there were 235 878 teachers (including pre-school teachers) working in Sweden 2010 (Swedish Government, 2010). Compared to the number of graduated teachers at that time, one can logically conclude that 37 500 of the graduated (16 %) were working outside the educational system. If these “missing teachers” were re-recruited to the teaching profession they would, to a large degree, fill up the future shortage of teachers, especially in certain categories.The ambition in this presentation is to take a closer look at the holes in the bucket by presenting data from a longitudinal study of Swedish teachers.What do the holes look like? When do they occur? Is there a flow in-and-out ? Can we detect possibilities to plug the leaks? Since we know that the proportion of graduated teachers who drop out often correlates with the number of years in the profession and we will set our focus on the first five years, which seems to be a particularly critical period in teachers’ decision to stay in or leave the profession (e.g. Hammerness, 2008), but we will also have an unique possibility to add a twenty-year perspective to our results.MethodBased on a material consisting of correspondence between 87 teachers and their former teacher trainer, from their graduation 1993 -2008 and continuing up to the present (2008-2013) with us in charge, we have had the opportunity to follow a cohort of Swedish teachers during their first 20 years after graduation. The informants have, regardless of whether they have been sick, been on parental leave or just have quit working as teachers, continued to deliver data around where they work and what kind of work they are doing (including non teaching work). Over the years they have also recurrently described experiences of and expectations on their work as teachers.. The number of teachers in this longitudinal study is small relative to the sample sizes available in teacher-specific databases on which results – as the ones mentioned above – are based. However, our material allows analyses and comparisons that have not previously been possible Results from research on teacher attrition are generally on a one-shot basis, drawn from a wide target population of teachers, producing general overviews of a population from a long distance at a particular point of time. More rarely attrition is considered as a process over time where cohorts of teachers are followed in longitudinal studies, through extensive parts of their careers, in order to identify typical patterns of development and examine individual variations (Cohen, Manion & Morrison, 2011). With a mixed method approach we have had the possibility to combine particularity with generality, to make quantitative and qualitative data “mutually illuminating” (Cohen et. al., 2011, p. 24). The mixed design of the study is sequential in which qualitative and quantitative procedures run one after the other, in order to sufficiently answer the research questions. In the first stage of the analysis, parts of the mainly qualitative data have undergone basic qualitative analyses in order to be transposed into quantitative variables (examples are: working as a teacher, in what subjects and grades, movements in and between schools). These variables have been analyzed by means of STATA 12.1 and SPSS 19Expected OutcomesIn the presentation we follow our 87 newly graduated teachers through the first five years. The trajectories during this period are described with the help of mixing quantitative data with individual narratives. What happens to them? Data from the cohort is also discussed in relation to general statistical overviews on teacher attrition. The analysis indicates that caution is advised in interpreting and making use of general statistics when trying to understand and suggest local remedies in relation to predicted teaches shortages. Teacher attrition is a more non-linear, complex and context-related phenomenon than what is typically proposed and our results show that the early leavers consist of a small and heterogeneous group of individuals. In many cases drop-outs are temporary. Individuals leave, but also return to, the profession over time and their out-of-school experiences can sometimes be understood as individual initiatives to enhance teaching ability in the long run. The analysis of the longitudinal non-retrospective data from the early leavers makes us also wonder if career decisions are as rational as we often seem to suppose. Finally we discuss if there is reason to believe that we should abandon the image of teaching as a long-term career, and look upon it as a temporary profession? Are we returning to Lorties’ classical description (1977) of the teaching profession as a low paid, temporary job for young women prior to their real career (of child rearing)?ReferencesCohen, L., Manion, L. & Morrison, K. (2011). Research Methods in Education. New York: Routledge. Cooper, J.M. & Alvarado, A. (2006). Preparation, recruitment and retention of teachers. UNESCO, IIEP Education policy series No. 5. Hammerness, K. (2008). “If You Don’t Know Where You are Going, Any Path Will Do”: The Role of Teachers’ Visions in Teacher’ career Paths. The New Educator, 4:1, pp. 1–22. Ingersoll, R.M. (2003). Is There Really a Teacher Shortage? Center for the Study of Teaching and Policy, University of Washington. Ingersoll, R.M. (2007). Misdiagnosing the Teacher Quality Problem. (CPRE Policy Briefs No. RB-49), Consortium for Policy Research in Education. University of Pennsylvania. Lortie, D.C. (1977). Schoolteacher: a sociological study. Chicago: Univ. of Chicago Press. Luekens, M.T., Lyter, D.M. & Fox, E.E. (2004). Teacher Attrition and Mobility: Results from the Teacher Follow-up Survey, 2000-2001. U.S. Department of Education, National Center for Education Statistics. Washington, DC. Statistics Sweden (2012). Trender och Prognoser 2011 [Trends and Forecasts 2011]. Statistics Sweden. Swedish Government (2010). Tillgången på behöriga lärare [Supply of certified teachers] (Report 2010:7). Utredningstjänsten. Swedish National Agency for Higher Education (2012). Högskoleutbildningarna och arbetsmarknaden [Higher education and the labor market] (Report 2012:22R). Unesco Institute for Statistics (2009). Projecting the Global Demand for Teachers: Meeting the Goal of Universal Primary Education by 2015. Technical Paper No. 3.
ER  - 

TY  - CONF
T1  - Student perspectives on feedback: writing processes in L2 Swedish lower secondary classrooms
A1  - Kangasniemi, Annie
PY  - 2025
LA  - eng
AB  - This PhD project aims to investigate feedback practices from the perspective of multiligual learners in L2 Swedish lower secondary classrooms. Previous research into L2 writing assessment is frequently informed by a transmission-recipient view on feedback (Carless & Boud, 2018). Aligned with more recent views on language and communication, feedback can be conceptualized as context-embedded events (Gravett & Carless, 2023). In order to explore situated feedback practices in their complexity, the present study will adopt a linguistic ethnographic approach (Copland & Creese, 2015). Classroom observations will be followed by a think-aloud study of students’ concurrent thoughts and actions while engaging with teacher feedback (Charters, 2003). Real-time data on student thinking could be valuable both to teachers and researchers as they would likely gain a clearer picture of students’ writing strategies and how feedback practices, as well as writing instruction, could be adjusted to better meet multilingual students’ learning needs. The findings of this study have the potential to bring new insights into supporting younger L2 Swedish students’ writing development.  Type of presentation: oral presentationKeywords: feedback, L2 writing, student perspectives  References:Carless, D. & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1215 – 1325. Charters, E. (2003). The use of think-aloud methods in qualitative research: an introduction to think-aloud methods. Brock Education Journal, 12(2). Copland, F., & Creese, A. (2015). Linguistic ethnography: Collecting, analyzing and presenting data. Sage.  Gravett, K., & Carless, D. (2023). Feedback literacy-as-event: relationality, space and temporality in feedback encounters. Assessment & Evaluation in Higher Education, 1-12. 
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TY  - CONF
T1  - Exploring Market Competition in Swedish School Health Services: A Bourdieusian Analysis
A1  - Laurin, Emma
A1  - Lindgren, Joakim
A1  - Rönnberg, Linda
A1  - Benerdal, Malin
PY  - 2025
LA  - eng
AB  - Despite growing research interest in the marketisation of the welfare sector, its impact on school health services remains largely unexplored. Sweden provides a valuable context for examining this process, given its extensive marketisation in healthcare (Fredriksson & Isaksson 2022) and education (Rönnberg, Lindgren & Lundahl 2019) since the 1990s. By focusing on the Swedish case, this study provides critical insights that contribute to the broader discussion on the marketisation of welfare across Europe and internationally (Maarse 2006; Verger, Fontdevila, & Zancajo 2017).Since the late 19th century, children’s health has been fundamental to Swedish schools, but its interpretation and organisation have consistently been contentious topics. Doctors and nurses were the first health professionals to enter schools, focusing on disease prevention and hygiene improvement. By the 1940s, school psychologists and social workers began working in schools, introducing new perspectives on children’s health and shifting the focus from pupils’ physical health to their psychological well-being. In the 1970s, the emphasis transitioned from measures directed towards individual pupils to schools’ psychosocial environment (Larsson 2017). From the 1990s, the landscape of school health services underwent further transformation. School responsibilities were decentralised from the state to Sweden’s 290 municipalities. Special needs educators entered school health services, as special educator education substituted the special needs teacher education from 1989 (until 2007, when the special needs teacher was re-established). Furthermore, revised regulations and the introduction of privately operated independent schools opened up avenues for private companies offering school health services. In 2011, the introduction of a new Education Act (2010:800) brought major reforms to school health services. All schools, municipal and independent, were required to provide access to school health services for all pupils, including professions such as school nurses, doctors, counsellors, psychologists, and staff with special education competence. The mission of the school health services was also expanded to promote not only pupils’ health but also their learning. Using Bourdieu’s framework, this brief historical account suggests that the development of school health services can be understood as the emergence of a particular social field. Fields are structured and relatively autonomous domains within society, with distinct norms, conditions and regulations, where actors compete for field-specific capital (Bourdieu & Wacquant, 1992). At the heart of the school health services field lies a struggle over how children’s health and school health services should be defined, what the services should encompass, and how they should be organised.      This paper explores Swedish school health services as a social field, particularly focusing on the marketisation of the field. We draw on Pierre Bourdieu’s theoretical framework, using his concepts, field, capital, strategy and doxa (Bourdieu & Wacquant, 1992). Specifically, we reference insights from Bourdieu’s study The Social Structures of the Economy (2014 [2005]), where Bourdieu emphasises that economic practices—which in economic theory are described as autonomous and rational calculations of supply and demand—are deeply embedded in social structures and shaped by power relations, symbolic capital, and historical development in a field. We address the following research questions: How has the school health service field in Sweden evolved? Who are the key actors in the Swedish school health services field and what are the field-specific forms of capital that they compete over? In what way does marketisation affect the school health services field?  The paper aims to deepen the understanding of marketisation within school health services and the welfare sector more broadly by analysing economic practices as socially embedded phenomena shaped by pre-existing and current hierarchies and symbolic capital.    The paper builds on 80 interviews with actors in the Swedish school health services field conducted from 2024-2025 and documentary sources collected in connection with these interviews, such as school health plans and documentation of procurements. The interviews, averaging one hour in duration, explored the actors’ and their organisations’ backgrounds, the development, motives, and visions for their activities, relations to other actors within school health services, reasons for and experiences with the buying and selling of school health services, and their perspectives on the consequences of the marketisation of school health services in Sweden. The interviews were conducted via telephone or online via Zoom and were transcribed using a digital software programme. The study is part of the project Student Health as a Market (VR 2022-03782), funded by the Swedish Research Council, and the Swedish Ethical Review Authority approved it.  Mapping the key actors revealed a network of interconnected and interdependent stakeholders within the field. These actors include the main informant groups; public actors in the form of municipalities and public schools, government agencies, such as the Swedish School Inspectorate, and the Swedish National Agency for Education, accompanied by a wide range of private (non-state) actors, including private school organisers, various professional associations (representing occupational groups such as school doctors, nurses, psychologists, and counsellors) as well as both for-profit and non-profit private actors active in the school health services field. Our analysis indicates that the doxa, the taken-for-granted belief in a field, emphasises acting in the best interests of pupils and their well-being, prioritising care and support over financial and status gain. All actors in the field adhere to the doxa, including private companies, often downplaying their corporate identity, although they generate profit and seek to expand their businesses. However, as private companies gain ground in the field, the doxa has become a site of tension.   Many municipalities and, somewhat paradoxically, private companies criticise marketisation, viewing private companies’ involvement as a violation of the field’s doxa. These tensions appear to be influenced by pre-existing hierarchies within the field and the actors’ economic, social and cultural capital. For example, schools and municipalities often select private providers based on recommendations from others within their social networks, highlighting the importance of social networks and cultural capital in decision-making processes. Longstanding relations, trust and status emerge as crucial factors, particularly given the complexity of dealing with children’s health and the challenges of measuring and evaluating the quality of school health services.A preliminary conclusion is that the marketisation in the field augments pre-existing inequalities between municipalities, schools and professional groups as resource-rich actors are better positioned to leverage marketisation to their advantage.ReferencesBourdieu, P. (2014 [2005]), The Social Structures of the Economy. Cambridge: Polity Press.Bourdieu, P., & Wacquant, L. (1992) An Invitation to Reflexive Sociology, The University of Chicago Press.Fredriksson, M., & Isaksson, D. (2022). Fifteen years with patient choice and free establishment in Swedish primary healthcare: What do we know? Scandinavian Journal of Public Health, 50(7), 852–863.Larsson, A. (2017), “Physical, emotional, and social illness Changing problems for school health care in twentieth century Sweden”, History of Education Review, Vol. 46 No. 2, 2017 pp. 194-207.  Maarse, H. (2006) The Privatization of Health Care in Europe: An Eight-Country Analysis. J Health Polit Policy Law 1 October 2006; 31 (5): 981–1014. Rönnberg, L., Lindgren, J., Lundahl, L. (2019). Education governance in times of marketization. In: Langer, R., Brüsemeister, T. (eds) Handbuch Educational Governance Theorien. Educational Governance, vol 43. Springer VS, Wiesbaden.Verger, A., Fontdevila, C., & Zancajo, A. (2017). Multiple paths towards education privatization in a globalizing world: a cultural political economy review. Journal of Education Policy, 32(6), 757–787. 
ER  - 

TY  - JOUR
T1  - Sverige: Slöjdämnets situation, utveckling och forskning under 2009–2018
T2  - Techne series
SN  - 1238-9501
A1  - Hasselskog, Peter
A1  - Holmberg, Annelie
A1  - Westerlund, Stina
PY  - 2018
VL  - 3
IS  - 25
SP  - 74
EP  - 93
LA  - swe
PB  - : Universitetsbiblioteket OsloMet
KW  - slöjd
KW  - slöjdämnet
KW  - slöjdlärarutbildning
KW  - slöjdforskning
KW  - utbildningsekologiskt perspektiv
KW  - textile studies
AB  - Perioden 2009–2018 har varit mycket händelserik för slöjdfältet i Sverige. Den svenska grundskolan har fått en ny läroplan inklusive ny kursplan för slöjdämnet. Lärarutbildningen har förnyats och reviderats ett flertal gånger. Antalet disputationer med anknytning till slöjdämnet har under perioden ökat jämfört med tidigare. I föreliggande text analyseras slöjdfältets utveckling utifrån ett utbildningsekologiskt ramverk och ur flera perspektiv. Ett läroplansteoretiskt perspektiv synliggör förändrade förutsättningar genom policy och olika styrdokument, vilka syftar till konsekvenser i praktiken inom såväl grundskola som lärarutbildning. Här riktas fokus mot de olika reformer som påverkat slöjdområdet, samt den nya läroplanens faktiska genomslag. Ett utbildningsekologiskt perspektiv bidrar till att förtydliga bilden av slöjdämnet inom såväl en pedagogisk, vetenskaplig som samhällelig kontext. Analys av tidsperioden visar att förändringar i lärarutbildning och ny kursplan för grundskolan kommit att påverka slöjdundervisningen, men att i policy avsedda förändringar inte fullt ut realiserats. Påståendet stöds bland annat av den nationella ämnesutvärderingen av grundskolans slöjdämne som genomfördes 2015. Verksamheten kan kritiseras för bristande likvärdighet i såväl grundskola som inom lärarutbildning. Det svenska slöjdfältet är ännu ett ungt forskningsområde som först år 2013 erhöll sin första professor. Efter att tio doktorander disputerat och ett förhållandevis stort antal studier publicerats inom fältet under den aktuella periodenhar möjligheterna till forskarutbildning minskat. Avsaknaden av ett gemensamt nationellt forskningsämne försvagar och försvårar nödvändig utveckling. Det sammantagna resultatet visar att slöjdfältet som helhet står relativt starkt, men att det också står inför utmaningar i såväl grundskola och lärarutbildning och gällande att realisera ett slöjdämne på vetenskaplig grund.
ER  - 

TY  - CONF
T1  - Digital design tools in gifted students’ technology education
A1  - Brink, Helen
PY  - 2022
LA  - eng
AB  - It is common to teach about design and product development using digital design tools when teaching technology in lower secondary school in Sweden, and all students are supposed to develop digital competence. Digital design tools enable differentiated teaching and it is important to learn more about this, especially regarding gifted students.The aim of this study is to develop knowledge about teaching design and product development to gifted students, and to explore if and how digital design tools can stimulate and challenge these students. The study also aims to identify important features regarding gifted students’ technology education, of use for both teachers and teacher educators. The study is planned as a design study where researcher and teachers together develop and analyze the teaching. It is expected that the result of the study can be used to guide teachers in technology to better include their gifted students in learning, the results are also expected to increase the knowledge base of differentiated teaching in technology in inclusive settings.
ER  - 

TY  - CONF
T1  - Looking at Democratic Intention and the Experienced Curriculum: Examples from Swedish and American Schools and Classrooms
T2  - [Abstract Book]
A1  - Eklund, Monica
A1  - Nelson, Wade W.
PY  - 2009
SP  - 43
EP  - 43
LA  - eng
AB  - In the Nordic countries and in most western democracies, including the United States, there is a long and strong tradition of teaching aboutdemocracy. The “democratic assignment” for teachers and school leaders in the Swedish schools goes further than teaching about democracy. The Swedish intension is to encourage schools to become democratic organizations with students, teachers, school leaders and others in the school as participating members. We are interested in the relationship between the intention for and experience of democracy in schools. Our theoretical framework is an historical one emphasizing the importance of participatory democracy in school. America’s foremost educational philosopher, John Dewey, sees education as a necessity of social life (Dewey, 1996/1916). Most of the education writers who have addressed the broad purposes for schooling have arrived with Dewey at the conclusion that “...democracy is the most important among all the possible philosophical and political sources from which public school purpose can be derived” (Raywid, Tesconi & Warren, 1987, p. 16). We are persuaded that the term democracy – though subject to varied definitions and perceptions – best embodies the collected concepts, beliefs, and values of modern western culture that should comprise the processes and content of compulsory public schooling. We wonder, however, how much of the imperative of schooling for democracy actually resides in the conscious deliberations and intentional activities of educational practitioners. Furthermore, we are interested in the day-to-day experiences of students and teachers in relation to “participatory democracy”. Our research project is a qualitative inquiry into the perceptions of educators (school leaders, classroom teachers, and students) relative to the ideals of participatory democracy and an ethnographic description of student and teacher class experiences in selected schools and classrooms in the U.S. and Sweden. We use interview methodologies to uncover perceptions and participant observation methods to explore classroom experiences. Our intention is not to draw general conclusions about or make specific comparisons among schools or school systems in participant countries, but rather to try to better understand the relationship between intention and experience in selected environments. We hope our research will enable educators to look at their own schools in light of the democratic assignment in an effort to improve practices leading to more democratic schools and eventually more democratic, just, and peaceful societies. We think our research is relevant today because developing the scientific knowledge base of education in the Nordic countries is not a process going on in isolation from researchers from other countries. We have found that the cooperation between one researcher from Sweden and another from the United States can bring improved perspectives and deeper understanding of schools, their purpose, and the experiences those schools provide for all their constituents.
ER  - 

TY  - CONF
T1  - Teachers’ views on emotions in climate change education: Exploring meta-emotion philosophies, promoting critical emotional awareness
A1  - Ojala, Maria
PY  - 2018
LA  - eng
AB  - Research topic/aim: Researchers have started to argue for the importance of including emotions in education for sustainable development (ESD). Two main arguments are used: (1) The seriousness of sustainability challenges such as climate change (CC) can evoke negative emotions and this needs to be taken account of in education to prevent feelings of hopelessness and promote hope and agency. (2) In utilizing diversity and taking account of different value-laden commitments, conflicts will inevitable occur and educators need to take account of emotions related to them to prevent deadlocks and to promote constructive learning. However, what’s largely missing in the literature is an exploration of teachers’ views on the role of emotions in ESD. In the present study the focus is on CC-education. The aim is to explore senior high-school teachers’ meta-emotion philosophies regarding CC-education. What are teachers’ views and feelings about students’ emotions concerning CC and these emotions role in the learning process? What strategies do teachers use to handle students’ emotions?Theoretical framework: The theoretical framework is meta-emotion philosophies, which is an organized set of emotions and thoughts regarding one’s own feeling and other people’s feelings. It’s about awareness of emotions, acceptance of emotions, handling of emotions, and coaching of emotions. In an educational context meta-emotion philosophies are thought to have an indirect effect since they influence how teachers interact with students in emotional relevant situations, which can have an effect on how students cope with emotions and learn. Meta-emotion philosophies can also be related to the pedagogical concept of teachers’ beliefs, which have been found to influence teachers’ decision-making.Methodological design: 16 Swedish senior high-school teachers in geography, teaching about climate change, were interviewed. The methodological approach is phenomenological since it is the participants’ subjective experiences and interpretations that is in focus. Stratified purposeful sampling was chosen to select the target group. Gender, age/experience, and teaching subjects besides geography (natural science/social science) were taken account of in the sampling process. Semi-structured interviews were performed. Data analysis was done by using interpretative phenomenological analysis (IPA).Expected conclusions/findings: Preliminary analysis has identified four meta-emotion philosophies among the teachers: A disapproving or ignoring meta-emotion philosophy – the science oriented teachers. A dismissing/replacement meta-emotion philosophy – the therapy oriented teachers. A partially acceptance based meta-emotion philosophy – the politically oriented teachers. A complexity and acceptance based meta-emotion philosophy – the context sensitive teachers. The presentation will focus on how these four groups relate to and differ on the following dimensions: An awareness, or not, and acceptance, or not, of emotions. Beliefs and metaphors of emotions. Strategies to handle and coach emotions.Relevance to international educational research: By pinpointing different meta-emotion philosophies this study can work as a starting point for lifting emotional dimensions in CC-education to the surface. It can be a base for critically discussing different views of emotions and thereby promoting critical emotional awareness as an important ESD-competence among teachers. Hence, the study has practical implications for teacher education.
ER  - 

TY  - CONF
T1  - Primary teacher´s responses to municipal digital investments
A1  - Liljestrand, Johan
A1  - Walldén Hillström, Kristina
PY  - 2024
LA  - eng
AB  - The purpose of our presentation is to examinate primary school teachers’ collegial responses to a 10-year investment of one-computer-one-student (1-1) teaching. In Sweden some municipalities have invested for large scale implementation of digitally based teaching. Such initiatives (as for several other projects) usually take shape as top-down-processes based on political decisions, aimed for successful implementation by the teachers in their classrooms. However, without the teacher´s interpretations and responses of such investments no teaching, intended by policy makers, will be realized. From this point of view teachers´ are actors (as the pupils in the classroom) which politicians and administrators depend on to succeed with their intentions.  We approach our purpose through examination of audio recordings of fifteen focus group conversations between primary school teachers, addressing the municipal 1-1 investment. Our theoretical lens is policy enactment (Maguire et al. 2015) focussing on how policy is enacted in local practices, and ethnomethodology wherein meaning is achieved through everyday routines for conversation (Heritage 1984). The preliminary observations make visible the teachers’ different responses to the investment such as aligning or aligning with provisions and rejections, but also various patterns of participation such as conflict and agreement. Through mapping such responses carefully in collegial talk our study provides insights in collegial teacher reasoning and its different subtleties. Our vantage point is that such subtleties are important, both regarding their meaning and its possible consequences for pedagogical actions (and omitted actions). Our study is relevant for Nordic educational research due to the current debate about possibilities and limits of digitalisation in education, through a close examination of the voices of teachers.  
ER  - 

TY  - CONF
T1  - Local policy work on digitalisation in Swedish municipalities: Different translations in different contexts
A1  - Gustafsson, Ulrika
PY  - 2023
LA  - eng
KW  - policy translation
KW  - context
KW  - local governance
KW  - digitalisation
KW  - case study
AB  - When national policies on school digitalisation follow international trends of transferring governing responsibility to local stakeholders, ideas of national policy coherence and school equality are challenged by decentralised school organisations, which is the case in Sweden and the Nordic countries (Moos & Krejsler, 2021). Yet, schools are still expected to uphold a tradition of education equality and digital competence for all.   This paper focuses on Swedish policy work on school digitalisation among local authorities. Conducted as a comparative cross-case study (Simons, 2009) of four contextually different municipalities, the study examines how local contexts influence this type of policy work through interviews with municipality officials (school superintendents), local policy texts on school digitalisation, three years of local education board minutes, and municipality websites. The study seeks to answer the following questions: (1) How do municipalities translate national school digitalisation policy into actions based on local context? (2) What similarities and differences can be found in these translations between different local contexts? (3) Do contextual differences affect the local translations of policy concerning the digitalisation of schools, and if so, in what ways?Each of the four cases is explored in relation to the contextual factors of (a) material contexts, (b) professional cultures, (c) situated context, and (d) external contexts (Ball, Maguire, & Braun, 2012; Braun, Ball, Maguire, & Hoskins, 2011). The findings show that municipalities may approach policy translations of school digitalisation in two ways in which translation power is balanced differently. These approaches are based on contextual factors where size matters. The findings raise questions regarding the importance of local governance and contexts in policy translations of national school digitalisation policy in terms of policy coherence, school equality, and teacher agency.References: Ball, S. J., Maguire, M., & Braun, A. (2012). How schools do policy : policy enactments in secondary schools. Routledge.Braun, A., Ball, S. J., Maguire, M., & Hoskins, K. (2011). Taking context seriously: towards explaining policy enactments in the secondary school. Discourse (Abingdon, England), 32(4), 585-596. doi:10.1080/01596306.2011.601555Moos, L., & Krejsler, J. (2021). What works in nordic school policies? : mapping approaches to evidence, social technologies and transnational influences. Cham, Switzerland: Springer.Simons, H. (2009). Case study research in practice. SAGE.
ER  - 

TY  - CONF
T1  - A changing ecology?: Academisation and digitalization of educational crafts in Sweden
T2  - NERA Conference 2023
A1  - Westerlund, Stina
PY  - 2023
LA  - eng
KW  - educational sloyd
KW  - academic drift
KW  - educational ecology
KW  - aesthetic school subjects
KW  - slöjd
KW  - utbildningsekologi
KW  - akademisering
KW  - digitalisering
AB  - Academisation and digitalization are ongoing societal processes with influence in the educational field. Over time these processes contribute to change and creates new conditions for teaching and perceptions of subject content. Change often occurs gradually and consequences for individual school subjects differ. The school subject Crafts (sw. slöjd) represents an action-based form of knowledge, where materiality and making in and with materials and physical tools are central. With digitalization follows increased demands for the use of digital tools within both primary school and teacher education. Academisation of education has meant stronger demands for scientificization and education on a scientific basis, which has strengthened the text-based knowledge in Crafts. This study is part of an ongoing four-year project, The ecology of aesthetics, and examines what characterizes academisation and digitalization in Craft and how these processes create new conditions for the subject. The study’s research questions concern how craft teachers perceive and describe academisation and digitalization in relation to teaching, and what consequences follows for the subject content. Theoretically, the study is based on an educational ecology perspective where Crafts is considered as a living ecology in interaction with surrounding parts in a comprehensive educational system. Change is understood as a process where parts of the system interact and affect the whole. The data consist of qualitative interviews with eight professional craft teachers in Swedish primary school with varying graduation year from teacher education, the earliest in 1984 and the latest in 2001. The interviews have undergone thematic analysis in several steps with coding and thematizing. Results show a somewhat ambivalent attitude among craft teachers towards academization and digitalization, which is perceived to expand and add new opportunities but also to steal time from craft work in materials. Consequently, a reduced degree of difficulty in craftsmanship in assignments is described by teachers educated in the 1980s and 1990s, while later educated teachers educated rather describe a reverse development. How teachers argue for students’ work in materials varies between a theoretical or a more craft-based understanding related to when they were graduated. Digital tools for documentation are widely used by all teachers and are perceived to free up time, while the use of digital tools in the material parts of the craft process is less present in teaching and assignments, depending on the extra time and resources that teachers perceive this to require. According to the analysis, academisation and digitalization seems to be intertwined in a way that to some extent counteracts effects but at same time reinforces each other. Academisation and digitalization are global processes and thus current for the entire Nordic craft field, even if national steering and the conception of educational Crafts varies between the Nordic countries. The question of the conditions for action-based knowledge in today's educational ecology needs to be raised based on how several intersecting policies, in sometimes unpredictable ways, offers differing challenges and opportunities in different subject contexts.
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TY  - JOUR
T1  - Attacking Immune Attack™? An Evaluation by Teacher Students
T2  - 4th European Conference on Games Based Learning
A1  - Barendregt, Wolmet
A1  - von Feilitzen, Mattias
PY  - 2010
LA  - eng
AB  - A crucial factor in the adoption of educational games in schools is the attitude of teachers towards these games. In this paper, we describe the results of an evaluation of the educational game Immune Attack™ by a group of teacher education students in the course Learning and Information Technology at Gothenburg University, Sweden. Immune Attack™ is meant to be a supplemental teaching tool for middle school and high school biology, introducing molecular and cellular biology in detail. The player assumes the role of a pilot remote-controlling a nanobot, called Explorer. With the help of advisors, the player must learn about the different cells and environments in the human body in order to determine how to train the immune system. Visual and audio clues in the game provide the information needed to accomplish this goal. The game has received a lot of positive media attention and has been developed by a team of researchers and developers from institutions such as the Federation of American Scientists (FAS), Escape Hatch Entertainment, Brown University, and the University of Southern California under a grant of the National Science Foundation. According to the designers of the game, preliminary test data has pointed out that students are learning and are gaining confidence with molecular and cellular biology by playing this game. Although many educational games do not succeed in being as motivational as other commercial games, or being convincingly effective as teaching tools, this game promises to be a candidate to convince future teachers to use educational games in their classroom. We thus considered Immune Attack™ an ideal game to be evaluated by the future teachers in our university program. Surprisingly, the results of the evaluation by teacher students discussed in this paper show that none of the teacher students would want to use the game in its current form for their teaching. Despite the general openness towards the use of computers in the classroom and Game Based Learning, these students also have a critical analytical attitude when evaluating the use of ICT in classroom settings. The paper first describes how the evaluation was performed and in what context. Then the arguments of the teacher students for why they would not use the present version of Immune Attack™ in their teaching are presented. These arguments are related to aspects like usability, integration of the learning content in the game, appeal, and motivation for the educational topic. The paper also presents some of the positive comments made about the game, such as the background music and graphic representation of the human body. Finally, the paper discusses the representativeness of this study for teachers’ views on a game like Immune Attack™ and presents recommendations for improvement of educational games in order to convince prospective teachers of the usefulness of such a game.
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TY  - CONF
T1  - In between self-knowledge and school demands.: Policy enacted in the Swedish middle year classroom.
A1  - Tanner, Marie
A1  - Pérez Prieto, Héctor
PY  - 2012
LA  - eng
AB  - In a recent series of articles Braun et al highlights the importance of studying the ways that policy is enacted by teachers in their everyday work attending the material and discursive contingencies that forms, frames and limits practical responses to policy (Braun, Ball, & Maguire, 2011) . Using these articles as point of departure we go one step further in empirically exploring how policy is interpreted and made in to being in the classroom interaction between teacher, students and artifactual texts being used.In the performative society that has  developed in the new education economy (Lauder, Brown, Dillabough, & Halsey, 2006)  it is not so much in the structures of the formal organization but in the constant flows of performativities that power is produced where, as Stephen Ball puts it (S. J. Ball, 2006), “[I]t is the database, the appraisal meeting, the annual reviews, report writing and promotion applications, inspections, peer reviews that are to the fore” (p. 693). Policy work in schools thus comes to be a much broader concept not only referring to policy as top-down steering from governmental decisions and organizational structures but as something that is achieved and made on all levels by the actors in the school system. Different kinds of texts and documents made on all levels and by various actors thereby become part of the regulatory techniques in the performative society. In a Swedish context one example is how new text genres and literacy practices are created (Andreasson & Asplund Carlsson, 2009)  when schools have to find ways to organize and document increased demands of assessments and control over student outcomes through national standards and tests as well as written assessments and individual developmental plans for each student. These student centred texts has in various studies been seen as self-regulatory technologies from a governmentality perspective (Andreasson, 2007; Bartholdsson, 2007; Granath, 2008).This paper aims at showing how policy is enacted in the everyday classroom interaction and how the student’s identity and position in relation to ideals of “the good student” is negotiated and fabricated within new kinds of literacy practices in the classroom context. We focus the interaction in a Grade 5 classroom where students are asked to fill in a “self-evaluation form” as a preparation for a forthcoming discussion on progress between teacher, student and parents aiming at producing an individual developmental plan. Drawing on the theoretical concepts of fabrications and performativity (S. Ball, 2006; S. J. Ball, 2003) we see this practice as an enactment of policy where both teacher and students are seen as actors and subjects made into being in interaction with the self-evaluation form as a textual artifact.  In doing this we also draw on critical views of literacy within the field of the new literacy studies (Barton, 2007; Brandt & Clinton, 2002; Gee, Hull, & Lankshear, 1996; Gee, 2008)  where literacies are seen as social practices made in interaction in different domains in people’s lives, such as for example the school context.Method (200 words)The empirical data used comes from a larger video ethnographic study of literacy practices in the Middle years, which in Sweden means students that are 10 to 12 years old. In this analysis we focus a lesson during 30 minutes when the teacher first instructs the whole class and then moves to different students to help them fill out the form “self-evalutation”. Two video cameras have been used to document the interaction between teacher and students in the classroom from a classroom- and a teacher perspective, where we make a detailed micro-level analysis of a series of interactions with one of the students during the class. In the analysis we use conversation analysis (CA) as an analytic tool to make visible the joint interaction of the participants, teacher and students in an institutional setting (Have, 1999; Heritage, 1997; Sacks, Schegloff, & Jefferson, 1974; Schegloff, 1992; Schegloff, 1996)  where  participants use verbal talk and other semiotic resources to simultaneously both make use of and continuously shape material and contextual resources through their interactional work (Duranti & Goodwin, 1992; Goodwin, 2000) .Expected outcomes (200 words)The result of the analysis shows how the “self-evaluation” form that seemingly addresses the student’s self-knowledge to be made explicit in order for school to be able to give support meets interpretations of preferred answers to the different boxes in the form that results in a negotiation between different ways of construction the student’s social identity. This makes visible how the “self-evaluation” as a policy document not only can be seen as means for self-regulation from a governmentality perspective, but how the students identity rather can be seen as a fabrication where the teacher and student negotiate different conceptions of the ideal student in relation to the students self-knowledge and school demands both socially and in relation to curricular knowledge. It is an empirically grounded contribution that hopes to enrich and deepen the understanding about how policies are interpretated and made into being by the local actors in schools. It also highlights how students from early years in school are made participants in new literacy practices related to neoliberal changes in the societal work order at large, which also can be seen as a learning practice even though it is not made explicit in the curriculum.
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TY  - CONF
T1  - Higher education for professional and/or academic literacy?
A1  - Lindberg, Viveca
A1  - Christidis, Nikolaos
A1  - Christidis, Maria
A1  - Louca Jounger, Sofia
PY  - 2019
LA  - eng
KW  - new literacy studies (nls)
KW  - pilot study
KW  - professional literacy
KW  - academic literacy
AB  - As in other professional programmes within academia, part of the learning outcomes relates to content like anatomy and physiology, others relate to tools, and materials used for dental work and their properties – in everyday terminology the ‘theoretical’ aspects of dental work. Other learning outcomes relate to what a dentist does – the ‘practical’ (clinical) aspects of dental knowledge. Aspects of these are both understanding patient needs, hands-on-skills, being able to construct an anamnesis and explain oral conditions, treatment need and prognosis (Kurz, Draper & Silverman, 2016). Furthermore, as becoming a dentist requires attending an educational programme, reading and writing, i.e. literacy competences, are seen as self-evident aspects of contemporary education. While it seems obvious that it takes time to become a skilled dentist and a degree is the necessary beginning in this direction, it seems less obvious that it also takes time to become a skilled writer in academia. But future dentists not only examine or repair their clients’ teeth. Part of a dentist’s everyday work is also to document examinations and treatment, prescribe medicines, but also to communicate with other professionals about clients that may need complementary or specialist treatment. Transition from higher education to work requires that students can cope also with the literacy practices of the profession. Studies with this focus show that although a person may be a successful student, (s)he isn’t necessarily well acquainted with the kinds of literacy demands that (s)he will encounter when entering the world of work (Ask, 2017; Dias et al., 1999). Since the 1980s there has been a growing interest in literacy practices, that is, what people read and write in specific activities, how people are expected to read and write (what qualifies as an acceptable text) and for what purposes representatives for the activity read and write. Our focus is on literacy practices in professional higher education, since these prepare for professional as well as for academic writing. On the one hand, students in professional higher education write as part of their studies, but part of professional higher education there also is a practicum or clinical part (what this part is called varies between programmes). During this part students also write, but the purpose for writing is not necessarily the same.The issue for this paper is firstly, to analyse one of the Swedish dental programmes in relation to its design in relation to possible content of relevance for academic and professional literacy, and secondly to explore the literacy practices of the first two modules of a course, specifically from the perspective of students: what do they read and write, how do they read the texts related to this module, how do they write, and what purposes do they express for their reading and writing?In Sweden previous research concerns professional education for engineers (Hållsten, 2008; Berthén, Eriksson & Lindberg, 2006), teachers (Ask, 2007; Blåsjö 2007) and policemen (Ask, 2014). Furthermore, the academic literacy has been studied by Blåsjö (2004) and (Hagström 2005). Our study aligns with the theoretical framings for such studies – text-cultures (Bazerman, 1995), the New Literacy Tradition (NLS) (Street, 2003) with specific focus on literacy in higher education (Jones, Turner & Street, 1999; Lea & Street, 1998, 2006) as well as literacy at work (Barton, Hamilton & Ivanič, 2000). Activity theory has also been used by e.g. Dias and Freedman (1999) in relation to professional higher education and corresponding work (see also Engeström, 1998).Methods/methodologyIn line with studies framed by NLS, ethnographic mapping of literacy events - what students read or wrote, and text-related communication (Barton 2007; Karlsson 2006; Street 2003) informed the data produced. They comprise of the following:Formal documents: the curriculum for the study programme in dentistry as well as the curriculum for the modules Orofacial pan and jaw function 1 and 2 Course literature (recommended however not compulsory): Jeffrey P Okeson (Ed.) (2013). Management of temporomandibular disorders and occlusion. 7th Ed.  St. Louis: Mosby. The book is on 488 pages (of which approx. 100 pages consist of references). Of the 68 students, 16 bought the book. Teaching material: hand-outs (copies of lecturers’ power-points) to students. Power-points for all lectures are based on core content from the book. Students' notes (N=10), all anonymised. In total, 68 students attended the modules. The group pf students was informed about the study and or interest in having copies of their notes but that participation was voluntary.Audio-recordings of the lectures (N=8) – permission given by the two teachers – with the microphone placed close to the teacher. The audio-recordings were complemented by field-notes from one or two researchers attending each lectureMultiple-choice tests and students’ results (although not used for this paper).Complementary to the multiple-choice test there were three mandatory clinical skills demonstrations. For the clinical skills demonstration, no documentation was demanded of the students. The teacher filled in a template for each student, based on observation of students’ performances.Video-recorded, material based thematic interviews with students. During one of the final lectures, students were asked if they could consider being interviewed based on their notes from the lectures. All three student that registered were interviewed. The video recording focused only on students’ notes and their hands, the main point with this procedure was to capture if and when a student pointed at some specific part of their notes.Data was processed and analysed in the following steps: The formal documents were read in order to identify parts of the programme and curricula were academic and/or professional literacy was likely to occur. For this part, the dental researchers in the group necessary. Secondly, the teaching material provided by the two teachers (hand-outs of their Power-point presentations) were compared to students’ notes in order to identify what kinds of notes students made. Thirdly, the interviews with students about their were analysed (this part is still in progress).Expected outcomes/preliminary results/implications The analysis of the programme showed that there, in principle, are several options for addressing both academic and professional literacy. During the first semester the curriculum indicates that students are expected to read academic articles. Attention should be paid both to the content and the structures of these articles. During the following semesters, professional literacy is focused in terms of communication with clients, colleagues and teams of various professions, but also written documentation for various professional purposes. From the sixth semester, academic writing is introduced. In parallel, more complex professional communication and documentation becomes part of the curriculum.The analysis of students’ notes was performed by two researchers, one specialized in dentistry and the other in pedagogy, for reasons of double-control. Both researchers had participated in data collection and observation of lectures. This analysis was developed and tried out based on randomly selected notes from one student before the main analysis of all student texts. The initial analytical template of the student texts was then compared to the main analysis, and the congruency was satisfactory. We found that some students took notes in hand-writing, while others took digital notes. In relation to what was noted, we found three types of notes: 1) copied text from teachers’ power-points, 2) re-formulated text in teachers’ power-points, and 3) written complementing text. The amount of each type pf notes was then estimated and patterns of the three types of notes (copied, re-formulated, or complementary) for each student were mapped and patterns were then constructed into profiles for students’ note-taking. The result of this analysis was used for developing some of the questions for the thematic interviews with students. Preliminary findings of the interviews show that students are aware of professional as well as of academic writing throughout the programme.
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TY  - CONF
T1  - Development of Sustainable Entrepreneurship Competencies in Higher Education: A Self-Assessment Tool for Students
T2  - <em>The Future of Education 12th Edition </em>
A1  - Larsson, Madeleine
A1  - Seela, Anne
A1  - Hjelm, Olof
PY  - 2022
SP  - 17
EP  - 23
LA  - eng
PB  - Bologna : Filodiritto Publisher
KW  - sustainable entrepreneurship competencies
KW  - student self-assessment
KW  - challenge-based learning
KW  - student-business collaboration
AB  - Sustainable entrepreneurship and innovative green business models support society in moving towards a more sustainable future. Within higher education in Sweden, we have observed a trend of an increasing number of modules focusing on sustainable entrepreneurship. Becoming a sustainable entrepreneur does not only require new knowledge but also new skills, and changes in norms and attitudes [1]. Still most of the offered modules focus on learning about entrepreneurship and not on how to become an entrepreneur. As part of the ScaleUp4Sustainability project (funded by the Erasmus+/Knowledge Alliance Programme of the European Union) we have studied the development of sustainable entrepreneurship competencies of students in two modules, both aiming to develop students’ entrepreneurial skills in a context of challenge-based learning in student-business collaborations: Eco-Venturing at the University of Oldenburg and Environmentally Driven Business Development at Linköping University. We adopted the competence framework for sustainable entrepreneurship by Ploum et al. [1] and provided a questionnaire for students to answer before and after the modules to assess their development. The questionnaire includes questions providing background (general information, motivation, experiences and entrepreneurial intentions) and a self-assessment of the following competencies: Diversity Competence, Foresighted Thinking Competence, Normative Competence, Interpersonal Competence, Systems Thinking Competence and Strategic Action Competence, and for each competency a set of performance criteria where to be assessed by the students. For the period of 2019-2022 a total of 136 and 93 students provided answers at the beginning and end of the modules respectively. For both modules skills development was observed for all or most of the competencies evaluated. The largest development was observed for Strategic Action and System Thinking Competencies, whereas minor development was observed for Interpersonal and Normative competencies. In conclusion, this assessment tool can be used successfully to assess development of students’ sustainable entrepreneurship competencies as well as for learning about their prior knowledge. Therefore, it can be useful for both teachers and students. In the paper we will further discuss the observed development in relation to the aim of modules as well as the challenges we experienced regarding the usability of the tool, both from and student and teacher perspective. We will develop a more user-friendly version of the assessment tool and we aim to further incorporate it in modules to stimulate student reflection and increase their engagement in the Sustainable entrepreneurship competencies
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TY  - CONF
T1  - Teachers’ Meta-Emotion Philosophies and Climate Change Education
A1  - Ojala, Maria
PY  - 2016
LA  - eng
AB  - During recent years many researchers have started to argue for the importance of including emotional aspects in ESE. Two main arguments are often used: (1)That the complexity and seriousness of sustainability challenges such as climate change can evoke negative emotions of for instance worry and guilt among students and this needs to be taken account of in educational efforts to prevent feelings of hopelessness and promote hope and agency (Gardiner & Rieckmann, 2015; Hicks, 2014; Ojala, 2013; Stevenson & Peterson, 2015). (2) In utilizing diversity and taking account of different value-laden commitments, conflicts will inevitable occur and educators need to take account of these conflicts and emotions related to them to prevent deadlocks and to promote constructive learning (Garrison et al., 2015;Sund & Öhman,2014; Wals, 2007). These arguments often include a view of emotions as constructive forces. For instance, worry has been found to increase information search and critical thinking (see Ojala, 2013), while dissonance is seen as a pre-request for learning (Wals, 2007). Likewise “positive” emotional aspects such as hope and “passionate engagement” are seen as important motivational forces to take account of (Lundegård & Wickman, 2007; Stevenson & Peterson, 2015; Sund & Öhman, 2014). However, what’s largely missing in the literature is an exploration of teachers’ views of the role of emotions in ESE. An exception is a study showing that a group of teachers thought that ESE can frighten students and overthrow hope and thereby the teachers sometimes avoided talking about aspects that they thought was too emotion provoking (Cross, 1998). Thus, the teachers’ views of emotions influenced their didactical choices.In the present study the focus is on climate change education and the theoretical framework is teachers’ meta-emotion philosophies. Meta-emotion philosophy has been defined as an organized set of emotions and thoughts regarding one’s own feeling and other people’s feelings (Gottman et al.,1997). The term was created in relation to parents relationships with their children. It’s about awareness of emotions, acceptance of emotions, handling of emotions, and coaching of emotions. Meta-emotion philosophies have an indirect effect since they influence how parents interact with their child in emotional laden situations, which can have an effect on how children cope with emotions (Katz et al., 2012). Studies on teachers and meta-emotions philosophies are, however, rare, and are more or less non-existing in relation to education about larger societal problems. An Italian study was recently published about meta-emotion philosophies among early childhood teachers (Ciucci et al., 2015) and a masters’ thesis dealt with the association between teachers’ meta-emotions and students’ performance and bonding to school (Ming Yan, 2010). Regarding educating about societal problems Zembylas and colleagues (2014), although not using the term meta-emotions, identified pedagogical strategies with which emotions are schooled and that classify certain emotions as ‘legitimate’ or ‘appropriate’ and others as ‘illegitimate’ or ‘inappropriate’. In addition, a study demonstrated that students who perceived their teachers as not taking seriously their negative emotions concerning societal problems were more inclined to de-emphasize the seriousness of climate change than students who felt that their teachers respected and validated their emotions (Ojala, 2015). Hence, there seems to be a relation between the emotional rules that teachers enforce and individual coping strategies that young people use in relation to the climate problem.The aim of this study is to explore senior high-school teachers’ meta-emotion philosophies regarding climate change education. The two main research questions are: What are teachers’ views and feelings about students’ emotions concerning climate change and these emotions role in the learning process? What strategies (if any) do teachers use to handle their own and students’ emotions in the classroom?MethodIn all 15 to 20 Swedish senior high-school teachers in geography, teaching about climate change, are interviewed. The methodological approach is phenomenological in the sense that it is the participants’ subjective experiences and interpretations of the object of study that is in focus. This relates to a well-known approach of studying ‘teacher beliefs’ in order to comprehend for instance teachers’ choices and decision-making in the classroom (see for example, Biesta et al. 2015). A stratified purposeful sampling approach was chosen to select the target group (Patton, 2001). The factors of gender, age/experience, and teaching subjects besides geography (natural science/social science) were taken account of in the sampling process. Semi-structured interviews were chosen as a data collection method. This type of interview is based on an interview guide where a number of topics of theoretical interest guide the interviews. The interviews are conducted as discussions around these themes and the order of the questions in the interview are not completely fixed but can be changed according to how the conversation develops (Drever, 1995). The interviews are recorded and written down word by word to allow analysis of the material.A thematic analysis is going to be performed on the data (Braun & Clarke, 2006). The printed interview protocols are going to be read carefully in order to identify a number of overarching themes. Thereafter a coding scheme is going to be created and each overarching theme will became a separate document in which pieces of the interviews are going to pasted (after a further review of the material). Sub-categories to the overall themes are then going to be identified. Thematic analysis can be both inductive and deductive, and in the present analysis the identification of themes is going to be influenced, on the one hand, by previous research and, on the other hand, by openness to the data at hand (Braun & Clarke, 2006).Expected OutcomesThe data will be coded into different themes and sub-themes. The thematic analysis is going to be performed both in a deductive way, where different already identified overarching meta-emotion philosophies to a certain extent will guide the coding of the data (see Gottman et al.,1997; Katz et al., 2012; Ming Yan, 2010). These are: (a) An emotion-coaching meta-emotion philosophy - for instance an awareness and acceptance of emotions, using emotions as opportunities to learn. (b) A dismissing meta-emotion philosophy – for instance a non-awareness of emotions, but also a view that negative emotions are harmful and should be avoided or minimized (c) A disapproving meta-emotion philosophy – where emotions are seen as mostly negative and where one disapproves of emotions as part of the learning process. However, an inductive approach will also be used in which the unique meta-emotion philosophies and related sub-themes of teachers in relation to climate change education will be identified, organized, and described in detail. This will be a novel contribution to the research literature about ESE and climate change education. Teachers will most probably not be coded into only one meta-emotion philosophy category; instead some are expected to express a pattern of different philosophies. These patterns will be taken account of in the analysis. Results are going to be discussed in relation to the theory about meta-emotion philosophies and in relation to earlier studies belonging to the “emotional turn” in research about ESE. Practical implications for ESE/CCE will be elaborated on.
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TY  - CONF
T1  - The use of theories in the assessment of the school-based part of the teacher education programme
T2  - EAPRIL 2018 Conference Proceedings
A1  - Jedemark, Marie
PY  - 2018
SP  - 162
EP  - 170
LA  - eng
AB  - The purpose of this paper is to highlight how theories are used in assessmentdialogues during the last period of a practical, school-based education. The resultis based on 13 assessment dialogues conducted in the school-based part of theswedish teacher education programme and where one of the course objectives is to“in a scientific way, analyse teaching situations based on learning theories”. Theassessment dialogues were analysed drawing from Bernstein’s concepts of‘classification’, ‘framing’, and ‘horizontal and vertical knowledge’. The resultshows that theories are used in an instrumental way to legitimise what is consideredthe “right way” to teach. Only in a minority of the assessment dialogues studentsare expected to use theory as an analytical tool and critically examine their teachingpractice. Although the swedish teacher education have been an academic educationfor 40 years, the reproductive elements still appear clearly today. If a professionalapproach presupposed to be based on theoretical reasoning, then the normative useof theory bocomes problematic. 
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TY  - CONF
T1  - The formulation of the policy of education based on a scientific foundation and proven experience at folk high schools in Sweden
A1  - Ruschkowski, Andreas
A1  - Fejes, Andreas
PY  - 2024
LA  - eng
AB  - The idea of building professional practice on evidence has been debated internationally for decades in various societal sectors, not least in education (Eryaman & Schneider, 2017). Within education, a discourse gradually emerged about the integration of research and practice-based knowledge with the aim of, among other things, improving student learning. Aligning with such discourse, Sweden, as the first country, legislated in 2010 that education in the public school system must rest on a scientific foundation and proven experience (Rapp et al., 2017). To facilitate teachers' interpretation and implementation of this Education Act, educational authorities such as the Swedish National Agency for Education assist with operational support,i.e., with how research-based methods and routines can improve teaching. In sum, this policy is something all teachers within compulsory and upper secondary schools, as well as municipal adult education, have to adapt to. However, one form of adult education in Sweden, the folk high schools, is governed by a different legislation. The folk high schools are instead based on the ideal of "free and voluntary" popular education(Hallqvist et al., 2020; Laginder et al., 2013). This means they can develop their courses independently of the Act that governs the rest of the Swedish school system. Such freedom provides opportunities to develop courses and possibilities to organize teaching differently. At the same time, the freedom might pose challenges to teachers when interpreting the teaching mission in the folk high school, particularly concerning central pedagogical concepts (Harlin,2014). Although independent in a wider sense than the regular school system, folk high schools are still embedded in and thus influenced by general societal ideas as well as by discourses within education more broadly. For example, within specific folk high school courses, such as the youth recreation leader program preparing for work in the leisure sector with young people and children, the schools via the program’s member organization have decided that the education must build on a scientific foundation and proven experience (deleted for anonymity). Thus, these schools exert their freedom by governing themselves through policies closely aligned with key legislation that governs the regular school system. In this paper, we specifically analyze the processes through which the policy of education based on a scientific foundation and proven experience is taken up and interpreted within the youth recreation leader program. How is the policy of education based on a scientific foundation and proven experience formulated within the youth recreation leader program at folk high schools in Sweden? To carry out such an analysis we draw on curriculum theory as developed by Lindensjöand Lundgren (2014). They illustrated the movement of policy in interrelated arenas linking the national with the local: from policy formulation to policy transformation, to policy realization. This theoretical framework enables the identification of how national policies and their content are locally organized, elucidating the relations between them. To our end, the focus is strictly on the policy formulation arena which encompasses the ways policy is interpreted by different actors. The data to be analyzed consists of 33 policy documents divided into 3 types, totaling 2200 pages. They provide significant narratives from 1976 to 2017 that in various ways address the research question. The documents include the national curriculum for the youth recreation leader program; government bills and inquiries focusing on popular education or the folk high school; and finally reports by the Swedish National Board of Education alternatively the member organization Fritidsledarskolorna. The preliminary results indicate that the initial formulations of education based on a scientificfoundation are shaped in ways emphasizing Fritidsledarskolorna’s various collaborations withhigher education institutions and researchers. Later formulations instead emphasize teachers’ use of research-based literature in classroom practice which indicates a shift in meaning. The result also indicates that the initial formulation of education based on proven experience focuses on teacher collaboration and teachers’ further education. This paper contributes knowledge to the field of work and learning by identifying the specific ways that vocational education based on a scientific foundation and proven experience at folk high schools in Sweden is interpreted in policy documents. Such knowledge informs which conditions of meaning are made possible through policy, which in turn shapes some of the possibilities for how teaching and learning might be organized in professional practice.
ER  - 

TY  - JOUR
T1  - Intervention of communication in children with intellectual disabilities
T2  - Scientific Research - Juridical, economical and social science
SN  - 1312-7535
A1  - Brodin, Jane
A1  - Stancheva-Popkostadinova, Vaska
PY  - 2009
IS  - 7
SP  - 1
EP  - 10
LA  - eng
PB  - Blagoevgrad, Bulgaria : South-West University Electronic Press
KW  - early intervention
KW  - communication
KW  - communicative competence
KW  - children with multiple disabilities
KW  - intellectual disabilities
KW  - disability research
KW  - handikappsforskning
KW  - children
KW  - human communication
KW  - health and medical services in society
KW  - child and youth science
KW  - specialpedagogik
KW  - special education
AB  - The article is a result of a longitudinal cooperation between  Sweden and Bulgaria in the framework of Erasmus teacher exchange program in education and research.
ER  - 

TY  - CONF
T1  - Encountering English: A Case Study of Three Swedish Students in an English-Medium Upper Secondary School
A1  - Yoxsimer Paulsrud, BethAnne
PY  - 2012
LA  - eng
KW  - swedish upper secondary school
KW  - english-medium instruction
KW  - target language usage
KW  - code-switching
AB  - This paper presents a recent case study that addresses one aspect of Content and Language Integrated Learning (CLIL) in the Swedish context, namely how much English the students in an English-medium CLIL programme in an upper secondary school encounter throughout the day. It has been indicated in Swedish research that students in CLIL programmes are not exposed to as much English as expected (Lim Falk, 2008) and that students may experience more English outside of the classroom during their extramural activities than they do in school, with this factor affecting their English proficiency more than their time spent in a CLIL school (Sylvén, 2004; Sylvén, 2011). Thus, the main research question for this study is as follows: How do students in a Swedish CLIL class encounter English throughout a school day? Encountering English may include listening to teachers or peers, speaking to teachers or peers, reading subject material in English, or writing notes or assignments in English. One focus is on the activities they conduct in English, asking when and why they produce English in writing or speaking, as well as who is speaking English to and with the students. Another focus is on how English is afforded in the CLIL classroom. This study is ethnographical in orientation and strives to allow for a deep immersion in the culture of the Swedish CLIL school. The object of this study is a case study, which in qualitative research allows for a focus on ‘rich, real, and uniquely human material’ (Heigham & Croker, 2009:67). Case study offers an emic perspective, afforded through a close observation and shadowing of a single individual in the culture being studied.  While case study is usually limited by certain boundaries and often focuses on only one participant or event, this case study involves three parts, as three individual learners have been observed on three different full school days, making it a collective or multiple case study. Both what is common and what is individually specific in the school day of the three students are of interest. A socio-cultural perspective provides the theoretical framework, as this approach focuses on how actions are situated in a social context. Learning is grounded in social interaction, as both learning and development occur in and through participation in social practices (Säljö, 2000: 236). Although the case study is primarily descriptive, this socio-cultural theoretical approach facilitates the investigation of the use of language not only by each individual informant but also of how their interaction with other participants in their particular class context and culture unfolds.This study was conducted in early 2012, during a period of three consecutive school days, at a Swedish upper secondary school (ages 15-19). This school, located in a mid-sized Swedish city, has approximately 1900 students, divided into programme classes of approximately 20 students each. The participants of this study all have Swedish as their mother tongue and are all attending a natural sciences programme that prepares them for higher education, with the majority of lessons taught in English. One student from each of three class years (Grade 1, Grade 2, and Grade 3) participated.The material collected during each day included audio-recorded speech, field notes, and documents (such as written lesson material), and photographs. The methods used for data collection included participant observation, on-going open interviews, and audio recordings using a small hand-held mp3 player. Language usage was noted, indicating which language was being used (i.e. Swedish or English), which activity was being conducted (during the lessons and in between lessons), which modality was being used (reading, writing, listening, speaking), and who the actors were during the specific activity. The physical environment was also noted. This triangulation affords a deeper understanding of the details recorded throughout each informant’s school day.The data extracted from the material has been analysed for thematic patterns of language usage, allowing for the development of theories about CLIL students’ encounters with the English language during a typical school day. These patterns have been considered in light of the context of both this particular school and of CLIL schools in general in Sweden, as indicated by previous research. Several themes across the data of the three participants have been identified, including the following:The students generally take their language cues from the teachers and do not usually switch languages unless the teacher does.Swedish is used nearly exclusively for all social interaction in and out of the classroom, except for the cases listed below.In Swedish conversations, English is used mainly in these instances: Quoting something that is usually familiar to the other speakers (e.g. from a film or video game); using prefabricated expressions or idioms; or playing with words.All three students mention that code-switching with classmates—but not others outside of the class, such as family members—is acceptable and common.None of the three students feel that the English-medium instruction is a hinder to their studies. All three students comment on how useful it is to have textbooks in both English and Swedish for most subjects, explaining that it is necessary to be able to know the subject-specific terms in both languages.In line with previous research, the students do indeed encounter less English than might be expected. However, the use of Swedish is noted to fulfil specific academic or social functions and is not usually random but instead tends to be strategic. The final conclusions from this case study will be presented at the TRI CLIL 2012 conference and will be illustrated with transcriptions from the lessons and student interviews as well as with photographs of the lesson material and learning environment. 
ER  - 

TY  - CONF
T1  - The Digital Student - challenges and opportunities using the computer as main instrument in music education in Sweden
A1  - Houmann, Anna
A1  - Barfalk, Joakim
A1  - Lundahl, Erik
A1  - Berlin Englund, Per
PY  - 2023
LA  - eng
AB  - Teachers in the aesthetic program in upper secondary school in Sweden have identified that there are great opportunities and challenges in teaching and working with students who have EDI as their main instrument. From a student perspective it has relevance to being part of meaningful music education developing their musical identity. Students playing EDI can explore an array of electronical musical styles and develop high-level techniques using their unique electronic music system configuration. This research project aims to generate knowledge about what teaching about and in EDI means for teachers and students in the aesthetic programs as well as teachers and students in the music teacher training. In this full-scale research project university researchers collaborate with teachers in upper secondary school, teachers and teacher students in teacher education in developing both scientific knowledge and EDI teaching guidelines. The project is relevant both from a professional and research perspective as there are relatively few studies and little knowledge of EDI as part of music teaching. However, there are parallels drawn from the related research field music technology (King, Himonides & Ruthmann, 2017). The design of the study is based on Educational Design Research (McKenney & Reeves, 2012), meaning that the teaching and its outcomes are examined and analyzed through a number of iterative cycles. Interventions in classrooms are combined with interviews, music labs, regular meetings in the collaborative research group for analysis of teaching, methodological discussions and processing of relevant research and teaching material. The project has not only generated a scientific understanding of what EDI means in the current context, but also contributed to the development of concrete teaching models based on research and proven experience with relevance to the school system, teacher training and the research community. Presenters are university researchers and teachers in addition to teachers in upper secondary school.
ER  - 

TY  - CONF
T1  - How can Learning Study be introduced into the academic system? An application study in Swedish Higher Education
T2  - World Association of Lesson Studies (WALS) International Conference, 1-3 december, 2008, Hong Kong Institute of Higher Education, Hong Kong, China
A1  - Rovio-Johansson, Airi
PY  - 2008
LA  - eng
AB  - The first aim of the study is to investigate the possibilities to change the academic lecture in the Swedish higher education into a Learning Study. The second aim is to introduce Learning Study in undergraduate education as a way to enhance students’ qualitatively different ways of understanding the defined learning object in two different teaching conditions. The constraints of the Swedish Higher Education system is discussed and elaborated in the design of the presented study. The theoretical frame of the study is the variation theory, a general learning theory of the specific, which sets out to uncover the different ways in which students’ experience the learning object (Pang and Marton, 2003; Marton and Tsui, 2004; Lo et al., 2005; Marton and Pang, 2006). The teachers in three prescribed accounting courses in accounting were introduced in recurrent seminars to theories of learning, the Lesson Study and the Learning Study as different learning conditions. Then teachers have to plan how to apply the Learning Study Cycle and to select delimited content as learning objects in the three courses. Two groups of students (about 200 in each) were selected, a “target group” of students admitted 2005 and a “comparison group” admitted in 2004 to the undergraduate three year programme in Business. Students’ achievements in the three courses were collected during written examination in the end of each course, for both groups. The target group’s examination results were significantly much higher than the comparison group’s in each of the three courses. Therefore, results imply that the scientific implications refer to students’ awareness of critical aspects of the learning object and how these are presented by the teacher. Educational implications have reference to empirical grounded didactic problems, reorganized curriculum and to the learning and the teaching opportunities offered the students. The results show that it is possible to introduce the Learning Study adapted to Swedish higher education. Results illustrate the benefits and the opportunities of teaching, when variation theory is used as a vehicle to enhance students’ learning outcomes. Even if the content of the study is specific, the Learning Study is possible to use in various subjects.
ER  - 

TY  - CONF
T1  - Translanguaging Practices in English Language Teaching in Scandinavian Contexts
T2  - The third Swedish Translanguaging Conference
A1  - Källkvist, Marie
A1  - Gyllstad, Henrik
A1  - Sundqvist, Pia
A1  - Sandlund, Erica
PY  - 2019
SP  - 79
EP  - 80
LA  - eng
PB  - Växjö : Linnaeus University
KW  - engelska med didaktisk inriktning
KW  - english education
AB  - With the over-arching aim of contributing to the development of evidence-based teaching practices, this colloquium provides a forum for scholars doing research on language practices in the teaching of English as a foreign/second language (L2) in mainstream schools in Scandinavia. In Sweden, the English teaching profession has long been guided by monolingual, English Only, ideology, particularly at the secondary and upper-secondary levels where many students are proficient enough to use English as the medium of communication with their teacher (Authors 2017; Lundahl 2012). While the predominant ideology has been English Only, classroom observation studies in Sweden and Norway have shown that in practice many teachers enact a bilingual, English-Swedish or English-Norwegian classroom language policy (Authors 3 & 4 2016; Brevik & Rindal 2018; Lundahl 2012; Skolinspektionen 2011;). Given growing linguistic diversity in schools in Scandinavia, teachers may embrace English Only as the language policy for the future: English is the only shared language the English classroom (cf. Lundahl 2012). Alternatively – and in stark contrast – teachers may welcome translanguaging ideology and pedagogy, and intentionally draw on students’ entire meaning-making repertoires in the classroom. English teachers may thus find themselves at the centre of a tension between monolingual ideology and translanguaging ideology with little guidance from national-level syllabi. Educational policy documents in Sweden leave English teachers to rely on their own professional judgement for when to use languages other than English to facilitate students’ learning of English and fostering their identities as users of multiple named languages (Hult 2017).A research basis for translanguaging pedagogy is gradually developing. Four recent book-length publications on translanguaging in Swedish contexts (Paulsrud, Rosén, Straszer & Wedin 2017, 2018; Svensson 2017; Wedin 2017) reveal an impressive amount of interesting research in a range of educational contexts: primary education, mother-tongue instruction of different minority languages, deaf education, Swedish as a second language, subject teaching in English in English-medium schools, and higher education.  At the same time, these books clearly reveal the lack of empirical research from L2 English classrooms in mainstream compulsory schools, i.e. the kind of school attended by the vast majority of students. The colloquium addresses this research gap by bringing together scholars who are researching the teaching of English in mainstream compulsory schools in Scandinavia. English classrooms are by their very nature multilingual spaces, so research is warranted here: All students are developing literacy in the majority language (Swedish in Sweden, Norwegian in Norway etc), in English (compulsory), often another modern language such as French, German or Spanish, and in mother-tongue instruction as an elective subject for students in Sweden who use a minority language at home.The colloquium includes presentations by five different researchers/research teams, representing different universities in Norway and Sweden. Using an ethnographic approach, presentation 1 focuses on teachers’ language practices in English for young learners in three primary schools in Sweden, all with a large multilingual student body. Presentations 2 and 3 present two separate studies researching translingual writing instruction in English classrooms in secondary and upper-secondary schools in Norway. Presentation 2 is based in linguistic ethnography, whereas presentation 3 reports results from a quantitative, quasi-experimental study. Presentations 4 and 5 turn our attention to beliefs about the role of multilingualism in the teaching and learning of L2 English in Swedish secondary schools among students (presentation 4) and among teachers of L2 English (presentation 5). While presentation 4 uses interview data from refugee-background secondary school students, presentation 5 reports results from a large-scale questionnaire study of English teachers in secondary schools across Sweden. To our knowledge, this is the first time Scandinavian researchers interested in multilingualism and the teaching of L2 English in mainstream schools gather in a colloquium to share and discuss their on-going, as yet unpublished, research.
ER  - 

TY  - JOUR
T1  - Folkmusikundervisningen på fiol och gitarr och dess historiska rötter
T2  - Nordic Research in Music Education: yearbook
SN  - 1504-5021
A1  - von Wachenfeldt, Thomas
A1  - Brändström, Sture
A1  - Liljas, Juvas Marianne
PY  - 2013
IS  - 14
SP  - 73
EP  - 89
LA  - swe
PB  - Oslo : NMH-Publikasjoner
KW  - folk music teaching
KW  - early swedish fiddler movement
KW  - folk music traditions
KW  - den musikaliska salongen i falun under 1800-talet
KW  - utbildning och lärande
KW  - education and learning
AB  - How folk musicians of today learn to play their instruments is an over-all question in this article. One violin lesson and one guitar lesson have been observed at Framnäs folk high school. Three research questions were formulated. What do the two lessons have in common? What are the differences? How could the folk music education of today be related to the Swedish fiddler movement in the 1920s and other folk music traditions? Theoretically, the interpretation of the results was based on the mimesis theory of Ricoeur. Two teachers and three students participated in the study. The results showed that the lessons were structured in a similar way and dominated by master apprenticeship teaching. The violin teacher showed a more respectful attitude towards the tradition compared to the guitar teacher. Great parts of the manifest ideology of the fiddler movement seems to have become concealed into a latent or frozen ideology in the formal folk music education of today. There seems to be no big differences between learning the music by way of visiting an older fiddler hundred years ago compared to the study of music today at a formal institution.
ER  - 

TY  - CONF
T1  - What does Teaching Mean in Early Childhood Education and Care for Sustainability? Perspectives from Swedish Preschool Pedagogues
T2  - 30th EECERA Annual Conferens: Democratic Early Childhood Pedagogies
A1  - Lecusay, Robert
A1  - Mrak, Lina
A1  - Nilsson, Monica
PY  - 2021
LA  - eng
PB  - : European Early Childhood Education Research Association
AB  - Swedish preschool pedagogues have recently been coping with increased expectations to engage in “adult-led, goal oriented” teaching, and work with sustainability-related issues. In Swedish preschool provision, teaching and sustainability are contested concepts that embody pedagogical tensions (e.g. teaching as a school-like vs. a holistic activity; sustainability as an environmental and/or social concern). Some pedagogues have thus responded with ambivalence to this teaching/sustainability assignment. The present study explores how Swedish preschool pedagogues, experienced in Early Childhood Education and Care for Sustainability (ECECfS) research and practice, engage in teaching. Qualitative case studies were conducted of teacher teams from three preschools. The teams participated in a series of government-sponsored workshops for designing outdoor spaces in preschools as sustainable, multifunctional environments. Case studies were based on group interviews, surveys, and field observations. Drawing on concepts from cultural-historical activity theory, thematic analyses were conducted to characterize practitioner conceptions and practices of ECECfS and teaching in preschool. The study met all criteria for ethical conduct. Teachers described ECECfS in terms of what is learned and how. What: environmental knowledge; attitudes, feelings toward the environment, and toward others; self-confidence. How: arrangements for time “in nature”; systematic observation; pretend play; themed project work. Pedagogical tensions were identified which linked these descriptions thematically: ECECfS as teaching content vs. “teaching” values; approach vs. sensitivity to the environment; ECECfS as environmentally vs. socially focused. Implications are discussed for developing pedagogies that advance the ECECfS ethos of adult-child coparticipation in and co-determination of preschool activities. 
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TY  - CONF
T1  - Translating Modalities: Preschool Teachers' Work with Children's Meaning Making in Science
T2  - Science Education Research: Engaging Learners for a Sustainable Future (Proceedings of ESERA 2015)
A1  - Stolpe, Karin
A1  - Frejd, Johanna
A1  - Wallner, Lars
PY  - 2015
SP  - 2608
EP  - 2615
LA  - eng
PB  - Helsinki, Finland : University of Helsinki
KW  - meaning making
KW  - multimodality
KW  - preschool
KW  - science  education
AB  - Children in preschool encounter sensations in their daily activities that could be interpreted as scientific phenomena. As part of these encounters, social interaction and meaning making are important elements in making science available to the children. Children in preschool rely on multimodal communication since they have not yet developed a verbal language. Therefore, this study aims at taking a multimodal perspective to investigate meaning making in science in a preschool setting. Data was collected using observations and audio recordings from one Swedish preschool with 18 children between 1-5 years old and three preschool teachers. Data was analyzed using semantic relationships. However, these relationships were investigated not only within verbal utterances, but in gestures and embodied activities as well. The results show that the preschool teacher verbalizes children’s embodied actions and gestures. In doing so, the teacher not only offers words for children’s activities, but also makes the activities, and participants’ meaning making, explicit to all children in the group. Hence, the teacher is translating modalities. Furthermore, this study shows the importance of attending a multimodal perspective in preschool settings. If attention is only given to children’s verbal output, there is a risk of underestimating their competence in emergent science meaning making. Instead, a multimodal perspective reveals children’s competent meaning making in interaction.
ER  - 

TY  - CONF
T1  - Promoting interculturality in science teacher education in the context of increasing use of smartphones for cross-cultural collaboration
A1  - Popov, Oleg
PY  - 2022
LA  - eng
KW  - interculturality
KW  - mobile learning
AB  - Traditionally, the area of interculturality in teacher education has included international collaboration projects aiming to enhance students’ cultural awareness. Due to current pandemic situation student and teacher exchange was reduced, especially with non-EU states.  This paper presents research on how smartphones can assist teacher educators in fulfilling the goals of intercultural competence development. The focus of research was on mobile learning collaboration in geographically distributed and culturally diverse settings. The presentation will specifically highlight challenges experienced at a science teacher training department in Sweden. Following research questions were raised in the project: What potential could be identified in using smartphones in science teaching for promoting intercultural competence? How does cultural context affect implementation of the introduced innovations? Data collection was conducted through interviews with students involved in the project and analysed using the CHAT theoretical framework. The results show that future teachers have skills and interest in using and acquiring new applications of m-technology in the context of cross-cultural collaboration, but they express concern about current restrictions on use of smartphones in schools. Our findings indicate that existing tensions and contradictions concerning “smartphones in education” need to be proactively addressed at all curriculum levels.
ER  - 

TY  - CONF
T1  - Collaboration across scales in education for mother tongue teachers
A1  - Ackermann-Boström, Constanze
A1  - Reath Warren, Anne
PY  - 2023
LA  - eng
KW  - mothertongue instruction
KW  - professional development
KW  - languages
KW  - heritage language
KW  - modersmålsundervisning
KW  - fortbildning
KW  - språk
KW  - arvsspråk
AB  - In the Swedish school system, mother tongue education has been available, under certain regulations, as an elective subject, since the Home Language Reform of 1977 (Reath Warren, 2017). Since its introduction, the subject has been the subject of debate and contestation (Salö et al., 2018) but nonetheless, researchers have found that mother tongue instruction offers opportunities for development of literacies in the mother tongue and other languages as well as supporting learning in general (see Utbildningsdepartementet, 2019, for an overview of research). Among the structural challenges the subject faces, is that there are no specific qualifications required to become a mother tongue teacher, nor regulated educational pathways in Sweden, although several universities in Sweden do offer courses and programmes on different aspects of mother tongue instruction.In this presentation, an online resource for professional development for mother tongue teachers in Sweden will be presented, and analysed. This resource is the result of an initiative and funding from the Swedish National Agency for Education, and collaborations between researchers, mother tongue teachers and The National Agency for Education over one academic year. The online resource comprises seven units which each include a theoretical text exploring didactic or pedagogical perspectives relevant for mother tongue teachers, discussion questions addressing central concerns in the theoretical text and a classroom activity which mother tongue teachers are then invited to discuss, test and evaluate together with colleagues. The theoretical texts and activities were produced by a team that included both researchers and mother tongue teachers. In each of the seven units, perspectives from Sweden’s five national minority languages are also provided, given the very particular conditions under which students and teachers of these languages work.In the presentation, we argue that the ideological space created by policies that provide the opportunity to study mother tongues at school in Sweden stimulated the creation of this online resource, which opens up an implementational space for the development of mother tongue education (Hornberger 2005). The professional development programmes are moreover, created through collaboration across the scales of context, anchoring them in both20research and best practice, as well as providing a valuable space for interaction and learning for mother tongue teachers.
ER  - 

TY  - CONF
T1  - Teachers designing teaching in flexible higher education learning spaces
T2  - Transitions 19 Presentations
A1  - Leijon, Marie
A1  - Tieva, Åse
A1  - Nilsson, Andreas
A1  - Malvebo, Elisabet
PY  - 2019
LA  - eng
PB  - : Innovative Learning Environments and Teacher Change (iletc)
AB  - Objective: Recently, the interest in spaces for learning in higher education (HE) has grown consider­ably in Sweden and several universities have invested in flexible learning spaces. Much inspiration comes from Australian ideas on innovative learning environments (ILEs) (Imms, 2018). There is a growing body of research that shows how teachers develop their pedagogy in innovative and flexible environments (see for example Byers & Imms, 2016). However, there is still a lack of studies with focus on learning spaces and teaching in higher education. This paper presents an ongoing research project on teacher didactic design in flexible higher education learning spaces. The aim is to describe teacher conceptions of teaching in flexible learning spaces. How do teachers design teaching? Do they experience changes on their beliefs about teaching and learning?Research methodology: Tentative results from interviews with twenty teachers, new to teaching in flexible spaces at six Swedish Universities, will be presented. A deductive qualitative content analysis was used. The group of researchers coded individually with a high intercoder reliability (Schreier, 2012). The final categories were: teaching, teacher role, students and spatial aspects. The research draws upon a designoriented perspective called ‘Designs for Learning’ (Selander & Kress, 2010; Leijon, 2016). Designs for learning concerns framing and conditions for learning, while designs in learning highlights how a teacher makes use of space during teaching.Results and findings: Teachers new to teaching in flexible learning spaces concentrates on designs for learning, like technology, support, both technical and pedagogical, booking systems and so on. However, some of the teachers have transformed their pedagogic ideas and didactic design and moved in to new territories. The teachers are beginning to incorporate the flexible learning space as a part of their teaching repertoire, as part of their designs in learning.Discussion of significance: What prompts the teachers to change their praxis? What hinders them? What part does the flexible learning space play? How can didactic design in flexible learning spaces be a part of a teacher repertoire? Can the tentative concept “spatial didactic design” be used to frame a complex relation between learning spaces and teaching?
ER  - 

TY  - CONF
T1  - Leading digital transformation in Nordic schools: developing a collaborative framework for school leadership
A1  - Håkansson Lindqvist, Marcia
A1  - Pettersson, Fanny
A1  - Haugsbakken, Havdan Gaute Sovik
A1  - Nagel, Ilka
PY  - 2026
LA  - eng
AB  - Over the past decade, the Nordic countries have made significant strides in integrating digital technologies into their educational systems. Nevertheless, recent data from the International Computer and Information Literacy Study (ICILS, 2024) indicate a disturbing decline in pupils’ digital proficiency, highlighting enduring challenges in realizing meaningful digital transformation within schools. This trend underscores persistent challenges in achieving meaningful and sustainable digital transformation within schools, raising questions about the effectiveness of current strategies and the support structures available to educational leaders. A substantial body of research consistently identifies school leaders as key agents in advancing digital school development and shaping pupil outcomes. However, many school leaders report feeling ill-equipped to manage the complex demands of digital transformation. They frequently lack access to comprehensive frameworks, actionable tools, and collaborative support structures necessary to lead effectively in digitally evolving environments. In response to these challenges, a Nordplus Horizontal project was initiated with the aim of developing a practical and research-informed framework for school leadership in the context of digital transformation. The project brings together teacher educators and school leaders from Norway, Sweden and Iceland in a structured partnership designed to foster mutual learning and innovation.  Central to the project is a series of five interactive workshops, where participants collaboratively explore the specific needs, barriers, and opportunities associated with digital transformation in their respective school contexts. These workshops serve as dialogic spaces where theoretical insights and practical experiences converge, enabling participants to co-design tailored action plans that address local challenges while aligning with broader educational goals.  This paper will present preliminary findings from the project. The forthcoming analysis will focus on identifying similarities and differences in national and local contexts (WS1), as well as shared needs and challenges (WS2) related to digitalization and digital transformation in Norway, Sweden and Iceland. These aspects will be examined to better understand how contextual factors influence leadership practices and to identify common leverage points for supporting school leaders across diverse settings. The analysis aims to generate empirically grounded insights that will inform the development of the flexible and context-sensitive leadership framework. Further, the project may contribute to existing frameworks, alternatively, a new framework for digital transformation among school leaders. The findings of this study are of interest and relevance for Nordic education research, as well as international education research, as the results will provide a research contribution regarding leading digital transformation in schools through the development of a collaborative framework for school leadership.
ER  - 

TY  - CONF
T1  - P(ICT)ures of writing development in teacher training and classroom teaching
A1  - Nordmark, Marie
PY  - 2021
LA  - eng
AB  - Research topic/aimWriting is a key competence in an increasingly digital society – and teachers and teacher education need knowledge of how students in the classroom are trained on written composition development. Using data from newly graduated teachers in years 4-6 and teachers at upper secondary school, I elucidate what of written composition development they bring with them from their teacher education to their own classroom teaching in Swedish. Theoretical frameworkBased on threshold concepts (Meyer & Land 2005), analyses of which knowledge in teaching writing is seen as central. Thus, the threshold concepts can name key concepts, elements, thoughts and experiences that the new teachers need to develop the students' writing. Meyer & Land (2005) understand threshold concepts like portals, which open up new understandings and perspectives.  Methodology/research designThe data is created in spring 2020, in the first wave of Covid-19 in Sweden. The research is based on video-recorded semi-structured interviews with eight newly graded teachers three months after exam. Further analyses investigate relationships of written composition development to the curricula in the two teacher training programs. Expected findingsThe preliminary findings indicate that teachers feel comfortable teaching with digital resources in writing, but they see many thresholds concerning didactic and pedagogical knowledge about how they can teach writing development. The teachers express the lack of tools to teach students to create texts, to develop texts to a higher quality and to support students who are in need of special support in writing. Indirectly, they have learned about writing when they themselves have written assignments, particularly the degree project has been a good resource for learning about writing and writing tutoring. Relevance to Nordic educational researchThis study can contribute with current pictures from newly graduated teachers teaching practices linked to recently completed teacher training in mother tongue education. It seems that digital resources is the new normal in classroom teaching but teaching and learning to learn is not yet linked to written composition development. Research on written composition is rare. Written composition is important for learning, meaning making and a potentially better future for studies, professional life and active participant in society.
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T1  - The way from being a ‘green school’ to become an ‘ESD-school’: A comparison of teaching between Sweden and East Africa
T2  - Creativity and Innovation in Educational Research
A1  - Sund, Per
PY  - 2013
LA  - eng
AB  - Across the globe, NGOs from developed countries are conducting education programmes in developing countries together with local partners with the aim of supporting the implementation of education for sustainable development, ESD. Earlier Swedish development projects have supported schools to become ‘Green schools’ with a focus on ecology and to create utilities such as waste-management systems, school gardens and composting. During the UNESCO decade, DESD, schools have been encouraged to become ‘ESD-schools’. In this paper, the focus is on teachers’ ESD implementation outcomes. The analysis is oriented towards East African teachers’ responses concerning their ESD teaching. Information about the overall outcomes of the World Wide Fund for Nature’s (WWF Sweden) educational programme was acquired by the author in interviews with principals, teachers and pupils from six primary schools and one teacher training college in the three African countries of Kenya, Tanzania and Uganda. It is difficult for a scholar from a ‘western’ culture to conduct research in a very different context. However, an important unifying factor is that the schools have been supported by an NGO that has made use of the services of experienced Swedish educators for more than three years. This has facilitated the use of a methodology developed in earlier studies of EE/ESD teaching in Sweden. The results confirm that ESD is context sensitive and is of interest for researchers and educators studying the outcomes of aid-financed development programmes. A complimentary approach of ESD is manifested in the East African context, which emphasises predetermined and often locally negotiated social and educational outcomes. The results are critically examined in relation to the diverse international meanings of ESD and to earlier research into different ESD approaches. 
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T1  - The importance of the affective domain in science education research: Developments and measurement in an international setting
T2  - XVIII Ioste Symposium
A1  - Jidesjö, Anders
A1  - Oskarsson, Magnus
PY  - 2018
SP  - 58
EP  - 58
LA  - eng
PB  - Malmö
AB  - This paper report on complex relations between students’ achievements and interest in science. Part of the evidence indicate the need for more detailed analyses of the affective domain in science education research. Since 2016 there has been an initiative to plan for an international research study concerned with this. The study is called the Relevance of Science Education (ROSE) study and has been carried out once before in many countries all over the world. In this paper some key developments will be reported. During two years’ time, a new international research network has been established with colleagues participating in over 30 countries. A new and updated questionnaire will be presented and future directions, pointed out by earlier studies indicate gender, age, progression, transition, recruitment, teacher perspectives and relations between interest and experience as important continuations. This development is framed by theoretical perspectives like youth culture, identity and media theory with the aim to provide empirical data in discussions about the teaching and learning of science in and outside school.
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TY  - CONF
T1  - Unlocking Creativity: Integrating Electronic Digital Instruments in Music Education
A1  - Houmann, Anna
A1  - Barfalk, Joakim
A1  - Lundahl, Erik
A1  - Berlin Englund, Per
PY  - 2025
LA  - eng
AB  - The EDI Guidelines (https://www.ediguidelines.se), an outcome of the Swedish government funded practice-based school research project “The Digital Student - Challenges and Opportunities with the Computer as an Instrument in Music Education” (2021-2024), provide a valuable resource for integrating Electronic Digital Instruments (EDI) into music education in upper secondary school. This workshop is designed to test these guidelines in a practical setting and equip educators with the tools to implement them in their own teaching practices. During the workshop, participants will engage with the EDI Guidelines through hands-on activities, including creating, producing, and performing music using digital tools. Participants need to bring their own laptop with Ableton Live installed (link to free 30-day trial: https://www.ableton.com/en/trial/), control surface (such as Ableton Push, Novation Launchpad, or keyboard), headphones and necessary cables to connect everything together. The workshop will feature presentations and case studies that demonstrate real-time collaborative music-making by students and teachers. Attendees will have the opportunity to test the guidelines, providing feedback and insights that will help refine and improve the resource. Key objectives of the workshop include: • Testing the EDI Guidelines through practical application in a workshop setting. • Gaining hands-on experience with digital music-making tools. • Gathering feedback to enhance the guidelines for future use. • Inspiring participants to implement and adapt the guidelines in their own teaching environments. By focusing on the practical application and future implementation of the EDI Guidelines, this workshop aligns with the theme of the 32nd EAS Conference, “Unlocking Voices: Shaping Music Education Futures.” It aims to empower educators to embrace emerging technologies and innovative approaches, fostering a dynamic and inclusive music education landscape. This workshop, part of a learning offer developed in the ERASMUS+ funded project TEAM (https://teacher-academy-music.eu), offers the opportunity to join a teachers' network to further explore and implement the EDI-guidelines in music education practice.
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TY  - CONF
T1  - 1:1 Goes to school: Notes on the mediatization of education and media citizenship
A1  - Forsman, Michael
PY  - 2015
LA  - eng
KW  - mediatization
KW  - media literacy
KW  - 1:1
AB  - In this is paper I address some issues related to the paradigmatic shift in the use of media in schools called “1:1”. This term refers to that each student and teacher get his or her personal, mobile device such as a laptop or tablet computer (e.g. iPad). This process also leads to a more intensified use of online services and digital platforms. All over Sweden and on all levels of the schools system the shift to 1:1 is ongoing. This shift affects the teacher profession and the role of the student and the whole knowledge process. With 1:1 the mediatization of education also becomes more obvious as 1:1 open up the school institution not only to multimodal media formats and digital culture but also to ICT-media-companies such as Apple and Google who come to influence pedagogics, teaching material and also ways of thinking about media literacy. 1:1 has attracted quite a lot of attention from Swedish pedagogical research, but so far very little interest from media research, although 1:1 and the overall digitalization of education could fruitfully be related to mediatization, media literacy and what I call “the media citizen” a term referring to a critically thinking, democratically participating and historically aware subject with sufficient skills in media and information literacy. This discussion should not only concern how young people relate to media associated with life outside of school, but also address how they and their teachers use media meant for educational purposes inside school. In addition to this principal discussion I present and reflect on some qualitative data taken from a recent report about a EU-based project where teachers from one Swedish and one German secondary school used iPad (a product and trademark from Apple) over a two-year period. I bring forth what they valued as the main pros and cons of iPad use and try to relate this to the principal and theoretical discussion about media literacy, mediatization and media citizenship.
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TY  - CONF
T1  - Social language environment -  preschool teacher´s didactic strategies to support multilingual children´s language and literacy learning in play activities
T2  - 28th EECERA Annual Conference
A1  - Norling, Martina
PY  - 2018
SP  - 67
EP  - 68
LA  - eng
KW  - social language environment
KW  - emergent literacy
KW  - multilingual
KW  - preschool
KW  - and play
AB  - The overall aim is to develop strategies and knowledge about multilingual children’s conditions to learn Swedish as well as literacy skills in Swedish preschools. This presentation highlights preschool teacher’s didactic strategies to support multilingual children’s language and literacy learning in preschool play- activities.Relationship to previous research works: This paper presentation refers to an ongoing research project with the character of an action research project. The research project has been carried out in collaboration between the researcher and eighteen preschool teachers in Sweden.Theoretical and conceptual framework: Starting from a social constructivist perspective with focus on the strategies employed by preschool teachers to support multilingual children’s language learning in play-activities, the data analyses are based on the theoretical foundations of bioecological and sociocultural theory (Barton, 2007; Bronfenbrenner, 1999; Vygotsky, 1962).Paradigm, methodology and methods: The study has a mixed methods design where qualitative data were derived from the preschool teachers descriptions of their didactic strategies in supporting multilingual children, as well as quantitative data scoring eighteen dimensions of strategies in play-activities,  by using the scoring and  analysis tool, Social Language Environment - Domain, SLE-D (Norling, 2015).Ethical Considerations: The study was carried out in accordance with the ethical principles of social sciences research (Ministry of Education and Research, 2017).Main finding or discussion: Results regarding preschool staff’s descriptions and scored strategies to support multilingual children’s language and literacy learning in preschool play- activities will be presented.Implications, practice or policy: This paper will contribute to a better understanding of how preschool teachers develop didactic strategies to support multilingual children’s language and literacy learning in preschool play- activities.
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T1  - Manner of teaching and teaching traditions in Science Education: What do teachers emphasize?
A1  - Lidar, Malena
A1  - Karlberg, Martin
A1  - Lundqvist, Eva
A1  - Almqvist, Jonas
PY  - 2012
LA  - eng
AB  - Research questions, objectives and theoretical frameworkWhat the main contents of teaching in different subjects should be is a question that could and ought to be problematized. Different policies for what contents teaching should include and how it should be conducted shapes different presuppositions for teaching and for what the pupils have opportunity learn (cf. Fensham, 2009). That every pupil should be scientific literate to be able to take part in society have in many countries become a prominent goal in Science Education (Roberts, 2007). At the same time, there are goals in Science Education stating that pupils should be prepared for future studies in science, something that is relevant only for a minority of the pupils (Roberts, 1988). The difference between these goals for a teacher in Science Education could either be to put emphasis on the contents of the traditional academic subjects physics, chemistry and biology (to give the pupils a solid foundation for future education) or to focus more on the role of science in questions of ethical, social and political character in connection to questions about for example air pollution or global warming. These different purposes in science education create tensions concerning the subjects character (Ryder & Banner, 2011). Even though teachers are working to meet the same goals in the Science syllabuses, emphasis can be made differently, forming different manners of teaching (Munby & Roberts, 1998) that can be connected to different teaching traditions (Lundqvist, Almqvist & Östman, in press).The purpose of this study is to survey different manners of teaching practiced in Swedish Science Education in upper secondary schools and to qualify what features are characteristic in these manners, connected to teaching traditions. Teachers develop different manners of teaching that characterise their actions in the classroom (Munby & Roberts, 1998). The concept “manner of teaching” describes teachers’ actions in relation to epistemology since teachers are in a position to show privileged knowledge and values within the practice. The concept of curriculum emphases (Roberts, 1982) was invented to identify and describe the regularity within the epistemological dimension in teaching. Analysing Science syllabuses and Science textbooks, Roberts (in North America) and Östman (in Sweden) found different patterns concerning curriculum emphases in Science Education: correct explanation, structure of science, solid foundation, scientific skill development, self as explainer, everyday coping and science, technology and decisions (Roberts 1982, Östman, 1996). The curriculum emphases can in turn be connected to Roberts’ (2007) two main visions (I & II) in western societies of how science education should be formed in order to make the pupils scientific literate. Vision I is describes as science reproducing its own products of concepts, laws, theories and methods. In Vision II it is accentuated that education must include facts of the subject but it must also include knowledge and skills that make the pupils able to use scientific knowledge in practical, existential, moral and political contexts (e.g. Zeidler, 2003,Wickman et al., forthcoming). MethodologyThis investigation is done by constructing a questionnaire which aims at elucidating teachers teaching practice according to teaching goals, choice of content and methods used in the classroom including the assessment of students. The alternatives in the questionnaire have been elaborated emanating from the concept of curriculum emphases. In the questionnaire, the teachers were asked to rate several alternative goals, contents, methods, and form of assessment in a five point Likert scale from “not important” to “very important”. The questionnaire was sent to ~1000 teachers teaching grades 6-9 all over Sweden.The answers to the questions concerning teachers’ goals and contents in teaching were analysed in order to see if it was possible to find patterns in the collected materials. Factor analysis was used in order to estimate the patterns among the indicators of the teacher’ goals and contents in teaching.  Descriptive analyses of what qualifies the different factors in how the respondents combine alternatives for goals, contents and mode of operation were performed. Furthermore we look in to other aspects e.g. gender, teaching experience and assessment principles to see how these vary within the different manners of teaching.Expected outcomesThe data was suitable for factor analysis (Kaiser’s MSA=0,81). The factor analysis resulted in four distinctive clusters; emphasizing goals and contents concerning 1) scientific methods and ways of reasoning, 2) application of societal, political, moral and existential questions, 3) to prepare pupils for future studies, the future every day and working life, and 4) facts and contents of science. Furthermore, the analysis show that there are statistic significant differences regarding goals and contents depending on gender. It was however no statistic significant differences regarding how many years the teachers had been in the profession.With a comparative approach, we find that the four clusters coincide in good measure with the teaching traditions found from analyses of subject content, subject focus and curriculum emphases in the Science syllabuses and Science textbooks (cf. Östman 1996), but not entirely. We attribute the clusters to be a constructivist tradition, a moral tradition, an applied tradition and an academic tradition. The paper discusses central features of teachers’ manners of teaching practice in the different traditions.
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T1  - Education as Incorporation in Social and Ethnic Segregated Schools
A1  - Nilsson, Henrik
PY  - 2011
LA  - eng
KW  - educational modes of incorporation
KW  - muslim schools
KW  - ethnicity
KW  - islam
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - Education as Incorporation in Social and Ethnic Segregated SchoolsIn recent decades, the governance of the educational system has changed (Ball, 2008). Local conditions to meet the educational and religious interests of different social groups have increased as a result of decentralization and marketization (Daun, 2006). The cultural diversity and social heterogeneity in segregated urban housing is mirrored in the schools. The social differentiation between schools gets more and more obvious (Dovemark, 2008). The school-markets crowding out the strongest students from the already segregated municipal schools to middle class and better performing schools (Bunar, 2010). Muslim children enroll Muslim schools because of an increasing Islamophobia  (Modood, 2008) and an everlasting recomposition of student in the schools have an impact of learning and teaching (Andersson, 2001). The authorities, schools and families tries out different kind of pedagogies; ways of managing the future lives of the children (Lingard och Mills, 2007). The purpose of this paper is to analyze how different actors at a municipal school, a Muslim school and local authority in a mid sized city in Sweden argue for, and in practice try to accomplish, an inclusive educational setting for the children. The purpose is guided by the following question: What do the local school actors (politicians, civil servants, teachers and parents) regard to be a significant proficiency and social content for students in relation to formalized education? How do they motivate their pedagogies? What are the possibilities and constraints for a suitable pedagogy?The paper takes its methodological point of departure in the critical discourse analysis (CDA) which conceives education as a discursive practice (Fairclough, 1995). “As a reconstructive methodology CDA provides a language to elaborate on how people are formed within discourses, and reproduces them in different ways as well as how they can form part of the transformation” (Nordin, 2010, s. 115).  From a theoretical point of view education is conceived as a formal practise “set in motion by discursive and organizational conflicts over incorporation” (Alexander, 2001, s. 246). The educational practice as an issue of incorporation is tied to particular times and places located in a web of practice (politic, economic, cultural, language, family.) The actors in educational practice, breaks off certain aspects of other practices to motivate and legitimize their pedagogies and therefore also construct different discourses of pathways to incorporation. I understand these pathways having different qualities i) assimilative ii) hyphenated iii) multicultural (Alexander, 2001).  MethodThe empirical data was gathered during one year of theoretical informed ethnography (Willis och Trondman, 2002) in an urban educational setting. The ethnography is conducted in three different locations: (i) the municipal school (ii) the independent Muslim school (iii) and in an educational development group which main objective where to increase the academic outcomes of the schools. Methods applied were participation, observations, interviews and readings of local authority’s reports, school reports and local newspapers coverage’s to situate the schools and their history. I met the urban educational development group five times when producing policy directed to the municipal school and partly the Muslim school. I have discussed policy with headmasters and teachers. To get grip of what was going on when reading and analyzing the ethnography I therefore have integrated as much available information as possible on the historical background and original historical sources in which these discursive events were embedded (Wodak et al., 2009). During the research process I have reported back to different educational actors and discussed how school history and ongoing discursive practices, is connected to the struggle over incorporation and the formation of educational pathways.Expected OutcomesThe main result visualizes an educational mix of incorporation strategies. The municipal school offer an overall hyphenated mode of incorporation. The hyphenated mode of incorporation is created by a fear of an increasing segregation due to the importance of social and ethnic mix embedded in Swedish educational and welfare policy. Several extended pedagogies was used such as a) avoiding cream spinning processes by attracting students from “Swedish schools” and keeping the already socially strong ones, b) redrawing the borders of the municipality schools attendance zone to increase the ethnical mix of pupils’ c) language immersion (sending immigrant children to “Swedish schools”). The Muslim school is considered to work towards hyphenated mode of incorporation as a middle-way because of external and internal constraints. Thus the recognition of pupils’ identities as well as a secular discourse was balanced by various groups of teacher and what they in broad sense considered as a socially acceptable religious and secular influence. Forces, especially the headmaster, operating at the boundary of the organization, promoted, by institutionalize Muslim education, a multicultural mode of incorporation and thereby gain right to be publicly admired as being different.ReferencesAlexander, Jeffrey C. (2001). Theorizing the Modes of Incorporation: "Assimilation, Hyphenation, and Multiculturasim as Varieties of Civil Participation. Sociological Theory, vol. 19, nr. 3.Andersson, Roger (2001). 'Spaces of Socialisation and Social Network Competion - a study of neighbourhood effects in Stockholm, Sweden'. I: Andersen, H. T. & Kempen, R. v. (red.) Governing European Cities. Social Fragmentation, social Exclusion and Urban Governance.Ball, Stephen J. (2008). The education debate. Bristol: Policy Press.Bunar, Nihad (2010). 'Choosing for quality or inequality: current perspectives on the implementation of school choice policy in Sweden'. Journal of Education Policy, vol. 25, nr. 1, s. 1 - 18.Daun, Holger (2006). School decentralization in the context of globalizing governance : international comparison of grassroots responses. Dordrecht: Springer.Dovemark, Marianne (2008). En skola - skilda världar. Segregering på valfrihetens grund - om kreativitet och performativitet i den svenska grundskolan. [One school - different worlds. Segregation on the basis of choice - about creativity and performativity in the Swedish compulsory school.]. Borås: Högskolan i Borås, Institutionen för pedagogik.Fairclough, Norman (1995). Critical discourse analysis. London: Longman.Lingard, Bob & Mills, Martin (2007). Pedagogies making a difference: issues of social justice and inclusion. International Journal of Inclusive Education, vol. 11, nr. 3, s. 233-244.Modood, Taric (2008). Muslim, religious equality and secularism. I: Levey, G. B. & Modood, T. (red.) Secularism, religion, and multicultural citizenship. New York: Cambridge University Press.Nordin, Andreas (2010). The counter language of bildung: A movement towards a discursive concept of bildung. Pedagogisk Forskning i Sverige, vol. 15, nr. 2/3, s. 97-118.Willis, Paul & Trondman, Mats (2002). Manifesto for Ethnography. Cultural Studies ↔ Critical Methodologies, vol. 2 nr. 3, s. 394-402.Wodak, Ruth, de Cillia, Rudolf, Reisigl, Martin & Liebhart, Karin (2009). The discursive construction of national identity. Edinburgh: Edinburgh University Press
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T1  - "Sometimes we have to clash": How Swedish preschool teachers' engage with cultural value differences
T2  - 27th EECERA Annual Conference
A1  - Anderstaf, Susanna
A1  - Lecusay, Robert
A1  - Nilsson, Monica
PY  - 2017
SP  - 171
EP  - 171
LA  - eng
AB  - Research aims: This study aims to contribute knowledge about how preschool teachers engage with tensions stemming from cultural value differences among teachers, caregivers, and children.Relationship to previous research works: Motivating this work is current socio-cultural circumstances in Sweden in which preschool teachers are negotiating divergent curricular demands that simultaneously promote cultural diversity and a common tradition. Consequently, teachers are experiencing an increased burden to address societal expectations concerning cultural diversity without appropriate communicative and conceptual tools (Björk Willén et. al, 2013; Lunneblad, 2006).Theoretical and conceptual framework: We draw on Biesta’s (2006) – via Lingis (1994) - conception of the rational community (RC) and the community-without-community (CwC) as an interpretive framework.Paradigm, methodology and methods: Project data was gathered through a series of focus group interviews with teachers in two preschools in Sweden, using stimulus materials designed to elicit discussion about value conflicts and cultural diversity.Ethical Considerations: Informed consent was obtained from all study participants.Main finding or discussion: Teacher engagement with questions of culture and values were organized around discussions of actual and imagined disagreements between teachers and caregivers about activities with preschool children. Analysis through the lens of RC and CwC revealed that teachers on the one hand, reinforced societal values and avoided conflict through invocation of the language of the rational community; on the other hand, from a CWC perspective, they developed insights about the value of conflict as means of gaining insight into the perspectives and cultures of the caregivers, as well as about their professional development.Implications, practice or policy: Project findings have implications for the development of pedagogical and policy tools related intercultural processes in preschool education practice and research.
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T1  - Content knowledge or pedagogical content knowledge?: Exploring learning outcomes for Australian trainee teachers in physical education
A1  - Backman, Erik
PY  - 2016
LA  - eng
KW  - australia
KW  - learning outcomes
KW  - fenstermacher
KW  - shulman
KW  - content knowledge
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
KW  - utbildning och lärande
AB  - In the context of physical education teacher education (PETE), content knowledge (CK) and pedagogical content knowledge (PCK) are constructions of different forms of teacher knowledge that have been used to address knowledge of a subject and knowledge of teaching a subject to young people (Herold & Waring 2009, Siedentop 2009, Tinning 2010). This paper addresses how these two forms of teacher knowledge are valued through a study of learning outcomes (LOs) in syllabus documents at a sample of PETE universities in New South Wales, Australia. The US educationalist Lee Shulman (1987) originally defined CK as “the accumulation of literature and studies in content areas, and the historical and philosophical scholarship on the nature of knowledge in those fields of study” (p. 8-9). In the PETE context, CK is constructed by various sub-disciplines (Tinning 2010). According to Siedentop (2009), one of the most fundamental as well as the most marginalized of these sub-disciplines, is PE teacher students’ knowledge of movement. In this study, specific interest is devoted to how CK and PCK are expressed in documents regulating sport and movement courses within PETE. Regarding PCK, Shulman (1987) suggests it to be “that special amalgam of content and pedagogy that is uniquely the province of teachers, their own special form of professional understanding” (p. 8. Globally, there seems to be an agreement for the importance of future PE teachers to experience movement and sport practices during their education. However, there also seems to be different ideas about whether CK or PCK should by prioritized in the teaching and assessment of movement and sport practices during PETE (Backman & Pearson 2016, Capel, et al 2011, Herold & Waring 2009, Johnson 2013, Tinning 2010). The study of how LOs are expressed in an educational context can inform us not only of what forms of knowledge are most valued. It might also say something about PE teacher educators’ abilities to formulate his/her expectations of the student’s performance. For this instance, the discussion of learning objectives as formulated in university courses has lately been intensified. In Europe, this discussion has been strongly related to the intentions in the Bologna-declaration (Adam 2008, Brooks et al 2014, Hussey & Smith 2008). Some of the issues raised in the literature have concerned ways of formulating verbs in learning outcomes, student activity built into learning outcomes, and level of difficulty in learning outcomes (Adam 2008, Biggs & Tang 2007). Therefore, the aim of this paper is to analyse LOs formulated in syllabus document for sport courses at a sample of Australian PETE institutions. Further, the aim is to discuss these LOs through a framework regarding teacher knowledge originating from Lee Shulman (1987). Although PETE, like university programs in other subjects, are historical and cultural constructions, research from European countries such as UK, France, Sweden (Backman &Pearson 2016, Capel, et al 2011, Loquet & Ranganathan 2010) display similarities with the Australian PETE context. One characteristic feature of PETE in all these countries is the relative emphasis on constructivist epistemology and critical pedagogy, although this feature appears to be somewhat stronger in Australia compared to Europe and US. In times where the content in PETE is crowded and the time for teaching is short, a study of what forms of PE teacher knowledge are valued in some Australian PETE institutions, a context where the production of PETE research has been significant during the last decades (see e.g. Forrest 2015, Garrett & Wrench 2012, MacDonald et al 2002, Tinning 2010), can therefore serve as a valuable contrast for the discussion of knowledge forms in European PETE contexts.    Methods/methodology (up to 400 words)  By the end of 2014, there were 24 universities across Australia offering PETE, eight in New South Wales (NSW). These eight universities in NSW makes the total sample (N=8) in the study reported in this paper. To the collection of the empirical material in form of written documents, five PETE-universities (n=5) of the total sample have contributed. Each university was asked to contribute with two unit outlines for courses in sport and movement for PETE students. A unit outline is a written document intended to give the student more specific information compared to what a curriculum document for a course will provide (e.g. regarding examination, schedule, expectations, etc). Further, a unit is generally only a part of a whole course. The collected unit outlines contained a the total number of 73 LOs. The sample of unit outlines can be described as a strategic and purposeful sample (Patton, 2002). The empirical collection from the participating universities was carried out during November and December 2014. After information about the study through e-mail and phone, a total number of 10 unit outlines were sent to the author by e-mail. In the analysis Alvesson and Sköldberg (1994) description of analytical induction or abduction has served as an inspiration. This means trying to let, on one hand, the empirical material inform the choice of theoretical perspective while on the other hand, acknowledging that some specific theoretical perspectives, in this case Shulman’s (1987) forms of teacher knowledge, have been viewed as more relevant than others before conducting the study. The primary analysis has been divided into two steps. In the first step, when reading through the collected and transcribed material questions such as: ‘What movement and sport practices do students meet during PETE in NSW?’ and ‘How are movement and sport practices expressed through the LOs in the unit outlines?’ has been asked. Asking these questions to the material has involved a process of clustering described by Patton (2002) as convergence which has been followed up by a process of divergence, that is, an exclusion of formulations and quotes that do not fit into the identified pattern. In the second stage of the analysis, the choice of Shulman’s (1987) concepts for forms of teacher knowledge was confirmed and strengthened as we discovered that the different views of assessment of movement and sport practices were clearly related to our chosen definitions of CK and PCK.Expected outcomes/results (up to 300 words)  The preliminary analysis of the LOs shows that the knowledge in sport and movement courses at the investigated PETE institutions is sometimes formulated as CK and sometimes as PCK (Shulman 1987). Within these two main categories there were also sub-categories related to abilities expressed through different verbs. With regards to PCK one such main sub-category addressed the students’ ability to “plan, arrange, carry out and assess different forms of teaching situations”. Further, another ability expressed within the PCK category was the ability to “observe, analyse and critically reflect over educational practices”. These two PCK sub-categories clearly reflect research emphasizing critical pedagogy in Australian PETE (Garrett & Wrench 2012, MacDonald et al 2002, Tinning 2010). Further, two other forms of sub-categories, expressed both as CK and as PCK, was firstly, the ability to “perform movements” and secondly, the ability to “demonstrate an understanding” of different forms of movement and sport practices. Findings will be discussed in relation to research criticizing the decrease of sport performances in PETE (Herold & Waring 2009, Siedentop 2009) as well as work emphasizing the importance to teach and assess movement practices to PETE students in contextualized situations (Backman & Pearson 2016). The concept of “understanding” was found to be very commonly used in LOs both when expressed as CK and as PCK. Generally, students were encouraged to “demonstrate an understanding” of different forms of knowledge. In literature of how to formulate knowledge in higher education, the concept of understanding has been discussed, sometimes criticized as lacking precision (Adam 2008, Biggs & Tang 2007), sometimes claimed to be under-contextualised (Hussey & Smith 2008). Part of the discussion will focus on various meanings of understanding in sport courses at some Australian PETE-institutions and how these meanings can differ depending on whether CK or PCK is addressed.Intent of publication:  References (400 words)Adam, S. (2008). Learning Outcomes Current Developments in Europe: Update on the Issues and Applications of Learning Outcomes Associated with the Bologna Process. Retrieved 12 May 2015, from http://www.ond.vlaanderen.be/hogeronderwijs/bologna/BolognaSeminars/documents/Edinburgh/Edinburgh_Feb08_Adams.pdfAlvesson, M. & Sköldberg, K. (1994). Tolkning och Reflektion. Vetenskapsfilosofi och Kvalitativ Metod. Lund: Studentlitteratur.Backman, E. & Pearson, P. (2016) ‘We should assess the students in more authentic situations’: Swedish PE teacher educators’ views of the meaning of movement skills for future PE teachers. European Physical Education Review, 22, 47–64.Biggs, J., & Tang, C. (2007). Teaching for Quality Learning at University. Third edition. Maidenhead: Open University Press.Brooks, S., Dobbins, K., Scott, J. J., Rawlinson, M., & Norman, R. I. (2014). Learning about Learning Outcomes: The Student Perspective. Teaching in Higher Education, 19, 721-733.Capel, S., Hayes, S., Katene, W. and Velija, P. (2011). The interaction of factors which influence secondary student physical education teachers’ knowledge and development as teachers. European Physical Education Review, 17, 183–201.Forrest, G. (2015). Systematic assessment of game-centred approach practices – the game-centred approach Assessment Scaffold. Physical Education and Sport Pedagogy, 20, 144-158.Garrett, R. & Wrench, A. (2012). ‘Society has taught us to judge’: cultures of the body in teacher education. Asia-Pacific
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TY  - CONF
T1  - Results from a PwC Intervention in a Swedish Socio-economically Disadvantaged School – A Multiple Case Study of Students Diagnosed with Neurodevelopmental Disorders
A1  - Backman, Ylva
A1  - Gardelli, Viktor
A1  - Gardelli, Åsa
A1  - Franklin, Anders
PY  - 2022
LA  - eng
KW  - philosophy with children
KW  - philosophical dialogues
KW  - p4wc
KW  - special needs education
KW  - neurodevelopmental disorders
KW  - school
KW  - filosofi med barn
KW  - filosofiska samtal
KW  - specialpedagogik
KW  - npf
KW  - skola
AB  - We will present results from a multiple case study based on interviews with students diagnosed with neurodevelopment disorders and their school staff after participating in a short and small-scale intervention carried out in a socio-economically disadvantaged Swedish elementary school in 2019. Two small school classes participated in 12 philosophical dialogues each (ranging from 45 to 60 minutes) during a total of seven weeks. Two facilitators, both with years of facilitation experience and teacher degree and at least BA in philosophy, facilitated the majority of the dialogues. The philosophical dialogues mainly followed a ”routine” procedure, but a few differences can be noted. First, one of the facilitators wrote short stories prompting interest in contestable issues during the intervention, which helped the stimuli to get adapted to the groups’ developing interests. Second, in the start-up phase of several dialogues, the students were encouraged to practice dialogic skills through randomly assigned individual and group tasks based on both the jointly decided rules for interaction and on ART for kids (a tool for children to become aware of and evaluate dialogic quality and progress in inquiry dialogic sessions). During meta-dialogue, the groups returned to these tasks in order to increase meta-cognitive awareness, evaluate group performance, and set up short term goals for the upcoming session. Third, during two sessions, the sessions were organized in the form of a dialogic puzzle. The sample in this multiple case study contains students from two school classes (school years 3 and 4) in a Swedish elementary school. The school was small (about 150 students in total), rural, and ranked among the 10 % most socio-economically disadvantaged in Sweden. The school included students from around 20 different countries and about 20 % of the schools’ students were asylum seekers. All the students in the multiple case study were diagnosed with different neurodevelopmental disorders, such as attention deficit hyperactivity disorder (ADHD), attention deficit disorder (ADD), autism spectrum disorder (ASD), and severe developmental language disorder (DLD).We interviewed the students, four teachers who participated in the dialogues, and the school principal. The students were interviewed individually in direct connection to the end of the intervention about their experiences from the dialogues and their perceptions about the influence of the dialogues. The interviewed teachers (two in each grade) were those who had participated in the dialogues. They were interviewed in pairs, also in direct connection to the end of the intervention, while the school principal was interviewed two years after the study. The staff interviews concerned the staff’s experiences of the influence of the dialogues on the students within the intervention as well as transfer effects to other contexts in school. All interviews were semistructured. For each student, we present data from both student and staff interviews. We strive to give a representative picture of both the advantages and disadvantages expressed by students and staff. 
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TY  - JOUR
T1  - The Use Of Dependence Structure Matrix and Domain Mapping Matrix in Managing Uncertainty in Multiple Project Situations
T2  - International Journal of Project Management
A1  - Danilovic, Mike
A1  - Sandkull, Bengt
PY  - 2005
IS  - 23
SP  - 193
EP  - 203
LA  - eng
KW  - multiproject
KW  - complexity
KW  - uncertainty
KW  - complex project
KW  - dependence structure matrix
KW  - domain mapping matrix
AB  - Development of complex products is performed in multi-project environment in which it is crucial to explore interdependencies and manage the uncertainty with the information exchange and the understanding of the context. The purpose of this paper is to introduce a dependence structure matrix and domain mapping matrix approach that enables the systematic identification of inter- dependencies and relations in a Multi-project environment. These approaches enables clarifications of assumptions, the tractability of dependencies, explores the information needed within and between different departments, projects and people. This creates a transparency and enables the synchronization of actions through transformation of information and exploration of assumptions within and between domains. The outcomes of this process are situational visibility creating direction and accountability and the learning that takes place through communicating, reflecting, understanding, and acting.
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TY  - CONF
T1  - Different pathways, same destination: Australian and Swedish principals’ perceptions of their leadership preparation
A1  - Sahlin, Susanne
A1  - Moreno, Bernardita
PY  - 2024
LA  - eng
AB  - In 2011, The Australian Institute of Teachers and School Leadership (AITSL) established a set of standards to guide the preparation and development of principals informed by three leadership requirements: vision and values, knowledge and comprehension, and personal qualities and social and communication skills. Despite the existence of a national framework, approaches to leadership preparation in the State of Victoria continue to be described as ad hoc and often disconnected, given the absence of any compulsory principal preparation program. As a result, the preparation of early-career principals is very much left to each individual through a number of opportunities, such as middle leadership roles, coaching and mentoring, and university courses, amongst others. Whilst many of the aforementioned opportunities would appear to be adequate, little is still known about early-career principals’ perceptions and evaluation of these opportunities in preparing them for the principal role. In Sweden, the principal training has been an education in constant change, but there has been systematic training of school leaders since the mid-1970s and today the training of principals is institutionalized in Sweden.The National Principal Training Program (NPTP) is currently hosted by seven universities at the request of the Swedish National Education Agency and is based on an agreed national target document that coordinates their expectations. It is offered for the first time when the participant has commenced a principal position. Some appointed principals have gone through voluntary recruitment training or pre-service preparation programs as teachers, and some have experience as teacher leaders, deputy principals, or substitute principals. In contrast, others had no leadership training or experience before their participation in the mandatory national principal program. The national program is a 3-year mandatory in-service program and consists of three courses. Through a comparative analysis, the purpose of this study was to understand how two very different leadership preparation pathways equipped early-career principals with the necessary skills and knowledge as they took on their first principalship, through the eyes of the leaders themselves. This study sought to answer (1) how early-career principals perceive the quality of their leadership preparation and what it has meant once in the principal role and (2) what differences and similarities exist between early-career principals’ perceptions of their leadership preparation in Australia and Sweden, and how we can understand it from a leadership development perspective. Preliminary findings confirm that in both contexts, principals valued exposure to mentoring opportunities and building their principal literacy in areas, such as school laws, jurisdictions and school improvement initiatives. Similar tensions were also perceived and revolved around the complexities of engaging in leadership preparation while managing a full-time job, limited exposure to ‘real’ problem-solving and a willingness to develop expertise in people management. This study has implications for the preparation, development and retention of future school leaders regardless of the pathway taken to reach the principalship. In addition, this study adds to the knowledge base on global perspectives on leadership preparation, with particular insight into how current pathways are perceived by those who undertake them. 
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TY  - CONF
T1  - EDUHEALTH - Educating for equitable health outcomes in physical education
T2  - ECER (European Conference on Educational Research)Research), Köpenhamn, Danmark, 22-25/8 2017
A1  - Smith, Wayne
A1  - Larsson, Lena
A1  - Mordal-Moen, Kjersti
A1  - Gerdin, Göran
PY  - 2017
LA  - eng
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - School HPE makes a unique contribution to the physical, cognitive, emotional and social development of young people (Morgan & Burke,2008). The world summit on HPE in 1999 (Doll-Tepper & Scoretz, 2001) stated that this school subject provides the most effective meansof providing all young people, regardless of their ability, disability, sex, age, culture, race, ethnicity, religion, or social background, with theskills, attitudes, knowledge, and understanding for lifelong health and well-being. One point of departure in this EDUHEALTH project isthat the attainment of health equity goals can be accelerated when social justice and socially-critical perspectives underpin HPE teachingpractices to assist ‘students to examine and challenge the status quo, the dominant constructions of reality and the power relations thatproduce inequities, in ways that can lead to advocacy and community action’ (Wright, 2004, p. 7). New Zealand, Sweden and Norway areunique in that contemporary social justice issues foreground each countries’ HPE curricula – as introduced in the late 1990s. Calls fortertiary teacher education institutions to ensure that their graduating HPE teachers have an understanding of how socially-critical HPEmay be enacted, have led to a growing, if scattered, research base that articulates relevant practices in HPE teacher education. Yet thereis a paucity of research that documents how HPE teachers are imparting socially-critical perspectives in their schools: this paper willdiscuss how the EDUHEALTH project focuses on this critical research gap. EDUHEALTH will study HPE teachers’ practices in schoolsusing a Critical Incident Technique (CIT) inspired methodology (Tripp, 2012) to identify HPE teaching practices that clearly enact sociallycriticalperspective of physical activity and health. Data will be collected through multiple observations and interviews of HPE teachers inall three countries. This data will be analysed through a multi-phase process of inductive thematic analysis (Braun & Clarke, 2013) withfindings validated through triangulation of multiple observer reports and by a shared analysis of data by all 15 researchers affiliated withEDUHEALTH. This paper will report on some initial findings generated as part of the pilot studies. Ultimately, the findings of thiscollaborative research project will inform the creation of teaching strategies designed to assist HPE teachers in their own contexts todevelop more inclusive teaching practices, thus, contributing to more active, healthier citizens.
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TY  - JOUR
T1  - Observing one’s own teaching: creating awareness for professional development as a dance teacher
T2  - Nordic Journal of Dance
SN  - 1891-6708
A1  - Frisk, Anders
PY  - 2019
VL  - 1
IS  - 10
SP  - 44
EP  - 55
LA  - eng
PB  - : Senter for dansepraksis (SANS)
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - The aim of this article is to provide insights into how dance teachers experience observing their own dance lessons and how this experience is articulated in order to create awareness of the development of dance teachers' own teaching. The interests of this study lie in what the dance teachers are reacting to, what actions they perform as well as how these reactions and actions are manifested in the body. Two dance teachers at the Swedish School of Sport and Health Sciences in Stockholm were observed and filmed giving dance lessons to student teachers of Physical Education and Health. Different situations from the lessons were discussed during a re-experiencing conversation. Using a phenomenological methodology for analysis and empirical-data generation, the results are discussed using the kinaesthetic communicative concepts of interaffectivity and interbodily resonance (Fuchs 2016). The results indicate that observing one's own teaching is a valuable tool for dance teachers, as it allows them to reflect upon aspects of their teaching pedagogies and possibilities for their professional development. As well as this, the results show that teachers' teaching goals and objectives are important parameters for what they react to in teaching situations.
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TY  - CONF
T1  - Conditions for implementing ICT in Swedish upper secondary schools: How national strategies for implementation relate to existing local educational practices
A1  - Fransson, Göran
A1  - Lindberg, J. Ola
A1  - Olofsson, Anders D.
PY  - 2017
LA  - eng
PB  - European Educational Research Association, Freie Universität Berlin
KW  - ict
KW  - implementation strategies
KW  - upper secondary school
KW  - policy
AB  - The implementation and use of information- and communication technology (ICT) in education are high on the educational agendas of most countries. In principle, all western countries now have a policy or strategy for ICT in K-12 schools. Although countries may have similar economic preconditions, they often implement different ICT policies in school (Austin & Hunter, 2013; Ottestad, 2010).  ICT policies may also have different rationales and are often over-optimistic about ICT options (Convery, 2009; Egea, 2014; Jordan, 2011) and the use of ICT as a tool for teaching and learning in education (Hammond, 2014). Most research on ICT policies seems to focus on issues such as policy rationale or how policy is implemented in schools. However, few studies focus on the existing educational practices in schools as preconditions for ICT implementation. In this paper, the focus is on how policy implementation strategies, as they are understood in the recently proposed Swedish ICT policy, relate to already established educational practices in upper secondary school settings. Specifically, the aim of the paper is to discuss how policy implementation strategies relate to the existing local practices in three upper secondary contexts as preconditions for integration of ICT. We discuss whether the proposed strategies can be understood as supported or not by existing contextual factors as conditions for the policy implementation. Traditionally, policy has often been viewed as a top-down process, where policy is formulated in one arena and then realized in another (Lindensjö & Lundgren, 2000). However, policy formation processes are rather more complicated than that and can be understood as processes of interpretation and enactment (Ball, Maguire & Braun, 2012). Acknowledging these processes of policy formation (Edwards, 2012) is to acknowledge processes of micro-political manoeuvring, power and negotiation in practice, and to relate the policy enactment processes to the existing preconditions, structures and activities of the contexts in which the policy is to be realized. Thus, understanding how the proposed policy implementation strategies relate to existing practices as preconditions in schools may help us to understand what kind of challenges an ICT policy may face and to formulate more realistic expectations for the use of ICT in education. The kind of analysis that is suggested in this paper may also clarify why the implementation and use of ICT in school is so challenging and why there seems to be a discrepancy between expectations in the policy formulation arena and its use in the realization arena (Olofsson, Lindberg, Hauge, & Fransson, 2011; Tondeur, van Braak and Valcke’s, 2007). It has been suggested that national and political initiatives and governing have little impact on the use of ICT in school (McGarr, 2009). Rather, it has been emphasized that teachers want to see compelling reasons why they and their students should use ICT for teaching and learning (Howard, 2013; Lim, 2015). This might be related to ‘teacher culture’ and a reason why principals have been identified as key persons when implementing ICT. However, different leadership styles have also been found to give different results when it comes to implementing ICT (Hadjithoma-Garstka, 2011). Indeed, different leadership styles seem to fit different educational cultures. Implementing an ICT policy in local schools has been found to be a multifaceted phenomenon rooted in educational culture (Vanderlinde, van Braak, & Dexter 2012). If contextual matter is of importance for implementing ICT, it is therefore of interest to study how the proposed policy implementation strategies relate to existing educational practices in schools.
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TY  - CONF
T1  - Vocational teachers’ experiences of assessing vocational knowledge
T2  - Vocational teachers’ experiences of assessing vocational knowledge
A1  - Lindberg, Viveca
A1  - Asghari, Hamid
PY  - 2015
LA  - eng
KW  - vocational education
KW  - vet-teachers' assessment practices
AB  - Assessment is described as a process that includes the collection, interpretation and presentation of data which leads to a defined decision (Nyström, 2004). In recent years, the models of formative and summative assessment have been frequently discussed and debated by school researchers such as Gipps (2001), Jönsson (2009), Korp (2011), Lundahl (2006, 2011), Moss, Girard and Haniford (2006), Pettersson (2011) and Wiliam (2006). Formative assessment is a smoothly flowing process of assessment and summative assessment is assessment of the student’s acquired knowledge at a certain time or an exam (see e.g. Black&Wiliam, 2003; Gipps, 2001; Moss et al., 2006; Wiliam, 2006). The discussion of assessment is often about how a teacher, based on curricular goals and knowledge requirements, can implement a similar and equivalent assessment of student knowledge (cf. ibid.). Equivalent assessment is a central concept in earlier research on grading and assessment (see e.g. Black&Wiliam, 2003; Gipps, 2001; Lundahl, 2006, 2011). Teachers’ assessment should not rest on their personal ideas of what knowledge they see as important for the education. Assessment must be based on established criteria (see e.g. Black&Wiliam, 1998) if students are to be assessed equally and fairly. Assessment takes place in an interaction between teachers, students, their environments, language, and the objects which are used in the process, such as or computers, and books (Moss et al., 2006). By assessing, teachers try to create opportunities for students to show what they can (Nyström, 2004). Research on vocational education shows that the relationship between the vocational teacher and the students is very important in the formative assessment model (Asghari, 2014). Equally important is the vocational teacher’s feedback to the students (Öhman, 2015). In the summative assessment model, students’ vocational theoretical knowledge is often assessed (Lindberg, 2003). Studies of vocational teachers’ assessment practice can contribute to previously unknown views of teachers’ work (Lindberg, 2011). In the forthcoming article, which this presentation is a part of, two vocational teachers’ assessment practice when they talk about their experiences of teaching will be shown and discussed. Assessment can be discussed from many different aspects. It can serve as a way to motivate students in their learning, it can make students’ reasoning about the topic visible for teachers, it can create opportunities for feedback to students, and it can construct different identity formations in students (Moss et al., 2006). And identity formation is what the article, based on the studies of vocational teachers’ assessment practice, will focus on. The assumption is that vocational teachers’ assessment practice leads eventually to the students’ grades and those students can through their grades construct different identities in different contexts (cf. ibid.). It means that a non-passing grade can bring consequences in students’ lives, like losing their self-confidence, dropping out of school and education, and even in some cases, become gang members and get into crime. It appears from vocational teachers told experiences that students, through a pass grade, may identify themselves as students, who may have enough knowledge, are good enough as citizens and are proud to be skilled workers. It also appears that vocational teachers in such situations identify themselves as a caring teacher. Vocational teachers told experiences show different considerations that qualify for a pass-grade and may be categorized as “pass grade in advance”, “pass grade as praise”, “pass grade as a last chance” and “pass grade for being well behaved and socially competent”. These categories of assessment do not proceed from curricular goals and knowledge requirements, but they may be related to vocational teachers’ care for their students. ReferencesAsghari, H. (2014). Från uppväxt till lärargärning: En livsberättelsestudie med åtta yrkeslärare på industritekniska programmet. Doktorsavhandling, Karlstad: Fakulteten för humaniora och samhällsvetenskap, Pedagogiskt arbete, Karlstads universitet.Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles Policy and Practice, 5(1), 7-73.Black, P., & Wiliam, D. (2003). ‘In praise of educational research’: Formative assessment. British Educational Research Journal, 29(5), 623-637.Gipps, C. (2001). Socio-cultural aspects of assessment. I G. Svingby & S. Svingby (Red.), Bedömning av kunskap och kompetens (ss. 355-392). Stockholms universitet: Institutionen för undervisningsprocesser, kommunikation och lärande.Jönsson, A. (2009). Lärande bedömning. Malmö: Gleerup.Korp, H. (2011). Kunskapsbedömning-vad, hur och varför. Stockholm: Myndigheten för skolutveckling.Lindberg, V. (2003). Learning practices in vocational education. Scandinavian Journal of Educational Research, 47(2), 157-179.Lindberg, V. (2011). Betyg och bedömning i svensk didaktisk forskning 1990-2009. I V. Lindberg, L. Lindström & A. Pettersson (Red.), Pedagogisk bedömning: Att dokumentera, bedöma och utveckla kunskap (ss. 235-267). Stockholm: Stockholms universitets förlag.Lundahl, C. (2006). Viljan att veta vad andra vet: Kunskapsbedömning i tidigmodern, modern och senmodern skola. Stockholm: Arbetslivsinstitutet.Lundahl, C. (2011). Bedömning för lärande. Stockholm: Norstedts.Moss, P. A., Girard, B. J., & Haniford, L. C. (2006). Validity in educational assessment. Review of research in education, 30, 109-162.Nyström, P. (2004). Rätt mätt på prov: Om validering av bedömningar i skolan. Umeå: Pedagogiska institutionen, Umeå universitet.Pettersson, A. (2011). Bedömning - varför, vad, varthänt? I V. Lindberg, L. Lindström & A. Pettersson (Red.), Pedagogisk bedömning: Att dokumentera, bedöma och utveckla kunskap (ss. 31-42). Stockholm: Stockholms universitets förlag.Wiliam, D. (2006). Formative assessment: Getting the focus right. Educational Assessment, 11(3-4), 283-289.Öhman, A. (2015) Cykler och loopar i Salongen: En studie av återkoppling i frisörklassrummet. Licentiatuppsats, Karlstad: Fakulteten för humaniora och samhällsvetenskap, Pedagogiskt arbete, Karlstads universitet.
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T1  - "I am unsure if I can use all this in school." An Interview Study of Physical Education teacher-students
T2  - AIESEP International Conference 2025
A1  - Bergentoft, Helene
A1  - Kougioumtzis, Konstantin
PY  - 2025
LA  - eng
AB  - "I am unsure if I can use all this in school." An Interview Study of Physical Education teacher-students This study aims to highlight teacher-students' experiences in a practicum course. More specifically, a) to describe issues related to subject content, teaching strategies, grading, and the scientific basis of teaching and b) to focus on alignments and incongruences between the program and authentic school settings. Teachers' occupational socialization begins already when they observe their teachers as pupils. When entering teacher education, teacher-students are confronted with the program philosophy. The result of this confrontation is put to the test when employed at a school. Teachers' occupational socialization occurs within broader struggles among professions, while the modes of specialization and knowledge acquirement are crucial for the outcome. A threefold message system is central to the teaching profession: subject content, teaching strategies, and grading procedures. Semi-structured interviews have been conducted with nine teacher-students. Themes and subthemes were revealed by adopting meaning condensation and administering the quotes with Nvivo. Considering subject content, teacher-student quotes indicate that it is difficult to transform all knowledge acquired during the Physical Education Teacher Education (PETE) program into practice during practicum. Moreover, various discrepancies exist between the program and the school. PETE provides many solutions for teaching strategies, even if inclusive strategies should be included in more courses. According to teacher-students' quotes, they got many ideas from cooperating teachers even if they do not explicitly use scientific theories and models when teaching. Regarding grading procedures, PETE provides, in general, beneficial knowledge on formative evaluation, even if schools prioritize summative evaluation. Teacher-students realized the complexity of grading and got concrete ideas from cooperating teachers. In association with the scientific basis of teaching, there is a gap between PETE and authentic school settings. Discussion based on scientific terms is not so common at schools, even if there is considerable variation. PETE ought to facilitate a more in-depth study of instructional models. More evidence-based approaches are needed. Within this study, descriptions of teacher-student experiences during practicum are overwhelmingly congruent with previous research. It seems that PETE and the school are on the same page in overcoming challenging dichotomies, such as the theory-practice gap and the importance of movement skills. However, numerous sources of incongruence eventually jeopardize professional socialization. Based on teacher-students' quotes, practicum courses motivated them to reflect upon several important occupational, pedagogical, didactical, and methodological issues. The "triadic cooperation" is essential as discussions among teacher-students, university supervisors, and cooperative teachers facilitate viable solutions. The quality of the study shall be argued in terms of trustworthiness, auditability, credibility, and transferability. Moreover, the study follows the Swedish Act concerning the Ethical Review of Research Involving Humans and its amendments, based on the Declaration of Helsinki and the Council of Europe's Convention for protecting human rights.
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TY  - CONF
T1  - Solidarity and the Kafkaesque administrative apparatus of the university
T2  - 5th Philosophy and Theory of Higher Education Society (PaTHES) Conference; Gdansk, Poland; 13-15 June, 2023
A1  - Brauer, Rene
A1  - Dymitrow, Mirek
PY  - 2023
LA  - eng
KW  - unintended consequences
KW  - university administration
KW  - research community
KW  - neoliberal university
KW  - research impact
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - Immanuel Kant once wrote that the Conflict of the Faculties is a constant struggle for primacy that causes strife and ultimately undermines scholarly solidarity. His argument is a complex one, as it relates to the very ability of how to judge proper authority, what constitutes scientific truth, and how to create respect amongst a community of people representing divergent opinions. Whilst such considerations are still relevant today, a hitherto under-researched phenomenon is how the bureaucracy of university staff influences intra-collegial conflicts regarding contestations of what constitutes scientific authority. In this theoretically oriented research, we employ Michael Lipsky’s idea of street-level bureaucrats to study the complex mission of the university in practice. Management and public policy scholars employ it to study the implementation of policy at the microsocial level. Here, we focus on three different, yet interconnected, domains: pedagogy, funding, and impact generation, to understand the intentional and unintentional influences of the administrative side of the university upon knowledge production. The key research insights for these three domains are as follows. Concerning pedagogy, the medieval university allowed for a master-apprentice style relationship between student and teacher, which, according to modern literature, is the ideal learning situation. Yet, the current, for-profit mass education mode, with its focus on student employability and students-as-customers satisfaction evaluations, inadvertently undermines this pedagogical setting. The unintended consequence of this is teachers refraining from taking on difficult and complex subjects for the sake of scoring well within current student evaluation regimes.Concerning research funding, the performance of researchers is assessed through the success of their funding applications. The implicit assumption of this regime is that researchers already understand and master the complex rules and implicit social codes of funding applications, which often is not the case. University support teams are, nominally, there to help and guide. However, as those teams are usually chronically understaffed, any difficulties for them are solved with a reference to breaches of technicalities. One consequence of this is researchers feeling alienated and left without support. Concerning research impact generation, scholars aligning with the strategic direction of the university leadership’s visions receive disproportionate amounts of support. The rationale behind such unequal treatment is often framed as ‘strategic alignment’. Nevertheless, it is difficult not to let such unequal distribution create discord among the academic community, especially so, when the administrators deliberately omit or alter due processes in order to facilitate the desired outcome. Yet, absurdly, researchers who fall outside of these support frames are still judged to the same standards as the ‘successful’ ones. Our contribution to knowledge lies in the conceptualization of the human element in the university bureaucracy. University administration makes judgements with limited understanding of the larger consequences of their own actions. If not properly adjusted for, not only is the solidarity within the university at jeopardy, but it may also directly influence academic knowledge production. We argue that this dimension has the potential to become ‘death by a thousand cuts’ for solidarity amongst university stakeholders.
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TY  - CONF
T1  - “How could a teacher survive on a salary consisting of 8 barrels of grains and 53 riksdaler 16 skilling in cash? A question answered”,
T2  - Räume für Bildung. Räume der Bildung.
A1  - Westberg, Johannes
PY  - 2016
LA  - eng
KW  - utbildningshistoria
KW  - utbildningssociologi
KW  - sociology of education
AB  - The Elementary School Act of 1842 changed the conditions for the teaching profession in Swedish elementary schools. It set a minimum wage for teachers, which included housing, firewood and summer grazing for a cow, and established a regulatory framework for hiring teachers. In order to be employed as a teacher at an elementary school, a degree had to be obtained from a teachers’ college. Apart from this formal requirement, teachers were also expected to have a wide range of abilities, far exceeding the elementary school’s minimum level. In addition to having a personality characterized by piety and moral conduct, the future teacher was to have a complete mastery of his reading and writing skills, and should also have full knowledge of the catechism, biblical history, science, geography and arithmetic. In our paper, Iwill shed light upon the social, economic and cultural conditions under which Swedish teachers lived and worked following the school act of 1842. Special attention will be paid to issues such as the teacher’s wages (in kind and in cash), their living conditions and their position in the local community and relationships with the school district’s inhabitants. The empirical basis of this paper will be found in published statistical data and government questionnaires as well as case studies delving deeper into the realities of individual school districts and teachers.
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TY  - CONF
T1  - University for Business and Technology University Libraries and Knowledge Center: A Concept Paper
T2  - 8th International Conference Information Systems and Technology Innovations, Tirana, Albania, June 23-24, 2017.
A1  - Hajrizi, Edmond
A1  - Mirijamdotter, Anita
A1  - Salavati, Sadaf
A1  - Somerville, Mary M.
PY  - 2017
LA  - eng
KW  - knowledge center
KW  - systems thinking
KW  - innovation
KW  - higher education
KW  - co-design
KW  - informatik
AB  - The most significant innovation enables the realization of far greater human potential. The catalyst of such creativity in higher education is the acquisition of new knowledge and the living of new experiences. Then, within innovation and incubation environments, new thinking enriches knowledge handed down from previous generations, enlivens contemporary lives and informs future growth. Emergent knowledge encourages recognition of the limitations of traditional academic disciplines, exploration of new interdisciplinary frontiers, and, from this, novel transdisciplinary insights that unlock human potential and improve human conditions.In response, the University for Business and Technology intends to build collaboration environments to enable discovery and access, interpretation and analysis, creation and sharing of knowledge. These aspirations recognize the synergies possible when individual discovery is reinforced by collective inquiry with the shared purpose of using information to learn to create knowledge together. Further, this UBT planning initiative acknowledges that societal progress, whether local or global, ultimately depends on catalyzing, fortifying, and affirming human inquiry. So enabling environments will place humans at the center of the knowledge creation spaces and places that aim to advance participant capabilities to meet the demands of working in a global marketplace and living in a global society.
ER  - 

TY  - CHAP
T1  - Entwicklung der frühpädagogischen Ausbildung in Schweden: von einer soziapolitischen zur bildungspolitischen Herausforderung [Developments in preschool teacher education in Sweden: from a socio-political to an educational challenge]
T2  - In Frühpädagogische Ausbildungen international. Reformen und Entwicklungen im Blickpunkt, edited by W.E. Fthenakis
A1  - Karlsson Lohmander, Maelis
PY  - 2014
SP  - 169
EP  - 192
LA  - ger
PB  - Köln : Bildungsverlag EINS
ER  - 

TY  - CHAP
T1  - Huslig yrkesutbildning för finlandssvenska kvinnor vid Högvalla seminarium under drygt 70 år
T2  - Kunskapstraditioner och yrkeskunnande
A1  - Lindberg, Viveca
A1  - Salomaa, Kirsi
PY  - 2022
SP  - 109
EP  - 139
LA  - swe
PB  - Göteborg : Makadam Förlag
KW  - vocational education for women
KW  - educational history
KW  - högvalla teacher education seminar and housewifery school
KW  - finland
KW  - kvinnors yrkesutbildning
KW  - utbildningshistoria
KW  - högvalla seminarium och husmodersskola
KW  - finlandssvensk
AB  - I artikeln beskrivs övergripande utvecklingen av de yrkesutbildningar som funnits vid Högvalla seminarium och husmodersskola i Finland från 1914 till 1990-talet. Fokus ligger främst på husmodersskolan, hushållsskolan och utbildningen till ekonomieföreståndare. Även kortare hushållskurser och syftet för dessa berörs. Utbildningen till hushållslärare, den enda på svenska i Finland, beskrivs kort och översiktligt och i denna artikel i relation till de yrkesutbildningar som erbjöds. Den teoretiska utgångspunkten för analysen är verksamhetsteoretisk: verksamheter etableras, upprätthålls och förändras i relation till samhälleliga motiv, regler av olika slag och de redskap som tas i bruk. Förändringarna i utbildningarnas innehåll och organisation över tid återspeglar den komplexa samverkan mellan de samhälleliga motiv av olika karaktär som vi identifierat: a. den enskilda familjens välstånd som grund för nationens välstånd, b. behovet av att sprida samtida vetenskaplig kunskap om    - betydelsen av grundläggande hygien för att motverka smittspridning,       - livsmedel: näringsämnen i dem, hur de kan förvaras, tillredas och konserveras och     - odling av nya köksväxter som komplement till dåtida ensidig kost, c. utbildning som grund för kvinnors delaktighet i offentlighet och beslutsfattande.Samhällsförändringar över tid resulterade i att den husliga yrkesutbildningen inte längre svarade mot de nya behov som uppstått. Industrisamhällets arbetsmarknad hade förändrats och den reformering av grundläggande yrkesutbildning som genomfördes under 1980-talet bidrog till att Högvalla som institution upplöstes. Inte heller den organisation som utbildningarna ursprungligen baserades på var längre tidsenlig.
ER  - 

TY  - CONF
T1  - Yrkesdidaktiska dilemman: conference presentation
T2  - Proceedings of NordYrk, Nordic research network on vocational education and training
A1  - Kontio, Janne
A1  - Lundmark, Sofia
PY  - 2021
LA  - eng
KW  - vocational education
KW  - teaching
KW  - other research area
KW  - annat forskningsområde
AB  - In our daily work as researchers and teacher trainers, we meet many vocational teachers and vocational teacher students. It might be a baker or a car mechanic who after a couple of decades in the profession decides to re-saddle and become a vocational teacher. One thing that most of these teachers do and becoming teachers have in common in the meeting with us researchers is a vast need to discuss didactics and challenges that they meet in their everyday lives in school. This book brings together some of Sweden's foremost researchers in different aspects of vocational didactics and their recent research on didactic challenges and dilemmas in vocational education. The research presented in the book is addressed to a group of teachers who to a large extent lacks teacher training; vocational teacher in Swedish high school and adult education, as well as to students, teachers and researchers in vocational teacher programs at Swedish universities and colleges. In this presentation we present the anthology Yrkesdidaktiska dilemman, the authors and their contributions and discuss how we can approach didactical dilemmas in VET. 
ER  - 

TY  - CONF
T1  - University for Business and Technology Knowledge Center: Making Local Knowledge Visible
T2  - Paper presented at the Vienna 2017 International Society for System Sciences, The 61st ISSS World Conference, Vienna, July 9-14, 2017
A1  - Mirijamdotter, Anita
A1  - Somerville, Mary M.
A1  - Salavati, Sadaf
A1  - Hajrizi, Edmond
PY  - 2017
LA  - eng
PB  - : International Society for the Systems Sciences
KW  - design thinking
KW  - higher education
KW  - kosovo
KW  - local knowledge
KW  - soft systems
KW  - informatik
AB  - Our paper draws together conceptual innovations emerging from the work of a group of researchers focussed on the relational approach to information literacy, more recently labelled ‘informed learning’. Team members have been working together in various configurations for periods ranging from seven to seventeen years. Our collaborative approach continues to yield new concepts and constructs which we believe to be of value to ongoing research and practice. Some of the ideas discussed have been previouly published, while others are being put forward for the first time. All are significant in that they together form new constructs that have emerged from a focus on the relational approach to information literacy. In this paper, Christine Bruce introduces the background to this work and the contributing researchers. Then the individual authors present the key directions which they have developed and are leading, typically working with one or more of the wider network. The key ideas presented are: The expressive window for information literacy (Mandy Lupton); information experience design (Elham Sayyad Abdi); cross-contextuality and experienced identity (Andrew Demasson); informed learning design (Clarence Maybee); spaces for inclusive informed learning (Hilary Hughes); and informed systems (Mary Somerville and Anita Mirjamdotter).  In each piece, authors reflect on what the idea is about, where it came from and what it might mean for research and practice.
ER  - 

TY  - CONF
T1  - International practicum for what and on whose terms?
A1  - Abraham, Getahun Yacob
PY  - 2018
LA  - eng
KW  - internationalization
KW  - international practicum
KW  - teacher students
KW  - north
KW  - south.
AB  - International practicum for what and on whose terms?                                                                  Getahun Yacob Abraham                                                                                       Senior Lecturer                                                                                       Karlstad University The aim of this paper is to investigate about the aims of international practicum and who is benefiting from it. If it is found that one side, the North or the South, is benefiting, to look at the possibilities to reconsider the practicum in order to benefit both. Review of literature in the field and my own experiences as a Swedish university lecturer involved in the teacher students practicum in the South will be the base for this paper. Some preliminary results of my literature review show that practicum in the South mainly focuses on giving the teacher students from the North the possibility of intercultural understanding with specific focus of dealing with change taking place at home, the diversity of students in classrooms (Abraham & von Brömssen, 2018; Bosire & Brigham, 2009;  Marx & Moss, 2011; Wiken & Klein, 2017). Long time experiences show that in the movement of students from the North to the South, the economically and politically dominant countries can dictate the terms (Bosire & Brigham, 2009; Yang, 2002). In addition to that the countries in the center gain more advantages than the countries in the periphery (Barnet & Reggie, 1995). Keywords: Internationalization, International practicum, teacher students, North, South.  References Abraham, G.Y. & von Brömssen, K. (2018). Internationalisation in teacher education: Student teachers reflections on experiences from a field study in South Africa. Education Inquiry.  https://www-tandfonline-com.bibproxy.kau.se/doi/full/10.1080/20004508.2018.1428035 Barnet, G.A. & Yingli Wu, R. (1995). The international student exchange network. 1970&1980, Higher Education, 30, 353-368. Bosire, M.M. & Brigham, S. (2009). Preparing North American preserivice teachers for global perspectives: An international teaching practicum experiences in Africa, The Alberta Journal of Education Research, 55 (3), 415-428. Marx, H. & Moss, D.M. (2011). Please mind the culture gap: Intercultural development during a teacher education study abroad program, Journal of Teacher Education, 62 (1), 35-37. Wikan, G. & Klein, J. (2017). Can international practicum foster intercultural competence among teacher students? Journal of the European Teacher Education Network, 12, 95-104.  Yang, R. (2002). University internationalization: Its meaning, rationales and implications, Intercultural Education, 13 (1), 81-95. 
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TY  - CONF
T1  - Student teacher’s attitudes towards educating pupils diagnosed with Autism Spectrum Disorder in the inclusive mainstream classroom
A1  - Lindblom, Anne
A1  - Carew, Mark
A1  - Dindar, Katja
A1  - Kärnä, Eija
A1  - Soan, Sue
A1  - Roos, Carin
PY  - 2016
LA  - eng
KW  - special education
KW  - specialpedagogik
AB  - Social justice, equality and solidarity in education are the founding principles of inclusive education. Yet barriers to inclusion remain within many classrooms across Northern Europe. In Sweden, Finland and England, the ideology is to provide special needs education primarily in mainstream education. Thus, the support for children with ASD is generally provided in conjunction with mainstream education whenever possible. However, although teachers play a crucial role in the inclusion of children with special needs in regular education, there persists a paucity of empirical research surrounding teacher attitudes toward children with ASD and their experiences of educating these pupils in the classroom. This is particularly the case in regard to student teachers, with whom there has been no studies on this topic. Such data are important because, given that the prevalence of ASD has increased sharply worldwide, it is vital that student teachers are adequately prepared to meet the needs and secure the equal treatment of pupils diagnosed with ASD in the classroom.The current project seeks to address this gap by accessing student teacher attitudes and experiences of children with ASD in Sweden, Finland and England. Student teachers will be recruited from higher education courses at one university in each country. The project will utilize a mixed method approach comprising three stages. Firstly, participants will be asked to complete a cross-sectional survey investigating attitudes to children with ASD and their hypothesized predictors (e.g., knowledge, contact), derived from extant research on disability attitudes. This will shed light on the structure of student teacher attitudes in addition to what may influence them. Secondly, semi-structured interviews will be used to explore student teachers’ classroom interactions with children who have ASD. This will give rich insight into how student teachers think and feel about educating pupils with ASD and identify any barriers to their inclusion in a mainstream setting. In the final stage, cross-national comparisons will be made between the three countries. This will highlight which aspects of teacher education programmes facilitate positive attitudes to children with ASD. These data will be helpful in influencing the teacher education policies in Sweden, Finland and England in directions that will promote equality and inclusion in mainstream education. This project is an interdisciplinary collaboration between psychology and special education faculty members at three European universities.  The purpose of this presentation is to outline the scope of the project, discuss its methodology and obtain feedback from the scientific community. 
ER  - 

TY  - CONF
T1  - Teachers' Role in Blended Learning: The Emperor's new Clothes?
T2  - PROCEEDINGS OF THE 16TH EUROPEAN CONFERENCE ON E-LEARNING (ECEL 2017)
A1  - Eriksson, Yvonne
A1  - Bjelkemyr, Marcus
A1  - Chirumalla, Koteshwar
A1  - Andersson Schaeffer, Jennie
PY  - 2017
SP  - 163
EP  - 168
LA  - eng
PB  - : ACAD  CONFERENCES LTD
KW  - distance education
KW  - correspondence school
KW  - blended-learning
KW  - recorded lectures
AB  - From a theoretical perspective, this paper problematizes the future role of teachers in higher education, especially in the Swedish context, placing opportunities and raised challenges by blended learning in a historical context of distance education. Distance education was introduced in the late 19th century and has been offered by two main actors in Sweden: the correspondence school Hermods and universities. It has been viewed as a part of life-long learning, a concept introduced in the 1960s. The correspondence schools offered elementary education courses, and in-service training for various professions, while universities largely focused on higher education but also provided education or training commissioned by other organizations. Recently, the teaching requirements and role of the teacher in distance education have changed dramatically, from formulating exercises and commenting on students' work to giving videotaped lectures in English for an open audience. However, there is still a lack of appropriate guidance for teachers on effective pedagogical practice in the new settings. Specifically, there is an increasing need to support teachers in designing and creating effective videotaped lectures that are accessible for a dispersed audience. The TED talks seem to provide a role model for performance as a lecturer, but the average teacher hardly has time to both prepare regular face-to-face lectures and distance lectures, e.g. extensively rehearse before recording. The paper discusses how the challenges of future roles of teachers can be met when lecturing in front of a camera.
ER  - 

TY  - CONF
T1  - Developing Professional Competences through Building Narratives of Life Experiences
A1  - Rubinstein Reich, Lena
A1  - Eriksson Sjöö, Tina
A1  - Fresko, Barbara
A1  - Sild Lönroth, Carina
PY  - 2007
LA  - eng
KW  - higher education
KW  - professional competences
KW  - life experiences
KW  - perspective taking
AB  - Paperet presenterar ett pågående projekt, som finansieras av Nshu, "Studentens utveckling mot professionell kompetens". Projektet omfattar studenter i socionom- och lärarutbildningarna samt studenter som är mentorer (högskolestudenter) i Näktergalen mentorsverksamhet. I denna verksamhet, Näktergalen, medverkar studenter från olika områden inom Malmö högskola som mentorer för var sitt skolbarn. Projektets huvudsakliga syfte har varit att utveckla metoder som tillvaratar studenters erfarenheter utanför ordinarie utbildningskontext på ett sätt som stödjer deras lärande inom områden av vikt för det yrke de utbildar sig till, särskilt värderingsförmåga och förhållningssätt.
ER  - 

TY  - CONF
T1  - Science integrated with aesthetic expression for better understanding of science subject matter
T2  - Electronic Proceedings of the ESERA 2017 Conference
A1  - Tobieson, Ulrika
A1  - Mutvei, Ann
PY  - 2019
SP  - 542
EP  - 554
LA  - eng
PB  - Dublin, Ireland : Dublin City University
KW  - aesthetic expression
KW  - integrating art with science
KW  - learning outcome
AB  - Teachers have to create a variation of learning situations to increase the understanding for theories andabstract models in science. We have experiences of combining aesthetic expression with science in pre-serviceteacher programme for more than ten years and have seen the benefits of embodying abstract theories withdance, art, music or drama and better understanding of science subject matter. The integration of science andaesthetic forms of expressions have support in the Swedish curriculum both for preschool and the compulsoryschool and it is therefore important to include exercises using aesthetic expression in the teacher educationprogram. The purpose of the workshop was to give examples of how art can be used to study phenomena inscience. The workshop was divided into three parts. In the first part the participants were doing differentexercises embodying concepts in physics and creating relations with each other. In the second part theparticipants in groups constructed a kinetic mobile. In the third part, the participants reflected and discussedtheir experience and understanding of phenomena during the workshop. Examples of assessments of theconstruction process were presented. Here we also present the planning and theoretical background to thework with aesthetic expression of science.
ER  - 

TY  - CONF
T1  - English Only in Multilingual Classrooms?: A study of students' self-reported practices and attitudes
T2  - AAAL conference Atlanta 2019
A1  - Källkvist, Marie
A1  - Gyllstad, Henrik
A1  - Sandlund, Erica
A1  - Sundqvist, Pia
PY  - 2019
LA  - eng
PB  - Atlanta, GA : American Association For Applied Linguistics
KW  - engelska med didaktisk inriktning
KW  - english education
AB  - A pressing issue in multilingual education is when to draw on students’ multilingual repertoires to enhance learning and promote equity (Cummins 2017; Kramsch 2009).  Classroom research in L2 learning supports multilingual/translanguaging practices (e.g. Lee & Macaro 2013; Zhang 2018), but much of this research involves participants who had acquired the same L1 prior to having classroom exposure to English (L2). The present study breaks new ground by focusing on multilingual participants with different L1s: Participants are either simultaneous bilinguals of Swedish (the majority language) and a heritage language (such as Somali), or L1-speakers of their heritage language, learning both Swedish and English in a high school in Sweden. Triangulated qualitative data were collected in 2018 in two groups of students (age 14-15): ethnographic observation (14 English lessons), student questionnaires and interviews (18 students) and an interview with their teacher. With an analytical framework rooted in bilingualism/multilingualism (Baker & Wright 2017), concepts such as ‘language dominance’, ‘age of onset’, ‘heritage language’, ‘majority language’ and ‘school language’ were applied in qualitative analysis. As a basis for studying students’ attitudes, the classroom observations revealed that the teacher used mainly English; Swedish was restricted to metalinguistic explanations, translations of vocabulary, and information pertaining to task requirements and grading criteria. Student interviews revealed that the majority stated that they benefit from their teacher’s explanations in both English and Swedish, of Swedish translation equivalents, and of task and grading information verbalized in both English and Swedish. Students with lower proficiency in English expressed a greater need for Swedish. Students who were dominant in their heritage language expressed a need to draw on the heritage language, although not necessarily in the classroom. An important implication is the value to students of certain information being provided both in the target language (English) and in the school language (Swedish).
ER  - 

TY  - CONF
T1  - Making use of the available resources: communication strategies and perceived mathematical ability
T2  - Proceedings of NORMA 11
A1  - Rohdin, Mikaela
PY  - 2012
SP  - 542
EP  - 552
LA  - eng
PB  - Reykjavik : University of Iceland Press
KW  - mathematics education
KW  - matematik och lärande
AB  - This paper reports from one part of a study of upper-secondary mathematics classrooms in Sweden. The paper seeks to identify and analyse the communication strategies used by students in a small mathematics class in order to analyse the impact of these strategies on the perceived mathematical ability of the students. Individual work on textbook exercises constitutes a large part of Swedish upper-secondary mathematics education. During such work, the teacher is available to students as a resource to use in their work. In this part of the study, the focus is on how students during such individual textbook-work make use of the available resources. The communication strategies are therefore also discussed from the point of view of how the students make use of the teacher.
ER  - 

TY  - CONF
T1  - Talented upper secondary students’ perception of online mathematical challenges
T2  - On the Road to Mathematical Expertise and Innovation
A1  - Mellroth, Elisabet
A1  - Szabo, Attila
PY  - 2022
SP  - 311
EP  - 313
LA  - eng
PB  - Münster : WTM – Verlag für wissenschaftliche Texte und Medien
KW  - mathematical challenges
KW  - mathematically talented
KW  - online support
KW  - upper secondary
KW  - mathematics education
KW  - matematikämnets didaktik
AB  - Empirical studies on gifted and talented learners are generally rare in mathematics education and extremely unusual in the Swedish educational context, which is characterised by a strong egalitarian view that overlooks the needs of talented learners. The present poster is reporting on an exploratory case study which aims to investigate the benefits and disadvantages of an extra-curricular online-setting, in which mathematically talented upper-secondary students are solving challenging problems and receiving feedback from a teacher
ER  - 

TY  - CONF
T1  - Aesthetic Expression Enhances and Deepens Teacher Students Understanding of Science Subject Matter
T2  - New perspectives in science education
A1  - Tobieson, Ulrika
A1  - Mutvei, Ann
PY  - 2018
LA  - eng
PB  - : Libreriauniversitaria.it
KW  - aesthetic expression
KW  - integrating art with science
KW  - learning outcome
AB  - Courses and modules within undergraduate programs should be developed and implemented in a way that the students experience deepens and contributes growth of knowledge. Therefore, as teachers we must create a variation of different learning possibilities in order to challenge, motivate and enhance the understanding of theories and abstract models in science and their impact on everyday life experience and conditions. Södertörn University has experience of combining aesthetic expression with science in pre-service teacher program for about fifteen years where we have seen the benefits of embodying abstract theories through art for a better understanding of science subject matter. The integration of science and aesthetic forms of expressions is supported by the Swedish curriculum both for preschool and compulsory school. We use an interdisciplinary knowledge based environmental teaching, basing part of the reflection process with a frame in phenomenology and art-based intermodal theory. Intermodal theory coined by professor emeritus Paolo Knill starts with amodal-perception. Perception as “the ability to see, hear, or become aware of something through the senses” while observation is described as “the action or process of closely observing or monitoring something or someone” were observe is to “notice or perceive (something) and register it as being significant” [1]. Thus, observation is a more complex action where it is necessary to interpret the gathering of what has been paid attention to by perceiving without judgment and putting it into a coherent context. Here we present integration of Aesthetic learning process with science subject matter in order to enhance and deepen students understanding. This was performed in a ten-week science course with a total of 54 pre-service preschool teacher students. We worked with and created two- and three-dimensional images and kinetic-aesthetic sculptures parting from phenomenon such as friction and gravity, the phases of Venus and the moon, different materials isolation and conductive qualities etc. Nearly two years after completed science-course the students answered a questionnaire demonstrated several perspectives of understanding.
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TY  - CONF
T1  - Extended School Hours as the Nordic Solution: Policy for Equality or Individual Achievement?
A1  - Hallsén, Stina
A1  - Mikhaylova, Tatiana
A1  - Rønningen, Elisabeth
PY  - 2023
LA  - eng
KW  - education policy
KW  - homework support
KW  - nordic model
KW  - extra school hours
AB  - Homework has traditionally been, and still is, a common practice in Swedish and Norwegian schools (Karlsson et al, 2019; Rogde et al, 2019; Westlund, 2004), serving as one of the key links between home and school (Borgonovi & Montt, 2012; Karlsson et al., 2019). Nevertheless, this practice is currently not regulated on a national level and is not even mentioned in curricula in neither Norway nor Sweden. Instead, every school, or even every teacher, has its own policy regarding homework.
ER  - 

TY  - CONF
T1  - 30 Grade-Eight Students: Discourse switch and bilingual students solving text problems in mathematics
T2  - PROCEEDINGS OF THE ICMI STUDY 21 CONFERENCE: MATHEMATICS EDUCATION AND LANGUAGE DIVERSITY
A1  - Norén, Eva
PY  - 2011
SP  - 292
EP  - 300
LA  - eng
PB  - Kape Town : University of South Africa
KW  - subject didactics
KW  - ämnesdidaktik
KW  - matematikämnets didaktik
KW  - mathematics education
AB  - In this paper, I investigate how discourse switch is influenced by agency as students orally solve a statistical problem. The linguistic and cultural backgrounds of bilingual students are often viewed as deficiencies that contribute to low performance in school. One example of a deficit explanation, in Sweden, is a student’s "lack of Swedishness". I use the notion of agency to avoid deficiency explanations of bilingual students’ performance in school mathematics. In this problem solving episode, Swedish serves as the main language of instruction. Discourse switches from a dominant discourse of "Swedish only" to a discourse of recognising bilingualism, as the teacher translates into Arabic and explains in Arabic.
ER  - 

TY  - CONF
T1  - Understanding the user beyond ‘common sense’ – teaching Product Ergonomics to design engineering students
T2  - Proceedings 19th Triennial Congress of the IEA
A1  - Berglund, Martina
A1  - Andersson, Torbjörn
A1  - Hedbrant, Johan
A1  - Pavlasevic, Vanja
A1  - Stålhand, Jonas
PY  - 2015
LA  - eng
PB  - : International Ergonomics Association
KW  - systems perspective
KW  - university education
KW  - product design
AB  - Multidisciplinary frameworks are needed to develop products that fit the human. Ergonomics is a multifaceted field that encompasses physical, cognitive and organizational aspects, and it is therefore a suitable subject to be taught to design engineering students.The objective of this paper was to describe and reflect upon how a systems perspective on Ergonomics is developed and conveyed in a course in Product Ergonomics to engineering students at the Design and Product Development (DPD) programme at Linköping University, Sweden. The paper is based on the authors’ experiences from teaching the course in Product Ergonomicsas well ason 52 students’ written reflections about their view on Ergonomics before and after taking the course.Means and ideas for teaching Ergonomics with a systems perspective included organizing a theoretical introduction into weekly themes and thereafter integrating and applying these themes in a product concept project under supervision of a multidisciplinary teacher team.The paper also reflects on how the systems perspective of Ergonomics is planned for and realized in the intended, implemented and attained curriculum.
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TY  - CONF
T1  - Enhancing science teachers’ professional knowledge on inquiry-based science teaching.
T2  - II IOSTE Eurasian Regional Symposium &amp; Brokerage Event Horizon 2020 – Science with and for Society.
A1  - Chang Rundgren, Shu-Nu
A1  - Rundgren, Carl-Johan
PY  - 2015
SP  - 30
EP  - 30
LA  - eng
PB  - Istanbul : Bahcesehir University
KW  - ibse
KW  - inquiry
KW  - science education
AB  - Inquiry-based science education (IBSE) has been addressed in science education internationally during the past decades, and the new Swedish curriculum from 2011 also emphasize the need to develop students’ inquiry skills. However, to what extent school teachers in Sweden have developed their professional knowledge on IBSE has only been focused in a small number of studies in Sweden and it was found that in-service teachers were not well-informed about the ideas of IBSE (Lunde, Rundgren, & Chang Rundgren, 2015). Therefore, in the PROFILES project in Sweden, we could create time and space for in-service teachers to develop and reflect on IBSE. The purpose of this presentation is to share our experiences on the development of PROFILES with in-service science teachers (primary and lower secondary school levels) in Sweden during year 2012 to 2014. A model termed context-inquiry-assessment (CIA) continuously professional development (CPD) is introduced in the presentation together with suggestions on different teacher professional development approaches (e.g. design-based, learning study and action research) (Chang Rundgren, in press) as well as the detailed professional reflection on pedagogical content knowledge (PCK).    References   Lunde, T., Rundgren, C-J, Chang Rundgren, S. N. (2015) När läroplan och tradition möts – hur högstadielärare bemöter yttre förväntningar på undersökande arbete i naturämnesundervisningen. NorDiNa (Nordic Studies in Science Education) 11(1) 88-101.Lunde, T. (2014). När läroplan och tradition möts. Om lärarfortbildning och undersökande aktiviteters syfte inom den laborativa NO-undervisningen i grundskolans senare del. Licentiate Thesis. Karlstad University Studies 2014:42. ISBN 978-91-7063-577-9 
ER  - 

TY  - CHAP
T1  - Educación para el emprendimiento: Un estudio comparativo entre Suecia y Grecia
T2  - Habilidades profesionales, competencias y formación para el emprendimiento
A1  - Gougoulakis, Petros
A1  - Pavlakis, Manos
PY  - 2023
SP  - 201
EP  - 230
LA  - spa
PB  - Pinar del Río/La Habana : Editorial LiberCiencia/Editorial Universitaria
KW  - entrepreneurship education
KW  - entrepreneurial skills/competencies
KW  - youth development
KW  - teachers’ training
KW  - junior achievement (ja)
AB  - This article explores the phenomenon of entrepreneurship through a pedagogical and didactical lens, as well as its social dimension, focusing on the cases of Sweden and Greece. The selection of these countries is based on their representation of two different regions of the European Union, and the successful integration of Junior Achievement (JA) programs within their respective educational systems. The study argues that intentional pedagogical actions, aligned with curricular goals and instructional models, can foster an entrepreneurial mindset as a state of mind and readiness for action. The historical foundations of entrepreneurship education are outlined and various policy discourses analyzed at international and national levels, investigating how these are reflected in secondary-level curricula within the Greek and Swedish contexts. Central to the study is an exploration of the competencies that entrepreneurship education aims to develop, the underlying assumptions, and the intended purposes. Analyzing school curricula in Greece and Sweden, the paper examines how pedagogical approaches facilitate the development of entrepreneurial skills. While both countries integrate entrepreneurship into their national curricula, Sweden exhibits a longstanding tradition, while Greece has made recent progress. Teacher training emerges as a significant concern in Greece, with efforts made by the government and organizations like JA Greece to equip educators with the necessary knowledge and pedagogical approaches for effective entrepreneurial education. The paper concludes by acknowledging that this study represents an initial comparative approach and aims to shed light on essential aspects of entrepreneurship education, emphasizing its potential as a valuable tool for young people's skills development and preparation for the professional world. 
ER  - 

TY  - JOUR
T1  - Secondary science teachers’ selective traditions and examples of inquiry-oriented approaches
T2  - NorDiNa
SN  - 1504-4556
A1  - Gyllenpalm, Jakob
A1  - Wickman, Per-Olof
A1  - Holmgren, Sven-Olof
PY  - 2010
VL  - 1
IS  - 6
SP  - 44
EP  - 60
LA  - eng
KW  - subject didactics
KW  - ämnesdidaktik
KW  - naturvetenskapsämnenas didaktik
KW  - science education
AB  - This paper describes aspects of the existing tradition of practical work in secondary science education in Sweden, with a focus on inquiry-oriented teaching approaches. Twelve secondary science teachers were interviewed and asked to describe examples of their own teaching practices that they believed constituted inquiry-oriented teaching. The descriptions are analysed in relation to key components of inquiry as conceptualised in the science education literature. In addition, the teachers’ way of talking about their own teaching in relation to inquiry is described and analysed. The results show a wide variety of teaching approaches that are associated with inquiry in different ways. Although inquiry is valued by many teachers, it is also problematic. We discuss the nature of the problems associated with inquiry by the teachers and the possible consequences of these for teacher education, in-service training and curriculum development.
ER  - 

TY  - CHAP
T1  - Entre les mesures spéciales de soutien et l’enseignement : la réception des nouveaux-arrivants en Suède
T2  - Allophonie. Inclusion et langues des enfants migrants à l’école
A1  - Avery, Helen
PY  - 2020
SP  - 39
EP  - 52
LA  - fra
PB  - Limoges : Lambert-Lucas
AB  - The system of welcoming newly arrived students in Sweden has experienced numerous modifications since its inception. Additionally, because the interpretation of education laws us left to the municipalities and head teachers, the various policies have resulted in a multitude of local practices. Over the years, a very wide range of models for organising newcomer reception have therefore been tried out in Sweden. This makes it possible to draw some conclusions regarding didactic implications, and to identify the most critical aspects. Across the various experiences, it is noteworthy that the reception system remains placed at the margins of the education system as a whole, which leads to inadequacies in teacher training as well as obstacles to the collaboration required across teams, professional groups and institutions. The pedagogy is based on a general perception of the incapacity of the student, while the many "special measures" that aim to compensate for perceived deficits do not result in teaching approaches that facilitate the transition between education systems or take into account expectations of the students and their families.
ER  - 

TY  - JOUR
T1  - Preschool teachers’ pedagogical awareness – A key competence
T2  - Journal of Korean Council for Children & Rights
SN  - 1226-5713
A1  - Sheridan, Sonja
PY  - 2016
VL  - 4
IS  - 20
SP  - 523
EP  - 542
LA  - eng
KW  - preschool
KW  - preschool teacher
KW  - pedagogical awareness
KW  - competence
AB  - In research, preschool teacher competence is highlighted as fundamental for children’s wellbeing, learning and development in preschool. This article aims to discuss pedagogical awareness as a key aspect of preschool teacher competence. The question explored is: How is preschool teachers’ pedagogical awareness expressed in relation to curriculum goals, contents and situations in preschool? The theoretical framework is based on interactionist perspectives and ecological systems theory, in which individuals and the environment influence and are influenced by one another in a con¬tinuous interaction (Bronfenbrenner, 1979, 1986). From a meta-perspective, consistency and inconsistency in preschool teachers’ expressions of views and standpoints on quality, organisation and children’s learning are analysed in relation to the Swedish preschool curriculum, research on preschool quality, preschool teacher competence and children’s early learning in preschool. The results highlight different qualities of pedagogical awareness in preschool teachers’ understanding of quality issues, organisation and curriculum goals. The results show that pedagogical awareness is central in preschool teachers’ self-education and lifelong learning processes and vital for creating high quality conditions for children’s learning and development in Swedish preschool.
ER  - 

TY  - CONF
T1  - Swedish student teachers’/beginner teachers’ experiences and visions of leadership: Bridging the gap between theory and practice
A1  - Hildén, Ebba
A1  - Löfdahl Hultman, Annica
A1  - Ribaeus, Katarina
A1  - Enochsson, Ann-Britt
PY  - 2021
LA  - eng
AB  - Policy regulating Swedish preschool practice stresses preschool teachers’ responsibility to take a leading position towards childcare workers when teaching. Practicum places are sites in which development of students’ professional practical skills and experiences of leading childcare workers are expected to take place. However, research has shown resistance among preschool teachers toward taking the leadership making such skills and experiences hard for student teachers’ to achieve during practicum periods. The research aim is to shed some light on what possible combination of theoretical and practical skills about leadership student teachers experience during their preschool teacher education. Guiding questions are: What were their hopes and visions concerning leadership during their preschool teacher education? How are they, as beginners with a few months' employment as preschool teachers, able to practice their skills in the here and now? What gaps are there to mind? We use the theoretical framework of teacher agency (TA) (Priestley et al, 2015). TA is achieved through an interplay between the context and the individual. Experiences from the past (preschool teacher education), the cultural, structural and material aspects in the here and now (in the preschool settings), as well as visions for the future, affects the student teachers’/beginners’ achievement of abilities to practice their leadership skills. Data consist of a total amount of 70 sound-recorded seminars with 15 student teachers. These students were involved in a longitudinal research study during 7 semesters, continuously meeting with a group of researchers, discussing issues related to the preschool teacher profession. In this study, we conducted follow-up interviews with seven of them as beginner teachers a few months after graduating as preschool teachers. Preliminary findings indicate the student teachers’ experiences concerning leadership in preschool as limited, shaping a gap to mind when they as beginners are supposed to enact their visions. As students, they consider leadership to be an important topic to learn. They talk about theoretical skills achieved at campus but fear they will not be able to develop these skills during practicum periods. The study is of Relevance to Nordic educational research as the topic of theoretical and practical skills during teacher education are at hand in all Nordic countries. Priestley, M., Biesta, G., & Robinson, S. (2015). Teacher agency: An ecological approach. Bloombury Academic.
ER  - 

TY  - JOUR
T1  - Läraruppdragets egenart och rollmodeller: kreativitetsregimer i hybridmoderniteten
T2  - Educare
SN  - 1653-1868
A1  - Kupferberg, Feiwel
PY  - 2007
VL  - 1
SP  - 53
EP  - 75
LA  - swe
PB  - : Malmö högskola
KW  - läraryrket
KW  - professional education
KW  - role expectations
KW  - role models
KW  - professional norms
KW  - creative competence
KW  - creativity regimes
KW  - core competence
KW  - hybrid modernity
AB  - What does learning to become a professional mean and how can the scientific study of various forms of professional education help those institutions that educate teachers understand better what becoming a professional teacher means in contemporary Swedish society? In this inauguration lecture as new professor of education at Malmo University, I argue that the traditional understanding of what it means to enter a profession that we find in the subdiscipline “the sociology of professions,” has had an unfortunate tendency to overestimate the importance of scientifically grounded knowledge and underestimate other forms of relevant knowledge and experience. In order to conceptualize such an alternative view of analyzing professional education and learning, I suggest the concepts of “creativity regimes” and “hybrid modernity.” Whereas the former concept helps us to clarify how professional education can help students to cope with new situations in a creative manner within their own profession, the concept of hybrid modernity suggests that the professional education of teachers can also gain from studying other types of professional education, as this could broaden the creative competence of future teachers. What I am suggesting is thus that rather than trying to prepare teachers for a career as researchers – which represents a particular creativity regime where critique is the dominant norm in which students are professionally socialized – the education of teachers should be organized around the dominant norm of the pedagogical creativity regime, which is dialogue. Teaching has its own role expectations, norms and identity, but in a society which is increasingly hybridized, being inspired by other models is both a virtue and necessity This role-modeling should not drive out the core competence of teaching but rather supplement it.
ER  - 

TY  - CONF
T1  - A comparative study of assesment in school and in work based learning
T2  - Proceeding of EARLI SIG 14 Learning and Professional Development Conference
A1  - Fjellström, Magnus
A1  - Johansson, Sigurd
PY  - 2010
LA  - eng
PB  - München : Ludwig-Maximilians-Universität
KW  - vocational education
KW  - work based learning
KW  - assessment
KW  - qualification
AB  - In a wide perspective this study deals with the high complexity when assessing students in vocational education, exemplified from Carpenter education in a Swedish Upper Secondary School. The aim was to describe and analyze the view of student assessment among Subject Teachers, Vocational Teachers and Instructors at construction sites. Questions asked were; what procedure does the respective teacher category use when carrying out assessments? What kind of knowledge was valued and what type of criteria did the three categories use when making their assessments. Data was collected in form of deep interviews with three Subject Teachers, three Vocational Teachers and three Instructors. Generally the findings reveal that assessment in vocational education is a very complex task. More specific the findings show that Subject Teachers value specific subject knowledge high while the Instructors prefer more general knowledge. Between those two the Vocational Teacher can be found who has to consider both demands from the school and workplace when making their student assessments. The results also indicate that beside the result from written tests the Subject Teachers take problem solving ability and ambition into account when setting grades. The Vocational Teacher do not value written tests but consider self government, knowledge of the process, quality consciousness, aid facilities and self image as valuable key competences. The Instructors view ambition and self knowledge as most valuable when making their assessments.
ER  - 

TY  - JOUR
T1  - Styrning och ideologiska dilemman i skolverkets skolutveckling: exemplet ANDT-undervisning
T2  - Sociologisk forskning
SN  - 0038-0342
A1  - Börjesson, Mats
A1  - Palmblad, Eva
PY  - 2013
VL  - 2
IS  - 50
SP  - 93
EP  - 115
LA  - swe
PB  - : Sveriges sociologförbund
KW  - drug education
KW  - school development
KW  - ideological dilemmas
KW  - rhetorics
KW  - moral steering
KW  - ant-undervisning
KW  - skolutveckling
KW  - ideologiska dilemman
KW  - child and youth science
AB  - Governing and ideological dilemmas in drug educationDrug education (ANT) in Swedish schools has a history over decades. Here, the pedagogical approaches fluctuated between transfer of solid knowledge from the teacher to the pupil, and working with values and have a more pupil-driven teaching – a classic dichotomy. Rhetoric about the school’s way of teaching has thus always been ambivalent and subject to reexamination. The study analyses various textual material on ANT education. As a methodological tool Billigs concept Ideological dilemmas is used, which is a fruitful way to identify the rhetorical building blocks of (school) politics, but also to analyse political talk in more detail. The article analyses the ideological dilemmas under three dichotomies: Knowledge vs. values, teacher control vs. learner control, and prevention vs. promotion. Throughout we can see this question of how teaching could be successful, given the tension between authority and democracy. The article concludes by relating this basic ideological dilemma in a wider discursive context of governance in our time.
ER  - 

TY  - CONF
T1  - Mathematical exclusion with the every day
T2  - Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9)
A1  - Helenius, Ola
A1  - Johansson, Maria
A1  - Lange, Troels
A1  - Meaney, Tamsin
A1  - Wernberg, Anna
PY  - 2015
SP  - 1584
EP  - 1590
LA  - eng
PB  - : Charles University, Faculty of Education
KW  - real-life problems
KW  - bernstein
KW  - vertical discourse
KW  - horizontal discourse
KW  - young children
KW  - mathematics education
AB  - Problem solving can involve using mathematics to solve everyday problems. In this study, we examine an interaction between a teacher and a class of six-year olds in Sweden around an open-ended problem, from an everyday context. Using Bernstein's ideas about vertical and horizontal discourse, a mixture of everyday and mathematics understandings is identified in the interaction. This mixture seems to result in confusion for both the teacher and the children over what should be the focus. This paper raises issues about how the connection to the everyday in problem solving could reduce children's opportunities to learn mathematics.
ER  - 

TY  - CONF
T1  - Learning the languages of trade and industry: A Swedish study.
T2  - 2016 National Conference on VET Teaching & VET Teacher Education, ACDEVEG, Sydney,  8 - 9 December 2016
A1  - Henning Loeb, Ingrid
A1  - Olvegård, Lotta
PY  - 2016
LA  - eng
AB  - The role of language in learning and the interrelationship between content and language has been pointed out by different international researchers (e.g. Gibbons 2006) for some years. Also, the OECD has advocated language and content learning through systematic support in all school subjects. Yet, there is very little research on language and content learning in vocational education and training (VET). In Sweden, the context for this paper, it is also an underrepresented topic in VET teacher education.  By educational policy makers, VET is often regarded as a suitable ‘practical’ alternative for students who do not meet the eligibility requirements for higher education preparatory programs or for newly arrived young immigrants. However, as e.g. as shown by Stephen Billett in Australia (e.g. Billett 2011) or Karin Sandwall in Sweden (Sandwall 2013), vocational language is intrinsic, the role of vocational educators is crucial for positive learning results, and the students’ opportunities of guidance and language interaction of greatest importance for the development of vocational knowledge and skills.  During recent times, Sweden has had a growing number of immigrant youth attending different forms of VET in Swedish upper secondary education. Thus, Swedish VET teachers face significant challenges and the need to enhance collegial professional competencies is important in order to improve the learning possibilities for this group of pupils. The import of investigating how vocational learning processes are accomplished and enacted must thus be emphasized. This paper presentation reports from a pilot research project with field studies on how vocational learning is enabled and constrained for second language learners in Swedish upper secondary education. The conceptual framework for the pilot study has drawn upon two complementary theories: 1) the theory of practice architectures (Kemmis & Smith 2008) for an overarching framework of understanding the (material-economic, discursive and socio-political) conditions for the educational practices, and 2) systemic functional linguistics (Rothery 1996), in order to analyze the spoken interactions of teachers and students and the use of texts. Different techniques for field work have been used, including audio recordings of VET teachers’ instructions and their dialogues with students. Significant forms of scaffolding for the second language learners in VET were identified, and will be presented and analyzed as emerging findings, but also constraining arrangements and practices. The pilot project has developed into two research applications for larger studies. A specific purpose to present a study on Swedish VET practices at a conference in Australia is to seek feedback on the emerging findings, and to develop knowledge on the research (or research gaps) of similar VET practices in Australia.
ER  - 

TY  - JOUR
T1  - Skolprojekt med framgång och hinder - en studie av skolprojekt i yrkespraktik och utbildningspraktik
T2  - Utbildning & Lärande
SN  - 1653-0594
A1  - Gustavsson, Susanne
PY  - 2011
VL  - 1
IS  - 5
SP  - 34
EP  - 53
LA  - swe
PB  - Skövde : Avdelningen barns, ungas och vuxnas lärande vid Högskolan i Skövde
KW  - information technology
KW  - preschool and school
KW  - teacher training
KW  - school project
KW  - humanities and social sciences
KW  - humaniora-samhällsvetenskap
AB  - Information technology (IT) is a current development area in preschool and school, and in within the teacher training. This article presents a study of local school project in a Swedish context, with the aim to stimulate and develop teacher's information technology competence as a resource in teaching practice. These projects have been implemented in collaboration with a university and teacher training. The aim of the study is to create knowledge about the relationship between the conditions that higher education and academic practice make possible (in this case IT and scientific competence), and the professional practice the student teacher participates in and relates to. Two types of projects are identified, the strategic project and the practice related project. The study shows that the project has given the teacher possibility and mandate to develop and study technology resources in teaching practice and in activities related to teaching. The effects are however local without formal evaluation and dissemination. Academic practice as resource for planning, implementing, anallyzing or documentation is missing. Proposed teachers have not been involved in local projects during their school placed practice. Those obstacles average teacher's professional practice and academic practice in connection with school development need to be discussed and studied furthermore.
ER  - 

TY  - CONF
T1  - Conditions for students as policy actors
A1  - Ahrenby, Hanna
A1  - Bohman, Karin
PY  - 2026
LA  - eng
KW  - policy actors
KW  - studnets
KW  - arts education
KW  - policy enactment
AB  - The topic of this presentation are the conditions that influence students as policy actors in secondary schools. In the Nordic educational context students have possibilities to influence their education. In Sweden, for example, students’ participation in their education is enshrined in the Education Act (SFS 2010:800). The conditions that enable or restrict students' positions as policy actors in the Nordic educational context are thus an intriguing area of research to pursue. The study builds on empirical data produced in four different secondary schools, using classroom observations in visual arts education in three lower secondary schools and music education at one upper secondary school. In connection with the observation periods, teacher and student interviews were conducted. The data was then thematically analysed using the framework of policy enactment theory and its definition of policy actors. Previous research has shown that students can be conceded as policy actors, although their policy actor roles can differ from the roles teachers can take. The findings in this study reveal that students' roles as policy actors vary significantly and are closely linked to teachers' planning and teaching. Additionally, aspects of artistic freedom in visual art and music education can offer a certain degree of freedom in the enactment process. However, these aspects can also make it challenging for students to decode what is expected of them, leading to different roles as policy actors compared to situations where expectations are clear and students have the opportunity to make their own decisions in the creative process. We argue that, through their discursive construction within policy enactment, the roles available to students are ultimately shaped by these interactions. In the educational context of the Nordic countries with clear democracy fostering ideals, what shapes conditions and enable or disable specific policy actor roles for students are relevant knowledge for planning education. The study contributes to research within the field of educational science, as well expands the concept of policy actors within policy enactment theory. Further, the findings are relevant for both teachers, students, and researchers, as aspects of policy enactment and how this relates to students as policy actors - and their respective roles – are manifested in policy and classroom at all levels of education.
ER  - 

TY  - JOUR
T1  - Making democrats while developing their historical consciousness: A complex task
T2  - Historical Encounters
SN  - 2203-7543
A1  - Alvén, Fredrik
PY  - 2017
VL  - 1
IS  - 4
SP  - 52
EP  - 67
LA  - eng
PB  - : HERMES, History Education Research Network concentrated at The University of Newcastle
KW  - curriculum
KW  - historical consciousness
KW  - citizenship education
KW  - history teaching
AB  - History teaching in Sweden is, among other things, supposed to create democratic citizens appreciating certain values. These goals are described in the first chapter in the curriculum, “Fundamental values and tasks of the school”, as cross-curricular goals that every teacher should foster. At the same time the history teacher is supposed to develop the students´ historical consciousness by developing certain cognitive abilities that allow the students to interpret history on their own. These abilities are described in the history syllabus. The abilities do not, however, address any particular values to be developed. The history teachers´ assignments can therefore be in conflict. In the article I analyze the Swedish history teachers´ mission by comparing the goals for the citizenship education in the curriculum´s first chapter, with the theoretical construction of how to develop the students´ historical consciousness, found in the syllabus in history. At the end there is a discussion and a tentative suggestion how to process the tension between making democrats and at the same time develop the students´ cognitive abilities to understand and use history of their own.
ER  - 

TY  - CONF
T1  - The role of pupil assistants in segregated special education settings
A1  - Edin, Johan
PY  - 2022
LA  - eng
PB  - University of Iceland
AB  - Many schools in the Swedish compulsory educational system provide segregated special education settings to manage pupils with Attention-deficit/hyperactivity disorders (ADHD) and Autism (ASD) (Malmqvist & Nilholm, 2016). The stated goals and purposes of these special education settings are however not clearly specified. Questions can be asked whether the purpose is to provide sufficient learning environments for pupils with ADHD and ASD, to provide a “safe haven” or just to keep them segregated from regular classes. A common profession within segregated special education settings is the pupil assistant. The pupil assistant often lacks a teacher or special teacher degree. Research has shown that the role of pupil assistants is vaguely specified and the pupil assistants can provide obstacles for inclusion and pupils learning processes (Lindqvist et al., 2020; Rutherford, 2010; Sharma & Salend, 2016).This study aims to illuminate how pupil assistants in segregated special education settings identify and talk about pupils with ADHD and ASD.The empirical data consisted of semi-structured in-depth interviews with pupil assistants (N=7) in a special education setting designed for pupils with ADHD and ASD. A critical discourse analysis was used to identify patterns of meaning and dimensions of power (van Dijk, 1993). The patterns of meaning consisted of statements from the respondents, which made it possible to locate an overall discourse.The result shows that a discourse titled; “The caring and interpretive discourse” emerged in the reasoning of the pupil assistants. Much of the pupil assistants’ views were linked to the pupils’ well-being; meaning that the learning process of the pupils was not in focus. Furthermore, the pupil assistants gave themselves precedency regarding the interpretation of what was in the best interest of the pupils as they acted as speaks-persons for the diagnosed pupils. The located discourse exposes elements of power in need of scrutinising because of its affect on the pupils’ self-determination and right to equal education diagnosed or not.The study is of importance to Nordic educational research though it contributes to a broader understanding regarding pupil assistants’ role in segregated special educational settings designed for pupil with ADHD and ASD. An important aspect in regard to inclusion and equivalent education.
ER  - 

TY  - CONF
T1  - Standards for Newly Qualified Teachers in Australia, Scotland and Sweden: a Comparative Analysis of Focus and Rationales
A1  - Fransson, Göran
A1  - Gallant, Andrea
A1  - Shanks, Rachel
PY  - 2015
LA  - eng
KW  - australien
KW  - comparative
KW  - induction
KW  - standards
KW  - teachers
KW  - registration
KW  - nqt
KW  - scotland
KW  - komparativ forskning
KW  - kompetensprofiler
KW  - lärare
KW  - mentorskap
KW  - legitimation
AB  - Standards for newly qualified teachers to gain full registration in Australia, Scotland and Sweden are analysed in a comparative perspective regarding the focus and rationales as teacher standards are “neither neutral nor impartial” (Down, 2012, p. 77; cf. Ball, Maguire & Braun, 2012; Lim, 2012). NVivo has been used for comparative qualitative content analysis with a focus on the meaning-making entities in the standards. The analysis indicates that the emphasis is mainly on applied learning with references to ‘demonstrate, draw on, know how to, be able to use’. The applied focus is on the performance of both teachers and their students alike. The overall tenet is that teaching and learning standards promote technical approaches towards teaching and learning, hence the emphasis on competence. This could potentially result in coaching practices being adopted to facilitate quantifying when standards have been achieved. A standard could equally be read as a goal (to be achieved). Another key finding is the similarity of Scotland’s (in terms of language usage and emphasis) and Australia’s teacher standards. Neither standards document appears to have anything that differentiates it culturally or that caters for the specific needs of the country in a globalised world. The Swedish standards, however, appear to have different and nuanced standards which reflect cultural differences and are connected to its national needs. With regards to ICT-skills, these are most explicitly addressed in the Australian standards (sections 2.6, 3.4 and 4.5), are referred to in the Scottish standards (sections 2.1.4, 3.1.3 and 3.2) while being implicit in the Swedish standards.ReferencesBall, S. J., Maguire, M., & Braun, A. (2012). How Schools Do Policy: Policy Enactments in Secondary Schools London & New York: Routledge. Down, B. (2012). Reconceptualising Teacher Standards: Authentic, Critical and Creative, pp.63-80. In B. Down and J. Smyth (eds.) Critical Voices in Teacher Education, Explorations of Educational Purpose. Dordrecht: Springer Netherlands. Lim, L. (2012) Ideology, class and rationality: a critique of Cambridge International Examinations’ Thinking Skills Curriculum, Cambridge Journal of Education 42 (4) pp.481-495.
ER  - 

TY  - CONF
T1  - Introduction of national tests in biology, physics and chemistry and teachers' choice of teaching content
T2  - The S in STEM Education: Policy, Research and Practice
A1  - Lundqvist, Eva
A1  - Lidar, Malena
A1  - Almqvist, Jonas
A1  - Sund, Per
A1  - Östman, Leif
PY  - 2013
LA  - eng
KW  - national tests
KW  - teacher practice
KW  - curriculum emphases
KW  - curriculum studies
AB  - This paper reports results from a project that aims at investigating if and in which way the introduction of national tests in science education influence teachers’ opinions of what is ”good” education in science and how this influence teachers’ instruction and assessment of students. National tests in biology, physics and chemistry were introduced in 2009 in year 9 in Swedish compulsory school. Some of the governing arguments for introducing national tests are that they will work exemplary for teachers and create a more equal and fair assessment and grading of students. A survey among Swedish science teachers were performed regarding various aspects of their practice. Selected teachers were then interviewed about their teaching. Analyses of the actual national tests were also carried out. The results showed that different teachers do put emphasis on different goals, contents, and assessment in their classroom practices and that these aspects can be systematically grouped as teaching traditions. Nevertheless, there were no significant differences in how teachers in different teaching traditions responded to national tests. Therefore it is discussed whether the use of national tests is a feasible way to generate a more equal and fair education.
ER  - 

TY  - CONF
T1  - Prerequisites for teaching about crisis and disaster preparedness in the younger years of primary school in social study subjects and science studies: a curriculum analysis
A1  - Olsson, David
A1  - Thörne, Karin
A1  - Jakobsson, Martin
A1  - Christenson, Nina
A1  - Hindersson, Emelie
PY  - 2023
LA  - eng
KW  - curricula analysis
KW  - disaster preparedness
KW  - primary education
KW  - biology
KW  - samhällskunskap
AB  - The Covid pandemic, the war in Ukraine, the energy crisis and climate change all direct attention to the importance of disaster preparedness, both at an individual and societal level. Disaster preparedness has also received increasing attention internationally, for instance through the Sendai Framework for Disaster Risk Reduction. This global framework as well as the research literature stress the importance of promoting education on disaster preparedness and how schools play a key role in this regard (Johnson et al. 2014; Pfefferbaum et al. 2018; Selby and Kagawa 2012). In our study, a systematic literature review shows that there is extensive international research on the integration of disaster preparedness in school education. However, corresponding research is lacking for the Swedish school. The Swedish Agency for Education emphasises the importance of schools working proactively with disaster preparedness (Skolverket 2022), but there are currently no guidelines regarding teaching in this area. There exists some educational material on disaster preparedness aimed at schoolchildren in the later years of elementary school and in upper secondary school, e.g. from the Swedish Civil Contingencies Agency (MSB) (2022), but it is currently up to the individual teacher to include this in the teaching. In the present study, an investigation of the conditions for integrating disaster preparedness into teaching in elementary school was carried out, as a first step in a larger study that aims to develop a research-based teaching program for the earlier years of elementary school. Based on the international research literature on teaching about disaster preparedness, a text analysis of primary school curricula in the social study subjects and science studies, grade 1-6, was made. Preliminary results show that there are no explicit links to disaster preparedness in the current curricula. However, there is potential to align education on disaster preparedness to the existing curricular content.
ER  - 

TY  - CONF
T1  - A lot is at stake: On the possibilities for religion related dialouge among students in an upper secondary school south of Stockholm
A1  - Vikdahl, Linda
PY  - 2017
LA  - eng
KW  - dialouge
KW  - safe space
KW  - school
KW  - religion education
KW  - historical studies
KW  - historiska studier
AB  - This presentation reports the experiences of religion-related dialog among 24 Swedish students and their teacher in religion education. All students had immigrant backgrounds from the Middle East and all of them had strong religious convictions. By using qualitative analysis to reveal their experiences with dialog in school, the concept of “safe space” is critically discussed. The students’ educational environment was not a “safe space” when it came to religion-related dialog, in part because historical and political conflicts in the Middle East have an impact on students’ willingness to open up. The case study provides an example of the effects of the wider political and societal context on the micro-structure of classroom-interaction.
ER  - 

TY  - CONF
T1  - AI literacy for teaching social sustainability may require specific societal awareness
T2  - Mediating <em>mathematics</em>
A1  - Andersson, Christian H.
PY  - 2024
LA  - eng
PB  - : Svensk förening för MatematikDidaktisk Forskning - SMDF
KW  - ai literacy
KW  - matematikens didaktik
KW  - mathematics education
AB  - This presentation reports on tentative research results indicating that mathematics teachers need specific kinds of societal awareness to facilitate a classroom discussion on ethical and critical perspectives related the mathematics in the 4th industrial revolution (Big Data, AI, Machine learning, etc.). This awareness relates to societal phenomena that may intersect with mathematical modelling, e.g. data may portray whiteness/sexism, risking mathematical analysis to reproduce them. To facilitate classroom discussions on the intersection, teachers must first be aware of how such phenomena operate in society. Teaching units in Sweden and USA are presented with examples of how mathematics teachers enable discussions through their societal awareness. An implication is that teacher education may require more societal content.
ER  - 

TY  - CONF
T1  - Textile literacy - tradition and transfer
A1  - Lindberg, Viveca
PY  - 2011
LA  - eng
KW  - vocational education
KW  - textile literacy
KW  - chat
AB  - This paper focuses vocational literacy in Swedish upper secondary education within two programmes, both focusing textile materials: a vocational programme, and a hybrid of a general and vocational programme. The issue for this paper is to illuminate what students in these two programmes were expected to read and write in two textile related upper secondary school programmes. Further, conditions for transfer from the comprehensive school sloyd subject to vocational textile literacy are illuminated. Theoretical resources are New literacy Studies (mapping literacy events), socio-cultural theories of learning, specifically focusing the literacy related classroom communication, and CHAT, in relating the classroom data to societal issues (changes in education and in vocational demands). Literacy events related to reading, school texts (textbooks, teacher produced material) were used in combination with vocational texts (texts used within the vocation). During the initial semester, school texts dominated but were used in various ways – for learning but also as tools during textile work. During the final semester, vocational texts dominate, however school texts are used when needed: school texts interact with vocational texts. The interaction between texts used and produced within the field of textile education and work contributes to supporting transfer from school to work.
ER  - 

TY  - CONF
T1  - National tests in biology, physics and chemistry: potential influence on teachers’ teaching practices
T2  - NARST 2013 Annual International Conference
A1  - Sund, Per
A1  - Lidar, Malena
A1  - Lundqvist, Eva
A1  - Almqvist, Jonas
PY  - 2013
LA  - eng
KW  - national tests
KW  - teacher practice
KW  - naturvetenskapernas och teknikens didaktik
AB  - This paper reports results from a project that aims at investigating if and in which way the introduction of national tests in science education influence teachers’ opinions of what is ”good” education in science and how this effects teachers’ instruction and assessment of students. National tests in biology, physics and chemistry were introduced in 2009 in year 9 in Swedish comprehensive school. Some of the governing arguments for national tests are that they will work exemplary for teachers and create a more equal and fair assessment and grading of students. A survey among Swedish science teachers were performed regarding various aspects of their practice. Teachers teaching in line with the different teaching traditions were then interviewed about their teaching. Analyses of the actual national tests were also carried out. The results showed that different teachers do put emphasis on different goals, contents, and assessment in their classroom practices and that these aspects can be systematically grouped as teaching traditions. Nevertheless, there were no significant differences in how teachers in different teaching traditions responded to national tests. Therefore it is discussed whether the use of national tests is a feasible way to generate a more equal and fair education.
ER  - 

TY  - CONF
T1  - Exploring the capability of evaluating technical solution: A focus on teaching and learning in the primary technology classroom
T2  - Conference proceedings - PATT 26 Conference - Linköping University
A1  - Björkholm, Eva
PY  - 2012
LA  - eng
KW  - technology education
KW  - technical solution
KW  - fitness for purpose
KW  - teaching
KW  - variation theory
AB  - The purpose of this study is to explore the capability of evaluating technical solutions in terms of fitness for purpose in the primary technology classroom. In the study we conceptualize pupils’ ways of experiencing technical solutions in terms of what critical aspects are discerned. The analyzed data is drawn from a classroom study of technology education in a Swedish primary school. In this presentation we make an analysis of two technology lessons about technical solutions in grade 2 (pupils are 8-9 years old). We then analyze interactions between teacher-pupils, pupils and materials and tools. The results include pupils’ different qualitative understandings of the specific content in terms of critical features discerned as well as how interactions in the classroom contribute to the collective development of technological knowledge.
ER  - 

TY  - CONF
T1  - From individual accountability to shared responsibility: Reconceptualising learning outcomes
T2  - Abstract book. NERA 2017. Learning and education - material conditions and consequences. Copenhangen, Denmark, 23-25 March, 2017
A1  - Nordin, Andreas
A1  - Prøitz, Tine
PY  - 2017
SP  - 140
EP  - 140
LA  - eng
KW  - learning outcomes
KW  - norway sweden
KW  - elliot eisner
KW  - pedagogik och utbildningsvetenskap
KW  - pedagogics and educational sciences
AB  - Over the last decades learning outcomes has become a key concept in education policy (Aasen, 2012; Hopmann, 2008; Lawn, 2011). Discursively, it has been embedded within a wider education policy context characterised by a shift from teaching to learning emphasising individual accountability and employability (Biesta, 2005; Prøitz, 2015). In addition international assessments have come to play an increasingly important role in governing education policy and policy-makers strengthening the reductionist discourse emphasising product rather than process even further (Hopmann, 2008; Pettersson, 2008). TRightly this development has been criticised as a resurgence of Taylorism and scientific management placing too much emphasis on the measurable outcomes of learning (Au, 2011). As a response to this development Darling-Hammond et al. (2014) have asked for alternative narratives and new interpretations of what education is or could be about, a vision of a new accountability, which also calls for new and widened understandings of learning outcomes. In order to contribute to such a widened narrative the aim of this paper is to renounce the concept of reconceptualise learning outcomes as they have come to be interpreted in contemporary education policy and instead explore learning outcomes as interpreted within the framing of teaching and learning with an ambition toilluminate potential ways of reconceptualising learning outcomes in education of today. We take our theoretical point of departure in the writings of Elliot Eisner (1979, 2005). Eisner is concerned with the role of curriculum in learning and has defined a trichotomy of outcomes. Emphasising the interplay between the student, the teacher and the subject in question facilitates a more dynamic analysis of learning outcomes where not all learning can be easily identified and measured. Learning outcomes are understood as intersubjective constructions and the result of intended as well as unintended processes. As such, it is not something that is easily pre-defined, instead Eisner argues that the variable teacher, student and class group requires artful blending for the educationally valuable to result.       The paper is structured in two parts. In the first part we sketch a general picture of the policy shift from process to product in education with empirical references to recent educational reforms in Norway and Sweden. The analysis is based on a close reading of kKey policy documents. In the second part we introduce Eisner’s theoretical contribution as a way to reconceptualise learning outcomes as they are communicated in Norwegian and Swedish key policy documents. The result shows how Eisner’s theory might facilitate a multidimensional approach to learning outcomes, exceeding the limited gaze of contemporary policy discourses focusing solely on the measurable products of learning. Eisner´s artistic approach offers a useful language for reconceptualising learning outcomes in a complex globalised society where unintended aspect increasingly determines the outcomes of people’s educational efforts.
ER  - 

TY  - CONF
T1  - Mobile literacy among Syrian refugee women teachers
T2  - CALL and complexity – short papers from EUROCALL 2019
A1  - Bradley, Linda
A1  - Bahous, Rima
A1  - Albasha, Ali
PY  - 2019
LA  - eng
PB  - : Research-publishing.net
KW  - mobile  learning
KW  - mall
KW  - professional  learning
KW  - refugee
KW  - mobile  apps
KW  - teacher training
AB  - This  research  project  investigates  mobile  literacy  of  Syrian  refugee  women teachers settled in Lebanon and Sweden. Our research provides input into Syrian refugee women teachers’ professional aspirations and their connection to informal mobile learning. In both countries, training programs are used for these newly  arrived  teachers,  enabling  them  to  move  forward  in  their  careers,  where  digital and mobile learning play an important part. The purpose is to investigate how  Syrian  refugee  women  teachers  are  blending  their  teaching  profession  and  vocational  training  with  mobile  literacy  and  digital  technology.  A  qualitative  method  approach  was  applied,  interviewing  20  refugee  women  in  Lebanon  and  Sweden,  all  teachers  from  Syria.  The  outcomes  show  that  the  teachers  are  developing  their  vocational  abilities  in  getting  more  career-oriented  training  in  their  areas  of  education  by  means  of  enhancing  their  language  skills  through  mobile technology.
ER  - 

TY  - CONF
T1  - The use of the theory of conceptual profiles to assess learning outcome
T2  - Electronic Proceedings of the ESERA 2015 Conference<em></em>
A1  - Ceken, Fatma
A1  - Mutvei, Ann
A1  - Mattsson, Jan-Eric
PY  - 2016
SP  - 2716
EP  - 2721
LA  - eng
PB  - Helsinki : University of Helsinki
KW  - science education
KW  - conception
KW  - conceptual development
KW  - documentation
AB  - The Swedish Schools Inspectorate (2012) made an evaluation of the quality in science teaching in year 1–3 in the Swedish compulsory school. Large differences were found among the 30 schools studied. Often teaching only consisted of mediating facts or experiments made by the teacher. The students rarely got an opportunity to learn through systematic investigations. Less than 60% of the lessons observed involved activities were the students to large extent met scientific methods. Also, good examples were found in schools were the teachers consciously let the students make hypotheses about what will happen in an experiment. In many schools the teacher use readymade teaching packages. Generally, they consist of instructions for how series of lessons with different themes may be planned and performed by using the material included. Some of the packages also include education of the teachers. According to the School Inspectorate teachers without education in science claim that with help of the packages they have been able to teach in all areas of school science. Teachers sometime use the packages as inspiration, but chose other methods for their teaching. The purpose of this study was to examine how students in primary school use concepts and to study their conceptual development during two sequences of lessons, primarily based on the student’s own documentations. Written diaries and reports of the students were analysed in order to construct their conceptual profiles and to follow their development. The assessment of the performances in relation to the knowledge requirement evaluated students ability to discuss simple questions concerning chemical processes, plan simple experiments and formulate simple question. The study shows that observations, discussions, and written documentation of simple experiments promotes conceptual development.
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TY  - CONF
T1  - Constructive Alignment (CA) for Degree Projects - Intended Learning Outcomes, Teaching and Assessment
T2  - Proceedings of 7th International CDIO Conference, Copenhagen, Denmark
A1  - Malmqvist, Johan
A1  - Knutson Wedel, Maria
A1  - Enelund, Mikael
PY  - 2011
LA  - eng
KW  - constructive alignment
KW  - degree project
KW  - integrated learning
KW  - education quality
AB  - Degree projects (DP) are currently intensively focused in Sweden: The future national model for evaluation of higher education will place a major emphasis on the quality of degree projects as an indicator of the quality of the entire education, and their quality will influence the funding of a university. Moreover, DP:s are actively used in program development as a vehicle to develop not only in-depth subject matter knowledge but also professional skills such as planning and communication. Simultaneously, Constructive alignment (CA) is being widely applied as a general approach for improving educational quality. Potentially, CA might also contribute to improving the quality of degree projects. In this paper, we examine how CA can be applied to degree projects. We conclude that CA is indeed applicable to degree projects in the sense that intended learning outcomes as well as teaching and assessment activities can be identified and aligned. But objectives, activities and assessment are less crisp than for a course, and the perspective of objectives or criteria found in the current investigation tends to be suitable for a program manager rather than an individual teacher. If CA is to provide a similar “aha” experience for a teacher as it can do when applied to a course, the intended learning outcomes need to be specialized for the particular degree project. We further identify areas where CA for degree projects can contribute to higher quality, including: supporting the planning of professional skills development in degree projects, guiding a dialogue between teacher and student on what constitutes high/low quality of a thesis, and encouraging students to take more responsibility for their learning, by forcing them to develop contextualized learning outcomes for their project.
ER  - 

TY  - CHAP
T1  - Forms of reading in literature discussions
T2  - De stralende lezer
A1  - Tengberg, Michael
PY  - 2011
SP  - 286
EP  - 312
LA  - eng
PB  - Delft : Eburon Academic Publishers
KW  - form of reading
KW  - literature discussions
KW  - literature education
KW  - reception
KW  - meta-cognition.
KW  - comparative literature
AB  - Studies of literature discussions typically take the attitude that educational effects and quality of student engagement and learning are best estimated through statistical measures of turn-taking, amounts of teacher vs. student talk, quantity of authentic teacher questions etc. Less often is the particular content of literary learning taken into consideration. This exploratory, qualitative study examines the specific perspectives on literary text, i.e. the forms of reading, which students are encouraged to adopt during such discussions. The data material consists of video recordings that were collected from authentic classroom discussions in ten classes in Swedish eighth and ninth grade (age 13-15 years). Six different categories are presented in the article. I argue that they offer vital characteristics as to some of the constraints and possibilities of literary learning afforded in literature discussions in school.
ER  - 

TY  - JOUR
T1  - Teacher’s Assessment in Programming: Comparing Teachers’ Individual Judgement Criteria in a Programming Course.
T2  - Techne series
SN  - 1238-9501
A1  - Björklund, Lars-Erik
A1  - Nordlöf, Charlotta
PY  - 2021
VL  - 2
IS  - 28
SP  - 188
EP  - 195
LA  - eng
PB  - Helsinki, Finland : Nordiskt Forum for Forskning och Utvecklingsarbete inom Utbildning i Slöjd
KW  - technology education
KW  - assessment
KW  - programming
KW  - computational thinking
KW  - creativity
KW  - process criteria
AB  - In schools around the world the part of technology education related to programming is increasing. There is a lot to learn about teacher’s assessment and grading of students in assignments that are related to technology, particularly in programming. Simon (2012) analyzed introductory programming exams and found that a large percentage of the marks were awarded for the product and the coding skills of the student and less for other skills such as design, debugging, testing, or explaining and documenting.To be able to give formative support teachers should also be able to assess the process in the classroom;students tinkering, creating, debugging, persevering, and collaborating. The aim of this paper is therefore to examine teachers’ individual criteria, explicit, tacit and subjective criteria, when they grade and assess students in technology tasks related to programming. We interviewed 6 teachers in Sweden, representing lower secondary school, upper secondary school and university (teacher and engineering education). A Repertory Grid Technique interview combined with a Comparative Judgement gradingwas used to examine teachers’ individual criteria in assessment. The expected outcomes from themethods are captured criteria that are implicit and based on teachers’ experience, sometimes seen as teachers’ gut feelings. Two types of criteria were found; product criteria assessing the program and process criteria assessing the ongoing process. We compared these criteria with an instrument measuring the development of creativity designed for Art education. We claim that the use of process criteria will help the teacher and the students in developing programming skills.
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TY  - CONF
T1  - Mathematics teachers’ communication about educational goals: A comparison between students' beliefs, teachers' descriptions and teaching
T2  - ICT in mathematics education : the future and the realities
A1  - Heikka, Lena
PY  - 2017
SP  - 150
EP  - 150
LA  - eng
PB  - Göteborg : Svensk förening för matematikdidaktisk forskning (SMDF)
KW  - mathematics education
KW  - matematik och lärande
AB  - The aim of this study is to explore Swedish upper elementary school students’ experiences of mathematics teachers’ assessment practices, with a focus on educational goals communicated between the teacher and the class. In this multiple-case study with an ethnographic approach, three cases are viewed from a holistic perspective, by adapting Visual model of the curriculum policy, design and enactment system by Remillard and Heck (2014) to a Swedish context.Results of the study show the complexity and variation of the communication about educational goals in relation to the syllabus in mathematics. Students in all three cases express and show a lack of knowledge of syllabus in mathematics and the textbook is considered as a concretization and visualization of the syllabus content. Teachers’ expressed lack of knowledge about the syllabus in mathematics is probably due to insufficient implementation efforts of the curriculum, Lgr11.
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TY  - JOUR
T1  - Evaluations des compétences langagières au collège et au lycée - Quelles alternatives?
T2  - Synergies Pays Scandinaves
SN  - 1901-3809
A1  - Molander Beyer, Marianne
PY  - 2013
SP  - 125
EP  - 138
LA  - fre
KW  - keywords: language learning
KW  - language education
KW  - grading
KW  - self-assessment
KW  - peer-assessment
KW  - portfolio assessment
AB  - Assessment of secondary school students’ language competences – what are the alternatives? Abstract A globalised world, with ever increasing mobility among students and teachers, requires assessments which are progressively more transparent and international. It is also the case that the roles of the teacher and the student have changed in the sphere of education and that the prescriptive models of teaching and evaluation do not always correspond with current theories of learning and the state of the art. For this reason, the Department of Educational Sciences of the University of Gothenburg, Sweden, launched a national survey in 2006 (the LUB project1), sponsored by the Swedish Research Council, with the aim of investigating methods of assessment among teachers of modern languages. We wanted to explore the attitudes of the teachers with respect both to grading and assessment in general and also wanted to find out what criteria they use when awarding students’ grades. For this purpose we adminstered a questionnaire involving 800 teachers of modern languages at secondary level. Subsequently we supplemented the investigation with individual interviews and an empirical trial of classroom activities. In this article we present some results from this project.
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TY  - CONF
T1  - Developing Inquiry Literacy: Exploring Conditions for Students’ Learning about Inquiry in Primary School from a CHAT Perspective
A1  - Andrée, Maria
PY  - 2012
LA  - eng
PB  - EUROPEAN EDUCATIONAL RESEARCH ASSOCIATION
KW  - naturvetenskapsämnenas didaktik
KW  - science education
AB  - IntroductionThere is a current debate in science education on what it might mean to educate scientifically literate citizens and the possibilities of actually educating students to become “competent outsiders with respect to science” (Feinstein, 2011). One aspect of scientific literacy, which has been underscored but not sufficiently scrutinized in relation to educating “competent outsiders”, concerns the issue of becoming capable “…to evaluate the quality of scientific information on the basis of its source and the methods used to generate it”. (National Science Education Standards, 1996, p. 22). The aim of this study is to explore conditions for promoting students' abilities to engage in critical discussion in relation to science inquiry in primary science education.In science education, on a policy level, inquiry has been attributed great promise as an instructional approach. It has been identified as a ‘key-approach’ to primary science education (Harlen, 2009; Lena, 2009), and recommended as the 'renewed pedagogy for the future of Europe' (European commission, 2007). Today, inquiry is found in curricula world-wide (Beeth et al., 2003). As educational practices, IBSE practices are inherently hybrid: products, ideas and methods of science are transformed into educational content and classroom tasks (Andrée, 2007). The aims of inquiry based science education (IBSE) are, multi-facetted involving IBSE as a method for a) making science more interesting, b) illustrating scientific concepts and c) learning about inquiry as a way of doing science. From previous studies of inquiry and practical work in science education at various levels, we know that students' work in classrooms/school laboratories cannot be equated with the work of scientists even when students follow what appears to be similar procedure (e.g. Wickman & Östman, 2002). Studies specifically focusing on learning about inquiry show that an explicit focus on teaching about the characteristics of scientific inquiry is unusual (Lager-Nyqvist, 2003; Gyllenpalm, 2010). Also, teachers do not regard learning about inquiry as equally important as traditional science subject matter (Lederman, 2007). In addition to this, teachers have rarely experienced authentic inquiry themselves (Windshitl, 2002).Developing an inquiry literacy involves appropriation of a particular social language for critically analysing, evaluating and judging scientific investigations and conclusions (cf. Lemke, 1993). A challenge in a Cultural-Historical Activity Theory (CHAT) perspective (cf. Engeström, 2001; Leontiev, 1986; Roth, Lee & Hsu, 2009) becomes to engage students in an activity that allows them to make use of relevant intellectual tools for discussing scientific investigations. This also relates to the issue of authenticity and how to create some resemblance between what students do in school science and what happens in science laboratories (Roth, Eijck, Reis & Hsu, 2008).MethodThe study was conducted as a participant-oriented action research study in collaboration with two teachers teaching science in primary school, grades 1-2 and 3, in one Swedish compulsory school over one school-year. This implies studying educational practice with a view to improving the quality of action within it (cf. Elliot, 1991). Data was collected throughout the school-year by using audio- and video recordings of collaborative teacher-researcher meetings, classroom work and collecting artifacts (e.g. work-plans, lesson plans, and student work). Data also include field-notes from informal meetings. Data is analyzed in terms of how students’ incorporate a language of inquiry in activity. The analytical framework used is Cultural-Historical Activity Theory (cf. Engeström, 2001; Leontiev, 1986; Roth, Lee & Hsu, 2009) in combination with Bakhtin’s (1986) notion of speech genres.Expected OutcomesThe initial experiences of collaborating researchers and teachers was that it is difficult to design teaching practices that allow students to engage in open-ended inquiry sharing some resemblance to what happens in science laboratories in terms of the levels of control the students have over their conditions of work. For example, when grade 1 students were given a task to collect and investigate mosses in a nearby forest, the teacher by habit assembled the collected mosses from the students without record of whom had collected what mosses, in view that the class would share the mosses equally the following science lesson. As a consequence, the students were deprived of their own unique collection and lost the context for gathering their mosses. In the next step of inquiry students could not relate to the different milieus of the mosses. In order to push toward more authentic inquiry, researchers and teachers have discussed how to further control over inquiry to the students without loosing the objective of developing students abilities to talk about inquiry work. Further detailed analyses will focus on how students in grades 2 and 3 incorporate a language of inquiry when investigating water phase transitions.ReferencesBakhtin, M. (1986). The problem of speech genres. In C. Emerson & M. Holquist (Eds.), Speech genres and other late essays (pp. 60-102). Austin: Univ. of Texas Press.Elliot, J. (1991). Action Research for Educational Change. Open University Press, Bristol.Engeström, Y. (2001). Expansive learning at work: toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.European commission (2007). Science Education Now: A Renewed Pedagogy for the Future of Europe. Expert Group Community Research Report. Directorate-General for Research Information and Communication Unit. Brussels.Feinstein, N. (2011), Salvaging science literacy. Science Education, 95, 168–185.Gyllenpalm, J., Wickman, P-O. & Holmgren, S-O. (2009). Teachers’ Language on Scientific Inquiry: Methods of teaching or methods of inquiry? International Journal of Science Education, 32, 1151-1172.Harlen, W. (2009). Evaluation of inquiry-based science education pedagogy and programs. Presentation at European Conference on Primary science education Berlin, May 29 2009.Lederman, N. (2007). Nature of science: Past, Present and Future. In N. Lederman & S. Abel (Eds.), Handbook of research on science education (pp. 831-879). Mahwah: Lawrence Erlbaum.Lemke, J. (1993). Talking science: Language, learning, and values. Norwood: Ablex.Lena, P. (2009). A long term model for IBSE in primary schools Lessons from La main à la pâte in France. Presentation at European Conference on Primary Science Education Berlin, May 29.Leontiev, A. (1986). Verksamhet, medvetande personlighet. Moskva/Göteborg: Progress/Fram.Roth, W-M., Eijck,M. Reis, G. & Hsu, P-L. (2008). Authentic science revisited: In praise of diversity, heterogeneity, hybridity. Rotterdam: Sense Publishers.Roth, W-M., Lee, Y.J. & Hsu, P-L. (2009). Cultural-historical activity theory and science education. Studies in Science Education, 45, 131-167.Windschitl, M., Thompson, J. & Braaten, M. (2008). Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations. Science Education, 92, 941-967.
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TY  - CONF
T1  - To take space and to make space – basic teacher competencies?
T2  - ECER 2015, Education and Transition
A1  - Gardesten, Jens
PY  - 2015
LA  - eng
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - To Take Space and to Make Space – Basic Teacher Competencies?In Sweden there have been some teaching reforms enabling teachers to improve their teaching competence and knowledge. A presumption within these reforms is that teaching is something that one always can improve and therefore never should be seen as something “completed”. Similar opinions are often articulated when teachers assess student teachers´ performances during their teaching practice.However there are as well policy texts that emphasize the importance of controlling teaching competence, suggesting that teaching isn´t something that everyone has the talent to do. As a consequence gatekeeping function should be highlighted enabling only the right persons to enter the profession.In total these different discourses of teaching competence could be related by suggesting an “essential base-competence” where gatekeeping should be more emphasized, and thereafter specific sub competencies focusing learning and development.But how can one understand such an “essential base - competence” in terms of content and in terms of gatekeeping strategies? One way to answer this question might be done by examining gatekeeping within teacher education and by asking teacher educators under what circumstances they will suggest a failure grade during student teachers´ teaching practice. The research questions in the thesis are:RQ 1: What do teachers, working as mentors during student teachers´ teaching practice, describe as an ”essential base-competence”, those aspects influencing whether to suggest a failure grade or not?RQ 2: What kind of experiences do mentors describe after working with student teachers doing their “second chance” in a new school? What, in the essential base, is seen as possible to develop, how might this be done, and what is seen as more difficult to develop, suggesting a failure grade once more?I have analyzed some initial pilot surveys (with a national sample) where different administrators have described what normally is seen as insufficiency in student teachers´ performances, suggesting for example that it seldom is a lack of content knowledge, but rather subtle interaction issues and relational aspects.As a theoretical statement I have tried to see children’s self-understanding as something growing from interaction situations where teachers´ (or student teachers´) contributions are of crucial importance. When children are able to see themselves through the eyes of a teacher, self-understanding processes are involved enabling further development and learning processes. This is a theoretical presumption of human development that has some roots in Hegels, Fichtes and Meads philosophies. A dialectical perspective of communication make it possible to emphasize the importance of teachers being able to understand childrens´/pupils’ perspectives and feelings without suppressing their own subjectivity in a classroom situation.Moreover, this intersubjective perspective of pedagogy might as well be fruitful when it comes to the second research question – that is, when it comes to the student teacher´s owns development and the mentor´s contribution in this sense. MethodThe research questions were primarily answered by interviewing teachers working as mentors during student teachers´ teaching practice. Thus one might emphasize that the thesis make it possible to understand what is seen as “essential base competence”. Therefore it is important to relate empirical findings to theoretical perspectives of teaching competence and findings from other research traditions addressing competence issues. The respondents (n=11) in this study are teachers working in Swedish schools or preschools, acting as mentors during student teachers´ teaching experience. In Swedish policy documents these mentors are suggested to get a more operative position when it comes to assessing future teacher generations. In that sense it might be valuable to use those mentors as respondents describing their opinions of essential teaching competence, and under what circumstances they would suggest a failure grade in a student teacher´s teaching practice. When it comes to research on teacher competence the design in this study has the potentiality to contribute in a specific way. Certain aspects of teacher competence could get a specific meaning when those aspects are seen to be absent. Studying failure practices might contribute in a way that studying good practices do not. The respondents (mentors) in this study had recently suggested a failure grade related to a teacher student´s performance in teaching practice. They were asked open ended, nonstandardized questions, and they answered by discussing what they felt was insufficient and why, what they felt was necessary in the teaching profession, but also other mentor experiences when expected learning occurred and how these different mentor experiences could be understood in relation to one another. After analysis the manifest content could be described in six different categories. A theoretical interpretation made it possible to identify some themes. Expected OutcomesThe mentors described the importance of wanting and being able to initiate social contact (1), to set limits in a firm and determined way in a classroom setting (2), to understand and involve the other person´s (the pupil´s) perspective (3), to take responsibility as an adult (4), to balance social closeness and distance (5) and to show a degree of secure self-presentation (6). To summarize, essential base competence, articulated by mentors after a failure in teaching practice, contains of an ability to take space and an ability to make space. A theoretical interpretation makes it possible to see the ability to take space (yourself) as more fundamental, thereafter enabling an opportunity to make space (to others). However, in a follow up study (RQ 2), mentors describe several methods of how to help student teachers to take space (themselves), but also describing difficulties in how to work with student teachers who needs to learn to make space (to others). Tentative findings from RQ 2 also make it possible to frame the assessment situation by contextualizing it in relation to different mentors and different school-environments. The consequences, when it comes to gatekeeping strategies, are discussed during the presentation. This proposal is a part of a PhD-project. ReferencesGoodwin, A. L., & Oyler, C. (2008). Teacher educators as gatekeepers. Deciding who is ready to teach. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers. (Ed.), Handbook of research on teacher education: Enduring questions in changing contexts, (p. 468-489). New York, NY: Routledge. Hegender, H. (2010). The assessment of student teachers’ academic and professional knowledge in school-based teacher education, Scandinavian Journal of Educational Research, 54(2), 151-171. Knudsen, R. E., & Turley, S. (2000). University supervisors and at-risk student teachers. Journal of Research and Development in Education, 29(2), 35-58. Nordänger, U-K. & Lindqvist, P. (2015). ”Det såg vi från början …” ? – Underkännanden i den svenska lärarutbildningens verksamhetsförlagda delar. In Press: Nordic Studies in Education. Polanyi, M. (1962) Personal Knowledge. Towards a Post-Critical Philosophy. University of Chicago Press. Chicago, IL. Raths, J. & Lyman. F. (2003). Summative evaluation of student teachers. An enduring problem. Journal of Teacher Education, 54(3), 206-216. Uljens, M. (2001) Om hur människan blir människa bland människor - om pedagogik och intersubjektivitet. Utbildning & Demokrati, 10(3), 85-102. 
ER  - 

TY  - CONF
T1  - Child- and subject orientation in Swedish preschool teachers’ practical reasoning
T2  - ECER 2018, book of abstracts
A1  - Liljestrand, Johan
PY  - 2018
LA  - eng
KW  - preschool teachers
KW  - professional everyday talk
KW  - child- and subject centeredness
KW  - dilemmas
KW  - innovative learning
KW  - innovativt lärande
AB  - Policy for the Swedish preschool has successively adapted its goals in order to prepare for the school system. Åsén & Roth (2012) finds support for a change in Swedish preschool policy and practice towards the culture of school. Support for this change is also found in studies about Swedish preschool teachers increasingly highlighting learning as a basic activity in their work (e.g. Alatalo et al 2016; Alvestad & Berge 2009; Westman & Bergmark 2013; Löfdahl & Perez 2009). Such transformations of early childhood education is not unique for Sweden; tensions between child centered- and subject focused goals, has for a long time been a characteristic in early childhood curricula in Europe. This contribution intends to shed light on this curricular relationship through scrutinizing the professional talk of preschool teachers.Since 2011 “Teaching” has been established as a new mission in the preschool and since 2010 subjects like math, science and Swedish language has been added to the national syllabus. By adding these goals, Swedish preschool now shares some general goals with the preschool class – the latter in which most of six year old children participate – and the comprehensive school. However, the Swedish preschool still has to conduct the tradition of being child- and play centered, according to its national syllabus; thus being kept within boundaries as more or less distinct from the school system. Simultaneously, the current approaching to the school system has become more accentuated ever since the national syllabus was introduced 1998 (Folke Fichtelius 2008). Swedish preschool teachers attempts to include children’s interests while paying attention to the national goals is studied by Thörner (2016) focusing (mainly) on recorded everyday situations. An important issue is how these policy changes are approached by the professionals by highlighting on their professional reasoning, regarding the purpose of the preschool in their everyday work.In this paper, professional reasoning is approached from the perspective of teachers as social actors in everyday life, shaped by but also re-shaping, the policy context(s) of the preschool. An important dimension of the curriculum is constituted by teachers as curriculum makers (cf. Cuban 1992), in that every curriculum is dependent on how teachers interpret policy in relation to their everyday work. The purpose of this paper is to investigate preschool teachers’ professional talk focusing on the relationship between child- and subject orientation. Discourse analysis will be used an analytic tool focusing on how everyday discourse people borrows from cultural repertoires stemming from a culture’s common-sense way of talking (Potter & Wetherell 1987). The reasoning of the preschool teachers will further analyzed in relation to the policy context foremost formulated on state- and municipal level during the conversation with the preschool teachers. MethodIn order to address complexities of professional reasoning, qualitative interviews performed in the environment of the preschools was done (Potter & Wetherell 1987). 10 preschool teachers participated addressing their specific socio-geographic environment (approximately 50 minutes each). The volume of this sample has been judged as sufficient for the analytic purpose of discerning patterns of complex dilemmatic reasoning across both within individual interviews, and through comparison (of dilemmatic reasoning) between the teacher interviews.  In order to approach teachers’ everyday reasoning the interviews were designed as semi-structured conversations between the preschool teachers and me as a teacher educator, explicitly asking for access with the professional field. An interview guide was sent beforehand and read by all (except for one) preschool teachers before the interview was performed. The preschool teachers were informed about the project including their rights regarding participation, anonymization and proper storing of the data. Data was collected in a variety of social-cultural environments such as middle class areas with high amount cultural and economic capital (n=4/10); multi-ethnical areas with low(er) amount cultural and economic capital (n=5/10) and one mixed area regarding amount cultural and economic capital (n=1/10). 7 preschools was visited, whereof 3 preschools including 1 teacher responsible for educational development and 1 teacher without such a responsibility. However, no typical features characterized the preschool teachers with responsibility for educational development. The interviews were all transcribed verbatim. The interview guide addressed the preschool as preparing for school vs representing a tradition within its own right; experiences of the children vs focus on subject goals; how the preschool teacher was working with the school-like goals and how goals were documented; the latter addressing teacher everyday work (Sheridan et al 2011).  The interview transcript was read systematically, paying notice to relations regarding child, subject- and teacher orientations, i.e. themes where the teachers were focusing on basic values for preschool education. In the preliminary analysis of each interview, dilemmas on the (i) global level, i.e. through the whole transcript, and on (ii) local level within utterance and/or interaction sequence level, was focused.  In line with Potter & Wetherell (1987), discernment of characteristic linguistic repertoires recognizable from established pedagogical traditions has also been highlighted. Examples of linking the two dimensions were also noted.Expected OutcomesRegarding the purpose of the preschool, when the “child” and comparisons with school was topicalized, the preschool teacher´s draws on child-centered repertoires. Boundaries of child- respective subject centeredness are manifested when comparing preschool with school.  However, when school-like ”goals” in the syllabus is focused, teacher-centered repertoires were instead prominent, in which boundaries distinguishing preschool from school was dissolved. These opposing themes (cf. Wetherell et al. 2001) are mostly located in different contexts (within the individual interview) appearing as two different and parallel logics, rather than as one coherent logic. Thus, to address relations between preschool and school implied boundary talk, while addressing subject knowledge in the syllabus – sometimes related to future participation in school – did not. Dilemmatic tensions are also manifested locally i.e. within many sequences and utterances. Talk addressing the general purposes of preschool could be interpreted as local answers to top-down state policy due to its proper affirmations of different directives in the policy texts (cf. Biesta et al 2017).  However, connections between children’s experiences and school-like subjects were also formulated in the language of everyday work, such as listening for children’s initiatives and developing themes, more or less corresponding to content knowledge in the syllabus with interests within the group of children. This professional talk is expressed in temporal modes, like “first… and then” and focused on both children and the goals in the syllabus. Thus, the child- and subject foci do not appear only as separated but also as co-present and related to teacher judgement (Author 2014) when everyday professional work is addressed; i.e. themes of content knowledge and being continually sensitive to interests of the children. Such professional reasoning could be interpreted as creative ways of handling tensions implicitly present in the national syllabus, regarding the general purpose(s) of the preschool.ReferencesAlatalo, T, Meier, J & Frank, E (2016) Transition between preschool and preschool class: A question about interweaving care and Knowledge. Early Childhood Educational Journal, 44: 155.Alvestad, M & Berge, A (2009) Svenske førskolelærere om læring i planlegging og praksis relatert til den nasjonale læreplanen. [Swedish preschool teachers on planning and praxis in relation to the national syllabus]. Nordisk barnehageforskning [Nordic early childhood education research] (2), 57–68.Author (2014) ---------------Biesta, G, Priestley, M & Robinson, S (2017) Talking about education: exploring the significance of teacher´s talk for teacher agency. Journal of Curriculum Studies. 49:1, 38-54.Cuban, L (1992) Curriculum stability and change. In Jackson, Philip (ed.) Handbook of Research on Curriculum. American Educational Research Association, 216-247.Folke-Fichtelius, M (2008). Förskolans formande: statlig reglering 1944-2008. [The shaping of preschool. State regulation 1944-2008] Diss. Uppsala: Uppsala universitet.Löfdahl, A & Pérez, H (2009) Between control and resistance: planning and evaluation texts in the Swedish preschool. Journal of Education Policy, 24, 4, 393-408.Potter, J & Wetherell, M (1987) Discourse and social psychology: Beyond attitudes and behaviour. London: Sage.Sheridan, S, Williams, P Sandberg, A & Vourinen (2011) Preschool teaching in Sweden – a profession in change. Educational Research, 53: 4, 415-437.Thörner, A (2016) ”Vi kan inte bara utgå från barnens intresse”. Pedagogers guidning av barns intresse i förhållande till förskolans målstyrning. [”We cannot only base it on the children's interest” - Educators guidance of children's interest in relation to goals and guidelines.] Högskolan i Borås.Westman, S & Bergmark, U (2014) A stengthened teaching mission in preschool: teachers´experiences, beliefs and strategies. International journal of early years education. Vol. 22, No. 1, 73-88. Wetherell, M,Taylor, S & Yates,S (2001) Discourse as Data: A Guide for Analysis. London, UK: Sage.Åsén, Gunnar & Vallberg Roth, Ann-Christine (2012) Utvärdering i förskolan: en forskningsöversikt. [Evaluation in preschool: reveiw of research ] Stockholm: Vetenskapsrådet.
ER  - 

TY  - JOUR
T1  - Vad uppmärksammar lärare i samtal om skrivbedömning? Svensklärares normer för beslut om summativ bedömning
T2  - Nordisk Tidskrift för Allmän Didaktik
SN  - 2002-2832
A1  - Blomqvist, Per
PY  - 2018
VL  - 1
IS  - 4
SP  - 34
EP  - 55
LA  - swe
KW  - writing assessment
KW  - summative assessment
KW  - assessment norms
KW  - writing instructions
KW  - skrivbedömning
KW  - bedömningsnormer
KW  - summativ bedömning
KW  - svenskämnesdidaktik
KW  - språkdidaktik
KW  - language education
AB  - This article reports on a qualitative study of Swedish teachers’ summative assessments of students’ writing in upper secondary school. Based on teacher group discussions, the study describes and analyses teachers’ expressions of norms when assessing and grading students’ writing in the subject of Swedish. Data consist of audio- and video recordings from three focus group discussions, comprising a total of 17 teachers. Topic analysis (Linell, 2001) is the method used to identify expressions of assessment norms in these discussions. The analysis reveals that these teachers’ summative assessments of students’ writing express two competing norms: a non-compensatory and a compensatory norm. The non-compensatory norm is expressed through perceptions that all text qualities must correspond to the same criteria. This means that shortcomings in texts are crucial for teachers’ summative assessments. The text qualities that primarily determine these decisions are language style and text structure. Meanwhile, the compensatory norm is expressed through perceptions that in summative aspects such as students’ age and writing instructions as well as students’ writing development and the national test must be considered. These competing assessment norms have a substantial impact on theses teachers’ decisions on summative assessments. The teacher groups show significant variation in the basis for their decisions regarding summative assessment of students' writing.
ER  - 

TY  - CONF
T1  - Using visual strategies to promote DHH students’ learning in visually oriented classrooms
A1  - Holmström, Ingela
A1  - Schönström, Krister
PY  - 2021
LA  - eng
KW  - teaching
KW  - deaf education
KW  - inclusion
AB  - For students, the classroom setting is vital for learning and development, as are the interactions with other students and teachers. For deaf and hard-of-hearing (DHH) students, particularly the visual environment is of importance. For example, psychological studies have shown that DHH people’s visual attention differs from hearing people’s, particularly regarding things that happen in the periphery (Dye m.fl. 2008, 2009; Loke och Song 1991), and point out that teachers of DHH students have reported that they are impulsive and easily disturbed by things that appear or are ongoing in the classroom or are visible outside. The act of being instructed through a sign language requires visual attention skills because the students have to switch between the teacher and the whiteboard, including PowerPoint slides, pictures, tools, etc., simultaneously. The act is even more complicated in an interpreted classroom setting. Therefore, teachers need to be aware of visual and linguistic prerequisites in order to create an accessible and visually oriented learning environment for DHH students (cf. Holmström & Schönström 2018). However, it seems that many hearing teachers have a lack of knowledge of such visual strategies.In educational settings where the instruction is conducted by deaf teachers, the knowledge of visual strategies, however, appears to be well established, as we will show in this presentation. Building upon data from three different classroom contexts, we have examined the visual strategies used by deaf teachers. The classroom contexts are i) a higher education setting where deaf teachers are instructing DHH students, ii) a higher education setting where deaf teachers are instructing hearing students Swedish Sign Language (STS) as a second language and iii) adult education for deaf migrants where deaf teachers are instructing deaf adults. The analysis shows that deaf teachers use a range of visual strategies in their teaching (i.e., gestures, pointing, chaining, turn-taking, etc.), and draw from their own deaf-visual experience in order to support the students in understanding the teaching content. The deaf teachers appear to be very skilled in both STS and Swedish (and also English), and they translanguage between these languages in a flexible and visible way in the classrooms. These findings can be very informative for other (hearing) teachers, and an essential contribution to teacher training programs. 
ER  - 

TY  - CONF
T1  - Time for a renewed relevance of science education (ROSE) study
T2  - ESERA 2017 Conference
A1  - Jidesjö, Anders
A1  - Oskarsson, Magnus
PY  - 2017
SP  - 107
EP  - 107
LA  - eng
PB  - Ireland: Dublin
AB  - This paper report the work with initiating a new and revised Relevance of Science Education (ROSE) study. Previous work was coordinated from Norway and the new study is led from Sweden. ROSE is concerned mainly with affective domains within science education, i.e. interest, attitudes, perceptions, values and experience. There is still insufficient empirical basis on some matters and societal development cause changes in such dimensions which calls for update. The work will be carried out in the coming years and several countries have already declared an interest to be international partners, which also show that challenges concerned with relevance and meaning are important matters in many countries. Some earlier Nordic studies are presented and their results are used to indicate where important continuations are apparent. Gender, age, progression, transition, recruitment, teacher perspectives and relations between interest and experience stand out. Theoretical perspectives to frame and discuss results like modernity, youth culture and media theory were also used successfully in earlier studies. Based on long and rich experience with carrying out international big data will generate new comparable data that can show whether there are changes in young peoples' approaches towards science and technology and create knowledge building concerned with what challenges societal development imply for the teaching and learning of science in school.
ER  - 

TY  - CONF
T1  - Swedish students’ voices on schools’ work against degrading treatment in times of juridification.: Socialisation and identity in transformation?
T2  - ECER 2018
A1  - Lindgren, Joakim
A1  - Hult, Agneta
A1  - Carlbaum, Sara
A1  - Segerholm, Christina
PY  - 2018
LA  - eng
PB  - : EERA, European Educational Research Association
AB  - Contribution: Juridification is a multifaceted phenomenon that has attracted extensive international scholarly interest (Teubner 1998, Blichner & Molander 2008). Broadly, it can be said to encompass both positive and negative aspects of democratization within the modern welfare state that involves a general increase in legal and regulative processes as means to resolve social and moral problems related to social inclusion and exclusion, recognition and misrecognition. Juridification in education has been studied and problematized in relation to education policy, governing and school inspection (e.g. Hult & Segerholm, 2016, Novak 2018), and also consequences for teachers’ work in school (e.g. Bergh & Arneback 2016, Gibson 2013, Runesdotter 2016). Since 2010 Swedish teachers and other school staff are obliged to report incidents of degrading treatment in school to the governing body and directly investigate and act on these incidents (SFS 2010:800). Overall, schools’ work against degrading behaviour is characterized by increasing awareness of formal obligations and rights and expanding forms of investigations and documentation. Our interest here is focused on how such changes affects students’ socialisation and identity. From this perspective juridification draws attention to developments where social integration and more intuitive forms of everyday communication, norms and values becomes reified by legal logic (Habermas 1987). Honneth (2014) has offered examples of social pathologies resulting from juridification. In the words of Loick (2014: 766) these pathologies take the form of ethical injuries or distortions which makes it difficult for “individuals appropriatively (sic!) to re-enact established social practices” (Loick, 2014: 766).In previous studies, based on interviews with teachers, concerns are raised about such problematic consequences of juridification in education (Hult & Lindgren 2016).  This study is a first attempt to address this problematic. The overall aim of the study is to explore how new judicial forms of work against degrading treatment in Swedish schools affect young people’s socialisation and identity. We analyse interviews with students from grade five and grade eight when reasoning about degrading treatment: How do they define degrading treatment? How they react to and act in situations involving degrading treatment? Method: This paper is part of an on-going project studying effects and consequences of new forms of work against degrading treatment in Swedish schools, with a focus on students’ socialisation and identity development through interviews with children, parents, school staff, head teachers and municipal officials. Although juridification in education has been detectable for quite a while and has been studied through documents (e.g. Carlbaum 2016, Lindgren, et al. 2012) it is notoriously difficult to empirically identify effects on school practices, socialisation and students identity. However, school actors, especially those working long time in school have contributed to illuminate some consequences of juridification (e.g. Hult & Lindgren 2016). Even though students do not have direct access to historical perspectives including experiences of changes in school we still find it interesting and important to find out how they think and reason in the light of changes in schools’ work against degrading treatment in times of juridification. For this paper we analyse interviews with 28 grade five students (age 10-11 years) and 37 grade eight students (13-14 years). The interviews were performed in two municipalities and in two schools in each municipality. The students could choose if they wanted to be interviewed with one or two friends or individually. All in all 34 interviews (13 in grade five and 21 in grade eight) were done with students, most of them with two students each and mostly lasting about 30 minutes. The interviews were fully transcribed and in a first step thoroughly read in order to find different ways of how students react and act in situations of degrading treatment. Statements from grade five students and grade eight students were analysed separately in order to find similarities and differences between students of different age, since former teacher interviews had indicated possible differences (Hult & Lindgren 2016). In the first step also, the interviews will be related to Cohen’s (2005) four approaches to conflict resolution (see also Hakvoort 2008).Expected Outcomes: In this paper we expect to generate a range of deductive codes that will render possible forthcoming analysis in the project concerning differences between municipalities and schools when it comes to work against degrading treatment. Young people are generally knowledgeable about the topic and this awareness appears to bring about expectations when it comes to actions and measures in school against any such behaviour. Students often try to settle problems by themselves, but they also want teachers to intervene and investigate. According to students, teachers often fail to recognize, understand and manage problems with degrading behaviour. Overall, the results show that young people’s life in school is not ‘colonized’ by legal logics, rather their way of reasoning indicate amalgamation where identity and ways of understanding degrading treatment includes traces of juridification. For example, extensive investigations in school about degrading treatment paradoxically appear to fuel fear of sharing information with teachers (eg. “snitching”). Moreover, humor – which is a crucial dimension of the social fabric that fills purposes of both identity construction (Norrick 2010) and cognitive development (Vygotsky 1978) – appears to be increasingly risky and problematic for young people as internal jargon is frequently experienced as offensive and degrading by outsiders. Such results brings this study in contact with wider discussions of social change in terms of intolerance, entitlement, resentment and resilience.
ER  - 

TY  - CONF
T1  - Starting compulsory school. Preschool teachers' conception and children's experience
T2  - Paper presented at the OMEP Asian-Pacific Region Conference, Osaka, Japan, 23-27 August
A1  - Pramling, Ingrid
A1  - Williams Graneld, Pia
PY  - 1993
LA  - eng
KW  - preschool
KW  - school
KW  - transfer
KW  - preschool teacher
KW  - ece
AB  - Transfer from pre-school to school in Sweden is at the age of 6 or 7. When a child makes this transfer, he or she goes from one culture of curriculum to a totally different one, for although, the guide-lines for both levels of schooling are similar, their content and methods differ. In Sweden today there is a discussion, whether, and in what way, early childhood education should prepare children for school or not. In the present study 12 pre-school teachers are interviewed about school preparation and how they view their own work in comparison with the school teachers' work. 25 children are also interviewed about their experiences of beginning in school and what the differences are between pre-school and school. The open-ended interviews are transcribed verbatim, and analyzed in terms of qualitatively different conceptions or experiences expressed by the preschool teachers, as well as by the children. The teachers' and children's views are compared and discussed.
ER  - 

TY  - JOUR
T1  - On mathematics students' understanding of the equation concept
T2  - Far East Journal of Mathematical Education
SN  - 0973-5631
A1  - Tossavainen, Timo
A1  - Attorps, Iiris
A1  - Väisänen, Pertti
PY  - 2011
VL  - 2
IS  - 6
SP  - 127
EP  - 147
LA  - eng
PB  - Allahabad : Pushpa Publishing House
KW  - concept definition
KW  - concept image
KW  - equation
KW  - equivalence
KW  - student teacher
KW  - truth
KW  - subject didactics
KW  - ämnesdidaktik
AB  - We analyze data on mathematics students’ understanding of the concept of equation. A majority of the participants (N = 128) studies in teacher education programs in Finland, Sweden and South Africa. The data reveals a variety of fundamentally different concept definitions of equation, of which only a half can be seen to be correct. In the students’ concept image of equation, it is commonly assumed that every equation must possess the truth value ‘true’ in spite of the fact that any considerations related to the truth value only rarely appear in their concept definitions. Also the presence of a variable is regularly assumed in the participants’ concept images. Both a chain of equations and a pair of equivalent equations are surprisingly often seen being a single equation. Finally, the incomplete understanding of the reflexive and symmetric properties of equality often hindersstudents from identifying equations. The study is based on both phenomenographic andquantitative analyses of the students’ answers to a questionnaire. .
ER  - 

TY  - CONF
T1  - Multilingual Spaces? Language Practices in English Classrooms
T2  - Translanguaging : Researchers and Practitioners in Dialogue
A1  - Källkvist, Marie
A1  - Gyllstad, Henrik
A1  - Sandlund, Erica
A1  - Sundqvist, Pia
PY  - 2017
LA  - eng
KW  - engelska med didaktisk inriktning
KW  - english education
AB  - This paper presents a project that recently received funding from the Swedish Research Council. Data collection will begin in autumn 2017, focusing on language practices in multilingual English classroom spaces in Swedish secondary schools. While English is the normal medium of instruction in lessons, research in bilingual educational settings shows that judicious switches between pupils’ mother tongues (L1s) and the target language (L2) facilitates communication and enhances L2 learning and motivation. Psycholinguistic research points in the same direction: L1 activation during L2 processing is unstoppable in low-proficiency L2 learners. Drawing on this prior research, on the translanguaging framework and the theory of language mode, the project examines a) whether and for what purposes teachers and pupils use their complete language repertoires in English lessons; b) whether other semiotic means are used to include L1s represented in the classroom of which the teacher has no knowledge; c) what mechanisms may underpin the language practices observed; and d) whether support in all the L1s represented facilitates pupils’ learning of L2 vocabulary and affects pupils’ participation in classroom interaction. Using a large survey to map self-reported teacher practices, ethnographic methodology and conversation analysis to study language practices in English classrooms, and experimental intervention and quantitative methods to measure L2 vocabulary learning over time, the project aims to contribute to the development of evidence-based language practices in English teaching in multilingual schools. 
ER  - 

TY  - JOUR
T1  - Lågstadielärare talar om sin undervisning i de samhällsorienterande ämnena
T2  - Nordidactica
SN  - 2000-9879
A1  - Lilliestam, Anna-Lena
A1  - Holmqvist Lidh, Carina
A1  - Osbeck, Christina
PY  - 2020
VL  - 2020
SP  - 48
EP  - 72
LA  - swe
PB  - Karlstad : CSD Karlstad
KW  - lower primary school
KW  - social studies
KW  - teacher thinking
KW  - values
KW  - progressivism
KW  - pupils of foreign background
AB  - The syllabus for the social study subjects (geography, history, civics, and religious education) in Swedish Lower Primary school prescribes work both with a traditional content, (i.e. maps, the Stone age, who decides in our society, why do we celebrate Christmas) and work to get the pupils to embrace values and norms that are desirable in a democratic society. This study explores the goals thirteen Swedish Lower Primary school teachers express concerning their teaching in geography, history, civics, and religious education and how they balance between aspects of substantive knowledge and the fostering aspects of these subjects. The results are discussed in relation to selective traditions in Swedish school. The teachers express a traditional view of the subjects and there are few indications of the domain-specific abilities required in the syllabus. There are considerable differences between how the teachers value the importance of the different subjects and the different substantive contents within the subjects. This indicates that there also are differences in how they carry through their teaching. There are also differences in how the teachers balance between the substantive and fostering aspects of the subjects. Some teachers stress the importance of working with the substantive content of the subjects, while others express the view that these subjects only consist of the fostering aspects and has no substantive knowledge at all. The analysis shows strong influence from the progressivistic tradition on the teachers’ reasoning. They stress the importance of paying attention to the pupils’ prior experiences and to adjust the teaching to the educational needs of their pupils, especially concerning the work with values and norms. All the teachers want to foster the pupils to embrace democratic values and norms for living together in a classroom and in the society as a whole. In addition, the teachers working with pupils of foreign background aim at enhancing their pupils’ pride of themselves and their background, as well as their integration into Swedish society, by promoting equality between the sexes, tolerance between different religions and different ethnic groups. Doing this, they hope to counteract criminality and gangs.
ER  - 

TY  - JOUR
T1  - Does the quality in preschool affect children's health and wellbeing?
T2  - International Journal of Child and Adolescent Health
SN  - 1939-5930
A1  - Renblad, Karin
A1  - Brodin, Jane
PY  - 2014
VL  - 1
IS  - 7
SP  - 71
EP  - 78
LA  - eng
PB  - New York : Nova Science Publishers, Inc.
KW  - health
KW  - wellbeing
KW  - preschool
KW  - quality
KW  - child and youth science
KW  - specialpedagogik
KW  - special education
AB  - Despite the long tradition in the social welfare field the number of children in Sweden who do not feel well has increased. This statement is based on reports from preschool teachers and includes young children (1-5 years old). The purpose of this article is to stress the present situation and what can be done to better work to raise healthy and secure children who also feel well. The aim is to discuss how the quality in preschool affects children’s wellbeing? Quality does not only mean happy children and satisfied parents but also competent staff with positive attitudes and systematic quality work. It appears from research that enough time for pedagogical planning and follow-up, small child groups, high teacher density and low staff turnover are also essential. The results also show that the most critical aspects for supporting children’s health and development are quality improvements based on equality, an efficient value system, a useful curriculum, scientifically based teacher training and a school/preschool for all. 
ER  - 

TY  - JOUR
T1  - Att lära om och genom metaforer: litteraturarbete med vuxna andraspråksinlärare
T2  - Utbildning och Lärande / Education and Learning
SN  - 2001-4554
A1  - Walldén, Robert
PY  - 2019
VL  - 1
IS  - 13
SP  - 49
EP  - 69
LA  - swe
PB  - Falun : Högskolan Dalarna
KW  - second language learning
KW  - adult education
KW  - classroom discourse
KW  - literature teaching
KW  - grammatical metaphors
AB  - The purpose of this study is to contribute knowledge about how resources of language are talked about, used and necessitated in classroom interaction based on literary texts. The specific focus is the use of lexical and grammatical metaphors in teacher-led literature work in basic adult education. The material was generated through observations, voice recordings and collected teaching materials during classroom work with literature in the subject Swedish as a second language. Linguistic theo-ries are used in the analysis. The result shows that both hidden metaphors and more creative lexical metaphors became subjects for discussion during the book talks. Meanings of these metaphors were negotiated by the teacher relating literal meanings to figurative counterparts or, especially in cases where the link between literal and figurative meanings were obtuse, by exemplifications and syno-nyms. As the meanings were related to characters, plot developments and overall themes in the novel, they also played a part in understanding the novels. Additionally, the result shows that gram-matical metaphors, most frequently adjectivised or nominalised verbs, were important resources for describing the characters and explaining figurative language. To use them, the second language learners used communicative strategies such as innovations and over-generalisations of word inflec-tions. Potentials for working with metaphors in a more conscious way are discussed, for example by pointing out how conceptual metaphors such as “war against cancer” reflect cultural perceptions.
ER  - 

TY  - JOUR
T1  - Mot en ämnesintegrativ helhetssyn – ett digitalt utvecklingsprojekt i finländsk lärarutbildning
T2  - Nordidactica
SN  - 2000-9879
A1  - Björkgren, Mårten
A1  - Gullberg, Tom
A1  - Hilli, Charlotta
PY  - 2014
VL  - 2014
SP  - 170
EP  - 187
LA  - swe
PB  - Karlstad : CSD Karlstad
KW  - ämnesintegrerat
KW  - ämnesöverskridande
KW  - helhetssyn
KW  - digital undervisning
KW  - värdegrund
KW  - historieundervisning
KW  - religionsundervisning
KW  - samhällslära
KW  - arabiska våren
AB  - The school teaching in Finland is traditionally divided into different subject lessons. Although several curricula for decades have stressed the importance of integrating subjects to each other, the didactical development of subject integrated teaching has been quite week. The authors of this article are all involved in the training of subject teachers for the Swedish schools in Finland. The article stresses the importance of integrating subject content knowledge into value education. With the theoretical discussion as a starting point, the authors describe their subject integrated project for student teachers in history, social science, religion, philosophy and literature. During the working process it was obvious that the student teachers used their own subject content knowledge, but as they worked in mixed subject groups, they also realized how to co-operate and ask questions to persons with other kinds of subject content knowledge and perspectives. It was challenging for the student teachers to combine new subject integrated perspectives with new digital methods, but considering the ambitions of the curricula, these kinds of integrated processes seems to be important in teacher training.
ER  - 

TY  - CHAP
T1  - The HeArtS (Health, Arts and Sustainability) platform: – Building a sustainable and healthy working life with the arts
T2  - Towards Creative Wellbeing
A1  - Bojner Horwitz, Eva
PY  - 2023
SP  - 52
EP  - 66
LA  - eng
PB  - Turku : Turku University of Applied Sciences
KW  - health
KW  - art
KW  - sustainability
KW  - music education
AB  - There are few studies on how engagement with the arts can nurture health in school systems and how this knowledge can prepare students, through higher education, to a more sustainable and healthy working life (Bojner Horwitz et al., 2021, Bojner Horwitz et al. , 2022). Few studies link the United Nations’ Sustainable Development Goals (SDGs) from the agenda 2030 into higher education practice (Bell, 2019). Therefore, and the rational for our research is the need to generate and share knowledge on how students, teachers, and researchers can connect the SDGs to pedagogical practice, and how this relates to their sustainable healthy working life. “Sustainable and healthy working life-engaging through music and other creative activities” is the overall project name from which this research stems and which is a part of an Erasmus Plus programme, hosted at Turku Univer- sity of Applied Sciences in Turku, Finland. The “Agenda for research on the sustainable of public health programs” with the following variables: 1) Trust, 2) Capacity for learning, 3) Capacity for self-organization, 4) Diversity and 5) Common meaning, has inspired our work and built our theoretical background. To be able to understand how to build educational programmes that introduce and prepare students for a healthy and sustainable working life, we interviewed master students from the programme in Contemporary Performance and Composition (CoPeCo), students from the Teacher Education programme and students from the Music Therapy programme at the Royal College of Music in Stockholm, Sweden. The overall aim is to gather information from creative music students from three different music education programmes, to be able to integrate sustainable and healthy knowledge-based curricula within artistic higher education programmes targeting students’ working life more specifically. This knowledge will help us build an educational platform for “arts & health” that facilitates students’ sustainable future working life. Our results suggest several practical implications for a programme for students that seeks to facilitate sustainable healthy working lives. The results strongly imply that art- based curricula or the art intervention programmes increasingly practiced in academia can be effective for enhancing workplace creativity and thereby sustainable health. The link between creativity and health needs to be better integrated in higher education. We suggest that educational programmes should employ more art-related creativity train- ing. We also suggest that we need more research on how to support the development of teachers’ creative problem-solving abilities, especially in the context of new skills de- velopment. Most educational programmes do not provide any type of formal creativity training for employees working in key areas of innovation and creativity. Our results show that continuously working with Health-Arts-Sustainability (here referred to HeArtS) later in the work environment could enhance creative capabilities, thereby driving innovation into a healthier working life for students, researchers and for teachers. Our next step is to spread and evaluate the HeArtS platform, through European implementation.
ER  - 

TY  - CONF
T1  - Teaching for entrepreneurial and mathematical competences: teachers stepping out of their comfort zone
T2  - Proceeding of the MAVI-22 Conference, Växjö, Sweden
A1  - Palmér, Hanna
A1  - Johansson, Maria
A1  - Karlsson, Lena
PY  - 2016
LA  - eng
PB  - : International Conference on Mathematical Views (MAVI)
KW  - mathematical education
KW  - matematikdidaktik
AB  - This paper reports on an educational design research study exploring the potential in combining the teaching of entrepreneurial and mathematical competences in Swedish primary schools. The focus in this paper, however, is not on the wholeness of this study but on changes in the teacher role when entrepreneurial and mathematical competences are to be combined in teaching – as expressed by the teachers themselves. Two of these expressed changes are “saying less” and “daring to let go of control”. In the paper, these two changes are explored in relation to how they seem to influence these teachers’ teaching of mathematics, and some implications are drawn regarding how their students’ possibilities to learn mathematics may have been influenced.
ER  - 

TY  - CONF
T1  - Middle school pupils’ understanding of bacteria and virus in the aftermath of Covid-19
T2  - Tepe 2023
A1  - Rönner, Anna-Clara
A1  - Jakobsson, Anna
A1  - Gericke, Niklas
PY  - 2023
SP  - 20
EP  - 20
LA  - eng
KW  - contagion literacy
KW  - covid-19
KW  - health literacy
KW  - primary education
KW  - students’ conception
KW  - biology
AB  - For the past couple of years, the COVID-19 pandemic had an immense impact on lives of individuals and societies around the world. The main purpose of this study was to delineate Swedish middle school (10-12-year-old) pupils’ understanding of bacteria and virus thereby illustrating the impact of the pandemic at schools and in society. Data were collected by semistructured, individual interviews and by asking participants to draw images of bacteria and virus. Thematic coding and content analysis of children’s annotated drawings were used. The morphology of the microorganisms from the drawings was analyzed by the deductively induced themes shape, surface texture and internal feature. Viruses were frequently considered larger than bacteria, but it was also common to view them being similar in size. Interrelationships between bacteria and viruses were expressed like a hierarchy with a “superior” microorganism, and as bacteria could generate viruses. Pupils drew microorganisms as cell-like and never portrayed them as animals or with anthropomorphic features, as reported in earlier research. Metaphoric aspects of drawings of viruses were summarized as being “bacteriophage-like” or “corona-like”. A virus was considered to induce the more grievous disease. Pupils seldomly tethered a specific virus to a specific infectious disease, and often named both "corona". However, when they did so, virus was tethered to flu and COVID-19 and bacteria to cold and plague. One ostensible suggestion for learning improvement would be to pay more attention to differences between microorganisms and their liaison to specific infectious diseases. This liaison is suggested as an important concept for developing contagion literacy. Furthermore, we recommend pathogenic bacteria and viruses to be explicitly taught in biology education at middle school or earlier in balance with knowledge about essential microorganisms. Finally, we propose the measures above to be integrated into the biology education of teacher´s education.
ER  - 

TY  - CONF
T1  - Practitioners’ gender beliefs and their embedded values in Swedish preschool
T2  - Abstract book. Innovation, Experimentation and Adventure in Early Childhood, 25th EECERA Annual Conference, Barcelona, September 7-10, 2015
A1  - Emilson, Anette
PY  - 2015
LA  - eng
KW  - gender beliefs
KW  - values
KW  - preschool
KW  - category maintenance
KW  - trangression
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - The aim is to gain knowledge about the practitioners’ gender beliefs and their embedded values in preschool. The research questions are: ‘Which beliefs can be detected in the practitioners’ talk about gender?’ and ‘Are there any conflicting values, in that case which are they?’. Johansson (2002, 2007a, 2007b, 2009 & 2011) and Emilson (2007, 2008 & 2011) have studied the communication of values in teacher and child interactions. Another study showed teacher and child communication influenced by gender stereotypes (Eidevald, 2009). To understand practitioners’ gender beliefs in preschool, Bronwyn Davies’ (2003) concepts of category-maintenance and transgression inform the study. Data consists of 10 group interviews in eight Swedish preschools. The interviews were semi structured, recorded and transcribed. A content analysis is used. Ethical considerations were paramount to ensure that the study met the ethical requirements (Backe-Hansen, 2009).31Written informed consent for the practitioners’ participation was obtained. The beliefs detected in the practitioners’ talk about gender regarded values about duality, compensatory and neutrality beliefs. Foremost, the practitioners believe in gender neutrality and that preschool is an arena for exceeding traditional gender patterns. There were also conflicting values. On the one hand there seems to be a striving to implement the curriculum goal, i.e. to counterbalance traditional gender roles. On the other hand there seems to be a wish to respect the interests of the individual child, which sometimes causes a clash with gender transgression aims. By enhancing practitioners’ awareness of gender beliefs, the quality of values education on gender may increase in preschool.
ER  - 

TY  - CONF
T1  - DISCOURSES OF PROGRAMMING TEACHING WITHIN COMPULSORY EDUCATION – FIXED OR CHANGEABLE?
A1  - Engström, Susanne
A1  - Björkholm, Eva
PY  - 2017
LA  - eng
AB  - Knowledge linked to programming has recently been extensively strengthened in curricula and syllabi in the Swedish compulsory school. The introduction of this new content requires that teachers have to be trained in programming and programming teaching. The aim of this study is to investigate what content and values that emerge as important in a professional development course and in the participating teachers’ teaching in their classrooms. Data was collected by observation of the teaching sessions within the course as well as in three of the teachers´ teaching, where notes were made continuously. By using a discourse analytical perspective, content and values that emerged as important within the teaching were identified. The findings show that the content knowledge in the teacher training course is taken for granted within the school context, as well as in itself. In addition, normative values and steering strategies have been identified within the teacher training course. In the classroom studies, similar values were identified among the teachers. A potential problem within the teaching practice was found in terms of a lack of progression of the content related to programming, as well as difficulties in relating the use of programming to relevant contexts.
ER  - 

TY  - CONF
T1  - TEACHERS' COLLABORATIVE LEARNING AND STUDENTS' OPPORTUNITIES TO PARTICIPATE IN MATHEMATICAL REASONING
T2  - Proceedings of the seventh international mathematics education and society conference, vols 1 and 2
A1  - Nordin, Anna-Karin
A1  - Sträng, Cecilia
PY  - 2013
SP  - 172
EP  - 175
LA  - eng
KW  - matematikämnets didaktik
KW  - mathematics education
AB  - The aim of this presentation is to briefly describe two ongoing studies, linked to each other. One study will be focusing on teachers' perception of their teaching before and after participating in school development projects. The other study focuses on teachers' moves in the classroom and the opportunities they provide for students to participate in mathematical reasoning. The two school development projects where empirical data is collected are the same for both studies. One project is a small project conducted by the authors of this paper and the other project is a national project, although we are just looking at a very small part of it. The national project is aiming to improve student achievement in Sweden through teacher development and will be available for all teachers in primary and secondary school.
ER  - 

TY  - CONF
T1  - Pros and cons of Chinese language distance courses
A1  - Rosenkvist, Wei Hing
PY  - 2008
LA  - eng
KW  - chinese as a foreign language
KW  - distance education
KW  - online teaching
KW  - internet-based learning
AB  - Because for some students in Sweden it is not possible to follow traditional university courses of Chinese as a second language, at our university we have developed several distance courses covering the whole first year of Chinese studies. In this paper I am focusing on pros and cons of distance courses of Chinese language compared to the traditional ones, both from the students' and teachers' point of view. While traditional courses have advantage in the fact that teacher can more easily create  supportive environment in the classroom, the interaction between the teacher and the students in distance courses is limited by the technology used (in our case: an e-conference software is used). A wide variety of teaching approaches can be used and both students and teachers get immediate and direct feedback. It is also less difficult to create good learning atmosphere. However, we have realized that distance courses are actually preferred by some students, who would have "mental blocks" in classroom environment. Moreover, distance courses lead to a higher motivation to prepare for the lessons due to smaller groups where everybody has to participate. In effect students either use the almost individual help provided by teachers and prepare regularly or simply drop out.
ER  - 

TY  - CONF
T1  - Competence and development of practioners’ in early childhood intervention in intra- and interprofessional perspective: Intra- Professional /Inter-Professional Perspective
A1  - Åman, Kerstin
A1  - Karlsson, Maria
PY  - 2011
LA  - eng
KW  - intra- and interprofessional competence
KW  - special education
AB  - Different organizations in Sweden offer early childhood intervention to children with disabilities and their families, usually organized as inter-professional practice. In our presentation we will give a meta-analysis out of the methodological procedures and results of empirical studies made in different professional groups. We will discuss competence and development as well as the social interaction of professionals involved in early intervention.Social interaction in groups of special needs educators makes more of dialogical reflection than critical discussion. Groups documenting their meetings focus on the content of discussions rather than the structure of the meetings. Group discussions increase possibilities for meta-level reflection. Inter-professional groups tend to focus on the general competence rather than on specific expert skills. Special needs educators show a communicative skill adapted to the commission of communicating with children and parents everyday talk rather than in a meta-theoretical level of language. There is ambivalence among the professionals when talking about their own progress during work based training, pride in the individual knowledge on the one hand and onthe other reflection of new insights.Research methods used are focus groups, questionnaires, stimulated recall and discussion protocols. These interactive research methods include feedback process which contributes to awareness and insight of professional competence in early childhood intervention. Extensive programs of education, research and teacher education or qualified dialogue on these matters could constitute proper arenas for the realization of these ambitions. Demanding conversations on shared problems of theory and practice, and their interrelationships, may help to integrate principled arguments with contextual complexity in systematic ways that could hopefully bring important validity claims to the fore of professional conduct.
ER  - 

TY  - CONF
T1  - Historical Content of the Compelling Question
A1  - Holmberg, Ulrik
PY  - 2024
LA  - eng
KW  - history education
KW  - history didactics
KW  - inquiry-based learning
KW  - inquiry design model
AB  - The purpose of this study is to explore how historical content is influenced by inquiry design aimed at developing students’ critical thinking skills and being relevant to students. As a background, educators have suggested that inquiry-based learning can be one approach to developing students' critical historical thinking skills. At the same time, a single focus on developing students' disciplinary thinking has been criticized for neglecting the existential dimension of history education. One inquiry model that aims to combine the relevance of the historical topic to students and the qualification of students' historical thinking is the American Inquiry Design Model, IDM (Swan et al. 2018). At the center of the IDM framework is an overarching question that frames the inquiry, referred to as a compelling question. The function of a compelling question is to be relevant in relation to both the subject matter and the students. Little is known about how these two qualitative dimensions are aligned in teachers’ inquiry designs (cf. Conrad et al. 2024). The empirical data consists of 14 inquiry designs  by secondary school teachers in Sweden. The inquiries were structured according to the IDM framework and communicated through a so-called blueprint, i.e. an organizational scheme for teaching the inquiry. The blueprints were analyzed qualitatively using a historical didactical framework referred to as the contact zone model (Johansson2023). The model distinguishes between two levels, an event level and a discursive level, as well as between the aspects of time and space. Preliminary results from the contact zone analysis will be presented, and the results are intended to provide teachers and teacher educators with guidance in selecting content in designing inquiries in history education.
ER  - 

TY  - CONF
T1  - Student-driven proportional reasoning approaches to an early algebra task
T2  - Lindmeier, A. M. & Heinze, A. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 5. Kiel, Germany: PME.
A1  - Lundberg, Anna L.V.
A1  - Hillman, Thomas
PY  - 2013
IS  - 5
EP  - 5
LA  - eng
KW  - early algebra
KW  - representations
KW  - mathematics education
KW  - proportional reasoning
AB  - In autumn 2011, Sweden introduced a new curriculum that, among other changes, introduces the concept of proportionality earlier than before. Under the new curriculum, proportionality is introduced during year six, the same year that early algebra and in particular the concept of variable is first included. In this presentation, we will examine the role of proportionality in Swedish early algebra lessons by examining the discursive and representational resources at play. To illustrate our analysis will draw on one lesson from a corpus of over 100 hours of early algebra classroom video recordings collected as part of the VIDEOMAT project. The particular sequence that we will discuss was identified through inductive multimodal analysis (Jewitt, Kress, Ogborn, & Tsatsarelis, 2001) that was conducted during a process of repeated shared data sessions (Jordan & Henderson, 1995). Following identification of this sequence that involves students working in groups on a patterning task, we drew on the Vygotskian tradition to interpret the relationships among discourse, gesture and forms of visual representations. In particular, we followed Kaput’s (1998) assertion that basic notations are fundamental and complex cultural achievements and adopted a view of representations as “a relationship of symbolisation between two representational systems” in line with Goldin (1998). Based on this analysis, we found that despite not having been introduced by the teacher or the textbook as a possible strategy for solving algebraic problems, the students made extensive use of proportional reasoning during the lesson. Given that the new Swedish curriculum introduces proportionality as a concept during the same year that algebra is introduced and the importance of supporting the building of connections between different mathematical concepts (e.g. Goldin, 1988), the student-driven use of proportional reasoning to solve algebraic tasks offers a significant pedagogical opportunity.
ER  - 

TY  - CONF
T1  - Transitions within Swedish compulsory school: Teachers’ and Policymakers’ problem representations
A1  - Ånger, Josefin
PY  - 2024
LA  - eng
AB  - Compulsory school in Sweden consist, since 1962, of 9 years, divided into 3 stages with no formal divide between primary and secondary school. Despite the reform for a cohesive compulsory school, a gap between the previously separated primary and secondary school were identified (as problematic), and several changes in curriculum and teacher education followed, e.g. removing the stages divisions. But since 2011, the curriculum and teacher education were again based on the 3 stages and new paragraphs concerning transitions were added to national steering documents. School organizations today bears historical traces, meaning that the transition between stages can entail different things – e.g. sometimes a change of school, sometimes not. This paper presents part of an ongoing project with the overarching aim to study how the transition between stages equivalent to primary and secondary school (in Sweden between year 6 and 7) is constructed and how these constructions might affect teachers’ possibilities to create continuity through the pupils schooling. Drawing on Bacchi’s (2009) “What’s the Problem Represented to be” (WPR) approach, the part presented in this paper concerns: How is the transition between year 6 and 7 represented as a problem in policy and teachers talk, and what aspects are left unproblematic in the representations? Assuming that representations affect how schools work with transitions and by extension the students’ experiences and learning possibilities. National steering documents and local (municipality and school) level policies were collected for the analysis, and individual interviews have been conducted with teachers in year 6 and year 7. When collecting local policy and doing the teacher interviews, the goal was to get a variety of contexts (different school organizations, urban/rural, socioeconomic areas). The problem representations visible in policy are mainly related to transfer of information between schools – what information should be transferred and how. The overarching problem representation being that some students struggle with the transition, and the solution for that is seen as transferring information about individual students’ deviations from the norm, to ensure continuity in support and hence their academical development. This is also a part of the teachers’ representation, but the teachers do not always agree, with policy and each other, on what information is necessary – resulting in distrusting the information given and the teachers giving/receiving it. The teachers also describe discontinuity in relationships as problematic, causing worries by students, and more work for teachers, at the same time new relationships are also described as positive. Left unproblematic in these representations are, among others, group aspects of teaching. The curriculum is interpretable and may not give enough information on where to continue teaching the group. Focusing transition mainly on the individual, and deviations, risk labelling students and shifting focus from the main work of teachers – teaching groups of students. Conclusions from these tentative results is that policy and teachers both represent discontinuity in support for individual students as a main problem, and information as the solution, but there is no joint view of what information is required to do that.
ER  - 

TY  - CONF
T1  - Critical literacy during the first year of primary school
A1  - Fristedt, Desirée
PY  - 2024
LA  - eng
KW  - swedish didactics
KW  - svenska språket med didaktisk inriktning
AB  - Critical literacy explores interactions of language and power, and addresses social issues about power, equity and justice (Comber 2015; Connolly 2017; Janks 2010). In education, critical literacy is considered a textual practice that encourages students to explore how texts position themselves and the world (Janks, 2013; Freire, 1972; Luke & Freebody, 1999). Research on the teaching and learning of critical literacy in the early school years, is, however, scarce, and there is a need to further explore how to best support young children’s development of critical literacy. The aim of this study is to develop teaching practices in the first year of primary school that promote students’ critical literacy. The study is conducted as part of an eight-month long combined research and professional developmental project aiming to develop teaching practices supporting young students’ critical literacy. The Interdependent Framework for Critical Literacy Education (Janks, 2013) was used for planning, implementing, and evaluating the project. According to the framework, it is essential that students adopt the role of a text analyst and learn how to examine and analyze texts in relation to power, diversity, access, and design/redesign. The project was based on an action research model emphasizing the joint learning between the researcher and the participating teacher and students (McAteer, 2013). Methods for data collection included audio recordings of planning sessions with teachers, observations and video recordings of lessons, and samples of student work. The tools of critical content analysis (Krippendorff, 2004) was used to examine the material. Findings from initial analyses indicate that it is possible to develop instruction that promotes young students’ critical literacy. In this talk, I present initial findings that show that instruction based upon the Interdependent Framework for Critical Literacy Education (Janks, 2013) encourages students to adopt a critical approach to speaking, reading and writing.
ER  - 

TY  - CONF
T1  - Hesitation in vocational learning situations – opportunities for learning
T2  - NORDYRK 2019
A1  - Lindberg, Viveca
PY  - 2019
SP  - 69
EP  - 70
LA  - eng
KW  - vocational education
KW  - learning. hesitation
KW  - critical incidents
KW  - activity theory
AB  - The purpose of this paper is to analyse empirical situations from a previous project on vocational learning in Swedish upper secondary vocational education, in order to identify ‘critical aspects’ of vocational knowing. The vocational areas for the programs were textile respective wood work. The research design was ethnographically inspired: in each school, initial data were a series of collective remembering sessions with all teachers in each of the two participating schools and programs, followed by a sequence of video-recorded teaching/learning in schools, focusing on a few students in each program while they were working with their assignments. Complementary to the video-recordings, teachers were audio-recorded for the purpose of documentation of their conversations with these students during their work. On several occasions, students showed hesitation in their work, but also the pattern observed for these students was similar. All examples analysed for this paper concern students’ hesitation while working with different assignments in school workshops or classrooms. The theoretical framework for the project is activity theory. The assignments, the communication between the students and their teacher, the tools they use and the material they were working with were analysed, focusing the ‘critical aspects’ – aspects that seems difficult for students to discern and therefor a didactic challenge since a common aspect of the result they seem crucial with regards to vocational knowing. 
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TY  - JOUR
T1  - Past and Present Intertwining When Learning is at Stake: Composing and Learning in a Music Theatre Project
T2  - International Journal of Education & the Arts
SN  - 1529-8094
A1  - Mars, Annette
PY  - 2016
VL  - 23
IS  - 17
EP  - 23
LA  - eng
PB  - : Pennsylvania State University Libraries
KW  - musikpedagogik
KW  - music education
AB  - This article presents a study investigating musical learning among 9th grade adolescents in a Swedish lower secondary school. The adolescents collaboratively composed songs for a self-written musical, which they taught to their peers. The purpose of the study was to explore the ways in which adolescents acquire musical knowledge in this specific setting. A sociocultural perspective was employed, and the methods used were observations and interviews with the adolescents. The results demonstrated that the adolescents’ choice of tools when learning and teaching their peers were the same as those used by their teacher. The written score was distinct in all their musical learning, suggesting the dominance of the written paradigm. In conclusion, in order to support musical learning, music teachers need to know how to create opportunities for peer teaching and leaving the students to themselves, and when to interfere and guide the adolescents into their Zone of Proximal Development.
ER  - 

TY  - CONF
T1  - Teaching fitness testing paradoxically: what tests do and can do in PE practice
T2  - AISEP International Conference 2024 Book of abstracts
A1  - Quennerstedt, Mikael
A1  - Barker, Dean
A1  - Johansson, Anna
A1  - Korp, Peter
PY  - 2024
SP  - 211
EP  - 212
LA  - eng
PB  - : AIESEP, University of Jyväskylä
KW  - physical education
KW  - teaching
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - In many countries, fitness testing is used in physical education (PE). Advocates of fitness testing in PE practice maintain that testing promotes physical activity, has long-term benefits regarding healthy lifestyles, and that it motivates students to be physically active. Fitness testing has, however, proven to be a contentious issue in PE, and other scholars question fitness tests for children in an educational context and describe them as demotivating, embarrassing, and humiliating. Despite criticism, fitness testing in school PE takes place, and we contend that using testing (or not), or indeed the way tests are used, is an educational choice teachers make with political and moral implications. The purpose of the study is thus to contribute to this educational dilemma with knowledge on the use of ‘fitness tests’ in PE practice. This is done through an exploration of a pedagogical intervention in a school in Sweden where tests were used to teach from a norm creative perspective in relation to how different bodies with different weight and form could be included. During the pedagogical intervention, the students tried different tests, discussed if tests were just or not, and also created their own tests. In the study, we draw on ‘new materialist’ methodologies asking what tests do and can do in PE practice. In our analysis, we brought together different affective elements of what tests do. These elements highlight that many tests produced traditional PE practices with activity, measurements, comparisons, and enjoyment in focus. Testing also in this way produced exposure and embarrassment. There were also obvious silences regarding body hierarchies, which often rendered big bodies invisible. However, teaching tests paradoxically also produced opportunities for creativity in moving, and opportunities to reflect upon norms about justice and normal bodies. As Alfrey and Landi (2022) and Alfrey (2023) contend, there seems to be a potential for de-territorializing in making tests meaningful and educative through student influence and to test out possible new practices. This involves space to discuss and critically scrutinize norms regarding bodies, movement, and testing regimes. In this way, we observed several more opportunities for de-territorializing through norm creative events regarding body weight and form in the lessons. These were, however, seldom recognized by the teacher. This highlights the importance of not only using tests but instead teaching with the tests and that both teachers and students become aware of paradoxical moments if they are to become educational. Alfrey (2023) An expansive learning approach to transforming traditional fitness testing in health and physical education: student voice, feelings and hopes. Curriculum Studies in Health and Physical Education, 1-16 Alfrey & Landi (2022) Fitness testing as a debated and contested PE-for-health practice. In Physical Education Pedagogies for Health (33-47) Routledge
ER  - 

TY  - JOUR
T1  - The paradox of the flipped classroom: One method, many intentions
T2  - Problems of Education in the 21st Century
SN  - 1822-7864
A1  - Bäcklund, Johan
A1  - Hugo, Martin
PY  - 2018
VL  - 4
IS  - 76
SP  - 451
EP  - 464
LA  - eng
PB  - : Scientia Socialis
KW  - flipped classroom
KW  - flipped education
KW  - qualitative interviews
KW  - teaching methodology
AB  - The Flipped Classroom is a teaching model where content attainment is shifted forward to outside of class, to be followed up by the teacher in class. In Sweden this way of teaching has become very popular during recent years. But what is gained by this way of teaching? Research on the Flipped Classroom in the context of the Swedish High School system is close to non-existent; why studies within this field are of great importance. In order to find appropriate informants, an electronic survey was constructed. Informants matching the selection criteria were then selected for qualitative interviews. In total nine informants agreed to participate in interviews (Semi-structured) to describe their experiences from flipping their own classrooms. The informants reported that the transition from more conventional ways of teaching to using the Flipped Classroom entailed major changes. The informants pointed out that the process of moving away from the more conventional way of teaching improved their teaching. All of the informants expressed they all used the Flipped Classroom methodology but they all did it with different goals in mind and their approach varied a lot. By using the same terminology, it might seem that they worked with the Flipped Classroom in similar ways, but the results show they did not. Herein lies the problem: Teachers say they flip their classrooms, which they do, but they do not share the same goals or approaches, just the term: The Flipped Classroom.
ER  - 

TY  - CONF
T1  - Interactions of Language and Power in the First Grade Classroom
T2  - 2024: Educational linguistics: Language(s) from childhood to adult age
A1  - Fristedt, Desirée
PY  - 2024
LA  - eng
PB  - : Linnaeus University Press
KW  - swedish didactics
KW  - svenska språket med didaktisk inriktning
AB  - The aim of this study is to develop teaching practices that promote students’ critical literacy in the first year of primaryschool. The following research questions are addressed: 1) How can instruction that promotes students’ critical literacybe designed, planned, and conducted? 2) What possibilities for developing writing skills does instruction promoting acritical literacy perspective offer? The study was conducted as part of an eight-month-long combined research andprofessional developmental project in a Swedish primary school. The Interdependent Framework for Critical LiteracyEducation (Janks, 2013) was used for planning, implementing, and evaluating the project. Methods for data collectionincluded audio recordings of planning sessions with teachers, observations and video recordings of lessons, andsamples of student work. The tools of critical content analysis (Krippendorff, 2004) was used to examine the material.Findings from initial analyses indicate that teacher-led discussions, with questions based on the framework, enhancedthe students’ ability to reflect over and deepen their understanding of language use in relation to issues about power.The students also developed awareness of their own writing, particularly in terms of vocabulary selection. Criticalliteracy explores interactions of language and power, and addresses social issues about power, equity and justice(Comber, 2015). In education, critical literacy is a textual practice that encourages students to explore how texts aresocially constructed and position the writer and reader in specific ways (Janks, 2013). Research on the teaching andlearning of critical literacy in the early school years is, however, scarce, and there is a need to further explore how tobest support young children’s development of critical literacy (Larson & Marsh, 2015).
ER  - 

TY  - JOUR
T1  - Remote Operation and Control of Traditional Laboratory Equipment
T2  - International Journal of Online Engineering
SN  - 1868-1646
A1  - Gustavsson, Ingvar
A1  - Zackrisson, Johan
A1  - Åkesson, Henrik
A1  - Håkansson, Lars
A1  - Claesson, Ingvar
A1  - Lagö, Thomas L
PY  - 2006
VL  - 1
IS  - 2
SP  - 1
EP  - 8
LA  - eng
KW  - electronics
KW  - engineering education
KW  - remote labs
KW  - online engineering. signal processing
KW  - vibration
AB  - Physical experiments are indispensable for developing skills to deal with physical processes and instrumentation. The Internet provides new possibilities for universities and other teaching organizations to share laboratories and increase the number of lab sessions without incurring any increase in cost. Blekinge Institute of Technology in Sweden has opened a traditional electronics laboratory for remote operation and control 24/7; it is the first of its kind. The laboratory is equipped with a unique virtual interface enabling students to recognize on their own computer screen the desktop instruments and the breadboard they have already used in the local laboratory. The research is focused on what is perceived to be the greatest challenge, i.e. to give the student laboratory experience that is as genuine as possible despite the lack of direct contact with the actual lab hardware at the same time as it allows the teacher to use existing equipment and teaching material. The goal is to produce an open international standard.
ER  - 

TY  - CONF
T1  - Teaching in Preschool - a concept in motion
T2  - What contextual features shape and enable the success of a pedagogic approach, e.g. teacher education, professionalism, leadership, curriculum subject, resources, culture?
A1  - Olsson, Maria
A1  - Lindqvist, Gunilla
A1  - Eneflo Lindgren, Elisabeth
PY  - 2021
LA  - eng
KW  - teaching
KW  - preschool teacher
KW  - research circle
KW  - ddactic
KW  - motion
AB  - The purpose of the study was to develop knowledge about how preschool teachers give different meanings to teaching in preschool. In Swedish preschools, teaching has been traditionally downplayed, favoring the more holistic approach called Educare (Eidevald & Engdahl, 2018). Studies indicate that preschool teachers view the concept of teaching as controversial in a preschool context (Hammer, 2012; Sæbbe & Pramling Samuelsson, 2017; Vallberg Roth, 2018). Theoretically, teaching relates to different logics of responsibility of preschool teachers in terms of professional responsibility and accountability (Englund & Solbrekke, 2015). The conceptual framework also relates to Abbott’s (1988) reasoning on the jurisdictional control of preschool teachers. Additionally, the concept of ideological dilemmas (Billig, et al., 1996) is used. This study was carried out during 2017–2020 and was conducted as a research circle, within the tradition of participatory action research (Holmstrand & Härnsten, 2003). Ten meetings were held with fifteen preschool teachers. The analysis followed the procedure for a qualitative content analysis (Graneheim & Lundman, 2004). A consent form and information sheet was provided to all participants. They had the opportunity to withdraw from the study at any time. The participants were anonymised. The results highlight several ideological dilemmas e.g. tensions between the management of preschool teachers towards predefined and national goals and what occurs in the moment, in the interactions between teachers and children in the local context. There are implications both for preschool practice and preschool teacher education since the voices of preschool teachers are in focus in this study.
ER  - 

TY  - CONF
T1  - Literacy and relevant schooling in rural Tanzania
T2  - Multiliteracies and the Contact Zone
A1  - Wedin, Åsa
PY  - 2003
LA  - eng
PB  - Ghent, Belgien
KW  - litaracy practices
KW  - tanzania
KW  - literacy education
KW  - litteracitetspraxis
AB  - The most fundamental skill to be learnt in school is literacy. In my study I focus on literacy as a socially and culturally situated practise. This perspective on literacy has been mainly developed within an ethnographic research framework, both to contest and to complement the more traditional psychological and cognitive approaches which have been prominent in educational contexts. Researchers such as Sylvia Scribner and Michael Cole (1981), Shirley Brice Heath (1983), Bambi Schieffelin and Elinor Ochs (1986), Caroline Liberg (1990), Birgitta Kullberg (1991), Ingvar Lundberg (1991), Don Kulick and Christopher Stroud (1993), Brian Street (1993, 1995) and David Barton (2001) have opposed the traditional views of literacy as an autonomous phenomenon consisting of a number of separate skills which may be studied separately, outside their contexts. Ethnographic methods provide the researcher with tools to create an understanding of how people perceive a phenomenon, such as literacy or education. Ethnographic research carried out by among others Shirley Brice Heath (1983), 1986), Karen Ann Watson-Gegeo (1992),Bambi Schieffelin and Elinor Ochs (2001 and Susan Philips (2001) has shown the importance of connection in education between what happens in homes, in school and the society.      In my research I focus on literacy practices in homes, in primary school and in the community in Karagwe district in the north-west of Tanzania. My aim is to find ways to bridge between what happens in school and the society to make literacy education more relevant and efficient If schooling can be made to build more on pupils pre-knowledge, such as language skills, communicative patterns, ways of learning and perspectives on knowledge, literacy education may become more efficient and if literacy education can be better linked to skills pupils will need in their lives, schooling may become more relevant.      The study is a longitudinal one based on ethnographic methods. By using different techniques, such as participant observation, interviewing, logbooks and written artefacts in settings such as homes, schools, marketplaces, adult education, women groups and churches I try to build an understanding of how people make sense of literacy. As a part of the study I have studied interactional patterns. Child-child and adult-child interaction in homes has been compared with teacher-pupil interaction in classrooms and with adult-adult interaction in the community.      Preliminary results from my studies indicate that the discrepancy between literacy practices in school and homes in Karagwe, and also discrepancies in language use, communicative patterns and perspectives on learning,  constitute important obstacles for pupils’ literacy acquisition and that some important literacy skills that pupils will need in their lives are neither taught nor learned at school. The study also indicate that much of pupils’ literacy acquisition may today take place outside the school context. References Barton, D. 2001: Literacy in everyday contexts. In: Verhoeven, L. and Snow, C. 2001: Literacy and Motivation. Reading Engagement in Individuals and Groups. London: Lawrence Erlbaum associates, Publishers. . Heath, S. B.1983: Ways with words: language, life and work in communities and classrooms.  Cambridge England: Cambridge University Press. Heath, S. B. 1986: What no bedtimestory means, narrative skills at home and in school. In: Schieffelin, B. B. & Ochs, E.1986: Language socialization across cultures. Cambridge: Cambridge University Press.  Kullberg, B. 1991: Learning to learn to read. Göteborg: Acta Universitatis Gothburgensis. Kulick, D. and Stroud, C. 1993: Conceptions and uses of literacy in a Papua New Guinean village. In: Street, E. (ed) 1993: Crosscultural approaches to literacy. Cambridge: Cambridge University Press. Liberg, C. 1990:  Learning to read and write. Uppsala: Uppsala University. Lundberg, I. 1991: Svensk läsundervisning i ett internationellt perspektiv. Stavanger: Center for Reading Research. Philips, S. 2001: Competence: Warm Springs Children in Community and Classroom. In: Duranti, A (ed) 2001: Linguistic Anthropology. A Reader. Malden, Mass. : Blackwell Publishers Schieffelin, B. B. and Ochs, E. (eds) 1986: Language socialisation across cultures. Cambridge: Cambridge University Press. Schieffelin, B. B. and Ochs, E. 2001: XXX In: Duranti, A (ed) 2001: Linguistic Anthropology. A Reader. Malden, Mass. : Blackwell Publishers. Scribner, S. and Cole, M. 1981: The Psychology of Literacy. Cambridge: Harvard University Press. Street, B. (ed)1993: Cross-cultural approaches to literacy. Cambridge: Cambridge University Press. Street, B. 1995: Social Literacies Critical Approaches to Literacy in Development, Ethnography and Education New York: Longman Publishing. Watson-Gegeo, K. A. 1992:  Thick explanation in the ethnographic study of child socialization: A longitudinal study of the problem of schooling for Kwara’ae (Solomon Islands) children. New Directions for Child Development 58, 51-66.
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TY  - CONF
T1  - Parental involvement through Web-based Learning Management System (LMS) - experiences and lessons
T2  - Unequalising World – Equalising School?
A1  - Gu, Limin
PY  - 2016
LA  - eng
PB  - Turku
KW  - learning management system (lms)
KW  - learning room (lr)
KW  - implementation process
KW  - school-home communication
KW  - parental involvement
KW  - teacher survey
AB  - In Spring 2015, a new web-based Learning Management System “Learning Room (LR)” was implemented in all public schools in one municipality located in the north part of Sweden. To evaluate the implementation process, as well as to investigate teachers’ experiences of application of LR, an online survey questionnaire was sent anonymously to all grade 1-12 teachers in March 2016. The purpose of this paper was to describe and discuss the teachers’ (N=454) experiences and perceptions regarding the use of LR in communicating and interacting with parents. The result indicated that the majority of teachers had negative experiences of some features in the system, which prevented the opportunities for their own and parental use of the system. This had caused the decrease of school-home communications in practices. However, it was too early to make a simple conclusion that the implementation of LR was totally failed. Implementation of a new educational technology is a complex process. A successful implementation of technologies in education calls for policy commitment, quality features of the technical design, sufficient organizational support and positive personal attitudes and efforts.
ER  - 

TY  - CONF
T1  - The collegial learning model as an intervention for teacher professionalism
T2  - NERA abstract book
A1  - Kirsten, Nils
A1  - Carlbaum, Sara
PY  - 2019
LA  - eng
AB  - In 2011, the Swedish National Agency for Education (NAE) coined the term “collegial learning”(“kollegialt lärande”) to describe their new model for teachers’ professional development (henceforthtermed “the collegial learning model”). The report introducing the concept argued that the idea wassupported in research, such as Timperley et al. (2007) and Cordingley et al. (2005), although none of thecited texts used the term ”collegial learning” or discussed the proposed model. In this sense, the modelis a specific Swedish phenomenon, but with links to an international movement emphasizing teachercollaboration. The model has since its introduction been used in a range of national competencedevelopment programs, the largest being the Mathematics Boost (“Matematiklyftet”) and the LiteracyBoost (“Läslyftet), reaching at least 37 000 and 33 000 teachers, respectively, up until 2018.The collegial learning model is not the first model for professional development introduced by the NAE.As has been outlined by Kirsten and Wermke (2017), the NAE has over time organized programs for“school development”, “development dialogues” and “local developers” to enhance local schooldevelopment. Thus, the idea of collegial learning may be seen as yet another attempt to steer andsupport teachers’ work by balancing external ideas and local influence.In this study, we argue that it is necessary to understand an intervention, such as the collegial learningmodel, as a problematizing activity. As Bacchi (2009) states, policy interventions are productive in thesense that their problem representations and solutions construct actors, objects and relations in specificways. Thus, professional development programs formulate ideals that schools are evaluated against.Based on this approach, we investigate the underlying assumptions that problem representations andsolutions are based on, through an analysis of the grey literature regarding the introduction of thecollegial learning model in the Mathematics Boost.Preliminary findings indicate that the texts introducing the collegial learning model are characterized bydetailed descriptions of deficits in teaching practice, as well as clear ideas of how teaching should beimproved. This legitimates the introduction of a professional development model that governs local workprocesses, professional development content, and classroom activities to an extent previously unknownin NAE competence development efforts. We argue that this unusually strong connection to teachingpractice makes the model an especially interesting case for investigating competence development asreframing of teacher professionalism.
ER  - 

TY  - JOUR
T1  - To communicate the theory of evolution to all from babies to adults
T2  - Conexão Ciencia
SN  - 1980-7058
A1  - Mattsson, Jan-Eric
A1  - Lönn, Mikael
A1  - Mutvei, Ann
PY  - 2017
VL  - 2
IS  - 12
SP  - 408
EP  - 415
LA  - eng
PB  - : Formiga/MG, open access
KW  - evolution
KW  - teaching
KW  - theory of evolution
KW  - teacher training
KW  - concepts
KW  - assessment
KW  - other research area
KW  - annat forskningsområde
AB  - Teaching evolution is a tricky business. Less teaching seems to give better understanding of the theory. Evolutionary processes are dialectic relations between many actors, individuals, groups, abiotic and biotic factors etc., different from mechanistic descriptions of relations between singular objects in other scientific theories. This difference, in combination with religious beliefs confuses efforts to get understanding and acceptance of the theory of evolution. With the new curriculum for Swedish compulsory school, science education has to be linked to students’ own experiences in order to promote critical thinking and skills useable in daily life. Further, biology in science teaching during the first school years is focused on general observations and fundamental concepts, not on scientific methods and evolutionary processes. Thus, students often experience biology as a subject filled with facts about simple relations and teleological explanations, making the theory of evolution superfluous. The objectives here were to design teaching in evolutionary theory adapted to the professional needs of students and to assess the learning outcome. Three different courses in evolutionary theory were included. Two pre-service teacher training programs, for nursery school and for year 4–6 in the compulsory school, and one for students in environmental studies were included. Assessments of learning outcome were made by analyses of texts written by the students. The quality of the science knowledge content and the personal and professional development were assessed by using the 4 R’s of Doll. Associations between concepts and understanding were evaluated using clustering and ordination statistical techniques. The learning outcome was good showing visible progressions in the understanding. Thus, it is important to assess the understanding of concepts rather than estimating their frequency in students texts.
ER  - 

TY  - CONF
T1  - A Learning Study on Fifth Graders Capability To Cut along Lines with Scissors in Craft Materials
A1  - Frohagen, Jenny
PY  - 2025
LA  - eng
KW  - learning study
KW  - sloyd education
KW  - craft
KW  - critical aspects
KW  - slöjd
KW  - slöjdundervisning
KW  - kritiska aspekter
KW  - visuella kulturer och lärande
AB  - This study is based on concerns among sloyd/craft teachers that more and more students exhibit deficiencies in dexterity and craft skill. We can assume that many students today lack experience in handling tools and craft materials in their home environment and during leisure time. A similar issue has been reported in surgical education where medical students struggle with practical tasks such as cutting and sewing (Coughlan, 2018). A characteristic of craft knowledge is an ongoing dialogue between the intention, the craftsperson handling the tool and the craft material (Illum, 2004). To succeed in this dialogue, learners need to discern critical aspects of maneuvering a tool in a specific material in the intended way and they also need to understand in this case what it means to cut along a line appropriately. The purpose of this study is to clarify understandings of dexterity and craft skill as subject specific knowledge in handicraft/sloyd education and elaborate how the capability of using hand tools appropriately and accurately can be taught. The research questions are: - What critical aspects can be identified when fifth graders use scissors, trying to cut along lines in craft materials? - How can these aspects be taught efficiently? A Learning Study (Marton & Pang, 2006; Carlgren, 2012) with fifth graders (11 years old) in the Swedish school subject Sloyd was conducted by five sloyd teachers between January and May 2025. Three classes with 13-15 students per group have participated. The object of learning includes the capability to cut through paper, fabric and sheet metal using different types of scissors. Three cycles will be carried out (at present two cycles have been completed) with videorecorded and photographed results from pre/post-tests, from research lessons and with notes from the teacher meetings.  The task in the pre/post-test was to cut along three different lines in each material: a straight line, a curve and an angle. One critical aspect was discerning how to place the scissors and the material against something to get support. Many students were cutting while holding the material up in the air instead of resting the fabric against the table or getting support from the knee or table when cutting sheet metal with metal scissors. Another critical aspect was initial placement and adjustment of the scissors, not positioning them too far ahead of or across the line. A third critical aspect was discerning the need to press the scissors partway down and not all the way, to gain control and maintain the cutting direction.References:Carlgren, I. (2012). The Learning Study as an approach for ‘clinical’ subject matter didactic research. International Journal for Lesson and Learning Studies, 1(2),1-18.Coughlan, S. (2018). Surgery students ‘losing dexterity to stitch patients’. BBC, 30 October, 2018. Available at:  www.bbc.com/news/education-46019429 Illum, B. (2004). Det manuelle håndværksmæssige og læring – processens dialog (Doctoral Thesis). Köpenhamn: Danmarks Pædagogiske Universitet.Marton, F. & Pang, M. F. (2006). On Some Necessary Conditions of Learning. The Journal of the Learning Sciences, 15(2), 193-220.
ER  - 

TY  - JOUR
T1  - Discourse comprehension intervention for high-functioning students with autism spectrum disorders: preliminary findings from a school-based study
T2  - Journal of Research in Special Educational Needs
A1  - Åsberg, Jakob
A1  - Dahlgren Sandberg, Annika
PY  - 2010
VL  - 2
IS  - 10
SP  - 91
EP  - 98
LA  - eng
KW  - discourse comprehension
KW  - autism spectrum disorders
KW  - instruction
KW  - school
KW  - literacy
KW  - special education
AB  - Many students with autism spectrum disorders (ASD) demonstrate comprehension difficulties. In the present study, 12 high-functioning Swedish students with ASD (aged 10–15 years) took part in a naturalistic classroom-based intervention to support comprehension of connected narrative discourse. An effective approach for supporting discourse comprehension in children with ASD was assumed to include: (i) providing teachers and students with a shared and explicit set of concepts for talking and thinking about the activity of comprehension, that (ii) can structure the child’s discourse comprehension under scaffolding and modelling from the teacher. In the pre-testing session, the students with ASD presented with poor discourse comprehension but receptive vocabulary and reading decoding skills close to normative performance. Post-intervention test results, following 4 weeks of training, indicated specific and significant improvements in discourse comprehension. Support for the potential of this type of teaching was also obtained from teachers and students. The teachers reported that they would continue to use the same or similar comprehension instruction for 11 out of 12 students, and for multiple reasons, and students were also mostly positive to the training. Implications for practice and further research are discussed, as are limitations of the study.
ER  - 

TY  - CONF
T1  - Teachers' ESD self-efficacy and practices: A longitudinal study on the impact of teacher professional development
A1  - Boeve-de Pauw, Jelle
A1  - Olsson, Daniel
A1  - Berglund, Teresa
A1  - Gericke, Niklas
PY  - 2022
LA  - eng
KW  - environmental science
AB  - This longitudinal quantitative study investigated teachers’ development of self-efficacy andteaching practices relating to education for sustainable development (ESD) in four compulsory schools in a Swedish municipality. The teachers participated in a professional development program over three school years designed to support them in implementing ESD. The program was based on five seminars that supported teachers to locally discuss and experiment with the principles, complexities and challenges of ESD. Data was collected at five different time points using a questionnaire including scales measuring teachers’ self-efficacy for ESD and their self-reported ESD practices. Results show that the teachers’ self-efficacy was boosted early in the program, but it fell back to initial low levels after confrontation with practice. Through further experimentation in their own practices, the teachers’ self-efficacy for ESD increased back to the initial level toward the end of the program. Furthermore, teachers started self-reporting actual implementation of ESD practices as the program progressed, and the correlation between teachers’ self-efficacy for ESD and self-reported ESD practices grew. These results highlight the importance of providing teachers with long-term opportunities for bringing ESD into their own educational practice. The results also caution against using self-efficacy as an outcome measure in short-term professionalization initiatives.
ER  - 

TY  - CONF
T1  - Teachers’ knowledge and experiences of teaching reading and writing
T2  - ECER 2011, Urban Education
A1  - Alatalo, Tarja
PY  - 2011
LA  - eng
PB  - Berlin
KW  - reading
KW  - reading difficulties
KW  - special education
KW  - teachers’ knowledge
KW  - conditions
AB  - Teachers’ knowledge and experiences of teaching reading and writing The aim of this study is to perform an analysis of teachers’ experiences and knowledge in teaching students with reading and writing difficulties. Reading is an unnatural process and most children need instruction in reading and writing (Blachman, 2000). There is considerable evidence that competent teaching will alleviate or reduce the severity and consequences of reading failure (Blachman et al., 2004; Foorman et al., 2006). Investigators have begun to pay increasing attention to the role of the teachers’ domain-specific knowledge in the area of reading (Cunningham, Perry, Stanovich, & Stanovich, 2004; Moats, 1996, 2009; Moats & Foorman, 2003). As an introduction an interview study was conducted with teachers in grades 1-2. This study pointed out that the identification of students that have reading and writing difficulties differ among schools. Among other things, it depends on the gathered knowledge about reading and writing that the teachers at the school posses. Further, a questionnaire study with 300 Swedish teachers in the grades 1-3 has been completed. The questionnaire contents partly the teachers’ implementations, attitudes and conditions in their practical teaching. Partly it is a survey of teachers’ knowledge about and attitudes towards reading instruction and students’ further development in reading and writing. There is also a test on teachers’ knowledge about linguistic awareness, general orthographic rules and spelling conventions as well as on teachers’ knowledge about practical reading instruction and abilities to identify students’ writing difficulties. The research questions are defined as follows: • How do teachers state that they identify students that have reading and writing difficulties? • How are teachers reasoning about their experiences, knowledge and conditions in other respects, with relevance for the opportunity to give these students support? • Which concrete support do teachers consider that they give students that have reading and writing difficulties? • Which knowledge do teachers have in basic reading and writing instruction? • Which criterions do schools have for students that have reading and writing difficulties in order to give them special education? As in research done in USA, even this study shows that teachers achieve relatively low results on parts in the test. While the research has been going on, one comprehensive question has made a starting point, but also been clear in both the interview and questionnaire studies: Who should teach students that have reading and writing difficulties? Is it the class teacher or the special educator or both of them? It is significant that students that have some kind of difficulties in reading and writing are identified early and given opportunities to get support to develop and to get improved. Consequently in this dissertation, it is important to investigate and problematize the teachers’ opportunities and conditions to meet that kind of demands. Blachman, B. (1984). Relationship of rapid naming ability and language analysis skills to kindergarten and first-grade reading achievement. Journal of Educational Psychology, 76, s. 610-622. Blachman, B. (2000). Phonological awareness. I R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds. ), Handbook of Reading Research, Vol. 3, s. 483-502. Mahwah, NJ: Erlbaum. Cunningham, A. E., Perry, K. E., Stanovich, K. E. & Stanovich, P. J. (2004). Disciplinary knowledge of K–3 teachers and their knowledge calibration in the domain of early literacy. Annals of Dyslexia, 54, s. 139–172. Moats, L. C. (1994). The missing foundation in teacher education. Knowledge of the structure of the spoken and written language. Annals of Dyslexia, 44 s. 81-104. Moats, L. C. (2009). Knowledge foundations for teaching reading and spelling. An interdisciplinary Journal, 22 (4) s. 379-399. Moats, L.C., & Foorman, B. (2003). Measuring teachers content knowledge of language and reading. Annals of Dyslexia, 53, p. 23-45.
ER  - 

TY  - CONF
T1  - Dance making in a STEAM project in early childhood education
A1  - Lindqvist, Anna
PY  - 2025
LA  - eng
KW  - bodying
KW  - dance
KW  - fairy tale
KW  - gender
KW  - steam
AB  - The aim of this study is to investigate how dance emerges in a STEAM project in preschool. What can dance become in STEAM teaching? Research shows that opportunities for learning through dance vary across Swedish preschools. For some preschool teachers, teaching dance appears to be challenging. Different types of child-initiated dance are encouraged, and preschool teachers emphasize the importance of including all children (Pastorek Gripson et al., 2022). Dance is often described as "girlish" (Risner, 2017). Areljung and Günther-Hanssen (2022) highlight the importance of applying a gender lens in STEAM practices. This research is based on a sociomaterial perspective (Barad, 2007). "Agential realism" explores how social and material entities are entangled. Spaces, objects, phenomena, and concepts are intertwined and mutually shape one another. The research project was conducted in collaboration with preschool teachers. One preschool teacher structured a dance activity based on a fairy tale. The group consisted of 12 children aged 4–5 years. Data was collected through video recordings. Ethical guidelines were followed. A consent form, including information about the project and the participants' rights, was provided to parents and preschool teachers. Written consent was collected by the researchers.Findings indicate that the fairy tale stimulated children to express and experience emotions through their bodies. Learning in dance can involve embodiment, play, and sensory exploration. The children engaged in activities related to shape, space, body, and effort. Various dance activities emerged, involving intra-actions with props, among other elements. From a gender perspective, inclusivity and collaboration were evident.
ER  - 

TY  - CONF
T1  - ECE teachers’ perceptions of a MOOC-inspired PD-program - problematizing the scientific basis for effective PD for ECE teachers
T2  - 32nd EECERA ANNUAL CONFERENCE Developing Sustainable Early Childhood Education Systems: Comparisons, Contexts and the CognoscentiBrighton, United Kingdom 3rd – 6th September 2024. Programme of Symposia.
A1  - Sundqvist, Pernilla
A1  - Berg, Benita
A1  - Nilsson, Tor
PY  - 2024
LA  - eng
KW  - professional development
KW  - mooc
KW  - scientific basis
KW  - core features
KW  - teacher perceptions
AB  - Developing sustainable early childhood education (ECE) demands competent staff. For this, regular professional development (PD) is significant. This study aims to problematise choices about scientific basis for PD-programs for ECE teachers. A concept for PD that has drawn attention the last years is massive open online courses (MOOC). Although researched and found promising for PD (e.g Herranen et al. 2021), the concept is not entirely compatible with other research on effective PD (Desimone, 2009). We draw on Desimone’s (2009) program theory for effective PD which include five core features: content focus, coherence, active learning, duration and collective participation. This will be discussed in relation to the results and problematised in relation to MOOC. This ongoing study is conducted within a qualitative research paradigm. Through a qualitative content analysis (Hsieh & Shannon, 2005) of the 14 participants' written and oral evaluations of a PD-program designed with inspiration from the MOOC-concept, we study their perceptions of the form of the PD-program. In line with the guidelines of the Swedish research council (2017) consent was collected after the participants had been informed in writing about the aim of the research, valuntary participation and confidential treatment of personal data. Early results show the participants even before starting the PD-program recognized the lack of one core feature - collective participation - as they themselves organized meetings to discuss the course content. The results will contribute knowledge about whether the MOOC inspired PD-program is perceived to provide an effective learning environment for early childhood teachers.
ER  - 

TY  - CONF
T1  - Focusing on Competencies in Mathematics Teachers Professional Development in Sweden
A1  - Popov, Oleg
A1  - Ödmark, Krister
PY  - 2015
LA  - eng
KW  - learning activities
KW  - mathematics competencies
KW  - professional development
KW  - material development
KW  - educational leadership
KW  - utbildningsledarskap
AB  - 1.      IntroductionCompetence approach is one of the major innovations in the latest school curriculum reform in Sweden that has been gradually introduced since 2011. This reflects broader international trend of Competence Based Education around the world during the past decade (Biemans, et.al, 2009, Niss and Højgaard, 2011). In order to familiarise teachers with latest curriculum innovations and to raise their general didactical competence of mathematics the Swedish National Agency for Education is implementing a project called Matematiklyftet. The project uses a praxis-based collegial learning approach supported by facilitators and presented in the project web portal https://matematiklyftet.skolverket.se/. The teachers’ activities are framed by study modules which material are freely available on the web. The teachers work with one module per term. Over twelve thousand teachers from about three hundreds schools take part in these activities yearly.The authors of this paper were in charge of the material development for the high school module “Competence based mathematics teaching”. The module consists of eight parts. In each part participants carry out activities in four steps with the following allocation of time: individual preparation (45 – 60 min), collegial discussions (90 – 120 min), practical activities/lessons (one lesson), and common follow up and reflections (45 – 60 min).This paper provides the authors reflections about the process of the module development and results from the teachers’ evaluations. The paper attempts to highlight two questions:What lessons could be learned from the process of material production for the professional development of mathematics teachers in Sweden?What feedback provided teachers aiming to improve the module material?The Activity Theory (AT) has been used as a theoretical ground for reflection on our developmental work (Cole and Engeström, 2007). This theory was also used to reflect on different aspects of learning activity (Davydov, 1999) and the effects of proactively introducing competencies in order to transform classroom practice (Cole and Engeström, 2007). According to Kinard, Kozulin (2008, p. 25), “the learning activity includes orientation in the presented material, transformation of the presented material into a problem, planning the problem-solving process, reflection on chosen strategy and problem-solving means, as well as self-evaluation”. These concepts were important for the design and evaluation of our “module work”METHODSA qualitative study was carried out with teachers participating in Matematiklyftet and working with our module in 2014. The data collection was organized through systematic reflective insights on the working process by the authors of the paper, an analysis of twenty teachers’ activity reports, and semi-structured interviews with ten teacher educators. Interview guide embraced different aspects of the work with the module content. Convenience sampling was used in the selection of the data sources and informants. The reports’ analysis gave insight into the teachers’ opinions about quality of module material and their perceptions of the particularities of working in the suggested ways.2.      FindingsIn this section the selection of results and expected outcomes of the study are presented based on the collected data.2.1.Some insights on the work processThe sources of inspiration for the project have been: Japanese “lesson study” model consisting of lesson preparation, auscultation and collegial reflections about the implemented lesson; and the SINUS project (Germany), in particular a scaling up form of using study modules, facilitators, and Internet based platform (Ostermeier, Prenzel, Duit, 2010).However, the authors learned during the introductory meeting for the module that it is not possible to ask the teachers to do auscultations of each other’s lessons and to provide material that demands more than sixty minutes time to prepare for the first group discussion meeting. Thus, the idea of “lesson study” was implemented without teachers attending colleagues’ lessons and became a debilitated version of the Japanese model. Lesson without peer auscultation is a half-blind activity. To compensate for the absence of a colleague’s feedback teachers had to rely on personal reflection and self-monitoring, which was a particularly demanding activity that needed special development. An attempt to substitute “auscultation of a colleague’s lessons” by the practice of “noticing” (Mason, 2002) was centrally promoted but not eagerly accepted by practicing teachers. Teachers had difficulty in impartially sketching notes of the events attracting their attention during the teaching for further reflection afterwards. Therefore, in the common follow up and reflections after a lesson teachers could immerse in a culture of discussion, but did not have the chance to develop a culture of giving and taking feedback, which is crucial for their didactical development.Reports from practicing teachers concerned mainly forms of presentation and estimation of time required for readings and discussions. It provided a rough indication of the didactical quality of the material as expected by the participants of the professional development program. The teachers also asked for easy to use material, such as banks of problems with given solutions. They wanted to have resources that would facilitate their daily professional life. However, there were rather few content related comments that could contribute to the improvement of the material.2.2.Potential outcomesThe authors’ experience of material development and teachers’ feedback suggest existing potential for the improvement of practice. The time frame for individual preparation (maximum one hour) seems to be too short for a teacher to become familiar with the suggested readings and make serious preparation for common discussions in the second step of module activities. This limitation significantly affects the material developers’ ambitions and opportunities for depth and quality of content presentation. Reference to the unrealistic amount of required preparation work that should be done in one hour was a recurrent issue reported by the teachers.Modules do not include any guides for the facilitators who coordinate and monitor teachers’ activities. Such guides could facilitate participants’ group work. Facilitators do not receive any orientation about the modules, their key contents and expected work-forms. Provision of a manual for facilitators could make the 90 min allocated for collegial discussions more effective.Teachers develop and test many ideas and tasks during the module activities, but there is no requirement for their collection, systematization or any form of distribution. It could be argued that building a bank of teachers’ ideas and tasks in each module can create the necessary preconditions for perpetuating in-school professional development activities. However, it seems that potential difficulties for the project leadership in planning for this extra activity and solving the technical issue of storing material on the web has deprived modules of this valuable addition.The evaluation of modules was not built into the module structure, for example, to be included in the final part of the module work.ReferencesBiemans, H., Wesselink, R., Gulikers, J., Schaafsma, S., Verstegen, J. and Mulder, M. (2009). Towards competence-based VET: Dealing with the pitfalls. Journal of Vocational Education and Training 61, no. 3: 267–86.Cole, M., Engeström, Y. (2007). Cultural-historical approaches to designing for development. In J. Valsiner, A. Rosa (Eds.) The Cambridge handbook of sociocultural psychology. Cambridge university press.Davydov, V.V. (1999). What is real learning activity? In: M. Hedegaard, J. Lompscher, (Eds.). Learning activity and development. Aarhus, Denmark: Aarhus University Press, 123-138.Hattie, J. A. C., 2009, “Visible Learning: a synthesis of over 800 meta-analyses relating to achievement”. London, New York: Routledge.Kinard, J., Kozulin, A. (2008). Rigorous mathematical thinking: conceptual formation in the mathematics classroom. Cambridge, Cambridge University Press.Mason, J., 2002, “Researching your own Practice: The discipline of noticing”, London & New York: Routledge and Falmer.Niss, M. A., & Højgaard, T. (red.) (2011). Competencies and Mathematical Learning: Ideas and inspiration for the development of mathematics teaching and learning in Denmark. Roskilde: Roskilde Universitet. (IMFUFA-tekst : i, om og med matematik og fysik; Nr. 485).Ostermeier, C., Prenzel, M., Duit, R., 2010, “Improving science and mathematics instruction: the SINUS project as an example for reform as teacher professional development”. International journal of science education. Vol. 32, No.3, pp. 303-327. 
ER  - 

TY  - CONF
T1  - Delighted to be governed: Teachers’ experiences of moderation as an expression of a more delimited but sharper professionalism?
T2  - Abstract book
A1  - Löfgren, Håkan
A1  - Alm, Fredrik
A1  - Colnerud, Gunnel
PY  - 2015
SP  - 227
EP  - 228
LA  - eng
PB  - Gothenburg, Sweden : University of Gothenburg
KW  - moderation
KW  - teacher collaboration
KW  - national test
KW  - professionalism
AB  - The interest in this paper is directed towards teachers’ experiences of collaboration, in particular of moderation when marking national tests. The purpose is to describe and discuss these experiences as expressions of a teaching profession in change.The point of departure is that the now extended national testing in Sweden also increases the demands on moderation as the teachers are supposed to mark the tests together.  The National Agency for Education stress that the tests are intended to "support equal and fair assessment and grading", and delivers samples, instructions and examples on how the tests should be marked. Teachers are also supplied with advisory texts on how to conduct moderation. This we regard as a part of a growing interest by the state to control and evaluate schools and teachers’ performances, and of parent’s claims on fair assessments and grades for their children.Collaboration is thus recommended in policy and what we might call professional tools for assessment is provided by the state. This development supports descriptions of teaching in terms of an organizational form of professionalism based on external control and accountability at the expense of a loss of a professional autonomy. However, we believe that teachers’ moderation when marking national tests also needs to be described as an expression of an occupational form of professionalism that is based on teachers’ collegial authority, self-control, ethics and trust. Interviews were conducted with teachers about their collaborative work in general and more specifically on their joint marking of national tests. Further, we have conducted observations of teachers moderation work when marking national tests. The interviews were audio recorded and fully transcribed.The results indicate that teachers use the state-provided tools with enthusiasm and express a commitment to their collaborative work. We argue that they develop a collective professional knowledge in their moderation work with national tests. In this sense, they express a kind of state-directed professionalism that we describe as sharp but delimited and definitely different from the wider kinds of professionalism that has been described as a result of a “chock professionalization”.
ER  - 

TY  - CONF
T1  - Begreppet estetiska lärprocesser som musisk-motoriska lärprocesser?
T2  - Presented at Musikforskning idag, Linnaeus University, Växjö 14-16 june 2016
A1  - Linge, Anna
PY  - 2016
LA  - swe
PB  - Växjö : Linnaeus University
KW  - music education
KW  - musikpedagogik
AB  - Begreppet estetiska lärprocesser är i viss mån etablerat inom forskning men framförallt inom högskolans pedagogiska praktik. Begreppet är dock svårhanterligt och  för lite utforskat med pragmatisk konsekvens för en skolkontext. Musik som estetik associeras exempelvis med sinnlighet och de sköna konsterna, vilket riskerar attbli en skön anakronism när utbildningen rationaliseras och marknadsanpassas. Estetik på traditionell grund har framförallt en funktion som symboliskt språk där människor får syn på sig själva. Denna funktion har fortfarande stor betydelse i en lärarutbildning som vill skapa plats för upplevelser och personlig utveckling för de kommande eleverna och barnen i förskolan. Jag ser dock ett behov av att utvidga musikämnet för barn och ungdomar mot en pragmatisk och samtida inriktning.Det som föregår begreppskonstruktionen (musisk-motorisk) i fråga, är det nya intresse för musik-och idrottsämnet som uppmärksammas av hjärnforskare (se exempelvis Klingberg, 2014). Av denna forskning framlyfts musikaliska aktiviteter som främjar finmotorik och grovmotorik som grund för lärande. Försök görs från hjärnforskningens sida att applicera dessa nya rön i pedagogisk teoribildning,men detta senare fält måste närma sig dessa ofta välfinansierade forskningsrön utifrån sin egen begreppsbildning. Det är därför intressant att från en pedagogisk horisont närma sig hjärnforskningens resultat i ett musikpedagogiskt/pedagogiskt sammanhang. Begreppet ”musisk-motoriska lärprocesser” visar exempelvis hur aktiviteter integrerar motorisk kunskap i kroppen och lägger grund för kognition. Pedagogikämnet står idag och identifierar sig mot större begreppsbildningar som utbildningsvetenskap, men är självt till sin natur tvärvetenskapligt med ursprung inom bland annat inlärningsteori, socialpsykologi samt utvecklingspsykologi.Jag ser det därför som angeläget att diskutera hur pedagogiken håller sig fortsatt tvärvetenskaplig mot nya områden: i vår tid mot hjärnforskning som undersöker musikens funktion som grundläggande för högre kognition, och att vi sätter pedagogiskt fokus på aktiviteter som har värde för barns kognitiva, sociala och fysiska utveckling. Detta bör tydligt ta plats i lärarutbildningens musikundervisning, framförallt mot yngre barn, genom vetenskapliggörande som är rykande aktuellt och angeläget för en utvidgad förståelse för ämnets betydelse i barns utveckling.
ER  - 

TY  - CONF
T1  - Finding pathways in teaching science: A social semiotic focus on primary students' possibilities to make meaning in the classroom and to communicate science in written texts
T2  - Writing Research Across Boarders (WRAB), Norges teknisk-naturvitenskapelige universitet, Trondheim, 18-22 February 2023.
A1  - Bergh Nestlog, Ewa
PY  - 2023
LA  - eng
KW  - svenska språket med didaktisk inriktning
KW  - swedish didactics
AB  - Science teachers and science education researchers report that teaching and learning about, e.g., force is a content area that is demanding (Reiner, Slotta, Chi & Resnick, 2000), due to the impossibility of experiencing force itself sensitively. In addition, meaning making in school subjects is related both to the disciplinary content, such as force, and to using language and other resources to communicate the content in a disciplinary appropriate way (e.g., Schleppegrell 2004). Hence, a central issue for educational research in science is the analysis of the design of teaching towards the aim of enabling students meaning making in science in terms of disciplinary content and text structures relevant for communicating the disciplinary content orally and in written texts. Previous research about students meaning making about force, has mainly had a cognitive focus (e.g., Reiner, Slotta, Chi, & Resnick, 2000; Ioannides & Vosniadou, 2002;  Clement, 1993; Savinainen, Scott, and Viiri 2005), without taking into consideration the social context in which the concept is used. To our knowledge there is a dearth of studies about communicating about force in primary school teaching, based on social theories. Therefore, we have followed the teaching and learning practice in a primary science classroom, 5th grade, focusing on force, in this case, Newton’s third law, during altogether seven lessons, where students got bodily physical experiences in a number of experiments performed in small groups. The lessons also included teacher lead classroom discussions and students’ writing about the experiments.The data used in this study comprises video and audio recordings from the lessons and from a final interview with a focus group of students. The audio recordings have been transcribed.The aim of this study is to describe the progression, regarding disciplinary content as well as text structures and semiotic resources relevant to the discipline in the teaching practice, as it appears throughout the series of lessons about force. The analysis is guided by the following research questions:1.     How are aspects of content, text structures and semiotic resources of relevance for writing about force communicated in the physics classroom?2.     What characterizes the teaching practice in terms of teaching towards the aim of supporting the students’ learning about force and ways of writing about their meaning making about force?Drawing on social semiotics, including multimodal perspectives, (Halliday 2014; Kress 2010; jfr Bergh Nestlog 2020), legitimation code theory (cf. Maton & Howard 2021) and a theoretical perspective on scientific descriptions and explanations of force as part of disciplinary literacy (cf. Yeo & Gilbert 2021), we are further developing analytical tools to study the progress of the teaching practice and how the practice supports students’ opportunities to develop knowledge concerning force and how to communicate about force in written texts. The analytical models developed focus on 1) the disciplinary content (DC), expressed through processes and participants (cf. transitivity analysis according to SFL) at different disciplinary levels, from DC- to DC+++, 2) disciplinary relevant text structures (DT), related to different semiotic resources and acts of writing (Matre et al. 2021) at different disciplinary levels, from DT- to DT+++ and 3) teaching towards the aim of supporting students’ learning (TA) of DC and DT at different levels, from TA- to TA++. The analysis is operationalized by coding the teacher’s and the students’ expressions in teaching practice, and thence the codes are put into two 2x2 matrix (DC & TA) and (DT & TA). By analyzing the data that way, a pathway can be drawn showing the progression through the serial of lessons.The preliminary results show that the disciplinary content is mainly communicated in terms of the embodied experiences (DC+) and the teaching practice is directed towards the aim of supporting students’ learning implicitly (TA+). On some occasions the communication is about disciplinary relevant text structures (DT+ and DT++) in terms of predictions, descriptions, and explanations with verbal and pictorial (arrows) resources. When finally, the concepts force and counter force are introduced (DC++) and the teaching practice is directed towards the aim of supporting students’ learning explicitly (TA++), the students seem to make meaning and produce explanations at a higher scientific level, using disciplinary relevant verbal, pictorial (early symbols) and gestural resources in oral and written texts.    
ER  - 

TY  - CONF
T1  - Universitetsstudenters skrivande liv: en förstudie
A1  - Borgström, Eric
A1  - Hort, Sofia
PY  - 2021
LA  - swe
KW  - akademiskt skrivande
KW  - svenska språket
KW  - swedish language
AB  - Universitetsstudenters skrivande liv – en förstudieI den här presentationen redogör vi för en förstudie till ett planerat forsknings- och utvecklingsprojekt om studenters skrivande inom högre utbildning. Målet med det övergripande projektet är att bidra till utvecklandet av nya skrivpedagogiska praktiker och detta gör vi genom att utforska universitetsstudenters skrivande utifrån det vi kallar för hållbar studieframgång. I hållbar studieframgång inkluderar vi dels institutionella perspektiv på vad ett framgångsrikt skrivande i högre utbildning innebär (betyg, genomströmning), dels studenters egna perspektiv på vad skrivande och studieframgång kanskri vara (värden kopplade till skrivande, upplevd framgång i skrivandet och välbefinnande under utbildningen).[1] Projektet tar alltså avstamp i idén att utbildning ska vara socialt hållbar för studenter, liksom i den forskning som visat att studenters utbildningsrelaterade känslor samvarierar med prestation (t.ex. Schutz & Pekrun 2007; Goetz & Hall 2013). Med detta perspektiv vill vi bygga vidare på och bidra till den omfattande forskningen om skrivande inom högre utbildning. Inom detta fält har skribenters grundläggande tankeprocesser frilagts (t ex Bereiter & Scardamalia 1987), det akademiska skrivandets sociala praktiker är väl belysta (t ex Barton 2007), liksom akademiska genrers textmönster och språkdrag (t ex Swales, 1990; Bhatia 1993). Även för svenska förhållanden finns i forskningen om skrivande i högre utbildning detaljerade analyser, inte minst gällande lärarutbildning (t ex Ask 2007; Erixon & Josephson red. 2017; Hort 2020) men också andra utbildningar (Lennartsson Hokkanen 2016; Blåsjö 2004). Vi saknar emellertid alltjämt generaliserbara kunskaper om hur studenters erfarenheter av, attityder till och strategier i skrivande i utbildning relaterar till egenupplevd respektive institutionell studieframgång. Detta, menar vi, är ett högaktuellt område för skrivforskningen att adressera, för att på allvar kunna bidra till utvecklandet av hållbara skrivpedagogiska praktiker.Förstudien som presenteras har två syften. Dels att pröva genomförbarheten i en praktikorienterad modell för datainsamling, återkoppling till studenter och workshopar med lärarkollegier. Dels att utveckla och stegvis validera ett enkätverktyg om skrivande för svenska högskoleförhållanden. Förstudien genomfördes hösten 2020, sju program deltog i förstudien och 251 studenter besvarade enkäten (svarsfrekvens = 77%). Vid presentationen går vi kort igenom genomförandet, därefter fokuserar vi de valideringsanalyser som gjorts. Vi presenterar enkätdesignen, och ger exempel på item- och indexanalyser. Genom faktor- och klusteranalys har vi identifierat fyra skribenttyper, som skiljer sig signifikant åt gällande mått som indexerar olika aspekter av hållbar studieframgång. Slutligen diskuterar vi vilka forskningsfrågor att det övergripande projektet kan besvara med hjälp av det utprovade enkätverktyget. Referenser:Ask, S. (2007). Vägar till ett akademiskt skriftspråk. Växjö: Växjö University PressBereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Lawrence Erlbaum Associates, Inc.Blåsjö, M. (2004). Studenters skrivande i två kunskapsbyggande miljöer. Stockholm: Acta Universitatis StockholmiensisErixon, P.O. & Josephson, O. (red.) (2017). Kampen om texten: Examensarbetet i lärarutbildningen. Lund: Studentlitteratur ABGoetz, T. & Hall, N. C. (2013) Emotion and Achievement in the Classroom. I: J. Hattie & E.M. Andeman (red.) International guide to student achievement, s. 192-195. London: RoutledgeHort, S. (2020). Skrivprocesser på högskolan: Text, plats och materialitet i uppsatsskrivandet. Örebro: Örebro UniversityLennartson-Hokkanen, I (2016). Organisation, attityder, lärandepotential: ett skrivpedagogiskt samarbete mellan en akademisk utbildning och en språkverkstad. Stockholm: Institutionen för svenska och flerspråkighet, Stockholms universitetSchutz P.A. & Pekrun, R. (red.) (2007) Emotions in education. San Diego, CA: Academic Press.Sterling, S. (2001) Sustainable Education – Re-Visioning Learning and Change, Schumacher Society Briefing no. 6, Dartington: Green Books. [1] I viss mån knyter vi här an till begreppet  hållbar utbildning (sustainable education), vilket kan ses som ett transformativt paradigm som värdesätter, upprätthåller och realiserar mänsklig potential “in relation to the need to attain and sustain social, economic and ecological well being, recognising that they must be part of the same dynamic (Sterling, 2001 s. 22). 
ER  - 

TY  - JOUR
T1  - Making space for singing tools in the 21st century classroom – A focus group interview study with primary school music teachers in Sweden
T2  - British Journal of Music Education
SN  - 0265-0517
A1  - Bojner Horwitz, Eva
A1  - Thorarinn Johnson, David
A1  - Lyberg-Åhlander, Viveka
A1  - Sahlén, Birgitta
A1  - Laukka, Petri
A1  - Bygdéus, Pia
PY  - 2023
LA  - eng
KW  - singing activities
KW  - primary school
KW  - music teacher education
KW  - "sånghälsa"
AB  - The present study aimed to increase understanding of how singing activities may be initiated in primary school, and what support and assistance teachers require to conduct singing activities as an integrated part of the school day. Five music teachers participated in a focus group interview. The following main themes were identified: 1) pedagogical and methodological flexibility, 2) the role of routines and familiarity, 3) the embodied and multimodal dimensions of singing, 4) the importance of accompaniment and instruments, 5) the experience of insecurity and obstacles, and 6) the perceived synergies between singing and other learning activities. This knowledge may be important to integrate within music teacher education in order to secure singing’s place in schools. 
ER  - 

TY  - JOUR
T1  - The Child as Learner, Critic, Inventor, and Technology Design Partner: An Analysis of Three Years of Swedish Student Journals
T2  - International Journal of Technology and Design Education
A1  - Fast, Carina
A1  - Druin, Allisson
PY  - 2002
VL  - 12
SP  - 189
EP  - 213
LA  - eng
PB  - The Netherlands : Kluwer Academic Publishers
KW  - critic
KW  - design partner
KW  - early childhood
KW  - inventor
KW  - learner
KW  - participatory design
KW  - technology innovation
AB  - From Autumn 1998 to Spring 2001, 27 Swedish children (14 at age 5 and 13 at age 7) partnered with an interdisciplinary and international group of researchers supported by a grant from European Union to create new storytelling technologies for children. After each of many design activities, children were asked to reflect with drawings and/or writing in a bound paper journal. As the project concluded in the third year, the children´s journals were analyzed and four constructs emerged from the data: learner, critic, inventor and technology design partner. This study examines the motivation for such a research and learning experience, describes the changes in roles we saw represented in our child partners´ journals, and suggests possible future directions for educators and technology developers.
ER  - 

TY  - CONF
T1  - Teaching traditions in science education and the impact on educational ereform
A1  - Lidar, Malena
A1  - Engström, Susanne
PY  - 2015
LA  - swe
AB  - Different policies for what contents teaching should include and how it should be conducted shapes different presuppositions for teaching and for what the pupils have opportunity learn. In Science education, Roberts (2007) describe two main vision of how science education should be formed in order to make the pupils scientific literate. Vision I is describes science as teaching concepts, laws, theories and methods. Vision II accentuate that education must include facts of the subject but it must also include knowledge and skills that make the pupils able to use scientific knowledge in practical, existential, moral and political contexts.In this paper we survey different teaching traditions in Swedish Science Education. This means the purpose is to map and investigate patterns in teachers’ views of what constitutes “good” Science education in the middle years of compulsory school in Sweden. This is done with the background of a new curriculum with national testing being introduced, which potentially alter teachers views of what is relevant content. A web-based questionnaire was developed and sent to teachers at 1924 schools all throughout Sweden. Research on traditions/visions in Science education was used to explicate different aspects of content, and the primary form of questioning was through closed-form response alternatives. A number of free text response alternatives were also included. The response rate was 43% (N=830). Using cluster analysis (hierarchical, Ward's method, Euclidean distance) four teacher profiles representing different views on Science emerged. These profiles are partly in agreement with results from earlier research that show different traditions in teaching and differences in defining Science among teachers.
ER  - 

TY  - CONF
T1  - Practice Schools, a Swedish National Improvement Program Focusing School Based Studies
T2  - ECER 2019 - European Conference on Educational Research, Hamburg, Germany 3rd-6th September 2019: "Education in an Era of Risk – the Role of Educational Research for the Future", 2019
A1  - Leffler, Eva
A1  - Svedberg, Gudrun
PY  - 2019
LA  - eng
PB  - : European Educational Research Association
AB  - Teacher Education in Sweden, as well as in the rest of Europe, struggle with issues about how to increase the quality of teacher education programs. A strong drive for this is that the quality of Teacher Education has an important impact on pupils' achievement in school (European Commission, 2008). Another reason is that a high quality in education will make teachers more likely to stay in the profession, and thus reduce the lack of teachers. Research has shown that it is a common challenge in the European countries to train and develop student teachers with valid qualifications, both at a practical and scientific level (Råde, 2014). In Sweden a current issue is how to develop the practical part of the teacher student education, the school based studies (SBS), and to link theory to practice and integrate university-based knowledge with work-place knowledge (Karlsson Lohmader (2015). The importance of well-educated and qualified teachers, and thus a high-quality Teacher Education who can respond to these demands, are highlighted in policies (e.g. European Commission, 2013, 2014; Swedish Ministry of Education and Research 2010), as well as in research (e.g. Kelchtermans, G. Smith, K. & Vanderlinde, R. 2018; Valliant and Manso, 2013; Ievers et al., 2013; White, Dickerson & Weston, 2015).In order to find ways to develop the practical part of student teachers' education, a national improvement program over five years has been launched in Sweden, concerning the establishment of ‘advanced’ education training schools, so called practice schools.  According to the Swedish Higher Education Authority (UKÄ) decision, 15 Universities have received funding to participate in the improvement program (UKÄ, 2014:2). The programs’ framework is wide and conditions and strategies differ between the Universities. However, three quality aspects have crystallized: concentration, competence and collaboration. A higher concentration of students and competent supervisors (SBTEs) in a school is expected to increase opportunities for sharing experiences. The aspect competence investigates if the Universities contribute with supervisors- training for school based teacher educators (SBTEs) and ensures that there are teachers at the Universities (institute- based teacher educators, IBTEs) which follow up the students' development during school based education (SBE). The aspect collaboration investigate organizational conditions and activities where the Teacher Education and the schools jointly develop student teachers' practical part of their education.The present study is the third part study of the Swedish national improvement program. The first two studies took a local and a regional perspective. In addition, this study covers a national perspective on the improvement program by answering the following questions:How have the three quality aspects, concentration, competence and collaboration, developed in the program?What kind of challenges do the improvement program face?Method In the present study statistic material, documents, interviews with project leaders from Universities as well as principals and SBTEs experiences have informed us through different useful methods (Bryman, 1997; Patel & Davidson, 2011) and can be seen as an explorative study. Our aim has been to present the problem area in an overall and a general way by using different methods and information sources. One of the authors has been a part of the Swedish Higher Education Authority assessment group (UKÄ report, 2017) and contributes with knowledge from an interview study on a national level,  which together with knowledge from an ongoing evaluation (both authors)  on a regional level, including interviews with stakeholders,  school leaders and  SBTEs, have formed the basis for this study. The material has been analysed in relation to the quality aspects that have emerged from obstructive as well as supportive aspects. Results             The results show that the 15 Universities have had extensive possibilities to develop their own design of their projects, linked to the improvement program but according to interpretation of the three quality aspects concentration, competence and collaboration. However, consensus prevails in terms of competence and is concretized by: all SBTEs must be given supervisor training. Surprisingly, there is no specific competence demands for IBTEs. All schools have organized for SBTEs to be able to attend a supervisors’ education. The mobility among SBTEs  and IBTEs have been a challenge in the improvement program. Competence has been more connected to the individual rather than a position as SBTEs and IBTEs, which have made the organisation around school based studies vulnerable. The concentration of SBTEs and students have also been affected by the mobility and has given rise to discussions and questioning of the relationship between more students and increased quality. The collaboration between Universities and the schools has in many ways been connected to assessment. The IBTEs visit students during a lesson and afterwards, together with the student and the SBTE, they discuss the lesson and the students’ different abilities and knowledge linked to the course goals, a so called “ three-part-discussion”. From all school units there have been a desire for closer cooperation between school and University to make schools a clearer and more important part of Teacher Education, which has not been the case for several schools. This was one important reason for schools to join the project - a way to increase the opportunities to participate in research projects and/or gain access to current school research.  This democratic way of letting Universities and practice schools develop the VFU in a variety of ways has given important knowledge to the improvement program.
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TY  - CONF
T1  - The meaning of feedback in PE and PETE
T2  - AIESEP 2024 book of abstracts
A1  - Nyberg, Gunn
A1  - Backman, Erik
A1  - Quennerstedt, Mikael
A1  - Tolgfors, Björn
PY  - 2024
LA  - eng
KW  - feedback
KW  - pete
KW  - pe
KW  - phenomenography
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - Feedback is considered essential for student learning (Hattie & Timperley, 2007; Mulliner & Tucker, 2017). However, the meaning of feedback differs among teach-ers and students and consequently also how feedback is used and to what extent it provides opportunities for learning and positive experiences (Hattie & Timperley, 2007; Mulliner & Tucker, 2017). The aim of this study is to explore in what different ways newly examined physical education (PE) teachers experience the meaning of feedback through their actions in, and reflections on, their professional practice in school. This presentation reports a sub-study within a larger project with the aim of investigating the transition of Assessment for learning (AfL) as a content in physical education teacher education (PETE) and its transformation from university studies to professional practice. AfL, defined in the larger project, includes five key strate-gies, one of which is feedback. This study is zooming in on feedback. A phenomeno-graphic approach provided possibilities to understand teachers’ ways of experienc-ing feedback as similar to knowing feedback. Researchers use phenomenography to investigate peoples’ qualitatively different ways of experiencing phenomena in the world, and how someone experiences something can also be understood as a way of knowing something. The phenomenographic approach thus also provided possi-bilities to analyse qualitatively different ways of knowing feedback, as we did in this study. Data was generated through transcribed video-stimulated interviews with eight teachers, two transcribed focus group interviews with four teachers in each group and fieldnotes from nine observed lessons conducted by nine newly examined teachers. Preliminary results show different ways of knowing feedback as well as what aspects of feedback the newly examined teachers foreground in their teaching. The results will be discussed in relation to more or less complex ways of knowing feedback as well as in relation to how PETE can help students experience feedback in more complex ways and, through this, offer students in PE extended and positive learning experiences.ReferencesHattie, J., & H. Timperley. (2007). “The Power of Feedback.” Review of Educational Research, 77 (1): 81–112.Mulliner, E. & Tucker, M. (2017). Feedback on feedback practice: perceptions of students and academics. Assessment & Evaluation in Higher Education, 42 (2): 266–288, http://dx.doi.org/10.1080/02602938.2015.1103365
ER  - 

TY  - CONF
T1  - What is valued when moving in (Swedish) PETE? PE teacher educators’ views of the meaning of movement skills for future PE teachers
A1  - Backman, Erik
PY  - 2014
LA  - eng
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - It has been claimed that issues of assessment in school and higher education is of particularinterest in contemporary society with many conflicting demands, theories andpractices. In the field of Physical Education (PE), assessment issues, gradingand examination practices has received attention on the school level during thelast decade. However, on the level of PE teacher education (PETE), theknowledge base of these issues is not as significant. Based on the relativereduction of movement practices in PETE following the academisation of teachereducation in general, there are reasons to investigate the what- and thehow-questions regarding examination in movement practices in PETE. In thisstudy, expressions of examination regarding movements in PETE departments in Swedenand in Australia have been investigated and compared. Building on analysis ofsyllabi documents from PETE departments in Sweden and Australia, and oninterviews with PE teacher educators from these departments, the specific aimof the study is to analyse and discuss what is assigned value in theexamination of movements on a sample of PETE departments in Sweden andAustralia. Inspired by the sociological and educational theories of PierreBourdieu and Basil Bernstein, and particularly the concepts of social field andsymbolic capital (Bourdieu) as well as classification, performance code andcompetence code (Bernstein), the preliminary analysis  of the investigated syllabi documents hasshowed that there is a tension regarding whenthe examination of movements is taking place. There are expressions of instantaneousexamination, i.e. examinations that take place at one or a few occasions withspecific and outspoken tasks, as well as of continuous examination, i.e.examination as a silent, constant and ongoing process often combined withdemands of participation. The preliminary analysis of the interviews with thePE teacher educators has revealed a tension between viewing the importance ofmovement as subject matter knowledge, i.e. as an ability to perform movements,or as didactic knowledge, i.e. as a means for the ability to teach. Thesetensions will be further analysed with regards to similarities and differencesbetween PETE departments in Sweden and Australia. Illuminating these issues mightdevelop and strengthen examination practices not only in PETE but also in PE.
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TY  - CONF
T1  - The impact of performance assessment on science education at primary school
T2  - Ebook proceedings of the ESERA 2013 Conference
A1  - Mutvei, Ann
A1  - Mattsson, Jan-Eric
PY  - 2014
SP  - 1778
EP  - 1785
LA  - eng
PB  - Nicosia, Cypern : European Science Education Research Association
KW  - teaching evolution
KW  - tacit knowledge
KW  - science teaching
AB  - The new curriculum in Sweden for the primary and secondary school contains more distinct educational targets. Further, assessment is linked to the usage of knowledge in a specific subject not only in a specific subject but also in other contexts rather than remembering facts. Science education at school now has to be linked to the students own experience and shall develop critical thinking of the student.This is supposed to the ability to review arguments and to develop their ability to argue in situations where knowledge of science is of big importance. The performance assessment according to the curriculum shall be used to evaluate if the student have achieved the capacity to use knowledge in discussions within scientific contexts. The student’s practical investigations and documentation of these are important parts in science education. To achieve the required knowledge, students have to train abilities or skills before the assessment.In order to assess the required knowledge and to view the development of a student, the teacher has to accomplish several practical assessments and training occasions. The new curriculum expects the teacher to design learning situations where the students get the possibility to have relevant training before the performance assessment. The earlier Swedish curricula had a stronger emphasis on theoretical knowledge whereas the new curriculum highlights the ability to use knowledge.The presentation will briefly describe how science teaching is performed according to the new curriculum and to what extent it is applied to the new required knowledge. We will also discuss how the new curricula changed the way of teaching science at school.
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TY  - CONF
T1  - Who´s Christianity? Influences of majority culture in Swedish teaching books
A1  - Liljestrand, Johan
A1  - Carlsson, David
A1  - Jonsson, Linda
A1  - Thalén, Peder
PY  - 2022
LA  - eng
AB  - Christianity comprises an umbrella of communities with different orientation and heritage. This plurality entails a challenge for the RE-teacher, located in a classroom (often) including students with different orientations of Christianity (and non-Christian religions/worldviews). Christian plurality in West-European countries is, due to ensuing immigration from countries in- and outside Europe, such as Latin-America and the Middle East, further impacting on the composition of several school classes. Simultaneously Christianity represents an essential component of majority culture, in Sweden and several other European countries. As majority conceptions may impact on RE teaching content (Berglund 2020) this condition could imply a challenge for social cohesion including both majority and minority orientations of Christianity. Swedish RE-curriculum states that RE should support co-existence and cohesion in the plural society. However, we need to approach such an ambition critically regarding its curricular conditions. In this contribution we examine how Christianity is represented in national RE teaching books for Swedish upper secondary school. We have found a general tendency to favorize a modern liberal Christianity in favor of other non-majority (in different respects) conservative Christian orientations. The purpose of our contribution is to examine how liberal Christianity is shaped in teaching books for the Swedish upper secondary school. The selection of books is based on the actual use by RE-teachers in two Swedish regions. Eight books by different authors comprises material for our study. Based in the disciplines of educational research and religious studies, a practical-text-approach (Hellspong & Ledin 1997) is applied, discerning three levels of implicit meaning and their internal relationships: the overall composition, the intertextual links and semantic content. Our preliminary results show a tendency to favorize a modernized liberal Christianity, often through recurrent linguistic means. We will discuss the implications of our results in relation to the significance of religions and worldviews in education for social cohesion.  
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TY  - CONF
T1  - To Grade or not to Grade Motivation and Effort: Swedish PE Teachers’ Grading Practice in Relation to National Grading Standards
T2  - ECER conference
A1  - Svennberg, Lena
A1  - Meckbach, Jane
A1  - Redelius, Karin
PY  - 2015
LA  - eng
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - To Grade or not to Grade Motivation and Effort: Swedish PE Teachers’ Grading Practice in Relation to National Grading StandardsGeneral descriptionThere has been an international trend to turn to standard-based grading in order to obtain accountable and consistent grades. Countries have different solutions to meet the challenge to find a balance between curriculum regulation and providing space for adjustment to local context and student populations (Kuiper & Berkvens, 2013). In Sweden a national standard-based grading system has been in use for the last 20 years. Nevertheless, the validity of grades has been questioned in Sweden as elsewhere. PE teachers’ internalized criteria or gut-feeling (Annerstedt & Larsson, 2010; Hay and MacDonald, 2008; Svennberg, Meckbach & Redelius, 2014), as well as standard irrelevant factors such as motivation and effort (Chan, Hay & Tinning, 2011; Larsson, Fagrell & Redelius, 2009), have been identified to influence the grades. Curriculum regulation has been employed in Sweden to improve the validity of the grades and the grading standards have been reformed in 2011 (Swedish National Agency for Education [SNAE]) to make clear that only specified knowledge requirement are to be considered when grading. But will the implementation of more specific standards be enough to keep the teachers’ judgment focused on knowledge only?Our intention is to study PE teachers’ alignment with national grading criteria when exposed to a government’s attempt to prescribe the knowledge requirements for different grades. More specific, this is done by enlightening the teachers’ use of nonachievement standard irrelevant factors before and after the implementation of more specific standards and more support. The results will be discussed in light of Bernstein’s three interrelated message systems of curriculum, pedagogy, and assessment (2003). Several scholars have discussed assessment as an important message system of what count as important knowledge and the influence of assessment on learning (Chan et al., 2011; Hay and Penney, 2013; Redelius & Hay, 2009; Thorburn, 2007). To better understand teachers’ grading practices, we are also interested in how the interrelation works in the other direction—how curriculum and pedagogy influence assessment and grading. We take a starting point in our study of the teachers grading practice before and after the implementation of more specific grading standards and relate the results to the Swedish national curriculum and Bernstein’s definition of a pedagogic discourse. The official message in the Swedish curriculum is that both knowledge and values and norms are important in order to reach the overarching goals of education and the goals for PE (SNAE, 2011). However, only knowledge is to be graded and no attention is to be given to values and norms in the grades. To bring light to the influence of values and norms in the teachers pedagogic work we turn to Bernstein’s (1996) pedagogic discourse that comprise both an instructional discourse, which creates specialized skills (knowledge), and a regulative discourse that creates order and relations (values and norms). In Bernstein’s (1996) concept of the pedagogic discourse, the instructional discourse is embedded in the regulative discourse, with the regulative discourse being the dominant of the two. They are to be considered as one inseparable discourse (Bernstien 1996). Applied in a classroom situation this is illustrated by Lund and Veal (2008): “Student teachers know that if they lose control of a class from a managerial standpoint, desired learning will not occur” (p. 503). MethodTo enable the teachers to verbalise the explicit as well as the implicit criteria they use when grading, the Repertory Grid (RG) interview technique was employed. The RG technique can be used to reveal a person’s perception of a specific topic that the person has experienced and is familiar with by examining the similarities and differences between well-known elements (Fransella, Bell & Bannister, 2004). For instance, even if the teachers find it difficult to express what they find important to get a high grade they can still tell the difference between a student with a high grade and another student, if it is their own students that they know well. George Kelly (1955), who first developed the technique, believed that our behavior can be understood through personally constructed patterns that we use to explain how the world works. These patterns are called constructs, and they enable us to predict our surroundings and choose a direction of our behavior. The method helps us to reveal not only the presence of standard irrelevant constructs but also their content. Three PE teachers, one woman and two men, were interviewed in 2009 and in 2013, before and after the implementation of the new curriculum. Each of them was grading a class of students, 15 to 16 years of age, in different compulsory schools. All grades were represented in the class they were teaching and they had all received a teacher education in PE. In total, 45 students were discussed during the six interviews. The RG interviews lasted for about 90 minutes. In the first step, the teacher was asked to select seven to eight students from the same class that he or she was teaching and grading in PE. The selected students must represent all possible grades (Fransella et al., 2004). In the second step, the names of three of the students at a time were presented to the teacher who was asked in what way, relevant for the grades, two of the students were similar and different from the third (Fransella et al., 2004). By letting the teachers generate their own constructs around a topic they are familiar with, the risk to direct the interview with questions based on another precondition than their own is minimized. The RG interviews generated 125 constructs about aspects that teachers thought were relevant for grades in PE. ResultsThe use of national grading standards in Sweden illustrates how professional judgment is not reliant on the stated standards only. The results indicate that more specific criteria guide the teachers to pay less attention to what Hay and Penney (2009) label “irrelevant factors such as students’ dispositional and behavioral characteristics” (p. 398). Standards seem to be important but not enough. All three teachers still valued standard irrelevant criteria that reflect the norms and values in the curriculum and the goals for the subject. The standard irrelevant criteria used by the teachers also put focus on their concern of the impact of the regulative discourse on the students learning.Since the regulative discourse is always present in the pedagogic discourse (Bernstein, 1996) and values and norms are important goals of the curriculum and of the PE subject, it can cause confusion in teachers’ interpretation of the alignment of curriculum, pedagogy, and assessment in a grading system in which the regulative discourse is not to be graded. Future research is needed about how to achieve valid grades while simultaneously acknowledge the need to give value to the regulative discourse. Grades are often regarded as a reward for achieving knowledge requirements in the curriculum, but what are the rewards for achieving norms and values?ReferencesAnnerstedt, C. & Larsson, S. (2010). ‘I have my own picture of what the demands are ... ’: Grading in Swedish PEH - problems of validity, comparability and fairness. European Physical Education Review, 16(2), 97-115.Bernstein, B. (1996). Pedagogy, Symbolic Control and Identity: Theory, Research, Critique. London, England:Taylor & Francis Ltd.,Bernstein, B. (2003). Class, codes and control. (Vol. 3) Towards a theory of educational transmission. London, England: Routledge & Kegan Paul.Chan, K., Hay, P. & Tinning, R. (2011). Understanding the pedagogic discourse of assessment in Physical Education. Asia-Pacific Journal Of Health, Sport & Physical Education, 2(1), 3-18.Fransella, F., Bell, R. & Bannister, D. (2004). A manual for repertory grid technique. (2nd. ed.). Chichester, West Sussex: Wiley.Hay, P. & MacDonald, D. (2008) (Mis)appropriations of criteria and standards-referenced assessment in a performance-based subject. Assessment In Education: Principles, Policy & Practice 15(2): 153-168.Hay, P., & Penney, D. (2009). Proposing Conditions for Assessment Efficacy in Physical Education. European Physical Education Review, 15(3), 389-405.Hay, P. & Penney, D. (2013). Assessment in Physical Education: a sociocultural perspective. London: Routledge.Kelly, G. (1955). The Psychology of Personal Construct. A Theory of Personality (Vol. 1). New York: W.W. Norton & Company Inc.Kuiper, W., & Berkvens, J. (Eds.). (2013). Balancing curriculum regulation and freedom across Europe. CIDREE Yearbook 2013. Enschede, the Netherlands: SLO.Lund, J.L. & Veal, M. (2008). Chapter 4: Measuring Pupil Learning – How Do Student Teacher Assess Within Instructional Models?. Journal of Teaching in Physical Education, 27(4), 487-511.Redelius, K. & Hay, P. (2009). Defining, acquiring and transacting cultural capital through assessment in physical education. European Physical Education Review, 15(3), 275-294.Redelius, K., Fagrell, B. & Larsson, H. (2009). Symbolic capital in physical education and health: to be, to do or to know? That is the gendered question. Sport, Education & Society, 14(2), 245-260.Svennberg, L., Meckbach, J. & Redelius, K. (2014). Exploring PE teachers’ ‘gut feeling’: An attempt to verbalise and discuss teachers’ internalised grading criteria. European Physical Education Review, 20(2), 199-214.Swedish National Agency for Education. (2011). Curriculum for the compulsory school system, the pre-school class and the leisure-time centre 2011. Stockholm: Author.Thorburn, M. (2007). Achieving conceptual and curriculum coherence in high-stakes school examinations in Physical Education. Phys
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TY  - CONF
T1  - Migrant teachers' experiences with the use of digital technology and media during their placement period in Swedish schools
T2  - Proceedings of the ATEE Winter Conference 2018
A1  - Käck, Annika
A1  - Männikkö Barbutiu, Sirkku
A1  - Fors, Uno
PY  - 2018
SP  - 63
EP  - 71
LA  - eng
PB  - : ATEE - Association for Teacher Education in Europe
KW  - migrant teachers
KW  - placement period
KW  - digital technology and media
KW  - informationssamhället
KW  - information society
AB  - Professional development directed towards migrant teachers is provided at six Swedish Universities. These teachers study 1-2 years to become eligible to teach in Swedish schools. Part of this training is the placement period, where they become familiar with the Swedish school environment while guided by a placement supervisor. In this study, we examine migrant teachers’ experiences with digital technology and media during their placement period, using the theoretical concept of “unfamiliar ways of thinking and practising”. Data in this qualitative study was collected from a total of 34 migrant teachers through five focus groups and nine individual interviews. The migrant teachers’ former teacher education was completed in twenty different countries. A qualitative content analysis was conducted. The results indicate that the placement supervisor is of great importance for the improvement of migrant teachers’ digital competence, as it is defined in the Swedish context. As a role model, the placement supervisor can be a motivator and an inspirational force for migrant teachers. Findings also show that migrant teachers express unfamiliar ways of thinking and practising concerning the curricula, pedagogical methods and in their role as teachers, which has implications for how digital technology and media isused pedagogically.
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TY  - JOUR
T1  - Researching research-based professionalisation of music teachers -- a Swedish framework to explore policy enactments in three contexts through a (critical) policy sociological lens.
T2  - Australian Journal of Music Education
SN  - 0004-9484
A1  - Larsson, Christer
PY  - 2023
VL  - 2
IS  - 55
SP  - 39
EP  - 55
LA  - eng
KW  - music education policy sociology
KW  - music teacher professionalisation
KW  - discursive psychology
AB  - This article proposes and discusses a theoretical framework that combines elements from critical policy sociology and discourse theory to study enactments of policy for research-based music teaching in three Swedish policy contexts. Sweden, being the first country to incorporate legal demands for research-based education into its Education Act in 2010, provides an intriguing case study for the professionalisation and legitimisation of music teachers through academisation processes. The law revision was largely instigated by the policy pressure to address Sweden’s decline in international educational quality rankings. Thus, subsequent policy efforts recurrently echo governmental ambitions to restore Sweden’s former status as a renowned international knowledge economy. In the suggested framework, policy is defined and analysed in multiple forms, that is, as texts, discourses, practices, and problematisations. The framework also explores a combination of discursive psychology and policy theory to analyse rhetorical negotiations of ‘spoken policy texts’ among music teacher colleagues. It is hoped that the proposed framework can contribute to future studies on the effects of policy on music teachers and music education.
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TY  - CONF
T1  - Negotiating a crowded curriculum: a stakeholder perspective on the content of higher education development courses
A1  - Silander, Charlotte
A1  - Stigmar, Martin
PY  - 2018
LA  - eng
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - Our presentation and seminar aims at contributing to theunderstanding of different stakeholders' views and expectationson the content of higher education teacher training (HETT).University teachers are typically carefully trained in doingresearch, however, frequently they lack formal pedagogicaltraining (Gosling, 2009; Holt, Palmer, & Challis, 2011; SwedishNational Union of Students (SFS), 2015). One way to addressthe lack of pedagogical experience is to arrange teachertraining courses. As the quality of higher education becomesthe focus of attention in the Western world and the demandon teaching and learning increase, so does the requirement ofuniversity teachers to take part in teacher training (Gibbs, 2013;Havnes & Stensaker, 2006). As universities can be describedas "loosely coupled systems" (Weick, 1976) where differentparts are expected to have diverging goals and course planningrequire the accommodation of many different perspective,several actors are likely to have different opinions about thecontent of higher education development courses. Accordingly,our research seeks to investigate how different stakeholdersview and value the content of HETT. This research field remainsunder-explored and insufficiently problematized.The aim of our seminar is to problematize and discuss fourstakeholders' views of course content in higher educationteacher training in Sweden, namely: 1) students, 2) universityteachers, 3) university management and 4) government. Wewill present patterns, similarities and differences, concerningcourse content in HETT, among the four different stakeholders.Methodologically, our investigation is based on interviewsand document analysis to explore different viewpoints on thecontent in HETT among students, university teachers, centraluniversity managers in four Swedish new universities and the government. Theoretically the analysis will be guided by Ellström's (2006) and Dreyfus' (1986) approaches to the relationbetween theory and practice.Preliminary results indicate diverging views between differentstakeholder groups where teachers and university management, expect HETT to be primarily practically oriented andrelate to constructive alignment (Biggs, 2005). However, inthe national recommendations on outcomes for HETT, theemphasis is on theoretical rather than practical applicability(SUHF, 2017).In the seminar, we wish to discuss the following suggestionsfor HETT:– Introduce and emphasize practical recommendations aslearning outcomes for teaching qualifications required foremployment as academic teacher,– Include concrete practical teachings tips in physical anddigital learning environments,– Present and problematize the concept of constructivealignment including course improvements and teachingquality regarding: learning outcomes, concrete teachingmethods and a variation of examination forms,– Compile HETT-evaluations not only on a regular and localuniversity basis, but also nationally and clarify how progressand improved quality is promoted in HETT-courses based onprevious local and national evaluations,– Encourage and enable for teams of teachers to participatein the same HETT,– Closely link the HETT content to the documentation ofquality work at the university.
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TY  - CONF
T1  - Models-Based Practices: Problematizing the M and the P in MBP
A1  - Casey, Ashley
A1  - Larsson, Håkan
A1  - MacPhail, Ann
A1  - Quennerstedt, Mikael
PY  - 2018
LA  - eng
KW  - sports science
AB  - Background/purpose: While some argue that Models-Based Practice (MBP) has a number of laudable and desirable ambitions and outcomes (Kirk, 2013), others contend that those advocating for MBP must be mindful of wider debates in the field about the overall purpose of physical education and Sport Pedagogy (PESP) (Dillon et al. 2016). The purpose of this presentation is to begin to articulate the types of questions PESP might consider now and in the future as regards the M and P in MBP.The main points: The overarching intention of MBP is the achievement of specific, relevant, and challenging learning objectives that apportion more time for learners to be engaged with learning, and which ultimately strives toward par- ticular outcomes relative to each model. Interestingly, however, the preferred perspective researchers have pursued in MBP-related research is that of the teacher and to a lesser degree the coach (Casey, 2014). Whilst there are those who have focused on the learner (Hastie,1998), the aim of this presentation is to present a num- ber of questions about MBP; questions about the what, how, why, who, when and where of teaching, learning and context.Addressing the themes: We address the sub-themes by considering the ways in which our understanding of MPB might be better fo- cused to pedagogically engage learners in transformative learning and teaching. Further, by asking questions of practice we are better able explore innovative perspectives on PESP.Conclusions/implications: This paper concludes by problematizing the M and the P in MBP and the notion that practice, when related to models, become singular. We argue, given the diversity that exists in schools, states and countries as well as the diversity between young people, that the idea of a practice should be expanded into practices and, in doing so, acknowledge the multifarious ways in which learning might become manifest.
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TY  - CONF
T1  - Social language environment -  preschool teacher´s didactic strategies to support multilingual children´s language and literacy learning in play activities.: Paper presentation vid  eget ordnat symposium (Chair). Multilingualism and conditions for emergent literacy development in early childhood education: Discussing Collaboration, participation and pedagogical practices.
T2  - Early childhood eduction, families and communities
A1  - Norling, Martina
PY  - 2018
LA  - eng
AB  - The overall aim is to develop strategies and knowledge about multilingual children’s conditions to learn Swedish as well as literacy skills in Swedish preschools. This presentation highlights preschool teacher’s didactic strategies to support multilingual children’s language and literacy learning in preschool play- activities.Relationship to previous research worksThis paper presentation refers to an ongoing research project with the character of an action research project. The research project has been carried out in collaboration between the researcher and eighteen preschool teachers in Sweden.Theoretical and conceptual frameworkStarting from a social constructivist perspective with focus on the strategies employed by preschool teachers to support multilingual children’s language learning in play-activities, the data analyses are based on the theoretical foundations of bioecological and sociocultural theory (Barton, 2007; Bronfenbrenner, 1999; Vygotsky, 1962).Paradigm, methodology and methodsThe study has a mixed methods design where qualitative data were derived from the preschool teachers descriptions of their didactic strategies in supporting multilingual children, as well as quantitative data scoring eighteen dimensions of strategies in play-activities,  by using the scoring and  analysis tool, Social Language Environment - Domain, SLE-D (Norling, 2015).Ethical ConsiderationsThe study was carried out in accordance with the ethical principles of social sciences research (Ministry of Education and Research, 2017).Main finding or discussionResults regarding preschool staff’s descriptions and scored strategies to support multilingual children’s language and literacy learning in preschool play- activities will be presented.Implications, practice or policyThis paper will contribute to a better understanding of how preschool teachers develop didactic strategies to support multilingual children’s language and literacy learning in preschool play- activities.Keywords: social language environment, emergent literacy, multilingual, preschool, and play  
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TY  - CONF
T1  - Exploring teachers’ competences for teacher-student relations in digital university settings
A1  - Bonnevie, Helena
A1  - Wiklund-Engblom, Annika
PY  - 2025
LA  - eng
AB  - A significant body of previous research shows that the teacher-student relationship is important for both teacher and student well-being and learning. Hence, teachers’ relational competence is key to social sustainability in education. Today, there is an epidemic of mental health problems among university students. Furthermore, drop-out rates when university courses are carried out in digital learning environments are high. This study is about how teachers can understand and develop their relational competence in relation to different conditions and framework factors when teaching goes digital, i.e. teachers' digital relational competence for teaching in digital learning environments. The questions are thus about what digital relational competence is, how it relates to the learning context, how we can develop this competence, and, consequently, how we can teach it to teachers and student teachers in effective ways. Although there is a relatively good consensus on what relational competence means, there is still some variation in how it is described in a general sense and what terminology is used. However, these conceptualisations are mostly based on traditional teaching situations. Nonetheless, these will form the basis of our operationalisation in collecting data. These concepts include for instance: facilitation of development and learning, social presence, pedagogical imagination and tact, tactfulness, care, psychological safety, adaptation to relational pace and space, seeing the student, being relationally responsible, being authentic, being able to differentiate professionally, communicative, and manage socio-emotionally difficult situations. Interviews will be carried out with 10 university teachers in both Finland and Sweden during the spring of 2025. These will be analysed using reflective thematic analysis and compared to results from a prior interview study on students’ experiences and thoughts about teacher-student relations in digital university courses. Results will be finalized and presented at the conference.
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TY  - CONF
T1  - Beyond the Boundaries of Context: International Constructions of Social Justice Pedagogies in Health and Physical Education
A1  - Gerdin, Göran
PY  - 2023
LA  - eng
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - Research and policy statements argue that school Health and Physical Education (HPE) can make a unique contribution to the physical, cognitive, emotional and social development of young people (Opstoel et al., 2020; UNESCO, 2015). It can also provide opportunities for young people to develop the knowledge and skills needed to navigate and respond to the inequities and precarity (Kirk, 2020) that can negatively impact health, and that have been amplified in a COVID-19 era. Despite the aforementioned potential of HPE, it does not always provide equitable opportunities for all students, and often excludes on the basis of gender, sexuality, ethnicity, religion and social class (e.g., Gerdin & Larsson, 2018; Landi, 2019; Mooney & Gerdin, 2019; Walseth, 2015). Due to a range of socio-historical, political and contextual factors, many HPE teachers have not had the opportunity to develop the necessary pedagogical knowledge and skills to teach in inclusive and socially just ways (Gerdin et al., 2018; 2019). Exacerbating this challenge is the limited scholarship focusing on empirically-based, social justice pedagogies in HPE, particularly as informed by teacher and student perspectives. This proposed symposium will report on the ongoing work of the EDUHEALTH 2.0 project. This project builds on the findings and outcomes of the previous EDUHEALTH project that called on HPE teacher observations and post observation critical incident interviews (Philpot et al, 2020), and identified how broader curricular and school policy interact to facilitate the enactment of social justice pedagogies in HPE. These pedagogies include building goodrelationships, teaching for social cohesion and explicitly teaching about and acting on social inequities (Gerdin et al., 2020). The aim of EDUHEALTH 2.0, which brings together researchers from Sweden, Norway, Spain, South Africa, Australia and New Zealand, is to identify, compare, co-design and support the enactment of social justice pedagogies in HPE that promote equitable learning experiences and outcomes. Data will be collected in these countries by; (i) drawing on critical incident technique methodology to observe and identify teaching practices that promote social justice and explore the teachers’ and students’ experiences of these practices; and (ii) doing participatory action-research together with teachers and students in developing social justice pedagogies for HPE practice. The strength of this research project lies in being able to examine and curate examples of HPE practices across different countries and collectively learn more about social justice pedagogies in practice. Our conception of social justice pedagogies is built on Wright’s (2004) call for teaching practices that assist ‘students to examine and challenge the status quo, the dominant constructions of reality and the power relations that produce inequities, in ways that can lead to advocacy and community action’ (p. 7). That is, social justice pedagogies are about identifying inequalities and empowering individuals and groups to take social action to achieve change (Freire, 1970). Ultimately, the goal of this research project is to inform educational policy, curriculum makers, HPE teacher education and the further development of social justice pedagogies that support HPE teachers in practice. The session will begin with a brief introduction to the symposium and overview of the project rationale and methodology. This overview will be followed by four separate presentations from four of the participating countries in the EDUHEALTH 2.0 project. Each country will present initial findings from the work has been done to date within their context. At the conclusion of the fourth presentation we will present the future direction and intended goals of the project. Finally, a discussant will reflect on the work presented and the nature of the project before opening the floor to the audience for the final 15 minutes of the symposium.
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TY  - JOUR
T1  - Do personal experiences have an impact on teaching and didactic choices in geography?
T2  - European Journal of Geography
SN  - 1792-1341
A1  - Molin, Lena
A1  - Grubbström, Ann
A1  - Bladh, Gabriel
A1  - Westermark, Åsa
A1  - Ojanne, Kaj
A1  - Gottfridsson, Hans-Olof
A1  - Karlsson, Svante
PY  - 2015
VL  - 4
IS  - 6
SP  - 6
EP  - 20
LA  - eng
PB  - : Association of European Geographers
KW  - geography teachers
KW  - informal and formal experiences
KW  - reflection
KW  - selective traditions
KW  - subject skills
AB  - Factors influencing teachers’ selection of content in geography teaching is a fundamental didactic matter.1 The purpose of the present study was to investigate whether Swedish geography teachers’ informal and formal experiences have influenced their interest in geography and if so, in what way. The results disclosed that informal experiences like outings, holidays, and childhood memories have a significant impact. The results also revealed that childhood experiences might increase the comprehension of how nature and mankind are connected, and how various places differ. Selective traditions showed to be strong, i.e. geographic names and map reading were prioritized while at excursions, physical geography was particularly dominating. We argue that in the geography teacher education, didactics should include methods for field studies, giving emphasis also to the part dealing with human geography. Forthcoming teachers need to reflect on how to make didactic choices in order to renounce the selective traditions in the subject.
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TY  - CONF
T1  - On the social and intellectual organization of educational research communication in Sweden.: A contribution to the SWERA symposium at the NERA Congress in Copenhagen, March 2012
T2  - http://nera2012.au.dk/scientificprogramme/
A1  - Hansen, Michael
A1  - Lindblad, Sverker
PY  - 2012
LA  - eng
KW  - governance
KW  - research publications
KW  - educational research
AB  - This study deals with changing communication patterns in relation to changes in governance of higher education. Vital for research organization and development is research publication and communication. How is educational research in Sweden dealing with these issues and what are the  implications of that for the positioning of research at education departments? The present study aimed to analyze publication patterns in Swedish educational research by capturing the total publication output of a sample of  Swedish researchers in education. The researchers in the study were identified as researchers- from different disciplines and faculties - through their applications for funding for educational studies at the  two largest bodies for funding of research in Sweden. Of these were 42 percent from educational research in a more precise meaning, i.e. from education departments or from teacher education.  Thus, we can compare publication patterns in educational research (e.g. in pedagogic, didaktik, pedagogisktarbete etc.) comparared to research in other disciplines (political science, sociology, history) doing research in education as a field of study. A total of more than four thousand publications were categorized into ten publication types or formats (e.g. books, research articles, newspaper articles) and the articles were analyzed in terms of the prestige level of the journals. The results are showing that educational research is using a number of publication genres, having a rather unfocused journal publication pattern (though with Scandinavian Journal of Educational Research and Pedagogisk Forskning i Sverige as most frequently selected journals), using more of Swedish as a  publication language, and rather seldom using ISI web of science journals in their publications. This publication pattern is discussed in relation current changes in research policy and in relation to  different strategies in research communication in order to change the social and intellectual  organization of Swedish educational research in an Nordic and international context.
ER  - 

TY  - CONF
T1  - Physical education pre-service teachers’ perceptions of the subject and profession: development during the professional socialization
T2  - AIESEP World Congress 2018
A1  - Ferry, B. Magnus
PY  - 2018
SP  - 148
EP  - 148
LA  - eng
PB  - Edinburgh : University of Edinburgh
AB  - Background: Studies using occupational socialization theory is inconclusive in relation to the impact of PETE on PSTs’ beliefs and perceptions of their future profession. Some studies indicate that PETE only have limited, if any, effect (cf. Adamakis & Zounhia, 2016), while other studies have found that PETE can successfully challenge PSTs’ beliefs (cf. Richards et al., 2014). Influenced by occupational socialization theory, the objective of this study was to investigate the development of PSTs’ perceptions of the aim of PE and their future profession as PE teachers during PETE.Methods: This study used web-surveys answered by PSTs’ at the beginning and end of a 5.5 year PETE program at a Swedish university. In total, 179 PSTs (105 men, 74 women) responded during their enrollment between 2005 and 2012, and 68 (41 men, 27 women) after completing the program between 2010 and 2017. This study focused on the questions addressing the PSTs’ beliefs and perceptions of PE and PE teachers.Findings: Unlike most studies, this study show that PSTs’ perceptions of PE and their future profession develop during PETE, at least on a group level (p<.05). At enrollment the highest valued characteristics for a good PE teacher where pedagogical competence (23%) and being considerate (19%), while possessing subject knowledge (28%) and being able to motivate pupils (19%) at completions of PETE (p<.05). The results also show that perceptions of a good PE lesson change from enrollment, where PSTs’ suggest that a good lesson should be adapted to all pupils (21%) and be fun and inspiring (18%), to be well planned (24%) and develop pupils’ skills (21%) at completion of the program (p<.05). To understand these results and possible reasons behind this development, a deeper analysis of the organization and content of the specific PETE program is required.
ER  - 

TY  - CONF
T1  - Is co-op education a source of increased motivation for learning?
T2  - The European Conference on Educational Research, ECER 2012
A1  - Kristiansson, Lilia
A1  - Luchinskaya, Daria
PY  - 2012
LA  - eng
KW  - pedagogics
AB  - Many universities across the world offer a model for course delivery which combines academic study with a placement in industry. This educational model originated in the U.S., where the automobile industry wanted to ensure a supply of skilled engineers. This educational process has been described in different ways, for example in America it is known as 'cooperative education', or co-op, while in the UK it adopted the name of 'sandwich courses'.There is a vast amount of literature which assesses the role of work practice in the development of competences and skills of future professionals, the effect it has on the transition of graduates into the work environment, how it shapes their career aspirations etc. At the same time there are studies which look into the effect of placements on students' motivation in their academic performance.  The research results demonstrate that students who have chosen a co-op model are more motivated in their studies than those students who have chosen not to go on placements [e.g. 1, 2]. The main reasons for the increased motivation of students who chose the co-op route were that their work experience provided them with evidence that the theoretical knowledge they learn at the university is relevant to their work.Despite of the benefits that co-op model can bring into students' learning experience, the success of this model across different countries varies. For example, in Sweden the co-op model is very popular among students. However, in the UK the number of students entering this route is decreasing [3].In this paper we address the success of the co-op model, especially in relation to students' motivation for their academic study using the co-op programme offered by the Engineering department, University West, Sweden as an example. The aim of this study is to investigate which aspects of academic knowledge students find useful for their practical placements and how their experience of applying this knowledge can be put into practice to increase to motivation for learning of the other students who choose the traditional educational route.The main two objectives of educators are: first, to contribute to students' subject knowledge; second, to motivate students to learn. We assume that students coming into higher education have a so-called intrinsic motivation when they begin their studies although it is not always the case in practice. Our task as educators is to stimulate individuals, offer them external motivation to improve their skills and to ensure that they do not lose interest in their selected topics [4].To achieve this goal a university teacher can build on positive students' attitudes by creating an open and imaginative atmosphere at lectures and tutorials, for example through the use of alternative teaching methods, such as problem-based learning or project-based learning.The study was carried out at the University West in 2010/11. The students who participated in the study opted for the co-op model and the participating tutor taught a module on Solid Mechanics on both co-op and traditional routes.MethodFor this study, a mixed-methods approach was used comprising open-ended questionnaires and observations. The students who went on placements were asked to complete a questionnaire at the end of each placement period. The questionnaire was designed to capture the students' experience during their practice focusing on the effect of the placements on their motivation in their further academic study. As part of the existing curriculum the students who went on placements had also to give a presentation to their peers at the end of each placement period where they summarised their work, the responsibilities they had, the engineering problems they were solving, and reflected on their experience. These presentations were observed by the tutor. The data from the questionnaires and presentations were later analysed for students' opinions about the opportunities that they received during their placements for deepening their academic knowledge. Based on the results of this analysis, new engineering problems adapted from the students' practice were introduced into the Solid Mechanics course delivery together with new teaching methods, such as problem-based learning and project-based learning, to achieve higher motivation in students who have not opted for a co-op model [5, 6].Expected OutcomesThe collected data showed that the students gave very positive feedback about their practice and the analysis demonstrated that this practical experience supports and inspires further study. In their reports students suggested using new practical-based problems in relevant courses. Using real-life problems can make learning richer and more rewarding for all students.The co-op students can share their work experience with their non-co-op peers by giving presentations regarding the relevance of the academic course content to their job, the problems they were solving while on the placements, the opportunities for challenging future jobs as well as increased confidence and self-esteem. The tutor observed that problem-based learning and project-based learning based on working in groups as well as the use of the real-life problems increased motivation in non-co-op students. They became more responsible, active, and knowledge-seeking and improved their communication with peers. The tutor also observed that having a mix of students who had placements and those who did not in the groups formed a stimulating learning environment. In conclusion, suggestions were made in relation to what can be incorporated into a range of engineering programmes to increase students' motivation and enhance their engagement with the learning process.
ER  - 

TY  - CONF
T1  - Visitors in the Classroom?: Integrating/Dis-integrating Learning Experiences in the Practicum of Swedish and Australian Student Teachers
T2  - European Conference on Educational Research 2011
A1  - Männikkö Barbutiu, Sirkku
A1  - Rorrison, Doreen
PY  - 2011
LA  - eng
KW  - practicum
KW  - student teachers
KW  - practicum experiences
KW  - praktik
KW  - l'rarstudenter
KW  - praktik erfarenheter
KW  - man-machine-interaction (mmi)
KW  - människa-maskin-interaktion (mmi)
AB  - Papperet kommer att rapportera om ett p[g[ende forskningsprojekt som undersöker praktik i lärarutbildningen i två internationella kontext. Praktik är en omtvistad del av lärarutbildningen med olika intressenter som vill styra form och innehåll i den. Den aktuella studien fokuserar påstudenternas upplevelser under praktik. Vad är betydelsen av den erfarenheten till lärarstuderande? Vilka är de berättelser om (skolbaserad) lärarutbildning som skapas under praktik? Fokus ligger på upplevelsen och vilka delar av dessa upplevelser är valda av lärarstuderande att berätta som en del av den gemensamma berättelsen om lärarutbildningens praktik.
ER  - 

TY  - CONF
T1  - Artistic learning and identity in Higher arts education: A critical discourse approach
T2  - Abstracts NORDISCO 2012 Nordic Interdisciplinary Conference on Discourse & Interaction
A1  - Lindgren, Monica
PY  - 2012
LA  - eng
AB  - The paper draws upon semi-structured interviews involving artistic professors/ teachers in higher arts education in Sweden. Approaches influenced by Foucault’s theories of discourse, as well as the tools of discursive theory and discursive psychology, are used to identify and analyse constructions of artistic knowledge and identity within higher arts education. The findings indicate that meaning ascribed to an artist’s work is strongly related to constructions of teaching and learning within the respective discipline. The ways in which artistic professors, within widely divergent fields of art education, construct art, themselves and their own artistic activities are very personally related and govern their pedagogical approaches. Methods for learning are strongly connected to personal feelings, inner thoughts and the construction of the self. Correspondingly, the construction of the teacher, as an unquestioned expert in directing artistic learning processes, is legitimized by one ́s own personal experiences as an artist. This introspective discourse of artistic learning is complex and unclear, as it is drawing on a range of other discourses, which often convey contradictory ideas of value. It is argued that this view of artistic education could be seen as limiting in the creation of a critical reflective community in artistic education.
ER  - 

TY  - BOOK
T1  - Artificial Intelligence in Schools: Educational Challenges and Opportunities
A1  - Nygren, Thomas
PY  - 2025
LA  - eng
PB  - Cambridge University Press
KW  - ai in education
KW  - ai in the classroom
KW  - ai literacy
KW  - subject-specific opportunities and problems
KW  - curriculum studies
AB  - Designed for educators, researchers, and policymakers, this insightful book equips readers with practical strategies, critical perspectives, and ethical insights into integrating AI in education. First published in Swedish in 2023, and here translated, updated, and adapted for an English-speaking international audience, it provides a user-friendly guide to the digital and AI-related challenges and opportunities in today's education systems. Drawing upon cutting-edge research, Thomas Nygren outlines how technology can be usefully integrated into education, not as a replacement for humans, but as a tool that supports and reinforces students' learning. Written in accessible language, topics covered include AI literacy, source awareness, and subject-specific opportunities. The central role of the teacher is emphasized throughout, as is the importance of thoughtful engagement with technology. By guiding the reader through the fastevolving digital transformation in education globally, it ultimately enables students to become informed participants in the digital world.Explains AI's technical concepts in plain language, making complex topics accessible to educators with diverse expertiseProvides practical teaching strategies using AI tools to empower teachers to integrate AI effectively and ethically into classroomsCritically explores AI's potential benefits and challenges, to encourage reflective teaching practices and responsible AI use
ER  - 

TY  - CONF
T1  - The importance of preschool teachers’ knowledge for quality in early childhood education
T2  - 24th EECERA annual conference ’Us, Them and Me: Universal, Targeted or Individuated Early Childhood Programmes’
A1  - Bäckman, Kerstin
A1  - Hammarberg, Annie
PY  - 2014
SP  - 54
EP  - 54
LA  - eng
KW  - science
KW  - preschool
KW  - teaching
KW  - pedagogical content knowledge
AB  - The research objective is to explore the knowledge teachers in Botswana and Sweden, which is important and/or necessary when they teach mathematics and science in Early Childhood Education (ECE). The aim is to discern the basic teacher knowledge that might be global and knowledge shaped by culture. Previous research shows that Pedagogical Content Knowledge (PCK) in early childhood includes didactical considerations in relation to culture and children’s experiences (e.g. Clements & Sarama, 2009). According to Shulman (1986) and later Grossman (1990) teachers’ subject knowledge and pedagogical content knowledge both influence teaching. The study involves one survey in Sweden with 64 preschool teachers and one survey in Botswana with 65 preschool educators.  We have also used focus groups interviews to gain deeper knowledge of certain issues.We follow the ethical rules for researchers in both countries. The considerations include informed consent and confidentiality. The knowledge base teachers need in preschool include pedagogical and didactical knowledge together with subject knowledge. Data shows that there is basic knowledge that is similar and maybe global when it comes to mathematics and science. However, some knowledge is shaped by culture, local traditions and expectations. To ensure quality education for the youngest children educated teachers with knowledge about content like mathematics and science is needed. Teachers also need knowledge about children and of the learning strategies they are using. Teacher knowledge also includes curriculum goals and how to implement curriculum in daily activities and play.
ER  - 

TY  - CONF
T1  - The teacher as a listener, an interactive agent, or an “excessive pointer”: Lessons from school-age educare teachers
A1  - Gardesten, Jens
PY  - 2021
LA  - eng
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - Replying to reviewers of their book “Towards on ontology of teaching” Vlieghe and Zamojski (2020) confirmed that the phrases “pointing”, or “extraordinary pointing” could indeed be seen as the most essential dimension of teaching:"What makes pointing into a truly teacherly gesture is an exaggeration: pointing in a more than trivial sense (like when instructing someone where the post office is), pointing in an overdone way, extraordinary pointing" (s. 113-114).The pointing gesture aims to draw the attention of the pupils, thus enabling a joint focus on a subject matter that the teacher wants to highlight. Here the word “Pointing” can also be viewed as a key metaphor for a teacher with episteme knowledge or a teacher with profound subject knowledge. In my presentation, I will discuss this metaphor in relation to the work of school-age educare teachers. School-age educare was included in the Swedish School law in 2010 and received its own section in the national curriculum in 2016, which includes core contents and abilities that the pupils are supposed to develop. At the same time, the curriculum states that teaching in school-age educare is to be based on “the pupils’ needs, interests and experiences, while ensuring that the pupils are continuously challenged, by inspiring them to make new discoveries” (p. 23).What might this mean for the “pointing gestures” of teachers´ work? What other requirements or demands does a student-centered education place on school-age educare teachers, and what are the possible benefits for the pupils? Those are the preliminary research questions in an article in progress, that will be further elaborated on during the presentation. Through qualitative data analysis of teachers´ written reflections, findings contain descriptions of situations and moments where pupils´ curiosity or initiatives are being handled by the teachers. In short, tentative findings indicate that school-age educare teachers rather often notice pupils´ “pointing”, or pupils´ unexpected attention/curiosity during dynamic situations and moments. This form of pointing is then discussed in relation to the teacher´s attention and to the teacher as a listener and an interactor.The findings are also related to the concept of “phronesis” (Aristotle, 2011), while the teachers´ attention gets a significant meaning through that concept. Moreover, the findings indicate that the conceptof “episteme” may need a more prominent meaning for school-age educare teachers and school-age educare teachers´ education. If the teachers focus on the pupils´ ”pointing” then the teachers may need a wide range of episteme knowledge in order to listen, interact with and elaborate the pupils´ curiosity within this form of student-centered education context (Shulman, 1987). 
ER  - 

TY  - CONF
T1  - The Dynamics of Detach and Connect when using Autobiography in Professional Education
A1  - Andersson, Sara
PY  - 2023
LA  - eng
AB  - The paper reports on preliminary findings from a case study of an autobiography-based course element included in the social work professional education program of a Swedish university. In the studied course element, the aim was for autobiographies to provide a platform and catalyst for student reflections on client perspectives as well as for reflexivity in relation to students’ own frames of reference. The paper seeks to investigate how students engaged with autobiographies in relation to their conceptualizations of the future profession and how their engagement was shaped by the didactic context. Preliminarily, it is found that student displays of empathetic and personal connection and analytical detachment are informed by their conceptualizations of their future professional role. Furthermore, these patterns of connection and detachment appear to be significantly impacted by prompts and input that students receive from the didactic context, including teacher guidance and the social dynamics of the learningenvironment.
ER  - 

TY  - CONF
T1  - Distance Teacher's Professional Development - Why, What, and How?: Why is it so important with teacher professional development in distance learning?
T2  - <em></em>Real learning in virtual worlds.
A1  - Dafgård, Lena
PY  - 2007
LA  - eng
AB  - Teaching distance courses is something totally different from teaching in the classroom and the dif-ference is often underestimated. Unfortunately, it is not unusual that teachers start teaching in distance education without having profound knowledge of what distance learning is, without necessary train-ing, and experiences that is needed according to several authors (Dippe & Zackrisson, 2006; Holmberg, 2006). Holmberg writes that a “trial-and-error” behaviour has been in practise and too of-ten, an ordinary campus course is simply moved into the new framework without important and nec-essary alterations. The result has been “double drop-outs”, i.e. students drop out of badly planned courses and teachers reject working with distance courses without realizing the complexity of the pro-ject they have participated in. Dippe and Zackrisson (2006) have studied a teacher training program for un-qualified teachers in Sweden, the SÄL-program, and have found that here are significant dif-ferences between campus education and distance education within the program. The authors argue that distance learning within the SÄL-program is based on the conclusion that the competence needed for distance teaching is the same as for teaching campus courses. Hedestig (2002) supports Holmberg’s opinion that teachers too often lack the necessary qualifications for teaching distance courses and that they seldom get professional development within the field and therefore, are reduced to trying to figure out how to manage this new situation on their own. It is only natural that teachers in this situation try to keep to as safe ground as possible, i.e. they tend to choose solutions they are fa-miliar with, e.g. moving the classroom teaching to video conferences.
ER  - 

TY  - CONF
T1  - Dilemmas in classroom discussions – teachers’ practical deliberations as a prerequisite for democratic education
A1  - Liljestrand, Johan
PY  - 2013
LA  - eng
AB  - The purpose of this paper is to problematize evidence based approaches for understanding mundane teacher-student interaction by showing how education for democracy involves teachers’ handling of dilemmas between goals for promoting students’ personal engagement in controversial issues and to teach for critical thinking; further, I will argue that such knowledge is important for educating teachers to promote students development into a critical democratic participation. A case is taken from a Swedish religious studies classroom chosen from a larger classroom study about teacher student interaction in discussions about controversial issues. The case makes visible the dilemmatic praxis in which the teacher has to use her own judgment in order to promote a qualified democratic participation of the students, which also could be seen as an important part of teacher education. The visibility of such judgments however seems to be excluded in the discourse of evidence based teaching.   
ER  - 

TY  - JOUR
T1  - Designing temporary systems – exploring local school improvement intentions in the Swedish context
T2  - Journal of educational change
SN  - 1389-2843
A1  - Nordholm, Daniel
A1  - Blossing, Ulf
PY  - 2013
VL  - 1
IS  - 15
SP  - 57
EP  - 75
LA  - eng
PB  - : Springer
AB  - This article targets local school improvement in Sweden and temporary systems as a model to organize improvement work. These data are based on a qualitative case study of teacher groups constituting a temporary system representing the different subjects in comprehensive school in a medium-sized urban municipality. A total of eight interviews were carried out with the head of the education administration, two central school developers, one school district leader, and four principals. The intentions and descriptions of the early start of the project were analyzed deductively using temporary system theory in combination with the social- versus the techno-structure qualities of an organization. The results show a dominance of techno-structure qualities through the time, task, team, and transition concepts of the temporary system. This is particularly significant with regard to transition. The findings suggest that knowledge of the features and functions of temporary systems in schools is insufficient, in spite of the fact that it is often used as an improvement approach. Therefore, the authors argue that the socio-structure qualities should be considered more centrally in order to successfully promote the innovative and learning functions of the temporary system.
ER  - 

TY  - CONF
T1  - Cross-Platform Technologies in International Communication of Russian and Swedish Young Learners
T2  - Proceedings of the 20th NATE-Russia International Conference, Voronezh April 23-26, 2014
A1  - Sundh, Stellan
PY  - 2014
SP  - 172
EP  - 173
LA  - eng
PB  - Voronezh : Voronezh Publishing House
KW  - young learners
KW  - communication
KW  - digital tools
KW  - english
KW  - engelska
AB  - The paper sets out to examine the results of an interdisciplinary study on the project “Young Learners on Gotland and in Kaliningrad in Communication in English with the Use of Digital Tools”. It investigates Swedish and Russian young learners’ uses of cross-platform technologies for successful communication and as a means of acquiring English as their foreign language. The development of new digital tools implies that young learners are not only consumers but also producers of information in English, and that new forms of representations can be used for teaching English and communicating in it. Modern technology can become a means of developing not only  communicative competence abilities, but also cross-cultural competence abilities of young learners. The current project is a continuation of a pilot study which was carried out from September 2012 to May 2013 [5]. It is a project of cooperation between the Uppsala University – Campus Gotland, Sweden and the Baltic Federal University, Kaliningrad, Russia, and it investigates the cross-platform communication techniques  between three schools in Sweden and three schools in Russia.The communication is organized at Russian and Swedish schools to boost digital production and international interaction in English and thereby raise the learners’ levels of attainment across all subjects. The learners are expected to become aware of cultural differences and similarities in the Baltic region and in spite of their young age also touch upon and share experiences of topics such as the environment, sustainable development, democracy, gender and ethical dilemmas.  The communication at the websites provides useful material of 12-year-olds who use English as their lingua franca (see e.g. [2; 4]) and as a means of communicating at three common websites with the help of blogs, podcasts and films. The research is made into all the young learners’ productions at the three websites not only in terms of modes of communication, length of contributions, structural complexity in English and the selected topics, but also  the research has  been focused on the  possibility of acquiring English through such communication, and on the productive techniques a teacher could use to boost such communication.The results show that young Russian and Swedish learners are able to use English in authentic communication by using the websites via different digital tools within the topic fields of the levels A1 and A2 of the CEFR. The study shows that young learners can use English for their communicative needs after having studied it at school in Sweden or Russia for the period of five to six years. In spite of such limited time of studies, the learners produce language which has a linguistic complexity which may not be expected from Russian and Swedish 12-year-olds. The study gives evidence of using  cross-platform  techniques as a productive way of FLT, and as an effective means of developing communicative and cross-cultural competence abilities of young Russians and Swedes. Such communication  therefore seeks to foster cross-fertilization between the cross-cultural and special disciplines within the curriculum and a cross-cultural dialogue for a deeper understanding and empathy.The project also involves regular Skype conferences organized with the teachers inspired by the tradition of so-called Participatory Action Research. Choosing this specific tradition within Participatory Action Research as a framework for the project, the participating teachers as well as the researchers are agents in the research process (see e. g. [3]), and they become reflective practitioners [1]. The potential value of the main project outcomes should be viewed as a new resulting quality of linguistic education.
ER  - 

TY  - CONF
T1  - Holistic approach to understanding a dual career environment at a Swedish university
T2  - Sport psychology: Linking theory to practice
A1  - Linnér, Lukas
A1  - Stambulova, Natalia
A1  - Henriksen, Kristoffer
PY  - 2017
SP  - 243
EP  - 244
LA  - eng
KW  - dual career
KW  - dual career development environment
KW  - holistic development
KW  - student-athlete
KW  - support
AB  - Dual career (DC; combination of sport and studies) research is traditionally focused on student-athletes’ developmental demands and coping resources. To support athletes’ talent development in combination with education, sport federations and universities (and others) co-create high performance centers or DC hubs. Research into these environments is limited. Inspired by the holistic ecological approach, and particularly by the athletic talent development environment model (Henriksen, 2010), we created the dual career development environment (DCDE) working model and then used this model to explore a ‘golf and study’ environment at a Swedish university. The DCDE model is structured into three levels (micro, meso, and macro) and three domains (study, sport, and private) taking into account societal institutions, sport and education systems. Data were collected through semi-structured interviews with nine university elite golf-students about perceived support during their transition to, and first year within the environment, and with four stakeholders (e.g., coach, study director) to discover their perspective on the environment and the support they provided. Observations and documents collected from the environment web-page also supported the analysis. Key features of the investigated DCDE related mainly to the micro and meso levels and included: collaborative arrangements between sport and academic stakeholders aimed at facilitating the student-athletes’ DCs, high quality coaching and facilities, stakeholders’ shared focus on a ‘whole person’ including, for example, student- athletes’ physical and psychological well-being. It was also found that the daily life of the student-athletes was concentrated around the campus gym as a place to meet and discuss various sport, study and personal life issues with each other and with their physical coach (also a university teacher). Further study is planned to target the macro level of the environment to advance these findings. 
ER  - 

TY  - CONF
T1  - Parents in Sweden describe influential factors in children’s reading and writing development
T2  - CPH, 2019, Conference on Literacy.
A1  - Axelsson, Annika
A1  - Lundqvist, Johanna
A1  - Sandberg, Gunilla
PY  - 2019
LA  - eng
AB  - The aim of this study was to shed light on influential factors on children’s reading and writing development from the perspective of parents. Retrospective interviews with 27 parents of preschoolers obtained from a research project were used. Bronfenbrenner’s bioecological model for human development and the PPCT-model were adopted as a theoretical framework. Extracts about children’s reading and writing development were obtained from the interviews. A thematic analysis was used and generated nine themes (preliminary results): Children’s abilities and engagement; Genetics and parents abilities; More able siblings and peers; Involved parents and grandparents; Teacher competence, attitude and collaborations; Social climate in preschool and preschool class; Free play and child-initiated reading and writing activities; Toys and books; Extra support provisions and stimulation. This study shows that factors related to the child, processes at home, in preschool and in preschool class and time can influence children’s reading and writing development. It also showed that parents can be a valuable knowledge source in Nordic (special) education research.
ER  - 

TY  - RPRT
T1  - Collaborative Learning as a Sustainable Structure of Teaching Practice for Supporting Mathematically Highly Able Students
A1  - Mellroth, Elisabet
PY  - 2020
LA  - eng
PB  - Karlstads universitet
KW  - matematikdidaktik
KW  - mathematics didactics
AB  - Inclusion of gifted education in teacher education is not common in Sweden or in many other European countries. As a result, many teachers lack knowledge of teaching highly able students. Most teachers do want to learn and develop this area of their teaching but, when teaching schedules are full, little time is available for ongoing professional development. A process in which professional development is intertwined with teachers’ daily work is needed, to ensure sustainable changes of practice. Teachers’ collaborative learning is an activity in which teachers collaboratively and systematically analyze their teaching, with the aim of developing their practice. This paper is based on an ongoing study, which explores how a group of mathematics teachers use principles of such collaborative learning to develop their own knowledge of educating and supporting students highly able in mathematics. This study indicates that collaborative learning provides a promising process for sustainable changes in teaching practice that can in turn provide highly able students with learning opportunities.
ER  - 

TY  - CONF
T1  - Mentoring and assessment of students in teams during practicum periods in ECEC education
A1  - Råde, Anders
PY  - 2019
LA  - eng
KW  - action research
KW  - assessment
KW  - mentoring in teams
KW  - practicum periods
KW  - theory and practice
AB  - The aim is to explore mentoring and assessment of students in teams during practicum periods in ECEC education, Sweden. Several researchers have studied mentoring in practicum periods in teacher education (Gray et al., 2018; Hodge & Smith, 2018; Lawson et al., 2015). Some studies have also scrutinized the assessment in connection with practicum periods in teacher education (Goodwin & Oyler, 2008; Hegender, 2007, 2010; Holland, 2005). However, few studies have investigated mentoring in ECEC education (Juul Jensen, 2015; Soni, 2019) and even fewer have studied mentoring in teams (John, 2012). Studies indicates that mentoring is both important and complex (Izadinia, 2017; Mena et al., 2017). It is proposed that traditional mentoring ought to be challenged by alternative and more collaborative ways (Sorenssen, 2014). It is also vital that the assessment develops when the mentoring changes (Hegender, 2010). Practicum periods in the ECEC education are important parts as they connects theoretical and practical parts of the education. This project will use Bernsteins (1999) concepts of vertical and horizontal discourses to understand the theory-practice relationship. The project will have a sociological perspective on education. With an action-research methodology alternative models to mentor/assess students will be tested. Students and mentors will be interviewed at the end of the project. The EECERA ethical code will be followed concerning informed consent, confidentality, non-discriminatory, feedback and respecting the wellbeing of the participants as subjects with human rights. No findings yet. Possible implication is to develop new models to mentor/assess students during practicum periods.
ER  - 

TY  - CHAP
T1  - Questioning the narrative of more male teachers as the easy solution to problems in Swedish schools
T2  - Explorations in narrative research
A1  - Löfgren, Håkan
PY  - 2012
SP  - 71
EP  - 82
LA  - eng
PB  - Rotterdam : Sense Publishers
KW  - livsberättelser
AB  - There has been a major ‘turn’ towards narrative, biographical and life history approaches in the academy over the last 30 years.What are some of the new directions in narrative research? How do narrative research approaches help us to understand the world differently? What do we learn by listening to stories and narratives? How do narratives extend our understanding that other research approaches do not? This collection of work grows from a symposium organised to explore new directions in narrative research.What emerges is a fascinating, innovative and generative series of essays, generally exploring narrative enquiry and more specifically themes of culture and context, identity, teacher education and methodology.This book will be useful for students and researchers using narrative and biographical methods in a range of disciplines, including education, sociology, cultural and development studies.
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T1  - Teaching fractions and the concept of inverse operations: Scientific concepts in pre-service teachers' learning of mathematics for teaching purposes
T2  - Education and New Developments 2024 - Volume 1
A1  - Karlsson, Natalia
A1  - Kilborn, Wiggo
PY  - 2024
SP  - 71
EP  - 75
LA  - eng
PB  - Lisbon : inSciencePress
KW  - pre-service education
KW  - inverse operations
KW  - learning for teaching arithmetic and algebra
KW  - utbildningsvetenskapliga studier
KW  - studies in the educational sciences
AB  - The purpose of this project is to analyze how the scientific concept of inverse operations can be used as a “bottom-up” approach for teaching mathematical operations with whole and rational numbers. The primary aim of this analytical review is to provide support for student teachers in their learning of scientific mathematical concepts for the purposes of teaching. The theoretical approaches applied in this project are the theories of mathematical structures, especially the theory of inverse semigroups (Abelian groups), as well as relational thinking in comparison with instrumental thinking. The methodological approach is Vygotsky’s Doctrine of Scientific Concepts. The presentation of the analytical findings is intended to illustrate a clear connection to mathematical structures, such as the concepts of inverse, as well as how these structures can support pre-service teachers’ learning with regard to teaching mathematical operations in arithmetic and algebra. The development of a theoretical approach based on this study and its analytical findings is ongoing, but it is already being implemented in the teacher education programs for Grades K-3 and 4-6 at Södertörn University in Sweden.
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T1  - Comparing Finnish and Swedish educational culture and the impact on national mentoring approaches
A1  - Fransson, Göran
PY  - 2014
LA  - eng
KW  - culture
KW  - mentoring
KW  - policy
KW  - professional development.
AB  - Introduction The purpose of this analytical paper is to examine how culturally embedded norms, values, relations and prerequisites operate in the development of a mentoring system. This is done by contrasting the case of Sweden with that of Finland. Although these neighbouring Nordic countries have a lot in common, their educational systems have taken different directions, especially with regard to the mentoring of new teachers (Aspfors, Fransson & Heikkinen, 2012). As is proposed and argued in this paper, these different approaches to mentoring are largely culturally embedded and the results of specific social, cultural, educational, philosophical and political conditions. I will analyse these culturally embedded preconditions for mentoring at an overall macro-level.In Finland, the mentoring of (new) teachers came into focus in 2010 with the launching of the national programme Osaava Werme, funded by the Finnish Ministry of Education and Culture. Mentoring is organised as peer-group mentoring with groups of 4-10 early career teachers, from different schools and with different subject skills, in their first to fifth year. In one year they participate in six to eight seminars which are facilitated by an experienced and specially trained teacher. This programme, which is voluntary, has evolved out of research and a series of pilot projects and action research programmes (e.g. Heikkinen, Jokinen & Tynjälä, 2012).In Sweden, the mentoring of new teachers came about as a result of the Swedish Parliament’s decision in 2011 to implement a teacher registration reform and a mandatory probation year for new teachers. The reform requires new teachers to have a mentor, and to be evaluated by principals as to whether he/she is competent enough to be registered. One-to-one mentoring is emphasised in the policy documents and the reform is regarded as a top-down reform (Swedish National Agency for Education, 2011). Theoretical framework - the dynamic of cultureThe analysis of cultural aspects and the theoretical framework both focus on culture and cultural dynamics. According to McDaniel, Samovar and Porter (2012), definitions of culture often focus on “shared values, attitudes, beliefs, behaviours, norms, material objects, and symbolic resources” (p. 10-11). However, the aspects that construe what we call culture are not fixed and stable (Hall, 2007). On the contrary, they are construed and negotiated in human interactions and are thus always included in processes of transformation and change.   By means of the Cultural Mentoring Framework, Kochan and Pascarelli (2012) offer an analytical framework for analysing these aspects of mentoring in terms of three cultural constructs: traditional, transitional and transformative. The rationale of the traditional construct is to transmit the existing culture to newcomers, thus recognising the norms, values, beliefs, behaviour and so on as timeless and general. The rationale of the transitional construct is change and adaptation to changing preconditions. Changing the preconditions, such as changing teachers’ tasks or emphasising certain organizational aspects or perspectives of teaching and learning, may lead to mentors facilitating the transformation process of these ‘messages’. The rationale of the transformative construct is, according to Kochan and Pascarelli, to move beyond the transitional construct by questioning norms, values, beliefs and behaviour more, and in that way, contribute to cultural change. In a transformative construct, mentoring may take the shape of networking and learning communities with evolving and transforming roles that challenge and change the concepts of mentoring. This framework offers insights into the different aspects of (possible) cultures and the dynamic of cultures, i.e. the mechanisms for how culture changes, evolves and may be challenged. Thus, the changing preconditions for educational systems and new aspects and ideas all become intertwined with the cultural conditions, and result in culturally-bound outcomes. Methods and sources of data The analysis data consists of oral and written information and a qualitative meta-analysis (Denzin & Lincoln, 2005) of policy documents from Sweden and Finland and of presented or published research (n=29) concerning Finnish and Swedish culture and the educational systems in Finland and Sweden, especially research into mentoring or induction systems.  The meta-analysis implies an aggregative approach of studies on micro- and meso-level to macro-level (cultural level), and in the analysis the (possible) interplay between micro- meso- and macro-level has been critically analysed. Thus the analyses have been performed in a deductive way. The analyses of the cases of Finland and Sweden are to be regarded as a qualitative cross-case comparison (Miles, Huberman & Saldaña, 2014) where especially the similarities, differences and patterns in the results are highlighted.The findings and conclusions presented in this paper have emerged gradually and, since 2005, have developed in conjunction with a series of network projects and collaborative research projects run by researchers from Sweden, Finland and other Nordic and Baltic countries. The mentoring systems in these countries have also been analysed and discussed at a number of national and international conferences and symposia organised by the networks or in connection with other established annual conferences (e.g. Author, XXX & YYY, 2011: Jokinen et al, 2010) in which I have participated.  These kinds of experience have its pros and cons, and Pickering (2008) emphasise the centrality of experience in cultural studies, but warns also for the risk of ‘self-interpreting’. However, in this study the solid base of written information and research are the key-source for the analysis that was performed in 2013. Results The culture of education that determines the mentoring approaches is highly influenced by a country’s history, especially in the Finnish case with its history of wars and Cold War living under threat, making the issue of building a nation and a national identity very important. Thus, Finnish educational researchers having the culturally embedded position, trust and task to realise research-based pilot projects (Sahlberg, 2011); the outcomes of which outcomes are able to influence national policy and become more widespread. This culturally embedded trust in educational researchers and Finnish teachers influences the development of peer-group mentoring. However, these highly regarded teachers have great autonomy, and claims have been raised that this not optimises the opportunities to cooperate and learn from each other (Jokinen & Välijärvi, 2006) which makes the idea of peer-group mentoring and collaborative learning more interesting – and perhaps also necessary – ­than one-to-one-mentoring. This innovative aspect of peer-group mentoring has been developed through pilot projects.Compared to Finland, Swedish teachers do not have the same degree of social standing. While Finnish teachers are highly respected, Swedish teachers and the Swedish educational system, teacher and educational researchers have been under systematic attack over the last two decades, mainly from neo-liberal positions. This ideological shift, its bureaucratic consequences and its steering model, named as new public management (NPM), has been implemented in Sweden to a very high degree an increased focus on control, inspection, regimes of accountability and the evaluation of teachers, (Dyrdal Solbrekke & Englund, 2011; Lundahl et al., 2010) which has meant that the top-down state initiative and implementation of a mandatory one-to-one mentoring system with elements of teacher assessment has been a logical step.Thus, Finnish teachers seem to be living in a culture of trust, while Swedish teachers have to face an ideology and culture of distrust.    References: Author, [details removed for peer review] (2011). [details removed for peer review]  Paper presented in the, at the European Conference on Educational Research (ECER) in **** ** September **.Aspfors, J., Fransson, G. & Heikkinen, H.L.T. (2012). Mentoring as dialogue, collaboration and/or assessment? In P. Tynjälä, M.-L. Stenström & M. Saarnivaara (Eds.) Transitions and Transformations in Learning and Education. (pp. 271–290). Berlin: Springer.Denzin, N.K. & Lincoln, Y.S. (eds.) (2005). The Sage handbook of qualitative research. (3. ed.) Thousand Oaks, Calif.: Sage.Dyrdal Solbrekke, T. & Englund, T. (2011). Bringing professional responsibility back in. Studies in Higher Education 36(7), 847–861.Hall, S. (Ed.) (1997). Representation: cultural representations and signifying practices. London: Sage.Heikkinen, H. L. T., Jokinen, H. & Tynjälä, P. (Eds.) (2012). Peer-Group Mentoring for Teachers Professional Development, London/New York: Taylor and Francis.Jokinen, H., [details removed for peer review] (201*). [details removed for peer review]   Paper presented at the European Conference of Educational Research (ECER) in [details removed for peer review], **-** August 201*.Jokinen, H. & Välijärvi, J. (2006). Making Mentoring a Tool for Supporting Teachers’ Professional Development. In: R. Jakku-Sihvonen & H. Niemi (Eds.) (2006): Research-based Teacher Education in Finland. Reflections by Finnish Teacher Educators. Research in Educational Sciences 25. Turku: Finnish Educational. Research Association.Kochan, F. & Pascarelli, J.T. (2012). Culture and Mentoring in the Global Age. In Fletcher, S. and Mullen, C.A. Handbook of Mentoring and Coaching in Education (pp.184-198), Thousand Oaks, CA: Sage Press.Lundahl, L., Erixon Arreman, I., Lundström, U. & Rönnberg, L. (2010). Setting Things Right? Swedish Upper Secondary School Reform in a 40-Year Perspective, European Journal of Education 45(1), 46–59.McDaniel, E. R., Samovar, L. A. & Porter, R. E. (2012). Using Intercultural Communi
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T1  - Teachers' Digital Didactical Designs: Motives, Goals and Practical Implementation of one-to-one computing in Swedish Schools
T2  - Learning and education
A1  - Mårell-Olsson, Eva
A1  - Bergström, Peter
A1  - Jahnke, Isa
PY  - 2017
LA  - eng
AB  - Teachers' Digital Didactical Designs - Motives, Goals and Practical Implementation of one-to-one computing in Swedish SchoolsResearch topic/AimThe aim of this paper is to understand and describe, at different levels, how digitalization of K-12 education is carried out in practice in Sweden. Therefore we studied principals, teachers and pupils experiences and narratives about the implementation of one-to-one computing.Research questionsHow do principals lead and guide the process of implementing one-to-one computing in K-12 education? What are they trying to achieve?How do teachers design for teaching and learning in the one-to-one computing classroom? What are they trying to achieve?What are the pupils’ experiences of one-to-one computing in school?Theoretical frameworkActivity theory (Leontiev, 1986) has been used for analysing the empirical material on different levels (e.g. triangulation) where motives, goals, actions and the actual operationalization in the classroom are important perspectives.Methodology/research designTo study the research questions interviews with school leaders, classroom observations, teacher interviews and student group interviews have been applied in grade 2-12. Focus of the principal interviews (No. 6) was on their intentions with the one-to-one implementation and their leadership during the process. For the teacher interviews (No. 27), focus was on their teaching design (e.g. intentions and planning) and the actual operationalization of their design in the classroom. The interviews with principals and teachers lasted around 60 minutes. The pupils were interviewed in groups of 3-5 pupils in each group (in total 15 focus groups). The approach of stimulated recall (Haglund, 2003) was used for investigating pupils expericences of different teaching designs. The interviews with pupils lasted around 18-35 minutes.Expected conclusions/findingsFour themes emerged from the triangulation of principal interviews, classrooms observations, teacher interviews and pupil interviews: 1) striving for pedagogical participation for increasing pupils’ achievement and approvement, 2) designing assignment for creating self-propelling pupils, 3) using variation as a method for creating motivated and active pupils, 4) designing assignments for creating variation and indivdualization by pupils’ choice.The four themes illustrates a chain of actions affected by each other – from expressed motives and goals on different levels, down to the teaching design implemented in the classroom. The themes also illustrate a hiearachy from the principals view of the digitalisation of the school and his/her motives of the 1:1 initiative from a pedagogic leader persepctive. This in turn, affect the participating teachers own expressed focus and goals for their teaching design and thus, the pupils actual use of the tablets in the assignments given during the schoolday.Relevance for Nordic educational researchA growing body of research, reports on the difficulties of implementing one-to-one computing into K-12 education, and the Nordic countries is not an exception. The contribution of this study demonstrates a chain of actions on different levels regarding possibilities and challenges in the take up and use of one-to-one computing. The results from this study contribute to an understanding on how the digitalization process of K-12 education is carried out in practice in Swedish schools.
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T1  - Study motivation in primary schools in Sweden - What are teachers' perceptions and responsibilities.
A1  - Boström, Lena
A1  - Bostedt, Göran
PY  - 2023
LA  - eng
AB  -  In Sweden, about 25% of all students leave primary school without complete grades (of which 60% are boys). The reason for these low results is often referred to as students' lack of motivation (Skolverket, 2019). The most important ways to increase study motivation are a) good interaction between teachers and students and b) access to student health. To analyze a lack of study motivation in primary school, a perspective is thus required that not only focuses on the individual student but also takes into account the entire school and classroom situation. The starting point in this study is therefore that study motivation is about transaction (Perry, et al., 2006). Study motivation should not be understood only as an individual trait, but that it is about negotiations of meaning in social interaction. According to Perry et al. (2006) there are strong links between motivation and a) communicated expectations b) clear feedback on results, c) interaction between teacher and student and between students, d) positive climate and e) teacher leadership. Therefore, this study focuses on the teacher’s perceptions and their responsibilities. This study is based on 9 group interviews with 26 teachers in classes 3,6 and 8. The focus of the interviews was teachers’ perceptions about what motivated students to study and what demotivated them. The empirical material was then analyzed with a thematic content analysis (Braun & Clarke, 2012). Subsequently, comparative analyzes were also performed between the three teacher groups. All teacher groups in this study highlight how important the teacher is for students' study motivation. Many teachers believe that students have primarily internal motivation for learning. However, there is no consensus among the teachers about what is important to the students. The core of the concept of study motivation is described relatively similarly; motivation is built up by interest, a desire, and a curiosity to learn. However, it is only the teachers for the youngest students who describe a desire to learn. The teacher’s descriptions in high school are more detailed where they describe many inner driving forces such as challenging oneself and the importance of motivation to future studies. Experiences about what can increase students' study motivation and reasons/explanations for any low study motivation largely show a complex interplay between results and motivation. The crucial difference turned out to be that the teachers in high school give increasingly more exemplary and in-depth explanations to subject issues and that the problem picture with study motivation is more complex and deepens the older the students get. The conclusions we draw are that motivation is an area that becomes more central and more challenging the older the student gets. To support students' study motivation, a much greater understanding of the phenomena among teachers is needed. Our recommendation is to focus on a broad front on all actors in school and listen to and take into account students' voices. In this study, we cannot see the requesting link according to the transactional perspective. References:Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol. 2: Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57–71). American Psychological Association. Perry, N.E., Turner, J.C. & Meyer, D.K. (2006) Classrooms as context for motivating learning. I: Patricia A. Alexander & Philip H. Winne (red.) (2006), Handbook of Educational psychology. 2.utg. Mahwah, N.J.: ErlbaumSkolverket. (2019). Attityder till skolan [Attitudes towards school]. Rapport 479. Skolverket [Swedish National Agency for Education].                              
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T1  - The Recontextualisation of Curriculum Reform: Local Curriculum Innovation Under the Accountability Regime of the New Swedish Curriculum, Lgr11
T2  - ECER 2013, Creativity and Innovation in Educational Research
A1  - Sundberg, Daniel
A1  - Håkansson, Jan
A1  - Adolfsson, Carl-Henrik
PY  - 2013
LA  - eng
KW  - curriculum
KW  - reform
KW  - school development
KW  - innovation
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - During the last two decades, transnational organizations and agreements are increasingly important as actors, networks and shaping forces in curriculum-making, and this also applies to the formation of the Swedish curriculum. The international education policy movement towards standards-based curriculum has been characterized by top-down accountability and linear dissemination (Andersson-Levitt 2008, Sivesind & Karseth 2011). However, several research studies reveal how the translation to national cultural education traditions also implies tensions and contradictions. Differences between different levels of curriculum has been theorized in for example distinctions between intended, implemented and enacted curricula (Conelly 2008). A major issue facing externally mandated reform is the ‘implementation gap’. In this paper we will address factors in how curriculum is contextualised and reconceptualised (Bernstein 2000, Wahlström & Sundberg 2012) as it translated from transnational curriculum scripts to national and local school curriculum development and innovation. The paper draws on a “classical” theoretical framework of curriculum theory (i.e. the frame-factor theory), with its different levels of analysis – the societal/ideological level, the curriculum level; and the teaching and classroom level (cf. Lundgren 1989). With reference to Bernstein (2000), the three different discursive levels can be related to each other, by the concept of recontextualisation. The concept of recontextualisation – how meanings travel between contexts - addresses crucial assumptions of curriculum reform. First, it challenges an assumption of curriculum as a means for direct policy control and secondly, it challenges the assumption that larger global macro-social contexts have unmediated impact on the local context. From Michael Fullan’s seminal study on educational change follows that to implement educational changes, the educational process must be studied and analyzed in relation to both its external and its internal conditions (Fullan 2001). Recent debate in the field of curriculum studies suggests that centrally initiated curriculum change is unlikely to be successful unless it actively engages the practitioners who are the local change agents. In mediating curriculum reform, the intrinsic logic of the curriculum policy is significantly modified to match the institutional logics of the setting where it is enacted (Meyer 2006). This paper draws upon empirical data to explore school-based curriculum development in response to the new curriculum policy, Lgr 11, in Sweden (the National Agency for Education 2011, Government Bill 2007:28). The purpose is to explore how the curriculum reform, Lgr 11, is reconceptualised, understood and related to school development by the local authority, school management and teachers in some selected municipalities. By questionnaires and interviews with local curriculum actors, the contextual adaptations in order to manage and organise new curriculum policies are analysed. The following research questions are addressed in the paper: 1. What are stakeholders’ understandings of the room for manoeuvre in curriculum innovation in implementing the new curriculum policy, Lgr 11? 2. How, and with what arguments is the selection of content areas for curriculum development made in implementing the new curriculum Lgr 11? 3. What change and improvement strategies have been used to meet the demands of the new curriculum policy, Lgr 11? Methodology, Methods, Research Instruments or Sources Used In order to explore and analyse how the curriculum Lgr 11 specifications are translated by the local authorities/schools into a school curriculum, local documents analysis, surveys and interviews with curriculum developers, school leaders and teachers have been conducted. The mixed-method approach followed a three-step procedure. In the first step, nine local educational authorities were selected representing a broad variety of municipalities in terms of population sizes, socio-economic conditions and educational achievement levels. Empirical data were collected by in a semi-structured questionnaire to key curriculum actors. In this, qualitative and explorative survey, key issues in implementing and adapting to the curriculum policy was identified. Based on these answers four cases for further investigation were selected. In the second step, follow-up, in-depth interviews with four informants (local authority development officers) from different local education authorities were conducted. In the semi-structured interviews the strategies for curriculum innovation and change was further elaborated and conceptualised. In the third step a teacher survey was constructed and conducted in one of the selected municipalities (n= 277). In this online questionnaire teacher’s perception of the intended curriculum, the implementation process of the new curriculum and; the relation between curriculum implementation and local development work was investigated. Conclusions, Expected Outcomes or Findings The results of the empirical analysis (question 1 and 2) will be presented in terms of patterns of arguments among key curriculum actors. The case studies show how different key players in local curriculum implementation raise arguments and prioritize areas for curriculum innovation variously due to local needs, national ambitions as well as international trends and future social and cultural scenarios. The results of the case studies also highlight central features of how central curriculum actors navigate in local change processes under the enactment of the curriculum Lg11 (question 2). The case studies indicate a wide variety of strategies used in trying to adapt and merge the local development work with external pressures on accountability. The results points to some central dilemmas in steering, organizing and drive local curriculum innovation. In addition, the investigation of curriculum recontextualisation also highlights mismatches between the intrinsic logics of the curriculum policy and the institutional logics when it comes to describing, valuing and judging the outcomes of curriculum innovation (question 3). There are, the results indicate, tensions between external expectations on short-term results on the improvement of pupils’ achievements and long-term improvement outcomes acknowledging the complex relations between institutional mechanisms and emerging practices. References Andersson-Levitt, Kathryn M. (2008). Globalization and curriculum. In: Michael F. Connelly, ed.: The Sage Handbook of Curriculum and Instruction. London: Sage Publications. Bernstein, Basil (2000). Pedagogy, Symbolic Control and Identity. Lanham: Rowman & Littlefield. Connelly, Michael F. ed. (2008): The Sage Handbook of Curriculum and Instruction. London: Sage Publications. Curriculum for the Compulsory School, Preschool Class and the Leisure-time Centre (2011). Stockholm: National Agency for Education. Fullan, Michael (2001): The New Meaning of Educational Change (3rd ed.). London: Routledge Falmer Press. Government Bill 2007:28. Tydliga mål och kunskapskrav i grundskolan. Förslag till nytt mål- och uppföljningssystem [Clear Goals and Knowledge Requirements in Compulsory School Education. Proposal for a New System of Goals and Monitoring]. Stockholm: Swedish Government Official Reports. Lundgren, Ulf P. (1989) Att organisera omvärlden [Organising the World Around Us]. Stockholm: Utbildningsförlaget. Meyer, John W. (2006). World models, National Curricula, and the Centrality of the Individual. In: Benevot, Aaron & Braslavsky, Cecilia: School Knowledge in Comparative and Historical Perspective. Hong Kong: CERC Studies in Comparative Education 18. Sivesind, Kirsten & Karseth, Berit (2010): Conceptualising curriculum knowledge within and beyond the national context. European Journal of Education( 45)1 Sundberg, Daniel & Wahlström, Ninni (2012). Standards-based curricula in a denationalised conception of education – the case of Sweden. European Journal of Education Research, Volume 11, Number 3, 2012.
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T1  - Electude in education – students and teachers challenges implementing a new digital tool for learning. The transition process handling a new tool in a Swedish certified Motorbranchcollage
A1  - Wetso, Gun-Marie
A1  - Haffling, Greta
A1  - Wallberg, Lena
A1  - Jakobsson, Per
PY  - 2019
LA  - eng
AB  - The aim of this R & D project is to utilize the experiences generated when students and teachers handle a new digital learning tool Electude (Simulation-based learning solutions for visual and kinesthetic learners) introduced in a Swedish gymnasium.    The objective is to document classroom work; aiming to find in which activities the digital tool is used and what is the challenges for students and teachers in the transition process? Data were collected in observations and questioners (N 76) conversations with students and teachers (N50). Activity theory (Leontiev, 1986) and social constructivist knowledge (Vygotsky, 1981) building is viewpoints.The results showed that the transition to use digital program had some obstacles to overcome. Several imbalances between the top down expectations and the bottom up outcomes became clear. The students had different school backgrounds, home languages, and experience of computers as learning tools. The digital program was based on “self-instruction” questions in Swedish. It was hard to manage for the students. The teachers had a monitor- based overview in the classroom supporting each learner step by step. The students wanted more of teacher training and hands on work in the garage. Students and teachers find it tricky to handle the affordance, instructions were overloaded with information and underloaded with no clear instruction how to make animations in the program to function. A lot of trial and error time reduced students spirit to learning. Time for student interchange was missing they worked in their own past solving questions. Learning in collaboration was lost. 
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T1  - Experiences from creating opportunities for producing senior lecturers in Sloyd and Visual Art Education
T2  - NERA 2024
A1  - Karlsson Häikiö, Tarja
A1  - Björck, Catrine
A1  - Lindstrand, Fredrik
A1  - Hernwall, Patrik
A1  - Lindberg, Viveca
PY  - 2024
LA  - eng
PB  - Malmö
KW  - högre utbildning
KW  - forskarskola
KW  - fobos
KW  - visuella kulturer och lärande
AB  - The Swedish Research Council (Vetenskapsrådet, VR), has funded the National Graduate School in Visual Arts and Sloyd Education, FoBoS) (Sw. Nationella forskarskolan i bildpedagogik och slöjdpedagogik). This graduate school is a collaboration between Gothenburg University, Stockholm University and Konstfack University of Arts, Crafts and Design. The work with the Graduate school began in 2019 and the first PhD students for Degree of Licentiate started in January 2020. FoBoS have contributed to practice-based research and quality in higher education in the subjects Visual Art and Sloyd Education and in this way contributed to establishing the subjects on postgraduate level by producing new researchers.There is an urgent need to do more research in Sloyd and Visual Arts Education in Sweden. The current situation in these minor school subjects is limited. Lack of research programs as well as doctoral positions means that these studies seldom can build an autonomous research environment with advisors which can support the subject’s specific inquiries, theories and methods. There is also a lack of educators in Swedish universities in subject didactics in general (The Research Council, 2023).FoBoS has been part of the strategic investment in graduate schools that has been important for “the supply of skills and to further strengthen the field of educational science as well as the scientific basis of teacher education and the school” (The Research Council, 2023 p. 6). Secure resources for career paths for new researchers and building excellent research environments as a result of the national research schools, subject didactic research, research on learning processes, on professions and professional training. Collaborative doctoral students are important as there is still a "weak connection between research on teaching and the teachers' everyday school life, as well as insufficient conditions to use knowledge from research and proven experience in the activities" (The Research Council, 2023 p. 14).In this Roundtable discussion we in the steering group of FoBoS share our experiences of our work with the graduate school, in particular challenges in supporting the development of research in this area. Some of these challenges relate to structural conditions and how support for research and graduate schools is organized. Other challenges are how to create possibilities for continued trajectories from licentiate studies to doctoral studies, as well as onwards towards post-doctoral positions. What does the future look like for postgraduate education in the subjects and in higher education? What are the conditions for producing more researchers, career opportunities and postdocs? Despite an increased number of PhD:s in educational science, there is a great shortage of researchers for teacher training, even in the aesthetic subjects "to meet the societal challenges that characterize schools and higher education today" (The Research Council, 2023 p. 6). We in the steering group for FoBoS are interested in discussing how to create new opportunities for more research and researchers in Sloyd and Visual Arts. We invite you in our Roundtable discussion.ReferencesThe Research Council [Vetenskapsrådet] (2023). Forskningsöversikt 2023. Utbildningsvetenskap. Stockholm.
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T1  - “Instantaneous or continuous examination”– exploring dilemmas about when to examine movement in Swedish PETE.
A1  - Backman, Erik
PY  - 2014
LA  - eng
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - It has been claimed that issues of assessment in school and education is of particular interest in contemporary society with many conflicting demands, theories and practices (McDowell 2010). In the field of Physical Education (PE), assessment issues, grading and examination practices has received attention on the school level during the last decade (MacPhail & Halbert 2010, Penney 2009, Lopez-Pastor et.al 2013, Redelius & Hay 2009). However, on the level of PE teacher education (PETE), the knowledge base of these issues is not as significant. Based on the relative reduction of movement practices in PETE following the academisation of teacher education in general (Kirk 2010), there are reasons to investigate the what- and the how-question regarding examination in movement practices in PETE. The aim with this paper is to analyse and discuss what is assigned value in the formulation of tasks for examination of movement in subject courses on seven Swedish PETE departments. Inspired by Bourdieu’s concept of symbolic capital (Bourdieu & Wacquant 1992) and its use in PE research (Backman 2008, Brown 2005, Redelius et.al. 2009), a preliminary analysis of formulations in curricula documents has showed that the examination of movement practices is a silent, constant and ongoing process, rather than out-spoken and performed at specific occasions during a course. The analysis has also shown that the ability to perform movements is, within examination tasks, formulated separate from the ability to teach, rather than integrated with one another. Illuminating these issues, not only on the level of school PE but also on the PETE level, might develop and strengthen assessment practices not only in PE but also in PETE.
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T1  - Supporting language learning environments, opportunities and interactions in bilingual Sami-Swedish (pre)school contexts
T2  - 14th Annual Hawaii International Conference on Education, Honolulu, January 3-6, 2016
A1  - Waldmann, Christian
A1  - Dockrell, Julie
A1  - Sullivan, Kirk P. H.
PY  - 2016
LA  - eng
KW  - pedagogik och utbildningsvetenskap
KW  - pedagogics and educational sciences
AB  - The Convention on the Rights of the Child states that children from minority groups have the right to learn, use and develop their indigenous/minority languages:In those States in which ethnic, religious or linguistic minorities or persons of indigenous origin exist, a child belonging to such a minority or who is indigenous shall not be denied the right, in community with other members of his or her group, to enjoy his or her own culture, to profess and practise his or her own religion, or to use his or her own language. (Article 30).In Sweden, the parliament affirmed the right of national minorities to learn, use and develop their minority languages in 2005, and in 2009 this right was written into Swedish law (the Swedish Language Act 2009:600, and the Act on National Minorities and National Minority Languages 2009:724). However, Sweden continues to receive strong criticism from the Committee of Ministers of the Council of Europe (2015) for the lack of a comprehensive and structured approach towards minority language education, resources, materials, and teacher training.Oral language development “is central to a child´s ability to access the curriculum and develop literacy skills” (Dockrell et al 2010). In a minority language context, supporting oral language skills is central for language maintenance and revitalization, and for developing a functional bilingualism. A primary goal for the Sami school in Sweden is to support each child’s functional Sami-Swedish bilingualism. Considering the importance of oral language, all children need an environment supportive of oral language development, and opportunities and interactions with more knowledgeable conversational partners to practice and develop oral language and communication skills for all languages. Supporting and enhancing oral language skills for the diverse learners in school settings can be challenging, and little is known about how bilingual children’s oral language development in Sami and Swedish is supported. Teachers can be supported by tools that they can use to describe the language learning environments, opportunities and interactions, and to develop their professional practice in the area of effectively supporting young bilingual children´s oral language development. In this presentation, we report on a pilot study that has adapted the Communication Supporting Classrooms Observation Tool (Dockrell et al 2015) to the Swedish school context. This adaption is a first step towards adapting and using this tool in bilingual North and South Sami (pre)schools. The results of the pilot study are discussed in relation to the challenges of setting up a research project examining the support of oral language development in both the indigenous Sami languages and the national language Swedish.ReferencesCouncil of Europe. (2015). European charter for regional or minority languages. Application of the Charter in Sweden. 5th Monitoring Cycle. http://www.coe.int/t/dg4/education/minlang/Report/EvaluationReports/SwedenECRML5_en.pdf [downloaded on July 16, 2015].Dockrell, J.E, Bakopoulu, I., Law, J., Spencer, S. & Lindsey, G. 2015. Capturing communication supporting classrooms: The development of a tool and feasibility study. Child Language Teaching and Therapy, 1-16.Dockrell, J.E., Stuart, M., & King, D. 2010. Supporting early oral language skills for English language learners in inner city preschool provision. British Journal of Educational Psychology, 80, 4, 497-515.Act on National Minorities and National Minority Languages (2009:724).Swedish Language Act (2009:600)United Nations. (1989). Convention on the Rights of the Child. http://www.ohchr.org/ Documents/ProfessionalInterest/crc.pdf [downloaded on July 16, 2015].
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TY  - CONF
T1  - Preparing pupils for the democratic society: the role of education when building thewelfare state
A1  - Melin, Åsa
PY  - 2022
LA  - eng
AB  - A significant part of the welfare state's investments in education during the 20th century wasto democratize the school system, among other things through progressive forms of teaching.The pupils should be able to influence and be active, example participate in group work inorder not only to learn about democracy also to use democratic methods. Another aspect ofdemocratization could be to visit public and private workplaces where the students were given the opportunity to take part in the society which the teaching were supposed to prepare them to. An extensive archive material from the Swedish 1948 School Commission1 shows howstudents could influence teaching and how the surrounding society could be part of students'teaching sphere: education (learning) for democracy with teaching trough democracy. About20 percent of about 600 teachers have stated that they used the surrounding society as aresource for learning. For example, a teacher from Lund said that young people shouldexperience democracy in school: “Young people should be confronted with society's boardand institutions in their home area, e.g. through a visit to the City Council meeting.” (Mytranslation: FI: 10 SKRA.) A teacher from Gothenburg stated that the teaching was based on factorsin society that ordinary citizens need to become familiar with and that the students made visitsto different places based on their own interests with following discussions, on the students'own initiative (My translation: FI: 12, SKRA) In my paper, I will highlight students' participation ineducation according to Gert Biestas (2006) two (out of three) types of "democratic education"in school by giving concrete examples from teaching described by teachers in 1946.
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TY  - CONF
T1  - Att vetenskapligt förankra ett yrkeslärarprogram: erfarenheter från ett utvecklingsprojekt
T2  - NORDYRK 2019
A1  - Annerberg, Anna
PY  - 2019
LA  - swe
KW  - utbildning och lärande
KW  - education and learning
AB  - Demands on the scientific foundation of Swedish Vocational Teacher Education has led to adevelopment project on academic competence at Dalarna University in 2018. The projectcontained two sub-projects; the construction of a matrix, to display the progression of students’academic competence; and the implementation of a series of seminars on VET research. This article presents the point of departure and the methods used, together with the results of mappings and analysis of four different aspects of academic competence. This inventory offeatures of academic competence in teacher education, evokes a wide range of questions onthe meaning and consequence of scientific foundation, the research-practice relationship andconcrete questions concerning course content.
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TY  - CONF
T1  - “A world of pluralism and diversity”… What?: Perspectives on diversity and uniformity, heterogeneity and homogeneity – and the question of content in general music education
A1  - Georgii-Hemming, Eva
PY  - 2013
LA  - eng
KW  - music philosophy
KW  - pluralism
KW  - diversity
KW  - democracy
AB  - It has been proclaimed that we live in an era of pluralism and diversity. It’s quite common to speak about the basis of comprehensive approaches and forms of understanding of life's diversity being on the wane. Different values ​​are set free from hierarchical conceptual models. Many stories about the world are said to be existing side by side. In many ways this is a reasonable description of the times we are living in.At the same time we find some quite opposite tendencies in our societies – tendencies to uniformity, sameness and homogeneity – or worse: simplicity and naivity – or even worse: a sweet innocence (sancta simplicitas) – regarding understanding and thinking about life, society and culture. We face a rise in fundamentalist thought – may be as a consequence of disorientation and a feeling of uncertainty in an era of rapid changes and increasing diversity. We can observe a kind of technical and economical rationality putting its clammy hand over more and more areas of life. This affects a lot of thinking in a number of fields, including education, art, science, health, children, sports and nature.In this panel, this tendency of uniformity and homogeneity of ideas – within in a culture of proclaimed diversity and heterogeneity – is addressed and discussed from different angles. Starting with some very broad perspectives on technical rationality, the discussion is ending up focusing ideas of content in general music education as well as in music teacher education. The participants in this panel are renowned researchers and music education philosophers that will present ideas connecting to current discussions in Scandinavian countries as well as in Germany in which they all take part. Viewed from an international perspective these critical reflections are not unique. Thus, when the questions on diversity and plurality in music education are discussed, it has the prospective to be of interest to international music education philosophy.
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TY  - CONF
T1  - Understandings and Enactments of Pedagogies for Inclusion, Equity and Social Justice in Physical Education
T2  - Presented at BERA (British Educational Research Association), Manchester, UK, September 8-12, 2024
A1  - Gerdin, Göran
A1  - Philpot, Rod
PY  - 2024
LA  - eng
KW  - sport science
AB  - A rapidly growing body of literature focuses on inclusion, equity and social justice in health and physical education (HPE) (see e.g., Lynch, Walton-Fisette & Luguetti, 2022; Walton-Fisette, Sutherland & Hill, 2019). At the same time research continues to show how school HPE is complicit in the reproduction of inequities as related to for instance gender, sexuality, ethnicity, religion and social class (e.g., Fitzpatrick, 2019; Landi, 2019; Walseth, 2015). Indeed, despite long standing calls for HPE teachers to infuse social justice into their teaching and learning programmes, there is limited research that explores how this might be done and the challenges faced by HPE teachers when doing so.This proposed symposium will report on the ongoing work of the so-called EDUHEALTH project. The aim of the EDUHEALTH project, which brings together researchers from different contexts, is to identify, compare, co-design and support the enactment of social justice pedagogies in HPE that promote equitable learning experiences and outcomes. This project builds on the findings and outcomes that called on HPE teacher observations and post observation critical incident interviews (Philpot et al, 2021) to identify pedagogies that promote social justice, and identify how broader curricular and school policy interact to facilitate the enactment of social justice pedagogies in HPE. These pedagogies include building good relationships, teaching for social cohesion and explicitly teaching about and acting on socialinequities (Gerdin et al., 2021).  EDUHEALTH 2.0 builds on this previous research by exploring how HPE curricula serves to enable pedagogies for social justice and the students’ perspectives and experiences of such pedagogical practices as well as further developing and supporting the enactment of social justice pedagogies across different contexts through action-research with teachers.The session will begin with a brief introduction to the symposium and overview of the project. This overview will be followed by four separate presentations; three from researchers in three of the participating countries (Sweden, Spain, New Zealand) in the EDUHEALTH 2.0 project and followed by the findings of a PhD that examines how PE teachers in Austria understand and enact social justice pedagogies. At the conclusion of the fourth presentation we will present the future direction and intended goals of the project. Finally, a discussant will reflect on the work presented and the nature of the project before opening the floor to the audience for the final 15 minutes of the symposium.Paper 1 – Understandings and Enactments of Social Justice Pedagogies in Swedish Physical Education and Health PracticeIn this paper we present findings from a participatory action-research (PAR) project with 11 teachers of PEH at two upper-secondary schools in Sweden aimed at enhancing understandings and enactments of social justice pedagogies. Although the findings draw attention to productive understandings and enactments of social justice pedagogies, we also argue that the teachers to a great extent continue to focus on managing inequalities within the framework of taking for granted knowledge within the subject.Paper 2 – Plan, do, study, act: Creating a community of secondary school Health and Physical Education teachers for social justiceWith a backdrop of empirical research demonstrating that professional learning is most effective when it is involves collaboration, active learning and reflection (Darling-Hammond et al., 2017), this paper reports on a collaborative critical inquiry into enacting pedagogies for social justice between five New Zealand HPE teachers and two HPE researchers. In collaboration with the researchers, and through a process of “plan, do, study, act” (Lawson et al., 2015, p. ix), each teacher developed, implemented and reflected on their own plan to address a social justice issue specific to their own teaching context.Paper 3 – Teachers’ Enactment of Freirean Democratic Pedagogies in Spanish Primary School Physical EducationThe aim of this paper was to explore how specialist primary school teachers in Spain teach for social justice in Physical Education and how contextual factors enable and constrain such teaching practices. The findings drawing on Freire (1970) demonstrate how the PE teachers’ enactment of social justice pedagogies are built on: (1) Using student voice, (2) Learning through questioning and exploration, (3) Learning with and from other students.Paper 4 – PE Teaching Practices for Social Justice in Austria – What PE Teacher Do (Not) Indicate to Do for Diversity and Social JusticeThis paper focuses on PE teachers’ indicated realizations of social justice pedagogies in Austria. 20 secondary school PE teachers were interviewed concerning their PE teaching practices (teaching goals, content, didactic-methodical approaches, teacher-student(s) interactions and assessment). The findings point towards conducive as well as counterproductive teaching practices with regard to enacting social justice pedagogies.ReferencesDarling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Research brief. Learning Policy Institute.Fitzpatrick, K. (2019). What happened to critical pedagogy in physical education? An analysis of key critical work in the field. European Physical Education Review, 25(4), 1128-1145.Freire, P. (1970). Cultural Action for Freedom. Cambridge, MA: Harvard Educational Review.Gerdin, G., Smith, W., Philpot, R., Schenker, K., Mordal Moen, K., Linnér, S., Westlie, K., & Larsson, L. (2021). Social Justice Pedagogies in Health and Physical Education. London, UK: Routledge.Landi, D. (2019). Queer men, affect, and physical education. Qualitative Research in Sport Exercise and Health, 11, 168–187.Lawson, H., Caringi, J., Pyles, L., Jurkowski, J., & Bozlak, C. (2015). Participatory action research. Oxford Press.Lynch, S., Walton-Fisette, J., & Luguetti, C. (2022). Pedagogies of Social Justice in Physical Education and Youth Sport. New York: Taylor Francis.Philpot, R., Smith,W., Gerdin, G., Larsson, L., Schenker, K., Linnér, S., et al. (2021). Exploring social justice pedagogies in health and physical education through critical incident technique methodology. European Physical Education Review. 27(1), 57-7Walton-Fisette, J., Sutherland, S., & Hill J. (2019). Teaching About Social Justie Issues in Physical Education. Charlotte, NC: Information Age.
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TY  - JOUR
T1  - Quality of Research Projects in Medical Education – Does Extended Time Lead to Higher Quality?
T2  - Education
SN  - 2162-9463
A1  - Ekvall Hansson, Eva
A1  - Troein, Margareta
A1  - Beckman, Anders
PY  - 2015
VL  - 1
IS  - 5
SP  - 20
EP  - 25
LA  - eng
PB  - : Scientific & Academic Publishing
AB  - The research projects produced in higher education are important not only for developing skills in critical appraisal in order to give students tools for working evidence-based but also as a measure of quality of higher education. When the Bologna Process was implemented at Lund University in Sweden, the courses in research projects were extended and are now performed at the basic level as well as the advanced level in the program, in the form of one bachelor thesis in the middle of the program and one master thesis at the end of the program. The aim of this study was to analyze whether the extension of the research project course in the medical program at a Swedish university had affected the quality of the research projects in the course. One teacher read all of the papers from the students on the extended 20-week course and the previous 10-week course. During the reading of the papers, scoring rubrics were used to grade the papers. A comparison between the two courses was made. The comparison showed that, in the items “title,” “abstract,” “introduction,” “ethics” and in the total sum, the projects from the long course were given statistically significantly higher grading than the projects from the short course. More projects from the long course passed the exam than the short course. We conclude that extended time seemed to improve quality of scientific writing in some of the items, but not all, and also resulted in more projects passing the exam. The item “ethics” is difficult for students to handle.
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TY  - JOUR
T1  - An evolutionary textbook evolving by student activity
T2  - Journal of Online Mathematics and its Applications
SN  - 1935-6439
A1  - Lennerstad, Håkan
PY  - 2007
IS  - 7
LA  - eng
KW  - evolutionary textbook
KW  - on-line education
AB  - Successful education requires that the teacher has two knowledge competencies. The teacher not only needs to be familiar with the subject knowledge, it is also essential that the teacher have a realistic, detailed and practical knowledge of the students' understanding of the subject. This second kind of knowledge concerns the students' typical understanding and misunderstanding of the subject, and ways to handle them. It also includes ways to communicate meaning and interest in the subject--not to idealized students, but to real students. This paper describes a Swedish project that opens a channel allowing a teacher to systematically develop this knowledge while helping students. Teacher-student dialogues are conducted through a web page. As a result of the underlying goal, the project also extends the students' role in their education to a more responsible one. The textbook author uses the students' opinions and work at the web page to improve the book for the benefit of future students. Thus, the textbook evolves to be better adapted to the environment for which it is intended: studies by students. We present empiric results for an undergraduate distance course in calculus with 20 students.
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TY  - JOUR
T1  - Samhällslära i ämnesintegrerad undervisning – En fallstudie av finländska klasslärares praktik
T2  - Nordidactica
SN  - 2000-9879
A1  - Mård, Nina
PY  - 2020
VL  - 2020
SP  - 88
EP  - 114
LA  - swe
PB  - Karlstad : CSD Karlstad
KW  - samhällslära
KW  - ämnesintegrerad undervisning
KW  - klasslärare
KW  - företagsamhet
KW  - subject-specific education
KW  - ämnesdidaktik
AB  - The Finnish national curriculum of 2014 made multidisciplinary education mandatory in primary education. Furthermore, social studies was introduced as a new school subject in upper primary education. This case study investigates how five Finnish primary school teachers implement social studies and multidisciplinary approaches within a shared project on ‘Entrepreneurship’. Data was collected by interviewing the teachers and observing their practice. The study is theoretically framed around concepts of multidisciplinary education and social studies didactics. Through a thematic analysis, the results reveal that the teachers intended to foster students’ entrepreneurial competence through theoretical knowledge and practical training. Their teaching practice included both subject matter content from the social studies curriculum, other disciplinary perspectives (from visual arts, Swedish (L1) and literature, history, mathematics, and home economics), and interdisciplinary entrepreneurial skills. The social studies content was taught through methods of teacher-led lectures on facts, discussions, and practical preparations for work life. Despite their practice, the teachers did not acknowledge disciplinary perspectives as important in their teaching. The results are discussed in relation to the multidisciplinary nature of the primary school teacher profession, and the lack of a social studies teaching tradition in Finnish primary education.
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TY  - JOUR
T1  - Immigrants ́ Job Expectations: A Study of What Predicts Immigrants ́ Job Expectations After Completing Language Training Programmes
T2  - International Journal of Special Education
SN  - 0827-3383
A1  - Reichenberg, Monica
A1  - Berhanu, Girma
PY  - 2017
VL  - 2
IS  - 32
SP  - 355
EP  - 386
LA  - eng
KW  - job  expectations
KW  - inclusive  (adult)  education
KW  - immigration
KW  - age  at  arrival
KW  - language training program
AB  - The overall aim was to identify predictors of adult immigrant students’ job expectations after they  have finished the language training program. We studied both socio - demographic predictors (sex,  family  status,  socio - economic  status,  and  level  of  education)  and  experience  predictors  (age  at  arrival ,  teacher,  and  language  exposure).  To  get  a  more  in - depth understanding of immigrants’  job expectations, we also  studied the following predictors: having had a job in the home country  and in the host country.  Using survey data collected from 187 adult immigrants participating in  the  Swedish - language - training  program  (SFI),  we  conducted  ordinary  least  squares  (OLS)  an d  logistic regressions. We found that the majority of immigrant students have high job expectations and  that  age  at  arrival  and  level  of  education  predicted  job  expectations.  In  addition,  we  found  that student sex predicts having had a job in the home coun try but did not affect job expectations  in the host country. The study has implications on how we organise inclusive education for adults  in Swedish education and hence build an inclusive society throughout one’s life course.
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TY  - JOUR
T1  - Development of self-regulated learning skills in mathematics in lower secondary school in Sweden
T2  - Nordisk matematikkdidaktikk
SN  - 1104-2176
A1  - Samuelsson, Joakim
PY  - 2011
VL  - 3
IS  - 16
EP  - 3
LA  - eng
AB  - In this study, the development of 219 students’ self-regulated learning skills in lower secondary school across ability groups were investigated and related to measures of students’ performance in mathematics. Self-regulated learning skills were assessed with a questionnaire originally designed and used in PISA 2003. Pre-testing was performed during the first two weeks in school in seventh grade. The first post-test was performed after one term in eighth grade, in January 2008. The second post-test was performed during the last two weeks in grade 9, in June 2009. All testing was performed by the class teacher. However, the result states that internal motivation, instrumental motivation as well as self-concept decline across year in lower secondary school. The development of interest and enjoyment of mathematics, self-concept in mathematics and anxiety in mathematics was similar in each ability group. No interaction effects across groups were significant in the study. This study highlights the importance of taking affective factors into account in discussions about the results of mathematics teaching and learning. The strong correlation between affective factors and achievement in mathematics helps us to identify some weaknesses in the Swedish education system.
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TY  - CHAP
T1  - The culture of the mathematics classroom during the first school years in Finland and Sweden
T2  - <em>Mathematics and Transition to School - International Perspectives</em>
A1  - Hemmi, Kirsti
A1  - Ryve, Andreas
PY  - 2014
SP  - 185
EP  - 199
LA  - eng
PB  - Singapore : Springer
AB  - This chapter elaborates findings from a longitudinal ongoing cross-cultural study comparing the teacher education and classroom practices in Finland and Sweden. The focus is on the cultural scripts of mathematics instruction during the first school years (ages 6-8). Firstly, we present a description of the contexts of each country concerning primary teacher education and the transition from pre-school to school. We then characterize the dominating conceptualizations of the mathematics classroom practices for the early years in both countries, building on several analyses of different data sources. We focus especially on the intricate balance between flexibly building mathematics on pupils’ ideas of familiar everyday phenomena within a thematic teaching style on the one hand, and on the other, the organization of learning environments strictly based on a predetermined hypothetical learning trajectory (Clements & Sarama, 2007). Finally, we discuss our findings in light of the international literature on early mathematics education and transition from pre-school to school.
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TY  - CONF
T1  - Structural Matchings in processes of institutional Spacing & Positioning in Academia: Finding Spaces of Success  The Making of an Excellent Academic Career in Education Sciences
T2  - ECER i Budapest, 8-11/9 2015
A1  - Angervall, Petra
PY  - 2015
LA  - eng
KW  - excellens
KW  - academia
KW  - career
KW  - movements
AB  - That higher education is currently being exposed to a significant neo liberal policy change in Europe and more broadly is beyond contention (Olssen & Peters, 2005). This policy change articulates and forms discourses of performativity (Ball, 2012), marketization (Deem, 2007), and excellence (Marginson, 2011), which all have significant impact on how academic subjectivity is constructed (Davies & Petersen, 2005, Archer, 2008). This study puts focus on academic’s career paths by means of analysing the experiences of 18 researchers who describe how they made an excellent career. By using an approach related to Braidotti (1994) and Colebrook (2000) these researchers are seen as in constant search for consciousness, for material recognition and for subtler, more emotional needs. They are all active in Education Sciences, which is a new scientific field in Sweden that consists of a particular patterned set of practises, as designed for developing research of relevance to teaching and teacher education. This set of practises (and their cultural context), partly explains why the numbers of women dominate over the numbers of men, both among students and staff (see Öhrn & Lundahl, 2012).  The results show that the “excellent researcher” use specific and often profitable spaces of transit in order to move. They act clear of where they are going and why, and often seem to know how to get the system to recognize them. Some argue that they move as they like, they enjoy their careers and do what is fun. Several mention how they see their rewards in career as linked to their individual competences, but also to the resources they have been given. The results, however, also illustrate how women more than men experience themselves as hindered in career. Some mention how they experience themselves as hindered by their networks and competences. Others illustrate how various and complex self-images create barriers (both mental and physical). Men, as excellent researchers, seem to think less about their conditions, where to go and how to move, than women do. Women move less distinctly, and accordingly seem less rewarded. Many of the women appear stressed out and anxious, especially in relation to the boundaries between private- and work-life, which partly unable them in using their capacity of making distinct choices.
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TY  - CONF
T1  - Practising Professionally in Higher Education Amidst Changing and Challenging Conditions – A Cross National Study
T2  - Eucorpean Conference of Educational Reserach conference
A1  - Mahon, Kathleen
A1  - Fransisco, Susanne
A1  - Kaukko, Mervi
A1  - Kemmis, Stephen
A1  - Langelotz, Lill
A1  - Sjølie, Ela
PY  - 2023
LA  - eng
KW  - professionalism
KW  - he
KW  - theory of practice architectures
AB  - Practising professionally involves, among other things, practical deliberation about what to do under a current set of circumstances, arriving at a moral judgement about what it is best to do, and then practising accordingly. For university educators, this implies not only caring about the consequences of educational practice, but also contextual awareness – understanding the immediate and broader circumstances within which educators practise in their everyday work with students, colleagues, and communities – and having a capacity to act in accordance with what is perceived to be the best course of action under those circumstances. During the recent coronavirus pandemic, many university educators’ contexts and practices across the globe changed dramatically due to university-wide shifts to online-learning and working-from-home arrangements. University educators were compelled to establish new ways of working in their endeavours to do what was ‘best’, in many cases, initially at least, without adequate skills and resources to make effective, timely adjustments. It is not surprising that stories now abound in higher education research literature of the many challenges university educators faced as they came to terms with the changed conditions and modified practices, but questions remain about what this period of dramatic change and challenge has meant for university educator professionalism.     Arguably, university educator responses to changed university teaching and learning arrangements included not only changes to their practices but also changes to their (sense of) professionalism: (a) changes in their ideas and understandings about what doing a good job in university teaching and learning means, (b) changes in the ways professionalism is (or should be) realised in their everyday work practices, and (c) changes in the ways professionalism is (or should be) expressed in appropriate relationships between teachers and learners (and others) in higher education. Drawing on findings from a cross-national study of academic practices and professional learning during the coronavirus pandemic, this presentation will explore the extent to which university educators’ responses to the pandemic produced such changes. In the presentation, we will share empirical examples of how educators across a diverse range of sites were able to find interesting and novel ways to negotiate and overcome constraints and, in so doing, practise professionally, but differently, amidst and despite challenging times. Our aim is to provide inspiration and food for thought and future research about the construction and enactment of professionalism in academic work amidst changing and challenging conditions.   We use the theory of practice architectures (Kemmis et al., 2014) to describe and analyse changes in the practices of teachers (that is, changes in their sayings, doings, and relatings held together in the projects of their practices) – especially in interaction with students  and in the practice architectures (combinations of cultural-discursive, material-economic, and social-political arrangements), which are the conditions of possibility that constrain and enable their practices. We use the notions of praxis (Kemmis & Smith, 2008) and praxis stance (Edwards-Groves & Gray, 2008) to explore ways in which the sayings, doings, and relatings of the educators align with professionalism in the sense described above. More specifically, we draw on two connected understandings of praxis: (1) a neo-Aristotelian view of praxis as a commitment to acting for the best for people and for humankind (Kemmis, 2012), and (2) a Marxian view of praxis as history-making action, or acting with regard to the consequences of action (Mahon et al., 2020).    Methods Empirical material was collected from university educators in Norway, Finland, Sweden, and Australia, allowing us to explore a range of contexts, as well as to discern cross-national themes. The primary sources of empirical material were semi-structured interviews in all four countries, and, with the exception of Sweden, journal writing of the participating academics.  In the case of Australia, Norway, and Finland, most research participants were interviewed twice, once in the early weeks of the pandemic, and again towards the end of the first year of the pandemic, to see if perceptions, experiences, and practices had changed over time.  Participants were either academics working in our own institutions, or belonging to our networks. The number of participants in each country is as follows: Norway – 16, Finland -5, Sweden – 8, and Australia – 14.  Interviews and journal entries were analysed using thematic analysis informed by the theory of practice architectures and notions of praxis. This involved processes of independently coding the transcripts (and journals where applicable) from the research investigators’ respective national contexts, and regular discussions amongst the investigators to share findings and identify common and divergent themes across the contexts.    Conclusions/Expected Outcomes  Analysis has highlighted that the ways in which educators embodied professionalism during the pandemic are as diverse as the circumstances in which the educators found themselves, and, not surprisingly, no two stories were the same. Despite this, it was possible to find some common threads across the participants’ experiences and stories of how their practices were affected and changed during the pandemic. All of the participants indicated a desire to do what was best under the circumstances they faced, and many, to that end, made moves to       understand the altered pedagogical and academic landscape, the people and evolving practices within that landscape, and how others (especially students) were being affected by what was transpiring, so that they could make informed judgements about what was best;       be responsive and respond appropriately to the people, arrangements, and circumstances they were encountering;       turn constraints into conditions of possibility for learning, including their own learning.   In the presentation, we highlight some of the concrete and diverse ways in which educators managed to accomplish these feats in their practice, and consider not only how views and enactment of professionalism have been both limited and expanded by the changed conditions, but also what professionalism can look like in practices of hybrid learning and remote teaching arrangements that have now become endemic in contemporary higher education. The findings have implications for theory, policy, and practice for university educators and higher education researchers, as well as for scholars engaging with notions related to professionalism and praxis in educational contexts.  References  Edwards-Groves, C., & Gray, D. (2008). Developing praxis and reflective practice in pre-service teacher education: Affordances and constraints reported by prospective teachers. In S. Kemmis & T. J. Smith (Eds.), Enabling praxis: Challenges for education (pp. 85-107). Rotterdam: Sense.  Kemmis, S. (2012). Phronesis, experience and the primacy of practice. In E. A. Kinsella & A. Pitman (Eds.), Phronesis as professional knowledge: Practical wisdom in the professions (pp. 147-161). Rotterdam: Sense.  Kemmis, S., & Smith, T. (2008). Praxis and praxis development. In S. Kemmis & T. Smith (Eds.), Enabling praxis: Challenges for education (pp. 3–13). Rotterdam: Sense.  Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (2014). Changing practices, changing education. Singapore: Springer.  Mahon, K., Heikkinen, H, Huttunen, R., Boyle, T., & Sjølie, E. (2020). What is educational praxis? In K. Mahon, C. Edwards-Groves, S. Francisco, M. Kaukko, S. Kemmis, & K. Petrie (Eds.), Pedagogy, education, and praxis in critical times (pp. 15-38). Singapore: Springer.
ER  - 

TY  - CONF
T1  - “You don’t really want to speak Swenglish, do you?”: Translanguaging Strategies in a Content and Language Integrated Learning (CLIL) Classroom
T2  - Applied Linguistics Perspectives on Content and Language Integrated Learning ALP-CLIL: June 5-8, 2013 Universidad Autónoma de Madrid Miraflores de la Sierra, Spain
A1  - Yoxsimer Paulsrud, BethAnne
PY  - 2013
SP  - 78
EP  - 78
LA  - eng
KW  - utbildning och lärande
KW  - education and learning
AB  - This paper addresses the language usage at one Swedish upper secondary school offering content and language integrated learning (CLIL), with a focus on how language choices are made by both teachers and students during the lessons. The translanguaging strategies used in the classroom were studied over the course of one academic year (2011-2012). Data collection included audio recordings, participant observations, field notes and artefacts as well as semi-structured interviews with both individuals and focus groups. The results included in this presentation focus on one maths and physics teacher who has developed and currently implements translanguaging strategies in his teaching of students (ages 15-16) in their first year of a program of study in natural sciences. During his lessons, language usage was noted, indicating the language being used (i.e. Swedish or English), the activity being conducted, the modality (reading, writing, listening, speaking), and the actors in the specific activity. Preliminary results indicate that the students generally take their language cues from the teacher and do not usually switch languages unless he does, that Swedish is used nearly exclusively for all social interaction in the classroom, and that both students and the teacher find it useful to have maths and physics textbooks in both English and Swedish. The interview with the teacher provided insight into how he has developed his strategies using multiple language resources over his nearly 15 years of CLIL experience. The presentation will include examples from classroom interaction as well as teacher and student perspectives from the interviews. The results are part of a current doctoral research project addressing CLIL in the Swedish context and thus this paper will be presented in relation to the larger investigation.
ER  - 

TY  - CONF
T1  - A NEW DIGITAL TOOL FOR LEARNING – IMPLEMENTING ELECTUDE IN A SWEDISH CERTIFIED MOTORBRANCH COLLEGE
A1  - Wetso, Gun-Marie
A1  - Wallberg, Lena
A1  - Haffling, Greta
PY  - 2021
LA  - eng
KW  - activity theory
KW  - college program
KW  - teachers – students digital learning
AB  - The aim of this R & D project (2019-2021 is to utilize the students and teachers experiences using a digital program in their education program at a Swedish gymnasium. The data collection content learning activities year two (N16) and three (N28) and year 1 -  4 for some students with intellectual disabilities (N9). The object was to follow up and document the classroom work; aiming to find in which activities the digital learning tool Electude (Simulation-based learning solutions for visual and kinesthetic learners) are used and what the daily challenges are for students and teachers during this transition process. Data were collected in observations, questionnaires (N41) and dialogues with students, teachers (N50) and special educators (N3) in the four classes. The social constructivist knowledge building (Vygotsky, 1981) and Activity theory (Leontiev, 1986) is viewpoints. Results from year one showed several imbalances between the students’ needs for learning and what they get out of the digital program. Some teachers explained that they find it hard to handle the new digital tool. The program instructions were built on a high and advanced technical level for the students to manage. Most of the activities single designed. The teachers’ stat up to discuss their own leadership in the classroom and activities in the classroom and work in pairs became common in year two. The teachers suggested a) a more Teacher-based introduction as a step before the hands-on activities in Electude b). solutions for teaching students’ needs in interchange and c) balance up the students’ needs with more practice in workshops. Students motivation related to teachers’ attitude. When teachers felt secure handling the digital tool the students liked the learning activities more.     
ER  - 

TY  - JOUR
T1  - Narrowing the Gap between Academia and Practice through Agroecology : Designing Education and Planning for Action
T2  - Nacta Journal
SN  - 0149-4910
A1  - Eksvärd, Karin
A1  - Salomonsson, Lennart
PY  - 2014
IS  - 58
SP  - 148
EP  - 154
LA  - eng
PB  - National Association of College and Teachers of
AB  - The Swedish project Agroecology in Practice” [AGROECOPRAC] has a mission to alleviate poverty in households that depend on small-scale farming systems. The method is to establish agroecology education in farming and food systems that are aligned with challenges in small-scale farming. We recognize overwhelming challenges of low productivity, inadequate inputs, poor equity of food distribution and limitations of market infrastructure that can be overcome by thoughtful applications of appropriate technology, through informed and appropriately trained agricultural stakeholders, including educators. We developed an approach to designing creative education and training for action that integrates farmers’ knowledge and practices, development work, extension, education and research using whole-systems approaches from agroecology, with unique applications in universities in Uganda, Ethiopia and Sweden. The approach involves program coordinator workshops, teacher training, coordinator meetings, annual general meetings and short courses to facilitate the establishment introductory courses and MSc programs in agroecology. From participant evaluations we conclude that this approach to planning and implementation is narrowing the gap between academia and practice by fostering shared understandings of small-scale agriculture, introducing new educational methods and promoting communication among stakeholders.
ER  - 

TY  - CONF
T1  - Self-Developed Model for External Programme Review at Chalmers University of Technology - Stakeholder Needs and Perceptions
T2  - Proceedings of 2016 International CDIO Conference, Turku, Finland
A1  - Malmqvist, Johan
A1  - Campbell, Duncan
A1  - Nordlund, Mats
PY  - 2016
LA  - eng
KW  - standard 12
KW  - programme review
KW  - education quality assurance
AB  - Swedish models for evaluation of Quality in Higher Education (QHE models) have historically been designed by national agencies for higher education (HSV, UK-ämbetet). However, the proposal for the coming national QHE model assigns more responsibility to individual universities to develop their own QHE models.  Chalmers University of Technology is developing such a local QHE model. In this paper, we focus on one of its components, namely a framework and process for programme evaluation by external reviewers, the Chalmers Programme Review Framework (Chalmers PRF). The Chalmers PRF aims to provide an external and international perspective from independent academic and industrial experts on the targeted programmes and their operational environment in the context of global best practice. The paper further accounts for the experiences from pilot testing of the evaluation framework on two MScEng (Sw. Civilingenjör) programmes – Electrical Engineering as well as Automation and Mechatronics Engineering. In particular, the relevance and utility as perceived by programme stakeholders – industry, university management, teacher and students are discussed. Even though this external programme evaluation model was developed for an institution in the Swedish context, it may be easily adapted to institutions beyond Sweden for states with engineering accreditation systems, and those without.
ER  - 

TY  - CONF
T1  - (Re)positioning the Democratic (Ethical) Identity of the Teacher Educator within Global Policy Discourses of Compliance
A1  - Edling, Silvia
A1  - Mooney Simmie, Geraldine
PY  - 2015
LA  - eng
AB  - Teacher Education (TE) in Sweden and the Republic of Ireland, as well as many other countries, has come, to be closely regulated by the state. In this study we conducted a comparative critical discourse analysis of four policy documents, two documents in each country. We tested our hypothesis that the democratic (ethical) identity of the teacher educator has been diminished in recent policy documents. Our critical discourse analysis to date has confirmed the accuracy of this hypothesis and indicated that the paradigm shift in this regard has been rapid and substantive. The findings have implications for the democratic (ethical) dimension of teacher education generally and for education’s role as a social and political shaper of contemporary democratic society.
ER  - 

TY  - CONF
T1  - Empowering Students to Act for Biodiversity: Implementation and Upscaling of a Teaching Approach based on Action Competence
A1  - Lampert, Peter
A1  - Mogren, Anna
A1  - Berglund, Teresa
A1  - Olsson, Daniel
A1  - Hoppenreijs, Jacqueline H.T.
A1  - Gericke, Niklas
PY  - 2025
LA  - eng
KW  - biology
AB  - Biodiversity loss is a major environmental issue around the globe. Science education can play a transformational role by embedding the importance of sustaining biodiversity in society at large. For this, it is first necessary to develop and investigate effective teaching approaches focusing on biodiversity. Second, it is necessary to provide structures and collaborations that enable to upscale these approaches on a large scale and facilitate real world actions. Therefore, a first aim of this contribution is to present the results of a study on the effectiveness of a novel teaching approach to foster students’ action competence for taking biodiversity conservation actions. The approach focuses on insects specifically, since insects are crucial for most terrestrial ecosystems and provide key ecosystem services. This teaching approach has been implemented and investigated in a Swedish lower secondary school context in a mixed-methods pre- and post-study. Both quantitative and qualitative results show that the approach fostered students’ self-perceived action competence to take actions to sustain insect biodiversity, and led to real-world student actions. Building on these findings, a second aim of this contribution is to present the strategy for upscaling the teaching approach on biodiversity on a large scale and anchor them in society. For this, we will illustrate how we use collaborations with a wide range of different stakeholders (municipalities, national educational networks, university students in teacher education and conservation biology) to anchor action-oriented biodiversity education in the long-term and thereby contribute to transformative change.
ER  - 

TY  - BOOK
T1  - Bringing Powerful Knowledge into Classrooms: Subject teachers as agents of recontextualisation
A1  - Nilsberth, Marie
A1  - Hardman, Mark
A1  - Puustinen, Mikko
PY  - 2026
LA  - eng
PB  - UCL Press
KW  - subject-specific education
KW  - ämnesdidaktik
AB  - Powerful knowledge equips students with the capacity to engage with systematic, disciplinary thinking, to imagine futures that are not yet conceived and think what is yet to be thought. Bringing Powerful Knowledge into Classrooms explores how teachers develop such knowledge in classrooms by transforming disciplinary understandings through subject teaching that responds to the educational needs of society.Drawing on Bernstein’s concept of recontextualisation and theories of teacher agency, the book examines how teachers navigate the boundaries between academic disciplines, school subjects and everyday knowledge. Through empirical case studies from England, Finland, and Sweden, it illustrates how teachers’ decisions are shaped by national expectations, institutional frameworks and classroom dynamics. Combining Anglophone and Nordic traditions in subject teaching with curriculum theory and classroom research, the book offers a theoretically grounded yet practical account of how teachers recontextualise knowledge. It develops new insights into teacher agency and recontextualisation which are highly relevant to teacher education, curriculum design and educational policy. By focusing on real-life teaching across a range of subjects, the book deepens our understanding of how powerful knowledge is brought into classrooms and how teachers can be supported in this vital work.
ER  - 

TY  - CONF
T1  - PE teachers' content knowledge of capability to move
A1  - Nyberg, Gunn
A1  - Larsson, Håkan
PY  - 2015
LA  - swe
KW  - utbildning och lärande
KW  - education and learning
AB  - Lately, there has been much debate within Swedish physical education teacher education (PETE) about ‘what a physical education teacher should know' (Backman and Larsson, 2014), or put differently, what content knowledge is useful to teachers in the school subject physical education and health (PEH). This debate is related to a discussion about the purpose of PEH in schools and, importantly, what the role of movement is in PEH. In particular, this discussion has revolved around what students are supposed to learn from participating in PEH (Nyberg and Larsson, 2014).Recent research has shown that the dominating PEH cultures do not emphasize systematic work with specific learning objects such as for example learning movements (Larsson and Karlefors, 2015). One possible reason for this is that PEH teachers lack the necessary content knowledge. Thus, the purpose of this article is to explore PEH teachers' content knowledge of students' capability to move. This issue will be explored through analyzing what teachers have to say about moving students in interviews, in part while viewing video recorded PEH lessons.The empirical data of this study are interviews of eight PEH teachers taken from a larger research project of which the overarching purpose was to explore action in the school subject PEH in Sweden, in particular in relation to issues of knowledge, teaching and learning.Shulman's (2004) theorizing on content knowledge was used to encompass the focus of analysis, namely PEH teachers' subject matter content knowledge regarding the capability to move. Further, a phenomenographic analysis was conducted in order to investigate the teachers' different ways of knowing (or conceptualizing or experiencing) capability to move.The findings show that among the teachers there were five different ways of knowing capability to move which provide a picture of the teachers' total subject matter content knowledge. Additionally, this multifaceted picture of what capability to move can mean for the teachers contributes, we will argue, to a deeper and differentiated understanding of the phenomenon capability to move in the context of education. Further, we will be able to discuss how teachers' different ways of knowing capability to move may influence the teaching and learning movements and capability to move in PEH.
ER  - 

TY  - CONF
T1  - Distinction in physics teaching. Change or status quo?
A1  - Engström, Susanne
A1  - Carlhed, Carina
PY  - 2010
LA  - eng
KW  - physics teachers
KW  - habitus
KW  - teaching
KW  - reproduction
KW  - cultural capital
KW  - upper secondary school
KW  - utbildningssociologi
KW  - sociology of education
AB  - In the societies of today political steering documents highlights that all education should include sustainable development. But it seems to be others competing ideals for teaching physics. Physics teachers in secondary school in Sweden have generally, in energy teaching, manifesting on facts and a strong link with scientific concepts and mathematics.  The aim with this study is to analyze why physics teachers in upper secondary school choose to teach energy as they do. Discussing the data emerging from a questionnaire which focuses on indicators of the teachers’ cultural and economical assets, or capital, according to the work of Pierre Bourdieu´s sociology and especially his concept on habitus provide a tool for analysis. Primarily we sought for groups, with a cluster analysis based on the teaching practice, revealed common features for both what and how they teach and three different teacher types emerged. We describe these teacher-groups habitus; The Manager of the Traditional, The Challenger for Technology and  The Challenger for citizenship. By making the habitus of the teachers in the different groups visibly, we can explain why teachers teach as they do and thereby make a contribution to both science education research and to teaching training. In a teaching training where a reflective approach which also includes the individual dispositions and representations is paramount.
ER  - 

TY  - CONF
T1  - Comparative didactics: tools for modeling the manners of teaching in physical education and science classrooms
A1  - Lundqvist, Eva
A1  - Ligozat, Florence
A1  - Amade-Escot, Chantal
A1  - Leutenegger, Francia
PY  - 2015
LA  - eng
AB  - The rise of comparative didactics in French speaking countries appears in the late 90's.With the term “didactics” we hereby include research about teaching and learning in relation to the content covered in school subjects. The general contention of the French-speaking tradition for comparative didactics is to develop a comprehensive science of the teaching and learning phenomena from the empirical studies of classroom events. A strand for comparative didactics aims at discussing the relationships between the theoretical constructions born within subject didactics. As an example, Amade-Escot & Venturini (2009) have shown how the concept of "didactic milieu" is relevant to account for classroom events both in physical education and science education. Comparative didactics puts the focus on the teacher and the student agency when the content is brought into play in the classroom (Ligozat & Leutenegger, 2012). In this line, comparative didactics is at the core of the Teaching Traditions and Learning projectinvolving Swiss, French and Swedish educational researchers. In this presentation, we will relate the categories for analyzing the joint actions of teacher and the students (didactic contract, milieu, mesogenesis, topogenesis, chronogenesis: Ligozat & Schubauer-Leoni, 2009; Sensevy, Mercier, Schubauer-Leoni, Ligozat, Perrot, 2005) to certain categories developed in the pragmatist approach of classroom discourse analysis in Sweden (Practical Epistemology Analysis and Epistemological Moves Analysis: Wickman & Östman, 2002; Ligozat, Wickman & Hamza, 2011; Lidar, Lundqvist & Östman, 2006). Through examples of classroom events recorded in gymnastics lessons in France and physics lesson (the state of the matter) in Switzerland, we will characterize some generic and specific dimensions of the teaching practice, using both analytical frameworks. The purpose is to explore their potential to model some manners of teaching connected to the teaching traditions related to each subject. ReferencesAmade-Escot, C., & Venturini, P. (2009). Le milieu didactique : d’une étude empirique en contexte difficile à une réflexion sur le concept. Éducation et didactique, 3(1), 7‑43.Lidar, M., Lundqvist, E., & Östman, L. (2006). Teaching and learning in the science classroom: The interplay between teachers’ epistemological moves and students’ practical epistemology. Science Education, 90(1), 148‑163.Ligozat, F., & Leutenegger, F. (2012). Vergleichende Didaktik: Geschichte, Instrumente und Heraufsforderungen aus einer frankophonen Perspektive. Pädagogische Rundschau, 66(Heft 6), 751‑771.Ligozat, F., Wickman, P. O., & Hamza, K. M. (2011). Using Practical Epistemology Analysis to Study the Teacher and Students’ Joint Actions in the Mathematics Classroom. Proceedings of the 7th Congress of the European society for Research in Mathematics Education (p. 2472‑2481). Rzeszow: University of Rzeszow.Ligozat, F., & Schubauer-Leoni, M. L. (2010). The Joint Action Theory in Didactics: Why Do We Need It in the Case of Teaching and Learning Mathematics? Proceedings of the 6th. Congress of the European society for Research in Mathematics Education (p. 1615–1624). Lyon: INRP. http://www.inrp.fr/editions/editions-electroniques/cerme6Sensevy, G., Schubauer-Leoni, M.-L., Mercier, A., Ligozat, F., & Perrot, G. (2005). An Attempt to Model the Teacher’s Action in the Mathematics Class. Educational Studies in Mathematics, 59(1-3), 153‑181.
ER  - 

TY  - CHAP
T1  - Seminariet i brytnings- och skördetider: Modernitetens intåg 1940-1960
T2  - Att kunna bilda ett folk
A1  - Blomqvist, Anders E. B.
PY  - 2025
SP  - 229
EP  - 258
LA  - swe
PB  - Möklinta : Gidlunds förlag
KW  - lärarutbildningens historia
KW  - folkskoleseminarier
KW  - genus och utbildning
KW  - modernisering av skolan
KW  - efterkrigstiden i sverige
KW  - de samhällsorienterande ämnenas didaktik
AB  - Artikeln analyserar Falu folkskoleseminarium under perioden 1940–1960 som en institution i brytningstid mellan tradition och modernitet. Med utgångspunkt i genus-, klass- och kunskapshistoriska perspektiv undersöks hur lärarutbildningen påverkades av efterkrigstidens demokratisering, välfärdsstatens expansion och psykologiämnets genombrott. Studien bygger främst på Falu folkskoleseminariums elev- och kamratförbunds årsskrift, kompletterad med arkivmaterial och intervjuer med tidigare seminarister.Analysen visar hur seminariet gick från en könssegregerad och religiöst präglad utbildningsmiljö, där läraryrket förståddes som ett kall, till en mer individualiserad, vetenskapligt orienterad och professionaliserad lärarutbildning. Särskild uppmärksamhet ägnas åt förändrade genusrelationer i samband med de första manliga seminaristernas intåg 1958 samt åt skolpsykologins roll i att kategorisera och individualisera elever genom tester och elevjournaler. Artikeln belyser hur dessa förändringar både utmanade etablerade normer och reproducerade nya former av hierarkier. Sammantaget bidrar studien till förståelsen av hur modernitetens genombrott tog konkret form inom svensk lärarutbildning under efterkrigstiden.
ER  - 

TY  - CONF
T1  - Interaction with the Environment – part of the Education for Pupils with Intellectual Disabilities – or Not?
A1  - Nordgren, Pia
A1  - Frostlund, Jörgen
PY  - 2023
LA  - eng
AB  - This presentation gives some insight into ongoing work on the teaching practice regarding interaction and communication for students with intellectual disabilities in Swedish compulsory schools. The study is a partial result of the Interteach project, which is a national Swedish study carried out at the University of Borås, where we ask teachers about the teaching practice (regarding communication and interaction) encountered by pupils with intellectual disabilities. In a study by Frostlund & Nordgren (2022) it is established that there exists a teaching gap among Swedish compulsory schools for children with intellectual disabilities, i.e the evidence-based programs that are used, AAC, PECS, EIBI and TEACCH (Thunberg, 2007, Bondy & Frost, 2011, Klintwall & Eikeseth, 2014, Fletcher-Campbell, 2003, Mesibov, Shea & Schopler, 2004) differ within the country in regard to the teachers’ CPD and previous education. In addition, the established evidence-based teaching strategies do not always promote interaction and learning for pupils. Partial results of a current quantitative census survey will be presented together with some analyses of the presence of interaction in the teaching practice for pupils with intellectual disabilities in Sweden as a whole. The theoretical starting point for this study is that interaction is necessary in teaching and foundational to pupils’ learning in development of intersubjective understanding (Trevarthen, 1979). The compulsory school for students with intellectual disabilities, i.e., the special school in Sweden, as well as schools in other Nordic countries are organized according to The Salamanca statement and Framework for Action in Special Needs Education (UNESCO, 1994), which means education should be employed from an inclusive perspective. The Nordic countries as well as many European countries ratified the Salamanca statement in 1994. During recent decades there has been an increasing demand for scientifically validated teaching practices in school due to a general understanding of the school system as problematic and lacking equivalence (Biesta, 2007; Levinsson, 2013; OECD, 2007). There is a lack of studies that focus on specific aspects regarding evidence-based teaching programs regarding communication and interaction för pupils with intellectual disabilities. In the current study the purpose is to investigate the teachers’ experiences regarding in what way interaction is part of their daily teaching of students with intellectual disabilities.Research questions for the present study were:To what extent do teachers believe that it is important that students with autism and extensive communication difficulties have the opportunity to interact with their surroundings?To what extent do teachers believe that it is important to use communication maps for students with autism who have no communication skills?To what extent do teachers believe that it is important to use talking devices for students with autism without communication skills?Do teachers claim that students at their school work mainly independently on their work station?Do teachers claim that students at their school unit are given the opportunity for daily interaction with other students during teacher-led activities?Do teachers claim that the students at their school unit are given the opportunity for individual interaction in teaching with their teachers every day?Do teachers claim that the students at their school unit are given the opportunity to interaction with adults during the school day?Do the students at the teachers’ school unit get the opportunity for targeted language training with for example a speech therapist one to several times a week?What is the relationship between the attitudes (questions 1-3) and the extent to which the various evidence-based programs are used in Sweden as a whole?What is the relationship between the attitudes (question 1-3) and the extent as to which the students get the possibility to interact? MethodThe ongoing project Interteach is carried out at the University of Borås. In this Swedish national quantitative census survey, we ask all teachers in Sweden who are formally qualified and currently employed at Swedish compulsory schools for pupils with intellectual disabilities, questions about the teaching practice regarding interaction and communication. Research questions in the current study regard to what extent and in what way interaction is involved in the teachers’ daily work with the children. For the study a survey was conducted through the university web system Sunet survey and distributed to a total of 418 teachers that are formally qualified and currently employed at compulsory schools in Sweden for students with intellectual disabilities. The response rate, 403 teachers out of 418 teachers, was about 96%. The teachers in the current study teach students who are between 7-15 years old. 56% teach students 7-12 years of age and the remaining teachers work with students grade 7-9 (students between 13-15 years of age). The survey consisted of 19 closed and 1 open-ended question, where one question (question 19) is used for the present study and the other 18 questions are used in a previous study (Frostlund & Nordgren, 2022).   The ethical principles for Swedish research according to the Swedish Research Council are a ground for the present study. No unauthorized persons are able to process the information. In addition, neither the teachers, the schools or the pupils can be identified because the results are presented anonymously on regional, national levels. Also, we ourselves had no information about the specific individuals in the study. The respondents gave their informed consent when entering the study and filling out the survey.  Expected Outcomes Increased knowledge on evidence-based methods for pupils with intellectual disability in Swedish compulsory schools is expected to lay the ground for further studies, which may lead to development of the education för pupils with intellectual disabilities. This survey makes analyses of teachers’ experiences and views on their teaching practice possible on a national Swedish level, but the study may also have implications for evidence-based teaching in other Nordic countries as well as European countries and contribute to the discussion on evidence-based methods worldwide. Based on a previous study (Frostlund & Nordgren, 2022) this study takes a further scope on the education for pupils with intellectual disabilities in Sweden and directs the attention towards interaction in education. A conclusion of the previous study was that the teaching profession is in need of scientific guidance in order to establish the best possible teaching practice for pupils with intellectual disabilities. The reason for this is that only a small proportion of teachers have received formal teacher training and CPD on evidence-based programs. The present study explores the relationship between to what extent pupils have the possibility to interact during the school day and the teachers attitudes on this matter. 
ER  - 

TY  - CONF
T1  - The significance of teaching traditions when forming multidisciplinary teacher teams for ESE and SSI teaching
A1  - Sund, Per
A1  - Gericke, Niklas
A1  - Bladh, Gabriel
PY  - 2018
LA  - eng
KW  - biology
KW  - geography
KW  - geografi
AB  - The recommendation is often that the teaching of environmental and sustainability education (ESE) or socio-scientific issues (SSI) in science should be interdisciplinary. One way of achieving this is to form multidisciplinary teacher teams. While the subject content may become more interdisciplinary, what about the outcome at student level? Research is sparse and there is a knowledge gap about differences in teachers’ teaching of ESE from different disciplinary traditions. This study investigates Swedish secondary teachers’ responses to a written enquiry that is designed to discern their teaching traditions, what they emphasise in their teaching. The results show that science, social science and language teachers stress some important educational aspects differently. Hence, without an explicit understanding of this among teachers unnecessary could result in unnecessary confusion for students or an educational content emphasizing limited types of different knowledge such as facts, attitudes or abilities.
ER  - 

TY  - JOUR
T1  - Writing in Science Classrooms: Some Case Studies in South African and Swedish Second-language Classrooms.
T2  - African Journal of Research in Mathematics, Science and Technology Education
SN  - 1028-8457
A1  - Otterup, Tore
PY  - 2013
VL  - 1
IS  - 17
SP  - 74
EP  - 82
LA  - eng
KW  - writing to learn science
KW  - second language contexts
KW  - text types
KW  - genres
AB  - Problems of poor performance in science and mathematics education have been related to language deficiencies, including writing skills. Writing to learn science is an important skill but is not easy to acquire, especially when children learn in a second language. In order to investigate possibilities for developing writing in South African and Swedish science classrooms a case study design was employed using classroom observations, teacher interviews and samples of learners work produced in science second language classrooms in both countries over a period of six months. In all cases the learners were not assisted by their teachers to produce written text. Four major themes were derived from the data which have implications in terms of understanding the current situation and providing a point of departure for assisting teachers and children to develop the skill of writing to learn science, an implicit aim of the curricula in both countries.
ER  - 

TY  - CONF
T1  - Towards a Model for Learning Outcomes: Experiences from a Project-Oriented Course
T2  - ISECON2010
A1  - Wedlund, Tommy
A1  - Axelsson, Karin
A1  - Melin, Ulf
PY  - 2010
LA  - eng
KW  - learning outcomes
KW  - learning chart
KW  - active learning
KW  - project management tool
KW  - student-centred education
KW  - course design
KW  - informatics
KW  - informatik
AB  - This paper describes an overall model that can be used by a teacher when working with learning outcomes. The model is presented in the context of a project-oriented course and contains three stages. It describes how a teacher can: (1) create a learning breakdown structure with learning modules; (2) define learning activities including feedback, assessment, and examination activities for the learning module; and (3) develop a learning chart that visualises how the learning should be accomplished. The description of the three stages can also be applied to general steps when developing a Gantt chart with project management tools. The work starts in a course with analysing the learning outcomes in the syllabus and breaking it down into learning modules. A learning activity list is subsequently created, which identifies attributes that are associated with each learning activity. This list also includes activities for feedback, assessment and examination of each learning module. Finally, work begins to create relationships between the learning outcomes and learning activities on a calendar-based time axis, which leads to the development of a learning chart. The experiences discussed and analysed here are based on project-oriented education in the context of an undergraduate course at a Swedish university.
ER  - 

TY  - CONF
T1  - Primary and lower secondary teachers’ response of inquiry-based science teaching as characterized in a curriculum within a continuous professional development program
A1  - Lunde, Torodd
A1  - Rundgren, Carl-Johan
A1  - Chang Rundgren, Shu-Nu
PY  - 2013
LA  - eng
KW  - inquiry
KW  - teacher professional development
KW  - subject learning and teaching
KW  - ämnesdidaktik
AB  - Teachers’ response and implementation of inquiry-based science teaching instructions within different settings will have a broad impact on science education by reflecting what may be realistically to accomplish on a large scale. A lot of studies on inquiry-based science teaching have involved programmes designed by researchers and taught by expert teacher. But these tend to work with volunteer teachers likely to be highly supportive. In this study all science teachers from eight different schools within the same school district will participate in a program aiming to implement inquiry-based science teaching as characterised in the Swedish curricula. This is done within the context of a continuous professional development program where teachers’ will participate in a co-constructing process developing inquiry-based teaching. This will enable us to take a broad range of teachers voices into account within the same school district.The aim of the study is to explore teachers’ response of inquiry-based teaching as characterized in a curricula and what condition the teachers’ response. The main questions will be how science teachers experience inquiry-based science teaching, what factors condition these experiences and what characteristics are emphasised in the co-constructed inquiry-based teaching developed during the teacher-training program. Multiple qualitative methods will be used: audio-recorded co-reflections, semi-structured interviews and written documentations from teacher designed instructions. The data collection started September 2012 and will be transcribed and analysed continuously as it become available. The data collection will end in May 2013 and all the data will then be analysed. 
ER  - 

TY  - CONF
T1  - Languaging – multilingual, multimodal ways of being in online educational environments
A1  - Messina Dahlberg, Giulia
A1  - Bagga-Gupta, Sangeeta
PY  - 2011
LA  - eng
KW  - utbildning och lärande
KW  - education and learning
AB  - The study presented here is trying to understand the nature of human communication and learning in online synchronous communities within higher education in Sweden. The preliminary findings from the pilot study draws upon empirical material that consist of 12 sessions of approximately 30 minutes each, that are part of an “Italian for beginners” language online course. These sessions take place once a week over a period of one semester.Our study focuses upon interaction in the virtual classroom as a community of practice where students participate without teacher intervention. Our interests here relate to accounting for what communicative strategies are employed by students who are dealing with a common task without teacher supervision, and how these activities are negotiated within the constraints and opportunities accorded in the multimodal multilingual virtual setting. Taking sociocultural theoretical points of departure, we are currently analyzing how students create meaning in language learning using tools that allow them to interact when they have access to multimodal resources.Preliminary findings suggest that the students interact in the online videoconferencing environment using communication strategies in a rather flexible manner. Examples of the use of different modes – i.e. instant messaging, whiteboard and audio – and different codes will be presented. These highlight the complexity of communication in online communities of practice.
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TY  - CONF
T1  - Teachers’ Collective learning for more reliable assessment.
A1  - Oxenswärdh, Anette
PY  - 2016
LA  - eng
KW  - collective learning
KW  - collegial learning
KW  - assessment practice
KW  - formative assessment
KW  - assignment
KW  - utbildningssociologi
KW  - sociology of education
AB  - Purpose From around 1990 until today, Sweden has implemented a series of educational reforms. On one level the changes can be described as part of decentralization and democratization while on other hand they can be characterized in terms of centralization and deprofessionalization. What ever you prefer to call these changes they obviously have affected the structure and content of teachers daily work. This means that the teachers themselves must take more responsibility for their assignment, interpret and understand e.g. the content of the new rating system, demands for new assessment procedures etc. Research shows that teachers in Sweden have difficulties in implementing all these changes in their practice in general and specially in those of assessment. Traditionally teachers plan their lessons, different tasks and how they are assessed entirely themselves. This is now slowly changing not at least due the governmental approaches, which mean demands on for more formative assessment practices. This paper is a part of a research project, which took place in Stockholm University in 2013-2014. The project aimed to improve education for teacher students and in service-teachers by creating some new courses in assessment. Courses included practical examples and exercises in some pre-schools and schools and covered whole process of assessment. These examples consisted real classroom and teacher planning events which all were recorded on video. One of these samples consists a series of teacher discussions of formative assessment process. While discussing this process teachers actually plan and create their assessment process. Through these discussions teachers were offered opportunities to develop professional skills in a collegial and mutual cooperation. This paper aims to study how some teachers through collegial and didactic discussions create a process for more formative assessment practice.   Method A case study is pursued. In this project, video textual analysis of teacher discussions over their teaching and pupil learning connected to both formative and summative assessment are used as empirical sources. These teacher discussions were analyzed by using the theoretical concepts of collective learning. Findings Teachers learned through the discussions the meaning and advantages of discussing their work together. They experienced that the whole assignment for assessment got easier to manage by collective learning. The results show that school organizations are in great need of creating tools and arrange structures and give space and time for collegial and collective learning for all teachers in order to create understanding for not at least for the assignment of assessment in order to keep it equivalent and legally secure for the pupils. Collective learning expands and renews teachers' understanding of the formative assessment process.  Research Limitation The major implication of the study is that it includes only one school and one subject.  Originality/Value of paper The study makes a contribution to the knowledge about collective or collegial learning in teacher teams in schools, specially when working with the prosesses of assessment. These process of collective learning able a common understanding among the teachers which can be seen as a crucial part of more equivalent assessment in schools. 
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TY  - CONF
T1  - Researching social justice and health (in)equality across different school health and physical education contexts
T2  - European Conference on Educational Research, ECER 2018, Bolzano, 3-7 Sept, 2018
A1  - Gerdin, Göran
A1  - Smith, Wayne
A1  - Mordal Moen, Kjersti
A1  - Westlie, Knut
A1  - Larsson, Lena
A1  - Schenker, Katarina
A1  - Chambers, Fiona
A1  - Philpot, Rod
A1  - Legge, Maureen
A1  - Linnér, Susanne
PY  - 2018
LA  - eng
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - Although school Health and Physical Education (HPE) has the potential to contribute to lifelong health and well-being, the way HPE isconceptualized and taught will impact on its ability to provide equitable outcomes across gender, sexuality, ethnicity, religion and socialclass. The genesis of this symposium comes from the ongoing international collaboration project - Education for Equitable HealthOutcomes - The Promise of School Health and Physical Education (EDUHEALTH) consisting of Physical Education Teacher Education(PETE) teachers and researchers from Sweden, Norway and New Zealand. The aim of the EDUHEALTH project is to contribute to theunderstanding of how teachers of HPE teach for social justice by examining the teaching practices of teachers. A focus on equity,democracy and social justice in HPE can be seen as particularly pertinent in times when these ideals are currently under threat fromneoliberal globalisation (Azzarito, Macdonald, Dagkas & Fisette, 2017). The research question guiding this project are: (i) How do HPE teachers’ practices address democracy and social justice? (ii) How may HPE practice contribute to greater inclusion and equitable health outcomes for all students? The session will begin with an introduction to the symposium followed by the first part of paper one which will provide a brief overview ofthe background and implementation of the EDUHEALTH project to date.The second paper will then explicate our conceptualisation of the term social justice as concerned with equity, taking account of many variables including gender, sexuality, socioeconomic, and ethnicity, and within the context of HPE, physicality. The discussion on this paper will draw on Bell’s (1997) concept of social justice as both a process and a goal along with Wright’s (2004) claim that a pedagogy focused on social justice embraces emancipatory practices or processes that have the goal of helping students identify, challenge and transform existing unequal power relations relating to physical activity and health. In this paper we will also discuss the different theoretical perspectives that we are considering in relation to understanding and subsequently analysing social justice in HPE as informed by the works of, for instance, Habermas, Bourdieu, Foucault and Uljens. The third paper will then discuss our methodology and methods for generating data involving HPE class observations and teacher interview in the three different countries and employing a critical incident technique (Tripp, 2012) along with stimulated-recall interviews toexplore HPE teaching practices that enact socially-critical perspective of physical activity and health. At the conclusion of the third paper we will return to the first paper and draw on some initial findings of this project to date in terms of the potential, and difficulties, of researching social justice and health (in)equality across different school health and physical education contexts. The potential comes from having outsiders critically examining the societal, educational, and HPE context and offering new insights. The difficulties are in reaching a shared understanding of what it means to be socially critical and applying this understanding in each of the three different contexts. At the end we tentatively suggest that in our ongoing work with this project and by drawing on Freire (2000) and Tinning (2010) that there is no ‘holy grail’ in terms of a social justice teaching method for HPE practice since teaching strategies are enabled and constrained by the contexts in which they are practiced. Finally, a discussant will reflect on the work presented and the nature of the project before opening the floor to the audience for the final 20 minutes of the symposium.
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TY  - CONF
T1  - Moving on from a remedial or intermediate trajectory? On the critical transition from lower to upper secondary school
A1  - Lindgren, Joakim
A1  - Lundahl, Lisbeth
A1  - Sundelin, Åsa
PY  - 2022
LA  - eng
KW  - youth perspective
KW  - educational transition
KW  - introduction programme
KW  - upper secondary education
KW  - migrant students
AB  - Aim: The aim of the paper is to increase the understanding of preconditions for leaving a remedial or intermediate trajectory and entering a regular upper secondary route based on young people´s experiences from such a transition.Background and theoretical approach: The large numbers of young Europeans who do not complete an education at least at upper second­ary level constitute a substantial problem, as this tends to be associated with poorer economic, social and health prospects than for other youths and young adults, and means considerable societal costs (Brown et al. 2021, Noorani 2017). In 2020, 16% of all 20- to 24-year-olds in the European Union (EU 27) had not completed upper second­ary education (USE); in Sweden a slightly higher proportion, 17% (Eurostat 2022). Consequently, a multitude of preventive, interventive and/or compens­ating measures have been implemented to raise the level of young people with completed USE (Oomen and Plant 2014).In the project ‘Governance of Educational Trajectories in Europe’, Walther et al (2015) identi­­fied five broad and overlapping constellations of educational trajectories, four of them called smooth or dis­continu­ous aca­dem­ic (1-2) and vocational (3-4) trajectories, respectively. Finally, (5) the re­medial or intermediate trajec­tory (RIT) denotes young people who for various reasons do not succeed in lower secondary education and therefore attend interim courses and compensatory schemes. Sometimes, parti­cul­ar­ly in compre­hensive systems, these measures are designed to enable a return to ‘regular’ edu­cation and training, in other cases they may rather serve as storage places (ibid.). The Swedish intro­duction pro­gram (IP) is such an institutionalised interim or compensatory measure. Positioned at upper secondary level, its overriding aim is helping students becoming eli­gible for a 3-year national academic or voca­tional programme or prepared for work­ing life.  The municipalities are obliged to offer the IP, decide on an education plan and individual study plans (SFS 2010). In general, the local level has considerable freedom to organise and design the IPs. Here we look at students at two (of four) IP tracks: the language intro­duction (LI), focusing the Swedish language, and the individual alternative (IA) preparing the student for upper secondary or other education, or getting a job.Students following a RIT generally have more limited choice opportunities than stud­ents in other trajectories. However, and in line with Walther et al (2015), is important to recognize their agency, decision-making  and  experiences to understand preconditions for a success­ful transition to upper secondary education.  However, such a youth-oriented approach is rare in the research on students at risk of leaving school before finishing an upper secondary education (Schmitsek 2022). In our analysis, we combine two complementary approaches: (a) the decision-making constellations identified by Walther et al (2015): timing and dynamics, young people´s strategies, criteria of decision-making, actors involved, and choices and constraints, and (b) careership theory (Hodkinson and Sparkes 1997) and a learning career perspective on young peop­le´s trajectories and career decisions (Bloomer & Hodkinson 2000, Hodkinson 2008). The combined approach helps ana­lysing young people´s descriptions and under­stand­ings of attending the IP, and transiting to a regular USE pro­gram or, in some cases, municipal adult education and/or work.Methods/methodology: The paper is based on two sets of interviews with 31 young people, normally 18 to 20 years old. The inform­ants attended the IP program in six schools located in six municipalities, selected to cover a variety of local contexts, e.g., concerning access to upper secondary and tertiary education, and jobs. Two municipalities were situated in rural regions, two consisted of smaller cities (15 – 40, 000 inhabitants) and two were within commuting distance to one of the three largest cities.The first round of interviews was conducted in the schools during the first year at the language introduc­tion (20 students) and the indi­vidual alternative (11 students). The second round consisted of follow-up interviews with the same students, undertaken via zoom or telephone because of the Covid-19 pandemic. The inter­views were semi-struc­­tur­ed, using an interview guide developed by the research team, recorded and tran­scribed. As our research inter­est to large extent concerns the young people´s experien­ces of proceeding from IP to a regular vocation­al or academic program, the follow-up inter­views provide a major source of information, which is complemented with information from the first round of interviews.  The interviews are analysed in two steps, the first consisting of a comprehensive reading to capture the totality and recurrent themes, the second building on central concepts of careership and learning careers, and the constellations of decision-making identified by Walther et al.Expected outcomes: This is still work in progress. In a first-step analysis of interviews with ten young people from two of the six municipalities, we find that the transition from the IP to an upper secondary program is challenging. It means a shift to larger classes, higher study pace and less teacher support than was offered in the IP. The students often describe a sense of belonging in the IP context, but this is less common in the new educational environment. The presence of supportive and friendly staff at IP is often underlined as helpful for succeeding to next step and getting guidance about career choice alternatives. Finally, our first results points to a need to split the rather broad RIT configuration of transitional processes into two: remedial and intermediate. One group of students, many entering IA, have a trajectory framed by severe and long-term school failure due to learning difficulties often inter­woven with social- and/or health problems. In different ways their remedial trajectory emphas­ise factors associated with rehabilitation and therapeutic dimensions. Another group, more often LI students, may require significant compensatory training and some even have experiences of poverty and trauma. However, such problems are not dominant aspects of their biographical narratives and self-understanding. Their decision-making centres on credentials and their trajectory is transitional or intermediate.Intent of publication: This study will be reported in a coming book in Swedish, and we also intend to publish an article in an international journal.References: Bloomer, M. & Hodkinson, P. (2000). Learning Careers: continuity and change in young people’s dispositions to learning. British Educational Research Journal, 26 (5), 583-597.Brown, C., Olmos Rueda, P., Costas Batlle, I. & Gairín Sallán, J. (2021) Introduction to the special issue: a conceptual framework for researching the risks to early leaving, Journal of Education and Work, 34(7-8), 723-739.Eurostat (2022). At least upper secondary educational attainment, age group 20-24 by sex [TPS00186]. https://ec.europa.eu/eurostat/databrowser/view/tps00186/default/table?lang=enHodkinson, P. (2008). Understanding career decision-making and progression: Careership revisited. John Killeen Memorial Lecture Woburn House, London 16th, October 2008.Hodkinson, P., & Sparkes, A. C. (1997). Careership: a sociological theory of career decisionmaking. British Journal of Sociology of Education, 18(1), 29-44.Noorani, S. (2017). Structural indicators on early leaving from education and training in Europe – 2016, Education, Audiovisual and Culture Executive Agency, 2017, Eurydice. https://data.europa.eu/doi/10.2797/788496Oomen, A. and Plant, P. (2014) Early School Leaving and Lifelong Guidance. ELGPN Concept Note No. 6.  European Lifelong Guidance Policy Network. http://www.elgpn.eu/publications/browse-by-language/english/elgpn-concept-note-no.-6-early-school-leaving-and-lifelong-guidance/Schmitsek, S. (2022) ‘Who are you to know who I am?’ Comparing the experiences of youth at risk of dropping out in England, Denmark and Hungary, Compare: A Journal of Comparative and International Education, 52(2), 173-191.SFS (2010). Act of Edu­­cation 2010:800.Swedish Research Council (2017). Good Research Practice. https://www.vr.se/english/analysis/reports/our-reports/2017-08-31-good-research-practice.htmlWalther, A., Warth, A., Ule, M. & du Bois-Reymond, M. (2015) ‘Me, my education and I’: constella­tions of decision-making in young people’s educational trajectories, International Journal of Qualitative Studies in Education, 28(3), 349-371. 
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TY  - CONF
T1  - How Preschool teachers teach in practice about sustainability: A Pilotstudy
A1  - Ohlsson, Anders
PY  - 2020
LA  - eng
KW  - utbildning och lärande
KW  - education and learning
AB  - Problem formulationThis partial study will investigate how preschool teachers in preschool make children aware of sustainable development and more specifically what methods they use? In recent years, research in sustainable development in preschool has increased, but mainly research on educators' perceptions of sustainable development and how the governing documents prescribe education for sustainability (Almers 2009; Björneloo 2007; Jóhannesson, Norðdahl, Óskarsdóttir, Pálsdóttir & Pétursdóttir, 2011; Sageidet, 2014; Salonen & Tast, 2013; Ärlemalm-Hagsér, 2012). Due to the lack of how preschool teachers teach about sustainability and because of that the new curriculum in Sweden has raised sustainable development to a goal, this study wants to investigate how preschool teachers teach about sustainability today.Theoretical framework and relevant previous researchI examine what and how preschool teachers do to make children aware of sustainable development. Hedefalk (2014) believes that the factual, normative and pluralistic dimension are parts that are all needed for teaching for sustainable development to be complete. Borg, Winberg and Vinterek (2017) saw in their study that children's participation with teachers and parents in sustainability-related discussions and activities was crucial for children's awareness of sustainable development.  Olsson, Gericke, Chang Rundgren (2015) also believes that a pluralistic approach is required, which Öhman (2008) emphasizes by describing that pluralistic teaching lifts values and avoids indoctrination when children's knowledge is based on their own thoughts and actions. Given the above, I will interpret my empirical with the help of Dewey who bases his theory, that thought and action are required to consolidate knowledge, which can describe just what pluralistic teaching is (S. Hartman, Lundgren & R. M. Hartman, 2004).MethodologySixteen preschool teachers at the same number of preschools in eight municipalities, two preschools in each, have been selected using randomize sampling. In a semi-structured interview, I asked them how and what methods they use to teach about sustainable development.  I recorded the interview to be able to make a deeper and more accurate analysis. (Kvale och Brinkman, 2017). To analyze the material, I have used thematic analys (Bryman, 2011). I started by transcribing the interviews and then looking for different themes to discover different ways that preschool teachers use in their teaching for sustainable development. Whit the help of NVIVO 12, I have been able to find and structure the different themes and as a result discover how the preschool teacher teach about sustainability.Preliminary findingsMost preschool teachers are aware and active in ecological sustainability. The economical sustainability is difficult but Social sustainability is a matter of course in preschool. Preschool teachers in Sweden today usually have dialogue with the children and let them participate through talks and practical exercises, which can be related to Dewey´s theory that thought and action are required to learn.Significance of the studyThis stydy can show how preschool teachers teach for sustainable development today and hopefully it leads to the development of pedagogical practice in the long run and inspires further research in an unexplore area. ReferencesAlmers, Ellen (2009). Handlingskompetens för hållbar utveckling: Tre berättelser om vägen dit (Doktorsavhandling). Jönköping: Högskolan för lärande och kommunikation.Björneloo, Inger (2007). Innebörder av hållbar utveckling. En studie av lärares utsagor om undervisning (Doktorsavhandling, Gothenburg studies in Educational Sciences, 250). Göteborg: Acta Universitatis Gothoburgensis.Borg, F., Winberg, M. & Vinterek, M. (2017). Childrens Learning for a Sustainable Society: Influences from Home and Preschool. Education Inquiry, 8:2, 151-172, doi:10.1080/20004508.2017.1290915Bryman, A. (2011). Samhällsvetenskapliga metoder (2. uppl.). Malmö: Liber.Hartman, S., Lundgren, U. P., & Hartman R. M. (2004). Inledning. I Individ, skola och samhälle. Stockholm: Natur och Kultur.Hedefalk, M (2014). Förskola för hållbar utveckling. Förutsättningar för barns utveckling av handlingskompetens för hållbar utveckling. Acta Universitatis Upsaliensis. Uppsala universitet.Jóhannesson, Ingólfur Ágúst; Norðdahl, Kristín; Óskarsdóttir, Gunnhildur; Pálsdóttir, Auður & Pétursdóttir, Björg (2011): Curriculum analysis and education for sustainable development in Iceland. Environmental Education Research 17(3), 375–391Kvale, S. & Brinkman, S. (2017). Den kvalitativa forskningsintervjun. Lund: Studentlitteratur.Olsson, D., Gericke, N. & Chang Rundgren, S. N. (2015). The effect of implementation of education for sustainable development in Swedish compulsory schools – assessing pupils’ sustainability consciousness. Environmental Education Research, 1-27. doi:10.1080/13504622.2015.1005057Sageidet, Barbara Maria (2014): Norwegian perspectives on ECEfS: What has developed since the Brundtland Report? I Julie Davis & Sue Elliott, red: Research in Early Childhood Education for Sustainability. International Perspectives and Provocations, s 112–124. New York: Routledge.Salonen, A O., Tast, S. (2013). Finnish Early Childhood Educators and Sustainable Development. Journal of Sustainable Development, Vol. 6(2).  01/2013. 70-85. doi:10.5539/jsd.v6n2p70Ärlemalm-Hagsér, E. (2012). Lärande för hållbar utveckling i förskolan: Kunskapsinnehåll, delaktighet och aktörskap kommunicerat i text. Tidsskrift for Nordisk barnehageforskning, 5.Öhman, J. (2008). Environmental Ethics and Democratic Responsibility - A pluralistic approach to ESD. In J. Öhman (Ed.), Values and democracy in education for sustainable development contributions from Swedish research (pp. 1732). Stockholm: Liber.  
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TY  - CONF
T1  - Science teacher group discussions – the forming of consensus and the exclusion of ESE related issues
T2  - <em>Education and Transition - Contributions from </em><em>Educational Research</em>
A1  - Sund, Per
PY  - 2015
LA  - eng
AB  - In environmental and sustainability education, ESE there are different interpretations about which content should be taught in school. This leads to teachers having to make decisions about how to select, structure and contextualise the content (Wickman, 2012). However, teachers are not isolated individuals making their own interpretations, but are part of different institutionalised systems. Earlier research shows that teachers teach according to different selective traditions, which can be understood as well-developed teaching habits. Individual teachers seem to develop their personal habits on the basis of the contextual situations created by earlier generations of teachers. In order to find out which content teachers find representative for socio-scientific issues in science education which are ESE related, I asked nine teachers, representing three selective traditions, to take part in group interviews to talk about what they value as “good” content. The starting point for the discussion is national tests in science. One aim of these national tests is to include knowledge about socio-scientific issues (SSI). The aim of this study is to determine which content teachers find representative for science education in national tests. This content issue is approached from two perspectives. The first concerns the teachers’ selection of questions from the national tests and their discussions about what constitutes good science content. The second relates to the teachers’ more open discussions about the knowledge to be learned in science education and the relation between science and social science. This relation is important to study when science teachers teaching environmental issues also are supposed to include more ESE issues according to the new Swedish curriculum. These perspectives form the starting point for discussions about what counts as good science related content. This quest is formulated in two research questions: What is significant in the individual teacher’s selection of content?What are the significant differences in the group discussions representative scientific content? As such, the research intends to contribute to a discussion about teachers’ selective traditions in terms of content selection can that this can be understood as situated. It also contributes to the debate about policy intentions in relation to how teachers do policy. In this study, teaching traditions are theoretically approached as teachers’ habitual ways of arguing or acting. According to John Dewey (1922), an analysis of such habits does not mean comparing simple repetitive actions, but rather looking at more complex actions that are fruitful in everyday hectic teaching situations. These habits are acquired and continuously developed as a result of encounters between earlier and current experiences. Individuals develop their personal habits on the basis of the contextual situations created by earlier generations of teachers, in school and in teacher education as students, or by following one of the disciplinary traditions in their university studies. Dewey’s (1922) discussion of individual habits, and their interplay with a collective level (for example institutionalised disciplinary traditions), seems to be an accurate description of how selective traditions in teaching evolve and are consolidated in the school system. The theoretical framework is developed from earlier research (Sund, forthcoming; Sund & Wickman, 2011) and Östman’s study (1995) of dominating discourses in science education.
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TY  - CONF
T1  - The Image of Swedish Textbook Psychology 1960 - 2015 in Relation to Social and Scientific Context
T2  - Looking from Above and Below
A1  - Blåvarg, Ebba Christina
PY  - 2021
SP  - 315
EP  - 317
LA  - eng
PB  - Berlin : International Standing Conference for the History of Education (ISCHE)
KW  - school subject
KW  - textbook analysis
KW  - upper secondary school
KW  - educational history
KW  - educational science
KW  - pedagogik med inriktning mot utbildningsvetenskap
AB  - The aim of this paper is to introduce the school subject psychology and outline its historical and theoretical formation through psychology textbooks during 1960 to 2015. The development and the portrayed meaning of what psychology is as an epistemological subject inrelation to social and scientific context will be considered. Swedish textbooks on psychology have been around at least since the early 1900th. From early to mid-2000th century, there aretextbooks clearly intended for upper secondary school level. The empirical source material consists of excerpts from psychologytextbooks published between 1960 and 2015 in Sweden. One edition of each Swedish textbooks in psychology published for uppersecondary school level will be included. The selected excepts are the cover and the introductory texts. Curriculums, syllabus, and othercontextual material will also be included in the analytical process to clarify transformations and relations within the studied time period. Asemiotic approach is taken based on the idea that illustrations as well as text have an important role in forming the message of thesubjects that is being portrayed and the analysis will be achieved mainly by discourse analysis, with the inclusion of theories concerninglanguage and meaning. A main assumption in the analysis is that it is not possible to step outside of one’s language. By how psychologyis communicated, specific assumptions about it are displayed, as are contemporary general suppositions concerning the world.Historicity can provide us with insights about the various language games that takes place within the semiotics surrounding the schoolsubject psychology. Great emphasis will be put on the significant role of the metaphors and images in the text’s assumptions about theworld and in this case psychology. Psychology is a scientific field that relates to many other areas of science, philosophy and medicinebeing the most recognizable. The language used, the illustrations chosen, how psychology is communicated determines what is possibleto think about it.This paper will render an opportunity to reflect upon various and possibly interlocked meanings of psychology as a school subject thatare being depicted trough both text and images in Swedish psychology textbooks and to consider them in relation to contemporarysociety, social development and scientific development.BibliographyBillig (2019). More Examples, Less Theory: Historical Studies of Writing Psychology. Cambridge University PressBlåvarg, E. C. (2018). Psychology in the Swedish Curriculum: Theory, Introspection or Preparation for the Adult, Occupational Life. InTeaching Psychology Around the World (p. 380). Cambridge Scholars Publishing.Carpintero, H. (1992). International development of psychology as an academic discipline. In Puente, E. A., Matthews, J. R., & Brewer, C.L. (Eds.). Teaching psychology in America: A history. (1992). American Psychological Association.Daston L. (2006). Things that talk. Object lessons from art and science. New York: Zone Booksdel Pozo Andrés, M. d. M. & Braster S. (2019) The Visual Turn in the History of Education. In: Fitzgerald T. (eds) Handbook of HistoricalStudies in Education. Springer International Handbooks of Education. Springer, SingaporeEco, U. (1979). A theory of semiotics. Indiana University Press.Edfeldt Å. W. (1961). Lärarutbildning. Ämneslärarnas utbildning i psykologi och pedagogik. 2:a upplagan. [Teacher Training. SubjectsTeacher Training in Psychology and Pedagogy. 2nd edition] Liber.Foucault, M. (1969/2002). Vetandets arkeologi. [The Archaeology of Knowledge] Arkiv förlag.Foucault. M. (1972). The Archeology of Knowledge and the discourse of language. New York: Phanteon books.Furhammar, S. (1973). Elementär psykologi. Lärobok för gymnasieskolan. [Elementary Psychology. Textbook for the Gymnasium.]Stegelands.Hacking. I. (2002). Historical ontology. Harvard University Press.Kress G, Van Leeuwen T. (2006). Reading images: the grammar of visual design. New York: Routledge.Levander, M. (1992). Psykologi. Lärobok för gymnasiet. [Psychology. Textbook for The Gymnasium.] Natur & Kultur.Ljunggren, N. (2011). Psykologi: för gymnasiet. [Psychology: for The Gymnasium.] Stockholm: Liber.Lundgren, Mikael (2013). Psykologi - vetenskap eller galenskap?. 2. uppl. . [Psychology – science or insanity?] Lund: Studentlitteratur.Perlmutter D. D. (1994). Visual historical methods: problems, prospects, applications. Historical Methods, 27(4): 167–84.Rorty R. (1967), The linguistic turn. Recent essays in philosophical method. Chicago: Chicago University Press.Rorty, R. (1979). Philosophy and the mirror of science. Princeton University Press.Rose G. (2001). Visual methodologies: an introduction to the interpretation of visual materials. London:Sage; 2001.Skolverket (2011). Ämne – Psykologi. [Subject - Psychology] www.skolverket.se
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TY  - CONF
T1  - Using CAVTA (Conversation Analysis and Variation Theory Approach) in a Learning Study on Welding
T2  - Proceedings PATT37
A1  - Kilbrink, Nina
A1  - Asplund, Stig-Börje
PY  - 2019
SP  - 269
EP  - 276
LA  - eng
PB  - Msida : University of Malta
KW  - cavta
KW  - conversation analysis
KW  - variation theory
KW  - learning study
KW  - technical vocational education
AB  - This study is conducted as a collaborative study between two researchers and one vocationalteacher in the Industrial Programme at the upper secondary vocational education in Sweden.The study is conducted in iterative cycles and focuses on actual teaching of a technicalvocational object of learning (to make a TIG-weld) in school. The research project is fundedby the Swedish Institute for Educational Research. The study is based on two theoreticalframeworks; the variation theory (Marton & Tsui, 2004) and conversation analysis (Sidnell, &Stivers, 2013). These theories have been used for planning the teaching as well as foranalysing data from the iterative cycles. Combining these two frameworks is a fairly newapproach, but it has previously been done in a few studies (cf. Asplund & Kilbrink, 2018).However, there are no previous action research studies that we know about where thesetheories are combined in the planning of and teaching a specific object of learning. We usethe abbreviation CAVTA (Conversation Analysis and Variation Theory Approach) for thecombination of these theories as a tool in practice-based school research. Inspired by thelearning study method, this study is conducted in three iterative cycles. However, this study isbased on CAVTA as the theoretical framework, in contrast to previous learning studies. Dataconsists of video recorded lessons and audio recorded conversations between theresearchers and the teacher to follow the process of working with this collaborative method inrelation to a technical vocational object of learning. The results from this study show how theteaching content in relation to the object of learning is made visible in the interaction.Furthermore, the critical aspects are displayed more explicitly in teaching over time, based onanalysing, planning and evaluating teaching with a starting point in CAVTA.
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TY  - CONF
T1  - Collective and Individual Literacy Strategies in the Process of Writing within a Digitalized Classroom
A1  - Hultin, Eva
A1  - Westman, Maria
PY  - 2014
LA  - eng
KW  - utbildning och lärande
KW  - education and learning
AB  - During the last decades most spheres of society have been digitalized which has changed patterns of communications, relations and habits in people’s everyday life at work, in school, at home, in politics, etc. This is especially true in the developed countries even though digitalization is also a fact in many sectors in the developing countries as well. Two thirds of the schools in Sweden, where this study takes place, have equipped or are about to equip all pupils with a computer or tablet. This can be understood as the implementation of a new (digital) infrastructure for learning in the classrooms, which might change the conditions for learning radically, which some of the earlier research have indicated. In this study we focus on the changes that digital resources in classroom might bring into pupils’ writing processes, especially what collective and individual literacy strategies the new technology supports. The setting of the study is a classroom (year 2) in a primary school where the early literacy learning has been digitalized. The material is based on video typed classrooms observations of a particular writing process as well as the produced texts. Thus, both teacher-led activities and pupils’ individual literacy activities at the computers are studied.The findings show a dynamic relation between collective literacy strategies constituted by the teacher and pupils in teacher-led activities and pupils’ individual literacy strategies constituted in relation to the digital resources. This is visible both in terms of content and form of text and text production. Another notable finding is that the pupils’ individual strategies vary, even though they meet the same collective literacy resources. Yet another finding is that the digital recourses open up for new possibilities for pupils’ agencies in their writing process.
ER  - 

TY  - CONF
T1  - Educating educational leaders in Vietnam
T2  - Educational leaders as change agents
A1  - Olsson, Bertil
PY  - 2013
SP  - 59
EP  - 70
LA  - eng
KW  - educational leadership
KW  - leadership development
KW  - leadership curriculum
KW  - utbildning och lärande
KW  - education and learning
AB  - The idea that leadership is a key factor in realizing educational reforms is widely cherished. All over the world educational leaders face new challenges and extended responsibilities. In these new situations a completed teacher-training program is no longer sufficient to become a successful educational leader. There is a growing need for leadership development and there is a need to discuss and compare the content and design of leadership programs in order to gain more experience and knowledge on how to create programs with practical relevance. This paper discusses the design and delivery of a master program in educational leadership and management in a joint venture between two universities in Vietnam and Sweden. Moreover, the paper argues that universities might play a special role in helping educational leaders to strengthen their professional status and to develop their own community of practice through helping them to identify their own solid body of disciplinary knowledge and their own research agenda.
ER  - 

TY  - CONF
T1  - Inclusion and social justice in physical education and health from a student and Freirean perspective
T2  - Presented at the 2023 AARE (Australian Association for Research in Education) Conference, Melbourne, Australia, November 26-30, 2023
A1  - Gerdin, Göran
PY  - 2023
LA  - eng
AB  - School physical education and health (PEH) has an important role to play in the physical, cognitive, emotional and social development of young people which, in turn, can enhance interpersonal relations and help build more socially cohesive and just societies. Unfortunately, research continues to highlight the inability of PEH to realise these important outcomes and the pervasiveness of practices that instead contribute to exclusion and inequality. The aim of this study was to add to our understanding of school PEH practices by exploring students’ experiences of inclusion and social justice. Data was generated through a survey, observations, interviews and critical reflective texts. Participants in the study were students from three different upper-secondary schools (age 16-19) located in southern Sweden. The analysis of data involved a six-phase thematic analysis approach informed by Paulo Freire’s theories of critical and dialogical pedagogy. The results are presented in relation to four central themes: (1) care and relationships, (2) student involvement, (3) use of modified and non-traditional activities and spaces; and (4) learning about and acting on social inequities. In order to promote more inclusive and socially just PEH practice, a Freirean analysis of the students’ experiences draws attention to the importance of: establishing horizontal teacher-student relationships built on trust and love: engaging students in an ongoing dialogue where the students practice choice and decision-making with their peers; inviting the students into critically reflecting on issues of positionality and power and; students learning to act on social inequities. To conclude, the paper calls for future studies where teachers and students collaborate to develop PEH practices underpinned by inclusion and social justice.
ER  - 

TY  - CONF
T1  - Practice lab project: a report from an autoethnographic assignment with students in higher music education
A1  - Tullberg, Markus
PY  - 2025
LA  - eng
AB  - This presentation focuses on a project at an early stage of development. The aim of the practice lab project is twofold: (i) to strengthen the competence among students in higher music education with regards to the topic of practice, and (ii) contribute to research on musical practice and skill acquisition. The project is conducted at Malmö Academy of Music (Lund university). Students take part in their project in various ways (music teacher students take part through a course in didactics, whereas students at the performers program take part through the course Music as profession). As part of these courses, the students are given an assignment through which they employ an autoethnographic approach towards their own practice. In these assignments, the students can choose to focus on (i) sensorimotor skills, (ii) systematized practice, and (iii) socio-musical context of practice. During a preparatory seminar, the students engage in dialogue with each other through which they discuss how they practice and whatkind of instructions they have received on this matter during their past and present education. A lecture is given which (i) takes an ecological/enactive perspective on sensorimotor learning (Gibson, 1979/2014; Noë, 2004; Tullberg, 2022) (ii), offers a perspective on work habits, such as time management, concentration, self-regulation, (McPherson & McCormick, 1999; McPherson & Zimmerman, 2011, Varela, Abrami, & Upitis, 2016) and deliberate practice (Ericsson et al., 1993), and (iii) introduces the students to the theory of situated learning and communities of practice (Lave & Wenger, 1991; Lave, 2011; Wenger, 1998; Tullberg & Sæther, 2022). Each student cohort taking part in the project counts as one cycle. As of spring 2025, four cycles are completed, with an output amounting to 80 autoethnographic essays. These essays reports on the background to the chosen topic of exploration, actions undertaken, results, and take aways for future development. The data material is analysed through a grounded theory approach. Preliminary findings are weaved into the preparatory activities of the next cycle. I this presentation, I discuss the open-ended and emergent design of the project and present some early findings. Charmaz, K. (2006). Constructing grounded theory (2nd edition.). Sage Publications. Ericsson, A., Krampe, R., & Tesch-Roemer, C. (1993). The Role of Deliberate Practice in the Acquisition of Expert Performance. Psychological Review. Lave, J. (2011). Apprenticeship in critical ethnographic practice. Chicago, IL: University of Chicago Press. doi: 10.7208/chicago/9780226470733.001.0001 Lave, J., and Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, MA: Cambridge University Press. doi: 10.1017/ CBO9780511815355 McPherson, G. E., & McCormick, J. (1999). Motivational and self-regulated learning components of musical practice. Bulletin of the Council for Research in Music Education, 141, 98–102. McPherson, G. E., & Zimmerman, B. J. (2011). Self-Regulation of Musical Learning : A Social Cognitive Perspective on Developing Performance Skills. Oxford University Press. https://doi- org.ludwig.lub.lu.se/10.1093/acprof:osobl/9780199754397.003.0004 Tullberg, M. (2022). Affordances of musical instruments : Conceptual consideration. Frontiers in Psychology, 13. https://doi-org.ludwig.lub.lu.se/10.3389/fpsyg.2022.974820 Tullberg, M., & Sæther, E. (2022). Playing with tradition in communities of Swedish folk music : Negotiations of meaning in instrumental music tuition. Frontiers in Education, 7. https://doi- org.ludwig.lub.lu.se/10.3389/feduc.2022.974589 Varela, W., Abrami, P. C., & Upitis, R. (2016). Self-regulation and music learning: A systematic review. Psychology of Music, 44(1), 55–74. https://doi-org.ludwig.lub.lu.se/10.1177/0305735614554639 Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, MA: Cambridge University Press. doi: 10.1017/CBO9780511803932
ER  - 

TY  - CONF
T1  - Online teaching through information and communications technology
A1  - Lindahl, Katarina
PY  - 2020
LA  - eng
KW  - utbildning och lärande
KW  - education and learning
AB  - Information and communications technology (ICT) has opened an entire world of opportunities for both teachers and students. When all upper secondary schools and universities in Sweden had to switch to online teaching within a few days due to the COVID-19 pandemic, it became evident how useful and valuable ICT-tools are for teaching. Online teaching is common at Dalarna University, and 64% of our students study net-based distance courses. The aim of this presentation is to give examples of successful integration of ICT-tools in addition to discussing the challenges and drawbacks of relying heavily on technological solutions. Furthermore, the development of a new online course for teacher students will be discussed with a focus on how different ICT-tools are used to further collaboration and communication between students. The course is called “English Language Learning and Teaching III” and is aimed at future English teachers in upper secondary school. In the course, students are expected to both develop their knowledge about teaching methods as well as improve their language proficiency skills.The main difference between teaching online and teaching on campus is that we must find new ways for students to communicate and collaborate. The students gain access to course materials through our learning management system Blackboard Learn. They also meet for online teacher-led seminars every week in the online meeting tool Zoom. Through these synchronous meetings we ensure the quality of our online teaching and the seminar discussion becomes an important part of the course. In the seminars, students frequently use shared documents to collaborate in real time. By doing so, we encourage cooperation between students and at the same time teach them how they can use these online tools with their own future pupils. Between seminars, students are also expected to use digital tools for assignments, which makes it possible for the university teachers to see more of the students’ work process than what was previously possible. 
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TY  - CONF
T1  - Effects of a Science and Technology Teacher Support Programme on Scholastic Achievements in Grade 6
A1  - Rasmusson, Maria
A1  - Mellander, Erik
PY  - 2021
LA  - eng
AB  - The Natural sciences and Technology for All (NTA) programme is a teacher support programme built on inquiry-based learning principles (James, 2006; Cakir, 2008). It is a Swedish version of the Science and Technology for Children (STC) programme in the US. The NTA is, by far, the largest teacher support program in Sweden. At the beginning of our period of study, in 2011, it was used in 1/3 of Sweden’s 290 municipalities, by around 7 000 teachers, teaching about 100 000 students. Our study includes around 1 500 NTA teachers and almost 25 000 NTA students. This makes it the largest quantitative effect evaluation of a STC-like programme that has been undertaken hitherto (Slavin et al., 2014; Zoblotsky et al., 2016). For example, the number of participating students is 25 times larger than in an earlier analysis of the NTA programme (Mellander & Svärdh, 2018a-b). Together with data on high-stake scholastic achievements and very rich background information for both the NTA participants and students that have not attended the programme, this allows the programme effects to be much more precisely than in previous studies and, moreover, to be broken down by different categories of students.Our empirical analyses are based on records on student and teacher participation in the NTA programme, collected by the NTA administrative organization, that have been matched with individual register data (longitudinal population data), and information about school and municipality characteristics. The register data contain information about student results on national, standardised tests in the Science subjects and in Mathematics, grades in these subjects plus grades in Technology, extensive information about the students and their parents, and detailed records of the NTA teachers’ education. The fact that participation in the NTA programme is not determined by means of random assignment is accounted for by propensity score analysis, which identifies “synthetical twins” to the NTA participants among the students that did not participate in the programme. Specifically, the NTA and non-NTA students are compared along 24 different dimensions, statistically weighted together to a scalar in the [0,1] interval. Twin couples are formed by choosing NTA and non-NTA students with (almost) the same scalar values. The effect of the NTA programme is estimated as the mean differences in scholastic achievements over the twin couples.Participation in the NTA programme during grades 4–6 is shown to have positive and statistically significant effects on the results in national, standardised, tests in Biology, Chemistry, Physics, and Mathematics as well as on grades in these subjects, and in the subject Technology, in school year 6. The effects on the two outcome variables are not statistically different from one another. The magnitude of the effects varies between 0.4 and 1.0 merit points, which, in turn, corresponds to 15 % and 40 %, respectively, of the difference between two consecutive grades on the “Pass or higher” part of the grading scale. No effect differences are found between girls and boys, but for students with foreign background the effects are 40 % lower than for students born in Sweden. The NTA effects are larger for students that have participated to a greater extent in the programme, compared to students that have participated less. The education of the NTA teachers matters, but not in all respects. NTA students that have been taught by NTA teachers that have a formal pedagogical qualification benefit twice as much as students taught by NTA teachers lacking such a qualification. However, if a pedagogically qualified teacher also has formal qualifications with respect to Science, Technology or Mathematics that does not increase the effect further.MethodDuring the period 2011–2014, all schools employing the NTA programme in grades 4–6 were asked to provide the NTA administrative organisation with information about the names and personal IDs of the participating teachers and students, by class, NTA “theme”, and semester. Accordingly, teacher-student links were ascertained. Moreover, the personal IDs made it possible to match the collected information with register data – longitudinal population records – containing outcome variables and as well as large sets of background variables (Mellander, 2017). From this information, data were extracted on two cohorts of students, born in 2000 or 2001. For these, there is outcome information in the form of results on national, standardised, tests in the Science subjects and in Mathematics, as well as grades in these subjects and in Technology, in school year 6. Further, data on the educational background of the NTA teacher’s education were added. Finally, potential control students were extracted from the register data, i.e., students born in the years 2000 or 2001 that had not participated in the NTA programme. Altogether, the resulting data set encompassed over 125 000 students – approximately 25 000 NTA participants and 100 000 potential control students, and 1 500 NTA teachers. With respect to the effect evaluation, the study’s methodological challenge is that participation in the NTA is not determined by random assignment, but by self-selection. Accordingly, merely comparing the scholastic achievements of participants and non-participants will yield biased estimates. To account for the self-selection, we employ propensity score analysis (Guo & Fraser, 2010). This method estimates the likelihood of treatment (NTA participation), as a function of a multitude of observable personal characteristics. The estimation includes all students, i.e., students that actually did participate as well as for students that did not participate. Our data allowed us to include 24 student characteristics. Couples of participants and non-participants with (almost) equal likelihoods of participation (propensity scores) are then formed. The effect of the NTA programme can be estimated as the mean difference in scholastic achievements over these couples. To examine if the effects differ across groups of students or vary with the extent of participation in the NTA programme, we also apply multivariate linear regression analysis to the matched sample. The matched sample is made up of the NTA participants and their synthetical twins, as determined by the propensity score analysis. All analyses were conducted by means of the Stata program (StataCorp., 2019).Expected OutcomesParticipation in the NTA programme during grades 4–6 have positive and statistically significant effects at the end of grade 6, on the results in national, standardised tests in Biology, Chemistry, Physics, and Mathematics, and on grades in the same subjects, plus Technology. The effects on the tests and on the grades are not statistically significantly different. The effects can be expressed in terms of merit points, which are associated with letter grades, according to: F (0), E (10), D (12.5), C (15), B (17.5) A (20) where F, denoting Fail, is the lowest grade and A the highest. On average, the NTA effect on the science subjects is 0.8 merit points, i.e., about 1/3 of the differences between two consecutive grades in the E – A range. For Mathematics, the effect is slightly higher, about 1 merit point. The smallest effect is recorded for Technology, 0.4 merit points. Regarding potentially heterogeneous effects across students, no differences were found between girls and boys. However, the scholastic achievements of NTA students with foreign background were 40 % lower than the achievements of native NTA students. With respect to the dose-response relation, the results show that the NTA effects are increasing in the amount of programme participation, as expected. The fact the NTA teachers differ by educational background makes it possible to examine the importance of different forms of treatment. We find that NTA classes taught by persons with pedagogical qualifications yield effects that are twice as high as the effects generated by persons without such qualifications. For persons with pedagogical qualifications it does not matter, however, whether they also have formal subject matter qualifications. Apparently, the extensive teaching instructions, guidance, and preparation provided by the NTA organisation makes up for deficiencies with respect to the latter.References Cakir, M. (2008) Constructivist Approaches to Learning in Science and Their Implications for Science Pedagogy, International Journal of Environmental & Science Education, 3(4). 193-206.Gou, S. & M.W. Fraser (2010) Propensity Score Analysis: Statistical methods and applications Advanced Quantitative Techniques in the Social Sciences 11. Los Angeles: Sage Publications.James, M. (2006) Assessment, Teaching and Theories of Learning, in J. Gardner (Ed.) Assessment and Learning (47-60) (London: Sage).Mellander, E. (2017) On the use of register data in educational science research, Nordic Journal of Studies in Educational Policy (NordSTEP), 3(1), 106–118.Mellander, E. & J. Svärdh (2018a) Inquiry-based learning put to the test: Medium-term effects of Science and Technology for Children programme, Review of Education, 6(2), 103–141.Mellander, E. & J. Svärdh (2018b) Context and Implications Document for: Inquiry-based learning put to the test: Medium-term effects of Science and Technology for Children programme, Review of Education, 6(2), 142–145.Slavin, R. E., C. Lake, P. Hanley, & A. Thurston (2014) Experimental evaluations of elementary science programs: A best evidence synthesis, Journal of Research in Science Teaching, 51(7), 870–901.StataCorp. (2019) Stata Statistical Software: Release 16. College Station, TX: StataCorp LLC.Zoblotsky, T., Bertz, C., Gallagher, B. & Ahlberg, M (2016) The LASER Model: A Systemic and Sustainable Approach for Achieving High Standards in Science Education, SSEC i3 Validation Final Report of Confirmatory and
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TY  - CONF
T1  - Learning through short field studies, Swedish students voice on field studies in schools in South Africa.
A1  - Abraham, Getahun Yacob
A1  - von Brömssen, Kerstin
PY  - 2014
LA  - eng
AB  - AbstractThe focus of this study is to explore in what way a short term field study can contribute to teacher students intercultural learning and professional development. The role that firsthand experience plays in culture learning has invariably been discussed to be a critical part in intercultural learning (Quezada 2012, 8). The empirical material for the study consists of interviews before, during and after a two week field study conducted with six Swedish teacher students in South Africa. Observations during the field visits were also part of the used methods. The students specifically reflects on the observed language barriers for children who are attending education with other languages than their mother tongue, strong discipline in classrooms and resource differences between schools. According to the students diversity in the culture and seeing pupils with diverse backgrounds in the same context will be helpful for their future carriers. They believe in particular that the field study experience will help them to meet pupils with diverse backgrounds in their own school classes. They also believe the field study helped them to gain an understanding of the Swedish education system in comparison to others. Thus, we argue that a short term field study can contribute to intercultural learning and professional development, although findings also suggest that the tutoring in the field plays a crucial role.
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TY  - CONF
T1  - Teacher Educators Moving from Learning the Office Package to Learning About Digital Native’s Use of ICT
T2  - Proceedings of ED-MEDIA 2007
A1  - Karlsson, Mia
PY  - 2007
SP  - 100
EP  - 107
LA  - eng
PB  - Vancouver, Canada : Association for the Advancement of Computing in Education
KW  - technology
AB  - This case study reports results from interactive research within the development project CompLETE, a Swedish project granted equivalent to USD 3 million, aimed at enhancing use of ICT in teacher education. The research project rationale is that teachers and teacher students belong to a different generation than K12 students; grown-ups are “Digital Immigrants” while K12students are “Digital Natives”. A problem is that teachers know about MS Office, which is expressed as a high priority to learn. Students are into a different culture that teachers know little about. Teachers believe in learning the Office package first, before learning about K12 student’s use of ICT. New applications, such as chatting or podcasting, has to become part of the culture of teachers in order to teach students of the 21st Century. One conclusion is that relying on teachers participating through “bottom-up processes” may not be sufficient for extensive changes in teachers’ practice.
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TY  - CONF
T1  - Lika och olika i svensklärarutbildning, lika och olika i skolämnet svenska?
A1  - Palo, Annbritt
PY  - 2013
LA  - swe
KW  - svenska med didaktisk inriktning
KW  - swedish and education
AB  - Lika och olika i svensklärarutbildning, lika och olika i skolämnet svenska? Det finns stora likheter men också olikheter mellan svensklärarutbildningar vid svenska lärosäten. Dessa likheter och olikheter får konsekvenser för dem som utbildar sig till lärare och skall undervisa i svenska i grund- och gymnasieskola. I förlängningen torde det få konsekvenser för de elever som svensklärarna möter. Så vilka mönster går att urskilja i svensklärarutbildningarna, och vilka konsekvenser får dessa för lärare, svenskämne och elever? Den planerade presentationen utgår från min nyutkomna doktorsavhandling i Svenska med didaktisk inriktning och bygger på utbildnings- och kursplaner från tjugotvå svenska lärosäten. Dessutom har intervjuer gjorts med lärarutbildare. Det empiriska materialet har analyserats med hjälp av dokument- och diskursanalys. Det teoretiska ramverket utgörs i huvudsak av läroplansteori (Lundgren 1983, Englund 1986, Englund 2005, Linde 1993, Linde 2006) samt diskursteori (Laclau 1990, Lauclau & Mouffe 2001) och kritisk diskursanalys (Fairclough 1989, Fairclough1993, Fairclough 2003, Fairclough 2010). De svensklärarkonstruktioner som urskilts speglar den kontext i vilken lärarutbildningen existerar. Vissa traditioner, såväl historiska som ämnesmässiga, och diskurser privilegieras nationellt respektive lokalt, och detta kan avläsas i svensklärarutbildningarnas styrdokument. Till de nationellt privilegierade traditionerna och diskurserna hör den akademiska diskursen, professionsdiskursen och demokratidiskursen, men dessa får olika ställning i svensklärarutbildningarna. Det är framför allt i svensklärarkurser mot grundskolans senare år och gymnasieskolan som den akademiska diskursen intar en stark ställning, medan demokratidiskursen är tydligast i svensklärarkurser mot grundskolans tidiga år. Detta kan delvis förklaras med de två utbildningstraditionerna i svensk lärarutbildning: seminarietraditionen och läroverkstraditionen, men likheterna – och olikheterna – kan också förstås utifrån bland annat konstitutionella och organisatoriska ramar, organisatoriskt ”spill” och samhällskontext. Presentationen kommer att visa hur exempelvis konstruktionen den demokratiska svenskläraren bärs upp av utbildningstraditioner, diskurs, konstitutionella ramar, etc. Mönstren som urskilts i svensklärarutbildningar och ställer dessa mot ett urval av de förväntningar som formuleras i kursplanen i svenska (Lgr11) och ämnesplanerna (Gymnasieskola 2011). Det går att påvisa att innehållet i skolverksamheternas styrdokument retoriskt påverkar svensklärarutbildningarnas kursplaner. Likheterna och olikheterna hur svensklärarutbildning retoriskt organiseras torde få konsekvenser på alla plan, för det enskilda lärosätet till den svenskundervisning som iscensätts i det enskilda klassrummet.
ER  - 

TY  - JOUR
T1  - Socialtjänsten och den hemlöse alkoholisten
T2  - Sociologisk forskning
SN  - 0038-0342
A1  - Lindström, Lars
PY  - 1993
VL  - 1
IS  - 30
SP  - 29
EP  - 45
LA  - swe
PB  - : Sveriges Sociologförbund
AB  - Welfare agencies and the homeless alcoholicThe attitude towards homeless alcoholics has been characterized either by resignation, providing food and shelter and controlling drunkenness only, or by unrealistic ambitions, expecting immediate rehabilitation to a sober and independent way of life. In this article, a different attitude is proposed. Studies from Sweden and England especially, suggest that the homeless person will benefit from a program providing long-term care and a chain of options leading from the soup run to a bedsitter. Each step towards larger autonomy has to be quite small and adequate provision has to be made at each level for those who cannot move further. Enforced treatment, from contingency contracting to involuntary committment, seems to be effective as a life-sustaining device when used occasionally to control drunkenness. However, this approach tends to run counter to the needs and aspirations among professionals in the welfare agencies. Surveys show that those who work with homeless alcoholics often want to achieve more advanced goals than are feasible and also would like to deal with younger clients more fit for work. Since helping the traditional homeless group does not offer the recognition or the sense of accomplishment that most people need, professional attention has been directed towards other groups instead. For similar reasons, there has been a neglect of the long-term mentally ill in psychiatry. The tendency to exclude these groups from adequate care and surveillance cannot be counteracted unless a long-term perspective on their problems is adopted and moderate steps towards larger autonomy are given professional recognition and reward.
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TY  - CONF
T1  - VFU i svensklärarutbildning – konsekvenser för skolan och svenskämnet
A1  - Manderstedt, Lena
PY  - 2013
LA  - swe
KW  - svenska med didaktisk inriktning
KW  - swedish and education
AB  - VFU i svensklärarutbildning – konsekvenser för skolan och svenskämnet Det planerade föredraget tar sin utgångspunkt i min nyutgivna doktorsavhandling, Växelspel med förhinder: skärningspunkter i verksamhetsförlagd svensklärarutbildning, och lyfter fram de mest centrala resultaten som har bäring på skolämnet svenska, eller på relationen mellan lärarutbildning och skolverksamhet.  Empirin, som samlades in under 2009, utgörs av material från svensklärarutbildningar vid 22 lärosäten: Drygt 400 policy- och styrdokument samt 15 intervjuer med lärarutbildare och svensklärarstudenter. Analysmetoder som använts är diskurs- respektive dokumentanalys. Dokumentanalysen utgår ifrån en modell som medger analys av olika nivåer i lärarutbildningen, vilket varit en fördel då jag velat belysa såväl lärosätens externa som interna relationer.  Det teoretiska ramverket har konstruerats främst med utgångspunkt i ett antal teorier: diskursteorin företräds främst av Michel Foucault (2003; 1993;1980; 1970) och teori från den kritiska diskursanalysen, som förespråkas av Norman Fairclough (2003; 1995; 1992; 1989). Läroplansteoretiska perspektiv hämtas bland annat från Göran Linde (2000; 2006) och Tomas Englund (2008; 2005; 1986) och organisationsteori främst från Gunnar Bergs skolorganisatoriska analysram (2003). Slutligen används ett antal professions- och kunskapsteoretiska perspektiv, bland annat av Thomas Brante (2009) och Ingela Josefson (1991; 1999; 2001). Resultatet visar att VFU positioneras svagare än högskoleförlagd utbildning (HFU), trots talet om VFU:ns betydelse för studentens yrkesidentitet. De pedagogiska ambitionerna överskuggas till viss del av organisatoriska hinder. En kritisk punkt i genomförandet är bedömningen. VFU förläggs mestadels i språkligt inriktade kurser. En betoning på kreativitet och förmåga att skapa stimulerande lärmiljöer återfinns i utbildning för undervisning mot yngre år, men inte för äldre år. Vilka konsekvenser detta kan få för skolämnet svenska går jag in på i presentationen. Vidare identifieras olika kulturer och förhållningssätt till såväl svenskämnet som läraryrket på lärosäten och i skolverksamheter. Flera studenter vittnar om att de ute på skolorna möter ett motstånd när det gäller den ämneskunskap de har med sig och att de får sitt yrkesval ifrågasatt av lärarutbildarna. Vilket eller vilka svenskämnen som egentligen ska iscensättas i VFU är otydligt eftersom ämnesinnehållet i VFU formuleras vagt till förmån för allmänna och personligt knutna lärarkunskaper. Den blivande lärare som formuleras i styr- och policydokumenten är således personligt kompetent, men har en relativt svag ämnesidentitet. Växelspelet mellan teori och praktik, som dominerar retoriskt, visar sig diskursivt i en ”verklighetsklyfta” som ännu inte har överbryggats. Min studie vittnar om ett stort behov av utökad samverkan mellan lärosäten och skolor, inte minst för en diskussion om lärarutbildningens gemensamma uppdrag att utbilda blivande svensklärare, samt vad detta uppdrag betyder ifråga om ämnesinnehåll och svenskläraridentitet.
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TY  - CONF
T1  - Barriers and facilitators expressed by teachers implementing theme-based and cooperative learning in a Swedish kindergarten
A1  - Fohlin, Lisa
A1  - Sedem, Mina
A1  - Westling Allodi, Mara
PY  - 2020
LA  - eng
AB  - In Sweden, the decentralisation of the educational system has led to a difference in educational quality among schools. The curriculum for early childhood education (ECE) in Sweden states that education should build on relevant research. In order to implement research-based practices in the ECE setting, it is relevant to take account of teachers’ impressions on the implementation of such processes. Their experiences may affect their willingness to use the practices.The overall aim of the wider study is to identify facilitators and barriers in the implementation of innovative pedagogical methods in ECE. In particular, the aim of the study presented here is to identify facilitators and barriers expressed by kindergarten teachers before, during and after the implementation process of a pedagogical program, based on the framework of cooperative learning. The aim is also to investigate whether the implementation had an influence on the educational practice, according to the teachers. The study is an independent evaluation of a program implementation introduced in a school during spring 2019.  The project uses the Theoretical domains framework (TDF) as a theoretical framework in the data analysis (Atkins et al., 2017) and the conceptual framework from Domitrovich et al. (2008) to describe the impact of facilitators and barriers in the implementation.The teacher team (N=6) working in two kindergarten classes adopted a school development program that introduced theme-based pedagogy and cooperative learning. The aim of the program was to increase the general well-being of the children and to create a more democratic and multifaceted social environment in the classrooms. The teachers received training and feedback consisting of six sessions over six months.Three group interviews with the teachers were conducted by the first author, who was not involved in the training. The interviews occurred at start, in the middle, and at the end of the implementation process. The preliminary analysis found barriers and facilitators for successful implementation and ongoing work with the programs, for example resources, support, motivation and knowledge. There seemed to be an increase in the number of facilitators over time and an increase of positive emotions and opinions about the use of the pedagogical program over time. The teachers reported some changes in the pedagogical practice.This study is part of first author’s PhD thesis in the Research School in Special Education on Early Interventions in Early Childhood Education (Swedish Research Council 2017-03683).
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TY  - CONF
T1  - Learning schools in Sweden – principals understanding of on-going school improvement in an era of accountability
T2  - ECER 2014, The Past, the Present and the Future of Educational Research
A1  - Håkansson, Jan
A1  - Adolfsson, Carl-Henrik
PY  - 2014
LA  - eng
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - Over the last two decades there has been a general transnational policy trend towards major emphasis on learning outcomes. In Sweden – like in many other countries – there is an on-going discussion about pupils’ academic achievement, not to mention due to Swedish pupils’ low results in different international knowledge comparisons (cf. Ball et al., 2012; Grek, 2009).During the last years there has also been an extensive discussion on how research can help developing schools in terms of professional development for teachers and principals but also raising students’ achievement. School improvement combining scientific evidence and the proven experience is attracting a wide interest, especially in the international research. There are several attempts from different perspectives addressing questions related to professional learning and development for teachers and principals, school and teacher effectiveness, school improvement, curriculum innovation et cetera (cf. Day et al., 2012).In Sweden the situation is more modest according to research efforts in the school development field, although there are important and interesting results from collaborations between school researchers and school improvement efforts (cf. Håkansson & Sundberg, 2012; Blossing, 2008).  The Education Act of 2010 is part of a top-to-bottom curriculum reform in Sweden, which has put further pressure on municipalities and schools to implement new syllabuses, clearer goals and knowledge demands and a new grading system (cf. Utbildningsdepartementet (The Ministry of Education), 2008; 2011). At the same time there is still high expectations and demands on performance improvements and school-based development work. So what does it mean working with school-development under the external pressure? Our previous research shows that there is a differentiated picture appearing when it comes to local actors’ arguments of content areas of curriculum development. Howsoever the strongest arguments were the result and the inspection argument, there are also other motives for choosing specific curriculum areas as a starting point for school-improvement, for example previous development work adjusted to the new curriculum, lack of competencies, signals from the staff et cetera (cf. Sundberg, Håkansson, Adolfsson, 2013) The starting point for this paper is an on-going three-year research project in six Swedish compulsory schools with the general purpose of exploring and developing theoretical, methodological and practical knowledge for school improvement. A vital question is how local actors (i.e. principals in this case) comprehend the parallel process of local improvement work and external pressure in terms of accountability and performance improvement. As part of this broader aim the purpose of the research presented in this paper is to elucidate principals’ understanding of the school improvement work after one year, in regard to estimated changes/results, chosen strategies and local conditions. The following research questions are addressed in the paper: In what way do principal understand school changes related to local conditions and strategies in terms of: a)     content areas covered on teacher level?b)    their own leadership and learning?c)     capacity-building for school development? The first theoretical starting point in this paper is a “classical” framework of curriculum theory (i.e. the frame-factor theory with its different levels of analysis – the societal/ideological level, the curriculum level and the teaching and classroom level, cf. Lundgren 1989).  In this context we above all use elaborations of the frame-factor theory describing pedagogical processes in terms of frames/conditions – processes – results (c.f. Lindensjö & Lundgren, 2000).  A second theoretical starting point used in this research is aggregated knowledge from the field of school effectiveness and improvement. During the last decades important empirical findings has emerged as well as theoretical models explaining and supporting successful school development and school leadership (cf Fullan, 2001; Hargreaves & Fullan, 2012; Hallinger, 2011).MethodIn connection to the mentioned elaboration of the frame-factor theory, Fullan (2001) means that educational processes must be studied and analysed in relation to its external and its internal conditions. Stoll (2009) emphasizes the importance of internal and external actors supporting and creating the necessary conditions, culture and structures. The concept “capacity-building” is used trying to take into consideration the “multifaceted” characteristics of school development and also show that school improvement essentially deals with creating capacity for learning (c.f. Stoll 2009; see also Fullan, 2006). Our analytical framework and the tools for analysing data, take into consideration the mentioned starting points searching for evidence related to changes in the schools linked to capacities in terms of research-based strategies but also principals insights in i) curriculum content areas, ii) teaching and student learning, iii) the school’s potential for educational change, iv) morals and values in their leadership (cf. Stoll, 2013). In order to explore and analyse the on-going school improvement process and changes after one year through principals’ understanding, different qualitative methods have been used. The most important sources are the qualitative group interviews with principals (n=13) at the end of the first year, but also sound recordings and field notes from eight planning meetings with the principals during the first year (from January to December 2013). Furthermore we have also analysed planning documents from the schools showing local goals, school-based activities and evaluation plans. The group interviews were carried out in two groups in December 2013 following a semi-structured interview-guide. Each group consisted of six or seven principals and the interviewer was a research assistant who had not met the group before. The questions were structured according to the above-mentioned structure for pedagogical processes: frames/conditions – processes – results, but organized in the other way (i.e. observed changes/results were discussed first). Each interview were taped and lasted for approximately one and a half hour. All sound recordings, field notes and other documents (approximately 50-70 pages of text) have constituted the foundation for the analysis in several steps.Expected OutcomesThe results of the empirical analysis will be presented in terms of qualitative differences in principals descriptions of changes in teacher consciousness related to for example curriculum areas like classroom management, or support to pupils’ development of language. These qualitative differences can also be about – in a general sense – teachers’ consciousness of curriculum reform, content areas or school improvement (question a). Secondly the results will show patterns of principals learning related to leadership in school development, ability of analysis and time perspective in school improvement (question b). Finally the result and discussion will pay attention to capacity-building in schools related to Swedish curriculum reform (Lgr 11), different forms of external support from the research group and teaching improvement (question c).ReferencesBall, Stephen, Maguire, Meg & Braun Annette (2012). How Schools du Policy. Policy enactments in secondary schools. London and New York: Routledge. Blossing, Ulf (2008). Kompetens för samspelande skolor: om skolorganisationer och skolförbättring. 1. uppl. Lund: Studentlitteratur. Fullan, Michael (2001). The new meaning of educational change. 3. ed. New York: Teachers College Press Fullan, M. (2006). Turnaround leadership. San Francisco: Jossey-Bass. Grek, Sotiria (2009). Governings by numbers: the PISA effect in Europe. Journal of education policy, 24(1), p. 23-37. Hallinger, Philip (2011). Leadership for Learning: Lessons from 40 Years of Empirical Research. Journal of Educational Administration, v. 49 n. 2 p. 125-142 2011. 18 pp Hargreaves, Andy & Fullan, Michael (2012). Professional capital: transforming teaching in every school. New York: Routledge Håkansson, Jan & Sundberg, Daniel (2012b). Utmärkt undervisning. Framgångsfaktorer I svensk och internationell belysning. [Excellent teaching. Success factors in the light of Swedish and international research; in Swedish]. Stockholm: Natur & Kultur. Lindensjö, Bo & Lundgren, Ulf P. (2000). Utbildningsreformer och politisk styrning. [Curriculum Reforms and Policy; in Swedish]. Stockholm: HLS förl Lundgren, Ulf P. (1989). Att organisera omvärlden: en introduktion till läroplansteori. 2. [dvs 4.] uppl. [Organizing the Surrounding World: Introduction to Curriculum Theory; in Swedish] Stockholm: Utbildningsförl. på uppdrag av Gymnasieutredningen. Stoll, Louise (2009). Capacity building for school improvement or creating capacity for learning? A changing landscape. Journal of Educational Change. 10:115–127. Stoll, Louise (2013). Leading Professional Learning Communities. In Wise, Christine, Bradshaw, Pete & Cartwright, Marion (ed). Leading Professional Pracitce in Education. London: SAGE. Sundberg, D., Håkansson, J. & Adolfsson, C. (2013). The Recontextualisation of curriculum reform: Local curriculum innovation under the accountability regime of the New Swedish Curriculum, Lgr11. Paper presented at the ECER 2013, Creativity and Innovation in Educational Research. Utbildningsdepartementet (The Ministry of Education) (2008). Regeringens proposition 2008/09:87. Tydligare mål och kunskapskrav – nya läroplaner för skolan [Government Bill 2009/09:87. Clearer Goals and Knowledge Demands – new curriculums for the school: in Swedish]. Utbildningsdepartementet (The Ministry of Education) (2011). Läroplan för grundskolan, förskoleklassen och fritidshem
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TY  - CONF
T1  - Science teachers’ experiences from the introduction of grading and national testing in Year 6 in Sweden
A1  - Lundqvist, Eva
A1  - Lidar, Malena
A1  - Ryder, Jim
A1  - Östman, Leif
PY  - 2015
LA  - eng
KW  - curriculum studies
AB  - Recently, the middle years of compulsory school in Sweden experienced major reforms. These reforms required that pupils received grades and performed national tests in Biology, Physics and Chemistry, for the first time at Y6. Some Y6-pupils are taught by a class teacher within a Y4-6 system, whereas other pupils are taught by subject specialist teacher within a Y6-9 system. Intentions with the reform include making education fair and equal, but the system causes a dilemma since pupils get different prerequisites. The purpose is to examine teachers’ views of what constitutes "good" science education and investigate how the introduction of grades and national tests affects teachers’ practice.Dewey’s concept of habits is used as a way to capture the process and tensions that may emerge when enacting the reforms. Depending on your habits of teaching and views of science, a reform will have different consequences for your teaching practice.  The study draws on interviews with 13 science teachers and address teacher’s experiences in connection to carrying out the first round of national tests and setting grades in Y6. The sampling of teachers was made to ensure a broad variation in teaching experience, educational background and school settings.The results show how the teachers’ personal goals can be characterized in terms of science-focused or student-focused. A majority mention the clarity of national expectations in the tests as an affordance in relation to their work. Even though grading is said to contribute to preciseness about a student’s development, some teachers feel the grading of students forces them to assess more often, which can be stressful. The teachers are in different ways struggling to balance local teaching autonomy with external assessment-driven reform, however it is striking that almost all the teachers accept the reforms as a positive element in their professional work.
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TY  - CONF
T1  - Synthesizing frame factor theory and opportunity to learn to a theory on peer effects in education
A1  - Bäckström, Pontus
PY  - 2024
LA  - eng
KW  - frame factor theory
KW  - opportunity to learn
KW  - compositional effects
KW  - contextual effects
KW  - peer effects
AB  - Despite a vast literature on peer effects and compositional effects in education, according to Rutter & Maughan (2002), “there has been much less investigation of the ways in which they operate in schools” (p. 469). Thrupp, Lauder & Robinson (2002) note that “there is remarkably little consensus over the nature and size of school compositional and peer effects” (abstract), which could stem from the fact that school compositional effects have been “inadequately theorised and poorly operationalised” (p. 484). These perspectives are shared by Liu et al (2015) who claim that “there are no comprehensive theories explaining the mechanism of school composition effects and most researchers treat it as a ‘black box’.” (p. 424)From these perspectives, the aim of the study was to apply a synthesis of the Frame Factor Theory (FFT) and the Opportunity to Learn-perspective (OTL) as a theory on peer effects and compositional effects in education. Since the FFT predicts that the class composition, measured as students’ prior knowledge and aptitude, will have steering and limiting effects on teachers’ instruction, in turn affecting students’ achievement, it was argued that this could be interpreted as one mechanism generating peer effects. The FFT predicts that the steering and limiting effect of class composition will affect timing, pacing and content covered in instruction, which indicates that there is a theoretical overlap between the FFT and OTL.A synthesised theoretical model was operationalized and tested with Swedish TIMSS 2011-data (n = 3928) in a multilevel structural equation model. The main FFT-construct in the study was a latent variable of “Limitations on instruction”, derived from items in the TIMSS teacher survey. Also, a variable of coverage of advanced content was derived from TIMSS 19 topics through assessments by Swedish 8th grade teachers in mathematics.The study revealed that class composition, measured as class-SES, to some extent was related to teachers’ instruction in class, through its’ limitations on instruction, but it was also related to the content that could be covered in instruction. Results reveal a negative relation between students’ average age of arrival to Sweden on the between-class level and advanced content covered. Through both these effects, individual students’ achievement in mathematics are affected, indicating the presence of a peer effect. The results indicate that differences in students’ opportunities to learn, measured as content covered, to some extent seems to be related to the steering and limiting effect class composition has upon teachers’ instruction.
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TY  - CONF
T1  - Understanding children’s learning journeys from preschool into school, a Swedish context – Focus on numeracy and participation
A1  - Kallberg, Pernilla
A1  - Serrander, Fia
PY  - 2012
LA  - eng
KW  - learning journeys
KW  - numeracy
KW  - participationates
AB  - Based on the research project, Borderlands, Bridges and Rites of Passage – Understanding Children’s Learning Journeys from Preschool into School, at the conference, the key question scrutinized will be how to deepen the understanding of what characterizes the educational settings in the cases with reference to numeracy and participation. In the research project, an interpretive approach (Erickson, 1986) is applied, using a relational perspective (Garpelin, 1997) and the concepts borderland (Peters, 2010), learning journeys (Peters, 2010) and rites of passage (van Gennep, 1960). Data have been gathered in two different municipalities, in four different schools by participant observation and interviews with both teacher and children, following the groups of children from preschool-class into school. The research has been conducted in the preschool-classes from March until May 2011 and in first-year school classes from August until November 2011. Participation is pinpointed as one of the most underlying aspects for learning and meaningful education. In our study, different conditions experienced in the two schools seem to form various opportunities for participation, something that will be elaborated and discussed in this presentation, in relation to learning opportunities and learning journeys. In mathematics education research, consensus has been established around five competences required to gain mathematical knowledge and understanding, and the Swedish curriculum emphasizes that children, are given opportunities to develop such competences. In our research we try to understand: What characterizes the educational settings regarding the numeracy children encounter. At the conference, we will present some outcomes that can be identified in the initial analyses of the data collected with respect to these focuses.
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TY  - CONF
T1  - To Include The Invisible: An Interview Study Of Inclusive Physical Education And Pupils With Neurodevelopmental Disorders (NDD) And Their Peers
A1  - Thorén, Anna
A1  - Maivorsdotter, Ninitha
A1  - Quennerstedt, Mikael
PY  - 2018
LA  - eng
KW  - sports science
AB  - ContributionIn previous research of inclusive physical education (PE) there is often a focus on pupils with visible physical differences, and how to facilitate and adapt physical education for them to play an active role and feel included in the educational situation (e.g. Vickerman & Coates, 2009b; Overton, Wrench & Garrett, 2016; Lieberman & Block, 2017; Fitzgerald & Stride, 2012; Healy et al., 2013). This line of research shows that for many pupils the demands in PE makes them feel less confident and often leads to an experience of failure: ”Because I can’t walk well, I can’t run well, I can’t do volleyball well, I can’t do any kind of sport well…I’m just no good. I call myself a no good person, you know when I get there in the PE class”. (Blinde & McAllister, 1998, p.67) Many important lessons regarding inclusion have emerged from this important field. Less is however known about more ‘invisible’ variations. In Sweden for example many pupils who are diagnosed with neurodevelopmental disorders (NDD) such as ADHD and Autism are included in regular classes. We know that these pupils often are more sensitive to demands, stressful situations and they have to struggle to decode social interactions between peers. When it comes to lessons in PE we don’t know much about how they perceive the education situation and what they need for PE to be successful and inclusive for them.With the purpose to explore processes of inclusion- and exclusion in classes where pupils with NDD are included, we are looking at events that take place during lessons. During a PE-lesson a multitude of events executed by the teacher as well as the pupils can be observed. Events and experience are also two key elements in Dewey’s pragmatist philosophy and they have been successfully utilized in previous research in PE (e.g. Quennerstedt et al., 2014; Öhman et al., 2014; Andersson, 2014). Using pragmatism involves understanding the world as built on the consequences of our actions, problem oriented, pluralistic and rooted in the practice of daily life (Cresswell, 2013). In this study, pragmatism accordingly offers a way of understanding value dimensions of inclusive PE in terms of relations between individual and context (Maivorsdotter, 2012).The aim of this interview study is to explore how some of these pupils experience the lesson planning and execution of PE practice. The focus is on inclusion and exclusion processes and the main research question is: What becomes of Physical Education in classes where pupils with neurodevelopmental disorders (NDD) are integrated?MethodData generation found in previous research regarding inclusion in PE are mainly qualitative and often consists of semi-structured, individual interviews with pupils (Fitzgerald & Stride, 2012; Spencer-Cavaliere & Watkinson, 2010; Healy et al., 2013). This led us to follow the same path and my data assemblage consists of seven field observations and 15 in-depth interviews with pupils in three classes ages 10-11, within two different schools in the same municipality. The municipality has been granted money from Swedish authorities to develop knowledge and tools that provide a more favorable school situation in general for pupils with neurodevelopmental disorders. The selection of respondents is based on the events that took place during the observed PE lessons. No knowledge of which students were diagnosed with NDD were gathered beforehand and for that reason the sample also consists of pupils without diagnosis. This was a conscious choice based on an ambition not to label pupils with a particular diagnosis and also a curiosity of what the class as a whole experience during their ‘inclusive’ PE lessons. In the context of this study there is a connection between sitting by as an observer during lessons and later conducting interviews where you get an opportunity to ask about certain events that were observed during class. This created a situation where you could get “thick descriptions” (Geertz, 1994) of certain observed events. To create a frame around the interviews 6 theme cards were used from which the pupils could choose one topic at the time. The words on the cards were collected from the practical events that was observed during lessons. Rubin & Rubin (2005) describes individual interviews as “a conversational partnership” which is important to establish during the gathering of data and the ambition was to conduct these types of conversations with the pupils in the study.Expected OutcomesDuring the observation sessions of these PE lessons a number of events have been documented. Practices of exclusion of the pupils with NDD was particularly striking in one of the schools and during the interviews pupils gave voice to criticism of the way these lessons were organized. They never knew beforehand what the agenda for the upcoming lesson was and they had little knowledge about what was expected of them. This seems to have led to a strong reluctance to participate actively in these lessons. Examples of successful inclusive practices for the pupils with NDD was also evident in the other school and some factors that might have contributed to this situation will hopefully be presented.ReferencesAndersson, J. (2014). Kroppsliggörande, erfarenhet och pedagogiska processer: en undersökning av lärande av kroppstekniker. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.Blinde, E. M. & McAllister, S. G. (1998). Listening to the voices of students with physical disabilities. Journal of Physical Education, Recreation and Dance, 69(6), 64 – 68.Fitzgerald, H. & Stride, A. (2012). Stories about Physical Education from Young People with Disabilities. International Journal of Disability, Development and Education. Vol.59, No. 3, September 2012, 283-293Geertz, C. (1994). Thick descriptions: Toward an interpretive theory of culture. Readings in the Philosophy of Social Science. Michael Martin, Lee C. McIntyre (Red.) Healy, S., Msetfi, R. &Gallagher, S. (2013). ‘Happy and a bit nervous’: the experiences of children with autism in physical education. British Journal of Learning Disabilities, 41, 222 – 228. John Wiley & Sons Ltd.Lieberman, L.J. & Block, M. (2017). Inclusive settings in adapted physical activity – a worldwide reality? Routledge Handbook of Physical Education Pedagogies, 2017.Maivorsdotter, N. (2012). Idrottsutövandets estetik : en narrativ studie om meningsskapande och lärande. (PhD dissertation). Örebro. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-20405Overton, H., Wrench, A. & Garrett, R. (2016). Pedagogies for inclusion of junior primary students with disabilities in PE. Physical Education and Sport Pedagogy, DOI: 10.1080/17408989.2016.1176134Rubin, H.J. & Rubin, I.S. (2005) Qualitative Interviewing (2nd ed.): The Art of Hearing Data Sage publication, Sage books. DOI: http://dx.doi.org/10.4135/9781452226651Spencer-Cavaliere, N. & Watkinson, E.J. (2010). Inclusion understood from the perspectives of children with disability. Adapted Physical Activity Quarterly, 2010, 275 – 293. Human Kinetics, Inc. Vickerman, P. &Coates, J. K. (2009). Trainee and recently qualified physical education teachers’ perspective on including children with special educational needs. Physical Education and Sport Pedagogy, 14:2, 137-153Quennerstedt, M. et al. (2014). What did they learn in school today? A method for exploring aspects of learning in physical education. European Physical Education Review 2014, Vol. 20(2) 282–302.Öhman et al. (2014). Competing for ideal bodies: a study of exergames used as teaching aids in schools. Critical Public Health.
ER  - 

TY  - JOUR
T1  - Comparaison d'expériences scolaires comme moyen pédagogique: cas d'un dispositif pédagogique favorisant l'échange sur la spécificité culturelle entre étudiants francais et suédois autour du métier de professeurs des écoles
T2  - Revue Éducation Comparée
SN  - 0339-5456
A1  - Sundh, Stellan
PY  - 2017
VL  - 17
IS  - 17
SP  - 33
EP  - 57
LA  - fre
PB  - Merignac
KW  - comparing experiences
KW  - culture
KW  - intercultural exchanges
KW  - educational plan
KW  - primary education teaching in france and sweden
KW  - comparaison des expériences
KW  - interculturalité
KW  - dispositif pédagogique
KW  - métier de professeurs des écoles en france et en suède
KW  - curriculum studies
AB  - Cette contribution présente les résultats d'une étude comparant l'expérience scolaire des étudiants en licence 3 "sciences de l'éducation" en France et en Suède. Elle a été menée dans le cadre d'échange et partnerariat entre deux universités. Dans ce travail, nous allons vérifier si la mise en place d'un dispositif pédagogique comparant l'expérience scolaire entre étudiants favoriserait l'interculturalité tout en contribuant au développement de nouvelles connaissances. La thématique de professeurs des écoles a été choisie pour faciliter cette comparaison.
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TY  - CONF
T1  - Homework for School: The Democratic Assignment
A1  - Eklund, Monica
A1  - Nelson, Wade
PY  - 2006
LA  - eng
AB  - America’s foremost educational philosopher, John Dewey, addressed the question “Why do schools exist” in his seminal work “Democracy and Education”. The title of his book reveals his answer to that question for societies “nominally democratic” but hisexcellent argument takes this answer from the realm of the prerogative to what seems to us to be its social imperative. Dewey sees education as a necessity of social life. “Without this communication of ideas, hopes, expectations, standards, opinions, from those members of society who are passing out of the group life to those who are coming into it, social life could not survive” (Dewey, 1996/1916, p. 3).Most of the education writers who have addressed the broad purposes for schooling have arrivedwith Dewey at the conclusion that “...democracy is the most important among all the possible philosophical and political sources from which public school purpose can be derived” (Raywid, Tesconi & Warren, 1987, p. 16). We are persuaded that the term democracy –though subject to varied definitions and perceptions –best embodies the collected concepts, beliefs, and values of modern western culture that should comprise the processes and content of compulsory public schooling. We wonder, however, how much ofthe imperative of schooling for democracy actually resides in the conscious deliberations and intentional activities of educational practitioners.We are currently in the formative stages of an international research collaboration designed to observe schools in a number of European and North American communities to inquire into the perceives purposes and the actual practices of these schools in relation to democracy. We are interested in the convergence of the democratic intention and the practice of democracy in schools –society’s most important institution for social transmission. We have been encouraged by the Swedish curriculum for the compulsory school in which democratic assignment is a national objective. This goal embraces the importance of the practice of democracy in schools and classrooms and we think it encourages Swedish schools (municipalities are responsible for schools in Sweden) to go beyond teaching about democracy to become institutions of a fully participatory nature. We think this democratic assignment is crucially important to increased realization of participatory democracy in centuries old political democracies of North America and Western Europe and vital to the transition of former eastern bloc countries.Our research project is conceived as a qualitative inquiry into the perceptions of educators (principally school leaders, classroom teachers and teacher students) relative to the ideals of the democratic assignment.We will use both survey and interview methodologies in uncovering perceptions. In addition, we will use participant observation strategies in selected schools and classrooms to explore the application of stated principles to observed practices in schools and classrooms. We hope to conduct our research in severalcompulsory schools in different communities in each of the participating counties (United States, France, Sweden, United Kingdom and maybe also the Czech Republic, Slovakia, Poland and Romania).Our intention is not to draw generalizable conclusions about schools or school systems in participant countries, but rather to better understand the relationship between intention and practice in selected environments. We hope our research will enable educators to look at their own schools in light of the democratic assignment in an effort to improve practices leading to more democratic schools and eventually more democratic, just, and peaceful societies.
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TY  - CHAP
T1  - Schooling and the professionalization of teaching in Sweden: A socio-historical perspective on the logics of segmentation
T2  - The status of the teaching profession: interactions between historical and new forms of segmentation
A1  - Nilsson-Lindström, Margareta
A1  - Beach, Dennis
PY  - 2021
LA  - eng
AB  - This chapter presents a socio-historical perspective on the origin and development of the Swedish school field and the teaching professions. With Bourdieu as a source of inspiration, the school field is defined as a system of specialized institutions and agents (church, state, academy, teachers’ unions) who, based on different interests and positions, compete for recognition and power to define the aims and subject content of school education. The historical overview shows how the struggles between established and competing knowledge ideals and interests challenged the existing field structures and resulted in the establishment of new school forms and teacher categories. The history of the school field is presented in five phases. The first three phases cover the emergence, formation and consolidation of a socially segregated school system. The fourth phase begins with the welfare state’s efforts to counteract the segmentation characterizing the traditional schools and teacher categories, by establishing a secularized and integrated school system with a unified teaching profession. Also, referring to Freidson (2001), the development of profession-specific knowledge was an important State initiative. Today the school field is characterized by communalization and deregulation and new logics of segmentation have had far reaching consequences for teaching as profession.
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TY  - CONF
T1  - Pragmatic organizational routines as adaptive tools in untangling a policy dilemma in the Swedish School-age Educare
T2  - Education between Hope and Happening – Developing Powerful Curriculum Theorizing in Challenging Times, 9:e Nordiska Läroplansteorikonferensen, Linnéuniversitetet, 20-21 oktober 2022, Abstracts
A1  - Andersson, Richard
PY  - 2022
SP  - 13
EP  - 14
LA  - eng
PB  - : Linnéuniversitetet
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - Reforms towards defining, measuring and demarcating professionalism in teachers has been a global policy trend since the turn of the millennium, encapsulating a vast array of system-wide efforts towards teacher professional standards in the pursuit of high-quality teaching (Sachs, 2003; Page, 2015). The Swedish school system has been no exception, apparent in the enforcement of a teacher certification and registration reform in 2011 that re-centralized the power of defining ‘applicable’ teachers from municipal- or school level management back to the national government. This paper focuses on an expansion of this reform to include teachers within the Swedish School-age Educare (or SAEC) in 2019. The extension broadens the professional standards paradigm to include teachers of extended education - a pedagogically and traditionally novel entity when compared to those within the traditional school system. Simultaneously, local managerial actors within a majority of Swedish municipalities and SAECs’ where struggling to acquire personnel of ‘fit’ due to a national teacher shortage, affecting their possibilities of successful hiring- and recruitment work (Andersson, 2020). By exploring the response and organizing efforts following this apparent policy dilemma within a Swedish municipal case, this paper aims to answer the following question: How, in terms of organizing, do the municipal actors construct hiring routines in response to the incongruous relationship between reform goals and environmental constraints? From a theoretical approach grounded in organizational sensemaking (Weick, 2005), this paper utilizes the concept of organizational routines (Feldman & Pentland, 2003) to explore the relationship between municipal actors (individual and shared) interpretive and enactive processes in finding and acting towards solutions to the policy dilemma, and by this facilitating change within their educational practice. The analytical separation, as well as co-constructive relationship, between routines ostensive aspect (abstract, idea-based and guiding towards action) and performative aspect (actual routinized action) serves as the foundation for the conceptualization of this process within the paper. The paper draws from empirical data from a case study carried out within a Swedish municipal site (Andersson, 2022), which in turn is part of a larger PhD-project. Data gathering and analysis was carried out using strategies derived from grounded theory (Charmaz, 2014), with empirical material being extracted from interviews with multiple categories of municipal actors central to the planning and performance of hiring routines. The results point to routine construction as a possible strategy for adapting to contextual obstacles in the enactment of reform initiatives, while simultaneously creating prerequisites for educational quality and identity construction. In this case, the reform initiative was made sense of based on its ability to assist in the construction of legitimacy and quality within the educational program – translating into an ostensive script and detailing ‘the right way’ of performing hiring routines. However, when this ostensive script did not harmonize with resources or capacities within the school units through its actual performance – pragmatic routine scripts were constructed in order to detain some sections of the initial sensemaking, while adapting to environmental constraints. 
ER  - 

TY  - CONF
T1  - Special sports football education – teachers view of their mission and their experiences, and boys view of being pupils
T2  - Book of Abstracts
A1  - Johansson, Marcus
PY  - 2023
LA  - swe
KW  - sport science
AB  - There are half a million active football players in Sweden (Svenska Fotbollförbundet 2020), some of them studythe subject special sports football in upper secondary school. The subject special sports aim to prepare pupilsfor careers at an elite level (Skolverket 2010). Fahlström, Glemne and Linnér (2016) demonstrates that school isa vital part when it comes to creating good development opportunities for athletes. And Eriksson (2001) meansthat a functional schooling is something important for athletes on elite level. Negative factors that pupilsstudying special sports has demonstrated is that the school requirements are higher than earlier schooling, lackof time to socialize with family and friends and also lost contact with former friends (Stambulova et al., 2015).The aim of the study perhaps will be to investigate: (1) special sports football teachers view of their missionand their experiences of working with boys in their mid-teens who must combine studies, sports, and other life,and (2) male pupils view of being a pupil in the start as well as in the end of the education. Biestas (2015)model over the three functions of education and the three domains of educational purpose may serve astheoretical framework.Methods / MethodologyIt is likely that surveys and/or interviews will be used. Other methods may also be used.Results / Expected outcomesGain knowledge about special sports football teachers view of their mission and their experiences of workingwith mid-teens boys who are trying to combine studies, sports and other life, as well as male pupils experienceof being special sports football pupil at the start but also at the end of upper secondary school.ReferencesBiesta, G. (2015). What is Education For?: On Good Education, Teacher Judgement, and EducationalProfessionalism. European journal of education, 50, 75-87.Eriksson, S. (2001). Vägen till A-landslaget. Stockholm: Riksidrottsfö rbundet.Fahlströ m, PG., Glemne, M. & Linné r, S. (2016). Goda idrottsliga utvecklingsmiljö er (FoU- rapport: 6).Stockholm: Riksidrottsfö rbundet.Skolverket. (2010). Specialidrott. Solna: Skolverket.Stambulova, N.B., Engström, C., Franck, A., Linnér, L. & Lindahl, K. (2015). Searching for an optimal balance:Dual career experiences of Swedish adolescent athletes. Psychology of sport and exercise, 21, 4-14.Svenska fotbollförbundet. (2020). Fotbollen i Sverige. https://svff.svenskfotboll.se/om- svff/fotbollen-i-sverige/ [2021-04-21].
ER  - 

TY  - CONF
T1  - Enhancing Scholarship of Teaching and Learning through a national journal – challenges and possibilities
A1  - Elmgren, Maja
A1  - Larsson, Maria
A1  - Sonesson, Anders
A1  - Fjellström, Mona
PY  - 2015
LA  - eng
AB  - Högre utbildning (meaning Higher Education) is a Swedish peer-reviewed Open Access journal launched in 2010. The purpose for starting the journal was twofold: to support the development of knowledge about teaching and learning in a primarily Swedish and Nordic Higher education context, and to support the development of SoTL. In International journals perspectives from Britain, Australia and North America dominate, and any questions related to the context of Swedish higher education may be of lesser interest unless as part of a comparative study. Also in these journals, authors are often researchers of Higher education. The first issue of Högre Utbildning was published in 2011, and to date nine issues have been published. From the start, the number of submissions slowly but steadily has increased. Authors are primarily from Sweden, but also from other Nordic countries. Topics range from teacher ethics to national systems of quality. Authors are sometimes teachers/researchers from the field of education but more commonly from other fields of teaching and research. Many studies relates to the authors’ own teaching and subject field, thus qualifying their work as both educational research and Scholarship of teaching and learning. Our impression is that Högre utbildning has filled a gap for Swedish (and Nordic) university teachers and scholars by providing a peer-reviewed forum for dissemination that is one stepping stone above the local report or conference proceedings and one below, or rather next to, the international journals. We argue that similar gaps exists in other countries or regions as well and suggest that journals similar to our can contribute to the formation of both scholarly knowledge and practises. As editors we would like to share our experiences from the first four years of Högre utbildning.
ER  - 

TY  - CONF
T1  - To see or not to see: challenges in teachers’ enactment of policies on degrading treatment in Sweden
T2  - NERA 2018
A1  - Lindgren, Joakim
A1  - Carlbaum, Sara
A1  - Hult, Agneta
A1  - Segerholm, Christina
PY  - 2018
SP  - 94
EP  - 94
LA  - eng
PB  - : University of Oslo
AB  - One of many challenges that teachers face on a daily basis is related to problems with degrading treatment. Teachers work in order to establish a working environment where children can learn; both knowledge and norms and values, i.e how to live together and to understand, care for and respect each other in line with the “fundamental values” in the curriculum (The Swedish National Agency for Education, 2011). All schools are regulated by a policy of zero tolerance towards degrading treatment (The Child and School Student Representative, 2017). The challenge, however, is immense, if not abysmal: hundreds of children obligated to spend year after year in a cramped facility without ever troubling each other with derogatoriness, rumours, ridicule or shoving. Teachers take on this difficult challenge with a broad repertoire of pedagogical tools based on research, theory, experience and tacit knowledge. They deal with chaos and unpredictability in contexts where no single method, plan or manual apply (Cardell, 2017: 226).In this paper we draw attention to how this challenge has been transformed by recent legal regulation of teachers’ work. The School Act has expanded the regulations on degrading treatment and teachers and school staff are today responsible to report any degrading treatment to the principal who in turn has an obligation to report it further to the governing body. This regulation is added to the obligation to quickly investigate and take necessary measures to counteract such treatment (Prop. 2009/10:165; SFS 2010:800).Based on 35 interviews with municipal officials, school directors, school leaders, teachers and other school staff (n 60) in seven schools in two municipalities we describe and analyse how teachers handle issues related to degrading treatment as the pedagogical challenge has been converted into, or complemented by, a judicial challenge primarily oriented towards objective representation of past events. For instance, teachers have to determine, at every incident occurring during the school day, if it should be reported as degrading treatment or not. Reporting has certain consequences, for example time consuming activities of documentation including administration of evolving digital reporting systems, discussions with colleagues and students and communication with parents demanding careful balance and precision. Not reporting has other consequences, e.g. it involves risk taking in terms of accountability since every incident has the potential to later become part of a complaint on degrading treatment issued to The Swedish Schools Inspectorate or The Child and School Student Representative. Thus, to see or not to see incidents is not only a question of teachers’ attention and immediate subsequential action or mindful awaiting – it is a choice that involves a range of strategic and defensive considerations that in a profound way alters teachers’ professional gaze, understanding and practice.The paper is theoretically informed by ideas on policy enactment (Ball, Maguire & Braun, 2012) that provide an overall understanding of issues of policy implementation in times of juridification. In order to qualify the analysis of teachers’ challenges and conflicts between different logics we draw on theories on teacher professionalism (e.g. Englund & Solbrekke, 2015; Solbrekke & Englund, 2011).
ER  - 

TY  - CONF
T1  - Do the policy documents in Norway and Sweden give the necessary preconditions for developing skills in critical thinking in school?
T2  - NERA 2015
A1  - Elm Fristorp, Annika
PY  - 2015
SP  - 130
EP  - 130
LA  - eng
PB  - Gothenburg : Göteborgs universitet
AB  - In Denmark, Norway and Sweden, teacher education has been subject to comprehensive reforms over the past few years. Central governmental documents are forming the basis for these reforms, and in the documents concerning Norway and Sweden, the task of training pupils’ skills in critical thinking are emphasized as an overall aim for teaching processes and education.We will address the question of how the policy documents in Norway and Sweden give the necessary preconditions for developing skills in critical thinking in schools.  This question will be discussed comparatively, based on the analysis of policy documents and official reports on observations from the outcome of the aforementioned reforms, in Norway and Sweden. The theoretical and methodological basis for this study will be critical discourse analysis (CDA), developed by Norman Fairclough (1995) and Ruth Wodak, among others. This will, in turn, raise questions such: What kind of differences can be highlighted between Norway and Sweden? Can possible differences be related to differences in political climate? If not, what can they be related to? How do texts communicate to readers, and why do they communicate the way they do?From a critical discourse analysis perspective, a text can be described, analyzed and interpreted on three levels; a descriptive linguistic level, a discourse level and a societal level (Fairclough, 1995 p. 133). The data being examined and analyzed are the two policy documents: “Teacher: Role and Educational” (Norway) and “A Sustainable Teacher Education” (Sweden). A qualitative content analysis consists of a close reading of the documents, focusing on the respective country’s ambitions for teacher education. Preliminary our analyzing shows that a specific definition of the term “critical thinking” seems to be lacking in the documents from both countries.
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TY  - CONF
T1  - Quality Through Increased Concentration of Student Teachers?
A1  - Leffler, Eva
A1  - Svedberg, Gudrun
PY  - 2017
LA  - eng
KW  - student teachers
KW  - school-based teacher educators
KW  - high concentration
AB  - Background: The Teacher Education at the University of Umeå is one of fifteen universities in Sweden participating in a National Project over five years concerning the establishment of ‘advanced’ education training schools. The goal is threefold: 1) to develop teacher education with a focus on developing the school based studies (VFU) for student teacher, 2) to increase the knowledge and skills of the SBTEs (school based teacher educators) and IBTEs (institute- based teacher educators) by offering in-service education and 3) to initiate research programs with the participating municipality schools (Umeå teacher education application document, 2014). The background is that Teacher Education in Sweden as well as in the rest of Europe struggle with issues concerning how to increase the quality of teachers in our schools, not only as a single problem for the schools but also the effects on student teachers’ practical part of teacher education, and in the end, it has shown that the quality of Teacher Education has a strong influence on pupils’ performance in school (European Commission, 2008).  Research has shown that there is a common challenge in the European countries to educate and develop student teachers with valid qualifications, both on a practical and a scientific level (Råde, 2014). The importance of well-educated and qualified teachers, and thus a high-quality Teacher Education who can respond to these demands, are highlighted in policies (e.g. European Commission, 2013, 2014; Swedish Ministry of Education and Research 2010), as well as in research (e.g. Harris & Muijs, 2005; Timperley, 2011; Darling –Hammond, 2006; Valliant and Manso, 2013; Ievers et al., 2013; White, Dickerson & Weston, 2015). The Swedish pilot project is trying to face these challenges by using different strategies to increase the qualities in Teacher Education.One of the main strategies in VFU is to increase the concentration of teacher students at advanced teacher training schools and thus also increase the concentration of the educated supervisors (SBTEs). The idea is that an elevated concentration of both SBTEs and student teachers at the advanced teacher training school, will have a positive impact of the quality as a variation of supervising and peer learning will occur (Government Offices, 2013).The present study is the second part of a process evaluation of a pilot project on School Based Studies (VFU) in teacher education at the University of Umeå, Sweden, which was launched in 2015 and will be finished in 2019. An organizational focus was in the first part of the evaluation. In this second part the focus is on quality, identified as increased concentration of student teachers in VFU. The purpose with the present study is thus to take a closer look at the chosen strategy for raised quality in VFU and the following questions have guided the study:Has the concentration of student teachers and SBTEs increased?In what ways have the concentration of student teachers and SBTEs been utilized?Methodology: In the previous study the first step was to map the project organization and to get in contact with vital stakeholders both from university level and municipality level (Blossing, 2004).  In the present study, the second step, statistic material as well as student teachers’ experiences have informed us through different methods:  observations in class rooms, interviews, surveys and seminars (Bryman, 1997). Student teachers and their work-based training has been observed at the advanced teacher training schools and in connection, ten interviews with student teachers were performed. In conjunction with the regular evaluations that follow completed periods of school based studies, questions related to the purpose of the training schools have been added to the survey. 105 student teachers have responded to the survey. In addition seminars have been conducted at four of the advanced teacher training schools led by lecturer from the University which resulted in that SBTEs and student teachers jointly discussed and made notes about their experience of VFU both as student teachers and as SBTEs. The triangulation have aimed to provide a composite picture of the project and demonstrate strengths, weaknesses and areas for improvement. Both the quantitative and the qualitative material have been compiled and analyzed.Results: The purpose of the project is to increase the quality of VFU in Teacher Education. The results show that the main purpose to increase the concentration of student teachers at the advanced teacher training schools has not yet been full filled. This can be understood in two ways; on the one hand, there are more students in the areas of advanced teacher training schools, on the other hand, the areas have expanded and include more schools. This means that in practice there can be less student teachers than before in one school and the benefits that can be gained from increased concentration cannot be reached. We are aware of that the outcome of this study is context dependent on a regional level. However, there are a few teacher training schools, especially upper secondary schools where there has been a high concentration of student teachers and qualified SBTEs. These schools and SBTEs have developed the learning environment in several ways, for example joint seminars, group supervising and student-to-student- auscultations. The student teachers at these schools express the benefits of peer learning and flexible ways of being supervised. Overall there is a lack of knowledge of the goal, possibilities and benefits with the advanced teacher training school both among student teachers and SBTEs. However, as this is an ongoing project it is possible to make improvement. The contribution of the present study is to highlight development opportunities as well as demands in relation to quality aspects on VFU in Teacher Education.
ER  - 

TY  - CONF
T1  - Planning and implementing in-service ICT-training to support development of higher education teachers’ technological pedagogical content knowledge
T2  - The Joy of Learning - Enhancing Learning Experience Improving Learning Quality
A1  - Holmberg, Jörgen
A1  - Brenner, Mats
A1  - Hallen, Maivor
PY  - 2013
LA  - eng
AB  - Theoretical underpinnings in the planning of the in-service trainingThe rapid technological development and the growth of online learning, present new challenges for higher education teachers and institutions. Web 2.0 tools create new opportunities for teachers and students to communicate, collaborate and contribute by different modalities. The need for teachers to harness this potential in order to be able to respond to the changing needs and expectations of their students make in-service training of higher education online teachers a priority. What is often overlooked in in-service initiatives however, is that teachers have varying degrees of technological competence and pedagogical competence. They also teach different kinds of content to students with different pre-existing knowledge, etc.  This poster presents the implementation and outcomes of two simultaneous in-service training initiatives at the University of Gävle, Sweden. The initiatives were aimed at developing online teachers’ ability to successfully integrate ICT in their teaching. When planning this initiative we deliberately wanted to avoid techno centrism and a narrow focus on standards or competencies. Instead we were inspired by Mishra & Koehler’s theoretical framework TPACK (Technological Pedagogical Content Knowledge) which recognises that developing the ability to successfully integrate ICT as a tool for learning means understanding the reciprocal relationship between technological knowledge, pedagogical knowledge and content knowledge (Mishra & Koehler 1986; 1987). Mishra & Koehler has built on Shulman’s (1986) pedagogical content knowledge (PCK) to create a conceptual framework that also includes technological knowledge and the ability to successfully integrate this with their pedagogical knowledge and content knowledge. In other words, a teacher that possesses TPACK knows how to successfully integrate ICT in their practice to create an added pedagogical value.
ER  - 

TY  - CONF
T1  - Students' attitudes about the human body and health in school settings
T2  - ESERA
A1  - Granklint Enochson, Pernilla
A1  - Redfors, Andreas
PY  - 2009
SP  - 198
LA  - eng
PB  - Ankara : Gazi University
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - In schools and in society it is argued about the importance of living a healthy life. The discus-sions are often focusing on different kinds of food. In this paper the focus is on students’ knowledge about the human body and how this is related to their thoughts about living a healthy life. 88 students in 9:th grade, in one Swedish school, were involved in the study. The study contains drawings and written questions, both open and multiple- choice, and interviews with students and teachers. We report that it is possible for the pupils to transfer knowledge from one context to another, (sandwich and painkiller) concerning pathways in the digestive system. But it is harder for them to connect different organ systems in their explanations, e.g. water's path through the body. More than half of the interviewed pupils believed that there is nutrition in water, but most of them were unable to specify what this nutrition consists of. It was also found that a few students believed that the body stores nutrition and energy when they skip a meal.
ER  - 

TY  - CONF
T1  - Taking pedagogic responsibility for the difference between plagiarism and cheating
T2  - NU2008 Proceedings : Lärande i en ny tid - samtal om undervisning i högre utbildning.
A1  - Alveteg, Mattias
A1  - Josefsson, Jonas
PY  - 2009
SP  - 261
EP  - 264
LA  - eng
PB  - : Akademi sydost/nshu/Lunds Universitet
AB  - The Swedish Higher Education Ordinance states1 in Chapter 8, section 1 (Svensk Förfat- tningssamling [SFS] 1993:100) that disciplinary action can be taken against a student who “at- tempt to deceive during examinations or when academic work is otherwise assessed”. Suspicion of such behaviour is to be reported to the disciplinary board, which in turn has to establish the students intent. The main focus of the teacher, however, is to uphold the quality of the educa- tion and thus the teacher typically cares less about intent and more about scientific quality and progression. Contrary to popular belief the Swedish Higher Education Ordinance does not force teachers to report every suspicion of plagiarism to the disciplinary board. The ordinance forces teachers to report well-grounded suspicions of cheating (SFS 1993:100, Chapter 8, section 9). Once the pedagogical challenges of teaching academic conduct are recognised, suspicions of plagiarism may well take another turn: The differentiation between obvious deficiencies in the ability to formulate oneself independently and suspected attempts to cheat require pedagogic insights and actions.
ER  - 

TY  - CONF
T1  - Personal stories and intercultural dialogue as a part of teacher’s professional development - Swedish, Northern Ireland and Croatian perspective
T2  - IAIE Zagreb 2013: Unity and disunity, connections and separations: intercultural education as a movement for promoting multiple identities, social inclusion and transformation: Conference proceedings
A1  - Hartvigson, Lars
A1  - Mc Kee, Peter
A1  - Španja, Sanja
PY  - 2014
SP  - 86
EP  - 94
LA  - eng
PB  - Zagreb : Interkultura
AB  - This qualitative, comparative case study from Sweden, Northern Ireland and Croatia argues for the recognition and acknowledgment of the existence of multiple narratives together with developing understandings of single identities and academic identity in globalized societies. It also considers the importance of mobility of academic from different socio-cultural backgrounds, mutual and joint creation and implementation of syllabus of University programmes.Teacher/academic identities are explored using the narrative inquiry of three teachers/academics from Sweden, Northern Ireland and Croatia, who worked together for a number of years as colleagues during that time built relationships, earned mutual respect, gained confidence and exchanged experiences. Their collaboration had a strong influence in the joint creation of interdisciplinary and intercultural contexts and professional development in the implementation of the syllabus of a Community Youth Work Programme.In this paper, these three authors take into account the role of teachers/academics derived from their work in Sweden, Northern Ireland and Croatia. They also consider how globalisation is conceived, and the role one assigns to the teacher in relation to it.“Narrative inquiry, according to Clanidin and Connelly is a way of understanding experience. It is collaboration between research and participants, over time in the place, or series of places, and in social interactions with milieus. An inquirer enters this matrix in the minds of living and telling, reliving and retelling, the stories and experiences that makes people’s lives, both individual and social. Simply stated...narrative inquiry is stories lived and told”. (Clanidin & Connelly, 2000. P. 20)In today’s world, there are strong debates and complex and nuanced views around culture, civilisation, and identity. In public discourse, simplistic views are common and these are often followed by fear and uncertainty, exaggerated arguments and reactions that lead to extreme and polarized positions. Sociocultural and political milieus feel the impact of these positions.Universities are no exception. The authors of this paper experienced this social polarization during their multicultural and cross-cultural course Community Youth Work. Often their students were from different socio-cultural backgrounds and they were holding these polarized ideological positions quite strongly on a daily basis during the course. Faced with this problem as educators they cautiously structured teaching in such a way that narrative inquiry became a suitable tool for the creation of distinctive national and cultural environments.There were two major aspects to the Community Youth Work course as it was delivered:First the development of Community Youth Work as an intervention strategy with young people using non-formal education in society and second, beginning to address the relationship issue in a post violent conflict scenario. Using paired teaching, across cultural boundaries, and reflective practice the authors provided a modelling example for students that allowed for a different view of dealing with cross-cultural identities in a constructive and positive manner. 
ER  - 

TY  - CHAP
T1  - What You Need to Learn: Engineers’ and Industrial Designers’ Views on Knowledge and Skills in Product Development
T2  - Technology Teachers as Researchers
A1  - Isaksson Persson, Helena
PY  - 2013
SP  - 223
EP  - 254
LA  - eng
PB  - : Sense Publishers
KW  - upper secondary school education
KW  - vocational knowledge
KW  - product development
KW  - technology programme
KW  - engineer
KW  - industrial designer
KW  - gymnasium
KW  - produktutveckling
KW  - teknikprogrammet
KW  - utbildning
KW  - kunskaper i yrkeslivet
KW  - ingenjör
KW  - industridesigner
AB  - Are there common knowledge and skills that professional engineers and industrial designers consider important in their work with product development? If so, to what extend does technology education in upper secondary school reflect and prepare students for the demands of working life? The starting point for this study is questions raised in my practice as a design teacher in the upper secondary school Technology Programme. This particular educational programme focuses on design and product development. After three years of studies the students, depending on their interest, can apply to higher education in industrial design or engineering.  In contrast to education in upper secondary schools, higher education in industrial design and engineering (in Sweden) is separated into two disciplines. Professional industrial designers usually have a degree in art or design and professional engineers usually require a degree in engineering or science. Bridging the gap between these two disciplines and providing relevant technology education to students regardless of their chosen orientation (design or engineering) is indeed a challenge to teachers. What areas of knowledge and skills should be addressed in upper secondary technology education to make this possible?  In search of the answer to this question, professional engineers and industrial designers, all working with product development, have been interviewed. The findings presented in this article are based on the answers from these interviews. The study is part of a larger research project carried out within a graduate school programme (Technology Education for the Future, TUFF), which focuses on technology education (Skogh, 2010).
ER  - 

TY  - JOUR
T1  - A comment to Rhoda Bernard: reframing or oversimplification?
T2  - Action, Criticism and Theory for Music Education
SN  - 1545-4517
A1  - Bouij, Christer
PY  - 2007
VL  - 2
IS  - 6
SP  - 1
EP  - 18
LA  - eng
PB  - Manitoba : Mayday Group
KW  - role identity
KW  - rollidentitet
KW  - musikvetenskap med musikpedagogisk inriktning
KW  - musicology esp. musical education
AB  - n an earlier issue of "ACT" (Number 2, 2005), Dr. Rhoda Bernard has presented a call for reframing music teacher education. Based on his experience as a leader of a Swedish longitudinal project about music teacher socialization since the late 1980s, the author discusses some problems with her call. In this article, he elucidates Bernard's use of the concepts "musician-teacher identity", "discourse", and her version of the central theoretical concept of "identity". He argues that her use of these concepts only obscures the discussion and that a clearer understanding of these concepts is needed. Her use of the term "discourse" is also misleading and does not point towards or account for the daily informal processes around the music teacher's identity construction that actually occur, as revealed by empirical research. The author concludes that music teacher education must have the mission of helping students develop a professional identity that will succeed in their professional lives--regardless of how the individual identity is constituted--because ever-new identities will arise when they meet new teaching contexts. (Contains 1 note and 1 figure.)
ER  - 

TY  - JOUR
T1  - Att bli musiklärare: en socialisationsprocess
T2  - Nordisk musikkpedagogisk forskning
SN  - 1504-5021
A1  - Bouij, Christer
PY  - 1999
SP  - 77
EP  - 90
LA  - swe
PB  - Oslo : Norges musikkhøgskole
KW  - musicology esp. musical education
KW  - musikvetenskap med musikpedagogisk inriktning
AB  - The subject of this article is the socialization process of Swedish music teachers in their profession. A combination of interviews and questionnaires has been used as data sources. These have been carried out mainly before and after their music teacher training. The analysis process is qualitative and rests mainly on the interviews. This led to the role identity theory, which proved useful in casting light on the social ization process. Role identity is the way that an individual performs a particular social position.The group of classmates is of great importance for socialization, through the education code principles for interpretation and action, which are collectively formed by the students. There is no doubt that the role of musician is accorded the higher status by the education code.There are two professional roles, music teacher and musician, which the music teacher students can see themselves to be working with in the future. But they also have to decide upon musical comprehensiveness. This can, for the individual student, imply one or more musical genres or one or more instruments, for example playing the trumpct or the whole brass family. In an ordinary municipal music school a brass teacher has to be responsible for the whole brass family.
ER  - 

TY  - CONF
T1  - Voices from the space-in-between: international exchange experiences of music teacher students
A1  - Westvall, Maria
A1  - Motoyama Narita, Flavia
A1  - Karlsson, Samuel
A1  - Ferreira Corrêa, Antenor
PY  - 2015
LA  - eng
KW  - musikvetenskap med musikpedagogisk inriktning
KW  - musicology esp. musical education
AB  - This paper discusses how intercultural experiences might shape student teachers’ ideas about music teaching. Based on a long-term international exchange program between a Swedish university and two Brazilian universities, our research adopts a qualitative methodology to investigate how students in that program experience, negotiate, and re-signify cultural, educational and musical differences. This paper is based on a focus group interview with six Brazilian students after their first six months in Sweden. Some of the themes that emerged from our initial analysis of the interview include perceptions of relationships between students and teachers, teachers’ attitudes (trans)forming students’ views of music education, and students’ willingness to “bring back home” some of the experiences they have been living in the exchange program. Moreover, their previous experience in the Brazilian scenario and their current experience of music teacher education in Sweden are contributing to re-shape their identities as musicians and music teachers in relation to their translocational positionality (ANTHIAS, 2002; 2008). This allows more fluidity in their roles as future musicians and music teachers, and might therefore prepare them for a more culturally diverse approach to life, as well as in music education, raising awareness of “the others”, of themselves, and of the relationship among each other.
ER  - 

TY  - JOUR
T1  - OER-Open possibilities for learning. A national initiative financed by the Internet Infrastructure Foundation .SE
T2  - ScieCom Info
SN  - 1652-3202
A1  - Ossiannilsson, Ebba
A1  - Schneider, Markus
PY  - 2012
VL  - 2
IS  - 8
EP  - 2
LA  - eng
PB  - : Svenskt resurscentrum för vetenskaplig kommunikation (ScieCom)
AB  - Open Educational Resources (OER) are teaching, learning and research materials available on the Internet. Resources are open and free, and usually under creative commons licenses (cc). Depending on the licenses resources are allowed to be used, reused, transmitted, and also sold openly and freely. Internationally, the OER movement is very strong. In Sweden, however, the trend towards open publication and sharing of educational resources is fairly slow. There is a need to satisfy with both management and teaching staff at Higher Education institutions in the use of and reuse of OER. Within the educational sector teaching staff is demanding support to operate pedagogically and qualitatively with OER. In order to exploit the potentials of OER for students’ learning it is not enough to bring in small OER:s here and there without bearing the educational and learning context in mind. Precious teacher time needs to be used more contextually for didactically purposes and not just to meet content issues. The idea of this national project is to foster an open dialogue about collaboration on infrastructural issues considering open knowledge exchange on the Internet. During the project period, a number of open webinars across university boundaries are co-arranged, where the use and production of OER are in focus. A virtual platform for Swedish OER initiatives and resources will also be established through the project. The project targets and has special focus on open educational practices (OEP). The project is funded by the Internet Infrastructure Foundation .SE
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TY  - CHAP
T1  - An English digest: Self-confrontation via closed circuit television in teacher training: Results, implications and recommendations for further research
T2  - Självkonfrontation via intern television i lärarutbildningen
A1  - Bierschenk, Bernhard
PY  - 1972
SP  - 243
EP  - 281
LA  - eng
PB  - : Department of Educational and Psychological Research, School of Education, Lund University at Malmö
AB  - An experimental study was carried out at the Malmö School of Education in 1969 and 1970 for the purpose of studying the effects on the self-assessment of student teachers of, firstly, externally mediated self-confrontation processes (via closed-circuit television and video-recording), and secondly, dyadic confrontation processes (in the form of traditional tuto¬ring). Detailed reports on the background, design and result of the experiment have been presented in Swedish. The present report gives a brief description of the design, the results, and some implications of the separate analyses. On the basis of the experimental results, general recommendations are given for continued research on closed circuit television techniques. Finally, an outline is given of some important tasks for analysis, for which data have already been collected.
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TY  - CONF
T1  - Children’s right not to be subjected to violence – a comparative discourse analysis of educational policy between Sweden and Italy
A1  - Edling, Silvia
A1  - Biffi, Elisabetta
A1  - Francia, Guadalupe
A1  - Montà, Chiara Carla
PY  - 2018
LA  - eng
KW  - children's rights
KW  - child
KW  - violence
KW  - policy
KW  - innovative learning
KW  - innovativt lärande
AB  - The desire to protect children from violence is clearly formulated in the Children’s Right Convention (CRV). For example, the right of children to be protected from:” /…/all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual abuse, while in the care of parent(s), legal guardian(s) or any other person who has the care of the child is clearly stated in Article 19 of the CRC, which was ratified by Sweden in 1989 (United Nations, 1989). The right of children not to be subjected to various forms of violence is also emphasized in other international treaties signed and/or ratified by the Swedish state (the Universal Declaration of Human Rights, the European Convention of Human Rights, the Convention on the Rights of Persons with Disabilities 2010, the Treaty of Lisbon). In order to assure this right, the Swedish legal framework (Prop., 2009/10:232) stipulates that the subjection of children to violence should be avoided at all cost. Italy assures the right of a childhood free from violence thanks to its legal framework as well. Italy’s legal framework is made up of the international documents previously cited, the CRC (ratified in 1991 with the LEGGE 27 maggio 1991, n. 176. Italy’s legal framework is also made up of national laws, in particular by the founding one: the Constitution. Art. 3. This article is used as a base for the creation of national policy to prevent the subjection of children to violence.In this study, the word violence is used in a broad sense to cover the numerous situations in which people are at risk of being physically and psychologically damaged (Hamby and Grych, 2013), such as in cases of discrimination, bullying, violation, or harassment (cf. Greeff and Grobler, 2008; Parkes, 2007). The ambition to oppose and counteract violence through juridification in schools has increased in Sweden through the introduction of the Discrimination Act (SFS, 2008:567) and the paragraph regarding the treatment of others in the Education Act (SFS, 2010:800, paragraph 6). For what concerns the treatment of others and discrimination, Italy refers to the National Plan for educating to the respect of others (Rispetta le differenze. Piano nazionale per l’educazione al rispetto). This plan aims at promoting the values stated in the 3rd article of the Constitution by educating and training students, teachers and families.There are several studies conducted in Italy and Sweden about how this particular right is approached in policy (Francia and Edling, 2016, Edling and Francia, 2017, Biffi, 2017). Although, children’s right not to be subjected to violence is given attention in many countries today it is still a question of negotiation as concerns how these rights are materialized in each country’s educational policy as well as why they are described as important to consider. Whereas Sweden is described as a highly secular (previously protestant) and individualistic country, Italy is pictured as a non-secular, catholic country premiering the collective (see Meyer, 2014; Integrationsverket, 2005).  Against this background, it becomes of interest to compare how two different countries like Sweden and Italy approach children’s right not to be subjected to various forms of violence by analysing educational policy that presents motifs and directives for teachers in different stages. In Italy, the plan for the 2016-2019 teacher training in chapter 4.6 (Piano per la formazione dei docenti 2016-2019) declares that teachers have to be trained in order to teach them how to promote respect for others in their classrooms in order to prevent violence.MethodThe following questions are asked: 1. How do the different policy documents in Sweden and Italy describe and explain teachers’ responsibilities to oppose violence in school? 2. Are there any similarities and/or differences between the countries as regards the question above? If so what kind of similarities and/or differences? To conduct a comparative study, both linkages and differences need to be taken into account. Linkages are created by posing similar questions to the material analysed and differences imply awareness that all comparisons always contain cultural and contextual differences and contestations that need to be addressed (e.g. No´voa & Yariv-Mashal, 2003). As regards linkages, Kazamias (2001) points to the need to use theoretical concepts as lenses to make more 200 coherent comparisons (p. 446) – in this case theoretical understandings of violence. This paper is based on a critical discourse analysis (CDA) of educational policy highlighting teachers’ responsibilities to promote children’s right not to be subjected to violence. Based on Fairclough (1992, 2000, 2001), we argue that CDA facilitates an understanding of the dialectical relation between discourse and social practice. Following Fairclough (2000), the interpretation of the data encompasses three dimensions: (a) text analysis (description), (b) processing analysis (interpretation), and (c) social analysis (explanation). In our study, these dimensions correspond to our research questions.Expected outcomesThe study aims to distinguish how teachers’ responsibilities to oppose violence towards children is expressed and motivated by the various policy documents. The comparison makes it possible to discuss plausible similarities and differences between the countries as well as discuss cultural and political explanations for the findings that can help combat child violence. ReferencesBiffi, Elisabetta. (2017). Protecting minors against violence: from strategy to practice. Education Sciences & Society. 1, 47-64. Fairclough, Norman. (1989). Language and power. London: Longman. London: Longman. Fairclough, Norman. (1992). Discourse and Social Change. Cambridge: Polity Press. Francia, Guadalupe, & Edling, Silvia. (2016). Children's rights and violence: A case analysis at a Swedish boarding school. Childhood, in process. Greeff, P., & Grobler, A. (2008). Bullying during the intermediate school phase. Childhood 15(1), 127-144. Hamby, Sherry , & Grych, John (2013). The Web of Violence Exploring Connections Among Different Forms of Interpersonal Violence and Abuse. New York, London: Springer Dordrecht Heidelberg. Kazamias, Andreas M. . (2001). ‘Re-inventing the Historical in Comparative Education: Reflection on a Protean Episteme by a Contemporary Player’. Comparative Education, 37(4), 439-450. LEGGE 27 maggio 1991, n. 176 Ratifica ed esecuzione della convenzione sui diritti del fanciullo, fatta a New York il 20 novembre 1989. (GU n.135 del 11-6-1991 - Suppl. Ordinario n. 35-), The Universal Declaration of Human Rights; The European Convention of Human Rights; The Convention on the Rights of Persons with Disabilities 2010, and the Treaty of Lisbon. Linee Guida Nazionali -art. 1 comma 16 L. 107/2015- Educare al rispetto: per la parità tra i sessi, la prevenzione della violenza di genere e di tutte le forme di discriminazione Linee di orientamento per la prevenzione e il contrasto del cyberbullismo nelle scuole -art. 4 L. 71/2017- Meyer, Erin. (2014). The cultrure map. Breaking Through the Invisible Boundaries of Global Business. NY: PublicAffairs US. Nóvoa, Antonio , & Yariv-Mashal, Tali (2003). Comparative Research in Education: A Mode of Governance or a Historical Journey? Comparative Education, 39(4), 423-438. Parkes, Jenny. (2007). The multiple meanings of violence. Children's talk about life in a South African neighbourhood. Childhood 14(4), 401-414. Prop. (2009/10:232). Strategi för att stärka barnets rättigheter i Sverige. Stockholm. SFS. (2008:567). Diskrimineringslag. SFS. (2010:800). Skollag.
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TY  - CONF
T1  - Enacting critical literacy at the intersection of instructional models and local policy: classroom practice in Sweden, Canada and Australia
T2  - Australian Association for Research in Education
A1  - Schmidt, Catarina
A1  - Allford, Jennifer
A1  - Lau, Sunny
PY  - 2016
LA  - eng
PB  - : Australian Association for Research in Education (AARE)
KW  - critical literacy
KW  - curriculum
AB  - Critical literacy education has, as one of its cornerstones, an interest in positive social change and addressing social justice. In this paper, we present data from classrooms that show how teachers enact critical literacy in three neo-liberal, Global North contexts: Sweden, Canada and Australia.  Against a backdrop of proliferating instructional models of how to do critical literacy world-wide, alongside local education policy and curriculum that is at various stages of endorsing and embracing the ‘critical enterprise’ or not, teachers teach literacy critically. How they do this, within different educational jurisdictions and under the influence of different critical literacy policies and instructional models, is our interest here. Literacy teaching approaches, and the policies that inscribe or omit them institutionally, are always taken up, augmented and even resisted by teachers in differing ways.  First, we present the ways in which critical literacy (CL), as a component of learning to be literate, is constructed in curriculum documents in these three contexts. In comparing the ways in which official policies represent CL, we paint a brief picture of how it is manifesting at this hierarchical level across these three contexts at this point in history – how CL in policy is being ‘done to’ teachers (Ball, Maguire & Braun, 2012). We then present a range of influential critical literacy instructional models that share synergies with each other and that have gained traction internationally. These models offer ways for teachers to interpret and enact CL, and they contribute to the professional development space that often sits between policy and curriculum on the one hand, and the day to day classroom work of teachers, on the other.  Thirdly, snapshots of classroom practice on a local, contingent scale in one elementary school, one middle school and two high schools in Jönköping, Sweden; Toronto, Ontario and Brisbane, Queensland will then be explored to show the often “sophisticated, contingent, complex and unstable” (Ball, 1994, pp. 10-11) process of teachers translating policies on critical literacy, curriculum priorities (or otherwise) around critical literacy as well as best practice models of how to do critical literacy. At this nexus, stands the teacher endeavouring to negotiate, interpret and translate these ‘texts’ into everyday classroom work; undertaking complex meaning-making processes to make critical literacy fit with the multiple and complex realities of their own and their students’ lives (Morgan, Comber, Freebody & Nixon, 2014).
ER  - 

TY  - CONF
T1  - Consequences for prevention strategies of reduced prevalence of bullying at school-class and school level in a Swedish Municipality
T2  - ECER 2017
A1  - Gill, Peter Edward
A1  - Simonsson, Bo-Erik
A1  - Matton, Pelle
PY  - 2017
LA  - eng
AB  - A crucial feature of school classes, as intact social entities, is that members share certain values (Boehnke & Schiefer, 2016). Saarento, Garandeau and Salmivalli (2015), argue that the influence of classroom- and school-level factors on bullying involves demographic, structural, peer contextual and teacher-related dimensions. Swearer et al. (2014) use a theory of “homophily and bullying” to argue for a homophily hypothesis where within group similarity leads to bullies physically or relationally rejecting those who are different and withdrawing any social support for victims.  However, Saarento, Garandeau and Salmivalli’s conclusion (op.cit.) was that the contributions of demographic, school structural and school-class characteristics remain inconsistent.  On the other hand, recent Swedish research (Thornberg et al., 2015 & Thornberg et al., 2016), after controlling for factors such as age, gender, ethnicity, school-class size and gender composition, found that relational climate and experience of moral disengagement within school-classes was a significant predictor of between-class variation in victimisation.  Victimisation was less likely in classes characterised by supportive relational patterns and lower levels of moral disengagement in the classroom, a result confirmed by Grundherr (et al., 2016). The research reported here builds on a presentation at ECER 2016 (Gill, Larsson, Matton, Simonsson & Levin, 2016) that explored some consequences of systematic reductions of prevalence of bullying at school. It was argued that Swedish anti-bullying programs are being delivered at the later phases of an implementation research continuum (Chalamandaris &  Piette, 2015).   Uncovering new or persistent cases of bullying becomes more difficult as prevalence of bullying reduces (successful implementation). Being bullied at least 2 to 3 times a month between 2009–2015, among 200,000 children in 1500 Finnish schools (grades 1–9) decreased from 17.2% at baseline to 12.6% after six years of implementation of the KiVa program (Herkama & Salmivalli, 2016). Even though creating reliable measures of bullying prevalence is difficult (Vivolo-Kantor et al., 2014), Finnish prevalence is considerably higher than in Sweden, national average is about 7/8%, which in turn, is higher than the average in the municipality where this research has been carried out (4.9%, Spring 2016).  With prevalence rates at this level it is possible to envisage realistic “zero-vision” and “zero-tolerance” strategies. (For a critical review of zero-tolerance, see Borgwald & Theixos, 2013 and James & Freeze, 2006). Any goal of reducing a low prevalence of bullying in Sweden, even lower, is mediated by the discovery, from individual-level, longitudinal data, where successful cases of ceased victims are regularly replaced by new victims (Flygare, Gill & Johansson, 2013: Hellstedt, Johansson & Gill, 2016), revealing a cyclical replacement of victims. While up to 75% of victims at one time will self-report not being victimized at one-year follow-up, rates at cross-sectional measurement may remain the same (typically 7/8% in Swedish schools, op.cit.).  The Norwegian “Zero Program” (Strohmeier and Noam, 2012) is based on a “zero-vision” manifesto. Köhler (2006) in outlining health indicators for Swedish children argues that while some ideal zero-outcomes might not stand up as credible operational targets, using “zero vision” as a reference point may be reasonable in some cases. In the municipality that is the focus here, evidence is emerging that some schools and school classes are coming closer to a zero-vision reference point.  In a school with 200 children, in 8 or 9 classes, a point prevalence rate of 3% would indicate that at least two, possibly three classes in that school had no victims of bullying.  It is argued that this circumstance creates new challenges for prevention strategies.  Therefore, it is important to delve deeper into changes in “the picture of bullying”.  That is the goal of this research.MethodSince the initiation of the rolling intervention (2011/12), where participation was voluntary, 6 schools have become 29 (including independent academy schools).  Since Autumn 2016, all 4th to 9th graders, in these schools, have participated in the municipality’s web-based “School Care Questionnaire”.  Included in this questionnaire is the instrument used by the National Agency for Education in estimating prevalence of bullying (see Flygare, Gill & Johansson, 2013, for details).  The questionnaire is delivered twice during the school year (October and April).  These measurements will allow for follow-up comparisons for 6000 children distributed between 300 school classes in 29 schools. Descriptive statistics will be used to establish realistic estimates of prevalence of bullying victimization. Rates for individuals categorised as “bullied” will be matched by a global index of “no involvement” (that is, no self-reported “incidents” of any kind, including events we refer to as “fun-like rough and tumble).Expected OutcomesFluctuations in point prevalence estimates, at classroom level, will be revealed.  These will be examined with reference to indicated cases (school classes) where bullying is recurring (at follow-up) or is seen to be exceptionally high.  Statistical patterns will be tested against practitioners, responsible teachers, head-teachers, schools anti-bullying teams and municipal supervisor’s hands-on experiences of the school year in question (2016/17).
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TY  - CONF
T1  - Room and activity diagrams (RADs) as visual design elements for participatory design and didactical spatial competence in Higher Education
A1  - Hansson, Magnus
A1  - Olsson, Anna-Eva
A1  - Leijon, Marie
PY  - 2024
LA  - eng
AB  - The purpose of this paper is to present how a well-known tool in design and architecture – visual design elements – can be transformed to support teacher representations of teaching and learning. The presentation shares experiences from a university-wide pedagogical development project, at Örebro University (Sweden). The aim of the project was to develop learning environments, with a start in pedagogical needs and a pre-established educational philosophy, rather than interior design and current spatial conditions. The project came to initiate a dialogue among teachers on how spatial conditions could support, and develop, teacher’s pedagogy as well as students' learning.One outcome from the project was visual design elements, so called Room and Activity Diagrams (RADs (Hansson, 2022) i.e visual representations, of various, and a variation of, spatial arrangements for different types of learning activities, such as lectures, seminars, and workshops. Thus, a RAD could be understood as a visual tool – or design element – to support teachers in their ideas on teaching in learning in relation to a specific space. During the project the RAD:s were transformed from being static representation of general learning spaces – like the lecture hall – to becoming dynamic representations of complex learning processes developed in an inductive process.Theoretically, we draw on an Activity-Centered Analysis and Design model (ACAD) that consist of four dimensions in a learning situation – physical situation (set design), tasks (epistemic design) and social situation (social design). The fourth dimension – emergent activity – acknowledge the complexity in learning, and that students and teacher have agency and interact and re-act during learning. This implies that the emergent activity cannot be designed. However, design can influence activity, through the tasks that are proposed, and through the shaping of the physical and social contexts in which the activity unfolds (Goodyear, Carvalho & Yeoman, 2021). Furthermore, we build on the idea that teachers in HE need support to develop their didactical spatial competence (DiSCo) (Leijon, Malvebo & Tieva, 2021). In the presentation we share examples of how RAD´s prompted teachers to unpack a complex learning situation and supported a dialogue on how spatial conditions could support, and develop, teacher’s pedagogy as well as students' learning. We will also discuss how visual design elements like RAD´s can be used within higher education pedagogy to foreground the interplay between people, pedagogy and practice in a variation of learning environments. 
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TY  - JOUR
T1  - Mind the Gap - Physical Education and Health and the Frame Factor Theory as a Tool for Analysing Educational Setting
T2  - Physical Education and Sport Pedagogy
SN  - 1740-8989
A1  - Lundvall, Suzanne
A1  - Meckbach, Jane
PY  - 2008
VL  - 4
SP  - 345
EP  - 364
LA  - eng
KW  - curriculum studies
KW  - frame factors
KW  - classification
KW  - framing
KW  - transmission
KW  - sports
AB  - Background On a normative level as a subject physical education and health (PEH) seems to adjust rapidly to changes in society, whereas on the practical level it seems receptive to limiting factors like time, facilities and dominating inherited practices. How can the structuring components and processes relating to the shaping, transformation and transmission of curricula be understood? What choices and determinants of options do teachers have and use, and how are students involved in the framing of PEH? Purpose and methods The purpose of the article has been to investigate the process between the transmission of curriculum and the realisation of content as viewed by teachers and students of PEH in secondary schools in Sweden, and how this can be understood with the help of Bernstein’s concepts of classification and frames together with Linde’s work in defining the arenas of formulation, transformation and realisation. The empirical material consists of quantitative data from questionnaires administered to teachers (n=61) and students (n=380, aged 15–16 years) within a national multi-disciplinary project entitled School-Sport-Health (SIH). Results From the formulation arena of a broad given content the content given seems to become narrowed in the process of transformation, transmitting and realisation of content. Limiting factors as time and facilities are not strongly influencing the content provided. Lack of perceived subject matter knowledge is not mentioned at all as limiting the teaching objectives. When organising and conducting lessons, teachers mostly address the entire group of students and seldom give instruction in smaller groups. The majority of students answer that they can influence the subject content but in relation to the empirical material it remains unclear in what way students influence the educational practice besides attitudes and earlier attained skills. Just over half the students responding to the questionnaire expressed doubt about whether the teacher was aware of their previous experiences/knowledge. Students active in sports clubs expressed more satisfaction and higher levels of influence and perceived outcome than those inactive. When focusing on students’ choices of upper secondary programmes (study-orientated or vocational), in relation to how the subject is perceived, study-orientated students express lack of feedback and learning outcomes. Conclusions By using Bernstein’s principles of classification and framing for understanding the results of the study, PEH in secondary schools in Sweden emerges as a weak subject, where the framing of subject is not strongly bound to limiting factors as time and facilities. It seems to be more influenced by the boundaries set by other agencies and the process of transforming and transmitting of legitimate knowledge by teachers. In some respects students active in organised sport seem to act as a steering group in terms of how PEH teaching is addressed.  
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TY  - CONF
T1  - Developing outdoor physics project using the activity theory framework
T2  - GIREP 2008 International Conference. University of Cyprus 18-22 August 2008
A1  - Popov, Oleg
PY  - 2008
LA  - eng
KW  - outdoor environment
KW  - methodology
KW  - physics learning
KW  - website
KW  - teacher students of science
AB  - This paper presents the conceptualisation, implementation and evaluation of methodology of “outdoor physics” a project in science teacher education at Umeå University, Sweden (see http://outdoorphysics.educ.umu.se). Activity Theory was used as the theoretical framework for project development. The fundamental constructs of this theory: collaborative activity, motivation, object and context of learning were taken into consideration in the development of outdoor cases and methodology of the project. Prospective science teachers took active part in all stages of project activities. They developed specific cases for outdoor study, tested these both by themselves and with students in schools and evaluated their outcomes. The various cases of outdoor physics were part of teacher students’ research projects presented at the end of their undergraduate studies. Professional development of prospective teachers of science participating in the project is the main outcome of the current stage of the project, which benefited from international collaboration with colleagues from Russia (KSPU, Petrozavodsk) and some European countries (OutLab project). We expect that the knowledge acquired by prospective teachers in outdoor physics activities can also lead to new pedagogical approaches in their future professional work.
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TY  - CONF
T1  - Making design learning visible in different national and curriculum contexts: An international exploratory collaborative project with teachers and researchers
T2  - <em>Ingår i:</em><em> </em><em>11<sup>th</sup></em><em> </em><em>Biennial International Design and Technology Teacher’s Association Research Conference (DATTArc). 7-10 Dec.2022. In collaboration with the International Conference on Technology Education (ICTE) – Asia Pacific, Technology Education New Zealand (TENZ), International Technology Engineering Education Association (ITEEA), and 2022 Venue Host, Southern Cross University, Gold Coast Campus, QLD.</em><em> </em><em>Editors: Adj. Prof. Kurt Seemann and Prof. P John Williams.</em> / [ed] Kurt Seeman, P John Williams, 2022,
A1  - Klapwijk, Remke
A1  - Stables, Kay
A1  - Blom, Nicolaas
A1  - Canty, Donal
A1  - Dagan, Osnat
A1  - Hartell, Eva
A1  - Khunyakari, Ritesh
PY  - 2022
LA  - eng
KW  - teknikvetenskapens lärande och kommunikation
KW  - education and communication in the technological sciences
KW  - teknik och lärande
KW  - technology and learning
AB  - This oral presentation reports on a pilot project on embedding formative assessment in a design task using a specific resource - Make Design Learning Visible (MDLV) - in different national settings.  MDLV centres on a model involving seven interactive design skills and five formative assessment strategies. A team of researchers from seven countries (India, Ireland, Israel, Netherlands, Sweden and England) in three continents are working collaboratively with a  teacher practitioner from each country. The research utilises a design brief customised for each national setting and relevant for learners aged between 10 and 15 years of age. A portfolio supporting an iterative design process structures the tangible evidence of learner responses. The portfolio creates a flexible pedagogic framework for a short design project. The overarching structure and pedagogy of the activity is fixed, but aspects such as lesson timings and choices in the use of MDLV tools and design skills are flexible.  In this presentation we will report on the initial exploratory research with the teachers and plans for the next stage where the research will focus on the extent to which teachers felt able to take ownership of the project, bringing their own knowledge of the learners’ existing experience in order to make the design learning visible.
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TY  - CHAP
T1  - Individualization in vocational training for immigrants: Developing professionalism and language through feedback
T2  - Migration and Inclusion in Work Life
A1  - Hållsten, Stina
A1  - Eklund Heinonen, Maria
A1  - Söderlundh, Hedda
PY  - 2022
SP  - 267
EP  - 306
LA  - eng
PB  - Stockholm : Bokförlaget Atlas
KW  - adult learning
KW  - workplace education and training
KW  - migration
KW  - individualization
KW  - feedback
KW  - interaction analysis
AB  - This chapter addresses vocationally adjusted language courses in Swedish for adult immigrants. We focus on individualisation, which is stipulated in the curriculum and other syllabus documents, and argue that individually adapted feedback could be considered a tool (out of several potential tools) for “doing” individualisation in a pedagogical practice. We discuss different understandings of individualisation in policy documents and research literature, and define individualisation as an educational practice in teaching, carried through in dialogue. In an empirical study, we apply the definition by analysing feedback sequences in video recordings from two vocational courses (designed for outdoor maintenance workers and medical doctors, respectively) using the linguistic method of interaction analysis. We demonstrate (1) how individualisation in terms of feedback is managed in interaction involving teacher and students, and (2) the vocational and linguistic skills that materialise as important for the individual students in these feedback sequences. Our results demonstrate that feedback is a functional educational tool for individualisation, providing learning opportunities for both language acquisition and professional knowledge. However, this requires authentic assignments that are designed to promote opportunities for more developed dialogues. Another conclusion is that a professional experienced teacher who can provide feedback on both professional skills and language use is particularly important. 
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TY  - CONF
T1  - Vocational Didactics: Breakup or Awakening?
A1  - Gessler, Michael
A1  - Moreno Herrera, Lázaro
A1  - Andreasen, Karen E.
A1  - Haege, Nore
PY  - 2015
LA  - eng
KW  - vocational education and training
AB  - In the VET field the challenges for didactic are various and complex considering that learning is organized and takes place in very different contexts, that is, classroom and workshop. Research questions adressed at the round table are: How does context of learning influences the didactical organization of the learning process? What didactical specificities are associated to the role of the teacher and instructor respectively?Significant challenges are also posed by the aims of the learning process; whether it concerns understanding whole production process or specific technological devices and operations. Equally, questions for didacticians in the VET field emerge from the form of the learning process, whether it will be tutoring/mentoring or group teaching. Are we then in need to develop a specific didactics to deal with challenges of vocational knowing?; if so, what should be its main features?Example Denmark: Students at Danish VET are diverse, many are challenged academically and socially. In terms of resolving high drop-out rates, problems with students’ academic progress and reducing negative effects of social background in general, teachers’ pedagogic competencies and didactical skills are important, specifically their competencies in differentiated teaching. That is emphasised in recent reforms concerning the national educational programme for new teachers at VET in 2010, describing that teachers must acquire skills in “planning, organising, implementing and evaluating” “differentiated teaching" (National Study Programme 2011, 2015). Drawing on Bernstein´s theory about framing and recontextualisation (1996, 1997, 2003), the contribution analyses how these demands are interpreted and practiced at the VET teacher program, and with which consequences. The analysis is based on results from an ethnographic inspired research project including fieldwork, interviews and different kinds of documentary in four different educational contexts.Example Germany: During the 1980s, school-based education within the german dual system of vocational education and training saw heavy criticisms. The industry's representatives particularly criticised that the school-based education was far from reality, not contributing towards tackling the challenges of working life in the companies. In other words: the schools were not oriented towards the customer. In response to this critique the concept areas of learning (German = Lernfeld-Konzept) was introduced in 1996 as a structural principle for the framework curricula. The reform had wide-ranging consequences not only on the course and lesson design, but also on the organisational framework conditions of the schools, the cooperation between schools and companies and the required qualification profile of the teachers. The classic distinctions of "theory equals school-based learning" and "practical experience equals work-based learning in companies" are to be removed through the orientation of school-based content to the practical requirements of the vocational and professional work. In this framework a new diadctic approach was needed: The school-based curriculum is no longer structured in subjects, but constructed into work-oriented and process-related areas of learning. Areas of learnings are didactically-founded equivalents of vocational spheres of activity that are handled at school. They are made up of complex tasks, which are then handled pedagogically using action-oriented learning situations. The strengths, weaknesses and pitfalls of the didactics occured in the last 10 years will be focused.Two more perspective will be present: Norway and Sweden. In Norway the dual principle is sequentialized: Two years theory are followed by two years practice. This system division is followed by a segmentation of didactics and a fraction in teaching and learning. In Sweden the system is homogenous but the school-based system is widely self-referential and the linkage to the adjacent systems (higher education and labour market) opens two differnt options of orientation with consequences to the didactics.The common question of the presented cases is "Didactics: Breakup or Awakening?"
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TY  - CONF
T1  - Can we play with science? Preschool teachers’ discussions about play-responsive teaching of a science content and supported by digital tools.
A1  - Lund, Kristina
A1  - Jonsson, Agneta
A1  - Redfors, Andreas
PY  - 2022
LA  - eng
AB  - The aim is to contribute with new knowledge from a continuous professional development (CPD) study about preschool teachers implementing play-responsive teaching in their practice with a focus on a science content and with support of digital tools. Play and teaching is often conceptualized as two dichotomies (Pyle & Danniels, 2017; Pramling et al., 2019) with play associated with children’s self-guided time and learning with activities organized by preschool teachers (Pramling Samuelsson & Johansson, 2006). In play-responsive teaching preschool teachers and children are mutually engaged in a shared content and the preschool teacher is qualitatively responsive to the children’s perspective (Pramling et al., 2019). Technological pedagogical content knowledge (TPACK) framework (Mishra & Koehler, 2006) is used to thematically analyse teacher discussions about play-responsive teaching, science content and digital technology. The study is conducted as a CPD project consisting of focus group discussions with ten preschool teachers based on an intervention. Stimulated recall by video documentation from the preschool teachers’ practice is used. All participants have been informed and agreed to voluntary and anonymous participation with the right to cancel their participation at any time (Swedish Research Council, 2017). The preliminary results show that the teachers often talk about teaching and play as separated activities. The use of digital tools and knowledge about play-responsive teaching open up new ways of creating a shared play world with scientific content. Analysis of preschool teachers trying to utilize newly acquired knowledge about play-responsive teaching are expected to enlighten future development of play-responsive teaching of science.
ER  - 

TY  - CONF
T1  - How to think about preschool children with no knowledge of Swedish and low levels of motivation to learn the new language
A1  - Andersson, Annika
A1  - Fälth, Linda
PY  - 2023
LA  - eng
KW  - preschoolers
KW  - second language acquisition
KW  - motivation
KW  - intervention
KW  - lingvistik
KW  - linguistics
KW  - pedagogik och utbildningsvetenskap
KW  - pedagogics and educational sciences
AB  - At the heart of democracy is being able to be a part of the society at large which requires sharing the dominant language. In recent years, we have lectured on language learning and specifically second language learning and multilingualism for teachers in Sweden, from Malmö in the south to Umeå in the north. While teachers at all levels need to have knowledge of second language acquisition and learning it becomes apparent in discussions that teachers often meet children who are not motivated to learn Swedish. As a result, the children have not acquired the language used in, for instance the preschool curriculum, nor do they have the necessary skills in Swedish to acquire new knowledge when they start school. This means that the research we present to our teacher students and to practicing teachers is relevant to language learning but cannot fully address the challenges faced by the profession. Further knowledge and research are needed on how to work with Swedish as a second language, such as in the preschool context where 25% of children have another language besides Swedish as their first language (SCB, 2021) and, crucially, their motivation to learn the language is low. Language proficiency in preschool predicts subsequent grades in school in for instance math and reading (Murphy et al., 2016; Pace et al., 2019). Therefore, knowledge about how to motivate children (and parents) is a prerequisite for making a linguistic intervention so that children's Swedish skills are sufficient to absorb the education in preschool and later knowledge acquisition in school which is important for being a part of the society at large.  We will present previous studies of motivation for language learning (Lamb et al., 2021) and our preliminary data from questionnaires and interviews with personnel in preschools and adult learners of Swedish as a second language focusing on motivation to learn the language. Against this background, we will introduce our ideas of “language learning motivation interventions” (LLMI) in school settings. We will claim that it is crucial for teachers to have a better grasp of how to motivate learning Swedish. This understanding can result in the inclusion of children and students in school and the society on equal bases for learning and thus for democracy in their current setting but also in future settings.   References Lamb, M., Csizer, K., Henry, A., & Ryan, S. (2021). The Palgrave Handbook of Motivation for Language Learning. Springer Nature Switzerland AG. Murphy, K. A., Farquharson, K., Language, & Reading Research, C. (2016). Investigating profiles of lexical quality in preschool and their contribution to first grade reading. Reading and Writing, 29(9), 1745-1770. https://doi.org/10.1007/s11145-016-9651-y Pace, A., Alper, R., Burchinal, M. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly, 46, 112-125. https://doi.org/https://doi.org/10.1016/j.ecresq.2018.04.001 Statistiska Central Byrån. (2021). Demografi: Antal personer med utländsk eller svensk bakgrund (fin indelning) efter region, ålder och kön (år 2002-2020).  
ER  - 

TY  - CONF
T1  - Conditions for implementing ICT in Swedish upper secondary schools: How national strategies for implementation relate to existing local educational practices
A1  - Fransson, Göran
A1  - Lindberg, Ola J.
A1  - Olofsson, Anders D.
PY  - 2017
LA  - eng
KW  - ict
KW  - implementation strategies
KW  - upper secondary school
KW  - policy
KW  - innovative learning
KW  - innovativt lärande
AB  - The implementation and use of information- and communication technology (ICT) in education are high on the educational agendas of most countries. In principle, all western countries now have a policy or strategy for ICT in K-12 schools. Although countries may have similar economic preconditions, they often implement different ICT policies in school (Austin & Hunter, 2013; Ottestad, 2010).  ICT policies may also have different rationales and are often over-optimistic about ICT options (Convery, 2009; Egea, 2014; Jordan, 2011) and the use of ICT as a tool for teaching and learning in education (Hammond, 2014). Most research on ICT policies seems to focus on issues such as policy rationale or how policy is implemented in schools. However, few studies focus on the existing educational practices in schools as preconditions for ICT implementation. In this paper, the focus is on how policy implementation strategies, as they are understood in the recently proposed Swedish ICT policy, relate to already established educational practices in upper secondary school settings. Specifically, the aim of the paper is to discuss how policy implementation strategies relate to the existing local practices in three upper secondary contexts as preconditions for integration of ICT.Traditionally, policy has often been viewed as a top-down process, where policy is formulated in one arena and then realized in another (Lindensjö & Lundgren, 2000). However, policy formation processes are rather more complicated than that and can be understood as processes of interpretation and enactment (Ball, Maguire & Braun, 2012). Acknowledging these processes of policy formation (Edwards, 2012) is to acknowledge processes of micro-political manoeuvring, power and negotiation in practice, and to relate the policy enactment processes to the existing preconditions, structures and activities of the contexts in which the policy is to be realized. Thus, understanding how the proposed policy implementation strategies relate to existing practices as preconditions in schools may help us to understand what kind of challenges an ICT policy may face and to formulate more realistic expectations for the use of ICT in education.The kind of analysis that is suggested in this paper may also clarify why the implementation and use of ICT in school is so challenging and why there seems to be a discrepancy between expectations in the policy formulation arena and its use in the realization arena (Author 1, Author 2, Author 3 & Colleague, 20**; Tondeur, van Braak and Valcke’s, 2007). It has been suggested that national and political initiatives and governing have little impact on the use of ICT in school (McGarr, 2009). Rather, it has been emphasized that teachers want to see compelling reasons why they and their students should use ICT for teaching and learning (Howard, 2013; Lim, 2015). This might be related to ‘teacher culture’ and a reason why principals have been identified as key persons when implementing ICT. However, different leadership styles have also been found to give different results when it comes to implementing ICT (Hadjithoma-Garstka, 2011). Indeed, different leadership styles seem to fit different educational cultures. Implementing an ICT policy in local schools has been found to be a multifaceted phenomenon rooted in educational culture (Vanderlinde, van Braak, & Dexter 2012). If contextual matter is of importance for implementing ICT, it is therefore of interest to study how the proposed policy implementation strategies relate to existing educational practices in schools.Methods/methodology The discourse and qualitative content analyses of a Swedish national ICT policy (Miles, Huberman & Saldaña, 2014) identified several suggested strategies for its implementation. These were then related to data from a 4-year research project in three upper secondary schools ‘known’ for their advanced use of ICT for teaching and learning. However, the narratives of advanced use appear to have been projected onto the schools. It is possible to trace this to different specific contextual circumstances: for school A, to the reputation of the municipality regarding the use of ICT in its K-12 schools, for school B, to a specific centre of technology at the school sponsored by a private founder, and for school C, as being known for remote teaching. All three schools are so-called one-to-one schools, meaning that every student and teacher has their own computer.In the three municipalities involved in the project, interviews were conducted with three centralized ICT strategists. In each school unit (A, B and C above), interviews were conducted with the principals and with the local ICT coordinators. These interviews were conducted between September 2015 and February 2016 and focused on the use of ICT in schools in a general sense, policies and routines related to ICT, the challenges and opportunities with ICT, infrastructural issues and professional development for principals and teachers. In total, the three interviews lasted almost three and a half hours.Data has also been collected from teachers and students in the three upper secondary schools. At each school unit, teachers and students were interviewed and observations of the teaching situations were performed. These interviews and observations were conducted between October and November 2015. In school unit A, ten teachers and 13 pupils were interviewed and approximately 22 hours of teaching was observed. In school B, nine teachers and 15 pupils were interviewed and approximately 20 hours of teaching was observed. In school C, six teachers and 10 pupils were interviewed and approximately 9 hours of teaching was observed. In spring 2016 seven subject-oriented group interviews were conducted with in total 21 teachers. Expected outcomes/results The analyses of the policy document identified the following ICT policy implementation strategies:(a) the importance of strategies and plans for policy implementation,(b) local processes of policy enactment, (c) principals strategic leadership,(d) professional development for teachers, principals and management, (e) organized collegial learning and(f) cooperation and strategic alliances.In this proposal, three of the strategies (c, d and e) are used to exemplify and discuss how they relate to existing practices in the three upper secondary schools as preconditions for ICT policy implementation. In the full paper, all six strategies will be discussed in relation to existing educational practices.Regarding principals’ strategic leadership (c): existing practices show that at present the extent to which the principals act as strategic leaders is not clear when it comes to digitization and the use of ICT in the schools. The principals express that digitization is important, but it is not clear which strategies they deploy and how they operate as active strategic leaders in this regard. The ‘ICT issue’ competes with the many other issues that principals have to deal with and does not seem to be prioritized or generate any significant activities.Regarding professional development for teachers and principals (d): there are several issues that teachers and principals are expected to learn about. Analyzing professional development regarding ICT at four levels – the municipal, school, collegial and individual level – suggests that teachers learn most about ICT and its use in teaching and learning at the individual and collegial level, usually as informal learning when two or more colleagues create an informal self-organized professional development activity around a specific issue, application or lesson. This kind of activity could be regarded as informal “collegial learning”. The strategy proposed for organized collegial learning (e) appears to be less frequent. ReferencesAuthor 1, Author 2, Author 3 & Colleague (20**). [details removed for peer review]. Published as an international book chapter. Ball, S. J., Maguire, M., & Braun, A. (2012). How schools do policy: Policy enactments in secondary schools. London & New York: Routledge.Convery, A. (2009). The pedagogy of the impressed. How teachers become victims of technological visions. Teachers and Teaching: Theory and Practice, 15(1), 25–41.Egea, O. M. (2014). Neoliberalism, education and the integration of ICT in schools. Acritical reading. Technology, Pedagogy and Education, 23(2), 267-283.Edwards, D.B. (2012), “Researching international processes of education policy formation: conceptual and methodological considerations”. Research in Comparative and International Education, 7(2), 127-145. Hadjithoma-Garstka, C. (2011). The role of the principal’s leadership style in the implementation of ICT policy. British Journal of Educational Technology, 42(2), 311–326. Hammond, M- (2014). Introducing ICT in schools in England: Rationale and consequences. British Journal of Educational Technology, 45(2), 191–201, Howard, S. K. (2013). Risk-aversion: understanding teachers’ resistance to technology integration. Technology, Pedagogy and Education, 22(3), 357–372. Jordan, K. (2011). Framing ICT, teachers and learners in Australian school education ICT policy. The Australian Educational Researcher, 38(4), 417-431. McGarr, O. (2009). The development of ICT across the curriculum in Irish schools: A historical perspective. British Journal of Educational Technology, 40(6), 1094–1108. Miles, M.B., Huberman, A.M., & Saldaña, J. (2014). Qualitative data analysis: a methods sourcebook. (3. ed.) Los Angeles: Sage. Lim, M. H. (2015). How Singapore teachers in a pioneer ‘School of the Future’ context ‘deal with’ the process of integrating information and communication technology into the school curriculum. The Australian Educational Researcher, 42, 69-96. Lindensjö, B., & Lundgren, U. P. (2000). Utbildningsreformer och politisk styrning [Educational reform and political control]. Stockholm: HL
ER  - 

TY  - CHAP
T1  - Educating teachers for sustainable development
T2  - Facets and Aspects of Research on Vocational Education and Training at Stockholm University
A1  - Gougoulakis, Petros
PY  - 2019
SP  - 285
EP  - 317
LA  - eng
PB  - Stockholm : Premiss förlag
KW  - social acceleration
KW  - esd/education for sustainable development
KW  - transformative  learning
KW  - emergent  phenomena
KW  - sustainability paradox
AB  - Indeed, sustainability and sustainable development are the catchwords of our time. As a starting point for a scholarly conversation on Education for Sustainable Development (ESD), the presentation here is approaching ESD from the perspective of teacher education. When we refer to teacher education, we are mainly moving within a Swedish context and using, as a case study, for the sake of exemplification, the vocational teachers training program. Initially, the discourse on sustainability is set in the context of current societal trends, experiences of social acceleration and changes in the tempo of modern social life. After that, a review is made of how the Curriculum for upper secondary school as well as the Education Plan for teacher education address SDE and whether it provides sufficient and unambiguous guidelines for teachers and school  leaders to work for sustainable development in a sustainable way. The chapter concludes with some reflections about the transformative potential of ESD.
ER  - 

TY  - CONF
T1  - Pupils creating digital animations in the early years of schooling
T2  - Designing Futures the 11th international conference on multimodality
A1  - Danielsson, Kristina
A1  - Wernholm, Marina
A1  - Ebbelind, Andreas
A1  - Palmér, Hanna
A1  - Patron, Emelie
PY  - 2023
SP  - 76
EP  - 77
LA  - eng
PB  - : UCL
KW  - designs for learning
KW  - digital tools in education
KW  - multimodality
KW  - early schooling
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - The use of computers and other digital tools such as tablets, smartboards and game consoles is rapidly becoming a reality in early-childhood educational settings and the early years of schooling. Thus, an important question is what potential digital tools and digital resources has - when integrated in educational practices - to increase pupils’ meaning making. Therefore, the aim of this project is to explore ‘what’s happening’ and ‘what’s possible’ when pupils (6–8 years) are part of teaching and learning practices involving digital tools, in this case when jointly creating multimodal digital animations to communicate ideas and tell stories in the subjects Mathematics, Science, and Swedish.The theoretical base is Designs for Learning (DfL) (Björklund Boistrup & Selander 2022), where teaching and learning are seen as a form of multimodal design. According to that perspective, the teacher designs learning activities, giving the pupils access to different resources to enable meaning making, while the pupils’ meaning making process is seen as a kind of re-design, based on, e.g., available resources, interests and previous experiences. In our analysis, we utilize the Learning Design Sequence (LDS) model, developed within DfL. To enable fine-tuned detailed analysis of pupils’ multimodal interaction, classroom activities with pupils working in pairs were video-recorded. Moreover, the pupils’ multimodal texts (writing, drawings, digital animations, etc.) were collected. The analysis revealed, e.g., that the different material resources provided in the teachers’ design for learning (e.g., paper, pencils, crayons, or digital tools) to a great extent steered what happened and became possible for the pupils in terms of negotiating, contributing, making suggestions, and making conscious choices of signs to use in their multimodal texts (both paper-based and digital).
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TY  - CONF
T1  - Young people and democratic education: On formal schooling, student initiatives, class and gender
A1  - Beach, Dennis
A1  - Lundahl, Lisbeth
A1  - Öhrn, Elisabet
PY  - 2010
LA  - eng
KW  - active citizenship
KW  - democratic education
KW  - lärarutbildning och pedagogiskt yrkesverksamhet
AB  - This paper introduces the symposium Active citizenship for whom? On democratic education in the upper secondary school, from a national Swedish project that set out to explore democratic education in various upper secondary school programmes. The aim of the paper is to provide a context for the empirical results from the project, by presenting central themes, concepts, discussions and results in the area of democratic education in upper secondary and secondary education. Citizenship and democracy in formal schooling and young people’s initiatives to influence and pursue these issues in school and also other settings are two central themes explored in the paper. In particular, we bring together research on the teaching of citizenship and democracy with research focussing on the attempts of young people to influence and make a difference in school and other parts of society. The paper also provides an overview to the design of the research project and the relations between the empirical papers that are to be presented at the symposium.
ER  - 

TY  - CONF
T1  - Comparative case study of using non-traditional methods in two contrasting educational environments: implementing peer-assisted learning in Sweden and Russia
T2  - The European Conference on Educational Research. ECER 2009
A1  - Nilsson, Galina
A1  - Luchinskaya, G
A1  - Ratbil, E
PY  - 2009
SP  - 1105
LA  - eng
KW  - applied mathematics
AB  - This paper explores students' experience of peer tutor system in Mathematics and Physics education in two contrasting settings. The first one is a traditional classroom environment with a teacher centred educational process, the other is tutorials in the higher education where a range of student-centred teaching and learning methods has already been introduced [1-3]. The education systems in Europe are facing new challenges in preparing young people for their social and professional integration, successful career and personal development in the modern knowledge-based society. The implementation of this task influences approaches to teaching and learning in so far as greater emphasis is placed on learner, learning outcomes and student competence. As a consequence, the old educational paradigm and didactical approaches which stress knowledge acquisition are being replaced by new pedagogical approaches with a focus on students and their learning process, particular on meeting learning outcomes and students' competence development. The appropriate choice of teaching methods is instrumental to a successful implementation this task. Fostering effective teaching and learning methods such as discussions, group work, case studies, problem-based learning, peer-assisted learning and critical thinking facilitates the acquisition of professional skills and competences. This paper explores the opportunities for fostering peer assisted learning (PAL) in teaching Physics at A-level and in delivering Mathematics at the university level. The study was carried out at University Väst, Sweden and School No 99 (with profound mathematics and physics education, in association with Moscow State Institute of Radio-engineering, Electronics and Automation), Moscow, Russia. The Physics education curriculum in this school corresponds to the first year curriculum in the UK and Swedish universities. There is a substantial body of literature on the PAL methodology. [e.g. 4, 5]. PAL is an example of a student-to student support scheme grounded in collaborative learning. PAL is aimed to improve student performance and to develop a range of study skills through creating an informal environment for learning. This method has been applied across a range of disciplines and is becoming an important part in programmes' delivery. The carried out research had the following objectives: • to explore opportunities for fostering PAL in traditional classroom and in university practice to enhance students' performance. • to evaluate and compare the quality of students' experience of using PAL in both settings; • to analyse the challenges teachers face in implementing innovative approaches to teaching and learning in two different settings.MethodOur study was carried out in 2008. 31 A-level student studying Physics and 42 first year students on the 'Land Surveyors' undergraduate programme participated in this study. PAL sessions have been incorporated into the Physics subject and 'Core Mathematics' module delivery. The lectures were delivered in a traditional way; several PAL sessions were introduced during tutorials. The students worked in groups of five. A-level students were grouped according to their performance. The university students were randomly divided into groups. A peer tutor from the same student cohort was assigned to each group and trained. Peer tutors were selected from the more advanced students. The tutors decided themselves which teaching method they were going to use. The questionnaire was designed to evaluate the students' learning experience. In addition, the peer tutors were interviewed. The results of the survey were statistically analysed and compared with the previous test results.Expected OutcomesOur findings showed that all A-level students and over 60% of the students at University Vast evaluated PAL method as useful and valuable. The students highly rated collaboration with peers and commented that it was easier to ask questions, get support and explanation. Over 80% of A-level students and over 50% of university students felt that PAL stimulated their activity. They felt that they were more in control of their learning and found it more enjoyable. However, the university students, having experienced the use of problem based learning (PBL), rated PBL higher than PAL. Both student samples positively evaluated the peer tutors' performance. Our study showed that the number of students enrolled on the course, the choice of peer tutors and timing of the sessions are crucial for the successful implementation of PAL. The test results showed an improvement in student grades. The paper concludes with recommendations for fostering PAL.References1. Nilsson G. and Luchinskaya E. "Problem-based Learning and competence development: a Case Study of Teaching Mathematics to Computer Science Students", Journal of Research in Teacher Education, 2007, No 3. p 13-21. 2. Nilsson G. and Luchinskaya E, "Developing students' competences through problem based learning: a case study of delivering 'Decision Mathematics' module on Computer Science programme". Paper presented at the British Educational Research Association Conference BERA 2008, Edinburgh, September, 2008 3. Luchinskaya E., Nilsson G. and Williams C., "Developing students' competences in the light of Bologna process: the responses from Sweden and Russia". Paper presented at the European Educational Research Conference, ECER 2008, Gothenburg, Sweden, September 2008. 4. Peer Assisted Learning, Topping, K. and Ehly, S. (Eds.), Lawrence Erlbaum, 1998 Journal of Educational and Psychological Consultation, Volume 12, Issue 2 June 2001 , pages 113 - 132 5. Peer Learning in Higher Education. Learning from & with each other. Boud D., Cohen R. and Sampson J.(Eds.) Kogan Page, 2001. 
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TY  - CHAP
T1  - "Democracy for me is saying what I want”: The teaching profession on free speech, democratic mission and the notion of political correctness in a Swedish context
T2  - Teacher education and the development of democratic citizenship in Europe
A1  - Edling, Silvia
A1  - Liljestrand, Johan
PY  - 2020
LA  - eng
PB  - London, NY : Taylor & Francis Group
KW  - innovative learning
KW  - innovativt lärande
AB  - In the light of current tendencies for stable democratic states to be challenged by authoritarian forms of governance, issues of democracy and its status in teacher education institutions need to be problematised. This chapter focuses on democracy as an ideological form of governance in Swedish teacher education and discusses the implications that the various views of democracy have on teachers’ professionalism. Teachers’ responsibilities are fleshed out based on the current political guidelines for teacher education and discussed in relation to the tensions between free speech and the importance of taking a stand against oppression. Accordingly, students enrolled in Swedish teacher education institutions are expected to actively create conditions in everyday life that promote equal opportunities for children and students. Whereas some student teachers tend to regard free speech as the cornerstone of democracy, the data gathered from the ICCS study of teachers’ ways of understanding their democratic obligations indicates a more nuanced approach to obligations linked to democracy. The majority of these teachers stress that they actively intervene in discussions when students’ free speech risks violating ethnic groups.
ER  - 

TY  - CONF
T1  - Implications for academic integrity of secondary school students: Collaborative strategies in dealing with individual written assignments and National Tests in Sweden
T2  - PAEB 2020 Conference Proceedings
A1  - Rönn, Charlotta
PY  - 2020
SP  - 106
EP  - 109
LA  - eng
KW  - collaborative strategies
KW  - national tests
KW  - peers
KW  - pupils
KW  - social media
KW  - written assignments
AB  - Aim and objectivesIn Swedish schools, a development towards an individual focus on the pupil has led to a frequent use of self-regulation. Pupils need to master strategies for favourable development of knowledge, in order to develop the sense of responsibility they need to succeed in a goal and result oriented school system. According to the Swedish curriculum (Swedish National Agency for Education, 2018) and in line with curricula in many countries pupils are to be helped to identify their strengths and weaknesses in order to get accurate scaffolding and guidance from teachers and peers (Harrison & Howard, 2013). In helping pupils understand the purpose of their learning and direct their learning towards specific goals, the pupils are thereby supposed to be able to taking responsibility for their own learning. However, pupils sometimes do not understand neither where they are heading nor how they are to get there. On the one hand it can be argued that it is important that the teachers help the pupils to visualize the goals that are central for the pupils (Harrison & Howard, 2013). On the other hand it can be argued, in line with Carlgren (2015), that the pupils’ learning process becomes awkward when the pupils are supposed to know what they need to know and the grading criteria for knowing it - before they have learned it. Due to that school classes in contemporary society are less heterogeneous from both a cultural and age aspect than before, traditional teacher steered whole class lessons become difficult to preserve. At Swedish schools, “own” work, where the pupils are to work independently is now the most frequent present-day working methods. It is common today that the pupils work independently on tasks where they get the opportunity to plan their work and time, which is becoming important in a society where the individuals are to regulate themselves (Carlgren, 2015). Carlgren describes that the teachers often put in priority that the pupil finish the task, rather than to learn the content. The pupils on the other hand want to get a passing grade, which does not always match a willingness to deepen their knowledge. Being able to show a behaviour responding to an ability, does not necessarily express a knowing-how or a required ability; the pupils’ development of knowledge is not necessarily linked to finishing tasks. Thus the teaching could be described as rather aiming at making the pupils pretend as if they “know-how” (Carlgren, 2015).Research on issues regarding academic integrity rarely focuses on compulsory school. The purpose of the present is to explore and gain knowledge on pupils’ collaborative coping strategies when dealing with individual tasks such as individual written assignment and National Tests.1.     What coping strategies do pupils develop together with peers when dealing with individual written assignment and test-taking?2.     Why do the pupils develop these coping strategiesMethod and theoretical frameworkThis ethnographic study was based on a long-term participant observation during 4 months where the researcher interacted with and learned from pupils in one class. The observations covered all school subjects, resulting in a 120 000 wordy document of field notes comprising cultural descriptions. A school was selected where 50 % of the pupils had a minority background (born abroad or with both parents born abroad). There were 25 pupils in the chosen  8thgrade class. The participant observation was followed by video recordings of lessons in Swedish, Social Studies, English as a foreign language and Mathematics during a couple of weeks. The video recordings focused on the pupils’ informal conversations between peers during lessons. Interviews with the same pupils were carried out when the pupils were in 9th grade, resulting in 18 interviews (about 60 minutes each). In 9th grade at Swedish schools, which is the last year of compulsory school, the pupils take between 15 – 18 National Tests in various school subjects. The study was approved by the Ethical vetting board in Umeå/Sweden.From a sociocultural perspective, learning is regarded as a fundamental social phenomenon where the individual competence is developed through interaction with others (Säljö, 2000/2010). The theory gives an opportunity to understand how schoolwork can both hinder and promote the aimed learning (Carlgren, 2015).The study also draws on Lazarus (1966) who points out three processes in dealing with stress; first to perceive a threat to oneself, second to mentally prepare response to the threat and third the process – the actual coping – where the process of the response is executed. Pollard (1984) argues the greatest potential threat to pupils’ coping at school is associated with teachers’ authority and the power of assessing and grading.Result and discussionTo a great extent the pupils were loyal to peers inside and outside the classroom and showed a willingness to help out. The help could be to correct grammar in peers’ assignments or to brainstorm and help out with ideas on how to proceed. However, helping could also be to log in on peers’ computers and write assignments for them in the classroom without the teachers being aware. Outside school, and outside the teachers’ supervision, pupils who chilled out and valued their leisure time highly sent requests by text messages to more hardworking classmates. They asked them to take pictures of their written assignments and forward them so the pupil could rewrite them “in their own words”. Due to the developed coping strategies, the boys had less access to the high achieving girls’ competence and support than the girls had in this goal and result related school context with a focus on both formative and summative assessments.The pupils used coping strategies in dealing with test taking, where leaked national tests were shared with peers through digital tools and social media. Pupils who had relied on peers and copied their assignments during previous years were more likely to share and look at the national tests beforehand than those who put more efforts in schoolwork and wrote their own assignments. The copying peers relied on short-term coping strategies and seemed to be at greater risk to continue to rely on short-term coping strategies in upper secondary school. This might lead to that they might be in more vulnerable positions when it comes to school achievements – and later on higher education and working life – than those who mainly rely on long-term coping strategies where the make efforts themselves in schoolwork. The pupils with short-term coping strategies were more dependent on digital tools and mates using social medias, while those with long-term coping strategies tend to have better dispositions to develop autonomy and responsibility for their life-long learning.  Main conclusionIn the class, social networks and digital tools were frequently used in dealing with individual written assignments which created a gap between the pupils in the class, resulting in several excluding aspects such as: a) language mastery, b) gender, c) tools and socio-economic issues, d) space, e) academic (self)esteem and independence, f) social punishments and denied credit of their work and know-how, but also g) in expressing their own opinions and making themselves heard. This can be related not only to gender equity but also to justice in education.Some identified key factors rendering the pupils’ coping strategies related to stress and grades were:•                    self-regulated learning in combined with assignments not restricted to the classroom•                    supportive peers with a willing to assist,•                    a shared regard amongst pupils on grades being somehow important•                    the goal oriented Bologna-grading system•                    access to digital tools to forward pictures of assignments and National Tests•                    an assessment and testing culture at school.  ReferencesCarlgren, I. (2015). Kunskapsstrukturer och undervisningspraktiker. Gothenburg: Daidalos.Harrison, C., & Howard, S. (2013). Bedömning för lärande i årskurs F-5 : inne i "the primary black box" (2. uppl.. ed.). Stockholm: Stockholm : Liber.Lazarus, R.S. (1966) Psychological Stress and the Coping Process. New York: McGraw-Hill.Pollard, A. (1984) Goodies, jokers and gangs. In “Life in School – the sociology of pupil culture”, (Eds Hammersley, M. & Woods, P.) Buckingham: Open University Press.Swedish National Agency for Education. (2018). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011 : reviderad 2018 (Femte upplagan. ed.). Stockholm: Skolverket.Säljö, R. (2000/2010). Lärande i praktiken - ett sociokulturellt perspektiv. Stockholm: Norstedts akademiska förlag.
ER  - 

TY  - CONF
T1  - Assessing speaking on campus and in school. Results from research conducted at the teacher training programme for secondary school at Stockholm University
A1  - Fröjdendahl, Birgitta
PY  - 2017
LA  - eng
KW  - cognitivism on speaking skills
AB  - During the fifth term of teacher training for secondary school, assessing speaking is the focus of a course at the Department of Language Education, Stockholm University. The student teachers were asked to reply to fifty-nine questions about formative and summative assessment. The replies were then analysed from the perspective of assessment literacy and cognitivism immediately prior to the course and how it had increased over time. As this is a sandwich course involving eight seminars on campus and four weeks of practicum in school, both theoretical and empirical concerns were considered and compared. In addition, results from the student teachers' interviews with fifty-five language teachers (that is to say, interviews with three teachers for each student) will be presented.The results show that student teachers increased their level of assessment literacy both from attending the campus course and practicum, which is hardly surprising, but it is also evident that the student teachers gained crucial insights into the disparity in assessment literacy that language teachers can have about assessing speaking.This research is work-in-progress and will be continued in August/September 2017, but the results that can be presented during the EALTA conference 2017 will mainly focus on the results from the first stage. References that will be included in my presentations are, for example, research conducted by Wiliam (2011); Vogt and Tsagari (2014); Kunnan, ed. (2014) DeLuca, LaPointe-McEwan and Luhanga (2015 and 2016) as well as reports from the Swedish National Agency for Education, the European Council and OECD.
ER  - 

TY  - JOUR
T1  - Väckelse, opposition, identitet: Omvändelser hos författaren Astrid Forsberg
T2  - Samlaren
SN  - 0348-6133
A1  - Gunnarsson, Malin
PY  - 2018
IS  - 139
SP  - 97
EP  - 127
LA  - swe
PB  - Uppsala : Svenska Litteratursällskapet
KW  - astrid forsberg
KW  - revival
KW  - conversion
KW  - opposition
KW  - identity
KW  - literature
AB  - Malin Gunnarsson, MA at the Department of Humanities, Comparative Literature, Mid Sweden UniversityRevival, Opposition, Identity: Conversions in Astrid Forsberg’s Novels (Väckelse, opposition, identitet. Omvändelser hos författaren Astrid Forsberg)This essay explores the work of the Swedish author Astrid Forsberg. It focuses on the theme of conversion, which recurs in all ten of her novels. The books were written between 1925 and 1965. Forsberg was born in Bergsjö in 1898. She grew up in a Baptist home and later converted to Catholicism. Before her debut as a fiction writer she was a teacher and a journalist. She also wrote drama and poetry. Forsberg died in Stockholm in 1966.This essay identifies three separate aspects of the conversion theme: Christian, social and individual. The Christian revival conversion functions as a standard model. It is expressed both as a love for Christ and as a life lived in conscientiousness. The social conversion is expressed through opposition, love and Bildung. Finally, the individual conversion is the character’s struggle for a genuine self-image. This essay identifies a shift in Forsberg’s work, from identity creation in a Christian context, to a corresponding identity creation that is secular and individualistic. Subsequently there is a move back, where the characters turn to God again, but from a more individualistic vantage point. These shifts between different ways of identitying creation in Forsberg’s novels have a parallel in the differences between a philosophical and a rhetorical ideal of education, as reflected in the German word Bildung.
ER  - 

TY  - JOUR
T1  - Pre-service Teachers’ General and Specific Arguments in Real Number Contexts
T2  - Mathematics Teacher Education and Development
SN  - 1442-3901
A1  - Juter, Kristina
PY  - 2022
VL  - 1
IS  - 24
SP  - 1
EP  - 22
LA  - eng
PB  - : Mathematics Education Research Group of Australasia, Inc.
AB  - A study of pre-service elementary school teachers’ subject-matter beliefs regarding real numbers related to infinity, i.e., division by zero and denseness of the real number line, was conducted at a Swedish university. Data were collected twice during the respondents’ teacher education using questionnaires and interviews on both occasions. The data were analysed in terms of subject-matter beliefs from traces of students’ concept images, focusing on general and specific arguments in different contexts. The results show that the students often used conflicting general and specific arguments to explain the same phenomena. Some concrete arguments used for explanation represented other mathematical structures than the ones intended. Several issues indicate students’ need for further work with the concepts studied to raise awareness of their capabilities. Implications for mathematics teaching on teacher education programmes are discussed concerning the results.
ER  - 

TY  - CONF
T1  - Cross-national comparison: Appraisal analysis in action (Paper #4 in SS24 colloquium "Researching teacher attitudes and beliefs on multilingualism: A transnational comparative approach")
A1  - Paulsrud, BethAnne
PY  - 2022
LA  - eng
AB  - Title: Cross-national comparison: Appraisal analysis in actionPaper #4 in SS24 colloquium "Researching teacher attitudes and beliefs on multilingualism: A transnational comparative approach"Abstract: This paper presents a study of how teachers talk about multilingualism and migrant parents across eight countries (France, Germany, Ireland, Israel, the Netherlands, Norway, Sweden, and the UK). Here, we spotlight a cross-national comparison on how teachers use evaluative language to express their attitudes and beliefs. We have used appraisal analysis (Martin & White, 2005) for the coding of relevant linguistic expressions, as the method offers a framework for quantifying and comparing instances of evaluative language as well as for revealing ideological positions. We have concentrated on attitude (AFFECT, JUDGEMENT, and APPRECIATION) and graduation (FORCE or FOCUS), additionally coding attitude as inscribed or invoked and as positive or negative.In the project, researchers have followed the same interview protocol. Ten interviews from each country were chosen, including teachers from both urban and rural schools, with varying levels of teaching experience, and from both highly multilingual schools and less diverse schools. Each country team conducted an appraisal analysis of the selected interviews according to a joint interrater-tested coding scheme. In our paper, we present quantitative comparisons as well as co-occurrences of coding.Our preliminary findings indicate, e.g., that many teachers articulate normative assessments of parents’ behavior with negative JUDGEMENTS of their CAPACITY or NORMALITY, with parents judged as lacking proficiency in the majority language, as not understanding school culture, or as insistent on using their home languages. However, if parents have strong proficiency in the language of schooling, teachers see this as positive CAPACITY, which may be associated with SECURITY or INCLINATION.  Some teachers also express positive APPRECIATION towards diversity, with multilingualism deemed as WORTHWHILE. The tensions in the teachers’ talk about migrant parents, as evident in the comparative appraisal analysis of about 80 interviews, will be exemplified in our presentation. References:Martin, J.R. and P.R.R. White (2005) The Language of Evaluation: Appraisal in English. Palgrave Macmillan: Basingstoke, Hampshire.First presenter:Paulsrud, B., School of Language, Literatures and Learning, Dalarna University, Falun, SwedenCo-authors: Cunningham, C., School of Education, Language and Psychology, York St John University, York, UKJalali-Moghadam, N., Blekinge Centre of Competence, Blekinge County Council, Karlskrona, Sweden & Department of Psychiatry, Østfold Hospital Trust, Moss, NorwayJuvonen, P., Department of Swedish, Linnaeus University, Växjö, SwedenMary, L., Faculty of Education and Lifelong Learning (INSPE), University of Strasbourg, Strasbourg, FranceMellenius, I., Department of Language Studies, Umeå University, Umeå, SwedenPutjata, G., Institut für Pädagogik der Elementar- & Primarstufe, Goethe-University Frankfurt, Frankfurt, GermanyReinhardt, K., Institut für Pädagogik der Elementar- & Primarstufe, Goethe-University Frankfurt, Frankfurt, GermanySchalley, A. C., Department of Language, Literature and Intercultural Studies, Karlstad University, Karlstad, SwedenSchwartz, M., Department of Research and Evaluation Authority, Oranim Academic College of Education, Haifa, IsraelSegev, M., Academic College of Tel Aviv-Yafo, IsraelTurkan, S., School of Social Sciences, Education and Social Work, Queen's University, Belfast, Northern IrelandYagmur, K., Department of Culture Studies, Tilburg University, Tilburg, NetherlandsYoung, A., Faculty of Education and Lifelong Learning (INSPE), University of Strasbourg, Strasbourg, France 
ER  - 

TY  - JOUR
T1  - Personal Ways into and forward in Language Teaching
T2  - International Journal of Language Academy
SN  - 2342-0251
A1  - Apelgren, Britt Marie
PY  - 2014
VL  - 2
IS  - 2
SP  - 144
EP  - 164
LA  - eng
KW  - : continuing professional development
KW  - constructivist stance in teacher training
AB  - This article will discuss ‘the perspective of the personal’ in education (Pope & Denicolo, 2001) through the presentation of research on Swedish EFL teachers’ experiences of teacher training and continuing professional development, part of a more extended and eclectic study on language teachers’ personal theories and experiences of change (Apelgren, 2001). Drawing on the constructivist stance of ‘teacher-the-storyteller’ (Pope, 1995; Pope & Denicolo, 2001), the research concerns teachers’ personal theories about their paths into the teaching profession and the constructivist view of teachers as active, meaning-seeking human beings open to change and development. The result presented in this article consists of career-rivers and two interviews with 14 teachers from a cohort of 70 teachers. Responded validation was used for the first interview draft before the second interview as well as on the final analyses and results. A combination of constructivist and phenomenological analytical tools was used in the analyses: content analysis and empirical phenomenological psychological analysis (Apelgren, 2001 and 2010). By identifying ‘general pedagogic intentionality’, foreign language teachers’ ways of developing and changing could be described. The results showed four major themes in the way the teachers had experienced change and development. It also revealed that the way an individual teacher changes, depends to great extent on personal factors.
ER  - 

TY  - CONF
T1  - A scientific approach to teaching – to reach innovative pedagogical approaches
T2  - Proceedings of the 43rd SEFI Conference
A1  - Jakobsen, Mette Mo
A1  - Andersson, Roy
PY  - 2015
LA  - eng
AB  - This paper is about interdisciplinary common initiatives to enhance and encourage quality of engineering education nationwide, by means of a scientific approach to teaching. To reach innovative pedagogical approaches it is seen as important to stimulate collaboration and knowledge sharing across discipline borders. STEM, referring to the academic disciplines of science, technology, engineering, and mathematics is in Norway an important field addressed by education policy to improve competitiveness and technology development. Recruitment, to reduce dropout and to increase throughput within STEM is an area of priority. The Norwegian Association of Higher Education Institutions (UHR) is a cooperative body for Norwegian universities and colleges, whose purpose is to develop Norway as aknowledge based nation of high international standard. Within UHR academic strategic collaboration in the STEM-fields consists of the National Faculty meeting of Natural Sciences (NFmR) and the National Council for Technological Education (NRT), where all Deans within these areas are members. Together with the national center for recruitment to STEM higher education they have started a common top-down initiative with a goal to facilitate a bottom up initiative for a scholarly approach to planning, carrying out, evaluating, assessing and reviewing teaching, a Scholarship of Teaching and Learning (SoTL) practice. Among others, answers in a survey within mathematics (2989 students and 80 teachers) which documented a lack of formal educational and didactic skills among teachers, underlies the initiative. Many students also rated teacher expertise as high, but educational and didactic skills as inadequate (http://www.uhr.no/ressurser/temasider/samarbeid_arbeidsdeling_og_konsentrasjon/matematikkundersokelsen). To encourage a SoTL approach among higher education teachers has been a main goal. To encourage and give credibility to a SoTL approach it has also been used for the development of these national initiatives. Experiences from LTH, the Faculty of Engineering at Lund University in Sweden, which is very active within the area of teaching and student learning, and from DTU, the Technical University of Denmark as well as from Norwegian Centres of Excellence in Higher Education, have been considered and incorporated during the process. The paper will present the scholarly approach to planning and carrying out the 1st Norwegian STEM conference on teaching and learning, its background and results. It will evaluate, assess and reflect on the process and the experiences from this national initiative to achieve a scholarly approach to teaching and learning within the STEM area
ER  - 

TY  - CHAP
T1  - Young migrant participation and inclusive teaching practices in multilingual classroom interaction
T2  - Práticas e Políticas - Inspiradoras e Inovadorascom Imigrantes
A1  - Hedman, Karl
PY  - 2023
LA  - eng
PB  - Brasília : Edições Esgotadas
KW  - classroom interaction
KW  - second-language interaction
KW  - encouraging student participation
KW  - swedish as a second language.
AB  - Background. Few empirical studies have examined practices of how teachers, student support tutors and students encourage student participation in second language (L2) interaction in upper secondary education in Sweden. A better understanding of the interactive support practices of the class participants has the potential to contribute to the development of second language education planning and delivery. The theoretical framework for this study was scaffolding theory which refers to the interactive support and social and educational support resources provided to students.Aims. The purpose of this study was to examine practices of encouraging student participation in second language interaction from a scaffolding theoretical perspective.Method. Participant observation and observational field notes of second language interaction conducted in ethnographic fieldwork in second language classrooms in upper secondary education.Results. The findings demonstrated thirteen central interactive support practices that class participants used to encourage student participation in second language interaction: (1) The teacher question – student answer – teacher comment practice. (2) Teachers instructing students to read loud in class. (3) Teachers and students saying words together. (4) Teachers supporting the vocabulary of the students. (5) Teachers building trust relationships with students. (6) Teachers using positive reinforcement comments. (7) Teachers steering classroom interactions to make it possible for students with limited linguistic resources in Swedish responding slower to be heard. (8) Teachers providing clues. (9) Student initiatives to participate. (10) Students encouraging other students to participate. (11) Student support tutors encouraging students to participate. (12) Teachers supporting collaboration and collaborative group and pair work by students. (13) Teachers fostering a classroom culture of active participation by students.Conclusion. Using scaffolding theory, the study advances understanding of scaffolding practices in second language interaction. In the second language interaction, teachers, student support tutors and students acted as facilitators encouraging students to initiate narrative accounts and class participation based on their experiences and competences.Implications for practice. The findings suggested that initiatives, support and steering by teachers, student support tutors and peer students were necessary to support student participation in second language interaction by enhancing student participation and supportive resources of students.
ER  - 

TY  - JOUR
T1  - Learning About And Through Sustainability: Relational Pedagogy And Storyline As A Teaching Foundation
T2  - International Journal of Arts Humanities and Social Sciences Studies, ISSN: 2582-1601
SN  - 2582-1601
A1  - Häggström, Margaretha
PY  - 2022
VL  - 4
IS  - 7
SP  - 45
EP  - 58
LA  - eng
KW  - storyline approach
KW  - teaching methods
KW  - relational pedagogy
KW  - education for sustainable development (esd)
KW  - pupils’ sense of agency
AB  - : This article studies how environmental sustainability is integrated in a Storyline, which include learning about and through sustainability, conducted in two primary school classes, Grade 2 (children’s age 8- 9) in Sweden. It examines the significant aspects of the Storyline approach in relation to democratic values and young pupils’ sense of agency. In addition, it examines how pupils comprehend the concept of sustainability, and the Storyline approach itself. The empirical material consists of classroom observation and individual semistructured interviews with 20 pupils and 2 teachers. Theories of relational pedagogy are used to analyze the material. The results show that Storyline work depends on a skilled, compassionate and caring teacher, who creates an open climate in the classroom. It is argued that both a pedagogical theoretical foundation, such as relational pedagogy, and a deliberate teaching and learning approach, such as Storyline, are crucial when implementing issues of sustainability in primary school education.
ER  - 

TY  - CONF
T1  - The "physics expert" discourse model – counterproductive for trainee physics teachers' professional identity building?
T2  - 11th Conference of the European Science Education Research Association (ESERA), Helsinki, August 31 to September 4, 2015
A1  - Larsson, Johanna
A1  - Airey, John
PY  - 2015
LA  - eng
KW  - physics with specialization in physics education
KW  - fysik med inriktning mot fysikens didaktik
AB  - In this paper we investigate the discourse models enacted in three different sections of a Swedish physics teacher training programme: the physics department, the education department and school. We are interested in what happens when the culture of physics meets the cultures of education and school within physics teacher education and the potential effects of these three cultures on trainee physics teachers’ professional identity building.Working at a large university in Sweden, we conducted semi structured interviews with nine teacher educators—three from each section of the programme. In our analysis we identified several discourse models in the interviewees’ talk about the goals of physics teacher training. We focus in particular on the physics expert model that dominated amongst the teacher trainers at the physics department and also amongst school placement supervisors. In this model, the primary goal of physics teaching is to create future physics experts. The physics expert discourse model coexists with several other discourse models that value quite different goals such as the development of practical skills, reflective practice, critical thinking and citizenship. These potentially competing models were more likely to be invoked in the education department.Finally we highlight the potential problems the physics expert discourse model can cause for physics teachers’ professional identity. We argue that a better understanding of the range of potentially competing discourse models would allow teacher trainers to make conscious, informed decisions about the training environment. We also suggest that knowledge of these models is important for trainee physics teachers since it empowers them to question the kind of teacher they want to become.
ER  - 

TY  - CHAP
T1  - The Repertory Grid Technique:Making Tacit Knowledge Explicit: Assessing Creative Work and Problem Solving Skillls
T2  - Researching Technology Education
A1  - Björklund, Lars
PY  - 2008
SP  - 46
EP  - 69
LA  - eng
PB  - Rotterdam : Sense Publishers
KW  - technology
AB  - This third volume in the International Technology Education Series provides insights into developments in technology education research in terms of methods and techniques. The importance of the book is that it highlights the uniqueness of the area of technology education in terms of content, and learning and teaching processes, and the need to provide methods and techniques to capture this uniqueness when undertaking research. The book comprises research methods and techniques being used by a range of current researchers. Each chapter includes details of the method or technique, but does so in terms of a project where it was used. This provides important contextual material that will help researchers when developing research projects. The book contains research methods and techniques that are new in general as well as ones new to technology education and ones that are variations to existing methods and techniques to make them suitable for use in technology education research. This book should be of interest to research students, teacher educators, researchers and policy-makers who are involved in technology education.
ER  - 

TY  - JOUR
T1  - Self-policing in the English as a Foreign Language classroom
T2  - Novitas-ROYAL
SN  - 1307-4733
A1  - Amir, Alia
PY  - 2013
VL  - 2
IS  - 7
SP  - 84
EP  - 105
LA  - eng
KW  - classroom interaction
KW  - code-switching
KW  - conversation analysis
KW  - language policy
KW  - english as a foreign language (efl)
KW  - language in education policy (liep)
AB  - The present study explores how classroom participants invoke a monolingual target-language policy in an English as a foreign language (EFL) classroom, specifically focusing on one method of doing language policy through self-initiated language policing sequences, which I have called self-policing. Language policing refers to the mechanism deployed by the teacher and/or the pupils to (re-)establish the normatively prescribed medium of classroom interaction (Amir & Musk, 2013; cf. Bonacina & Gafaranga, 2011). The data comes from sequential analyses of 20 hours of video recordings in grades 8 & 9 of an international compulsory school in Sweden between the years 2007-2010. Drawing on Auer (1984) and Gafaranga’s (1999) organisational code-switching framework, this study sheds light on how teachers and pupils self-initiate a switch to English in their interactions. As will be demonstrated, both teachers and pupils, while orienting to the English-only norm, use a three-step sequence for language policing.
ER  - 

TY  - CONF
T1  - The Future Music Classroom
A1  - Zimmerman Nilsson, Marie-Helene
A1  - Borgström, Carina
PY  - 2020
LA  - eng
KW  - music classroom
KW  - future
KW  - digital tools
KW  - discourse
AB  - Today´s music classroom and music education are characterised by both analog and digital teaching. Contemporary students in school music education are often referred to as "digital natives" to emphasize that, unlike previous generations, they have had access to digital tools throughout their childhood. Music teachers whithin this music teaching practice face many challenges in their daily work, where skills in being able to use digital tools in teaching might be a requirement from both students and parents. The emphasis on digital tools may relate to the digital industry with digitally streamed music and online composition programs that students might have experienced when they enter the music classroom, a classroom that, in order to be legitimate to the students, needs to reflect the music world outside school. But in what direction is the music classroom heading? The pace of development is escalating with the digital tools at the forefront and tomorrow's music students will probably expect even greater digital solutions in the classroom than today. Or will completely different expectations emerge? Regardless, we need to be one step ahead in problematising and reflecting about the music classroom of the future. Against this background, the focus of the present is on how tomorrow's music teachers view the music classroom of the future. The aim is to study interpretive repertoires and subject positions constructed in conversations between music teacher students and to discuss these in relation to quality in the music classroom. Previous research show that digital tools can have a positive impact on learning and lead to improved results in the music classroom (Chao-Fernandez et al., 2017; Giebelhausen, 2015; Murillo, 2017). However, the overlap between students' personal and educational involvement with digital tools are both enabling and obstructive (Gurung & Rutledge, 2014). Digital tools are not always decisive for student achievement (Lee and Jen, 2014). Instead, it is a present educator who makes a difference. Altogether, there is a lack of studies that focus on tomorrow's music teachers' views on the future music classroom.The study is based on a post-structuralist and social constructionist perspective. This implies that the subject constructs its reality in social interaction, which is also limited by prevailing discourses. The study's focus on actors in interaction derives from discursive psychology (Potter & Wetherell 1987). Discussion of subject positions and knowledge formation in a wider institutional and social perspective is based on a Foucauldian perspective, which provides a framework for analysis of power and dominance relationships. Altogether, the discourse phenomenon is both situated at a macro and a micro level. The study is at an initial stage and the empirical material consists of focus group discussions with music teacher students, studying their final year on the music teacher program. Preliminary results indicate that the prospective music teachers have a tentative attitude towards increased digitization in the music classroom. At the same time, it appears that the informants use digital tools daily, in their own teaching and in their own music performance. However, they do not consider this as digital musicing, but as if the digital tools facilitate musicing. Conclusions related to the interpretative repertoires and subject positions constructed in the conversations of music teacher students will be discussed in relation to quality in the music classroom.
ER  - 

TY  - CONF
T1  - A functional intersectionality: religion, ethnicity and gender in PE practice
A1  - Jansson, Karl
PY  - 2017
LA  - eng
KW  - idrott med inriktning mot didaktik
KW  - physical education and sport pedagogy
AB  - Introduction and purpose: This paper concerns the intersectionality between religion, ethnicity and gender in PE. Intersectionality has been thoroughly discussed within feminist theory. PE research has though been described as being ‘one step behind’. More recently, however, intersectionality has gained increased attention also in PE research and there has been a growing interest for Muslim girls. Although important research, less is known about other “groups” and the PE practice. Reasons might be that studies drawing on intersectionality tend to decide the group of interest in advance and that intersectionality on its own does not say much about how the categories of interest affect the actual practice. The purpose of this paper is thus to bring together intersectional ideas with John Dewey’s pragmatic philosophy and propose a functional intersectionality, and through this ‘lens’ illustrate some functions religion, ethnicity and gender have in PE practice in Sweden.Methodology: Dewey rejects the human/environment dualism. Rather, he understands this relationship as “organism-in-environment-as-a-whole” (Dewey & Bentley, 1949:133) and emphasizes processes of ‘functional coordination’, i.e. humans who act in the environment, undergoes the consequences, and adjust its actions. Following Dewey, it is possible to explore meanings or functions by investigating actions. With the concept functional intersectionality, I approach the PE practice with an interest for religion, ethnicity and gender. By investigating participants’ patterns of action, i.e. how they deal with different matters within PE, I explore which functions this intersection have. Data has been gathered through lesson observations (40) and interviews with teachers (7) and students (55) at four different schools in Sweden.  Findings: The analysis shows several functions and patterns of action. Here, I pay attention to a bodily function: a reluctance among Christian as well as Muslim students to dance close to someone of the opposite sex. This function was handled by different patterns of action. One school practiced gender-segregated PE, which enabled couple dance as a recurrent subject content. In co-gendered classes, some teacher avoided couple dance with care for the students’ religious requirements and in the rare cases of couple dance, some students played truant.Conclusions: By using the concept of functional intersectionality, I found that religion and gender get a bodily function that concerns participants in a wider sense than Muslim girls. Furthermore, the participants’ patterns of action sometimes affect the subject content and, thus, have consequences for all participants.References:Dewey, J. & Bentley, A.(1949).Knowing and the known. Boston: Beacon Press
ER  - 

TY  - CONF
T1  - Enhancing literacy through collegial learning?: Evaluation of a teachers’ training programme
A1  - Hanberger, Anders
A1  - Carlbaum, Sara
A1  - Andersson, Eva
PY  - 2017
LA  - eng
KW  - quality of education system
KW  - teacher training
KW  - collegial learning
KW  - literacy improvement
KW  - pisa
AB  - Programme for International Student Assessment (PISA) test of 15-year-olds’ reading skills is used to assess and benchmark the quality of national education systems, and PISA is a key pillar in the production of knowledge used to shape policy for steering educational systems (Carvalho, 2012; OECD, 2009). Although the validity of PISA for measuring quality in education systems has been questioned (Hanberger, 2014; Mangez & Hilgers, 2012), it is frequently used by policymakers for this purpose and OECD/PISA has a great influence on how quality in education systems is conceived. National education discourses and policies are significantly influenced by PISA tests and the Organisation for Economic Cooperation and Development’s (OECD’s) recommendations (Breakspear, 2012; Grek, 2010; 2012; Lawn, 2011). Sweden has a decade of declining PISA results and OECD has suggested that Sweden should take action to reform its education system to improve quality and equity (OECD, 2015). One example of the influence OECD and PISA have on Swedish education policy is a recently launched teacher training programme. The programme, initiated by the Swedish government in 2013 with explicit reference to the country’s failings in PISA, is supposed to enhance teachers’ collegial learning in literacy and aimed to improve teaching and student literacy, and Sweden’s performance in coming PISA tests (Ministry of Education, 2013).The programme, the Literacy Lift, is currently implemented on a full scale and evaluated during its course to fine-tune the implementation of the programme. On commission by the National Agency for Education (NAE) to evaluate the programme, the authors of this paper along with our colleagues have published two interim reports on the material used for collegial learning and the effects of the programme after the first year of implementation.  In this paper we will analyse this programme with a purpose to unfold and probe the assumptions underpinning the Literacy Lift, a Swedish teacher training programme to enhance collegial learning in order to develop teaching that promotes literacy, in this case language-, reading- and writing-skills among the students. The paper will also explore what effects and consequences the programme has had so far.The paper integrates knowledge from evaluation and education research. Programme theory (PT) evaluation (Leeuw 2003) unfolds how programme makers (the government and NAE) intend to improve the quality in the Swedish education system with this programme, and probes the consistence of the programme’s PT. The PT refers to the assumptions as to how the intended effects can be achieved. Stakeholder evaluation assesses how the main target groups (school owners, principals, supervisors and teachers) perceive effects, intended and other effects, and consequences of the programme.Education research is used to analyse the programme’s contribution to improve quality in the education system and to probe the programme’s PT. Some education research used to inform policy underscores the importance of teaching quality in improving student learning and performance (Hattie 2009) and of holding schools accountable for learning outcomes (Atkinson et al. 2009; Hamilton, Stecher, Russell, Marsh & Miles 2008; Musset, 2012). School improvement research focuses on “change and problem-solving in educational practice” (Creemers & Reezigt 1997). School improvement does not occur if the “school culture” is not “favourable”, that is, schools “must have shared goals and feel responsible for success”. In addition, there must be a culture of “collegiality”, “risk taking”, “mutual respect and support”, and “openness” (Creemers & Reezigt 2005, 363).Methods: A programme theory analysis unfolds the programme theory and probes the assumptions. Programme theory is a well-established concept used in evaluation research referring to the assumptions as to how a programme achieves its intended effects. There are various approaches to reconstructing and articulating a PT. This paper adopts a policy-scientific approach (Leeuw, 2003). The PT analysis presented includes three main steps: reconstructing the programme’s PT; analysing the PT’s internal validity (i.e. the consistency of its assumptions); and analysing the PT’s external validity (i.e. whether it is supported by relevant research and provides feasible knowledge for resolving the problems it is intended to resolve). The stakeholder evaluation (Hanberger, 2001) collects data from target groups and assesses programme effects and consequences from the perspective of school owners, principals, supervisors and teachers. The assessment focuses on achievement of objectives, other effects and consequences of the program, as experienced by these target groups.A variety of data is used. Policy documents and interviews with senior administrators is usedto reconstruct the programme’s PT. The analysis of the stakeholder evaluation is based mainly on questionnaires to the four target groups with additional supplemental interviews with school owners and supervisors.Expected outcomes/results: Since the programme is continuing, being expanded and slightly revised during its course this paper can only present preliminary results. The paper demonstrates the programme’s PT and probes its consistency. The assumption that the training programme can enhance collegial learning can be expected to gain support, but the contribution to improve student’s performance in upcoming PISA cannot. The effects on collegial learning and literacy didactics improvement will vary between different groups of teachers and related to factors such teachers’ motivation and support from principals and supervisors. How teaching is affected and students’ literacy improved will vary according to a number of factors and conditions, e.g. what teachers have learned and how much of this is translated into teaching. The persistence of effects will depend on such as ongoing support from school owners and principals in providing time for collegial learning and applying the content of the programme in the classroom.
ER  - 

TY  - CONF
T1  - Blended, not stirred: the art of getting high quality blended learning for half the price, or less?
A1  - Kjellgren, Björn
A1  - Hurdelbrink, Charlotte
PY  - 2018
LA  - eng
KW  - teknikvetenskapens lärande och kommunikation
KW  - education and communication in the technological sciences
AB  - While advocates of blended learning unfailingly promise better learning, they also readily acknowledge that the online material needed is expensive and time-consuming to produce. One rather intuitive solution would be to use pre-existing online material to reap the benefits of blended learning at a discount. This would also serve to maximise the use-value of material already produced.This paper presents the work and outcomes of Blending Swedish, a Nordplus project jointly conducted by KTH Royal Institute of Technology, the University of Iceland, and Aalto University. The project had as focus the newest, most modern large open online course in Swedish, Learning Swedish (LS) – a course that in November 2017 had more than 100,000 registered users after barely two years online.The project intended to find ways to flexibly and efficiently integrate LS – a self-paced course, with no teacher support, and no feedback on oral or written production – into mixed learning environments, based on research and proven experience. The aim was to support the teaching of beginners’ Swedish inside and outside the Nordic region, help teachers interested in e-learning, and increase the efficiency of the already developed online course by suggesting improvements.The most tangible outcome of the project is a teacher’s manual complete with exercises complementing the online course, but the paper will not dwell into the details of this specific course as much as try to identify the general strategies for creating blended learning on the cheap, and discuss the questions that such an approach gives rise to.
ER  - 

TY  - CONF
T1  - What can discourse psychology say about teachers’ music talk and their teaching strategies?
T2  - Proceedings of the 7th Triennial Conference of European Society for the Cognitive Sciences of Music (ESCOM 2009) Jyväskylä, Finland
A1  - Holmberg, Kristina
PY  - 2009
SP  - 187
EP  - 192
LA  - eng
PB  - : European Society for the Cognitive Sciences of Music
KW  - discourse psychology
KW  - knowledge construction
AB  - The teaching in music and culture schools is an activity that involves approximately one third of the children in Sweden, but there are only a few scientific studies conducted on the subject. The most of its participants will have music as a hobby in their future lives, but the vast majority of the students in higher music education once started their carriers in those schools. In this way music and culture schools can be seen as having a great impact on both cultural and musical activities in Sweden. This also points at the importance of knowledge concerning this institution, which this paper hopefully supplies for. The study has a social constructionist and post-structuralistic approach where both discursive psychology and discourse theory are used in the analysis of the data. The empirical material consists of group conversations with teachers in the music and culture school. The results are presented as two discourses. In The Teacher Tradition the teachers are passing on a tradition to the pupils. Here is a tendency to describe music as high and low. In The Pupil Preference the music taste of the pupils is regarded as essential and the task of teachers is to support their pupils. Here a relativistic approach to music is found where the pupils music taste determine the content of the teaching.The discourse psychological approach used in this study contribute to a relativistic and praxical understanding of teachers strategies, knowledge and identity constructions.
ER  - 

TY  - CONF
T1  - Pre-service teachers' beliefs about summative assessment practices
T2  - LTRC 2021 Program Book
A1  - Hildén, Raili
A1  - Yildirim, Ali
A1  - Dragemark Oscarson, Anne
A1  - Fröjdendahl, Birgitta
PY  - 2021
SP  - 71
EP  - 71
LA  - eng
PB  - : International Language Testing Association (ILTA)
KW  - summative assessment
KW  - education in languages and language development
KW  - utbildningsvetenskap med inriktning mot språk och språkutveckling
AB  - The theoretical framework of teacher assessment literacy (TAL) draws on several recent models (DeLuca et al., 2016; Fulcher, 2012; Hildén & Fröjdendahl, 2018; Xu and Brown, 2016) incorporating knowledge, skills and dispositions as core components of TAL. All these dimensions are be nurtured in teacher education to promote pre-service language teachers´ summative assessment literacy (Borg, 2015; DeLuca & Klinger, 2010; Volante & Fazio, 2007). This study addresses pre-service teachers’ beliefs about the importance of summative assessment practices (RQ1), and the val ue they plan to assign to the different components when grading their future students (RQ2). We also ex amine conceivable differences across backgrounds variables teacher education program, gender and age (RQ3). The data are derived from an online survey (n=51) and semi-structured interviews (n=15) conducted at two universities in Sweden and one in Finland at the end of the students’ subject teacher education program. Regarding intended practices, the tentative results suggest the primacy of informing students about targets and grading criteria, cooperating with other teachers in conducting assessments, and the use of national core curriculum in designing assessment tasks. Less value was given to using on-line tests and ready-made materials published on paper or online. When grading students, the pre-service teachers emphasized written and oral tests more than process-oriented evidence as p ortfolio samples. Some significant differences appeared between the selected background variables. Judging from the findings, fairness and validity issues like transparency, openness curricular alignment of summative assessment are widely acquired by the pre-service teachers investigated.
ER  - 

TY  - JOUR
T1  - Metaforer och analogier inom termodynamik i kemiläroböcker för gymnasiet
T2  - NorDiNa
SN  - 1504-4556
A1  - Hedberg, David
A1  - Haglund, Jesper
A1  - Jeppsson, Fredrik
PY  - 2015
VL  - 1
IS  - 11
SP  - 102
EP  - 117
LA  - swe
KW  - läroboksanalys
KW  - begreppsliga metaforer
KW  - analogier
KW  - kemiundervisning
KW  - fysik med inriktning mot fysikens didaktik
KW  - physics with specialization in physics education
AB  - Science education research has long taken an interest in how we may make full use of analogies and metaphors in science teaching. Further, more recently, the role of implicit, conceptual metaphors in connecting abstract conceptual knowledge to concrete embodied experiences has been recognised. The textbook plays a central role in upper secondary teaching, as it is, together with the teacher, a source of knowledge for the students. We have analysed the use of analogies, and explicit and implicit metaphors in two Swedish upper secondary chemistry textbook, and interviewed two of the authors of the textbooks. Abstract states and processes were found to be construed by means of the Object-Event and Location-Event Structure metaphors. Explicit metaphors and analogies were presented, but the comparisons were not always elaborated sufficiently in order to guide the students’ interpretations and avoid possible misunderstandings.
ER  - 

TY  - CONF
T1  - Exploring teachers' investigation of the object of learning: An analysis of A Learning Study about division
A1  - Kullberg, Angelika
A1  - Mårtensson, Pernilla
A1  - Runesson, Ulla
PY  - 2012
LA  - eng
KW  - science education
KW  - concept of density
KW  - teacher development
KW  - learning study
KW  - variation theory
AB  - This paper investigates how teachers explore the object of learning in a learning study in mathematics. The object of learning depicts the capability that is learned by the learner. For each object of learning there are critical aspects that the learner needs to discern. The aim of the paper is to describe the meanings that the critical aspects have for the teachers at different stages in the learning study process. The study is a part of a lager study in Sweden investigating teachers’ learning from learning studies (LGK-project). In this paper we report on the analysis of seven collaborative meetings, with four teachers and a researcher, from the point of view of how the critical aspects and object of learning are discussed using the framework of variation theory. The object of learning was that students in the 7th grade would understand that in a division, with a denominator between 0 and 1, the quotient becomes larger than the numerator. The study shows that the meaning of the critical aspects, identified by the teachers, changes for the teachers due to the discussion and analysis of the lessons. From at first being defined, they later become refined and more explicit as the teachers get deeper understanding of the object of learning. Furthermore, student learning is enhanced, most likely, by the changes made in the teaching due to the teachers’ deeper understanding of the object of learning.
ER  - 

TY  - CONF
T1  - How to Prepare Co-ordinators and Lecturers for Increasingly International Programs?
T2  - ICED 2014
A1  - Gunnlaugsson, Geir
A1  - Romain, Daan
PY  - 2014
LA  - eng
KW  - international classroom
KW  - international curriculum
KW  - competence training
KW  - teaching and learning in higher education
AB  - Abstract: How to prepare coordinators and lecturers for increasingly international programs? Introduction In order to compete worldwide it is essential that universities offer attractive (international) programs that prepare students for a career after their education in a globalizing world. Higher Education Institutions (HEI's) worldwide increasingly attract international students and lecturers studying and working in their institutions. This increase has a significant influence on the organization, coordination and delivery of teaching. "The challenge, then, becomes addressing the needs of both teachers and international students within the context of higher education becoming ever more pressurized and resource constrained" (Teaching international students, 2005, Carroll, J., Ryan, R.) In order of importance, student satisfaction is driven by personal growth, a lively city atmosphere, the ability to learn a new language, interest in the subject area, innovative teaching methods and good teachers, and the intercultural experience. Negative influencers are in general perceived low teacher competence (specifically low language proficiency) and poorly organized university services (Ellis, H., Aart, van, J., 2013. Key influencers of international student satisfaction in Europe). Lecturers are at the heart of university courses and the direct link between students and content. Students coming from abroad may have different experiences, expectations and motivations towards their own education. For lecturers this implies that they can no longer rely on assumptions about their student population and how to convey their message. There now exists both a challenge and an opportunity to tap into and utilize the cultural capital of students, to be more explicit about expectations and to include students for teaching and learning in a global setting. Seminar content To prepare lecturers for their teaching task many HEI's offer educational support programs for new and experienced staff. As part of the U4 partnership a 3 day workshop is offered (International Perspectives in Teaching & Learning) to coordinators and lecturers of international programs about internationalizing curricula and courses. The workshop has been organized 3 times (May 2012 - Uppsala, February 2013 - Groningen, November 2013 - Gent) and be run once again Gottingen in March 2014. The U4 is a strategic partnership between The University of Groningen/ The Netherlands, Uppsala University/ Sweden, The University of Gottingen/ Germany and Ghent University/ Belgium. The partnership stands for a preferential, but not exclusive cooperation in European and International projects, for the development of joint initiatives in research and education and for the organization and promotion of staff and student exchange. During the seminar a brief overview of the organization, content, evaluation and results of the U4 workshop will be given. In addition an overview will be given of the educational support programs for lecturers from the University of Groningen and the University of Uppsala around internationalization. Seminar goal The goal of the seminar is to exchange best practices, experiences and relevant themes with the participants. The presenters will share the outline of the U4 program and wish to learn from the participants. The exchange of information and experiences will give the facilitators and participants input on how to organize the support for coordinators and lecturers of HEI's on internationalization. Seminar discussion The overview will serve as input for a discussion and exchange of experience around the following questions and topics: - How are lecturers at your HEI prepared/ supported for teaching to international students?- - What kind of support is there for internationalization at the organizational level of your HEI?- Which challenges and opportunities do lecturers face in the international classroom?- What are your examples of best practices with the international classroom?
ER  - 

TY  - CONF
T1  - Evolution i serieformat
A1  - Frejd, Johanna
A1  - Wallner, Lars
PY  - 2023
LA  - swe
KW  - evolution
KW  - science education
KW  - interaktion
KW  - multimodalitet
KW  - serier
AB  - Sedan 2022 ingår evolutionsundervisning och undervisning om biologisk mångfald i naturvetenskapsundervisningen för åk 4–6 (LGR22). Eftersom det är ett nytt innehåll för många lärare finns ett behov av nya undervisningsverktyg. Vi har, tillsammans med en professionell illustratör, tagit fram en serietidning som illustrerar evolutionära mönster och tre nyckelkomponenter för evolutionära processer: variation, ärftlighet och naturligt urval. Tidningen bygger på naturvetenskaplig ämnesdidaktisk forskning (Frejd, 2019), forskning om serier i undervisning (Wallner, 2017) och ämnesforskning om evolution (t.ex. Werdelin et al., 2010). Evolution är ett resultat av enkla men samtidigt komplexa processer som är svåra att förstå för både elever (Legare et al., 2013), universitetsstudenter (se, t.ex., Fiedler et al., 2017; Meir et al., 2007) och vuxna (se, t.ex. Spiegel et al., 2006). Samtidigt visar flera studier (t.ex. Emmons et. al, 2017; Frejd et. al, 2020; Jégou et al., 2022) att det finns goda förutsättningar för att barn ska förstå grunder i evolutionära processer om de får möta ämnet i ålderanpassade aktiviteter. Något som visat sig viktigt är att barn i undervisning får tillgång till material, som till exempel bilder, som de kan använda som multimodala resurser i meningsskapandet och i samtal med varandra och med lärare (Frejd, 2018; 2019; se också Jégou et al., 2022). Serier är ett multimodalt medium som kombinerar flera uttrycksformer (t.ex. text och bild. se, t.ex., Magnusson, 2005; Strömberg, 2003). Forskningsprojektets syfte är att undersöka elevers och lärares interaktion med seriematerialet, vilka evolutionära processer som kommer till uttryck och vilka aspekter av innehållet i serien som verkar främja meningsskapande om evolution, samt lärares och elevers upplevelser av att använda seriematerialet. Vid konferensen kommer vi att presentera forskningsprojektet och preliminära resultat från en innehållsanalys (David & Sutton, 2016) av ca 150 mellanstadieelevers skriftliga beskrivningar av sina upplevelser av att arbeta med materialet, materialet samlas in under vt2023.ReferenserDavid, M. & Sutton, C.D. (2016). Samhällsvetenskaplig metod. Studentlitteratur.Emmons, N., Lees, K., & Kelemen, D. (2017). Young children’s near and far transfer of the basic theory of natural selection: An analogical storybook intervention. Journal of Research in Science Teaching, 55(3), 321–347. http://doi.org/10.1002/tea.21421Fiedler, D., Tröbst, S., & Harms, U. (2017). University students’ conceptual knowledge of randomness and probability in the contexts of evolution and mathematics. CBE—Life Sciences Education, 16(2), 16- 38. https://doi.org/10.1187/cbe.16-07-0230Frejd, J. (2018). “If It Lived Here, It Would Die.” Children’s Use of Materials as Semiotic Resources in Group Discussions About Evolution. Journal of research in childhood education, 32(3), 251-267. https://doi.org/10.1080/02568543.2018.1465497Frejd, J. (2019). Encountering evolution: Children's meaning-making processes in collaborative interactions [doktorsavhandling]. Linköping University Electronic Press.Frejd, J., Stolpe, K., Hultén, M., & Schönborn, K. J. (2022). Making a fictitious animal: 6-7 year-old Swedish children’s meaning making about evolution during a modelling task. Journal of Biological Education, 56(3), 323-339. https://doi.org/10.1080/00219266.2020.1799843Jégou, C., Gobert, J., Delserieys, A., & Ergazaki, M. (2022). A system to identify young children’s reasoning about variations within populations. In J.-M. Boilevin, A. Delserieys & K. Ravanis (eds.). Precursor models for teaching and learning science during early childhood (pp. 193-217). Springer. https://doi.org/10.1007/978-3-031-08158-3_11Legare, C. H., Lane, J. D., & Evans, E. M. (2013). Anthropomorphizing science: How does it affect the development of evolutionary concepts?. Merrill-Palmer Quarterly, 59(2), 168-197. https://doi.org/10.13110/merrpalmquar1982.59.2.0168Magnusson, H. (2005). Berättande bilder: Svenska tecknade serier för barn. Makadam förlag.Meir, E., Perry, J., Herron, J. C., & Kingsolver, J. (2007). College students' misconceptions about evolutionary trees. The American Biology Teacher, 69(7). https://doi.org/10.1662/0002-7685(2007)69[71:CSMAET]2.0.CO;2Spiegel, A., Evans, M., Gram, W., & Diamond, J. (2006). Museum visitors' understanding of evolution. Museums & Social Issues, 1(1), 69-86. https://doi.org/10.1179/msi.2006.1.1.69Strömberg, F. (2003). Vad är tecknade serier?: en begreppsanalys. Seriefrämjandet.Wallner, L. (2017). Framing Education: Doing Comics Literacy in the Classroom [doktorsavhandling]. Institutionen för Samhälls- och Välfärdsstudier. Linköpings universitet.Werdelin, L., Yamaguchi, N., Johnson, W. E., & O’Brien, S. J. (2010). Phylogeny and evolution of cats (Felidae). Biology and conservation of wild felids, 59-82.
ER  - 

TY  - CONF
T1  - Phasing the invisible
A1  - Samuelsson, Robin
A1  - Elmgren, Maja
A1  - Haglund, Jesper
PY  - 2018
LA  - eng
KW  - physics with specialization in physics education
KW  - fysik med inriktning mot fysikens didaktik
AB  - Students have difficulties understanding phase transition (Coştu, Ayas, & Niaz, 2012; Gopal, Kleinsmidt, Case, & Musonge, 2004). In the Swedish curriculum (Skolverket, 2011), phase transition is first introduced in physics during year 1-3 in primary school. The concept of, and transfer of energy is introduced in year 4-6. However, IR cameras can make the non-perceivable perceivable and thus afford the students an arena for mutual orientation and shared attention.The purpose of this study is to explore the affordances of IR cameras for teacher students that, in their profession, introduces the concepts of energy, phases, phase transition and energy transfer for their own students. We propose a teaching sequence in which the group will get to study four different phenomena involving phase transition and energy transfer. The proposed phenomena are: condensation of water on skin in a sauna, evaporation of water from the skin after a shower, condensation of water on a paper and salt on ice.Each stage of the sequence involves a prediction, an observation and an explanation part (White & Gunstone, 1992). The prediction will be done without access to IR cameras and the observation and explanation will be carried out with the cameras. When later phenomena are introduced, the new predictions are based on the experience and understanding from the earlier stages.From a previous study (Samuelsson, Haglund & Elmgren, 2016), we know that the last phenomenon is difficult to understand, but by starting out in a phenomenon familiar to the students and iteratively working through the three parts in predict-observe-explain, the students may succeed in giving a satisfactory explanation at the end of the sequence.The teaching sequence will be implemented in two physics classes for pre-service year 4-6 teachers during the autumn, and the interactions will be video recorded for analysis within the project.
ER  - 

TY  - JOUR
T1  - Explaining Variation in Usage of Instructional Materials in Teaching Practice: Collegial Focus and Teachers’ Decision Making Power
T2  - IARTEM e-Journal
SN  - 1837-2104
A1  - Reichenberg, Olof
PY  - 2015
VL  - 2
IS  - 7
SP  - 22
EP  - 47
LA  - eng
KW  - teacher  behaviour
KW  - instructional  materials
KW  - colle giality
KW  - educational  practices
KW  - sociology of education
KW  - classroom resear ch
AB  - The aim of this study is to describe and explain va riation in use of instructional  materials such as laptops, textbooks, paper-based m aterials, and whiteboards in  teaching in compulsory education. The data consists  of video recordings of 74  lessons  in  Swedish  schools.  The  results  from  quanti tative  analyses  confirm  previous  research  by  demonstrating  that  the  teacher s  in  the  study  distributed  more  time  to  paper-based  materials  than  other  instr uctional  materials.  These  results are interpreted using field notes and video  images. The regression model  confirms that subject area and class size influence  teachers’ and students’ use  of instructional materials.
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TY  - JOUR
T1  - Evaluating an Intervention to Improve Secondary Pre-Service Teachers’ Conceptions of Feedback in Technological Systems
T2  - Techne series
SN  - 1238-9501
A1  - Hallström, Jonas
PY  - 2021
VL  - 2
IS  - 28
SP  - 204
EP  - 212
LA  - eng
PB  - Oslo : NordFo
KW  - student conception
KW  - micro understanding
KW  - macro understanding
KW  - feedback mechanism
KW  - technological system
KW  - technology teacher education
AB  - Feedback mechanisms make control of systems automatic and are thus inherent features of many technologies that surround us in our daily lives. Feedback is thus considered important to learn in technology education, although it is regarded as difficult and often not introduced to students until upper secondary level. Given the central role of feedback in technology and engineering it is surprising that there is virtually no research on how students of any age conceive of and/or learn about feedback in the technology and engineering education literature. The aim of this paper is to report on and evaluate an intervention to improve Swedish secondary pre-service technology student teachers’ conceptions of feedback in technological systems. Five student teachers took part in the intervention, taking a pre-test prior to, and a post-test after, this intervention. Although this is a small sample, the findings indicate that the student group as a whole performed better in the post-test than in the pre-test. The findings also suggest that some teachers understood the systemic, macro aspects of feedback mechanisms better after the intervention. On the other hand, no student reached an expanded understanding, and most conceptions were rather vague. Furthermore, there was a general lack of atomistic conceptions, relating to a micro understanding, for example, sensors and how they work in a control system. This study thus confirms previous research about the lack of essential device knowledge among student teachers. Some implications for the continuation of the study are suggested based on these findings.
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TY  - CONF
T1  - Novice mathematics students at the university: Experiences, orientations and expectations
T2  - Evaluation and comparison of mathematical achievement: Dimensions and perspectives
A1  - Thunberg, Hans
A1  - Stadler, Erika
A1  - Bengmark, Samuel
A1  - Winberg, Mikael
PY  - 2012
LA  - eng
PB  - Linköping : Svensk förening för MatematikDidaktisk Forskning - SMDF
KW  - teknikvetenskapens lärande och kommunikation
KW  - education and communication in the technological sciences
KW  - subject didactics
KW  - matematikdidaktik
KW  - novice university students quantitative mathematics transition
AB  - In this paper, we report an on-going study of novice university students in mathematics and the secondary-tertiary transition. A total of 146 novice mathematics students from three Swedish universities were given a questionnaire in the beginning of their first semester. The aim was to characterize them as learners of mathematics. The results were summarized with descriptive statistics, and Principal Component Analysis (PCA) was used to look for correlations. The results show that the teacher and the textbook play a crucial role in their learning of mathematics. Furthermore, the students can be characterized as either individual or interactive learners, which relates to students’ grades.
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TY  - CONF
T1  - Difficulties and opportunities when teaching about technological systems in K-12
T2  - 122nd ASEE Annual Conference and Exposition
A1  - Gumaelius, Lena
A1  - Norström, Per
PY  - 2015
LA  - eng
PB  - : American Society for Engineering Education
KW  - teknikvetenskapens lärande och kommunikation
KW  - education and communication in the technological sciences
AB  - Socio-technical systems are studied in compulsory school (pupils aged 7–16) in Sweden. The purpose is to increase pupils’ understanding of how technology and society affect one another by highlighting the interaction between technological artefacts, humans, institutions, and society at large. Many teachers find this subject difficult to teach, and therefore avoid it. To rectify this, a course module about socio-technical systems for teachers was instigated at KTH Royal Institute of Technology in Stockholm. This study was conducted during that course, and shows that teachers are affected by their educational backgrounds in their understanding of the systems; those who are trained in social sciences prioritize different aspects of the systems in their teaching than do those who have started out in the natural sciences. It also shows that the formulation of learning objectives in this area is very difficult for most teachers and few students include goals that relate to more general knowledge in areas such as genderrelated issues, historical aspects or environmental issues. Few of the students showed the ability to create a varied learning environment; searching information on the Internet and writing reports dominate the students’ suggestions. Understanding of socio-technical systems has the potential to bridge the gap between engineering and various aspects of society in education. It is therefore an essential part of technological literacy, and teacher training in the area should be improved.
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TY  - CONF
T1  - Representations as mediational means in students meaning-making about the human body
T2  - Research, Practice and Collaboration in Science Education (Proceedings of ESERA 2017)
A1  - Olander, Clas
A1  - Ingerman, Åke
A1  - Tytler, Russell
A1  - Wickman, Per-Olof
PY  - 2017
LA  - eng
KW  - representations
KW  - reasoning
KW  - the role of language in science education
AB  - The aim of this proposal is to investigate students’ meaning-making processes of multiple representations during a teaching sequence about the human body in lower secondary school. Two main influences are brought together to accomplish the analysis, on the one hand, theories on signs and representations as scaffoldings for learning and, on the other hand, pragmatist theories on how continuity between the purposes of different inquiry activities can be sustained. Data consist of 10 videotaped and transcribed lessons with 14-year-old students (N=26) in Sweden. The analysis focussed instances where meaning of representations were negotiated. Findings indicate that continuity was established as a progression in use of language, towards a more scientific register but in a mode continuum between every day and scientific registers. In this process, the use of interlanguage expression enables the students and the teacher to keep on the conversation and explain more urgent issues to support of the end-in-view of the immediate action. Furthermore, understanding of the human body is dependent on explanations on multiple organisation levels and students learning progressions was afforded by representations that specifically pointed towards shift in organisation levels.
ER  - 

TY  - JOUR
T1  - Improve students' self-esteem through Re-learning in Reading and Writing
T2  - The European Journal of Social & Behavioural Science
SN  - 2301-2218
A1  - Swärd, Ann-Katrin
PY  - 2012
VL  - 2
IS  - 2
SP  - 317
EP  - 338
LA  - eng
KW  - grounded theory
KW  - literacy
KW  - special education
KW  - reading instruction
KW  - self-esteem
KW  - self-confidence
KW  - self- efficacy
AB  - When students’ fail in their reading and writing development it also affects their self-esteem and self-confidence. Too many students in Sweden fail in literacy development and therefore don’t reach the goal stated in the curriculum. Their future education will not be what students had wished, instead they are more or less forced to enter an individual program at high school or quit after nine year in compulsory school. Many of these students have low self-esteem and self-confidence and their self-efficacy are also low when entering high school. The aim of this part of a longitudinal Grounded Theory-study was to conceptualize and generate a theory about what four teachers and their students in high school actually do when working with reading and writing using a specific method. The results based on qualitative research interviews, observations, questionnaires, video recording, and analysis in the tradition of grounded theory, show how teacher and students strive to increase and ensure every student in their reading and writing skills through what is labelled didactic arranging. Teachers’ systematic work with reading and writing, their self-efficacy and beliefs in every student’s possibilities helps students to increase their self-esteem and self-confidence.
ER  - 

TY  - CONF
T1  - The Use of Space Data by Undergraduate Students to Predict and Analyse Auroral Displays in the Arctic
T2  - Proceedings of the International Astronautical Congress, IAC, 2021
A1  - Norberg, Carol
PY  - 2021
LA  - eng
PB  - : International Astronautical Federation, IAF
KW  - (arctic
KW  - aurora
KW  - magnetometer
KW  - space weather
KW  - undergraduate)
AB  - Umeå University in Sweden offers a distance course in Arctic Science to Swedish and international undergraduates. Each year 70-80 students participate in the course which includes a field trip to Kiruna, a small town in the Arctic. A central activity in the course is an auroral observation exercise. Students use real-time data on the solar wind that is gathered by satellites at the L1 Lagrangian point to determine the status of the space weather close to the Earth. After a visit to the Swedish Institute of Space Physics to learn about the data gathered at the institute, they also use local ground-based observations of Earth's magnetic field and weather reports in order to plan outdoor observations. Students are able to access the necessary data from their mobile phones. Participants become deeply engaged in monitoring the space weather conditions to ascertain the chance of seeing an auroral display and acquire an understanding of the range of space-based data that is freely available to society at large. The students compare their own visual observations and photographs with data sets from space and the ground to acquire a deeper understanding of the interaction between the solar wind and the Earth's magnetosphere. The aurora exercise is carried out by small groups of students working together and written up in a report to promote teamwork and develop skills in academic writing. The aurora exercise has been run by Umeå University for over a decade and continues to evolve. At least partially cloud-free skies are needed in order to see the aurora from the ground. To maximise the chance of success an evening excursion to a location that is known to be often cloud free was introduced. Use of the aurora exercise has been extended to courses for PhD students and a teacher development course in space physics. Although the tantalising experience of standing outside surrounded by snow and looking up at an active colourful auroral display is confined to the planet’s auroral zones, by using all-sky camera data available on-line this activity can be adapted to a classroom at any location in the world. The online version has been tested out in 2021 since the course has been taken entirely online by some students due to the pandemic.
ER  - 

TY  - CONF
T1  - Enquiries in history: Experiences from a professional development seminar series
T2  - Professional development 2 (papers)
A1  - Johansson, Maria
A1  - Holmberg, Ulrik
A1  - Johansson, Patrik
PY  - 2021
LA  - eng
KW  - historical enquiry
KW  - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik
KW  - teaching and learning with specialisation in the social sciences education
KW  - samhällskunskap
AB  - The aim of the research project (financed by Swedish Institute for Educational Research) is to develop the enquiry method as an educational approach for teachers to develop students’ critical abilities. Enquiry is a student-active method with the potential to enhance students’ learning under the guidance and instruction from proficient teachers. Therefore, it requires high demands on teachers' academic and subject didactical knowledge. The project is a researcher-teacher collaborative study where around thirty teachers from three school subjects (history, religious education and social studies) have designed and tested enquiries. During the three-year project (2020-2023) three research questions will be addressed: 1) how the method works as a knowledge-generating approach for students in a Swedish school context, 2) what characterizes teachers’ competence to construct and teach enquiries, and 3) how this competence can be advanced within the framework of a professional learning community.We present the theoretical context for a professional development seminar series called Doing Enquiry, and empirical samples and experiences from its implementation including enquiries designed and performed by the history teachers. Starting from the IDM-framework (Swan, Lee, & Grant, 2018), this seminar series focuses on the collaborative construction of enquiries. A hypothesis for the seminar series was that it would be crucial to provide an opportunity to take the role of the teacher as well as being positioned as a pupil in the construction phase of an enquiry. So far, preliminary results will reflect on the second and third question. The results indicate that some elements in history teachers’ competences, that professional development can enhance, are particularly important, e.g., a systematic approach to the planning, implementation and teaching of an enquiry; using a shared subject didactic knowledge within a professional community; and, deep academic knowledge. 
ER  - 

TY  - CONF
T1  - From implementers to agents of change: research literacy and language teacher identity
T2  - From implementers to agents of change
A1  - Nolan, Shaun
A1  - Wärnsby, Anna
PY  - 2025
LA  - eng
AB  - Research literacy - the skills to engage with, apply, and produce educational research - is increasingly recognized as a key component of language teacher development. This perspective challenges the traditional view of language teachers as passive curriculum implementers, instead positioning them as informed, active, and critically engaged professionals. These teachers are not only acquiring the knowledge and skills necessary for effective teaching but are also shaping their practice and, in doing so, constructing their own Language Teacher Identity (LTI). Among the many factors that influence LTI, research literacy stands out for its potentially powerful role in fostering teachers’ sense of agency. When teachers are equipped to critically engage with research, they are better positioned to reflect on their practice, make informed decisions, and grow as professionals. Embedding research literacy into teacher education thus enhances pedagogical effectiveness, supports reflective practice and empowers teachers as agents of change.Recognizing this, international bodies such as the OECD and education ministries across the Nordic-Baltic region advocate for integrating research literacy not merely as a skillset, but as a foundational element of teacher identity and professional growth. This paper presents findings from the NordPlus project “Teacher Research Literacy: Comparative Trajectories in the NordicBaltic Region” (TREL). The TREL project brings together universities and schools across Norway, Sweden, Finland, Latvia, Estonia, and Lithuania to strengthen teacher education through pedagogical initiatives that foster research literacy. Drawing on data from collaborative workshops, classroom observations, and policy analysis, we explore how research engagement can be meaningfully embedded in teacher identity formation across diverse cultural and institutional contexts. We also discuss the development of a handbook of best practices, designed to support a unified Nordic strategy for research-based teacher education. Ultimately, these findings contribute to ongoing discussions on LTI, professionalization, and the transformative role of research in cultivating empowered, reflective language teachers.
ER  - 

TY  - CONF
T1  - Fostering teachers’ transformative agency through structured professional  development
T2  - Book of abstracts: Conference on ISCAR Nordic-Baltic region
A1  - Hirsh, Åsa
PY  - 2025
SP  - 85
EP  - 86
LA  - eng
KW  - transformative agency
KW  - professional development
KW  - teacher learning
KW  - double stimulation
KW  - research-practice collaboration
AB  - This study explores how teachers, through structured professional development processes, enhance their capacity to adapt instruction to students’ diverse needs. Using Transformative Agency by Double  Stimulation (TADS) as an analytical lens (Sannino, 2022), the study examines how teachers engage in  agentive action through structured tools and collaborative inquiry. The study is based on a three-year professional development initiative involving 170 teachers from  preschool to adult education across Sweden. Teachers used case-methodology as a structured approach, integrating systematic documentation and collegial workshops, to identify students’ learning needs and adapt instruction accordingly. The findings highlight how teachers, when encountering tensions between professional judgement and external demands, appropriated case methodology as the primary second stimulus to navigate dilemmas and take transformative action. By engaging with double stimulation as an explanatory mechanism for agency formation (Sannino,  2022), the study contributes to research on professional development by illustrating how agency emerges collectively through iterative processes of sense-making and decision-making. The findings also provide insights into the role of structured CPD approaches in fostering teachers’ transformative agency. The study aligns with the conference theme by addressing how structured interventions can mediate agency and professional growth in educational settings.
ER  - 

TY  - CHAP
T1  - Högerpopulism – mellan populism och högerextremism?
T2  - Migrationens och etnicitetens epok
A1  - Berggren, Erik
A1  - Neergaard, Anders
PY  - 2013
SP  - 199
EP  - 229
LA  - swe
PB  - Stockholm : Liber
KW  - emigration and immigration
KW  - ethnicity
KW  - migration
AB  - Migrationens och etnicitetens epok introducerar en rad begrepp som kan användas för att fördjupa förståelsen av en mängd fenomen och företeelser i samtiden, som på olika sätt kan länkas till frågor om migration och etnicitet. De begrepp som boken introducerar är etnicitet, migration, diaspora, medborgarskap, intersektionalitet, rasism, högerpopulism, social exkludering och informalisering.Bokens ämnesmässiga spännvidd gör den till viktig läsning för studenter och forskare inom en rad ämnen och utbildningar - såsom sociologi, statsvetenskap, socionom- och lärarutbildning.
ER  - 

TY  - CHAP
T1  - Facilitating a culture of relational trust in school-based action research: recognising the role of middle leaders
T2  - Partnership and Recognition in Action Research
A1  - Edwards-Groves, Christine
A1  - Grootenboer, Peter
A1  - Rönnerman, Karin
PY  - 2018
LA  - eng
PB  - Abingdon, Oxon : Routledge
KW  - communicative spaces
KW  - facilitation
KW  - middle leading
KW  - partnerships
KW  - practice architectures
KW  - recognition
KW  - relational trust
KW  - site-based education development
AB  - Practices such as formal focused professional dialogue groups, coaching conversations, mentoring conversations and professional learning staff meetings have been taken up in schools and pre-schools as part of long-term action research and development activities to improve the learning and teaching practices. The development of relational trust has long been described in the literature as pivotal for the ongoing ‘success’ of such research and development in sites. In this article, we attempt to re-characterise relational trust as it is accounted for by participants in action research. We present data from a cross-nation study of middle leaders from Australian primary schools and Swedish pre-schools. Middle leaders are those teachers who‘lead across’; they have both an acknowledged position of leadership or responsibility for the practice development of colleagues and a significant teaching role. The larger study examined the practices of middle leaders; and in this article we draw on interview data from one of the case-study sites that illustrate how colleagues in schools recognise the role middle leaders have for facilitating action research and teaching development. This article specifically presents excerpts from semi-structured interviews with 25 teachers, three principals, three executive teachers and three district consultants. Interviewees described how nourishing a culture of relational trust and mutual respect are critical features in the change endeavour. For them, the practices of the middle leader who facilitated the action research were instrumental in developing trust for teacher development. Analysis of participant accounts revealed five dimensions of trust: interpersonal trust, interactional trust, intersubjective trust, intellectual trust, and pragmatic trust.
ER  - 

TY  - CONF
T1  - Didaktiska modeller för undervisning i hushållsskolor och näringsekonomiska linjer inom yrkesutbildningen – historiska rötter och nutida användning
A1  - Salomaa, Kirsi
A1  - Lindberg, Viveca
PY  - 2015
LA  - swe
KW  - yrkesdidaktik
KW  - traditioner
KW  - didaktisk modell
AB  - Yrkesdidaktik är ett forskningsfält som är rätt outforskat, än mindre finns gjort i relation till yrkesämnenas didaktik. Medan grundskolans och det teoretiska/ högskoleförberedande gymnasiets lärare under flera decennier utbildats i ämnesdidaktik har yrkeslärarna, oavsett yrkesinriktning, i huvudsak erbjudits en gemensam yrkeslärarutbildning. Detta innebär dock inte nödvändigtvis att det saknas yrkesdidaktisk eller yrkesämnesdidaktisk praxis. Vårt bidrag syftar till att beskriva den didaktiska modell som låg till grund för den finlandssvenska hushållslärarutbildningen vid Högvalla Seminarium under 1970-talet fram till 1982 då den förnyades. Ytterligare ett syfte är att presentera några preliminära resultat från en enkät baserad på övervägande öppna frågor, där vi kartlägger modellens betydelse för de studerande som påbörjade sin utbildning under perioden 1975-1981 i relation till den undervisning de bedrivit efter utbildningen. Slutligen har vi spårat de historiska rötterna till modellen via historiska och nutida beskrivningar av hushållslärarutbildning såväl nationellt som internationellt.
ER  - 

TY  - CHAP
T1  - Béatrice: Dance video games as a resource for teaching dance
T2  - Digital Technologies and Learning in Physical Education
A1  - Quennerstedt, Mikael
A1  - Gibbs, Beatrice
A1  - Almqvist, Jonas
A1  - Nilsson, Johnny
A1  - Winther, Helle
PY  - 2016
LA  - eng
PB  - London : Routledge
KW  - sports science
AB  - Video games are sometimes used in school physical education in order to fulfil the goals for dance in the Swedish national curriculum. This can be interesting as a way for teachers to teach dance, particularly if the teacher is busy just showing the dance and thus missing the actual teaching. In the chapter, researchers specialising in dance pedagogy, physical education, movement analysis and the use of artefacts in education together discuss this pedagogical case.
ER  - 

TY  - CONF
T1  - Students’ participation in mathematics in inclusive settings
T2  - <em>Proceedings </em><em>of the Thirteenth Congress of the European Society for Research in Mathematics Education </em><em>(CERME13)</em>
A1  - Gardesten, Malin
PY  - 2023
LA  - eng
PB  - : Alfréd Rényi Institute of Mathematics and ERME
AB  - The latest international comparative studies have shown that Swedish students’ achievements have increased slightly. However, at the same time, the equity in Swedish mathematics education has decreased, as in the difference between low- and high-achieving students’ attainment (Swedish National Agency for Education, 2019). Since differently achieving students are taught in the same classroom in Sweden, the teacher becomes an important factor in including students in need of special education in mathematics to improve their achievement. Well-known research in mathematics education emphasizes the importance of teachers’ specialized content knowledge when teaching mathematics (e.g. Ball et al., 2008; Rowland, 2013). In addition, results from studies in inclusive education show the importance of pedagogical relational teachership (Ljungblad, 2022), particularly for students in need of special education. By combining these two traditions, something which has rarely been done, new insights into inclusive mathematics education can emerge. In this study, the mathematical classroom is viewed as a social practice aiming to gain more knowledge about inclusive mathematics education. Inclusion can be spatial, social and didactical (Asp-Onsjö, 2006). This study adopts an understanding of students’ mathematical learning in social settings related to didactic alinclusion, as this dimension allows for mathematics teaching that could facilitate learning mathematics together with peers. The research question is: Does the enacted mathematical and relational knowing of teachers enable students to become didactically included in mathematics, and if so, how?
ER  - 

TY  - CONF
T1  - Translanguaging in pre-service teachers’ work-study experiences: Practices and perspectives
A1  - Paulsrud, BethAnne
A1  - Toth, Jeanette
PY  - 2023
LA  - eng
AB  - Although Sweden has historically been a multilingual society, Swedish education and teacher education have generally reflected a monolingual mindset. Furthermore, Swedish as the main instructional language in primary, secondary, and tertiary education dominates classrooms, despite pupils and teachers often having knowledge of other languages. With a monolingual orientation to education, multilingual pupils are often learning English through their second language (Swedish) and may not be allowed access to all of their linguistic resources in their schooling. Thus, there is a need to increase awareness and knowledge among pre-service teachers about how to work with multilingual pupils. One way to address this is to incorporate translanguaging as a pedagogy in the English language classroom.While translanguaging research has shown many potential benefits, little is known about how translanguaging as addressed in teacher education is enacted in the classroom. The case study presented in this session therefore explores how translanguaging theory and pedagogy informs teaching, addressing the following questions:· What translanguaging practices do pre-service English teachers report implementing in the Swedish Years 4-6 classroom? · What discourses are visible in pre-service English teachers’ perspectives on translanguaging in the Swedish Years 4-6 classroom?  Data were collected from an online survey and semi-structured interviews with participants recruited from among two cohorts of pre-service teachers enrolled in a Swedish university’s work-study program that trains teachers for Years 4-6 teacher qualification. The cohorts in question have completed an English course in which translanguaging has been addressed in readings, seminar discussions, and tasks.In this roundtable session, we aim to facilitate a critical discussion of how translanguaging is understood and implemented in teacher education for English as a Foreign Language (EFL) teachers. The presentation will conclude with a number of questions for further reflection, which will also serve as the basis for the discussion to follow. 
ER  - 

TY  - CONF
T1  - ”One used to think that it was more difficult for children with several languages, but it is actually the opposite”: A study of teachers’ attitudes, beliefs and knowledge on multilingualism.
T2  - 2nd International Conference on Bilingualism, Valetta, Malta, 25-27 March 2019
A1  - Paulsrud, BethAnne
A1  - Juvonen, Päivi
A1  - Schalley, Andrea C.
PY  - 2019
LA  - eng
KW  - lingvistik
KW  - linguistics
KW  - utbildning och lärande
AB  - Pre-primary and primary educational settings are changing because of increased migration and mobility, with many classrooms characterized by considerable linguistic diversity. This heterogeneity poses challenges in particular to inclusive education: that is, the aim of offering quality education for all while also respecting diversity as well as different needs, abilities, characteristics and learning expectations. Pre-primary and primary teachers’ attitudes, beliefs and knowledge (ABK) of multilingualism are critical factors to achieving inclusive education. Teacher cognition addresses the interplay between teachers’ ABK and the pedagogical and language developing practices in schools and classrooms. Four major factors have previously been identified to interactively shape and be shaped by teacher cognition: teachers’ own schooling experience, teacher education, contextual factors such as the organization of education, and classroom practices. With these factors in mind, our study addresses multilingualism, teacher cognition and inclusive education in Sweden, offering an empirical investigation of pre-primary and primary teachers’ attitudes, beliefs and knowledge of multilingualism. We employ a mixed-methods approach (semi-structured interviews and large-scale online survey), studying which factors correlate with these.In this presentation, we offer an overview of our larger ongoing project, before moving to preliminary results from the first interviews with pre-primary and primary teachers from varied school demographics. Our focus is on their experiences with multilingualism in the classroom as well as their insights from their own backgrounds and teacher training. Our results are expected to generate new understandings of teachers’ perceptions of classroom diversity and of children who speak languages in addition to Swedish, as well as how these perceptions are shaped and how they influence classroom practices. Thus, our study will contribute to the theoretical perspectives of teacher cognition and inclusive education, as well as offer insights to researchers and educators beyond the Swedish context.
ER  - 

TY  - JOUR
T1  - Morfologi för lärarstudenter
T2  - LexicoNordica
SN  - 0805-2735
A1  - von Martens, Monica
A1  - Blensenius, Kristian
PY  - 2016
IS  - 23
SP  - 105
EP  - 118
LA  - swe
KW  - ordled
KW  - undervisning
KW  - e-learning
KW  - pedagogiska verktyg
KW  - lexikografi
AB  - The website Morfologilekstugan (‘Morphology playground’) aims at providing a Swedish language morphology tool, primarily for students attending secondary-school teacher education programmes. The students can use the site for analyzing word forms of their choice and for testing their knowledge of word forms and terminology. Data and system functionality is based on previous work at the Department of Swedish, University of Gothenburg. The aim of this paper is to describe the process of creating the website.
ER  - 

TY  - JOUR
T1  - Vad är en lärare i svenska? En jämförelse mellan lärarutbildningar i svenska och svenska som andraspråk
T2  - Educare
SN  - 1653-1868
A1  - Magnusson, Ulrika
A1  - Lubińska, Dorota
PY  - 2025
LA  - swe
AB  - The aim of this study is to explore the makeup of teacher education programs for the language and literature school subjects Swedish (SWE) and Swedish as a Second Language (SSL) in upper secondary teacher education. We accomplish this through content analysis of syllabi from five universities. The results show a reduced amount of literary content and limited aims for the reading of fiction in SSL as compared to SWE. Other differences are that SSL has a stronger focus on Content and Language Integrated Teaching, migration, language ideology, attitudes and circumstances related to the pupil. Further, in SWE there is an almost complete lack of content relating to multilingualism. We discuss whether the SSL teacher education programs create different conceptions of SSL than the SSL courses prevalent in upper secondary school, at the expense of a subject oriented towards literature, and to what extent SSL is constructed as a subject primarily supporting other school subjects. In relation to Gess-Newsome’s (2015) model on teachers’ knowledge base, we also discuss to what extent the teacher education programs prepare for teaching in upper secondary school: for SWE in relation to the pupils students will meet, and for SSL in relation to the content and organization of the upper secondary school subject.
ER  - 

TY  - CONF
T1  - Preservice teachers as promoters for democratic responsibility in classroom and society
T2  - c
A1  - Dimenäs, Jörgen
PY  - 2021
LA  - eng
AB  - Annette Mitiche, University of Gothenburg, Sweden Doctoral studentJörgen Dimenäs, Dalarna University, Sweden Professor Tommy Gustafsson, Chalmers University of Technology, Sweden Senior Lecturer   Preservice teachers as promoters for democratic responsibility in classroom and society For the last decades both teacher education and the school system in Sweden have undergone several major reforms, based on policymakers ideas more than on research about good teaching and learning, designed to support a democratic society. It is also notified that teachers' assignments have shifted from being aimed to make professional decisions on for instance, how to teach diverse, multicultural and multilingual classrooms, to instead perform different external assignments.  In this paper we argue for creating a teacher education program that challenge and support preservice teachers actions and reflections about teaching in relation to democratic outcomes. Creating a common vision and linking university courses and school practice courses in coherence and progression, will give preservice teachers opportunities to achieve valuable goals and create equity for a democratic society. We present a model for teacher education that focuses on the key concepts of equity, literacy, interculturality, sustainability and democratic responsibility.  Research shows that becoming a teacher is not to follow a specific pathway, instead it is reflections on values, content and teaching and learning actions. Our conclusion is that there are clear research-based arguments for the development of teacher education programs with a focus to challenge and support teachers to be a part of developing a democratic society. The model aim to stimulate and support preserve teachers to reflect and relate the models key concepts to their own teaching. This model also supports a coherence between acquired knowledge in university courses and school practice courses.  annette.mitiche@gu.sejdm@du.setommy.gustafsson@chalmers.se
ER  - 

TY  - JOUR
T1  - Likvärdighet och kvalitet: En studie om förskollärarstudenters verksamhetsförlagda utbildning
T2  - Educare - vetenskapliga skrifter
SN  - 1653-1868
A1  - Williams, Pia
A1  - Sheridan, Sonja
A1  - Mellgren, Elisabeth
PY  - 2021
VL  - 2
IS  - 2021
SP  - 113
EP  - 145
LA  - swe
KW  - förskola
KW  - förskollärarutbildning
KW  - kvalitet
KW  - professionsutveckling
KW  - vfu
AB  - Swedish preschool teacher profession has changed. In the preschool teacher education, students must develop professional identities and know how to independently take responsibility for pedagogical activities, teaching and providing for children’s right to care, play, development and learning. The aim of this study is twofold: to investigate how students articulate their conditions for learning and professional development in their teaching practice, and to study how their education may be affected by being carried out in preschools of varying quality. The study is based on quality evaluations with the Early Childhood Environment Rating Scale (ECERS) at 153 Swedish preschools. The quality evaluations were related to a survey that 125 students answered in a preschool teacher education focusing on equivalence, the relationship between theory and practice and the quality in their teaching practice. The research questions we posed were: What characterizes the quality of preschools? Which aspects contribute to equality in teaching practice? How do the students describe the quality of the preschool? Bronfenbrenner’s ecological system theory frames the study. The analysis was informed by an interaction between empirical data and theory and thus was an abductive analytical process. The results show that the quality of preschools varies, creating unequal conditions for student learning. The students report inconsistent conditions for their learning in preschool.  The political investment has enhanced the collaboration between preschool teacher education and preschool and visualized critical aspects, forming a point of intersection for the preschool teacher profession's quality.
ER  - 

TY  - JOUR
T1  - Lärarutbildningen och miljonprogrammets skola
T2  - Educare
SN  - 1653-1868
A1  - Månsson, Niclas
A1  - Osman, Ali
PY  - 2015
VL  - 1
SP  - 139
EP  - 157
LA  - swe
PB  - : Lärarutbildningen, Malmö högskola
AB  - In this article we examine two different but interconnected problems, which weaken the struggle for and the idea of equal education in the Swedish comprehensive educational system. One of the problems is the increasing segrega-tion of the Swedish comprehensive school. This segregation is characterized socio, cultural and economic difference. In these areas the concentration of children with diverse ethnicity and low income background are high, while in other areas the opposite is true. In this article we focus on the former schools. These schools are characterized as low achieving schools, and schools that are in crisis. The second issue that is intimately connected to the low achieving school that we examine is the disposition and to some extent the composition of the teaching force. We argue that there is a disconnection between the two aspects, and ground the problem in teacher training. We argue that the current teacher education is not constructed to prepare teachers to meet the challeng-es in multiethnic schools located in socio-economic deprived areas. The article ends with a critical discussion of “low performing school” and the role of teacher education in preparing teachers for schools in segregated areas. 
ER  - 

TY  - CONF
T1  - Knowledge and Language Development: Students discussing how Physical geography and geomorphology have influence on life conditions and human activities
T2  - Citizenship Education: Europe and the World
A1  - Hartsmar, Nanny
A1  - Nilsson, Jan
PY  - 2006
LA  - eng
PB  - : London Metropolitan University
AB  - Resent research has shown that there are strong connections between knowledge devel-opment and language development and that this should not be separated in teaching. Despite this there is a tradition, hard to kill, in Swedish Primary schools to teach lan-guage separated from content. Furthermore, language development has been associated with the formal aspects of how to read and write both in educational and political discourse. This has earlier been regarded as a matter for Swedish teachers only.Over the last few years, Swedish teacher education has been criticised for not acknowl-edging what recent research has shown, namely the importance of content-based and functional reading and writing, irrespective of what subject the student has chosen. In recognition of these findings, changes have been carried out in the syllabi for all subjects in teacher education at Malmö University. The basic idea is to make students aware that children develop their language if in school they are given the opportunity to examine their living conditions and the world that they live in.
ER  - 

TY  - CONF
T1  - Challenging PETE. Steering mechanisms and teaching logics preserving old traditions
T2  - ECER (European Conference on Educational Research), Köpenhamn, Danmark, 22-25/8 2017
A1  - Larsson, Lena
A1  - Schenker, Katarina
A1  - Gerdin, Göran
A1  - Linnér, Susanne
PY  - 2017
LA  - eng
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - Contemporary physical education in Sweden is characterized by a strong tradition of sport and ball games which school curriculumreforms in the last few decades seem to have had no significant impact on. Despite new curricula in Sweden, HPE teachers’ practicesremain unchanged. HPE teachers still have problems catering to the needs of all their pupils (Annerstedt & Larsson, 2010; Ekberg, 2016;Redelius et al. 2009). Success in PE in the form of high grades is related to active participation in sport clubs (Jakobsson et al., 2012).One of the government’s instruments for regulating teaching in PE in schools in Sweden is teacher education. The latest reforms ofSwedish teacher education including physical education teacher education (PETE) place higher scientific/academic demands on teachereducation programmes. One of the goals is to develop PETE students’ ability to adopt socially critical approaches and the studentsshould, for instance, be provided opportunities to identify, analyse and question the different beliefs, norms and values that pervade PEand that may act to exclude some pupils (SOU, 2008). However, research indicates that despite these reforms, Swedish PETE does notchallenge students’ conceptions about how the subject should be taught to any great extent (Schenker, 2016). The PETE students’ stillwant to pursue their passion for sport through teaching practices designed to lead to their pupils (even the uninterested ones) developingthe same sport interests (Larsson, 2009). Larsson et al. (2016) found that although socially critical perspectives exists in PETE today,reforming the PETE curriculum per se does not necessarily challenge the doxa of PETE. As a matter of fact, the use of socially criticalperspectives in PETE may (in the name of the doxa) not challenge how power and social superiority or inferiority appear in the subject.Doxa might not be set in stone, but there seems to be a need to thoroughly reconstruct PETE if future PE teachers are going to developsocially critical approaches that truly challenge the prevailing assumptions about what competencies a PE teacher should have. In thispaper the key members from Sweden involved in the EDUHEALTH project will share some of their research findings to date. We willdiscuss mechanisms that may contribute to the difficulty of challenging taken for granted beliefs within Swedish PETE and how and whyteachers’ presumptions and teaching logics, like the one of competitive sport, continue to exclude some children and youth.
ER  - 

TY  - JOUR
T1  - Assessing student theses: differences and similarities between examiners from different academic disciplines
T2  - Practitioner Research in Higher Education
SN  - 1755-1382
A1  - Lundström, Mats
A1  - Åström, Maria
A1  - Stolpe, Karin
A1  - Björklund, Lasse
A1  - Björklund, Lars-Erik
PY  - 2016
VL  - 1
IS  - 10
SP  - 217
EP  - 226
LA  - eng
PB  - : University of Cumbria
KW  - assessment criteria
KW  - assessment culture
KW  - judgement
KW  - student theses
KW  - repertory grid technique
AB  - The writing of student theses is an important activity at universities and is expected to demonstrate the students’ academic skills. In the teacher-education programme, examiners from different academic disciplines are involved in supervising and examining student theses. Moreover, different subject disciplines have different traditions concerning what is seen as knowledge and the way research is performed, which could result in different assessment practices and judgements. Earlier studies demonstrate a fragmented picture concerning the importance of the examiners’ academic discipline in judging theses. The purpose of this article is to investigate whether examiners from different academic subject disciplines emphasise similar or different criteria when assessing student theses. A total of 66 examiners from six universities with teacher education programmes in Sweden have answered an online Q-survey where they compared different criteria and rank-ordered them. The results demonstrate minor differences between individuals from different academic disciplines: Only two out of the 45 criteria had significant differences between academic discipline groups. Thus, the results indicate that teacher education is a boundary-crossing, multi-disciplinary field which primarily uses generic criteria.
ER  - 

TY  - JOUR
T1  - Uma avaliacão fenomenográfica dos cursos suecos baseados na web
T2  - Revista FACISA ON-LINE
SN  - 2238-8524
A1  - Pruth, Alex
PY  - 2013
VL  - 1
IS  - 1
SP  - 1
EP  - 13
LA  - por
PB  - Brazil : MT
KW  - fenomenografia cursos baseados na web
KW  - intercultural studies
KW  - interkulturella studier
AB  - O propósito deste texto é discutir a avaliação de um curso superior oferecido por uma universidade sueca. Para tanto, parti de uma análise das avaliações feitas pelos estudantes, no ano de 2011-2012, quanto ao conteúdo, as aulas ministrada e a relação estabelecida entre o professor e os estudantes. O curso analisado foi o de Brasil Contemporâneo, da Universidade de Dalarna. O curso é oferecido na forma EBW e faz parte da graduação em Português.       As conclusões alcançadas e fundamentadas na análise do questionários  apontam para uma necessidade de uma sistematização do conteúdo e de uma melhor exposição do mesmo. Os estudantes, na sua maoria estrangeiros, têm uma percepção sobre a realidade brasileira que ao se contrapor à literatura do curso leva-os a reverem e a redefinirem a imagem que os mesmos tinham sobre o Brasil. Entrentanto, as avaliações apontam para a necessidade de desenvolvimento e formento de trabalhos em grupos que auxiliam na aprendizagem dos estudantes. Esta é um importante desáfio dos cursos baseados na Web, na rede de ensino superior sueca.
ER  - 

TY  - CONF
T1  - Detectable at First Sight?: Failures in Student Teaching Related to the Idea of Admission Tests
T2  - ECER 2013, Creativity and Innovation in Educational Research
A1  - Lindqvist, Per
A1  - Nordänger, Ulla Karin
PY  - 2013
LA  - eng
PB  - : European Educational Research Association
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - This study is part of a larger research project: ”Let the right one out! -Teacher training and the induction period as gatekeepers to the teaching profession” in which the overall aim is to examine the indicators which are used to argue for a student failure, the procedures that frame such a decision and the quantity of student teachers who finally are failed in the Swedish teacher education. In the presentation the practice of failing in student teaching is linked to a current issue in Sweden: The introduction of admission tests before entering the teacher education. Based on empirical examples - nine cases of failures - the following issues are discussed: Do the examples contain possibilities to detect insufficient teacher quality “at first sight”, that is before the student has entered the program? Can knowledge of such possibilities facilitate the selection of future teacher students? If so, how?The Swedish teacher education has, like many others, been criticized for not sufficiently enough “separate the wheat from the chaft”, i.e. to reject students who are not suitable for the profession. In response to this criticism, the Swedish government has proposed that admission tests should be (re-)introduced. These tests shall, in accordance to the Government's proposal, measure “teaching ability - not opinions or behavior”. The question is how "teaching ability" can be distinguished from “opinions and behavior" and what qualities such an admission test can detect? A re-introduction of alternative selection instruments raises both the question of how such an instrument can be constructed and sharpened and the question of what is actually meant by "teacher quality". What qualities can be detected at first sight, and what qualities can/must be improved through training?Admission testing in teacher education goes back several hundred years in Sweden. Up until the 1970s – when the tests were abandoned – the objective was to sort out "mature" and "healthy" teachers with a "pleasant personality" (Sjoberg, 2006). In 1977 the responsibility for assessing the students’ quality, to function as a gatekeeper, was consigned to the teacher education. Both Swedish and international research (Hegender 2010; Raths & Lyman, 2003; Goodwin & Oyler, 2008) show that this gatekeeping function is unclear and complex. These studies found that poor quality is relatively easy to detect but that the assessment often has a formative character and that barriers that are set up tend to be diffuse and local. It shows that the practice of failure is complicated, time-consuming and troublesome ant that the process often assumes the guise of “counseling out” rather than to be characterized of a distinct summative assessment (Goodwin & Oyler, 2008).MethodAll the known cases of failures in student teaching, during one semester at one university, were followed up. We interviewed the supervisors, the visiting teachers from the university and the administrators who handled the cases. Furthermore we gathered all the documentation on the cases concerned. Based on comparisons between indicators in the different cases categories have been formed and relevant themes have been generated. The result does not contain coherent case histories. Information from a specific case are to be found under several themes (multi-case report, see Yin, 2006). The aim is not to portray the different students; it is to try to create a synthesis of lessons learned from the different cases in order to develop knowledge around the questions at issue. The design is flexible and theory-generating (Robson, 2007, Glaser & Strauss, 1967). Processing of the data has been guided by the relationship between the initial questions (What indicates insufficient teacher quality? When is it detected?) and the problems surrounding what an admission test can measure ("ability, opinions or behavior").Expected OutcomesThe cases can be categorized into two groups: Those who won’t be fit to teach and those who might be fit to teach. Crucial for the sorting was experiences of hope for development. Even if the informants do not take the word "hopeless" in their mouths, their expectations on that the students in the first group will be able to develop the necessary qualities and skills are low. On the other hand, those who “might be fit to teach” show a certain degree of talent and the prospect of acquiring the necessary skills/qualities. Although there are gaps in knowledge there "is hope." The main difference between the two groups is the point of time when the deficiencies are detected. In the first group this happens immediately, while for the group that might fit a pedagogical situation is required to spotlight their shortcomings. The second major difference between the groups concerns the indicators of deficiency. The results are discussed in relation to previous studies (Knudsen & Turley, 2000; Duffy Hardicre, 2007; Leshem, 2012, Riner & Jones, 1993; Sudzina & Knowles, 1993) and in relation to the problematic area of admission tests.ReferencesDuffy, K. & Hardicre, J. (2007). Supporting failing students in practice 1: assessment. Nursing Times; 103: 47, 28-29. Glaser, B. & Strauss, A. (1967) The discovery of grounded theory. Mill Valley, CA: Sociology Press Goodwin, A. L. & Oyler, C. (2008). Teacher educators as gatekeepers. Deciding who is ready to teach. I M. Cochran-Smith, S. Feiman-Nemser, & D. J. McIntyre (Red.). Handbook of Research on Teacher Education (ss. 468-489). New York: Routledge. Hegender, H. (2010). The assessment of student teachers’ academic and professional knowledge in school-based teacher education. Scandinavian Journal of Educational Research, Vol 54, No 2. s. 151-171. Knudson, R. & Turley, S. (2000). University Supervisors and At-Risk Student Teachers. Journal of Research and Development in Education, Vol 33, No. 3, pp. 175-186 Leshem, S. (2012). The group interview Experience as a Tool for Admission to Teacher Education. Education Research International. Volume 2012. Article ID 876764, 8 pages Raths, J., & Lyman, F. (2003). Summative evaluation of student teachers: An enduring problem. Journal of Teacher Education, 54(3), 206-216 Riner, P.S. & Jones, W. P. (1993). The reality of failure: Two case studies in student teaching. Teacher Education and Practice. Vol 9, No 1 pp 39-48. Sjöberg, M. (2006). Prövad-granskad-godkänd. Till det goda lärarskapets och lärarutbildningens historia. I Sjöberg (Red) ”Goda lärare” Läraridentiteter och lärararbete i förändring.Skapande Vetande, nr 49. Linköpings universitet. Sudzina, M.R. & Knowles, J. G. (1993). Personal, Professional and Contextual Circumstances of Student Teachers Who “Fail” : Setting a Course for Understanding Failure in Teacher Education. Journal of Teacher Education. Vol 44, No 4 pp 254-262. Yin, R. (2006). Case Study Methods. In J.L. Green m.fl. (Eds.) Handbook of complementary methods in education research. London:Lawrence Erlbaum.
ER  - 

TY  - CONF
T1  - Nordic basic schools as past, present and future sites for diversity and inclusion in diverse knowledge-based societies
A1  - Nilsberth, Marie
A1  - Asplund, Stig-Börje
PY  - 2023
LA  - eng
AB  - In a changing world, Nordic societies face the challenge of maintaining a just and inclusive society while undergoing rapid ideological, economic and social changes. In this development, basic education as well as teacher education play a key role but also faces new challenges related to increasing diversity among students’ backgrounds. On-going digitalisation and hybrid sociality made possible by mobile phones and computers have contributed to increased individualisation and to weakening of the classroom as a shared space where students from different backgrounds meet. These are challenges that education systems at large, including teacher education, has to prepare for in relation to a future we know little about. This presentation is part of a Nordic research project that examines how the ideals and practices of “One school for all” as a core of the Nordic welfare state has developed from the 70’s until today. Through multidisciplinary studies of four different Nordic schools, we explore their changing role for inclusion and exclusion over a time-span of approximately 50 years, attempting to shed light also on future challenges related inclusive and knowledge based education. The research material consists of policy documents and archive material from the selected schools, interviews with former students about their life histories, small projects carried out collaboratively with students, video material, field notes, and interviews from the schools today. Taking the Swedish school as our case, this presentation mainly draws on some initial data from interviews and observation studies with former and present students attending the same school, but 50 years apart. Based on these preliminary findings, we aim to discuss possible contributions from our project and what could be implications for teaching and teacher education. 
ER  - 

TY  - CHAP
T1  - On relevance and norms of science in times of restructuring
T2  - Trimmer, K. (Ed): Political Pressures on Educational and Social Research International perspectives
A1  - Foss Lindblad, Rita
A1  - Lindblad, Sverker
PY  - 2016
SP  - 66
EP  - 76
LA  - eng
PB  - New York : Routledge
KW  - research policy
KW  - academic ethos
KW  - research relevance
AB  - This chapter addresses the nature and consequences of changes in public research policy towards increased competitiveness and strategic funding for educational research in Sweden. Motivated by the basic fact that state interference within the realms of educational research always relates to political interests in its social value, our focus will be on the transition of arrangements and conceptions of such ideas and their implications for critical and autonomous research, long considered to guarantee the production of high-quality research of societal importance. The case we are analysing is Sweden – a Nordic welfare state in the process of rapid restructuring of higher education and research. We consider this a fruitful case with processes and practices that are common to other national and international settings, but with some specif ic characteristics in the ways in which research and higher education policy has operated in the social and intellectual organization of educational research. More precisely we put forwards three characteristics: Firstly, educational research was organized as a specif ic discipline (Pedagogik) as in continental Europe (e.g. the Nordic countries and Germany and Switzerland) and is now transformed into a f ield of educational sciences (pedagogik, psychology, political science, humanities, etc.) competing for recognition and resources. Secondly, educational research was previously to a large extent carried out outside teacher education colleges in specif ic university departments, but is now getting a more prominent position in teacher education, where, thirdly, the previous organization of teacher colleges are being dissolved and instead organized into multi-disciplinary university departments. Thus, by means of these specif ic characteristics the Swedish case has the potential to further clarify the complex and intriguing political nature of research organization more generally.
ER  - 

TY  - CONF
T1  - Positioning Vocational Teachers: Exploring Identities and Interactions in Contemporary VET
T2  - IX Stockholm International Conference &amp; Research, Workshop on VET, May 14-16, 2024
A1  - Klope, Eva
PY  - 2024
SP  - 22
EP  - 22
LA  - eng
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - Historically, vocational training followed a master-apprentice tradition whereapprentices besides from learning vocational tasks were socialised into a vocationalculture and identity. Nowadays, Swedish VET is primarily school-based, and instead of amaster, VET-teachers teach students their future vocation. Interview studies with VETteachershave revealed that they cross boundaries between an identity as a teacher andan identity related to the vocation he or she teaches. However, there is limited researchon how VET-teachers are positioned by their students and how, in turn, they positionthemselves in relation to the students in school-based VET. Such knowledge is essentialfor understanding vocational identity in contemporary VET. This study aims to explorehow vocational teachers' positioning is negotiated in VET, focusing on interactionsbetween students and vocational teachers. Drawing on ethnographic material fromSwedish upper secondary school's hairdressing education, preliminary findings identifyseven subject positions: the VET-teacher as: a friend; a colleague; a teacher; a boss; arole model; a mother; a personal hairdresser.
ER  - 

TY  - JOUR
T1  - The Challenge of Distance: Opportunity Learning in Transnational Collaborative Educational Settings
T2  - International journal of engineering education
SN  - 0949-149X
A1  - Strömdahl, Helge
A1  - Grimheden, Martin
PY  - 2004
VL  - 4
IS  - 20
SP  - 619
EP  - 627
LA  - eng
KW  - colloborative learning_distance learning
AB  - Engineering education offer traditionally problem-based courses and projects with the intention to prepare the students for future carriers. In this article we present an exploratory study of a transnational collaborative project involving students in masters programs in Mechatronics and Mechanical Engineering at KTH Sweden and Stanford University, California USA. The empirical data indicate improved interdisciplinary learning and increased knowledge and skills in related areas. Somewhat counter-intuitive we found that the problems posed by differences in time and space can be apprehended as learning opportunities, however under proper guidance of the teacher.  
ER  - 

TY  - CONF
T1  - What happens with schools when the state inspects them?: Ethical school leadership and school inspection
A1  - Eilard, Håkan
PY  - 2017
LA  - eng
KW  - school leadership
KW  - inspection
KW  - fine
AB  - Research topicInspection of Swedish schools has grown fast and furios since the beginning of year 2000. Inspection often evokes different ethical questions. In this session we highlight some phenomena arised from school inspection. Ethical aspects about care and justice of students is targeted, as well as the question of how the Swedish School Inspectorate assess teacher´s education, and force schools and local school authorities to develop the education, by bringing legal arguments and even by using fines. Theoretical framework MethodDrawing on theories about performativity and juridification, this article explores ethical aspects in school leadership and school management in the process of inspection. The session is based on three case studies in Swedish schools, which are sourced by research interviews and by informal data collected from school actors after inspection. Results: Inspection heavily bumps ethical questions. Results from the study highlights general ethical difficulties in inspections of schools and particularly the inspection phenomena of governing schools by distance. It also pinpoints principals ethical dilemmas when trying to take care of students wellbeing at the same time stay on his or her teachers side and also telling the truth to the inspector.
ER  - 

TY  - CONF
T1  - Preschool teachers achieving agency
A1  - Hildén, Ebba
PY  - 2018
LA  - eng
AB  - Teaching is a concept that many in Sweden associate with what teachers do in schools, but not with what preschool teachers do in preschool. Many consider teaching to be something that the teacher does in front of a class of pupils in a formal setting where the teachers provide pupils with instructions in various lessons covering one subject at a time, according to agreed curricula.The Education Act and the curriculum regulate the Swedish preschool. According to the Education Act teaching is described as goal-oriented processes which enhances children’s development and learning and the concept is to be used in compulsory schools as well as in the preschools. The concept of teaching in preschools was included in the Educational Act in 2010, but is not mentioned in the preschool curriculum. Although preschool teachers are supposed to teach, inspections made by the Swedish Schools Inspectorate show that many do not. Many preschool teachers do not use the concept of teaching when describing what they do when promoting children´s learning and development. Instead, many talk of children´s learning. The Swedish preschool have a long tradition of positioning their pedagogical practice as something other than the pedagogical practice in compulsory schools and teaching being something that is thought of as something that is done only in schools make introducing the concept of teaching in preschool difficult. In order to get the preschool teachers to use the concept of teaching preschool principals try to focus on the concept of teaching in discussions amongst the staff.The aim of this paper is to discuss teacher agency and how it is achieved in concrete settings by preschool teachers and other staff. Data from an ongoing project is presented. The research questions areTo what extend is teacher agency achieved by preschool teachers when the concept of teaching is discussed?What structures frame the ability to achieve teacher agency?The empirical material consist of video recordings of actual events in the everyday practice in preschool and sound recordings of discussions between preschool teachers and other staff. The research method of video stimulated recall was used in order to obtain the preschool teacher´s thoughts and reflections on their own teaching. The empirical material was analyzed with the help of Biesta, Priestly and Robinson´s (2015) ecological model of teacher agency as a “temporally constructed engagement with different structural environments” (Emirbayer & Mische, p. 970, 1998). This model is informed by John Dewey´s pragmatic philosophy and his use of transactions. Preliminary findings show the importance of professionalism for preschool teacher in forming a structure that frames the ability to achieve teacher agency.References:Biesta, G., Priestley, M. & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching: theory and practice, 21 (6), 624-640.Emirbayer, M., & Mische, A. (1998). What is agency? American Journal of Sociology, 103, 962-1023.
ER  - 

TY  - JOUR
T1  - Assessing Essays to Develop Writing
T2  - Problems of Education in the 21st Century
SN  - 1822-7864
A1  - Karlsudd, Peter
PY  - 2010
IS  - 25
SP  - 67
EP  - 76
LA  - eng
KW  - pedagogics
AB  - Special needs teacher education in Sweden has by tradition been pragmatic and action-oriented. The higher degree of academization the education is now undergoing has revealed deficiencies in the concluding essay project. A low problematization degree, poor grounding in theory as well as undeveloped analyses are among the explanations of the low quality. This article describes a development project conducted at Linnaeus University with a view to improving the quality of student essay writing. With the overarching aim of making students aware of the quality criteria involved in essay writing, students and teachers assessed essays on the basis of 24 different criteria. Initially worked out by teachers, the criteria were developed and supplemented in dialogue with students. After the appraisal the conformity of assessment between student-student, teacher-student and teacher-teacher was presented. The result demonstrates that disagreement exists in the assessment. Teachers and examiners assess the quality of the essays as being somewhat lower in certain respects than what students do, whereas they may give higher values on the basis of other criteria. However, individual differences in assessment among teachers are not fewer than among students. There are clear differences in the evaluation of method, theory grounding, innovativeness and creativity. Subsequent discussions have led to clearer quality requirements for essays and have also to some extent reduced the former interpretation gap.
ER  - 

TY  - JOUR
T1  - E-Technologies in teaching research methodology for engineers – a case study of the course for international postgraduate students
T2  - The Scientific Papers of Faculty of Electrical and Control Engineering Gdańsk University of Technology
SN  - 1425-5766
A1  - Kulesza, Wlodek J.
A1  - Jachimczyk, Bartosz
A1  - Dziak, Damian
PY  - 2014
VL  - 27
SP  - 27
EP  - 32
LA  - eng
PB  - : Faculty of Electrical and Control Engineering Gdansk University of Technology
KW  - e-learning
KW  - e-tools
KW  - learning management systems problem based learning
KW  - research methodology
AB  - The Research Methodology course for postgraduate students is challenging, even for an experienced academic teacher. The primary objective of this course is to prepare participants to conduct scientific research and publish the results. This case study presents an original teaching method applied to Research Methodology with Emphasis on Engineering Science, for international engineering students at Blekinge Institute of Technology in Karlskrona, Sweden. The demanding requirements of the course, a varying number of enrolled students, and a large number of assignments which need to be tracked and guided by the teacher are all conditions that need a custom approach and modern tools. The opportunities offered by e-technologies help to fulfil these course requirements. This article shows how e-tools such Itslearning, Doodle, Zotero or scientific database search engines, can be implemented to support the teaching objectives. Using these tools, a single academic teacher can accomplish the eight-week course of Research Methodology, for up to 180 students working in 60 project groups without compromising teaching quality and students’ satisfaction. The course also has been appreciated by colleagues and mentioned in the Master program evaluation of the Swedish Higher Education Authority.
ER  - 

TY  - JOUR
T1  - Förskolans utvecklingssamtal: Om motstridiga logiker i ett institutionaliserat möte
T2  - Kulturella perspektiv - Svensk etnologisk tidskrift
SN  - 1102-7908
A1  - Lindqvist, Beatriz
PY  - 2019
VL  - 3
SP  - 35
EP  - 44
LA  - swe
PB  - Umeå : Föreningen Kulturella perspektiv
KW  - förskolan
KW  - motstridiga logiker
KW  - utvecklingssamtal
KW  - utveckling och lärande
KW  - historical studies
KW  - historiska studier
KW  - utbildningsvetenskapliga studier
KW  - studies in the educational sciences
AB  - The article discusses how conflicting logics emanated from different discourses are articulated in parent-teacher conferences in a Swedish preschool. Preschool teachers' reporting of collective learning processes is interrupted by parents' demands for information about their child's individual performance. When parents act as customers in the preschool meeting, pedagogical matters tend to capitulate for the preschool's need to assert itself in a market. The educators express an ambtion to fulfill educational goals. However, in the meetings with parents they are forced to reconcile contradictory logics that intersect preschool as institution in a increasingly competitive education market.
ER  - 

TY  - JOUR
T1  - Rights and multilingualism
T2  - US-China Education Review
SN  - 1548-6613
A1  - Torpsten, Ann-Christin
PY  - 2012
VL  - 4
IS  - 2
SP  - 439
EP  - 444
LA  - eng
PB  - USA : David Publishing Company
KW  - multilingual
KW  - mother tongue
KW  - second language
KW  - linguistic
KW  - literacy
KW  - pedagogics
AB  - In this paper, the author focuses on educational values and second language learners’ experiences from education. She is using a life story approach. Overarching aim of the presentation is to discuss second language teacher students’ encountering with Swedish school, mother tongue tuition, second language and multilingualism. The goal is achieved by examining an empirical context. The analysis was carried out in a spiral of understanding by means of deconstruction and reconstruction. The analysis shows that learning Swedish is important and mother tongue is positive for continued and lifelong learning, linguistic and literacy development. Being good at Swedish means opportunities to cooperate with others in school. The opportunity to take part in tuition and teaching in mother tongue in school is positive for the continued linguistic and literacy development. Mother tongue was very important for their development of multilingualism. Through lifelong linguistic learning and development, it becomes possible to build up an identity as multilingual persons with lingual capital and literacy skills.
ER  - 

TY  - CONF
T1  - Supporting indigenous bilingual children's oral language development
T2  - ALAA/ALANZ/ALTAANZ 2015: Learning in a Multilingual World, Adelaide, November 30-December 2, 2015
A1  - Waldmann, Christian
A1  - Dockrell, Julie
A1  - Sullivan, Kirk P. H.
PY  - 2015
SP  - 132
EP  - 132
LA  - eng
KW  - pedagogik och utbildningsvetenskap
KW  - pedagogics and educational sciences
AB  - The Convention on the Rights of the Child states that children from minority groups have the right to learn, use and develop their indigenous/minority languages, and a primary goal for the Sami school in Sweden is to support each child’s functional Sami-Swedish bilingualism. However, Sweden continues to receive criticism from the Committee of Ministers of the Council of Europe for the lack of a comprehensive and structured approach towards minority language education, resources, materials, and teacher training. Oral language development is central to a child ́s ability to access the curriculum and develop literacy skills. All children need an environment supportive of oral language development, and opportunities and interactions with more knowledgeable conversational partners to practice and develop oral language skills. Little is known about how bilingual children’s oral language development in Sami and Swedish is supported. Teachers can be supported by tools that they can use to describe the language learning environments, opportunities and interactions, and to develop their professional practice in the area of effectively supporting young bilingual children ́s oral language development. We report on a pilot study that has adapted the Communication Supporting Classrooms Observation Tool to the Swedish school context. This adaption is a first step towards adapting and using this tool in bilingual North and South Sami (pre)schools. The results of the pilot study are discussed in relation to the challenges of setting up a research project examining the support of oral language development in both the indigenous Sami languages and the national language Swedish.
ER  - 

TY  - CONF
T1  - The ‘Dream Picture’ of Assessment for Learning is Hard to Realise in Practice
A1  - Tolgfors, Björn
A1  - Backman, Erik
A1  - Nyberg, Gunn
A1  - Quennerstedt, Mikael
PY  - 2021
LA  - eng
AB  - The purpose of this study is to explore the recontextualisation of Assessment for Learning (AfL) asa particular content area in the transition between a university course and a school placementcourse within Swedish physical education teacher education (PETE). By combining Basil Bernstein’spedagogic device and Stephen Ball’s performativity perspective, we alternately ask how AfL isconstructed as a pedagogic discourse and what AfL becomes in different contexts within PETE.Nine students attending a Swedish PETE programme participated in the study. The empiricalmaterial was collected through one seminar and two group interviews at the university, as well asthrough nine individual interviews based on lesson observations at different school placements.Our findings highlight five recontextualising rules, which indicate that: (1) the task of integratingassessment into teaching enables the use of AfL; (2) an exclusive focus on summative assessmentand grading constrains the use of AfL; (3) a lack of critical engagement with physical educationteaching traditions constrains the use of AfL; (4) knowing the pupils is crucial for the use of AfL; and(5) the framing of the school placements determines how AfL can be used. As a consequence ofthese rules, AfL was transformed into three different fabrications: (1) AfL as ideal teaching; (2) AfLas correction of shortcomings; and (3) AfL as ‘what works’. One conclusion from this study is thatincreased collaboration between teacher educators and cooperating teachers in schools can helpstrengthen PETE’s influence on school physical education.
ER  - 

TY  - CONF
T1  - Energy Theater as an example of embodied physics teaching
A1  - Haglund, Jesper
A1  - Jeppsson, Fredrik
PY  - 2024
LA  - eng
KW  - physics
AB  - Energy Theater has been developed by Rachel Scherr and colleagues at Seattle Pacific University (Daane et al., 2014; Scherr et al., 2013). It provides an embodied approach to physics education, in which groups of participants choreograph and jointly enact energy transfer and transformations involved in different physical scenarios, such as a bouncing ball (see Figure 1). Each participant represents a unit of energy, forms of energy are symbolised by different gestures that the participants come to agree on, and the energy flow from object to object is enacted by participants’ movement between rings of rope on the floor. The physical constraint that there is a fixed number of participants means that energy conservation is built into the rules. Energy Theater has been brought forward as an example of physics teaching that involves an interactionist sense of embodiment (Kersting et al., 2021). We have found Energy Theater a valuable tool in the teaching of energy both in primary school teacher education (Andersson & Haglund, 2018) and in preschool teacher education (Jeppsson & Frejd, 2018) in Sweden. In the workshop, we introduce Energy Theater as a practical example of embodied physics teaching by inviting participants to enact different physical scenarios, and discuss how the approach may foster learning of physics.
ER  - 

TY  - JOUR
T1  - Att synliggöra det osynliga: Läsloggar som verktyg för analys av jämställdhetsnormer i hemmet
T2  - Educare
SN  - 2004-5190
A1  - Höijer, Karin
A1  - Bryntorp, Anna
A1  - Edvardsson, Jenny
A1  - Scazzocchio, Anna
PY  - 2025
LA  - swe
AB  - Gender equality is a central aspect of teacher education and home and consumer studies (HCS) in Sweden. Despite clear educational goals, studies indicate that gender equality perspectives are insufficiently integrated into teaching. This study explores how student teachers engage with gender equality issues through reading logs based on a literary text. The study is grounded in social constructionism and the Scholarship of Teaching and Learning (SoTL). A qualitative method was applied, analyzing reading logs from 97 teacher students in eight HCS courses. The students read a short story, wrote individual reading logs under structured headings (likes, dislikes, questions, patterns, and connections), and participated in group discussions, resulting in 12 collective reading logs. Thematic analysis identified seven key themes related to gender roles in family life, working life, and society. The findings indicate that most students critically engaged with gender norms and reflected on the societal structures shaping them. The study highlights the potential of literary texts as tools for discussing complex equality issues, facilitating student reflection from personal experiences to broader societal perspectives. The results suggest that integrating literature in HCS education can enhance gender awareness and critical thinking among teacher students, preparing them to address equality issues in their future teaching.
ER  - 

TY  - CHAP
T1  - The art(s) of getting lost: Halting places for culturally responsive research methods
T2  - The Politics of Diversity in Music Education
A1  - Sæther, Eva
PY  - 2021
SP  - 15
EP  - 27
LA  - eng
PB  - : Springer Nature
AB  - This chapter revisits the ideas of radical empiricism and sensuous scholarship, embedded in current music education research. Focusing on the development of methodological implications of cultural responsiveness and arts-based research methods, the chapter argues for epistemic openness. The discussion is located within the author’s own experiences of course development for Swedish music teacher students in Gambia, field studies in multicultural classrooms in Sweden, and research design that includes the fiddle, opening up for music to ask the questions. Borrowing from anthropological research the concepts of radical empiricism and sensuous scholarship, music education researchers might find useful tools to approach project planning, to perform the analysis of the material and to communicate the results in culturally responsive forms that inform both research and praxis. By studying music transmission with culturally sensitive research methods, this chapter suggests possibilities to do more than observing and reporting. There is a possibility to engage with different knowledge systems and politics, in all types of retrieved material – and to generate inclusive knowledge building.
ER  - 

TY  - CONF
T1  - Interactive Oral Assessment Supporting Active Learning
T2  - Proceedings of the 10th International CDIO Conference, Universitat Politècnica de Catalunya, Barcelona, Spain, June 16-19, 2014
A1  - Karltun, Anette
A1  - Karltun, Johan
PY  - 2014
LA  - eng
KW  - oral assessment
KW  - learning outcomes
KW  - active learning
KW  - learning process in assessment
AB  - The CDIO standards stress the importance of using a variety of examination methods for effective learning assessment as well as active learning methods to help the students develop skills in applying knowledge to new settings. Oral assessment methods in a more traditional form where students answer questions in oral form instead of in written seems to be underrepresented in practice as well as in the literature although it has many benefits in supporting active learning and reaching learning outcomes. The oral examination method has been used during ten years within the field of Industrial Engineering and Management at the School of Engineering at Jönköping University in Sweden. The aim of this paper is to show how the oral assessment method has been successfully used in contributing to active learning in engineering education and lessons learned from this experience. The experience shows that by having students undertaking the assessment in groups, an active learning occasion is created by interaction between students as well as students and teacher. Through the design of the assessment the teacher has the opportunity to help the students to make connections between detailed knowledge and system understanding as well as among key concepts and to the application of knowledge to new settings. The assessment procedure also supports the teacher to discern the learning outcomes from each student. Further, the interaction between the teacher and the students during the assessment helps the teacher to capture what improvements need to be made in teaching and learning.
ER  - 

TY  - CONF
T1  - The practice of Peer Group Mentoring – traces of global changes and regional traditions
T2  - paper presented within the the Sympsosium: 'Nurturing the Nordic tradition of educational action research: regional cooperation meeting the Global in a Conversation' at AARE conference, Sydney, December 2-6, 2012.
A1  - Langelotz, Lill
A1  - Rönnerman, Karin
PY  - 2012
LA  - eng
KW  - peer group mentoring
KW  - practice architecture
KW  - power
AB  - (How) is it possible to make professional learning communities compulsory? (How) can teachers be forced to become ‘better professionals’? Framed by postmodern assumptions, an overall aim of this study is to understand and interpret why a constrained model of peer group mentoring (PGM) was successfully used, in a Swedish teacher team, as a tool for professional development. Framed by Kemmis & Grootenboers theory of Practice Architecture and Foucault’s notion of power, the result show traces both from a regional perspective in form of a Nordic educational tradition such as adult liberal education and global changes and local policies had an impact on the PGM practice.
ER  - 

TY  - CONF
T1  - Lärares och rektorers upplevelser hur VFU bidrar till den egna läraridentiteten och skolutveckling
A1  - Mitiche, Annette
A1  - Dimenäs, Jörgen
A1  - Tommy, Gustafsson
PY  - 2024
LA  - eng
AB  - In Swedish teacher education, school-based courses (VFU) play a central role in the development of pre-service teachers' professional competence and professional identities. However, while it is often claimed that school-based courses contribute to the development of the school itself, this aspect is seldom explored. Therefore, this study examines how mentor teachers influence and are offered to influence their own professional development and school development in Swedish teacher education, with a focus on the role they play.The present study aims to deepen the knowledge of how pre-school teachers and elementary school teachers perceive their own supervisor role in relation to professional and school development as part of teacher education. This study also explores how these mentor teachers’ principals experience the contributions of inviting pre-service teachers to their workplace.As a theoretical model, we have used Scherp's (2013)[1] VISKA model in the study, where a holistic perspective on everyday problems and dilemmas can form starting points for both profession and school development. Mentor teachers and pre-service teachers find themselves in precisely such situations during school-based courses.The data collection methods included individual interviews and focus group interviews with experienced mentors for preschool and elementary school pre-service teachers. Focus and individual interviews were also conducted with the mentor teachers' principals. The study is ongoing, and we have conducted interviews with three preschool teachers, three elementary teachers, and six principals thus far.Preliminary results indicate that all participants, including both preschool and primary school educators, emphasize that supervision provides teachers with the opportunity to reflect on their teaching roles. This process helps in strengthening their professional teacher identity by articulating intuitive, unexamined knowledge within a theoretical framework. However, there is a lack of supportive structures to effectively utilize this acquired knowledge for school development. In conclusion, there is a genuine desire to support pre-service teachers in becoming future professional educators, with the goal of educating and guiding children and students toward a democratic societyKeywords: lärarutbildning, VFU-handledare, aktivt lärande, framtidsförmågor, driva förändring[1] Scherp, H.-Å. (2013) Lärandebaserad skolutveckling. Lärarglädjens förutsättningar, förverkligande och resultat. Lund: Studentlitteratur.
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TY  - CONF
T1  - Deconstructing Constructive Alignment
A1  - Wickström, Johan
PY  - 2014
LA  - eng
KW  - constructive alignment
KW  - deconstruction
KW  - biggs
KW  - derrida
KW  - criticism
AB  - Swedish Higher Education has formally no central curriculum (Lindberg -Sand 2004) . The education is regulated by the Higher Education Act and The Higher Education Ordinance . In the international area of ​​educational development however, a few theoretical concepts are considered and treated as a kind of normative structure for how educational processes should be understood. Some of these central concepts are constructive alignment (Biggs 2011), the epistemological taxonomies of Bloom ( Bloom 1956 ; Krahtwohl - Bloom - Masia , eds. , 1965; Anderson - Krahtwohl - Bloom, eds. 2001) and the distinction between surface and deep learning ( Marton - Dahlgren Säljö 2005). In Academic Teacher Training courses these concepts are often used as a kind of theoretical structure to present what university teaching is all about, what it aims at and what is relevant perspectives and knowledge. Some of these concepts have even served as tools for the Swedish authorities' transformation of higher education through the Bologna process and the starting point for the University Chancellor Office when it comes to quality assurances ( www.ond.vlaanderen.be / hogerunderwijs / bologna , http://www.uk-ambetet.se/utbildningskvalitet ) . They can thus be described as key elements in the University curriculum code , if code could be understood as the principle around how education should be understood , organized and evaluated ( cf. Lundgren 1989). The professional category of Swedish educational developers have taken on the role as change agents in HE. They have used these concepts as theoretical foundations , models and tools for change. These concepts have strongly influenced how university teachers today looks at the phenomena of teaching, learning and education. The concepts are also fairly unquestioned within the educational development field . They can be described as dominant concepts, even hegemonic , because their alternatives are absent and invisible, even internationally. The purpose of this session is to stimulate discussion among educational developers and academics on one of the fundamental and dominant theoretical concepts in Higher Education, namely constructive alignment. The idea is to stimulate critical reflection on the risks associated with using only a few theoretical concepts in higher education. They perhaps force us to consider HE from limited perspectices? An apparent consensus on the basic concepts are hindering creative educational development , if we do not only want to harmonize and standardize education. Together we will discuss some of the basic assumptions behind constructive alignment and problematize its hegemonic status and try to identify any interests which might underlie its impact. I will also suggest some alternatives , if one wants to make the more exploratory, situation-specific and exploratory nature of pedagogy visible. My point is that all concepts are intellectual tools that help us to see and do things. A truly scientific approach to educational development and university teaching should be characterized by critical debate about its fundamental concepts. In this session we will discuss alternatives to the approach connected to constructive alignment and map some questions that could be raised from this discussion and adressed globally.  
ER  - 

TY  - RPRT
T1  - Närhet och kommunikation på distans: en studie om hur studenter och lärare beskriver och upplever lärcenter/högskolecentrumbaserad utbildning
A1  - Bengtsson, Staffan
A1  - Svensson, Lars A.
PY  - 2011
LA  - swe
PB  - Högskolan Väst
KW  - lärcentrum
KW  - högskolecentrumbaserad utbildning
KW  - distansutbildning
KW  - educational science
AB  - Since 2003 the University West in Sweden offers distance courses in Social work and Social pedagogy. The three year program is given in collaboration with a number of local learning centers throughout the country. The technology of videoconferencing enables the teacher to interact with students even though they are separated geographically.The study deals with this kind of education seen from the perspective of both students and teachers. The main objective is to illuminate significant aspects of this kind of phenomenon in terms of how students and teachers describe and experience problems and potential embedded in this model. The discussion rests on four overall questions:1) What are the motives for students to choose this kind of education?2) What kind of expectations did the students have before they started the program?3) How do students experience/describe strengths and weaknesses connected to this model?4) What experiences do the teacher's have working with this kind of distance education?The empirical data has been collected using mainly group interviews and observations. The analysis rests heavily on theories concerning symbolic interactionism and socio-cultural learning. The study underlines that both students and teachers embrace the potential in this form of education, giving more groups the possibility of combining their studies with a sense of regional belonging. However the interviews and observations also reveal weaknesses with this kind of educational model. There is a risk that students at the local learning centers consider themselves as being excluded by teachers and other students at campus; and that the gap between the university and the local learning centers becomes too wide. To prevent this from happening communication and confirmation from the teacher is crucial. But eventhough this scrutiny identifies weaknesses within the technology of videoconferencing, technology alone does not determine the outcome of the teaching. If a teacher manages to show great engagement and structure, this functions as a mechanism weakening the barrierof technology. At the same time it is clear that the model of videoconferencing, from a teacher perspective, can be an obstacle, which emphasizes the importance of developing the technology further and how this technology is being handled by the teacher.Finally, we consider the model with local learning centers and videoconferencing as a unique model for education, but that the model, when it comes to areas such as pedagogy, organization and technology, must be allowed to function and develop according to its own premises. 
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TY  - CONF
T1  - Improve the value of teaching in Earth sciences
T2  - The 26th Nordic Geological Winter Meeting
A1  - Hellqvist, Magnus
PY  - 2004
LA  - eng
PB  - Uppsala
AB  - During the later years the teaching in Earth sciences has faced a lot of problems with less students in Earth sciences. Also, even if there is interest among the public, the knowledge about geology in Sweden is generally decreasing. This is obvious when teaching Earth science in different educations, especially like education for special professionals as teacher education. This is a big problem but also challenge for the Earth science community, since knowledge of the scientific field of Earth science is the foundation for much of the contact between the education, science and society. In the summary of the report to the Ministry of Environment from the Geological Survey of Sweden (SGU, 2000), the importance of geological knowledge in the society is repeated through the report. There is also proposals for action pointing out things like the importance with more geology in Swedish schools, teaching the relevance of geology in education for other professionals and information to the public. But, the most work to realize this intentions, lies actually within the Earth science community itself. First of all, the work with teaching must get higher priority and a higher academic value. Teaching and higher quality is not developing automatically just by a common goal for geology or positive advance in scientific research. Even with the start of successful popular events, like “Geologins dag”, there is still a gap between common knowledge and Earth science community. This problem has to be overbuilt to secure the development of Earth science in to the future and to maintain knowledge among people. One of the main problems is the low priority of teaching in Earth sciences for students in geosciences and for other groups than students in geosciences education. One important professions in this matter is the education of teachers to comprehensive school and upper secondary school. Today these are found especially in courses like Geography and Physical geography. Teaching for these groups should be in frontline to give them right tools and knowledge to early wake the interest among young peoples. Also the teaching of Earth science for groups like planners, engineers etc. is of big value for the whole field of geology. Professionals in Earth sciences should not abandon their own knowledge in teaching, but prior the importance of professional teaching for maintaining the quality. References: SGU, 2000. Summary of report to the Ministry of Environment Geological Survey of Sweden.
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TY  - CONF
T1  - Technology in pre-school and primary school analyzed in a degree project perspective
T2  - Strengthening the Position of Technology Education in the Curriculum
A1  - Jonsson, Gunnar
A1  - Bjurulf, Veronica
PY  - 2009
SP  - 262
EP  - 269
LA  - eng
PB  - : ITEEA
AB  - Today, technology is a very important part of our society, further more it has be-come apparent that an early start with this subject is important to arouse young peoples interest. Therefore, also preschool educators and teacher for the early years of primary school need knowledge in technology. In that sense it is worrying to read the report on the new syllabus for teacher education in Sweden (SOU 2008:109), since the subject syllabus for technology has been strongly reduced for these categories of teachers.Technology is a relatively young school subject in Sweden. It has been compulsory in the Swedish curriculum since 1980 (Skolöverstyrelsen, 1980), with its own syl-labus since 1994 (Utbildningsdepartementet, 1994). Therefore, some of the teach-ers teaching the subject today lack experience of being taught technology them-selves. In addition, many of them have only little or no background education in the subject at all (Bjurulf, 2005; Teknikföretagen, 2005). In the first Swedish cur-riculum for preschool, technology is mentioned only once: Develop their ability to build, create and design using different materials and techniques (Utbildningsde-partementet, 2006, p 9). This raises questions about how technology in preschool and school settings is presented to the children.The purpose of the study is to find out how technology in the Swedish preschools and primary schools, is construed in degree projects in the frame of the teacher training programme at Karlstad University (2007-2008).The results from this study indicate that there is a need of skills development by educators, both in pre- and primary school, concerning technology. This may be the reason why the trainee teachers themselves carry through exercises in technology, in the frame of their degree projects.The results also indicate differences between boys and girls, where the boys focus more on functional aspects during their construction work, while the girls focus more on the appearance of the artifacts. Preschools that are organized from a gen-der perspective encourage children to play in a more varying way. When the pre-schools are organized in a traditional way, with dolls rooms and building rooms, the girls often misses the chance to play with construction toys.
ER  - 

TY  - CONF
T1  - Multimodal text talk about a multisemiotic text
A1  - Hägerfelth, Gun
PY  - 2007
LA  - eng
KW  - multimodality
KW  - text talk
AB  - Multimodal text talk about a multisemiotic text A paper presentation at the 1st Finnish Symposium on Multimodality and SFL, Helsinki July 2007 My research questions concern how texts are read and interpreted by different people connected to education on different levels of schooling. The aim is to get a closer understanding of how texts are read and interpreted by young people and their teachers, in groups and individually. The question put in this context is how people say they read a text, what modes they use, if and how different modes interact. The theoretical underpinnings are foremost inspired by SFL and Social Semiotics (Halliday, 2004, Kress & van Leeuwen, 2006). In this presentation a popular scientific newspaper article about Linné is used. The layout is a very sophisticated mix of verbal and visual texts. The informants are a group of first year Swedish science teacher students and an Australian SFL- experienced teacher and teacher educator. The results show different reading patterns as well as modes used when talking about the text. They also point at different depth in the engagement with and interpretation of the text. Power point presentation
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TY  - CONF
T1  - How the integration of theory and practice supports pre-service teachers in teaching mathematics
T2  - EARLI2021 Book of abstracts
A1  - Mårtensson, Pernilla
A1  - Ekdahl, Anna-Lena
PY  - 2021
SP  - 98
EP  - 98
LA  - eng
AB  - This presentation aims to illustrate how the integration of theory and teaching experiences can support pre-service teachers to generate knowledge for teaching mathematics. The pre-service teachers took part in a 5-week mathematics education course in a teacher education program in Sweden, in which a theory driven lesson study model entitled learning study were established to deepen the teachers’ awareness about the relationship between instruction and student learning. The course design consisted of two intervention cycles in which the pre-service teachers used variation theory as well as their teaching experiences as tools for lesson design and redesign. To enable us to identify if and how theory and experiences drawn from practice were employed and realized, we collected data from the pre-service teachers’ individual written reports at the end of the course. The unit of analysis from the written reports were 64 redesigned mathematical tasks and associated reflections about the reason for redesign. We found five different categories of how tasks were modified: expanding tasks, making tasks more explicit, making tasks less explicit, bringing metaphors and representations to the foreground, and creating new tasks. The findings could contribute to reflections and discussions about course design in teacher education and in what way the integration of theory and practice can be regarded as an important key point for pre-service teachers’ professional and sustainable learning. 
ER  - 

TY  - CONF
T1  - Unfit to teach?: Failures in student teaching related to the idea of admission tests
T2  - Abstracts. NERA 42nd Congress, Education for Sustainable Development, N 19. Teachers' work and teacher education, Paralell sessions 3.
A1  - Nordänger, Ulla Karin
A1  - Lindqvist, Per
PY  - 2014
LA  - eng
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - This study is part of a larger Swedish research project: ”Let the right one out! - Teacher training and the induction period as gatekeepers”. In the presentation categories of indicators of failures, in nine cases of student teaching, are described and linked to a current issue in Sweden: The introduction of admission tests before entering the teacher education. Based on interviews with supervisors and the visiting teachers from the university, empirical examples are presented in order to discuss the following issues: Do the examples contain possibilities to detect insufficient teacher quality before the student has entered the program? Can knowledge of such possibilities facilitate the selection of future teacher students? If so, how?The cases can be categorized into two groups: 1) Those who won’t be fit to teach and 2) those who might be fit to teach. Crucial for the sorting was the informant’s experiences of hope for development. The informants expectations on that the students in the first group will be able to develop the necessary qualities and skills are low. On the other hand, those who “might be fit to teach” show a certain degree of talent and the prospect of acquiring the necessary skills/qualities. The main difference between the two groups is the point of time when the deficiencies are detected. In the first group this happens immediately, while for the second group a pedagogical situation is required to spotlight their shortcomings.The second major difference between the groups concerns the indicators of poor teacher quality. In both groups the students are apprehended as passive. What differs between the two groups is that the “non-suited” seem to combine the passivity with an unassured manner, a kind of unsteadiness and sometimes even fear. Another characteristic for the group of “not suited” is, according to the supervisors, their lack of social timing.
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TY  - CONF
T1  - “It feels like you meet a little more when you can see each other”: -  district nurse students', preceptors' and teachers' experiences of web-based meetings for preception and assessment.
A1  - Sandvik, Ann-Helén
A1  - Karlsson, Pernilla
PY  - 2019
LA  - eng
KW  - webbbased meeting
KW  - preception
KW  - district nursing student
KW  - municipality
KW  - människan i vården
AB  - BackgroundThe specialist education for district nursing at the University of Borås is carried out as a distance education with students from all parts of Sweden. Due to long distances preception and assessment of clinical studies is challenging. Since web-based technology is being used in theoretical education, the idea of ​​using this technology also in clinical assessment emerged. AimTo test web-based meetings (WBM) for preception and assessment of district nurse students in clinical education and to elucidate the experiences of students’, preceptors’ and teachers’ perspective.MethodAll district nurse students and their preceptors were offered WBMs with the teacher instead of the usual telephone calls or on-site visits. Two teachers conducted WBMs with 9 students and their preceptors. Data collection methods were surveys to students and preceptors and a focus group interview with teachers. Data was analysed using content analysis.ResultsSupport and information before WBM were mainly perceived as good and sufficient. WBM went well and above expectations, but minor technical problems sometimes occurred. The opportunity for all participants to visually share the same assessment form was highly appreciated.  All participants felt that WBM were better than telephone calls, the discussions improved and it felt like a genuine meeting. Teachers felt that WBM made it possible to read body language and thus get a picture of the relation between student and preceptor.Conclusion WBM is regarded as advantageous for preception and assessment in clinical education. Using WBM encourages and lowers the threshold for use of such technology in patient work as well. The use of WBM can also be justified from a sustainability perspective.
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TY  - CONF
T1  - Children's Play as a Starting Point for Teaching Mathematics in Preschool
T2  - POEM
A1  - Bäckman, Kerstin
PY  - 2014
LA  - eng
KW  - play
KW  - ‘here-and-now’ situations
KW  - teachable and learnable moments
AB  - This presentation contributes to the knowledge about how children learn about and explore mathematics in their everyday activities. Children´s mathematical encounters in play activities give them experiences as a base for education. The understanding of children’s mathematical encounters in play and teachers’ teaching is presented as teachable and learnable moments in ‘here-and-now’ situations. The data used for this study consists of video recordings of young children’s play in four Swedish preschools. In the presentation I use two examples to illustrate and discuss how children’s play can be a starting point for teachers’ teaching.  The results display that a teacher’s questions in play can support children’s explorations if the teacher observes, recognizes the mathematical content and asks questions.
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TY  - CONF
T1  - Multilingual mathematics teachers’ professional identity in multilingual mathematics context
T2  - The relation between mathematicseducation research and teachers’professional development
A1  - Dafnopoulou, Danai
PY  - 2022
LA  - eng
PB  - Göteborg : Svensk förening för MatematikDidaktisk Forskning - SMDF
AB  - This presentation discusses the relevance of investigating multilingual mathematics teachers’ professional identity in multilingual mathematics contexts. Research on mathematics education still lacks cases of teachers with a diverse linguistic background more than the language of instruction. A participatory view of identity will be followed in order to provide empirical results on how is to be and become a multilingual mathematics teacher in multilingual contexts. The theoretical framework of Patterns of Participation will be adapted. An ethnographic longitudinal study of three teachers in lower secondary mathematics level in Sweden is proposed. The data will be generated from teachers observations in classroom and interviews about their educational and professional background, as well as instances of classroom interaction with students.
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TY  - CONF
T1  - Teachers' Professionalism in Educare
A1  - Ljusberg, Anna-Lena
A1  - Holmberg, Linnéa
PY  - 2019
LA  - eng
KW  - course literature
KW  - ideological dilemmas
KW  - school-age educare
KW  - subject positioning
KW  - child and youth studies with focus on educational science
KW  - barn- och ungdomsvetenskap med inriktning mot utbildningsvetenskap
AB  - In Sweden there has in recent years there been an increase in literature focused on school-age educare available for undergraduates in teacher education program for primary school, specializing in school-age educare. With this, it seems pertinent to study which particular version of school-age educare that is legitimized in this discursive practice, and how this is done rhetorically. Thus, this article examines and highlight how this literature – used at several universities in Sweden – stage a certain way of speaking about this phenomenon and thereby ascribes teachers and children specific subject positions. The study shows how recurrent ideological dilemmas are used as linguistic resources in order to manage some constantly present contradictions; school-age educare is supposed to be both democratic and child centered, as well as professionally planned and lead. The findings illustrate a homogenous depiction of how school-age educare should be distinguished from traditional and formal schooling and thereby be viewed as a unique but also necessary form of education. As a consequence, an ideal teacher is positioned as someone who is specialized in being actively passive and passively active, and as an expert on children´s learning while children are to be considered as experts in the activities as well. That is, teacher’s professionalism in educare lies in the skills of not being formal and school-like but still being educational in a way that promotes politically approved learning and development.
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TY  - CONF
T1  - From distance to online: educational management in the 21 century
T2  - Learning and sustainability
A1  - Söderström, Tor
A1  - From, Jörgen
A1  - Löfqvist, Jeanette
A1  - Törnquist, Anette
PY  - 2011
SP  - 2
EP  - 3
LA  - eng
PB  - : European Distance and E-Learning Network, 2011
AB  - The increasing interest in distance education for Umea university is related to a couple of factors in society. First, the state in Sweden has historically had an interest in distance education to ensure education to citizens. Secondly, the location of Umea university in the northern part of Sweden contribute to a responsibility to develop the sparsely populated region and to educate people with limited possibilities to read campus courses. And Thirdly, the Swedish educational system for higher studies is partly dependent on number of students to succeed, since the economic support to the University is based on how much the students have completed i.e. output based.  Among their innovations in the competition for students, universities have turned to distance education using information and communication technologies to attract students. Today 70 % of the new students at Umea University are distance or online students. The trend is that more and more courses are carried out in online environments without physical meetings (online education). The focus in this paper is the shift from distance to online education by investigating the courses at department of education from an educational management perspective. The aim is to describe and analyse the development of distance education from the beginning of 1990s to 2010 in terms of driving forces behind the development and the consequences of it, with the department of education at Umea university as a case in point. The description and analysis derives from economical, staff and student data, policy and strategy documents regarding ICT and learning. The data has been categorised according to number of courses, total yearly income of distance and campus courses, registered students at distance courses, output of students. The department of education has had a long interest in distance courses. A strong interest of using technology in education contributed to that video conferences were used in the early 1990s in distance education. In the middle of 1990s ICT, email and world wide web, started to replace the delivery of the course material. From the beginning of 1995 to 1998 the teaching on the web changed character from delivery of information to possibilities to interact with teachers and peer students. In the 1990s it was teachers with an interest for learning and ICT that worked with the development of learning management systems and implementations of ICT tools in education. In year 2001 an ICT educationist was employed which was followed late 2002 with a new employment of one more ICT educationist. Today there are three ICT educationists employed at the department. However, despite this stronger emphasis on ICT as a tool for teaching it took many years before everyone at the department had to work with ICT in their teaching. In the ICT policy from 2002 the ambition was that ICT should be used and integrated in teaching but also to initiate ICT-pedagogic development. In the document information and communication strategy from 2008 the role of ICT in teaching and online education is much more explicit expressed about how ICT should be used to support the teacher and the students to enable for distance and flexible studies. In year 2010 the decision was made to not have any particular ICT Policy since it is fully integrated in the daily activities at the department. The results from the investigation of economical, staff and student data shows that both the number of courses and the number of students increased for distance and online education. The number of registered distance students increased in high extent and especially from year 2005 and forward and increased dramatically 2007 which also was the first time when all distance courses shifted to totally online courses. In year 2008 the department determined to promote courses in 100 % study pace totally online. The results show that these courses attract much more students compared to the traditional campus courses which over the years attracted less and less students. The extreme increase of number of students might not only be dependent on the online mode. At the moment there are a lot of possible students in Sweden due to large birthrate in the late 1980s and early 1990s which also is combined with a low conjuncture in society. The income from online courses totally 2010 was 778 700 Euro and 55 800 Euro from campus courses. The transition from distance to online courses has contributed to more students (economy of scale) which make it possible to release resources for pedagogic development work. The online courses have also contributed to better working conditions for the teachers. Without the conscious educational management strategy the alternative might have been to discontinue general educational courses, which had been a serious threat for education as an academic subject. One conclusion we draw is that ICT pedagogical development needs both technical and pedagogical support in combination with support from a strategic leadership.
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TY  - CONF
T1  - A PE teacher's tale: Journeying from PETE to school PE
T2  - AISEP International Conference 2024 Book of abstracts
A1  - Tolgfors, Björn
A1  - Quennerstedt, Mikael
A1  - Backman, Erik
A1  - Nyberg, Gunn
PY  - 2024
SP  - 265
EP  - 266
LA  - eng
PB  - : AIESEP, University of Jyväskylä
KW  - assessment for learning
KW  - narrative inquiry
KW  - occupational socialisation
KW  - pete
KW  - transitions
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - As part of a longitudinal research project on the transition from physical education teacher education (PETE) to school physical education (PE) in Sweden, and exploring whether and how PETE matters, this paper ‘represents’ a PE teacher’s professional journey from PETE to the induction phase of PE teaching. The study focuses on the PE teacher’s use of, and reflections on, assessment for learning (AfL) (Wiliam, 2011) at different stages of the journey. The purpose of the study is to contribute knowledge about how positive experiences of AfL during PETE can enable the use of AfL in school PE for a newly qualified teacher. Using narrative inquiry (Casey, et al., 2018), supported by occupational socialisation theory (Lawson, 1983), this study focuses on one male PE teacher’s professional journey from PETE to the induction phase of PE teaching. The PE teacher’s tale is represented in first person, as if it were told by ‘the traveller’ on the journey. The underlying data consists of recordings of a campus-based PETE seminar, a stimulated recall interview with the participant during his school placement and two interviews with him in his role as a newly qualified PE teacher at two different schools. Through the PE teacher’s tale, we show how the course on assessment for and of learning in PETE and the student teacher’s positive experience of using AfL during his practicum seem to have inspired him in his later positions. On his professional journey, the traveller encounters barriers such as his colleagues’ contrasting beliefs, dominating PE teaching traditions, and pupils’ resistance. Still, AfL is not washed out from his teaching practice. The key strategies of AfL, such as sharing learning intentions, providing feedback, and activating pupils as learning resources for one another, are rather used to create conditions for progression. In the discussion, we suggest that PETE can make a difference for student teachers who have gained positive experiences of AfL in authentic teaching situations and are able to navigate between the barriers to the use of AfL in the induction phase of PE teaching. The usefulness of this study is its potential to inspire teacher educators to implement AfL in different learning tasks during PETE and student teachers to practice AfL during their school placements. If this would occur more regularly, a content such as AfL would have a better chance of “surviving” the transition from PETE to school PE. Casey, A., Fletcher, T., Schaefer, L., & Gleddie, D. (2018). Conducting practitioner research in physical education and youth sport. Reflecting on practice. London and New York: Routledge. Lawson, H.A. (1983). Toward a model of teacher socialization in physical education: entry into schools, teachers' role orientations, and longevity in teaching (part 2). Journal of Teaching in Physical Education, 3(1). Wiliam, D. (2011). What is assessment for learning?. Studies in educational evaluation, 37(1), 3-14.
ER  - 

TY  - CONF
T1  - Dissolving Boundaries: Creative Activities in a communicative classroom
A1  - Brock, Veronica
A1  - Holmberg, Kristina
PY  - 2015
LA  - eng
PB  - Högskolan i Jönköping
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - For a good four decades, a communicative approach has been promoted as an effective way of teaching English to Speakers of Other Languages (TESOL). In short, in a communicative classroom, learners engage in a range of interactive and creative tasks that not only encourage practice with language systems, language learning skills, and subject specific content, but which also encourage use of the whole body, and the whole classroom space with the incorporation of arts-based elements of music, poetry, drama, art etc.Despite the Swedish national curriculum for English also promoting a communicative approach, and despite much good practice, an analysis of trainee teacher narratives detailing personal experiences of learning English reveals that it is still not uncommon for English lessons in Swedish schools (at all levels) to be constructed in a way best described as “a painting-by-numbers” approach. The narratives depict classroom environments where learners sit in rows and work chronologically through a textbook guided by teacher instruction (often in Swedish) to turn to a specific page, read the text silently/aloud, and to write down the answers to any accompanying exercises. Typical homework exercises require the learning of a glossary of ten unconnected words for a future test.Thus, an aim of our teacher training programme is to encourage the adoption of a communicative approach. In doing so, an interesting phenomena has occurred in which the students consider the course in English as “more aesthetic” than courses where drama, music and dance etc. exist as independent subjects. This has given rise to a research project which explores the dissolving of boundaries between English and the Arts in Teacher Education.In this workshop, participants will experience how new life can be breathed into a chapter from any language text book/written or spoken text by lifting the content off the page and transforming it into a cohesive lesson complete with dynamic and integrated activities of a creative and communicative nature. 
ER  - 

TY  - CONF
T1  - Childrens Experiences Of Different Texttypes in their Everyday Life and in School
A1  - Ebefors, Fredrik
PY  - 2014
LA  - eng
AB  - Childrens Use of different Medias, such as Literature and Film, has changed dramatically over the Last Years and their attitudes to specifically Reading of Literature has become less positive, especially in Sweden (Mullis, I.V.S., Martin, M.O., Foy, P., and Drucker, K.T., 2012). The Syllabus for Swedish Language and Literature for Elementary School includes Education about Literature and Multimodal Texts, such as Web Texts (Kress 2003, Barton 2007). From a Swedish Educational Perspective, it is important to consider the Pupils' Experiences when the Teacher plans the Teaching about Literature and other Medias (Chambers 2011). This study examines eight ten year old Childrens experiences of Literature, Movies and Social Media and the Childrens Experiences of those Medias. It considers Appleyards (1991) Theories about the Young Reader. It also examines how these different medias are used in the Education in School, according to the Childrens experiences and Point of view. The Study also investigates those Childrens opinions and experiences about social Medias, such as Facebook and Instagram, and their pedagogical possibilities (Jones, N., Blackey, H., Fitzgibbon, K., and Chew, E., 2009). The Main Topic of the Study is to invent what kind of Texts the Children are using in their Everyday Life and what Role those Medias play for the Children and what kind of Functions they have in the Childrens Life. The Second Topic is to investigate The Childrens opinions about how these texts are used in School.
ER  - 

TY  - JOUR
T1  - Resources and Filters – Analysing the Digital Divide in a 1:1 Environment.
T2  - International Journal for Infonomics
SN  - 1742-4712
A1  - Haglind, Therése
A1  - Godhe, Anna-Lena
A1  - Lindström, Berner
PY  - 2015
VL  - 1
IS  - 8
SP  - 999
EP  - 1008
LA  - eng
KW  - 1:1
KW  - ict
KW  - resources and filters
KW  - laptop
AB  - Digital literacy is a priority of the European Commission and it is a priority for schools [17]. To bridge digital divides, schools have ongoing projects implementing ICT and developing digital skills. One way of implementing the use of ICT in education is through lesson designs that integrate ICT. The findings in this paper come from an intervention study conducted in a Swedish upper secondary school in 2013; a group of teachers designed and implemented an ICT-rich lesson design. The school have an ongoing 1:1 project i.e. every student has an individual laptop. The laptop is identified as a tool for learning in accordance to The Ecology of resource Model [10]. For this paper focus group interviews, teacher interviews and results from two student surveys were used. The results are consistent: there is a difference in frequency of use of the computer between different types of programmes, i.e. between students attending higher education preparatory programmes and vocational programmes. 34% of the students attending a higher education preparatory program answered that they use their computer at school for schoolwork every day, the corresponding percentages for the vocational programs were 3%. These results raise questions about access, use and digital divide.
ER  - 

TY  - JOUR
T1  - Lärarutbildningars kunskapsmål för verksamhetsförlagd utbildning.: Ett mischmasch av teori och praktik.
T2  - Pedagogisk forskning i Sverige
SN  - 1401-6788
A1  - Hegender, Henrik
PY  - 2007
VL  - 3
IS  - 12
SP  - 194
EP  - 207
LA  - swe
KW  - education
KW  - pedagogics
AB  -  I den här studien granskas kunskapsmålen för den verksamhetsförlagda utbildningen (VFU) inom svensk lärarutbildning. I lärarutbildningens senaste styrdokument beskrivs lärares kunskap både som »praktisk» och »teoretisk» och man förordar en växelverkan mellan dessa båda kunskapsformer liksom mellan högskoleförlagd och verksamhetsförlagd utbildning. Forskning om lärarutbildning visar dock att integrering av lärares så kallade teoretiska och praktiska kunskap, och av högskoleförlagd och verksamhetsförlagd utbildning, är problematisk. Samtliga 26 lärarutbildningssäten i Sverige var målgrupp för studien varav 17 kom att delta. Dessa 17 svarar för 90% av landets utexaminerade lärare. Resultatet från undersök-ningen visar att kunskapsmålens antal, form och innehåll varierar. Vissa lärosäten har ett stort antal mål medan andra endast har ett fåtal. Vissa lärosäten har en dominans av påståendeanknutna kunskapsmål medan andra domineras av proceduran-knutna mål, samtidigt som kunskapsmålen kan ses som mångtydiga och vaga. Utfallet av analysen sammanfattas i en figur vilken diskuteras som ett möjligt verktyg för analys och utformning av lärarstudenters lärande under den verksamhetsförlagda utbildningen.
ER  - 

TY  - CONF
T1  - Developing lenses for understanding environmental learning.
T2  - Annual Meeting of the American Educational Research Association, Ecological and Environmental Education SIG, New York.
A1  - Lundholm, Cecilia
A1  - Hopwood, Nick
A1  - Rickinson, Mark
PY  - 2008
LA  - eng
AB  - This paper describes the process and presents results of qualitative research synthesis conducted through a two-year international collaboration. Findings are drawn together from a wide range of research on students’ environmental learning and experiences, with particular reference to three studies conducted in England and Sweden with secondary school pupils and university students. As well as similarities in students experiences of the curriculum, interesting differences also emerged. The synthesis is framed around three lenses which capture different aspects of learning and students’ experiences; (i) values and emotions, (ii) student-teacher relations, and (iii) questioning relevance. The lenses are of relevance to practitioners in environmental education, offering conceptual frameworks relating to current research and enhancing our theoretical understanding of environmental learning.
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TY  - CONF
T1  - The concept of proven experience as a tool for understanding, developing and generalising teachers’ pedagogical work
A1  - Popov, Oleg
PY  - 2019
LA  - eng
KW  - evidence based teaching
KW  - theoretical reflection
AB  - This theoretical paper elaborates on the concept of “proven experience” (beprövad erfarenhet) that recently came into focus within the Swedish educational system. Based on a systematic study of international research literature it is argued that proven experience can be interpreted as a combination of the terms “evidence based teaching” and “teacher professional inquiry”, which are broadly used in English language educational discourse.A four level theoretical model is suggested for interpreting and instrumentalising the term proven experience in education. The model is based on the inverted version of Miller’s (1990) model, which was used for the analysis of practical knowledge in medical education. The suggested model correlates ontologically with historical forms of knowledge genesis starting with instrumental knowledge and culminating in theoretical knowledge. Josefson (2005) defined the concept of proven experience as: “experience critically proven through theoretical reflection”. This definition appears to better correspond to the suggested model than the interpretations of the concept provided by the Swedish National Education Agency (Skolverket, 2012).The provided theoretical model for analysing proven experience could be used as a tool for understanding and generalising teaching experience at different educational levels.ReferencesJosefson, I. (2005). Vetenskap och beprövad erfarenhet. I: Carlgren, I. (red.). Forskning av denna världen. 2, om teorins roll i praxisnära forskning. Stockholm: Vetenskapsrådet.Miller, G.E. (1990). The assessment of clinical skills/competence/performance. Acad Med. 1990 Sep., 65(9 Suppl). S63-67.Skolverket. (2012). Promemoria om vetenskaplig grund och beprövad erfarenhet. (dnr 00-2012:1700).
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TY  - CONF
T1  - Student teachers´ initial field experiences: Emotional challenges and important details
A1  - Gardesten, Jens
PY  - 2022
LA  - eng
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - In this study student teachers (n=74) make some initial visits in practice schools, during their very first teacher education course. The student teachers observed how their mentor teachers handled a school day start (during day 1), followed by reflections after having managed a school day start by themselves (during day 2). Theoretically, a school day start can be seen as a “baseline condition” were minor details can lead to ”major turbulence and unpredictability later on” (Koopmans, 2014, p. 31-32). For example, a teacher´s unexpected absence in the morning may involve rescheduling available staff, or asking teachers to forgo their preparation period, dividing the class into smaller groups and so forth.During a school day start important role transitions are also being made (Ashfort, Kreiner & Fugate, 2000), while adults and children start to approach the school yard and the school building, and dynamic social processes are starting. Different situations in school corridors or elsewhere can demand micro role transitions, when teachers enter a caring role in front of a sad pupil, or a discipline role in front of pupils who break some rule. In total, complexity theory suggest that ”small events/actions can have big effects” (Ell et.al., 2017, p. 329), not least during initial conditions such as a school day start when time is approaching for the first lesson of the day, and for the teacher to enter the teaching role in front of the pupils.The first research question (1ab) is about the student teachers´ observation day one, and the second research question (2) is about how the student teachers reflect after having managed a school day start by themselves:1a)What examples of care (i) and discipline/moral education (ii) do the student teachers note while observing the school day start?1b)How do the mentor teachers enter the teaching role in front of the pupils, according to the student teachers?2)What experiences do the student teachers describe, after being responsible for starting a school day in front of the pupils?Qualitative content analysis was used to analyze students´ written reflections. The concepts care, discipline/moral education and teaching was used in a deductive coding phase (Xu & Sammit, 2020), followed by inductive coding which led to subthemes. Findings reveal how the student teachers noticed mentor teachers´ micro rituals together with the pupils, how different artefacts in the schools facilitated teachers work, and how the student teachers´ own attempts were emotionally challenging. The students´ emotions and doubt are discussed in relation to how teacher education programs can involve regular meetings with practice schools where it is possible to be open and honest without grades, performances or assessment being in focus.The study was a part of the Swedish national pilot project ULF (Swedish acronym which stands for Development, Learning and Research). The aim of the project ULF is to develop and test sustainable collaboration models between academia and the school or school system regarding research, school activities and teacher education.  
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TY  - CONF
T1  - Digitalising student teachers’ practicum: working towards a joint understanding
A1  - Hansson, Johan
A1  - Bergström, Peter
PY  - 2023
LA  - eng
AB  - Research topic: Swedish teacher education programs comprise a coherent practicum period for 12 weeks (30 ects) at local schools. Under supervision of a local experienced teacher, student teachers’ practicum involves to plan, carry through and evaluate teaching and learning with pupils. The role of the local supervisor involves support for teacher educators’ assessment of student teachers’ abilities (e.g. subject didactical skills), which has become a burden due to heavy written analogue documentation. When the documentation fails, student teachers feel the feedback as non-relevant, vague, or as low-quality supervision. The supervisors have for a long time requested a digital version of the analogue assessment document, and in parallel, the teacher education institution has sought ways to develop opportunities for equal and high-quality supervision of student teachers. Taken this background into account, this study aims to explore change regarding opportunities and challenges of digitalising student teachers’ evaluation of practicum.  Theoretical framework: Cultural Historical Activity Theory is applied to analyse this change and the expansive learning such a change result in (Engeström & Sannino, 2016). Expansive learning is based on a 7-step cyclic process where the first four steps include the collective learning actions of 1) questioning, 2) analysing, 3) modelling a new solution, and 4) examining and testing the new model. In accordance with these four steps, the supervisors questioned the analogue assessment document, teacher education sought ways to develop equal and high-quality supervision, and the municipality asked for quality in student teachers’ practicum (1). The concept and the digital service Teaching Analytics (TA) was seen as mean to digitalising student teachers’ evaluation of practicum (2). Teacher educators held workshops in TA with supervisors and student teachers and presented a time frame (3). In practicum, student teachers and supervisors were asked to use TA (4). These four steps are further scrutinized through the concepts of stimulus, contradictions, and agency. Methodology: The study was based on a single case study design of 8 invited student teachers practicum at upper secondary school in a municipality and 8 supervisors. Three types of data were collected: (i) interviews with the supervisors regarding use of TA and with one school leader at municipality level, (ii) a questionnaire to student teachers, and (iii) visualisations of student teachers’ evaluation of practice.  Expected results: The preliminary findings indicate that the digitalisation of student teachers’ evaluation of practicum provide opportunities and challenges. Municipality stakeholders indicate a vision of good and equal supervision for student teachers due to a standardised language in TA. Student teachers indicate challenges based on contradictions about the threshold for learning Teaching Analytics and limited skills about the approach and vocabulary to analyse lessons. A second challenge concern a teacher education perspective and the perception what could manifest a digital service of the analogue assessment document. Hence, contradictions emerge between the analogue assessment document and TA.  Relevance to Nordic educational research: Few studies have used software as a service in the evaluation and analysis of student teachers’ practicum.
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TY  - CONF
T1  - Assessment of teaching skills: experiences from a national course for prospective assessors of pedagogical qualifications
A1  - Olsson, Thomas
A1  - Winka, Katarina
A1  - Ryegård, Åsa
A1  - Oldsjö, Fredrik
A1  - Apelgren, Karin
PY  - 2012
LA  - eng
KW  - assessment
KW  - teaching skills
KW  - portfolio
AB  - Appointment and promotion of academic teachers in Sweden is regulated by the Higher Education Ordinance, together with local appointment rules at University level, and complementary instructions at Faculty level. Universities have local definitions of pedagogical qualifications and local assessment criteria. External experts are used more or less regularly in the assessment procedure but the routines, and therefore the prerequisites for assessment, vary considerably between universities.Similar to most European universities the autonomy of Swedish universities has increased considerably during recent years. During the process of writing new local appointment rules, quality assurance of the procedure for assessing pedagogical qualifications has been much debated. The role of external experts, and how teacher appointment committees use expert assessments, has been debated in a report from Uppsala University (Ris, Hartman & Levander, 2011). Education of external experts, especially assessors of pedagogical qualifications, is highlighted as a priority.We present a national course for assessors of pedagogical qualifications that has been given on two occasions at Uppsala University, with Umeå University as the course manager. The aim of the course is to enhance the potential to assess pedagogical qualifications at universities locally by offering support and education at a national level. Assessments by experts could potentially act as drivers for quality enhancement if they contain constructive developmental feedback. This aspect is a fundamental part of the course.The course was developed as cooperation between universities that previously have collaborated in a major project about the Scholarship of Teaching and Learning in Swedish Higher Education (Ryegård, Apelgren & Olsson, 2010). During the course, corresponding to one week of full-time work, each participant assesses five teaching portfolios and writes two assessments. The course work is both performed on an individual basis, and carried out in groups. Experienced assessors serve as mentors during the entire process. It is important to point out that completion of the course does not mean any authorisation as a potential external expert. This is a process entirely governed by each individual university.During the session we will discuss our experiences from local arenas and the national Swedish perspective, and also broaden our discussions, together with session participants, to an international level. Although local definitions and assessment criteria seem to differ a great deal, a common perspective based in the Scholarship of Teaching and Learning is evident.
ER  - 

TY  - JOUR
T1  - Learning environmental concepts in primary school for sustainable development
T2  - Journal of Earth System Science Education
SN  - 1529-7993
A1  - Persson, Christel
A1  - Musidlowska-Persson, Anna
PY  - 2007
LA  - eng
AB  - This paper explores environmental education research in primary school. The longitudinal study started in 2003, with 29 children nine years of age, in a city in southern Sweden. The teacher works with projects in science and technology to stimulate the pupils’ interest and participation in environmental education. Semi-structured interviews with the young pupils have been carried out. In order to analyse the classroom communication between the teacher and the children and also among the children, videotaped sequences from the lessons are collected, in which the Socratic dialogue is practiced. Stimulated recall as a method is also used to find out the teacher’s reactions during the lessons. In order to catch environmental details as well as a holistic perspective, the Earth’s system model is used in the analysis, e.g. the lithosphere, the atmosphere and the hydrosphere as well as the biosphere and the technosphere. It was observed that the children are able to argue about possibilities to change different daily routines in different ways, which reduce disturbances to the environment. Some pupils can see the connection between the increasing greenhouse effect and pollution from the cars. Others can see relations between increasing temperature and melting polar caps. In stimulated recall the teacher points out possible connections in the Earth system and in environmental learning. This material is one part of an ongoing longitudinal doctoral study and the videotaped sequences have been caught from year 2003 to 2006. The interviews with the children have been taped every spring from year 2003 to 2006.
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TY  - CONF
T1  - Active Student Participation: A conflict of interest as far as Teaching and Learning is concerned
T2  - Transforming patterns through the scholarship of teaching and learning
A1  - Sjöberg, Jeanette
PY  - 2017
SP  - 304
EP  - 304
LA  - eng
AB  - ABSTRACT: There is little doubt that the complexity of student active participation highlights the need for more extensive research into the practices of teachers in higher education. The concept of ’active student participation’ usually includes a variety of perspectives on teaching and learning that enhances the idea of students supporting each others learning processes in different ways, such as peer teaching, peer learning and peer tutoring. In a time where student- centered learning is emphasized, these approaches to teaching and learning are highly relevant for a university teacher, but they are however not always as easy to adopt as it might seem. Given the fact that higher education institutions includes a set of traditional roles, such as the role of the teacher and the role of the student, surrounded by cultural expectations, students as well as teachers are not always inclined to embrace the idea of ‘active student participation’ in the classroom. In this study, interviews with seventeen teachers in a Swedish university, shows that even though they are working with student-centered learning methods, in which they firmly believe, they all have met challenges using these methods as far as the students are concerned. According to the teachers students do not always understand the pedagogical methods used for a student-centered learning approach, but mistakes these methods for lack of content knowledge from the teachers. In a traditional setting the teacher would be the active agent (lecturing) while students would be more passive (listening), while in a student-centered learning approach the students are expected to be active while the teacher take on a more passive role. This approach to teaching challenges both teachers and students and the aim of this paper is to discuss the conflict of using teaching methods that enables student active participation in higher education, where traditional and cultural beliefs of teaching and learning still are prominent in many ways. Consequently, it is suggested that student active participation methods can serve as means to challenge these beliefs and move beyond the expected.
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TY  - CONF
T1  - Teaching children’s rights – what can we learn from Paulo Freire?
T2  - Teaching children’s rights – what can we learn from Paulo Freire?
A1  - Thelander, Nina
A1  - Abraham, Getahun Yacob
PY  - 2014
LA  - eng
AB  - Abstract ECER 2014                                                                           Nina ThelanderGetahun Yacob AbrahamKarlstad University, SwedenNetwork 25Teaching children’s rights – what can we learn from Paulo Freire? Today, the importance of school results is stressed in political discussions as well as in public debates in many countries around the world. As school results are linked to economic growth international tests, as e.g. TIMMS and PISA, have become important tools in these debates as well as indicators for change in school systems. In our presentation we will use Sweden as an example where school results in international tests have led to changes in the national school system which, we will argue, has impact on children’s rights in education in different ways.  One illustration of changes outlined in the new steering documents is a stronger focus on “subject matter” emphasizing and requiring more and deeper knowledge in each subject in school where e.g. knowledge about children’s rights is more explicitly stressed. In this presentation we want to highlight some of these changes and discuss what they might mean from a child rights perspective?  In order to do so we will use ideas and concepts from Paulo Freire which, for instance, presents an alternative idea to “subject matter” teaching and discuss education from a somewhat different angel than expressed in today’s national curricula and syllabuses. This example will be the starting point to a broader discussion about Paulo Freire’s theoretical ideas and concepts in relation to children’s rights in education.To a large extent, researchers within the field of children’s rights in education are anchored in theories, which in different ways are, linked to ideas and concepts outlined within the sociology of childhood, which this presentation is an example of. Even though sociology of childhood has been and still is a fruitful way to study children’s rights in education specific educational theories and perspectives are claimed to be more highlighted and discussed (Quennerstedt & Quennerstedt, 2013)In order to contribute to the theorizing of children’s rights in education we will in this presentation elaborate the theoretical ideas and concepts of Paulo Freire and discuss his thoughts in relation to children’s rights in education, with examples from Sweden. Apart from Freire’s ideas about “subject matter” mentioned above his thoughts about the importance of good relationship between teachers and students, giving an opportunity for students to express themselves, and creating an open climate for conversation in the classroom is applicable with the intentions in the UN Convention on the rights of the child. The concepts such as oppression, banking verses problem posing education, dialogue versus antidialogue, generative themes, etc (Ferire, 1970) are also relevant for this work.In their everyday work teachers, instead of just trying to feed children with knowledge as expressed in the banking concept, it is preferable to involve children to come up with their thoughts and wonderings to generate themes that they can assess together with other children and their teacher. The dialogue with each other and their teacher could give children more opportunities to learn, than the anti-dialogic method where they are passive recipient of what comes from their teacher.  These thoughts of respect for children’s self-expression, working method that invites for participation and enquiry are in line with the convention for the rights of the child. Taken together these ideas and concepts form our aim for this presentation: what can we learn about teaching children’s rights from the theoretical perspectives and concepts of Paulo Freire? The theoretical framework is drawn from Paulo Freires ideas and concepts ( Freire, 1970, 1974, 1987, 1998) as well as from the sociology of childhood (James & James, 2004). These theoretical frameworks help us to analyze and cast light on further understanding of children’s rights in education. It will also help us to look closely to the Swedish primary school’s curriculum (Lgr.11) and other policy guidelines. Here the focus will be on the impact of the curriculum and policy guidelines on teaching children’s rights.    The study uses text analyses as a method. Convention on the rights of the child (UNICEF, 1989) and the Swedish primary school curriculum (Skolverket, 2011) are used to scrutinize what they provide on teaching children’s right. The provisions in the texts are viewed and analyzed in relation to Paulo Freire´s concepts on education.    The expected outcomes of the presentation are to elaborate children’s rights in education from Paulo Freire’s theoretical perspectives. The presentation will also contribute to the ongoing discussion of theorizing children’s rights in education. Our intention is to publish an article from this presentation.     ReferencesFreire, P. (1970/2012). Pedagogy of the Oppressed. New York: Continuum International Publishing Group.Freire, P. (1974). Education for critical consciousness. New York: Continuum International Publishing Group.Freire, P. (1998). Pedagogy of Freedom: Ethics, Democracy, and Civic Courage. Lanham: Rowman & Littlefield Publishers, Inc. Freire, Paulo and Shor, I. (1987) A Pedagogy For Liberation: Dialogues on TransformingEducation.Westport: Bergin &Garvey.James, A. & James, A,L. (2004) Constructing childhood: Theory, policy, and social practice. New York: Palgrave MacmillianQuennerstedt A, & Qunnerstedt, M, (2013) Researching children’s rights ineducation: sociology of childhood encountering educational theory. In British Journal of Sociology of Education, 2014 Vol. 35, No. 1, 115–132, http://dx.doi.org/10.1080/01425692.2013.783962 Skolverket (2011). Curriculum for the primary school, Lgr 11. Stockholm: Skolverket.UNICEF (1989). Convention on the rights of the child. New York: UNICEF.  
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TY  - CONF
T1  - Career Teachers in Sloyd: Assignment, Contradictions and Dilemmas
T2  - Abstract book
A1  - Westerlund, Stina
PY  - 2019
SP  - 46
EP  - 46
LA  - eng
AB  - To increase teachers´ professional status and attract skilful teachers´ development of career pathways has been stressed by Swedish policy (Gov. bill. 2012/2013, 136) and the OECD (2005) as well. In 2013 a new teacher position, career teacher (förstelärare), was introduced in Sweden suggested to be crucial to overcome schools´ declining result in international tests. In 2017 the career reform was expected to include 17 000 teacher services in compulsory school (Swedish National Agency for Education, 2016). Sloyd teachers as career teachers exists in schools, to what extent is unknown. Statistics on subject affiliation are missing but it´s known that teachers in f. e. mathematics or mother tongue to a greater extent have received career teacher positions at schools (ibid). The career reform also seems to challenge the horizontal organisation in schools and traditional forms of pedagogical leadership (Alvunger, 2015). The overall aim is to map relationship between policy and practice by exploring career teachers in Sloyd´s perspectives om career reform in relation to their assignments and development of teaching practice. Research questions are as follows:1 How is meaning and professional identity constructed by teachers in Sloyd in relation to their assignments as career teachers?2 What contradictions and dilemmas related to career teachers´ assignments and development work becomes visible?An activity theoretical understanding and the concept “shared objects” (Engeström, 2009) is used to get grips with meaning constructed in activities as well as contradictions and dilemmas arising when policy and practice meet in ongoing activities. Local context and discourses are central in how meaning is negotiated and what professional identity becomes possible (Sachs, 2001). Englund & Solbrekkes (2015) identified tensions (accountability versus professional responsibility) in teacher professionalism is used to deepen the understanding of career teachers positions and strivings. The study is empirically founded in qualitative interviews with seven first teachers in Sloyd in primary to secondary school. Meaning condensation is used for analysis and Hardings (1990) strong reflexivity is planned to be used to get professionals, career teachers´, reflections on preliminary results. Expected results could be related to the somewhat marginalized position in schools of “tacit” knowledge carried by handling/action, which characterizes knowledge and teaching in Sloyd. Career teachers are dependent on school leaders and their understanding of Sloyd when it comes to room to maneuver and direction of teachers´ assignments. Some school leaders prefer development work strongly connected to certain “lifts” initiated by Swedish National Agency for Education (f. e. Läslyftet), not always in line with career teachers´ strivings and could narrow the space for their own meaning making. The study is relevant to widen the understanding of how global tendencies and policy is made in local Sloyd practice, which is sparsely investigated. Study also puts light on what organisational structures that could be necessary to scaffold career teachers future work.
ER  - 

TY  - CONF
T1  - Wild Pedagogies and Bildung Thinking in an Anthropocene Age: What has Wild Pedagogies to offer in a Nordic Bildung Context?
T2  - Nordisk forskningskonference for miljø og bæredygtig udvikling i uddannelse
A1  - Wilhelmsson, Linda
A1  - Paulsen, Michael
PY  - 2023
LA  - eng
KW  - wild pedagogies
KW  - bildung
KW  - culture-nature
KW  - ecological crisis
KW  - anthropocene
AB  - Along the environmental crisis and the need to respond, also educationally, new pedagogical thinking has evolved in recent years, as alternatives to mainstream Western educational thinking and practice, thematizing how education ought to be reimagined to change our relationship to the world (Cars & West, 2015; Jickling and Sterling, 2017, Paulsen, jagodzinski and Hawke, 2022). This paper introduces one of these alternatives, the northern-American educational concept and movement Wild Pedagogies (WP) (Jickling et. al., 2018), and asks what it has to offer in a Nordic Bildung context. It does this by putting WP in dialogue with the Bildungtradition (Paulsen, 2022). The result of this encounter is the argument that WP is compatible with reflective-critical theories of Bildung (but not vulgar Bildung theories) and holds potentials to bring out clues about how to ecologize Bildung-thinking and practice (Wilhelmsson and Blenkinsop, 2023). This by emphasizing how the more-than-human living world can function as a co-teacher that can help to explore and create ways of beingin- the-world that transcend existing modernist framing – and its ecologically problematic way of thinking (Bhaskar et. al., 2012). It is suggested that WP put forth at least two lines of thought: (1) it envisages that we need to break free from a modernist relationship with the world, that holds us back because it does violence to many and restrict the ways we think, act and live (Blenkinsop et. al., 2022). According to WP, modernist education brings out too few possibilities for relational engagement with the natural world (Ibid.). Based on the premise that education is a necessary partner in changing our relationship with the world, and such a change is needed as a response to the ecological crisis, WP argues (2).What WP brings to the play, is that it invites education to take place within the living world where it is most alive (not in classrooms), learning with and from the living world (and not only from human culture), with the living world as the highest context (and not only humanity), envisioning a radical ‘more-than-human’ democracy. We conclude (with some hesitations on the concept of nature) that WP is in accordance with postmodern Bildung thinking, that it radically breaks with anthropocentric norms and envisage ways to revitalise Bildung-oriented education in an Anthropocene age of ecological disaster. The authors of the paper organise an WP gathering in Enaforsholm in Sweden, August 2023, where many proponents of the WP movement come, but also others; and here it is the authors intention to study how WP situates in a living world, in a Scandinavian location. Findings from this will tab into the further reflections of the paper. ReferencesBhaskar, R., Høyer, K.G., & Næss, P. (2012). Ecophilosophy in a World of Crisis. Routledge.Blenkinsop, S., Morse, M., & Jickling, B. (2022). Wild Pedagogies: Opportunities andChallenges for Practice. In Paulsen, M., Jagodzinski, J., & Hawke, S. M. (Eds.). Pedagogy in the Anthropocene: Re-wilding education for a new earth. Springer Nature, 33-51.Cars, M. & West, E E. (2015). Education for sustainable society: attainments and good practices in Sweden druing the United Nations Decade for Edutaion for Sustainable Delvelopment. Environ Dev Sustain, 17, 1-21.Jickling, B., & Sterling, S. (Eds.). (2017). Post-sustainability and environmental education: Remaking education for the future. Springer.Jickling, B., Blenkinsop, S., Timmerman, N. & De Danann Sitka-Sage, M. (2018). Wild Pedagogies: Touchstones for Re-Negotiating Education and the Environment in the Anthropocene. Springer International Publishing AG.Morse, M., Blenkinsop, S. & Jickling, B. (2021). Wilding educational policy: Hope for the future. Policy Future in Education, 19(3), 262-268.Paulsen, M. (2022). Bildung and technology: Historical and systematic relationships.In Bildung in the Digital Age (pp. 7-28). Routledge.Paulsen, M., Jagodzinski, J., & Hawke, S. M. (Eds.). (2022). Pedagogy in the Anthropocene: Re-wilding education for a new earth. Springer Nature.Wilhelmsson, L. & Blenkinsop, S. (submitted). Ecologizing Bildung: Educating for the ecosocial-cultural challenges of the twenty-first century: Canadian Journal of Environmental Education. Volume 23.
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TY  - CONF
T1  - Disentangling conceptual webs-of-understandings. The case of neologisms Translanguaging and Nyanlända
A1  - Bagga-Gupta, Sangeeta
A1  - Messina Dahlberg, Giulia
PY  - 2018
LA  - eng
AB  - This paper aims to make visible a diversifying hegemony in how language and identity issues are currently being framed in the educational sciences. Furthermore, it highlights the continuing marginalization of research across global South-North settings where social practices vis-à-vis linguistic heterogeneity are centre-staged. Finally, the paper empirically illustrates how studies of “languaging” (Jorgensen 2008, Linell 2009) and “identiting” (Bagga-Gupta 2017) across time and global North-South arenas, including digital sites, can open up alternative spaces for reframing what language and identity are and can be (Bagga-Gupta 2017, Butler 1999, Finnegan 2015, Gramling 2016, Messina Dahlberg, 2015).Concepts like Translanguaging and Nyanlända (Swedish: “newly-arrived”) have quickly been embraced in the directives and frameworks of Swedish agencies. Similarly, with the explicit aim of promoting the distribution of knowledge about increased diversity in Swedish society, the current commission of tailored courses for teachers has seen a growing mobilization of nomenclature that targets new communicative practices. The paper traces the emergence of some central concepts in the language sciences (“bi/multi/pluri/semilingualism”, “trans/languaging”) and the literature on migration studies and globalization (“super/hyper/diversity”, “im/migrants/newly-arrived”). It illuminates the ways in which nomenclature shifts and “academic branding” (Pavlenko 2017) contribute towards (or confound) communication and diversity issues in the educational sector. Here, social practices across analogue and digital settings, where the focus is on individuals interacting with one another and tools, and where locality and spatiality are not always bound to the four walls of institutional learning settings claim analytical attention.The study focuses upon data from ethnographical projects at the CCD research group (www.ju.se/ccd). This includes naturally occurring interactional material and textual data (current scholarship inside and outside Sweden and directives from the national bodies in charge of schools and teacher education in Sweden). Theoretically framed at the crossroads of sociocultural and decolonial perspectives, the study specifically asks how a neologism like Translanguaging (including current debates on the most appropriate translations of the concept into Swedish) differs from what is “normal languaging”, and what neologisms like Nyanländaor Super/hyperdiversity offer in comparison to “normal diversity”? What, in other words, we ask is normal languaging and normal diversity?
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TY  - CONF
T1  - Student Teachers and Values in Textbooks for Early Reading
A1  - Damber, Ulla
PY  - 2011
LA  - eng
AB  - In many countries there is a specific subject for the teaching of citizenship, as an element of the curriculum. In Sweden, in contrast, all school activity should be carried out in accordance with fundamental values stipulated in the Education Act and all who work in school should uphold these values, no matter what subject. Therefore, the values transmitted in textbooks also constitute an important medium for conveying fundamental values. The aim of our project is twofold. Firstly, we want to look for the “ideal citizen”, as described by Durkheim, in children’s basals for early reading. With reference to the concept of “political literacy”, as denominated by Crick, we will get a combination of education in general literacy together with the fostering of “political literacy”. Secondly, we see a possibility to engage our teacher training students in a minor research project with the aim to describe and analyze the fundamental values and picture of the “ideal citizen” as described in the early basals. We gave a group of students (20 students who worked in pairs) the task to analyze some of the most widely used text books for early reading education with a focus on moral virtues. Their findings indicated obedience, punctuality, honesty, respect, politeness and helpfulness as qualities describing the “ideal citizen”. However, they also found that all of the books depicted a mono-cultural setting, a very blurred description of social classes revealing a middle-class perspective, and outspoken, conservative gender roles. The study is the first step of a planned project aiming at comparing Swedish, Kenyan and, hopefully, textbooks from some other countries. 
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TY  - CONF
T1  - Primary school teachers experience of the digitalisation of teaching
A1  - Josefsson, Pernilla
A1  - Eishow, Clara
PY  - 2019
LA  - eng
KW  - ict enhanced teaching and learning
KW  - primary school
KW  - educational reform
AB  - The aim of this study is to understand primary school teachers' experience of the ongoing process of digitalisation of teaching. The study is done in the Swedish context and includes eight interviews with teachers from six different municipal schools. The results showed that the teachers were positive toward integration of technology and that several of the teachers did perceive an increased use of digital teaching, which is in line with the recently revised school curriculum. However, they reveal a lack of prerequisites for digital teaching that can hinder the goals to be fully achieved, these are both internal and external character. Emphasizes among other things, the need to increase the elements of digital teaching in the teacher education programs, as well as offer competence development courses for active teachers.
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TY  - CONF
T1  - Uppföljning: uppdrag och organisation för högskolepedagogiska enheter vid svenska lärosäten
T2  - Översiktligt program och abstracts
A1  - Nygren, Åse
A1  - Stigmar, Martin
A1  - Sjöberg, Jeanette
PY  - 2023
SP  - 28
EP  - 29
LA  - swe
PB  - : Stockholms Universitet
KW  - leads
AB  - Higher education (HE) today is a diversified area which has grown expansively over the last two decades in response to a rapidly changing educational and political climate (e.g., Englund, 2018). In this age of complexity, development and change are omni present and intrinsic parts of the university teacher’s practice, from the development of the teachers’ individual practice at microlevel, to the collaborative development of scholarly practice at the meso-level of the department, and to the strategic institutional approach at macro-level, which links to employment and promotion frameworks and the recognition of teaching quality (Bolander Laksov & Scheja, 2020). As changing demands has placed focus on learning and teaching, higher education in Sweden has followed the European development from quality assurance towards quality enhancement (e.g., Pelik, 2016; Nygren & Sjöberg, 2022). The universities are now responsible for developing their own quality assurance systems and more emphasis has been placed on ownership and the possibilities of influencing the process (Swedish Higher Education Authority), which has grownmore complex. Through their professional teaching work, academic teachers are expected to strengthen a pedagogical "culture of quality" at the higher education institution (e.g., Elken &Stensaker, 2018).What we are witnessing is a more mature quality assurance work which is characterized by increased trust in the universities them selves and the ways in which they choose to organize theirquality work. But we are also witnessing the heightened complexity of academic development where academic developers has become involved in work on all three levels (micro, meso,macro), for example, appointment procedures, career structures and promotion criteria. Academic developers have become central to the implementation of these strategies, which has greatly extended the range of their professional activities. This development goes hand in handwith the shift in focus from quality assurance to quality enhancement. By allowing the universities to develop their own quality assurance systems, the new quality assurance system signals a heightened awareness of the importance of ownership and to affect the process, which relates to national governance strategies of teaching and learning. As the changing educational and political demands on higher education have deeply affected the professional activities of the academic developer and the academic teacher, this article addresses the changes and challenges faced.The present paper will present the results of a study of Swedish academic development units planned to be conducted in early 2023 and which focus on the areas of responsibilities and 29 everyday practice of academic developers today. In the paper, we will discuss the implications for teachers and academic developers in this diversified context. Our aim is also to contributewith further knowledge and understanding of structural and organisational prerequisites for academic development in higher education. 
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TY  - CONF
T1  - Various internationalities?: Constructions of the “international” in curriculum work
A1  - Pettersson, Daniel
A1  - Wermke, Wieland
PY  - 2013
LA  - eng
AB  - This project aims to investigate the construction of the “international” in curriculum work in social science education in Sweden, England and Germany. The “international” will be handled as an understanding of a virtual global space that is constructed by local actors embedded in particular contexts. By perceiving the “international” not as an arena where certain phenomena are defined and disseminated into local contexts, but as constructed in the very local as various internationalities, we challenge impact-models that seek a path from the global down to the local. We approach our aim by focusing curriculum work in a field of education that by the character of its subjects has a deep interest in relating to the “international”. By asking the subject matter and didactic question of how global literacy is to be developed in social studies in secondary education, we investigate, through discourse analysis, the construction of a world-level that obviously makes such competencies necessary from the perspective of curriculum makers. We argue that such constructions differ regarding both levels of curriculum work and national contexts. A comparison of three countries, presenting three different traditions of curriculum work, will become an analytical device to understand the impact of the contexts both internationally and nationally. Our empirical study will comprise in all cases analyses of governmental documents concerning social science education, curriculum, syllabi and/or national standards and complementary materials. Furthermore, we will self-reflecting publicistic work of teachers in each of the subjects (teacher journals) and conduct focus group interviews with teachers. The data will cover all relevant levels of curriculum work.
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TY  - CONF
T1  - Signs of Scholarship of Teaching and Learning at a Faculty of Medicine
A1  - Sonesson, Anders
A1  - Edgren, Gudrun
PY  - 2013
LA  - eng
AB  - Many medical schools and faculties are actively promoting scholarly inquiry into teaching and learning to improve education. The Faculty of Medicine at Lund University, Sweden, has developed a Teaching Academy with criteria for membership founded in Scholarship of Teaching and Learning (SoTL). Furthermore, the Faculty arranges a conference in medical education and also organises courses to support scholarly projects. Given scarce resources and difficult prioritisations, it is important to gain an understanding of how such efforts could improve teaching and to find strategies, at the faculty level, that realistically pays off at the level of student learning. We have collected the peer-reviewed articles on teaching and learning that have been published by teachers at the faculty. In order to find out how these works relate to knowledge and practice of education, and to teaching and learning at the faculty, we have analysed the material against two theoretical frameworks. The first considers the primary concern of the inquiry itself and the knowledge it produces using Stokes’ (1997) “Quadrant model of scientific research”. The second framework considers the Scholarship of teaching and learning (Trigwell & Shale, 2004; Ashwin & Trigwell, 2004; Lindberg-Sand & Sonesson, 2008) and we ask the questions: How does the object of study relate to the inquirer’s own educational practice, educational context, or students, and have the results been used to develop teaching and learning within the faculty? From this analysis we can conclude that the majority of the published work not only concerns what Stokes (1997) calls a “Quest for fundamental understanding” but also considers its use. Most authors in our study focus on student learning within their own teaching practice and educational context. Finally, our results show several instances were the published works have been used for educational development within the faculty. References Ashwin, P., & Trigwell, K. (2004). Investigating staff and educational development. In D. Baume & P. Kahn (Eds.), Enhancing Staff and educational development. Routledge Falmer. Lindberg-Sand, Å., & Sonesson, A. (2008). Compulsory Higher Education Teacher Training in Sweden: Development of a national standards framework based on the Scholarship of Teaching and Learning. Tertiary Education and Management, 14(2), 123–139. Stokes, D. E. (1997). Pasteur’s quadrant: basic science and technological innovation. Washington, D.C: Brookings Institution Press. Trigwell, K., & Shale, S. (2004). Student learning and the scholarship of university teaching. Studies in higher education, 29(4), 523–536.
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TY  - CONF
T1  - Engaging Rural Vocational Boys in Reading. Teaching and Learning About Reader Identities
A1  - Asplund, Stig-Börje
A1  - Ljung Egeland, Birgitta
PY  - 2023
LA  - eng
AB  - This study reports findings from a reading project with a focus on the reader, which has been carried out in collaboration with a Swedish teacher at a vocational upper secondary school. Rural vocational boys are often described as reluctant readers, and the study is about how their narrated experiences of reading can provide knowledge about reader identities and local reading practices, and how these can be used as subject content in Swedish education. Based on a narrative research tradition that sees narratives and narration as important resources in the work of developing teaching (Goodson, et al., 2010; Goodson & Gill, 2011, 2014) the study also aims to contribute knowledge about what a reading instruction that takes its starting point in such local reading practices does to vocational students’ narratives about themselves as readers. Data consist of topical life story interviews with 19 vocational male upper secondary students. Taking an ecological perspective on literacy (Barton & Hamilton, 1998/2012; Green & Corbett, 2013) which emphasize the interaction between readers, context and reading as a social practice, the results indicate an existing gapbetween reading practices in school and the more informal reading practices the boys engage in outside school (cf. Asplund & Goodson, 2022; Scholes & Asplund, 2021). Our analysis also shows that the boys have strengthened their identities as readers when their own reading practices and stories have formed the starting point for the reading instruction they encountered. The boys’ stories open up for didactic discussions about reading as a generic and subject-specific ability which is to be taught and learned in all subjects. Therefore, knowledge about reading is also expected to be taught and learned in teacher education. 
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TY  - CONF
T1  - Design of learning activities that target students’ risk perception in promoting climate literacy
A1  - Christenson, Nina
A1  - Haglund, Jesper
PY  - 2021
LA  - eng
KW  - geography
KW  - geografi
KW  - physics
AB  - Mittenzwei et al. (2019) recognise the need for a broadened view on climate literacy among students that takes into account a deep understanding of the energy concept, but also matters of risk perception, and attitudes towards climate change, and a willingness to change towards a more climate-friendly behaviour. In a collaboration between Karlstad University and the Leibniz Institute for Science and Mathematics Education (IPN) in Kiel, we run a project aiming to contribute to understanding of prerequisites for secondary students’ development of resilience in relation to human-made climate change. Towards this aim we develop learning activities in different contexts that show varying degrees of authenticity of risk. Contexts in the Swedish part of the project involve: the increased risk of flooding due to climate change in western Sweden; increasing frequency of forest fires in Sweden the last decade; students’ understanding of energy transfer and transformations by use of infrared cameras. In the presentation we focus on results from pilot studies in relation to the flooding and infrared-camera contexts. Regarding the risk of flooding, through the game Riskville preservice teacher students have experienced in a hands-on manner the conflicts and connections urban planning, conflicting interests, and climate related risk (Christenson et al., 2019). By using infrared cameras, students get the opportunity to see otherwise invisible phenomena, such as heat convection and radiation (Haglund et al., 2015).
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TY  - JOUR
T1  - Mångkulturalism i lärarutbildningen: Hur förbereder samhället sina blivande lärare?
T2  - Pedagogisk forskning i Sverige
SN  - 1401-6788
A1  - Ekstrand, Britten
A1  - Nadarevic, Sanela
PY  - 2010
VL  - 4
IS  - 15
SP  - 257
EP  - 276
LA  - swe
KW  - pedagogik och utbildningsvetenskap
KW  - pedagogics and educational sciences
AB  - Granskar man lärarutbildningen i Sverige när det gäller mångkulturalism, kan man notera betydande brister vad gäller kursplaner och formulerade mål. Lärarutbildningen tycks enligt ett större antal undersökningar inte heller förbereda framtida lärare när det gäller att undervisa i ett samhälle präglat av mångfald. I ett samhälle som konstant förändras och diversifieras måste emellertid varje lärare vara utrustad med en pluralistisk grundsyn, kunskap och kompetens att möta demokratiska värderingar. Ett bidrag till utvecklingen av deliberativ kommunikation i lärarutbildningen skulle kunna vara en allmänt spridd medvetenhet om möjligheterna att greppa områdets komplexitet. Mot denna bakgrund och i pragmatisk anda frågade vi oss: Hur och i vilken utsträckning bearbetas mångkulturalism i lärarutbildningarna? Vilka frågor reses och diskuteras? Vilka perspektiv kommuniceras? Föreskriven litteratur i två olika lärarutbildningar, en erkänd för att integrera mångkulturalism och en som troligtvis inte behandlar området i sin utbildning, har granskats i denna studie. Undersökningen syftar till att få en bild av vilka diskurser eller perspektiv avseende mångkulturalism, som tas upp i svensk lärarutbildning. En kritisk analys och diskussion relateras till internationell forskning på området. I artikeln skrivs möjligheter fram till hur övergripande globala synsätt och konfronterande kritiska perspektiv kan lyftas i lärarutbildning.
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TY  - CONF
T1  - Technology and Language Development - Working with preparatory classes
A1  - Hartsmar, Nanny
A1  - Sandström, Maria
PY  - 2007
LA  - eng
PB  - Malmö högskola, Lärarutbildningen
KW  - preparatory classes
KW  - second language development
KW  - technology
AB  - Pupils from classes with recently arrived immigrants, most of them with Arabic as mother tongue, were invited to School of Teacher Education to take part in technological workshops with practical problem solving tasks. Technology course students acted as teachers and observers. Their tasks varied from time to time which gave the students a chance to try different roles. The pupils, 8-15 years old, had no former experience of Technology.  The project included five days when we had one class in the morning and another class in the afternoon. The days were spread out so the pupils had a week for following up and text preparation between the workshops. The activities were varied and included construction of boats, parachutes and moving figures. We also had one workshop with simple electricity and one with Lego, something that is very common in Swedish children’s lives, but completely new for the children in the project. The project was documented by tape recording conversations, students’ observations and texts written by the pupils. These texts were sometimes written in home language and translated to Swedish as part of language training in the ordinary classroom. The aim of the project was to stimulate the pupil’s development in both Swedish and Technology by using conversation, co-operative work and authentic text writing. Another aim was to support and challenge the students’ capability to plan, and to teach in a way that develops both the language and the subject.
ER  - 

TY  - JOUR
T1  - Storskaliga studier: kunskapsmätningar som paradox och möjlighet
T2  - Utbildning och Demokrati
SN  - 1102-6472
A1  - Jakobsson, Anders
PY  - 2013
VL  - 3
IS  - 22
SP  - 5
EP  - 12
LA  - swe
PB  - : Örebro universitet
KW  - kunskapsmätningar
KW  - pisa
AB  - Ett övergripande fokus i detta temanummer är att analysera, granska och diskutera de storskaliga studierna och deras påverkan på utbildningssystemen i Sverige och internationellt. I flera av artiklarna argumenterar författarna för att resultaten från PISA och TIMSS såväl som de nationella proven tenderar att få ett allt större inflytande på utbildningspolitik och undervisning i Sverige och i övriga världen under 2000-talet. Ett sådant exempel är de senaste årens tillkomst av ett antal skolreformer, såsom nya läroplaner, betygsystem, skollag och en ny (-gammal) lärarutbildning. Vid en granskning av de politiska dokumenten bakom besluten är det möjligt att upptäcka att man vid upprepade tillfällen använder resultatbeskrivningar från de storskaliga studierna som argument för att genomföra reformerna (se t.ex. SOU 2008:109). Detta trots att det är högst tveksamt om man kan dra denna typ av långtgående slutsatser utifrån resultaten från PISA och TIMSS.
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TY  - CONF
T1  - Institutional tradition in teachers' manners of teaching
A1  - Lundqvist, Eva
A1  - Almqvist, Jonas
A1  - Östman, Leif
PY  - 2011
LA  - eng
KW  - manner of teaching. epistemological moves. educational philosophies. selective tradition
KW  - curriculum studies
AB  - The purpose of this article is to analyse and describe one teacher’s teaching in relation to established traditions within science education inSweden. The teacher’s manner of teaching is analysed with the help of an epistemological move analysis (EMA). The moves made by the teacher are than compared in a context of educational philosophy and selective tradition. In the analyses the focus is to study the process of teaching and learning in action in institutionalised and socially shared practices.The empirical material consists of video recordings of four lessons with the same group of students and the same teacher. The students are all in Year7 ina Swedish nine-year compulsory school. During these lessons the students work with a subject area called “Properties of materials”.The results show that the teacher makes a number of different moves withregard to how to proceed and come to a conclusion about what the substances are. Many of these moves are special in that they indicate that the students need to be able to handle the procedural level of school science. These moves do not deal directly with the knowledge production process, however, but with methodological aspects. The function of the moves is to switch the students’ attention from one source of knowledge to another. The moves are aimed at helping the students to help themselves, since it is through their own activity and their own thinking that learning takes place. This is characteristic in the teachers’ manner of teaching. When compared in a context of educational philosophy, this manner of teaching has similarities with progressentialism; a mixture of essentialism and progressivism. This educational philosophy is a central aspect of what is called the academic tradition - a selective tradition common in science education inSwedenbetween 1960-1990.
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TY  - CONF
T1  - Memory work in suede: textile/textual methods to map quiet durability
T2  - NERA 2024
A1  - Westerlund, Stina
PY  - 2024
SP  - 94
EP  - 94
LA  - eng
KW  - sustainability
KW  - quiet durability
KW  - textiles
KW  - textile memories
KW  - craft of use
AB  - A societal challenge today is the urgency to develop and adapt to more sustainable approaches to the amount of material artefacts we surround ourselves with. Clothes are no exception; they are products of a global market system, draining the understanding of what clothes can be. There is, however, an alternative quiet sustainability (Smith & Jehlicka, 2013) rooted in alternative and personal contexts, but of which we lack explicit knowledge (Fletcher, 2015). Based on a suede jacket, worn by five persons, from the 1950s and onwards, the study explores unspoken strategies and social and relational aspects that takes place in between the jacket and its wearer.Methodologically, the study draws on memory work (Haug, 2008) and clothing’s tactility, sensuality and ‘memory-bearing’ capacity (Goett, 2016) to map experiences of wearing the jacket and how clothing is knotted into social structures and social relations.Individual written memories, based on a physical encounter with the jacket, were translated into third person perspective and thereafter analysed collectively to recall and reassess the memories and to find similarities and connections in the stories.The result shows how the jacket mediates experiences of an intense, context related balancing act between alignment–uniqueness, uncertainty–courage, and attachment–release, but also ethical reflections on the wearers themselves and their responsibility for others during certain periods of their life. The memory work gave insights in the commonality in the garment’s interconnectedness in the social construction of selves.The responsibility to educate for sustainable development has over time been strengthened within the Nordic countries' education systems. In addition to providing in-depth knowledge of what quiet durability can be, the study contributes to conceivable methods to use in exploring quiet sustainability in teacher education in Crafts. Professional swedish craft teachers for example, find sustainable development, and perhaps especially social sustainability, difficult to teach about (Swedish National Agency for Education, 2015), so method development in the area is needed in both teaching in higher education and in research.References:Fletcher, K. (2015). Other fashion systems. I K. Fletcher & M. Tham (Eds.), Routledge handbook of sustainability and fashion. (pp. 15–24). Routledge.Goett, S. (2016). Materials, memories and metaphors: the textile self recollected. I J. Jefferies, D. WoodConroy & H. Clarc (Eds.), The handbook of textile culture (pp. 121–136). Bloomsbury.Haug, F. (2008). Memory work. Australian Feminist Studies, 23(58), 537 –541.Smith, J., & Jehlicka, P. (2013). Quiet sustainability: fertile lessons from Europe’s productive gardeners. Journal of Rural Studies, 32, 148–157.Swedish National Agency for Education. (2015). Slöjd i grundskolan: En nationell ämnesutvärdering i årskurs 6 och 9. Skolverket.
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TY  - CONF
T1  - Group size in preschool and Children’s affordances
T2  - European Early Childhood Education Research Association (EECERA) 20120830-2012001
A1  - Williams, Pia
A1  - Sheridan, Sonja
A1  - Pramling Samuelsson, Ingrid
PY  - 2012
LA  - eng
KW  - preschool
KW  - children
KW  - group size
KW  - affordances
AB  - Over the last decade, group size in preschool has become an important issue for Swedish preschool teachers. In Sweden 87 per cent of children in the ages of 1 and 5 are enrolled in preschool. A key issue related to the education of these children is the impact of group size. This study aims to investigate the impact of group size on the affordances available to children in relation to the intentions instantiated in the curriculum and to children´s learning and knowledge formation. The research questions we address is: How do teacher´s express views on group sizes in preschool? In relation to the preschool curriculum and depending on group size, what kinds of affordances are available to children? The study takes an interactionistic perspective based on Urie Bronfenbrenner´s ecological systems. Methods used are interviews, video observations, interplay between teachers and children, stimulated recall with teachers, and walk-and-talk sessions with the children. Analyses will be conducted drawing on Urie Bronfenbrenner´s ecological system theory and development pedagogy to examine similarities, differences and the variation of available affordances. The study follows the Swedish research council guidelines and ethical rules in social science Research. The study is expected to generate knowledge of the perspectives of teachers and children on the impact of group size in preschool and the affordances available to children in relation to curriculum goals depending on the size of their group.
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TY  - CONF
T1  - Teachers crossing borders: A longitudinal study of a new profession
T2  - Abstract book. NERA 2015, Marketisation and differentiation in education.: 43rd Annual Congress of the Nordic Educational Research Association (NERA), Gothenburg, March 4-6, 2015
A1  - Ackesjö, Helena
PY  - 2015
LA  - eng
KW  - pedagogik och utbildningsvetenskap
KW  - pedagogics and educational sciences
AB  - Research topic: The overall purpose of this longitudinal research project is to study professional trajectories in the first intake of students which graduated 2014 from the newly reformed teacher education with specialization towards work in the leisure-time center. The main objective for these students is both to work in the leisure time center’s traditional activities, and to work as a teacher in a school subject. This project aims to gain knowledge about which professional trajectories that are possible for this new category of teachers. When are their skills asked for? How do they construct their professional identities? Theoretical and Methodology framework: Border theories and theories of identity constructions are used as theoretical foundations in this research. Such theories provide tools for studying how social borders are established and maintained, and how professional identities are constructed by considering themselves in the light of others. In addition occupation theories are used. In attempting to describe and explain the teachers' movements within the profession, the term breakpoints is used to study how movements across borders in an education system affects the choices made. 40 newly graduated teachers are included in the project, and the methods used are recurring surveys and interviews when they enter the labor market and during their first five years of employment. Main findings: The first survey, answered by the students prior to their graduation, highlights how the students anticipate entering a hybrid profession, and by this facing new dilemmas. They are entering a new and dual professional role where a balance must be maintained between two assignments. To be able to do this balancing, to cross professional borders and to find enough time to combine the assignments, is considered to be the big challenge. In addition, they see a challenge in defining their new profession in the light of the old. The second survey focused on mapping which career trajectories the students took during their first year on the labor market, and is now undergoing analysis. Relevance for Nordic Educational Research: This study puts the spotlight on the Swedish teacher education which is quite unique in a Nordic perspective
ER  - 

TY  - CONF
T1  - Technology teachers’ experiences of teaching with models and modelling represented with digital tools
A1  - Brink, Helen
PY  - 2022
LA  - eng
AB  - In Swedish compulsory school, pupils are supposed to develop digital competence. The technology subject for lower secondary school (pupils at age 13-15) serves several opportunities for pupils to work with and develop their digital competence. For instance, when pupils are working with designing models and at the same time are using digital tools. The aim of this study, conducted within a research school with teachers as researchers, was to develop knowledge about teachers’ experiences of teaching with models and modelling represented with digital tools. Swedish technology teachers have been interviewed about their experiences of this teaching, and the interviews have been analyzed using thematical and phenomenographical approaches. The results show that the teaching has more learning outcomes then are expressed by the teachers. Based on the results, it is arguable that it is important for teacher students, as for in-service teachers, to notice, identify and conceptualize these non-expressed outcomes when planning and enacting their lessons. With this poster session, some examples of outcomes when teaching with models represented with digital tools are presented; a possible teaching progression; and finally, the importance of interweaving theoretical and practical elements from this specific area of technology education, and how this could be done in practice.
ER  - 

TY  - JOUR
T1  - Flexible examination as a pathway to learning
T2  - Problems of Education in the 21st Century
SN  - 1822-7864
A1  - Diedrichs, Peter
A1  - Willén-Lundgren, Berit
A1  - Karlsudd, Peter
PY  - 2012
VL  - 40
IS  - 40
SP  - 26
EP  - 34
LA  - eng
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - Previous research in the field of educational development has highlighted the importance of examination in the learning process. In most educational contexts tests and grades are the most important influences on the students’ learning strategies. A well planned examination strategy is seen as contributing to better learning. A test of flexible examination forms was carried out in the Linnaeus University’s teacher training program in Sweden. During a course in special needs education, 119 teacher trainees were given the opportunity to choose examination method at the start of the course. They were able to choose between four different examination methods and were in addition allowed to propose their own examination method. After the students had been examined they completed an evaluation on their newly acquired and previous examination experience and with the key question being which form of examination was most beneficial to the learning process. The results show that even if the students saw examination as an opportunity for learning and appreciated the option of freely choosing examination method, they did not choose the examination form according to its benefit for the learning process. On the contrary they chose the examination form that they expected to be the easiest path towards high grades.
ER  - 

TY  - JOUR
T1  - Emergent science in preschool. The case of floating and sinking
T2  - International Research in Early Childhood Education
SN  - 1838-0689
A1  - Larsson, Jonna
PY  - 2016
VL  - 3
IS  - 7
SP  - 16
EP  - 32
LA  - eng
KW  - floating and sinking
KW  - emergent science
KW  - preschool
KW  - children
AB  - This article studies an activity in a Swedish preschool setting where children’s elaborations and understandings of floating and sinking are central. In a Swedish preschool context, it is advocated by the National Agency for Education (2016) that different forms of knowledge and ways of learning are used within the institutions to form a coherent whole. Based on a cultural-historical framework (Fleer, 2010; Hedegaard, 2012; Vygotsky, 1978, 1987), it is argued that if children are supported by a teacher, who mediates a cultural and historical, as well as institutional, perspective of knowledge, children may enhance their knowledge of science. Data was collected using a video-based technique called shadowing (Czarniawska 2007), and the overall study was framed within a case-study methodology. The analyzed activity show four children collaborating and exploring a range of aspects related to floating and sinking together with one teacher, acted out in a playful but focused manner. The results show that aspects such as the item, the fluid, and the way children handled the items to remove or add weight, were found important by the children. They used everyday language to talk about size, holes, weight, amount of water, and what changing preconditions would mean when different objects were placed in water. Their vocabularies were enhanced during the activity and seemed to foster emergent notions of density and Archimedes’ principle, indicating that the language used has the potential to mediate the progress of both spontaneous and scientific concepts, where scientific concepts are understood as emergent.
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TY  - CONF
T1  - Bridging the gaps? Exploring science teaching continuity across early years transitions through semantic profiles
T2  - Short Abstracts
A1  - Ottander, Christina
A1  - Sundberg, Bodil
PY  - 2024
LA  - eng
PB  - : NFSUN
KW  - biologididaktik
KW  - didactics of biology
AB  - Continuity between pedagogical approaches in prior-to-school and school teaching can be beneficial for an early start of education (OECD, 2017). In this study we use Legitimation Code Theory (Maton, 2020) as an analytical framework to explore science teaching continuity in terms of science-specific knowledge and discourse across three Swedish early years school forms: preschool (ages 1-5), preschool-class (age 6) and primary school, grade 1-3 (ages 7-9). The following research questions are in focus: 1) in what ways do activities and verbal teacher-student interactions, at each educational setting, move between degrees of context-dependent meaning (SG, the level of abstraction) and complexity and condensation of meaning (semantic density, SD) and 2) in what ways do semantic profiles vary, or align within and across Early Childhood educational settings? In our material, based on classroom observations, we identified three different types of semantic profiles: 1) the fragmented flatline, 2) the escalator, and 3) the semantic wave. The preschools demonstrated all three profiles. Preschool-class and primary school science teaching showed profiles of both the escalator and semantic wave. Points of concern in relation to a vision of a continuity in science education across EC school forms will be discussed. 
ER  - 

TY  - BOOK
T1  - Vol. 24 No. 3 (2025): Special Issue: Teaching and Learning Resources for Linguistic Minorities
PY  - 2025
LA  - eng
PB  - European Centre for Minority Issues (ECMI)
AB  - This special issue examines Teaching and Learning Resources (TLRs) for linguistic minorities in Europe. TLRs – encompassing a wide array of pedagogical materials utilized for educational or self-directed learning purposes across various contexts, from school textbooks to academic literature and from media texts to online resources – are central to minority language education. Existing research often prioritizes teacher and learner activities, overlooking their medial or material dimensions. Furthermore, as shown in the articles in this issue, very few countries have succeeded in developing systematic specialized professional production and circulation of resources that would cater to the entire minority society and also facilitate the education of majority society members about the minorities. This Special Issue addresses that gap by focusing on the sociology of TLR production, particularly in contexts where institutional support is limited. Anchored in the project ‘The Production of Learning Resources of, for and by the National Minorities’, funded by the Swedish foundation Riksbankens Jubileumsfond (2025), the articles highlight emerging interdisciplinary approaches and the need for systematic, equitable resource development across European minority language settings. This special issue features a diverse range of contributions that explore TLRs not only in the Nordic context of minority languages, but also more broadly across Europe.
ER  - 

TY  - CONF
T1  - Variation theory - a tool for modifying mathematical tasks: the case of preservice teachers
T2  - The Earli Sig 9 Conference, 10-11 February 2021
A1  - Ekdahl, Anna-Lena
A1  - Mårtensson, Pernilla
PY  - 2021
SP  - 16
EP  - 17
LA  - eng
AB  - In this study, we examine how 30 pre-service teachers designed and modified mathematical tasks to enhance primary students’ learning. The pre-service teachers took part in a 5-week course in a teacher education program in Sweden in which a theory-based lesson study model entitled learning study were established to deepen the teachers’ awareness about the relationship between instruction and student learning. The learning study course design consisted of two intervention cycles in which the pre- 17 SIG 9 Phenomenography and Variation Theory service used variation theory as a tool for lesson design and re-design. The aim of this study is to explore in what ways the pre-service teachers modify mathematical tasks when employing variation theory during the 5-week mathematics education course in which LS cycles were incorporated. Data were collected at the end of the course and consist of written reports about task refinements based on their reflections about the students’ performance during the lessons. We identified five different ways of task modifications: expanding tasks, making tasks more explicit, making tasks more implicit, bringing metaphors and representations to the foreground, and creating new tasks. These categories might become a complementary tool to variation theory, for reflecting about task design and redesign.
ER  - 

TY  - CONF
T1  - A Remote Electronics Laboratory for Physical Experiments using Virtual Breadboards
A1  - Gustavsson, Ingvar
A1  - Olsson, Thomas
A1  - Åkesson, Henrik
A1  - Håkansson, Lars
PY  - 2005
LA  - eng
PB  - American Society for Engineering Education
KW  - remote lab
KW  - on-line lab
KW  - electronics
KW  - laboratory
AB  - In traditional university laboratories students conduct experiments under the supervision of an instructor. A remotely-operated laboratory for undergraduate education in electrical engineering which emulates a traditional laboratory has been set up by Blekinge Institute of Technology (hereafter referred to as BTH), Ronneby, Sweden. The laboratory is a client/server application and the Internet is used as the communication infrastructure. Most remote laboratories elsewhere are used for fixed experiments but in the BTH laboratory students around the world can assemble circuits simultaneously from electronic components in much the same way as they do in a traditional laboratory. The teacher or a member of the laboratory staff mounts the components to be used in the lab sessions in a circuit assembly robot in the experiment server in Ronneby. Students use the mouse to connect some of the corresponding virtual components on a virtual breadboard displayed on the client PC. Students thus control the robot by means of the wiring on the virtual breadboard. Virtual instrument front panels are used to control and read the instruments by means of remote control. To avoid potentially serious student mistakes e.g. overloading a component the teacher can preset limits to the source voltages which are accessible to students. The teacher can also restrict student circuits by, for example, dictating minimum impedance in loops created with aid of the components provided. The number of nodes provided on the virtual breadboard is adequate for experiments in undergraduate education. The laboratory is always open and can be used by registered students and guest users alike. The time-sharing scheme used allows simultaneous access for up to 8 client PCs. A 56 kbit/s modem and MS Internet Explorer are all that are required. The client software can be downloaded from the laboratory web site at http://distanslabserver.its.bth.se/. This paper discusses the remotely operated laboratory at BTH; it focuses on the virtual breadboard.
ER  - 

TY  - JOUR
T1  - Web coherence learning: Web support to create context and continuity in learning
T2  - International Journal of Emerging Technologies in Learning
SN  - 1868-8799
A1  - Karlsudd, Peter
PY  - 2008
VL  - 3
IS  - 3
SP  - 10
EP  - 14
LA  - eng
KW  - informatik
AB  - This article describes a learning system constructed to facilitate teaching and learning by creating a functional web-based contact between schools and organisations which in cooperation with the school contribute to pupils'/students' cognitive development. Examples of such organisations include science centres, museums, art and music workshops and teacher education internships. With the support of the " Web Coherence Learning" IT application (abbreviated in Swedish to Webbhang) developed by the University of Kalmar, the aim is to reinforce learning processes in the encounter with organisations outside school. In close cooperation with potential users a system was developed which can be described as consisting of three modules, " the organisation page" , " the activity page" and " the participant page" . System development and testing have been performed in a small pilot study. The result shows that the service is easy to distribute and establish. The functions that are combined form a whole, which is perceived by the users as functional.
ER  - 

TY  - JOUR
T1  - Pedagogisk rum-tid och strategier för aktivt lärande i högre utbildning
T2  - Utbildning och Lärande / Education and Learning
SN  - 2001-4554
A1  - Lundahl, Lisbeth
A1  - Gruffman Cruise, Ewa
A1  - Malmros, Bengt
A1  - Sundbaum, Ann-Christin
A1  - Tieva, Åse
PY  - 2017
VL  - 1
IS  - 11
SP  - 16
EP  - 32
LA  - swe
PB  - Skövde : Högskolan i Skövde
KW  - rum
KW  - rumsliga ramar
KW  - tidsramar
KW  - högre utbildning
KW  - studentaktiv undervisning
AB  - The design of formal learning spaces in higher education has almost been a non-issue until recently, when the interest has increased considerably, both in Sweden and internationally. Hitherto, the close connection between space and time has been rather unnoticed in this context. The article aims at deepening the knowledge on the relationship between space, time, teaching and learning in higher education. Especially it highlights teachers´ possibilities, or lack thereof, to promote students´ understanding of curricular content under varying spatial and temporal conditions. The article describes and analyses two empirical studies, including five undergraduate courses framed by different combinations of time-space conditions. The analysis rested on extensive data: systematic observations, student surveys, interviews of students and teachers, and in one of the studies, examination results for a longer timeperiod. We found that multi-functional learning spaces where both students and teachers could engage in presentations, communication and use of digital resources enabled teaching for student active learning, thus promoting understanding and improved examination results. This however presupposed that teachers initially got educational support and additional time for planning. Good spatial preconditions also reduced space-related time-losses and disruptions of teaching and learning considerably, which is particularly important when the teacher-led time is sparse.
ER  - 

TY  - CONF
T1  - Educare - a gendered concept? Within SYMPOSIUM (35): Gender in the professional lives of teachers and educational leaders: masculinity and care
T2  - Gender and Education: Past, Present and Future. The 8th International Gender and Education Association Conference, April 27-29, 2011
A1  - Rönnerman, Karin
A1  - Gannerud, Eva
PY  - 2011
LA  - eng
KW  - gender
KW  - educare
KW  - pre-school
AB  - Preschools in Sweden are often discussed in terms of educare, Early Childhood Education and Care (ECEC) (OECD, 2006). The purpose of this paper is to discuss how the concept “educare” can be understood in relation to gender in the context and work in preschool, but also in relation to other educational contexts. The educational elements within the work in Swedish preschool are often realised through and associated to thematic work, which includes and emphasises play as well as learning and care. The concept of educare is used to enlighten and emphasise the multifaceted nature of education for young children. Learning has today become a strong concept taking more and more place in the discourses of early childhood education and is in the latest (and coming) curricula highly emphasised. In other educational contexts, aspects of care seems to be very relevant, although they to a great part are expressed differently. According to a report from The Swedish National Agency for Education, 2007 (Skolverket ), learning is not enough but care seems to be crucial in forming successful schools.  This paper is to a great part based on the results from two earlier studies (Gannerud & Rönnerman, 2003; Gannerud och Rönnerman, 2006), These empirical studies deal with how the tasks of pre-school and school, and  teachers’ work in preschool and school, are described and valued. The first study is a text-analysis based on journals edited by teacher’s union. In this, a comparison is made of how tasks of teachers, and of school as a whole, are described in editors articles and letters to the press, mostly written by professional teams or individual teachers. The results show that there is more concern about aspects of care in the texts from teachers. The other study is a case study using observations and teacher team interviews, in order to map how teachers describe their tasks and work, and to relate this to what we noticed in the observations of their daily work. In those, we discuss how the differences between two pictures of teachers work can be related to the concepts of learning and caring, as well as to gender order in school and society. In this paper, however, we will use those findings and relate them to today’s discourses of the concept of educare. We will connect and relate our findings to the current discussions related to the coming school reforms initiated by the ‘right wing’ Swedish government. In the new (coming) curricula learning is put on the fore and literacy and mathematics are the subjects to be emphasised. In our paper we will discuss how these reforms are expressed in official documents and in the debate in both union journals and daily press, in order to will get both the teachers voices and a general view of these matters and we are able to compare the views from an earlier reform.
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TY  - CONF
T1  - Power, Citizenship & Individual Development Plans
A1  - Vallberg Roth, Ann-Christine
A1  - Stoltz, Pauline
PY  - 2007
LA  - eng
KW  - citizenship
KW  - individual development plans
AB  - Power, Citizenship & Individual Development Plans Individual Development Plans (IDP) are plans made by teachers, parents and children to target specific parts of the development of an individual child. The plans should not be confused with grades, which children in the Swedish education system do not receive until the age of fifteen, in future possibly from the age of seven. Rather IDPs are aim oriented plans and strategies to stimulate the development of the child. IDPs are compulsory according to the Swedish Compulsory School Ordinance from 2006. The aim of the study is to describe and discuss how power relations between teachers, parents and children work within the processes of the formulation of IDPs. Also, how these plans could be understood against the background of the education for democratic citizenship of children. Before 2006 children did not receive any grades before the age of fifteen. Instead they had individual development talks which over the years have been framed in different ways. They could be called parental talks, ‘quarter of an hour talks’ or individual development talks, but the overall aim of these talks was to discuss the development of a child between teacher and parent or between teacher, parent and child. Usually these talks were in the form of information about the previous development of a child from the teacher to the parents and the child. With the introduction of Individual Development Plans the idea was to produce plans which did not only assess but also formulated aims for the future development of a child. It also involved ideals of a possible influence of the child and its parents in formulating these aims. Power relations became thereby in focus in a different way from before. Earlier there was a very specific view upon the ways in which the development of a child could be described, discussed and stimulated. That is, not by means of grades formulated in terms of figures or letters but rather by means of lengthy information through words and narratives. Despite the form of a talk, this was in practice often a one-way information from the teacher to the parents and their child. What happened with the introduction of IDPs was the strengthening of an ideal in which teachers would have less of a say and parents and notably children would gain more influence in these talks. Also and more importantly, the plans are more future and goal oriented than the previous form of talks. In practice this has not always worked out. This is where our research comes in.
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TY  - CONF
T1  - Didactical Investigations for Professional Development
A1  - Almqvist, Jonas
A1  - Hamza, Karim
A1  - Olin, Anette
PY  - 2016
LA  - eng
KW  - teaching
KW  - professional development
KW  - recognition
KW  - curriculum studies
AB  - The research presented in the paper is part of a large research project built on a comparative didactics approach (cf. Almqvist & Quennerstedt 2015; Ligozat et al 2015) with the overall ambition to search for and analyze different teaching traditions in order to optimize the possibility to find effective and fruitful teaching approaches. One of the aims in the project is to use and develop didactic knowledge and concepts in cooperation with teachers (cf. Sensevy et al 2013, Wickman 2015). In this paper we will present and discuss a way for researchers to participate in teachers’ development of teaching.Teaching is a complex, transactional process affected by numerous contingencies both within and outside the classroom. Thus, it is necessarily underdetermined by any theories about teaching and learning. Just like medicine or engineering, didactic knowledge therefore needs to be developed in interaction between more general, ”theoretical” models of teaching, and the actual practices which these theories are intended to support (Wickman, 2015). This realization is consistent with current views of teacher professional development as needing to involve teachers in collaborative and inquiry-based projects grounded in problems identified by the teachers themselves (McNicholl, 2013; Sensevy et al 2013; van Driel, Meirink, van Veen, & Zwart, 2012).The idea of didactic modelling or inquiry goes beyond these notions by emphasizing not only teacher learning and the development of local practice but also the successive modification and refinement of the theories themselves (Lijnse & Klaassen, 2004; Wickman, 2012). From that point of view, researchers in didactics and practicing teachers are seen as different but equally crucial actors in the joint construction and successive development of disciplinary knowledge about teaching.Neither teacher professional learning nor didactic research primarily proceeds by substituting old ideas with new ones. Instead knowledge, personal as well as institutional, is transformed bit-by-bit through noticing of and reflection upon consequences for both practice and theory (Clarke & Hollingsworth, 2002; Wickman, 2012). Through this kind of joint and reciprocal work, generating personal as well as institutionalized knowledge which is thoroughly and continuously mangled through actual practice (Pickering, 1995), teachers as a collective may develop a common basis for their choices of content and methods for teaching (Wickman, 2015).However, the ambition to find ways for researchers too contribute to educational development is not new. A research field with long experience of and knowledge about development work where researchers and teachers collaborate is the action research field. Action research is a broad field both in a geographical as well as theoretical sense (Somekh & Zeichner, 2009), including different purposes, conditions, philosophical starting-points and forms for inquiry. Nevertheless, there are also characterizing features in all variations of action research. According to Reason and Bradbury (2001), action research always has an emergent developmental form; it deals with practical issues, supports human development, is founded on knowledge-in-action and aims at participation and democracy (p. 2). The role of teachers in educational research has been an essential topic for decades especially in critical theoretical approaches such as Participatory Action Research (PAR).Methodology, Methods, Research Instruments or Sources Used In the seminal book Becoming critical (Carr & Kemmis, 1986) the aim was to clarify that teachers have to be a part of the research together with researchers if there is going to be more than purely theoretical knowledge about educational change, and if actual change is to be effected. From a Swedish perspective working in action research partnerships between teachers and researchers, school and university, has been emphasized and developed since policies for education in the 1990s opened up for this kind of collaborations as a strategy of developing schools on the basis of research (Salo, Furu & Rönnerman, 2008, p.16). Being interested in how research and practice development may occur through productive relationships between researchers and teachers means that not only knowledge itself needs to be explored, but also dimensions like dialogue and recognition (Groves, Olin, & Karlberg-Granlund, forthcoming). In action research, there is a quest towards sound communication in community with other individuals as a foundation for professional growth and development in practices, which can contribute to knowledge formation. In transformative partnerships reciprocal relationships between research and practice based on ongoing negotiation and renegotiation of substantive claims and judgments by all involved in the research, rests on the possibility of recognition of the other within intersubjective spaces that openly nurtures an individual’s sense of being a valuable contributor in the professional learning projects. The methodology developed and discussed in the paper is a way for researchers and teachers to produce knowledge about teaching in common writing about educational cases. The case, which is written by an educational researcher (the lead author) together with an active teacher will (1) describe some kind of didactic dilemma or problem that the teacher has identified and (2) a description of how the dilemma is handled in the teacher's practice. In a second step of the analyses, a couple of researchers from different fields write comments on the case from their different perspectives. In the third step, the lead author and the teacher pull together, summarize and discuss the case and the different comments. Conclusions, Expected Outcomes or Findings In the paper we describe and discuss three cases of teaching written by teachers and researchers together. The results show how questions identified by active teachers can be developed by using results from didactical research, but also how didactical knowledge and concepts may be developed when applied in the cases. Preliminary themes handled in the cases are (a) different ways of teaching the same educational content, (b) student’s participation in the classroom discussion and (c) application of scientific knowledge in everyday situations. During the writing process we also analyze if and how the writers’ ways of thinking about the specific cases develops. Consequently, we produce and present two different kinds of knowledge in the paper. Firstly, the results show how the teaching practices was developed in the joint work of teacher and researcher, and secondly how didactical knowledge and concepts can be applied, and perhaps developed, in the writing process. We will also discuss the cases in relation to professional development – specifically the development of teaching in terms of educational content, teaching and learning – and how the relation between researcher and teacher in cooperation depends on their recognition of each other’s perspectives and knowledge.ReferencesAlmqvist, J. & Quennerstedt, M. (2015). Is there (any)body in science education? Interchange, 46(4), 439-453.Carr, W., & Kemmis, S. (1986). Becoming Critical: Education, Knowledge and Action Research. London: Falmer Press.Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18, 947-967.Groves, C.E., Olin, A., & Karlberg-Granlund, G. (forthcoming). Partnership and Recognition in Action Research: understanding the practices and practice architectures for participation and change. Educational Action Research.Ligozat, F., Amade-Escot, C. & Östman, L. (2015). Beyond subject specific approaches of teaching and learning: Comparative didactics? Interchange, 46(4), 313-321.Lijnse, P., & Klaassen, K. (2004). Didactical Structures as an Outcome of Research on Teaching-Learning Sequences? Special Issue. International Journal of Science Education, 26, 537-554.McNicholl, J. (2013). Relational agency and teacher development: a CHAT analysis of a collaborative professional inquiry project with biology teachers. European Journal of Teacher Education, 36, 218-232.Pickering, A. (1995). The mangle of practice: Time, agency, and science. Chicago: The University of Chicago Press.Reason, P., & Bradbury, H. (2001). Introduction: Inquiry and Participation in Search of a World Worthy of Human Aspiration. I P. Reason & H. Bradbury (Red.), Handbook of Action Research. Participative Inquiry and Practice (s 1-14). London: SAGE.Salo, P., Furu, E.M., & Rönnerman, K. (2008). Educational policies and reforms. In K. Rönnerman, E. Moksnes Furu, & P. Salo (Red.). Nurturing Praxis. Action Research in Partnerships Between School and University in a Nordic Light (s 11-20). (Pedagogy, Education and Praxis, 3). Rotterdam/Taipei: Sense.Sensevy, G., Forest, D., Quilio, S. & Morales, G. (2013). Cooperative engineering as a specific design-based research. ZDM, The International Journal on Mathematics Education, 45(7), 1031-1043Somekh, B. & Zeichner, K. (2009). Action research for educational reform: remodeling action research theories and practices in local contexts. Educational Action Research, 17(1), 5–21.van Driel, J. H., Meirink, J. A., van Veen, K., & Zwart, R. C. (2012). Current trends and missing links in studies on teacher professional development in science education: a review of design features and quality of research. Studies in Science Education, 48, 129-160.Wickman, P.-O. (2015). Teaching learning progressions: An international perspective. In N. G. Lederman & S. K. Abell (Eds.), Handbook of Research on Science Education (2nd ed., pp. 145-163). New York: Routledge.Wickman, P.-O. (2012). How can conceptual schemes change teaching? Cultural Studies of Science Education, 7, 129-136.
ER  - 

TY  - JOUR
T1  - E-Moderating Personas
T2  - Quarterly Review of Distance Education
SN  - 1528-3518
A1  - Avgerinou, Maria D.
A1  - Söderlund, Carina
PY  - 2007
VL  - 4
IS  - 8
SP  - 353
EP  - 364
LA  - eng
AB  - Web-based distance education has become a "real" teaching alternative which has instigated more research particularly in the past decade. This research has commonly focused on four major perspectives: (1) information-technology; (2) course management systems (including course communication tools); (3) information design; and (4) online learning. Not surprisingly, there are many, significant differences between face-to-face (f2f), and Web-based teaching. In a traditional teaching context, communication is implemented synchronously insofar as teacher and students are able to communicate instantly, and without delay. Besides the direct and instantaneous verbal exchanges, synchronous communication also transpires through visual signs and body language. Conversely, if online teaching (e-moderating) occurs via the Internet and electronic multimedia, including the use of language (both oral and written), a common way of teaching in this context is through a dynamic interaction among participants, yet without the physical presence of the teacher or students. What happens then to the teacher's "identity" and role when s/he is no longer physically present as in a traditional classroom? How is it established? Perhaps most importantly, how is it perceived by both the students, and the teacher him/her-self? This two-phase, comparative research study was conducted by two university instructors whose research agenda concentrates on "teacher perceptions of own qualities, roles, and functions" in online instructional environments. Phase 1 of the research compared and discussed the emerging instructional styles of participating online teachers (e-moderators), in Sweden, and the United States. Phase 2 of this study has concentrated on using the identified perceptions, behaviors, motivations, and aspirations of the participating e-moderators with the view to creating composite, albeit fictional online instruction archetypes ("personas"). In their attempt to do justice to the analysis and presentation of Phase 1 data, the authors set out to experiment with the transfer and applicability to their respective blended and online teaching contexts, of the persona research method typically deployed by usability and interaction design.
ER  - 

TY  - CONF
T1  - What educational problems are legally strengthened school inspections and mandatory legal sanctions represented to solve?
A1  - Eilard, Håkan
PY  - 2019
LA  - eng
AB  - Education systems in the Nordic countries are to an increasing degree subject to new forms of legal and regulative processes (Arneback & Bergh, 2016; Hult & Segerholm, 2016; Karseth & Møller, 2018; Runesdotter, 2016). Following Novak (2018), a starting point for this study is that the changes in legislation regarding the mission and mandate of the Swedish Schools Inspectorate (SSI) can be seen as an empirical manifestation of such process. Since 2015, the SSI is commissioned by law to issue injunctions with a penalty fine when a school’s “…deficiencies seriously limit the student’s opportunities to reach the educational goals” (SFS 2010:800, Chap. 26, § 27). The SSI is also to inspect and, if found nessecary, demand from the responsible school authority to redistribute teacher resources at the school (SFS 2010:800, Chap. 26, § 2 and § 10).The aim of the study is to critically analyse “the representation of the problem” and the underlying assumptions that led to the strengthening of inspection in 2015 and to discuss the consequences that have occurred for school leaders and principal organizers (huvudmän) in Sweden.The study has its theoretical ground in the scholarly work on “juridification” (Blichner & Molander, 2008) – specifically, the juridification of education governance (Novak, 2018). Further, it makes use of Carol Bacchi’s WPR approach to policy analysis (Bacchi, 2009). Different policy documents such as Governmental White Papers and Bills leading up to the strenthened inspection model of 2015 are examined in depth. The results make visible both the “problem representations” pushing for the new mandate of the SSI as well as their underlying assumptions. The study shows that the intents of the legally strenghtened inspection model, as expressed in the policy documents, hold several paradoxes about the division of responsibilities and distribution of power in the school system. These findings are crucial to make visible and to discuss in order to seriously attend to the challenges and opportunities that school leaders in Sweden are currently facing when they need to handle a rather fragile situation after being sanctioned by the SSI.  ReferenserArneback, E., & Bergh, A. (2016). Redaktionellt U&D 25: 1. Tema: Juridifieringen av skolan. Utbildning och Demokrati, 25(1), 3-9. Bacchi, C. L. (2009). Analysing policy: what's the problem represented to be? Frenchs Forest: Pearson.Blichner, L. C., & Molander, A. (2008). Mapping juridification. European Law Journal, 14(1), 36-54. doi: 10.1111/j.1468-0386.2007.00405.xHult, A., & Segerholm, C. (2016). The process of juridification of school inspection in Sweden. Utbildning & Demokrati: Tidskrift för Didaktik och Utbildningspolitik, 25(2), 95-118. Karseth, B., & Møller, J. (2018). Legal Regulation and Professional Discretion in Schools. Scandinavian Journal of Educational Research, 1-16. doi: 10.1080/00313831.2018.1531918Novak, J. (2018). Juridification of Educational Spheres: The Case of Swedish School Inspection. (PhD Sammanläggning), Uppsala universitet, Uppsala.   Runesdotter, C. (2016). Avregleringens pris? Om juridifieringen av svensk skola ur skolaktörers perspektiv. Utbildning & Demokrati: Tidskrift för Didaktik och Utbildningspolitik, 25(1), 95-112. SFS 2010:800. Skollag Stockholm: Utbildningsdepartementet.
ER  - 

TY  - JOUR
T1  - För och mot könskvoteringen till förskollärarutbildningen: Argument i tidskriften Förskolan 1970-1981
T2  - Pedagogisk forskning i Sverige
SN  - 1401-6788
A1  - Hedlin, Maria
PY  - 2018
VL  - 1
IS  - 23
SP  - 127
EP  - 146
LA  - swe
PB  - : Swedish Educational Research Association
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - The preschool teacher is a profession that is highly associated with femininity, and a very large majority of staff in preschools are women. Due to the current high recruitment needs in Swedish preschools, SKL (the Swedish Association of Local Authorities and Regions) has stated that it is important that both women and men see the preschool as a possible workplace for themselves. Therefore it might be worthwhile to take a look at the discussions that took place during the 1970s, being perhaps the period during which men in preschools were discussed the most. When the Swedish preschool was developing in the 1970s, it was a political aim to have both men and women work in the preschools. In order for more men to be admitted to preschool teacher education, a quota policy that favoured male applicants was introduced. The preschool teachers’ trade union, Sveriges Förskollärares Riksförbund (SFR) defended the quota policy and argued in support of it in the union journal Förskolan (The Preschool) for several years. In 1976 the organization changed its position and argued instead that the admissions policy should be abolished. This study investigates the discussions that were held in the union journal Förskolan, both for and against the quota procedure for preschool teacher education in the years 1971-1980. The research questions are as follows: What arguments were put forward in the discussions? In what way can these arguments be said to challenge or sustain the unequal relationship between women and men? A qualitative analysis of the years 1970-1981 has been conducted. The journal in its entirety has been reviewed and analyzed for arguments, regardless of whether the statement came from the trade union, a letter to the editor, someone interviewed in a report, etc. Three arguments for the quota policy and two arguments against were found. An argument for the quota policy was, To achieve higher values, which meant a higher goal was assumed to be achieved by applying the quota measure. The higher values intended were a more even gender distribution, justice and a more versatile workforce. This reasoning was not specific to preschool teacher education, but could have been aimed at all education programmes that have an uneven gender distribution, both male-dominated and female-dominated. Another argument was, Compensation for the absence of men, which meant that the male preschool teachers would make up for the fathers who did not participate in their children's lives. The third argument was, Men are better preschool teachers than women, which meant that men were depicted as more committed and flexible workers. In some cases, the arguments can be linked to historical discussions about women and men and their place in society. An argument against the quota policy was, A gender quota policy sustains outdated attitudes, which meant that the expectations that gender role thinking within preschools would change, had not been fulfilled. The second argument against the quota policy was, Men and women should be admitted on equal terms, which meant that a female qualified applicant should not have to stand back for a less qualified man. Only one of the arguments challenged the unequal relationship between women and men; Men and women should be admitted on equal terms. In the 1970s debate, it was not an uncommon premise that men would contribute something that the women lacked. They would take the place as men, not primarily as preschool teachers. Today, when preschool is facing major recruitment needs and SKL's ambition is to broaden recruitments, SKL emphasizes that it wants men to be recruited not so that they work in preschool to fulfill a specific ’male function’, rather gender should not be an obstacle.
ER  - 

TY  - CONF
T1  - Teachers’ and students’ understanding and use of ICT for teaching and learning – Combining different perspectives and methodologies in research on technology-enhanced learning
A1  - Holmberg, Jörgen
A1  - Masoumi, Davoud
A1  - Elm, Annika
A1  - Fransson, Göran
A1  - Westelius, Claes
A1  - Björkman, Annica
A1  - Stake-Nilsson, Kerstin
A1  - Toratti-Lindgren, Monique
PY  - 2017
LA  - swe
KW  - innovative learning
KW  - innovativt lärande
AB  - More than half of the 14,000 students currently studying at the University of Gävle (HiG) are enrolled in courses that are totally or partly online based.  In 2015, a university-wide project on technology enhanced learning (TEL) (Steffens et al 2015) was initiated. The project focuses on course and programme development and is divided into four sub-projects, all of which contribute to the overall goals of project.AIMS of the projectThe aims of the project are to: (a) restructure teaching facilities and integrate digital technologies, (b) develop technology supported teaching methods, (c) integrate campus and distance education, (d) enhance teachers' and students' digital skills and (f) increase collaboration with relevant external actors.These aims are achieved through the work of four project groups.The digital environment group's (1) main focus is on digital tools for learning and the physical arrangement of learning spaces. The collaboration group's (2) main focus is on the maintenance and development of collaborative relationships and connections with communities in higher education for e-learning. The education and professional development group (3) focuses on issues such as professional development, learning design and the implementation of ICT in different courses and subjects. The research group (4) focuses on different issues connected to TEL.One of the main principles of the project is that the above areas are interlinked and interdependent and that the different experiences and skills of each group and its members contribute to a broader perspective of TEL.This poster focuses on the research conducted by the project's research group. Taking a multidisciplinary approach, the research focuses on issues and aspects of teaching and learning in higher education that contribute to multifaceted knowledge. The overall aim of the research is to generate knowledge about how conditions for teaching and learning change when the use of technology increases. The four research studies that are initiated are described below.Study 1: Lecturers’ and students’ agency in encounters with digital media in higher educationThis research study focus on issues related to lecturers’ digital teaching practices and students’ digital technological use in their everyday lives and for learning purposes.Digital practices are defined as the different contexts in which lecturers teach and students participate in digital media (such as learning management systems, forums, communities etc.). Previous research shows that students’ own digital practices are not always made use of in higher education (Buzzard et al., 2011; Kelm, 2011).A controversial issue in the Swedish higher education context is the discourse on students as customers. The perception of students as customers and “buyers” of ready-packaged content from lecturers is problematic. This view of what higher education stands for clashes with traditional academic views emphasizing critical thinking, reflection, self-directed learning, collaborative and individual learning etc.In this study, the concept of agency is important in that it reflects “the capacity of actors to critically shape their own responsiveness to problematic situations” (Emirbayer & Mische, 1998, p. 971). In the different perceptions of students’ and lecturers’ tasks and roles in teaching and learning, especially in TEL, all the actors have to display agency in order to manoeuvre in the educational and digital contexts. Notably, agency is not something that people have, but is something that people achieve (Biesta & Tedder, 2006).AimThe aim of the research project is to study: (a) students’ use of digital technology in their everyday practices and in relation to teaching situations and (b) how lecturers’ agency is played out in teaching and learning when trying to facilitate TEL.MethodologyIn spring 2017 an online survey involving up to 200 students will be conducted in order to generate knowledge about (a) students’ everyday experiences of digital practices and how these are utilized in higher education and (b) how higher education challenges and develops students’ digital skills and knowledge. In the same period, interviews with lecturers at the university will be conducted in order to generate knowledge about lecturers’ (c) everyday teaching practices with digital technologies and (d) the perceived challenges and development of teaching in relation to their use.Study 2: Teachers’ understanding and enactment of practice in online and blended educational contextsThe knowledge that teachers need to develop is referred to as a ‘didaktik’ knowledge in the German/European tradition (cf. Kansanen 2009) and as pedagogical content knowledge (PCK) in the Anglo-Saxon literature (Shulman 1986; 1987). However, in what Castells (2011) describes as a network society, teachers are faced with new challenges and opportunities. Koehler et al (2014) argue that teachers’ development and integration of a new knowledge domain is not simply a matter of adding this “technology knowledge” to existing knowledge, but involves a reframing and reconceptualization of their existing professional practices and knowledge. They refer to this amalgam knowledge as technological pedagogical content knowledge (TPACK). The TPACK framework has been widely accepted as a useful theoretical construct. However, there is a need for research on the development and manifestation of TPACK in different disciplinary contexts (Koehler et al 2014).AimThe aim of this sub-project is to study: a) how teachers reframe and reconceptualize their practices and the kind of knowledge that is needed in online contexts b) how teachers practices are manifested when ICT is used to create (intended) added pedagogical values in educational designs c) the characteristics of educational designs regarded as adding pedagogical valueMethodologyThree higher education teachers of different courses and subjects in three different departments participate in the study. A design-based research approach is applied, where one of the participating researchers engages in so-called design conversations with the teachers. As is characteristic of DBR, this researcher does not only observe and interview, but also acts as a “co-designer” on the understanding that the teachers are the context experts and the final decision makers (McKenney & Reeves 2012; Plomp & Nieveen 2013).The data consists of recorded design conversations, educational designs and the artefacts used in the educational designs, the researcher’s/co-designer’s field notes and recorded “field-note conversations” between the researcher/co-designer and the other researcher.Expected outcomesThe study is expected to contribute knowledge about how teachers’ knowledge and practices are understood and manifested in online and mixed higher educational contexts.Study 3: Researching and developing student nurses’ drug calculation skills in an explorative design comprising digital technologiesThis study is partly experimental in nature. It focuses on the challenges involved in student nurses’ development of accurate drug calculation skills. Challenges like this are not specific to nurse education at the University of Gävle, but appear to be universal (cf. Wright, 2009). However, it has also been claimed that written drug calculation tests do not accurately evaluate the skills involved in drug calculation, in that they are decontextualized from healthcare settings (Wright, 2005; 2012). It has also been claimed that this problem is more imaginary than factual, given that in practice nurses have been shown to handle drug calculation well (Wright, 2009).AimThe aims of this sub-project are to: (a) deepen the understanding of the challenges and mistakes that student nurses make in drug calculation exams, why they occur and how they might be prevented, (b) explore how the teaching and examination of drug calculation can be made more effective and contextualized and whether digital technologies can help in this.MethodologyA multiple design method is employed using empirical data from written examinations, analyses of the set tasks and interviews with student nurses.Expected outcomesIt is expected that the study will contribute knowledge about why (some) student nurses find it difficult to pass exams and that sufficient knowledge will be developed to facilitate the exploration of an experimental design for teaching and learning that includes digital technologies.Study 4: Situating ICT in teacher education programmes at the University of GävleIntegrating ICT as an integral part of teacher education programmes has been addressed as the most significant factor in determining the future level of ICT use in teaching and learning practices (Davis, 2010). According to the Swedish Higher Education Act, ICT should be embedded across entire educational practices in teacher education programmes (Government Bill, 2009/10:89). Numerous teacher educationprogrammes have made extensive efforts to prepare and empower teacher education students’ ICT competences so that ICT-based technologies are seamlessly woven into the teaching and learning process. Most schools try to enhance teachers’ digital competences by in-service education and expect newly qualified teachers to be adequately trained to use digital technologies in their educational practices. However, in reality it would seem that many newly qualified teachers do not have the necessary skills for this (see Chigona, 2015; Koehler, Mishra, Akcaoglu, & Rosenberg, 2013). AimsThis study focuses on understanding why a large number of the newly qualified teachers in teacher education institution remain underprepared to use digital technologies in their educational practices, despite an increased investment in the provision of digital technologies in these institutions. MethodologyIn order to explore how digital technologies are integrat
ER  - 

TY  - CONF
T1  - The influence on teaching and assessment practices from national tests in Science in Y6
A1  - Lidar, Malena
A1  - Engström, Susanne
PY  - 2016
LA  - eng
AB  - General description on research questions, objectives and theoretical frameworkIn this paper we survey different approaches to teaching in Swedish Science Education. This means the purpose is to map and investigate patterns in teachers’ views of what constitutes “good” Science Education in the middle years of compulsory school in Sweden, in a context where these views are potentially at stake. The background for our interest in studying approaches to teaching is that a new curriculum has been established and applies in Sweden from 2011. New to this curriculum is that standardized control of student achievements are introduced in more subjects and at lower ages than before. National tests in Physics, Chemistry and Biology became mandatory in Y6 in 2013 along with marking of pupils from and including Y6. Notably for teachers in Y6 is that they could be educated and working either in a Y4-6-classteacher system, or in a Y6-9-subject specialist teacher system. Standardized testing has been proven in many cases to create norms about what types of teaching and what types of teacher are considered to be accurate (e.g. Au 2009, Stobart 2008). Some researchers argue that standardized testing tends to narrow teachers instructional practice, both concerning content and methods, while others mean that, depending for instance on how the tests are designed, tests could also increase teachers teaching repertoires in different ways (Au 2009).What the main contents of teaching in different subjects should be is a question that is and ought to be problematized. Different policies for what contents teaching should include and how it should be conducted shapes different presuppositions for teaching and for what the pupils have opportunity learn (cf. Fensham, 2009). Analysing Science syllabuses and Science textbooks, Roberts (1994) (in North America) and Östman (1995) (in Sweden) found different patterns concerning ‘curriculum emphases’ in Science Education: correct explanation, structure of science, solid foundation, scientific skill development, self as explainer, everyday coping and science, technology and decisions. The curriculum emphases can be connected to Roberts’ (2007) two main visions (I & II) in western societies of how science education should be conducted in order to make the pupils scientific literate. Vision I is described as science reproducing its own products of concepts, laws, theories and methods. In Vision II it is accentuated that education must include facts of the subject but it must also include knowledge and skills that make the pupils able to use scientific knowledge in practical, existential, moral and political contexts.  Even though teachers are working to meet the same goals in the Science curriculum, emphasis in teaching can be made differently.There is reason to believe that the introduction of grades and national tests can change these teachers’ perceptions of what counts as good science instruction, and effective teaching and assessment practice. However, it is not certain that all teachers’ instruction is affected in the same way.If teachers aligning with different visions of teaching understand a reform in different ways, this will have consequences for how policy makers need to work to effectively implement reforms. Through knowledge of different approaches to teaching, we have the possibility to better understand teachers' reactions to new elements in teaching.Methods/methodologyA questionnaire was developed using research of curriculum emphases and visions in science education and curriculum emphases (e.g. Roberts 2007) to explicate different aspects of content. The questionnaire contained background questions along with questions of selection of methods for teaching, the teacher’s views of science and the aim of science teaching and assessment but also questions of their opinions about the new directives of testing and grading.Of Sweden's 2523 schools covering Y6, 1348 schools were selected. These schools were distributed across the country and different sized schools with different operating forms were studied. A web-based questionnaire was sent to 1924 teachers and contained 103 questions/positions. The primary form of questioning was through closed-form response alternatives. A number of free text response alternatives were also included. The response number after three remainders was 830 (43%), including 34 no-thank answers.  The answers were analysed with SPSS both for descriptions and classification (using cluster analysis: hierarchical, Ward's method, Euclidean distance), the aim being to detect a variety of patterns within the material (Sjöquist et al., 2010). Within the cluster analysis, the clustering was based on answers to eight specific statements/variables (the most important and most characteristic of teaching in Science) and four clusters were created.From a first step in the cluster analyses, four different teacher profiles in relation to different views on science emerged. Nevertheless, to a great extent teachers teaching Y6 in Sweden represent a homogenous group. This conclusion was drawn since there were no strong similarities or differences between the groups, and no clear pattern in the relationship between views of teaching science and reforms.In a second step, the clustering was based specifically on answers to statements about national tests. In this analysis, two distinct clusters were made, where one group contained teachers that are more positive to the tests. Group 1 consists of 532 teachers and group 2 of 231, where Y4-6-teacher have higher representation in group 1. Subsequent analyses were made by comparing how teachers in these two groups answered to all questions. Expected outcomes/resultsIn the comparisons between group 1 and group 2, the results also are rather homogenous. Common features that stand out, are for example the valuation of: teaching in whole class and group work in pairs, to give students an understanding of the relationships in nature and the world around us and to relate to students' questions and experiences.Generally, we can see a positive approach to tests, grades and the new curriculum. There is an acceptance towards being "controlled" and guided. For many teachers, national testing has meant that teaching has evolved to make students more aware of their own learning. Many teachers seem to believe that the tests helped to make the subject content more clear. Many use matrices, support materials, etc. from the Swedish National Agency for Education, which they have not done before, but many also believe that tests and grading criteria changed and control their teaching. The items where the largest differences are seen in changes in teaching after the reform includes to argue scientifically, to evaluate investigations, to plan investigations and to use concepts models and theories. This is found at higher levels in group 1, teachers for years 1-6, with a teacher education that includes less depth subject content.We can conclude that many teachers emphasis a positive approach to reforms even though there is a group of teachers that also stress a clear criticism of the new system. We will discuss this from the point of view of who is the the professional: is it someone who acts in line with management expectations or in line with values connected to the profession?References Au, W (2009). Unequal by design. High-Stakes Testing and the Standardization of Inequality. New York and London: Routledge.Fensham P.J. (2009). The link between policy and practice in science education: the role of research, Science Education, 93, 1076-1095.Roberts, D. A. (1994). Developing the concept of "curriculum emphases" in science education. Nordisk Pedagogik, 14, 10-25.Roberts, D. A. (2007). Scientific literacy/science literacy. I S. K. Abell & N. G. Lederman (Eds.). Handbook of research on science education (pp. 729-780). Mahwah, NJ: Lawrence Erlbaum.Sjöqvist, E., Almqvist, L., Åsenlöf, P., Lampa, J., Opava, C H., and The Para Study Group (2010). Physical-activity coaching and health status in rheumatoid arthritis: A person-oriented approach. Disability and Rehabilitation, 32(10), p. 816-825.Stobart, G. (2008) Testing Times. Abingdon: Routledge.Östman, L. (1995). Socialisation och mening: No-utbildning som politiskt och miljömoraliska problem Uppsala Studies in Education, 61. Stockholm: Almqvist & Wiksell. 
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TY  - CONF
T1  - Building Students’ L2 Reading Self-Concept in a High-Stake Environment
A1  - Tegmark, Mats
PY  - 2021
LA  - eng
KW  - l2 reading
KW  - reading self-concept
KW  - self-determination theory
AB  - Children’s and adolescents’ reading of longer connected text is decreasing in in many parts of the western world, including Sweden, leisure reading as well as school-related reading (Vinterek et al., 2020). Growing inequity among students’ opportunities to develop L2 reading literacy also highlights the compensatory objective of Swedish compulsory school. Concurrently, the Swedish school system, like many other, has moved in a direction of increased accountability for students, teachers, and school leaders. The intensified focus on short-term assessment and easily measurable results, e.g., in the form of more and earlier national tests and student grades, has made it even more of a challenge for professional teachers to make room for extensive reading practices and to focus on more long-term goals such as building students’ self-identity as readers. The purpose of this study, which is part of a larger project on reading practices in Swedish compulsory school, is therefore to investigate how a group of English teachers (L2) cope with these challenges in four different classrooms, situated in different socioeconomic contexts. More specifically, I look at what type of reading practices that these teachers initiate for their respective group of students, and in what way these classroom practices manage to strengthen students’ self-identity as readers of English. Theoretically, the study is framed by Self-determination theory (SDT) and the related notion of reading self-concept, defined as one’s sense of competence and the role ascribed to reading as a part of one’s personal identity. The analyses of the L2 reading practices are primarily based on audio-recorded observations of two classrooms in Grade 6 and two in Grade 9, with some contextual data from complementary teacher and student interviews. Preliminary results indicate that teachers are caught a in dilemma where they must navigate between two conflicting goals: taking shortcuts to prepare students for the national test or creating positive reading experiences that can build students’ long-term self-identity as L2 readers. To initiate and sustain reading practices that manage to negotiate between these goals, teachers need professional agency and self-determination to create classroom environments characterized by both control and autonomy support.The results are of relevance to research on literacy instruction and motivation in general, and on L2 reading in particular. Biesta, G. (2017). Education, Measurement and the Professions: Reclaiming a space for democratic professionality in education. Educational Philosophy and Theory, 49(4), 315–330. Vinterek, M., Winberg, M., Tegmark, M., Alatalo, T., & Liberg, C. (2020). The decrease of school related reading in the Swedish compulsory school 2007–2017. Scandinavian Journal of Educational Research, 66(1), 119-133.
ER  - 

TY  - CONF
T1  - Konsten att reflektera: Textaktiviteter som verktyg vid skrivande och skrivundervisning inom utländska lärares vidareutbildning (ULV)
T2  - Svenskans beskrivning
A1  - Bellander, Theres
A1  - Maljan, Goran
A1  - Nelson, Marie
PY  - 2024
SP  - 305
EP  - 320
LA  - swe
PB  - Örebro : Örebro universitet
AB  - Av tradition är en stor del av svensk lärarutbildning uppbyggd kringreflektion. Med målet att utveckla yrkeskompetens tränas lärarstudenter i att reflektera kring sin egen skolgång, kring ämneskunskaper ochdidaktiska kunskaper inom utbildningen samt kring erfarenheter vidverksamhetsförlagd utbildning, VFU (Bie 2014). ”Den reflekterandepraktikern” beskrivs av Schön (2003) som en yrkesutövare som tänkeröver vad hen företar sig eller som riktar tankarna mot handlingen ochden kunskap som är implicit i denna handling. I pedagogisk och didaktisk litteratur inom lärarutbildningen lyfts aktiviteten att reflekterafram som central. Många förslag ges också till hur reflektion kan gåtill, exempelvis genom loggboksskrivande eller reflektionssamtal igrupp (Hatton & Smith 1995, Bie 2014). Man betonar att en reflektion inte kan vara rätt eller fel, dock kan den vara mer eller mindre underbyggd.
ER  - 

TY  - CONF
T1  - Democratic fostering for children´s influence in preschool?
A1  - Hjelmér, Carina
PY  - 2017
LA  - eng
AB  - In Sweden, as well as in other Nordic countries, preschool is the first important step for many children in their training to be a democratic citizen. The goals in the Swedish curricula are ambitious; girls and boys from different backgrounds shall, for example, have the same possibilities to exercise influence and to learn about, and “to live”, democracy in preschool (Skolverket, 2016). How this should be carried out in the daily activities is left to the pedagogues to decide. The democratic commission in the curricula is sometimes contradictory (e.g. solidarity with others and individual freedom of choice), and research from Nordic countries reports that teachers understand this commission in different ways, and often see it as difficult to implement (Jansen, Johansson & Eriksen Ødegaard 2011). This paper focuses ‘the lived democracy’ in preschools, with a special interest for children´s influence. It covers the processes when teachers invite children to influence, as well as in the children’s own attempts to influence in preschool (how and about what, and the responses of the teachers).The analysis in this paper is based on Basil Bernstein’s (2000) theories regarding power, control and pedagogic codes, in combination with pertinent feminist perspectives on democratic education (principally those of Arnot & Dillabough (2000), Arnot & Reay (2007) and Gordon (2006)). An ethnographic field study has been carried out during 2015-16, with participant observations in three preschool groups during two months each, eight group interviews with teacher teams, and eleven interviews with children in small groups. The preschools were selected to cover a diversity of local contexts in terms of ethnicity and socio-economic circumstances, from rural areas, and from districts in big cities (with a large number of immigrants, and with a majority of “middle-/upper class”). In the analyses it is central to consider both different groups of children´s attempts to influence, and the teacher’s invitations in the pedagogic practices. The preliminary result focuses, for example, if the processes of influence are individually or collectively oriented, the teachers´ attitudes to, and their expectations on, children’s´ possibilities to act, and what seem to be a legitimate way to exercise influence if wanting to reach the teachers ears. ReferencesArnot, M & Dillabough, J-A (2000). Challenging democracy: International perspectives on gender, education and citizenship. London: RoutledgeFalmer.Arnot, M & Reay, D (2007). A sociology of pedagogic voice: Power, inequality and pupil consultation. Discourse: Studies in the Cultural Politics of Education 28(3), 311-325.Bernstein, B (2000). Pedagogy, symbolic control and identity: Theory, research, critique (reviderad upplaga) Lanham, Maryland: Rowman & Littlefield.Gordon, T (2006). Girls in education: Citizenship, gender and emotions. Gender and Education 18(1), 1-15.Jansen, K E, Johansson, E & Eriksen Ødegaard (2011). På jakt etter demokratibegrep i barnehagen. Nordisk barnehageforskning, 4(2), 61-64.Skolverket (2016). Curriculum for the preschool Lpfö 98. Revised 2016. [Läroplan för förskolan Lpfö 98. Reviderad 2016]. Stockholm: Skolverket.
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TY  - CONF
T1  - Vocational literacy as part of carpentry knowing
T2  - NOFA7 Abstracts
A1  - Lindberg, Viveca
PY  - 2019
SP  - 139
EP  - 139
LA  - eng
PB  - : Stockholm University
KW  - vocational knowing
KW  - literacy
KW  - vocational content
KW  - subject learning and teaching
KW  - ämnesdidaktik
AB  - When it comes to upper secondary vocational education there still is a societal understanding of vocational knowing as related to manual work that has noting to do with literacy work. However, New Literacy Studies, as introduced by e.g. Street (1982) Barton (2001) and others, has shown that there are different kinds of literacies - what people read and write, how they do it, and for what purposes - that are socially constituted. Within this research tradition, several literacy practices related to work have been explored and analysed. Also various school subjects have been subject for research. However, less attention has been paid to the literacy practices in vocational education. Although there are some studies this is still a field of research that needs further attention. The issue of this paper is firstly to describe the different literacy options present in a school workshop within the Swedish Upper secondary Craft programme specialising on carpentry, and secondly to exemplify the kinds of discussions about vocational text that are part of didactic situations in students' problem solving. Fort this paper, a visit guided by the vocational teachers through the carpentry workshop reveals the kind of literacy that the students encounter on daily basis. The teacher-student-conversations are examples from classroom study of the carpentry programme. Together these materials illuminate what kind of vocational literacy a future carpenter must be able to manage as part of the vocational knowing.
ER  - 

TY  - CONF
T1  - Measuring teachers’ relational competence online and offline: Validating the new TRCS scale
T2  - RCEN 2023 Conference
A1  - Wiklund-Engblom, Annika
PY  - 2023
SP  - 48
EP  - 48
LA  - eng
PB  - London : University of East London
AB  - This is a validation study on the newly developed Teachers’ Relational Competence Scale (TRCS) measuring how teachers see themselves as relationally competent in their role as a teacher. The teacher-student relationship impacts both students and teachers at school. However, there is still a lack of focus on teachers’ relational competence in teacher education. Today, many teachers also must be able to transfer their skills to a digital environment. In this context, relational aspects have been found to be a strong predictor for the more general construct of teachers’ digital competence. Part of the digital relational competence is the ability to create a safe space for students in a digital or hybrid learning environment. This adheres to both being aware of and able to navigate socioemotional aspects, although students are at a distance and behind a screen.We see the need for an easy-to-use tool for measuring teachers’ relational competence, both in traditional school contexts and in digital or hybrid learning contexts. Such a tool would give us insights into how this concept relates to other issues of importance in schools today, e.g., equity, justice, and democracy, as well as new forms of organising schools into innovative learning environments, highly digitalized, and often demanding team teaching and flexibility of skills by teachers in relating to both colleagues and students.The TRCS is based on the operationalisation of teachers’ relational competence (TRC) framework, which is a three-dimensional construct. The first, communicative competence, involves both verbal and nonverbal communication. The teacher is the one mainly responsible for maintaining constructive and respectful communication and uses communicative strategies to continually build positive relations with students. The second, differentiation competence, is the teacher’s ability to obtain enough distance while still conferring closeness to the student. Both teacher and student should feel safe in having his/her own space and integrity, and a positive level of attachment and detachment in relation to the other person. The third, socioemotional competence, adheres to the teacher’s ability to recognise, acknowledge, and manage emotions both in him-/herself and in relation to the student. Based on the TRC framework, 14 variables (in Swedish) have been constructed in accordance with the three dimensions: 1) communicative competence, 2) differentiation competence, and 3) socioemotional competence. The TRCS will be distributed to teachers at several educational institutions both in Sweden and Finland during spring of 2023.Construct validity of TRCS will be tested using both exploratory and confirmatory factor analysis to see if and how the three dimensions can be confirmed and if these are consistent across educational contexts, as well as both online and offline. The aim is to explore all variance in the data set, as well as to see whether the hypothesized factor structure of the TRC framework is supported by actual data.
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TY  - CONF
T1  - The Learning Study Model and the Teaching of the Definite Integral Concept
T2  - <em></em>Reports and Studies in Education, Humanities, and Theology
A1  - Attorps, Iiris
A1  - Björk, Kjell
A1  - Radic, Mirko
A1  - Tossavainen, Timo
PY  - 2010
SP  - 77
EP  - 86
LA  - eng
PB  - Joensuu : University of Eastern Finland
KW  - definite integral
KW  - learning study
KW  - undergraduate students
KW  - variation theory
KW  - subject didactics
KW  - ämnesdidaktik
AB  - In recent years, there have been several studies in mathematics education basing on the variation theory and the model of Learning Study that involves co-operation between teachers and researchers in an iterative process. Most of these studies have focused on the teaching and learning of elementary school mathematics rather than topics in advanced mathematics. In this paper, we discuss some challenges and possibilities of the Learning Study model and the variation theory when developing the teaching of mathematics at advanced levels. More precisely, we report on a series of teaching experiments on the definite integral concept. The experiments were carried out at a Swedish university. The data of this study consists of the documents on the observation of three lectures and the students’ answers to pre and post tests. Both engineering and teacher students participated. In the analysis of the data, we applied statistical methods. Although the series consisted only of three lectures, it revealed that the students’ understanding about certain – but not necessarily all – aspects of the definite integral concept can be enhanced by using the Learning Study model.
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TY  - CONF
T1  - Power and Knowledge in the Technology Classroom: The Development and Illustration of a Conceptual Framework.
A1  - Danielsson, Anna
A1  - Berge, Maria
A1  - Lidar, Malena
A1  - Svensson, Maria
A1  - Östman, Leif
A1  - Ingerman, Åke
PY  - 2014
LA  - eng
AB  - This paper explores the constitution of power and knowledge in science and technology classrooms. A deepened examination of the teaching of science and technology is partly motivated by these subjects high status in society, how they portrayed as crucial both for the individual, in order to function in an increasingly technologically advanced society, and for the society at large, while finding it increasingly difficult to attract interest among the youth . In the Swedish context, where this research is carried out, it can further be noted that while the country is top-ranked on a number of equality indices and in general has a reputation that highlights its commitment to eradicating social inequalities, the labour market is still highly gender segregated and in university educations focused on the physical sciences and engineering men are substantially overrepresented (Nyström 2009, Alexandersson 2011). This somewhat paradoxical situation further motivates studies of how science and technology are constructed in and beyond the classroom in Sweden, since often cited reasons to women’s underrepresentation in science and technology in, for example, the U.S., such as the legislation regarding parental leave and the tenure clock (Rosser 2012), is much less applicable to the Swedish context. In our research project we take a particular interest in a period where research show that many students lose interest in science and technology, namely the last years of compulsory schooling (cf. Lindahl 2003, Archer et al. 2010). By a deepened exploration of how power and knowledge interrelate in moment-to-moment interactions in the classroom we therefore hope to provide some additional clues as to how micro-inequalities, adding up to patterns of exclusion in science and technology (Rosser 2012), occur in the classroom context.The aim of this paper is to develop and illustrate the use of a conceptual framework for exploring how power relations are constituted in the technology classroom – in terms of what Foucault (1982/2002) conceptualises as ‘actions upon actions’ (p. 340) – by the research questions:1)      How are teacher actions communicating how and what knowledge is privileged in the classroom?2)      How is this knowledge privileging establishing power relations, in terms of possibilities for student actions?The conceptual framework makes use of practical epistemological analysis (Wickman & Östman 2002) as an analytical tool for describing teacher actions that involves a privileging of a certain educational content. In short, practical epistemology is a description of what students and teachers use in action as relevant or irrelevant knowledge and appropriate ways to attain knowledge. In a practical epistemology analysis epistemology is understood as a result of human beings functional coordination with their environment. It explores how a conversation or other actions take a certain direction and continue in a specific way, i.e. explores how meaning making result in a more developed and specific repertoire of actions (Lidar et al. 2006).  In addition, our conceptual framework also utilises an adaptation of Brousseau’s (1997) concept ‘didactical contract’ that includes a Foucauldian conceptualisation of power. Central to Foucault’s conceptualization of power is the idea that power is exists in a net-work of micro powers, rather than being located in a few individuals and organisations (Foucault 1980:98). A key concept in Foucault’s theoretical build, in particular when applied to an educational context, is power/knowledge. This concept communicates the idea that power and knowledge are always intertwined and can never be separated: ’there is no power relation without the correlative constitution of a field of knowledge, nor any knowledge that does not presuppose and constitute at the same time power relations’ (Foucault 1977:27).Methodology or methods 400 wordsThe empirical design relies on a purposive sampling of teachers and classrooms, documenting classroom activities using video recordings and field notes. This paper will illustrate the use of the conceptual framework, by an analysis of a case of three one-hour lessons in one Swedish technology classroom in grade 8. The topic of these lessons concerns ‘solid and stable constructions’ (The Swedish National Agency for Education 2011). The pupils work in smaller groups with construction of models of bridges, with certain specifications, a very common activity when working with this topic in Swedish classrooms. The lessons were video recorded, using multiple cameras. The analytical process was initiated by several viewings of the video recordings, in order to acquaint ourselves with the empirical material. Next, sequences judged to be of particular importance to our research question, i.e. sequences where to teacher interacted with the groups, were transcribed. The first stage of the analysis focused the actions initiated by the teacher, through the identification of epistemological moves (Lidar et al. 2006), such as instructional or confirming moves. The teacher’s actions were coded in relation to the students’ interaction, following how practical epistemological analysis considers interactions as a language game where people create meaning together. In a second stage, the analysis focuses on how the epistemological ‘moves’ are functional in constituting a ‘didactical contract’, that is ‘the (specific) set of behaviours of the teacher which are expected of the students and the set of behaviours of the student which are expected by the teacher’ (Brousseau & Warfield 1999:47). The understanding of classroom practices, regarding both content and form, as constituted reciprocally by teacher and students opens up for a parallel understanding of classroom power relations, as a relational phenomenon. Consequently, inspired by a Foucauldian conceptualization of power, we argue that power relations are, and must be, integral to the didactical contract. Gore (1995) has explored the potential of Foucault’s analysis of power for investigating pedagogical sites, in an empirical study of four such sites. In her work she makes use of eight techniques of power, distilled from Foucault’s work, in order to do demonstrate the micro-level workings of power. In this paper we apply Gore’s (1995) techniques of power as a way to operationalise the Foucauldian power perspective in our analysis.Conclusion, expected outcomes or findings 300 wordsThe main outcome of the study is the development of a conceptual framework for analysing the simultaneous constitution of knowledge and power in the classroom. This framework utilises practical epistemological analysis (Lidar et al. 2006) as the means of describing teacher and student action, and then uses an adaptation of Brousseau’s didactical contract to deepen the exploration of how power and knowledge are co-constitutive. In particular, we see the integration of a Foucauldian perspective on power, drawing on the work of Gore (1995), into Brousseau’s (1997) notion of ‘didactical contract’ as a fruitful avenue for further theoretical development and empirical explorations. The paper will present the conceptual framework, and provide empirical illustrations of how a didactical contract is constituted. In doing so, we demonstrate how the epistemological moves contribute to frame the expected behaviour of students and teacher. To exemplify, as long as the teacher-student interactions continues in the expected way the didactical contract is largely invisible, and it is not until it someone is perceived – by the teacher – as violating it that it is made explicit. In the classroom we have observed, teacher utterances that explicitly name the didactical contract are surprisingly abundant. The teacher repeatedly brings didactical contract to the foreground, by signalling how knowledge ought to be constituted in this technology classroom, e.g. by not basing knowledge claims on ‘who is your friend’. In summary, we argue that an increased understanding of the processes of knowledge and power constitution, and the relationship between them, in the classroom is important in what it can tell us about conditions for different students for engaging with science and technology. The ultimate aim of the research is to inform the ways in which an increased engagement in science and technology of a more diverse student body may be encouraged.ReferencesAlexandersson, M. (2011). Equivalence and choice in combination: the Swedish dilemma. Oxford Review of Education, 37(2), 195–214. Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B. &Wong, B. (2010) "Doing" Science Versus "Being" a Scientist: Examining 10/11-Year-Old School children's Constructions of Science Through the Lens of Identity'. Science Education, 94(4),617-639. Brousseau, G. (1997). Theory of Didactical situations in mathematics 1970-1990, [Edited and translated M. Cooper, N. Balacheff, R. Sutherland and V. Warfield.] Dordrecht: Kluwer Academic Publishers. Brousseau G. & Warfield V.M. (1999). The case of Gaël. The study of a child with mathematical difficulties. The journal of mathematical behaviour, 18(1), 7-52. Foucault, M. (1977). Discipline and Punish: the birth of the prison. New York: Pantheon Books. Foucault, M. (1980). Two Lectures. In: Power/knowledge: selected interviews and other writings 1972-1977, ed. G. Gordon. New York: Pantheon Books. Foucault, M. (1982/2002). The subject and power. In: Essential Works of Foucault 1954-1984. Volume 3, Power, ed. D. Faubion, 326-348. London: Penguin Books. Gore, J. (1995). On the continuity of power relations in pedagogy. International Studies in Sociology of Education, 5(2), 165-188. Lidar, M., Lundqvist, E. & Östman, L. (2006). Teaching and learning in the science classroom. The interplay between teachers’ epistemological moves and students’ practical epistemol
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T1  - Media citizenship and the mediatization of schools: Curriculum, teaching materials, teachers
T2  - ECREA 2016 Prague. Abstract book
A1  - Forsman, Michael
PY  - 2016
LA  - eng
KW  - mediatization theory
KW  - curriculum studies
KW  - kritisk kulturteori
KW  - critical and cultural theory
AB  - The aim of this paper is to present the project “Media Citizenship and the Mediatization of School: Curricula, Educational Materials, Teachers”(2016-2018; financed by The Swedish Central Bank’s foundation for Humanities and Social Science/Riksbankens Jubileumsfond). Herein mediatization theory is combined with curriculum theory, to develop an understanding of what we call “the media citizen” (social subjects whose critical abilities, historical awareness and inclination for democratic participation are assumed to be media-dependent). The project comprises three sub-studies; covering curricula, education material and teacher’s training, during the period 1962−2016.     In Sweden as well as in many other countries there is today much emphasis on the structural transformation of education through digitalization; which is promoted and implemented by a conglomerate of influential political-economical-pedagogical interests (municipalities, principals, teacher unions, Apple, Google, miscellaneous digitalization apostles) in ventures meant to raise ”digital competence through, e.g. through “one to one” (one computer, lap top etc. per student/teacher) (Grönlund 2013, Hansson 2014), cloud-services, mandatory courses in computer programming, E-learning etc. (cf. SOU 2014:13). Parallel to this, the citizens breaded by the current school system dwell in a globalized online/offline world with smart phones, internet, and social media (Forsman 2014, Boyd 2014, Turkle 2012). Which also influence views on media and information literacy (MIL) and “media citizenship” (c.f. Bagga-Gupta et al. 2013, Mihailidis 2014), Wilson 2011 et.al).     The ongoing digitization has been compared with earlier shifts in the history of literacy (Goody & Watt 1963), and/or shifts between the ”Discourse Networks” of 1800 and 1900 (Kittler 2012). The implied consequences for schooling appear to be significant and the school’s task of reproducing knowledge and common principles over generations is thoroughly challenged (Bourdieu & Passeron 2008).     Still, much of the debate about the digitalization of education is policy-oriented, shortsighted and techno centric, and it shifts between determinism (technology is the basis of all social change) and instrumentalism (technology is in itself neutral). In contrast, this project study the historical impact of the media on the school’s training of what we call “media citizens” by combining mediatization theory with curriculum theory.     Mediatization theory refers to a historical “meta-process” (Krotz 2007) and how all societal spheres (politics, science, religion, etc.) and aspects of everyday life are increasingly influenced by the institutions, technologies, and “logics of the media” (c.f. Lundby 2014, Hepp 2013, Hjarvard 2013, Kaun & Fast 2014). With a few exceptions (Lingard & Rawolle 2015, Breiter 2014, Livingstone 2015) relatively little has has so far been done on the mediatization of education.It is also striking that mediatization so far has not been addressed much within the wide area of curriculum theory; here "curriculum" carries a wider significance than the specific policy document – referring to the historical, symbolic, material, and scientific conditions under which such documents are designed, as well as the "frame factors" that limit or allow their actualization as teaching (Lundgren 1979/89, 1999; cf. Pinar ed. 2014, Biesta, 2013).     In contrast to much existing discourse on school and media, this project does not suggest normative positions, nor pedagogical MIL-strategies for classroom; instead, it is motivated by an ambition to develop mediatization theory in relation to the field of education and thus contribute to the ongoing discussion about MIL and media and literacy, in Sweden and other countries, by adding an informed, critical and historical perspective.
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TY  - CONF
T1  - Educators’ Beliefs on Children’s Creativity: A Scoping Literature Review
A1  - Guseva, Alexandra
PY  - 2024
LA  - eng
KW  - creativity
KW  - educators’ beliefs
KW  - literature review
KW  - preschool
AB  - The presentation is a part of a current doctoral project at Karlstad University in Sweden. The study covers the conceptualization of creativity in Swedish preschools. In contemporary society creativity is recognized as a vital and highly valued competence (Craft & Jeffrey, 2008; Eckhoff, 2011). While widely accepted, concepts of creativity are often subject to multiple interpretations. In the educational context, these notions are often not sufficiently reflected upon by the practitioners, which may potentially limit pedagogical practice. There is, therefore, a need to synthesize and make visible the current evidence base regarding educators’ beliefs on creativity. Despite the importance of early childhood education, pedagogical research on creativity, both nationally and internationally, has primarily focused on school and older children. Moreover, the research covers mostly the aspects of teaching and creativity but often neglects the practitioners’ understanding of the concept (Leggett, 2017). The aim of the presented literature review is to identify and map the available recent empirical evidence base on in-service preschool teachers’ beliefs about creativity and thereby identify gaps in the research knowledge. Systematic Mapping and Analysis of Research Topographies (SMART) method was used to conduct the research (Nilholm, 2017). Selected studies include peer-reviewed empirical qualitative and quantitative research published in scientific journals from 2010 to 2022. Findings suggest that creativity is generally highly valued by educators, and educators hold complex and democratic views on creativity. However, there exists incongruence between teachers’ positive beliefs about creativity and their actual pedagogical practices. Educators’ beliefs are also found to be highly dependent on context. The results of the literature review also highlight gaps in knowledge where future research is needed which is the current doctoral project aims to address. The study is relevant in the context of Nordic educational research, as it is expected to contribute to a deeper understanding of the concept of creativity and its role in early childhood education. Consequently, it will both challenge and provide some guidance on the development of pedagogical practices. Craft, A., & Jeffrey, B. (2008). Creativity and performativity in teaching and learning: Tensions, dilemmas, constraints, accommodations and synthesis. British Educational Research Journal, 34(5), 577-584. https://doi.org/10.1080/01411920802223842 Eckhoff, A. (2011). Creativity in the early childhood classroom: Perspectives of preservice teachers. Journal of Early Childhood Teacher Education, 32(3), 240-255. Leggett, N. (2017). Early childhood creativity: Challenging educators in their role to intentionally develop creative thinking in children. Early Childhood Education Journal, 45(6), 845-853. https://doi.org/10.1007/s10643-016-0836-4 Nilholm, C. (2017). Smart: ett sätt att genomföra forskningsöversikter (1 uppl.). Studentlitteratur. 
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TY  - JOUR
T1  - Not okay: Preschool teachers talk about inappropriate touching
T2  - Journal of Early Childhood Education Research
SN  - 2323-7414
A1  - Hedlin, Maria
A1  - Åberg, Magnus
PY  - 2020
VL  - 2
IS  - 9
SP  - 456
EP  - 476
LA  - eng
PB  - : Early Childhood Education Association Finland
KW  - preschool
KW  - touching
KW  - inappropriate touch
KW  - preschool teachers
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - This study investigates views and experiences described by Swedish preschool teachers regarding inappropriate and unprofessional physical touching between educators and children. The empirical material consists of semi-structured interviews with 30 preschool teachers. The interviews were analysed with thematic analysis, and further examined in the light of the concepts ‘becoming’ and ’being’. The results show that educators consider it inappropriate and unprofessional for staff to grab or restrain a child, or to touch a child without observing the child’s signals, as doing so violates the child’s integrity. It is also deemed wrong to carry or ‘help’ a capable child, as this is considered undermining the child’s agency. Further, to kiss a child is also deemed inappropriate and unprofessional. The informants have, however, slightly different approaches and experiences regarding kissing. The results show that preschool teachers struggle with these issues. The boundaries between appropriate and inappropriate touching may be difficult to draw up. And in concrete situations, the concepts ‘becoming’ and ‘being’ are not always easy to separate. The study concludes that both preschool teacher education and workplaces should pay attention to the subtle, but culturally and socially permeated, issues of touch.
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TY  - CONF
T1  - "Mentored teaching" as a practice of care in educational development
T2  - "Mentored teaching" as a practice of care in educational development
A1  - Hofsten, Anna
A1  - Schnaas, Ulrike
A1  - Reinholdsson, Peter
PY  - 2016
LA  - eng
AB  - Peer development has been recognized as a key for the professional enhancement of university teachers. At Uppsala University, Sweden, mentored teaching offers a structure for peer reflection and collegial support. During the "Academic Teacher Training Course", every participant reflects on a specific teaching activity together with an experienced university teacher.Currently, a research project is addressing what mentored teaching means to course participants / mentees as well as to mentors. Our findings – based on detailed questionnaires with 60 mentors and 92 mentees as well as focus interviews – clearly show that mentored teaching can be linked to an ethos of care in two senses.On the one hand, the mentors provide a supportive space for the mentees that - unlike assessment – focuses on confirmation, encouragement and inspiration being particularly important for new academics. On the other hand, the network for mentors as well as the mentoring itself provides a similar space for the mentors. Being a mentor offers not only an opportunity to contribute to the mentees learning, but also a possibility for continuous self-reflection and self-development. Specific training and networking activities organized by the Unit of Academic Teaching and Learning contribute to a shared mentoring ethos of care for each other as colleagues. Aligned to that, becoming a member of the mentors´ network is based on strong commitment for teaching and education rather than on academic merits. In conclusion, this non-competitive community maintains an ethos of care and collegiality across the university that is beneficial for both mentees and mentors.
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TY  - CONF
T1  - The art of teaching in remote teaching
T2  - 10th SAERA conference
A1  - Skog, Simon
PY  - 2023
SP  - 134
EP  - 134
LA  - eng
PB  - East London, South Africa : Rhodes University
KW  - digital solutions
KW  - online learning
KW  - remote teaching
AB  - The aim of this proposed study is to explore how remote teachers carry out their teaching using ICT and how they collaborate with the onsite facilitator that are with the students at their school unit. Therefore, the study seeks to explore the usage of digital tools, the ways of communication, how to bridge the distance and how to engage the facilitator in the teaching situation. Remote teaching refers to a synchronous teaching practice that have emerged, in Sweden and international, foremost due to urbanization and a need for qualified teachers in sparsely populated areas. In remote teaching teachers and students are separated in space, but not time, and communicates via ICT, and in the Swedish case, a facilitator must be together with the students to oversee them. Remote teaching has foremost concerned language teaching and small students’ groups. As a pedagogical practice remote teaching can bring students located at several separate school units together and thus make education or certain subjects accessible to students.Theoretically the study will employ general didactics to analyse the teaching situation focusing on pedagogical interaction and teacher’s methods in teaching. As to empirical data,the study will rest on 17 interviews conducted with remote teachers (n=9) and facilitators (n=8) besides field notes from teachers collegial meetings (n>15). Anticipated contribution of the study has to do with practical methodological considerations regarding how to teach as a remote teacher and how the facilitator can be engaged in the teaching situation.
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TY  - CONF
T1  - Teachers' Digital Didactical Design: Towards Maker Movement Pedagogies In Tablet Mediated Learning
A1  - Bergström, Peter
A1  - Mårell-Olsson, Eva
A1  - Jahnke, Isa
PY  - 2015
LA  - eng
KW  - digital didactical design
KW  - media tablets
KW  - maker movement
KW  - sharing
AB  - This paper illustrates a project about digital didactical designs in one-to-one (1:1) computing classrooms in Sweden. The study focuses on schools in four municipalities with 1:1 media tablet (iPads) programs. In Sweden, there have been two major changes that have led to new situations and new challenges for schools. A new school reform started in 2011, at the same time there was a boom using mobile web-enabled technologies in teaching and learning. With the new national curriculum LGR 11 the main changes involves stronger guidance what teachers teaching should involve at the subject level, a new grading system and specific knowledge's students should achieve in school year 3, 6 and 9. The boom of mobile technologies highlights a shift away from separating Information and Communication Technology (ICT) and education (e.g. computer labs) (Henderson & Yeow, 2012) into co-located settings (De Chiara, Di Matteo, Manno, & Scarano, 2007). Mobile technology becomes part of classrooms; both merged into new spaces for learning – we call them co-expanded spaces. In general, we assume these new situations affect the designs of teaching and learning in different aspects. Results from our previous studies in Denmark indicate a shift in students' learning culture from consumption of content into production of content (Jahnke & Kumar, 2014) similar to what Hatch (2013) addresses as the maker movement culture. In this study, we explore how teachers meet the new challenges by studying the pedagogical communication. Specifically, from a Digital Didactics approach, we explore how the new situation affects didactical designs in such new settings where physical teaching and learning spaces are expanded by mobile technologies.AimThe aim of this study is to understand the teaching and learning designs-in-practice, especially the facets of such designs in co-expanded spaces. By studying the innovative teachers' didactical designs in media tablet classrooms, a particular focus is on the social relationship as a function of the teacher-student interaction and communication.Research questions1. How can the teacher-student relationships be described and understood in relation to tablet mediated learning classroom practice?2. How can teachers' communication about tablet mediated teaching and learning be described and understood in relation to tablet mediated classroom practice?3. How can the forms of teachers’ digital didactical designs be described and understood in relation to the curriculum?Theoretical frameworkFor understanding the designs of media tablet classroom practices, we used two sets of theories. Firstly, Jahnke, Norqvist, & Olsson's (2014) approach of digital didactical design that is based on learning intentions, learning activities, assessment, and the social relations was applied for framing the analysis. In this paper the social relations constitute the teacher-student communication, which mirrors the teachers' didactical design. For understanding the teacher-student communication, Bernstein’s (2000) theory of classification and framing was applied. The concepts of classification and framing are translated into power and control relations. Classification highlights the relation between different categories. What turns a category into a unique category is its unique relationship to other categories. The uniqueness of a category is based on its specialisation e.g. teacher or student. The degree of specialisation creates boarders and a space between the categories as either strong or weak. The outcome of the classification analysis indicates practices of media tablet classrooms. These practices are further analysed through the relative concept of framing as either strong or weak. The concept of framing contributes to the understanding of the locus of control in the teacher-student relationship. The locus of control relates to several issues in the teacher student relationship, which reflects Bernstein’s concepts of selection, sequence, pacing and evaluation.Methodology, Methods, Research Instruments or Sources UsedThe methodology in this research project has been pre-tested in a pilot study in Denmark in 2012 to 2014. The qualitative method has been conducted to explore the teachers' designs in Swedish classrooms ranging from preschool to upper secondary school. Applying a purposeful sampling (Patton, 1990), schools were selected where teachers and pupils have been using media tablets longer than six months, preferably within a one-to-one computing program in which the pupils can also use the iPads at home. We focused on innovative teachers and early adopters (Rogers, 2003). In total we studied schools in four municipalities in Sweden in six clusters: one preschool, one preschool class (children at age 6), and classes in school years 1-3, 4-6, 7-9, and 10-12. The schools have been visited two times during the school year 2014/2015. In total we have conducted 20 classroom observations and teacher interviews. Data collection The classroom observations were conducted of 2-3 observers. The field notes were developed, as close as possible to the observation, into thick descriptions (Kullberg, 2004) that are described as narrative, describing, analysing and interpreted. After the observations the thick descriptions were discussed until an agreement was reached among the researchers. During the observations the observer take notes, photos, short video recordings. Each lesson lasted between 40-60 minutes. The subjects range from Native Language, Math, Science, English, Spanish and Social studies. The class sizes were around 20 to 25 students in each class. The observations were followed up with teacher interviews. For the teacher interviews, a half-structured interview guide were used that is divided into five themes with sub-questions: (1) background (age, gender, years as teacher, teaching subjects; first "thought" when implementing iPads); (2) the teachers teaching; (3) Learning (4) Assessment (5) magic wizard offers three wishes (what would teacher wish). The interviews were conducted by at least two researchers; audio-recorded and transcribed. Each interview lasted for about 60 minutes. Conclusions, Expected Outcomes or FindingsFindings from the innovative media tablet classrooms indicate two sets of didactical designs. The first set of didactical design demonstrates a majority of blurred boarders between categories, ranging from teachers' organisation of desks in the classroom to the software applications used in teaching and learning. The second set of didactical designs illustrates designs based on clear boarders between categories, which indicates strong power relationships. These two sets of relationship between categories create two kinds of social relationship in the classroom. Media tablet classrooms based on weak classification indicates a pedagogical practice that involves students' decision making to a greater extent than in classrooms based on strong classification. The weak classification between categories in the classrooms becomes the underpinning framework for didactical designs where the media tablets are integrated for making products. The making of products demonstrates students' influence regarding the selection and sequence of content, for example when making films. With regard to the learning intentions in the curriculum, in students' creative work, the teachers' support student learning by using explicit and implicit criteria for keeping the right track in students' learning. An important issue concerns the sociological notion of sharing resources involving signs of changed communication and interaction patterns in the classrooms.
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TY  - JOUR
T1  - An autobiographical narrative towards Critical Practitioner Inquiry and a counter hegemonic southern network
T2  - The Journal for Critical Education Policy Studies
SN  - 2051-0969
A1  - Dahlström, Lars
PY  - 2016
VL  - 1
IS  - 14
SP  - 102
EP  - 126
LA  - eng
AB  - This paper is an autobiographical narrative to demonstrate how educational practices and ideas travel through time. It demonstrates how pedagogy based on solidarity and counter hegemonic ideas combined with scholastic perspectives build coherent practices in different social contexts. The work as a teacher, teacher educator, and researcher in Sweden created an experiential and scholastic foundation for a critical pedagogical perspective that was further developed in the global South. The colonial spectres are still haunting the capitalist development paradigm as a cure against poverty and so called backwardness. Furthermore, the time when education was seen as an emancipatory activity has now been replaced by the entrepreneurial saints of individualism and marketizations. In spite of the present hegemonic perspectives there is room for counter hegemonic thinking and pedagogical practices struggling for a re-emancipatory and re-enlightening vision of pedagogy. Critical Practitioner Inquiry (CPI) is one such torch in the darkness. CPI as a situationally relevant and critical version of action research was moulded in the context of the liberation struggles in Southern Africa in the 1980s. It was further developed after Namibia's independence in 1990, transferred to Ethiopia after2002, applied in Lao PDR during the years up to 2011, and recently adapted to the situation in Afghanistan. The CPI concept has been developed and adapted to situations at hand still being faithful to its basic idea of a critical perspective and solidarity. CPI can thereby avoid the dogmatic and taken for granted approaches that commonly are the characteristics of western policy ensembles exported to the global South.
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TY  - CONF
T1  - Teachers developing a Scholarship of Teaching and Learning at a Faculty of Medicine
T2  - ICED 2014. Educational Developments in a Changing World: Abstracts
A1  - Edgren, Gudrun
A1  - Sonesson, Anders
PY  - 2014
SP  - 286
EP  - 286
LA  - eng
AB  - Many universities are actively promoting scholarly inquiry into teaching and learning to improve education. Strategies used may involve support for development projects, teaching awards and academies. The Faculty of Medicine, Lund University, Sweden, has developed a Teaching Academy with criteria for membership founded in Scholarship of Teaching and Learning (Kreber, 2002; Trigwell & Shale, 2004; Ashwin & Trigwell, 2004; Lindberg-Sand & Sonesson, 2008). Furthermore, the Faculty arranges a conference in medical education and organises courses to support scholarly projects. Given scarce resources and difficult prioritisations, it is important to gain an understanding of how such efforts could improve teaching and to find strategies that realistically pay off at the level of student learning. The aim of this study was to   • find out if teachers’ scholarly inquiry into teaching and learning was also likely to contribute to development of teaching practice and student learning   • understand circumstances whereteachers choose to develop towards Scholarship of Teaching and Learning in a research-intensive faculty of medicine and health sciences Peer-reviewed articles and dissertations on teaching and learning that have been published by teachers at the faculty were analysed against two theoretical frameworks. The first considers the primary concern of the inquiry itself and the knowledge it produces using Stokes’ (1997) “Quadrant model of scientific research” (cf Wiliam, 2008). The second framework considers the Scholarship of Teaching and Learning and we asked the questions: How does the object of study relate to the inquirer’s own educational practice, educational context, or students, and have the results been used to develop teaching and learning within the faculty? We have also interviewed teachers who have published such work and/or were members of the Teaching Academy. The interviews were analysed for teachers’ motivation to engage in scholarly inquiry into teaching and learning. The majority of the published work not only concerned what Stokes (1997) calls a “Quest for fundamental understanding” but also considered its use. Most authors in our study focussed on student learning within their own teaching practice and educational context. Our study showed several instances where published work had been used for educational development within the faculty. In most cases, the work met the criteria for Scholarship of Teaching and Learning. Teachers’ scholarly inquiry into teaching and learning was primarily motivated by their concern for their professional and/or academic field. Important goals were improvement of healthcare and professional skills and values, strengthening of emerging academic disciplines, and professionalization of teaching. Students were seen as future colleagues and important agents for change. SoTL was described as a shared enterprise, where colleagues and extended networks were indispensible. Courses in medical education had been important in providing theory, shared vocabulary and opportunities to exchange experiences and create networks. Award systems and career advantages had not been important, but awards were considered as post factum confirmation of achievements. All teachers had permanent positions and described having both freedom and responsibility in their work. Universities who wish to promote scholarly educational development should create opportunities for teachers to meet and create networks across professions and disciplines as well as positions within which teachers can undertake such enterprises. Award systems are probably not as important. This study has been undertaken in a research-intensive faculty of medicine, where teaching is considered less important than disciplinary research. Our results may not apply to other contexts, where teaching is more highly regarded. Changes in teachers’ motivation may also change when reward systems have been in place for a longer time. References Ashwin, P. & Trigwell, K. (2004). Investigating staff and educational development. InD. Baume & P. Kahn (Eds.), Enhancing Staff and educational development. Routledge Falmer. Kreber, C. (2002). Teaching excellence, teaching expertise, and the scholarship of teaching. Innovative Higher Education, 27(1), 5-23. Lindberg-Sand, Å. & Sonesson, A. (2008). Compulsory Higher Education Teacher Training in Sweden: Development of a national standards framework based on the Scholarship of Teaching and Learning. Tertiary Education and Management, 14(2), 123–139. Stokes, D.E. (1997). Pasteur’s quadrant: basic science and technological innovation. Washington, D.C: Brookings Institution Press. Trigwell, K. & Shale, S. (2004). Student learning and the scholarship of university teaching. Studies in higher education, 29(4), 523–536. Wiliam, D. (2008) What should education research do, and how should it do it? Educational Researcher, 37 (7), 432-438.
ER  - 

TY  - JOUR
T1  - How to become a guitar playing human being in the situation of ensemble courses – independent of sex: An episode of the radio show Music and Equality
T2  - European Journal of Philosophy in Arts Education
SN  - 2002-4665
A1  - Ferm Almqvist, Cecilia
PY  - 2019
VL  - 4
IS  - 1
SP  - 141
EP  - 171
LA  - eng
PB  - Stockholm : Stockholms musikpedagogiska institut
KW  - arts-based
KW  - radio-show
KW  - women
KW  - becoming
KW  - de beauvoir
KW  - guitar playing women
KW  - utbildningsvetenskapliga studier
KW  - studies in the educational sciences
AB  - The article will shed light on both the challenges to and possibilities for growth as an ensemble guitarist within upper secondary popular music ensemble courses in Sweden. The paper is a critique of an un-reflected view of popular music as a preferred situation for musical learning in schools. It is intended both as a thought-provoking speech directed to ensemble teachers aiming for equal music education, and as a philosophical exploration of female experiences of ensemble education. The article is based on an existential–philosophical way of thinking, mainly in line with the thoughts of Simone de Beauvoir, both when it comes to the view of human beings independent of sex1 and as a base for how to communicate scientific results in a sensitive situated way. Hence, the format of the article, drawing on Arts-based research philosophy, is constituted as an imagined radio show episode, including a programme leader (PL), two young female guitarists – Anna and Lucy – and one prominent philosopher: Simone de Beauvoir (SdB). The article consists of text as well as a sounding dialogue and drawings. The dialogue is based on interview material combined with studies of primary and secondary Beauvoir literature. Issues that will be explored in the conversation have emerged in an earlier study of the story of one female guitarist: an upper secondary student at a specialist music programme. Issues chosen for the current article shown to be crucial from an equality perspective are; Transcending boys and immersing girls, the male gaze, relations to patriarchal repertoire, possible projects and the role of the teacher.
ER  - 

TY  - JOUR
T1  - Integrating Sustainble Development into Operations Management Courses
T2  - International Journal of Sustainability in Higher Education
SN  - 1467-6370
A1  - Fredriksson, Peter
A1  - Persson, Magnus
PY  - 2011
VL  - 3
IS  - 12
SP  - 236
EP  - 249
LA  - eng
KW  - sustainable development
KW  - case study
KW  - action research
KW  - teaching
KW  - operations management
AB  - Purpose – It is widely acknowledged that aspects of sustainable development should be integrated into higher level operations management education. The aim of the paper is to outline the experiences gained at Chalmers University of Technology in Sweden from integrating aspects of sustainable development into operations management courses. Design/methodology/approach – The paper is based on the authors’ experiences from teaching at Chalmers University of Technology, and the integration of sustainable development into operations management courses. The paper thus relies on an action research approach, similar in many ways to other papers in the field. Findings – The paper outlines several similarities between the fields of sustainable development and operations management. Although the results show that several challenges must be overcome when integrating the fields in courses. The challenges – that are scrutinized through the use of existing literature – relate to the scope differences between the fields, lack of sustainable development aspects in operations management text books, and misfit between needs and teacher competence, support, and course structures. Originality/value –The paper adds understanding by specifically addressing the integration of sustainable development into operations management courses. Universities and teachers within the field can consider the challenges outlined when integrating the two fields in courses.
ER  - 

TY  - CONF
T1  - What can discourse psychology say about teachers’ music talk and their teaching strategies?
T2  - [Host publication title missing]
A1  - Holmberg, Kristina
PY  - 2009
SP  - 187
EP  - 192
LA  - eng
PB  - : ESCOM 2009
AB  - Abstract Background This article addresses how music teaching are constructed by teachers in the Swedish Music and Culture schools. I will present the preliminary results of group conversations with teachers from six schools. All together 27 teachers in music (instrumental teaching), drama, media (photo and film), dance and art were participating. Aims The findings will be discussed within a discourse psychological framework, a perspective founded in social constructionism and post-structuralistic theory. The concept includes a relativistic approach where a focus on the actor and language appear. Pluralism is a keyword and the analysis stays in micro sociology. In such a perspective, it becomes interesting to study how teachers construct music as a school activity. Main contribution On the empirical level three different themes concerning teachers’ talk about music are found, which also have implications for their teaching strategies. In the firs theme, Practice, the teachers are describing the importance of skilfulness in accordance to the activity of music. In the second theme, Repertoire, a struggle between traditional and commercial music is shown. In the third theme, Why Music?, the teachers are expressing their arguments about why music is so important in education from an overall perspective. In doing this they describe music as (i) a part of life and a creative activity, (ii) as a language and therefore a part of the children rights, (iii) and finally as a subject that has side effects on pupils self-confidence and identity. Implications What the teachers consider to be important knowledge for their pupils to develop is here described as a field of variation. In each theme described above, different consequences for the pupils are being discussed as well as what could be considered “as possible” in music education. A study within a discourse psychological framework has values in relation to the bottom-up perspective that it delivers. This has important implications for the development of the field of music education and music teacher knowledge.
ER  - 

TY  - CONF
T1  - Flipped Classroom - perceptions and inspiration
T2  - ALT Annual Conference 2019
A1  - Kjellberg, Tove
PY  - 2019
LA  - eng
KW  - scalable learning
KW  - flipped classroom
AB  - This session presents university teachers’ perceptions about the Flipped Classroom model at the Royal Institute of Technology in Stockholm, Sweden. It is based on a report with a phenomenographic research approach with a group of teachers regarding their perceptions about working with the method Flipped Classroom.During the session, we will summarise a report which examines 12 teachers’ perception about a digital tool in order to implement courses with the method Flipped Classroom. Flipped Classroom is an education model that is relatively new and strives for switching places on classroom activities. This is often realised by students watching in advance recorded theoretical lectures in order to emphasize discussions and exercises during seminars. There are different tools to use when working with Flipped Classroom where recordings of interactive lessons are possible. Teachers have the possibility to add questions in the film which the students have to answer before they can proceed watching the recording. By doing so, the teacher gets further understanding about where the students are struggling the most. It can also be used in order to collect statistics on certain questions or areas.The evaluation in this report is based on a phenomenographic research approach. The authors have examined teachers’ perceptions on the method Flipped Classroom and how they have chosen to implement the method in their courses. The empirical approach consists of semi-structured recorded and transcribed telephone interviews with a total of 12 teachers who during a varied time have used these principles in their education. The analysis generated three themes with teachers’ opinions of working with Flipped Classroom connected to a digital tool and how they have chosen to implement it.The results in this study show that teachers’ perceptions on Flipped Classroom are overall positive. Although, it is not possible to determine if the perceptions can be directly connected to the way they have implemented the method or how long they have been working with Flipped Classroom. Furthermore, the results contain information on a diversity of different pedagogical approaches and implicit suggestions regarding how higher education institutes should support teachers.This session addresses the theme Wildcard since it contains research on digital learning in a rather limited and narrow area but also resolute suggestions on how to succeed with a method such as Flipped Classroom. It aims to be both educational and inspirational for the participants.The session will include an evaluation starting with a background about the study and its results where higher education teachers’ perceptions about Flipped Classroom are central. Participants will gain further knowledge about the way a group of teachers at the Royal Institute of Technology in Sweden have worked with Flipped Classroom and inspiration on how to work with digital learning in a practical way in order to benefit both teachers and students.
ER  - 

TY  - CONF
T1  - Introducing and exploring student teachers use of digital tools – preliminary results from a development project
A1  - Liljestrand, Johan
A1  - Elm, Annika
A1  - Johansson, Urban-Andreas
A1  - Mårtensson, Kristina
PY  - 2019
LA  - eng
KW  - innovative learning
KW  - innovativt lärande
AB  - In Sweden, as well as in other countries, the digital revolution has impacted society profoundly (Brynjolfsson & MacAffe, 2015). The digital evolution, or revolution, has created a need of new digital competences for both teachers in preschools, elementary school, secondary school, upper secondary school and higher education (Ministry of Enterprise and Innovation, 2017). These digital competences both include technological and pedagogical knowledge in order to teach successfully in the digital society (e.g. Davies et al 1997; Granberg 2010; Instefjord & Munthe 2016).There is a need to develop TE in order to meet this challenge. The aim of our development project, running during one semester (autumn 2018) was to contribute to innovation in teacher education through a conscious use of digital technology. The concept of TPACK is employed as a tool to explore the ways in which technology impacts on what is learned in TE. The following research questions are formulated: In what ways does the use of ICT contribute to student teachers planning and reflecting regarding their teaching in school? What added pedagogical values in teacher education practice can be discerned from the perspective of the student teachers in this project?   Our theoretical framework is based on Koehler & Mishra’s (2009) concept of technological content knowledge, TPACK. The notion of TPACK is bringing together 1) content knowledge and 2) pedagogical content knowledge with the impact of technology on these two dimensions. Furthermore, TPACK-analysis involves consideration about the contextual conditions contributing to how these three key dimensions interacts.The students were introduced to the project. Research ethical considerations were made in accordance with The Swedish Research Council’s guidelines. Data comprises anonymized course materials without any information about the students; course evaluations and course assignments, the former anonymized by origin and the latter anonymized in retrospect. In the surveys, data is collected through open-question, individual surveys distributed to student teachers in three different courses at different levels in the TE-program for primary school. The open questions are highlighting possible new experiences of using digital resources as a resource in teacher education and for teaching in school. We have also analysed TE-students course assignments in which students describe their lesson plans, including the digital design, involved in their teaching design. Both the course assignments and the course evaluations has been coded according to qualitative content analysis focussing on the dimension of TPACK. The written documents was read several times in order to discern recurrent themes. After this stage of qualitative analysis, overall patterns of frequencies will be taking into account in order to relate to earlier comparable studies.Our preliminary results (further results will be presented in August 2019) shows that student teachers tend to focus on the tools themselves and their inherent qualities. However, there are also indications of how the digital technology enables representations that highlight spatial dimensions of teaching content such as the movement of animal bodies, or three-dimensional representations of planets. One contextual setting shaping these student approaches is related to the structure and progression of the TE-program, with both possibilities and limitations for digital learning.Our results are pointing to the need of focussing on critical aspects, i.e. the framing of teaching content and added pedagogical values, through introducing the work with digital tools and their implications for teaching content, systematically and early in the TE-programme.  The TPACK-concept involves challenges but also provides an important resource for this purpose. Our exploration intend to shed light on how this could be done in TE as earlier research also seem to confirm this challenge (Voogt & McKenney 2017).   
ER  - 

TY  - CONF
T1  - Technology in preschool: from idea to product
T2  - Conference proceedings New perspectives in science education
A1  - Mutvei, Ann
A1  - Lönn, Mikael
A1  - Mattsson, Jan-Eric
PY  - 2017
SP  - 604
EP  - 609
LA  - eng
PB  - Limena : Libreriauniversitaria.it
KW  - technology
KW  - pre-service preschool teachers
KW  - construction exercises
KW  - museum visit
KW  - other research area
KW  - annat forskningsområde
AB  - Teaching pre-service preschool teachers in technology is a challenge. Technology is a fairly new subject in school, students lack experiences and are not aware of the aim of the subject. In addition technology also include the consequences of technological choices for individuals, society and environment. The curriculum for pre-school in Sweden emphasize development of children´s knowledge in science, technology and their ability to identify technology in everyday life. The education of pre-service teachers involves visualization of their own tacit knowledge and experiences to be used in the teaching of technology. Here a course during a three weeks period with 55 pre-service teacher students is presented. They worked in groups with construction exercises, museum visit and outdoor technology walk. The students wrote summaries of the processes together with critical reflections. The written exams on the identification of technology in everyday life were analysed by using the quality markers 4R’s of Doll’s and compared with marks on their examination tasks. Our results show that many students could describe the processes of construction with high quality showing several perspectives of understanding, e.g., the advantage of group activity, their own development of understanding and how to teach children in preschool.
ER  - 

TY  - JOUR
T1  - Laboratory work: The teachers' perspective
T2  - Journal of Biological Education
SN  - 0021-9266
A1  - Ottander, Christina
A1  - Grelsson, Gunnel
PY  - 2006
VL  - 3
IS  - 40
SP  - 113
EP  - 118
LA  - swe
KW  - labwork practice
KW  - labwork assessment
KW  - teachers’ reflections
KW  - upper secondary school
KW  - labwork instructions
KW  - didactics of biology
KW  - biologididaktik
AB  - We describe a case study of an in-service professional development project with four experienced biology teachers in two upper secondary schools. The objective was to better understand the role of laboratory work (labwork) in science education with a special emphasis on assessment. Research questions include the following: 1. What does the teacher want to achieve with the labwork and how do the students perceive it? 2. How do biology teachers assess labwork? 3. How did the in-service project motivate teachers to change their assessment methods? 4. Are the assessment criteria in the Swedish national syllabus applicable to labwork? Data were collected during a semester-long in-service project. Laboratory instruction sheets were collected and analysed both with respect to intended learning outcome and assessment skills. Questionnaires to teachers and students about the intended learning outcome were carried out after different experiments. Finally, teachers were interviewed concerning the role of labwork and their assessment methods and also their reflections on the results of the in-service project. The teachers realised that their assessment methods require more transparency to become effective. The interpretation of intended learning outcomes of experimental work differs between students and teachers.
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TY  - CONF
T1  - Approaches of Translanguaging Pedagogies in Multilingual Primary School Classrooms
A1  - Schmidt, Catarina
A1  - Molin, Lisa
PY  - 2022
LA  - eng
AB  - The need of an equal education is of uttermost importance, not the least in multilingual school contexts with high socioeconomic index (SOU 2020: 46), which characterizes the practice-oriented Swedish research project reported on in this paper. The overarching aim of the project is to enhance the quality of the classroom teaching and learning from translanguaging perspectives (García & Wei, 2014). The project involves both teachers and school leaders as well as representatives from the local authorities, and researchers. The research design is based on 3 interventions in which the teachers carry out teaching activities based on translanguaging with the aim to enhance the students’ active participation and learning. We ask:What approaches of translanguaging, including possibilities and challenges, emerge in the teachers’ described teaching, written reflections and performed teaching?Research from Cummins and research colleagues, shows that opportunities for multilingual students to use all their language resources lead to school success, and that students’ abilities in one language is transferred to the next language (e.g., Cummins, 2001). Building on this research, García (2009) has developed what she refers to as Dynamic Bilingualism, which contextualizes multilingual students’ language knowledge as being interwoven on all levels, and by all modalities. By this, García emphasizes the importance of going beyond more traditional understandings of language and literacy, including the tendency to separate students’ language resources from one another. The created data consists of 2 transcribed focus group interviews with students, 3 transcribed focus group interviews with teachers, individual teacher log books from 3 interventions, video observations from lessons, and written documentation from recurring meetings with all participants. The analyzed data reveals classroom approaches creating opportunities of using several languages, multimodal reinforcement, translating and/or comparing, dramatizing, and of integrating students’ identities and social worlds. Also, the analysis reveals challenges regarding the various levels of language knowledge among students, the collaboration between school and students’ families, some students’ negative experiences of using their first language, and lastly, the challenge of integrating several languages in the teaching and learning, including more unusual languages.  Cummins, J. (2001). Negotiating Identities: Education for Empowerment in a Diverse Society. 2nd ed. Californa Association for Bilingual Education.Garcia, O. (2009). Bilingual education in the 21st century: A global perspective.Malden: Blackwell Publ.Garcia, O. & Wei, L. (2014). Translanguaging, language, bilingualism andeducation. New York: Palgrave Macmillan.SOU 2020:46. https://www.regeringen.se/rattsliga-dokument/statens-offentliga-utredningar/2020/08/sou-202046/  
ER  - 

TY  - CONF
T1  - Different secondary school subject areas contributions to collaboration in environmental and sustainability teaching
A1  - Sund, Per
A1  - Gericke, Niklas
A1  - Bladh, Gabriel
PY  - 2019
LA  - eng
AB  - According to the curricula in many countries, teachers in the subject areas of science, social science and language are expected to collaborate on cross-curricular issues such as sustainable development (SD). In Sweden this is the case in the nine-year compulsory school (Education, 2011). This study is based in Sweden and investigates the similarities and differences in the responses of ten teacher groups (forty-three teachers in total) to questions about their contributions in their own subject areas to environmental and sustainability education (ESE).There are previously some barriers identified to the implementation of ESE in a cross-curricular way. In a large quantitative study including about 3300 Swedish upper secondary teachers, comparisons were made regarding teachers inclusion of ESE within different subject areas (Borg, Gericke, Höglund, & Bergman, 2012). In that study it was found that language teachers do not always feel at ease with ESE teaching, and more than 41% of language teachers stated that they did not include SD issues in their teaching, while 34% stated (the highest percentage of the three subject areas) that they lacked the necessary knowledge expertise. In contrast, especially the social science teachers and to somewhat less degree the science teachers included this perspective.Regardless of the problems shown in previous studies the overall aim of this study is to understand what cross-curricular teaching in teacher teams can achieve in relation ESE. All teachers in compulsory school in Sweden are organized in cross-curricular teams of various subject teachers teaching the same student group, named lärarlag in Swedish and here denoted as teacher teams. Moreover, given that cross-curricular ESE teaching is stated as important in the Swedish curriculum, it is important to find out the potential possibilities for cross-curricular collaborations in ESE teaching. Are teachers already involved in collaborations, are they successful, and if so how? If not, how might they achieve this curricular aim to provide students with a holistic, yet diversified, perspective on ESE including many disciplinary dimensions? Teaching gaps for students may occur that no subject area can cover, while other issues or topics may be taught multiple times leading to poor progression.The research question is: What are the specific curricular and pedagogical contributions of different subject areas, such as science, social science and language, in cross-curricular settings when teaching environmental and sustainability issues?The theoretical framework of this study takes its departure from didactic analysis as an integrative model in which the structure of the subject matter is related to teachers and students through the processes of teaching and learning (Klafki, 1995). This study looks for differences and similarities in teachers’ argumentations about the didactical questions of what, how and why their subject area is important and how it contributes to cross-curricular ESE teaching. The main contribution of this study is to fill the gap in ESE research relating to teachers’ views of complex environmental and sustainability issues from different subject area perspectives.Semi-structured group interviews were used to collect data about teachers’ apprehensions of and reflections on their teaching practices (Kvale & Brinkmann 2009). 10 groups (consisting of 3-10 teachers) of teachers of science (biology, chemistry and physics), social science (civics, history, geography and religion) and language (Swedish, English, German, French and Spanish) were interviewed. In this study the data is treated as a group voice from teachers teaching in a specific subject area. In order to identify a common teaching and curriculum approach in each subject area the teachers’ discussions and responses are analysed in relation to the main didactical questions of what, how and why. Phase 1 – What The aim was to gather data from the individual teachers in each group before the group discussion. This ensured that each teacher’s voice was heard individually. In group situations there is always a risk that some participants will dominate the discussion. Phase 2 – What The aim was to gather data from the teachers’ discussions without interference from the research leader. Phase 3 – How The aim was to gather data about curricular and pedagogical changes that had occurred in the teaching. Summary of the three phases – Why The teachers’ arguments about the long-term purposes of their teaching stem from the session on phases 1, 2 and 3 constitute the data for the why dimension. The common aspects and specific curricular contributions of the different subject areas are studied by analysis teachers’ responses to questions about the curricular and pedagogical qualities of what, how and why. What The analytical question posed to the data in interview phases 1 and 2 is: Which content and abilities relating to ESE are described by the teacher group? How – teaching aspects In interview phase 3, the teachers discuss how they conduct and change their teaching. This data is analysed using analytical questions relating to essential educational aspects of environmental and sustainability education (Sund, 2008; Sund & Wickman, 2011). Why – the object of responsibility In order to identify the teacher groups’ long-term purposes, all the data from interview phases 1, 2 and 3 are analysed using the analytical question (Sund & Wickman, 2008): What does this teacher group, in this specific subject area, really care about together when discussing their ESE teaching?In order to answer the research question, the teachers’ responses are analysed using the didactical questions what, how and why. The results show that teacher collaborations in different subject areas can be fruitful in that they stress different yet complimentary aspects of ESE teaching. The potential important role of language teachers in ESE teaching is one of the main contributions of this study indicates a need for further research on how to improve language teachers’ confidence to voluntarily join and experience ESE collaborations. Science and social science teachers call for more time to plan and work together, whereas language teachers are often asked to collaborate by the school management (Sund, Gericke, & Bladh, Submitted). Each subject area has a specific ESE focus, and thereby is a possibility to contribute and complement each other through content, methods, dimensions and purposes, as in a true collaborative teaching. Such cross-curricular settings are able to offer students facts, opportunities to develop abilities through knowledge in action and support personal empowerment. In the process of cross-curricular ESE teaching, students’ individual identity-making is important. According to Celce-Murcia (1991), the process of self-realisation and relating to and communicating with other people are two common teaching approaches amongst language teachers. This can be an important part of making ESE knowledge powerful for learners in their everyday use and in contributing towards a more sustainable future. This could be language teachers’ main contribution to a cross-curricular collaborative work on ESE. The overall aim of ESE is to create action competent citizens (Jensen & Schnack, 1997). In subject area collaborations where many cross-curricular and societal transformations of knowledge are involved (Gericke, Hudson, Olin-Scheller, & Stolare, 2018).
ER  - 

TY  - CONF
T1  - Repertory Grid: - makes people talk
T2  - ECER 2014, The Past, the Present and the Future of Educational Research
A1  - Svennberg, Lena
A1  - Meckbach, Jane
A1  - Redelius, Karin
PY  - 2014
LA  - eng
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - Teachers sometimes have difficulties expressing what they value when grading students in Physical Education and refer to a “gut-feeling” or internalised criteria (Annerstedt and Larsson, 2010; Hay and MacDonald, 2008). The internalised criteria consists of the teacher’s own values that have an impact on the grades regardless if they are consistent with the official grading criteria or not (cp. Penney et al., 2009). In this line research also suggests that teachers use a “hodge-podge grade of attitude, effort and achievement” (Brookhart, 1991: 36). Assessment and grading in Physical Education (PE) are no exceptions (Chan, Hay and Tinning, 2011; Redelius, Fagrell and Larsson, 2009; Svennberg, Meckbach and Redelius; 2014). In a criterion-referenced grading system the criteria need to be transparent to ensure validity and fairness. Otherwise the students do not know the reason for their grades and the grades are not possible to be discussed and evaluated. When the stated criteria are inconsistent with how the grading is done, it affects the learning-teaching process since the assessment is sending out a different message regarding what is important to learn (Chan, Hay and Tinning, 2011; Hay and Penney, 2012; James, Griffin and France, 2005; Redelius and Hay, 2009). In Sweden a criterion-referenced grading system was introduced in 1994, and grades are supposed to be awarded on the basis of how well the student meets the knowledge criteria or learning outcomes stated in the national curriculum. Conversely several studies carried out on Swedish PE indicate that how the student behaves is just as important as knowledge and skills (Annerstedt and Larsson, 2010; Redelius, Fagrell and Larsson, 2009).The aim of this study is to explore what four Swedish PE teachers consider important when talking about grading and to analyse the relevance the expressed criteria have to the grades they have given their students. Such an exploration makes it possible to discuss how the verbalised criteria and the value they are given by the teacher can be understood in relation to the official grading criteriaBernstein (2003: 85) points out the importance of the curriculum: ‘Curriculum defines what counts as valid knowledge, pedagogy defines what counts as valid transmission of knowledge, and evaluation defines what counts as a valid realisation of the knowledge on the part of the taught’. Linde (2012) discusses Bernstein’s thesis that curriculum defines what counts as valid knowledge and raises the question as to whether it is the written official curriculum that counts, or the mediated curriculum that results from the teachers’ transformations. He then points to the fact that the content and subject matters taught by teachers or learnt by students are not always the content expressed in the written official curriculum. The impact of the teachers’ transformation of the curriculum can also be applied on grading. How is it possible to understand the teachers’ transformation of the official grading criteria?According to the Personal Construct Theory (PCT) by George Kelly (1955) our behaviour can be understood in the light of personally constructed patterns. These patterns of constructs help us to explain our experiences, to predict our surroundings and to choose a direction of our behaviour. The constructs are sometimes articulated, but they can also be unarticulated and experienced as a vague feeling. Constructs are sometimes described as the intuition, gut feeling or perception that guides our actions without necessarily being verbalised (Björklund, 2008).MethodFor this study we used the Repertory Grid (RG) technique, which is based on PCT. It can enable people to verbalise what they intuitively feel (Björklund, 2008). The technique used in interviews is employed to map and find patterns in the individual constructs, the ones a person is both aware and unaware of, in a given area (Fransella, Bell and Bannister D, 2004). Four Swedish PE teachers who were about to grade a group of 15 year old students were interviewed using the RG technique. The interview with each teacher was performed in different steps (Fransella, Bell and Bannister D, 2004). In the first step the teachers were asked to select eight of their own students that represented the different grades (step one: generating elements). Thereafter they were asked to compare three students at the time and describe in what way two of them were similar and how they differed from the third concerning things that mattered for the grades. The similarities and differences made up the two poles of the constructs, for instance doesn’t care - takes responsibility (step two: generating constructs). To understand the meaning of the first pole, it is important to know the opposite pole (Fransella, Bell and Bannister, 2004). In the third step, the teachers were asked to rate the eight students on a five-point scale for every construct they had generated in the grid. On the scale, one represents the first pole in the construct, for instance doesn’t care, and five the opposite pole, takes responsibility. When all eight of the students were rated between one and five on every construct, the results composed a grid (step three: rating elements). In addition to the Repertory Grid interviews the teachers were asked to rate how important they considered their constructs to be on a five-grade scale, with five being the most important.  To explore what the teachers valued in their grading, their constructs were summarised and categorised. Thereafter the data in the four grids were analysed with the software WEBGRID5. The resulting PrinGrid maps were analysed to investigate how well the constructs matched the grades given. Expected OutcomesData from the four teachers, concerning together 32 students, resulted in 86 constructs. The constructs were categorised in four themes: Motivation, Knowledge and skills, Confidence and Interaction with others. Only Knowledge and skills is acknowledged to have influence on the grades in the official grading criteria.  The need to pay attention to the teachers’ beliefs and values and their influence on professional practice has been stressed by Penney et al. (2009). The teachers’ beliefs and values are also reflected in what criteria that are relevant for the grades given. Some common patterns can be detected in the official criteria that have low relevance or are missing in the constructs. The teachers sometimes had difficulties predicting which criteria had relevance to the grades given, and the criteria considered important by the teachers were not always reflected in the grades. Repertory Grid can be one conceivable option to make teachers’ grading visible and possible to understand. Drawing on the results of the study we want to discuss how to understand the inconsistency between teachers’ constructs and the official grading criteria. In particular we are interested in why the teachers tend to use internalised criteria and to discuss why they use curriculum-irrelevant criteria, why official criteria are missing and how to understand teachers’ inability to predict some constructs’ relevance to the grades. ReferencesAnnerstedt C and Larsson S (2010) ‘I have my own picture of what the demands are ... ’: Grading in Swedish PEH - problems of validity, comparability and fairness. European Physical Education Review 16(2): 97-115. Bernstein B (2003) Class, codes and control. Vol. 3, Towards a theory of educational transmission. London: Routledge. Björklund L-E (2008) The repertory grid technique, Making Tacit Knowledge Explicit: Assessing Creative work and Problem solving skills. In: Middleton H (ed) Researching Technology Education: Methods and techniques. Rotterdam: Sense Publishers, pp. 46-69. Brookhart SM (1991) Grading practices and validity. Educational Measurement: Issues and Practice 10(1): 35-36.  Chan K, Hay P and Tinning R (2011) Understanding the pedagogic discourse of assessment in Physical Education. Asia-Pacific Journal Of Health, Sport & Physical Education 2(1): 3-18.  Fransella F, Bell R and Bannister D (2004) A manual for repertory grid technique. 2. ed. Chichester, West Sussex: Wiley. Hay P and MacDonald D (2008) (Mis)appropriations of criteria and standards-referenced assessment in a performance-based subject. Assessment In Education: Principles, Policy & Practice 15(2): 153-168. Hay P and Penney D (2012) Assessment in Physical Education: a sociocultural perspective,, London: Routledge James A, Griffin L and France T (2005) Perceptions of Assessment in Elementary Physical Education: A Case Study. Physical Educator 62(2): 85-95. Kelly GA (1955) The psychology of personal constructs vol. 1. A theory of personality. New York: W.W. Norton & Company Inc. Linde G (2012) Det ska ni veta!: En introduktion till läroplans teori (This you should know!:An introduction to the theory of curriculum). 3rd ed. Lund: Studentlitteratur. Penney D, Brooker R, Hay P and Gillespie L (2009) Curriculum, pedagogy and assessment: three message systems of schooling and dimensions of quality physical education, Sport, Education and Society, 14(4): 421-442. Redelius K and Hay P (2009) Defining, acquiring and transacting cultural capital through assessment in physical education. European Physical Education Review 15(3 ): 275-294. Redelius K, Fagrell B and Larsson H (2009) Symbolic capital in physical education and health: to be, to do or to know? That is the gendered question. Sport, Education & Society 14(2): 245-260.  Svennberg L, Meckbach J, and Redelius K (2014) Exploring PE teachers’ ‘gut feelings’: An attempt to verbalise and discuss teachers’ internalised grading criteria European Physical Education Review, first published on January 20, 2014 as doi:10.1177/1356336X13517437 
ER  - 

TY  - CONF
T1  - The role of material texts in interaction when teaching critical reading to adolescents: Paper presented in the symposia " The Interplay of Textual and Interactional resources in Collective Reading and Writing Practices in Nordic Classrooms "
A1  - Tanner, Marie
A1  - Olin-Scheller, Christina
A1  - Tengberg, Michael
PY  - 2015
LA  - eng
KW  - reading strategies
KW  - conversation analysis
KW  - classroom interaction
KW  - teaching
AB  - The development of critical reading practices reflects a key component in an education for democratic citizenship, which also is addressed in recent curriculum reforms in Sweden as well as many other countries. This presentation is part of a larger study designed to improve proficiency in critical reading related to argumentative texts. The study concerns implementation of dialogic reading strategies in teaching Swedish as first language, planned in close cooperation between researchers and teachers (Olin-Scheller, Tengberg & Lindholm, 2015). In this presentation challenges in learning and instruction are further explored through close video-analysis of classroom interactions. We draw on social perspectives on literacy described within the New Literacy Studies (Barton, 2007; Street, 1984) and view teachers’ and students’ interactions around the texts as literacy events. Conversation analysis, CA, is used for close examination of the interactions. We especially focus on how participants use verbal language, bodily stance and texts as material structures to organize interaction (Goodwin 2000; 2007) and the organization of learning as social actions (Melander& Sahlström, 2009; Lee, 2010; Sahlström, 2011; Tanner, 2014). Eight lessons in year nine were documented with 2-3 video-cameras. Literacy events when students talk to each other or the teacher during seatwork in small groups has been selected and analyzed. Results show that the focused texts (print-, screen- and whiteboard texts) are used as problem solving devices which sometimes constrain the critical discussion that is intended. Besides for pedagogical purposes, the materiality of the texts, in different ways, also become resources to order and control the classroom arena.
ER  - 

TY  - CONF
T1  - Virtual Learning, Real Heritage Benefits and Challenges of Virtual Worlds for the Learning of Indigenous Minority Languages
T2  - Conference Proceedings International Conference ICT for Language Learning3rd Conference Edition
A1  - Deutschmann, Mats
A1  - Outakoski, Hanna
A1  - Panichi, Luisa
A1  - Schneider, Christel
PY  - 2010
LA  - eng
PB  - Florence : Pixel
KW  - samiska
KW  - second life
KW  - online learning
KW  - sami language
AB  - This paper will present the Island of Avalon Learning in the virtual world of Second Life® (SL). Avalon Learning has been created under the ongoing European project AVALON for the design, testing and implementation of language teaching and learning in virtual worlds. Avalon (Access to Virtual and Action Learning live ONline) is a 2 year multilateral project funded under the EU EACEA Life Long Learning Programme (LLP) and runs until December 2010. The 10 participating European partners include 5 state funded universities (University of Manchester, University of Vienna, University of Pisa, Molde University College and Mid Sweden University) and 5 other public and private organisations (Verein Grenzenlos — Interkultureller Austausch, Verein Offenes Lernen — Sektion ‘TALKADEMY’, ICC International Language Network (International Certificate Conference e. V.), LANCELOT School GmbH and the British Council) operating in the following areas: language education, teacher training, intercultural training, language testing and certification, online education, publishing, business communication and networking, design of 3D environments and language learning in virtual worlds.The project is also associated with 5 other universities and 11 smaller educational institutions. The project is a transversal programme which targets language learners from the Leonardo da Vinci, Erasmus and Grundtvig communities. Not only does the project aim to create a platform in which these diverse learning communities can come together but it also has a particular interest in providing access to technology and language learning to learners in remote locations. The ultimate aim of the project is to create both a virtual environment and a sustainable community of practitioners and users which will outlive the project itself. Recent literature in the field endorses virtual worlds as a particularly appropriate platform for the development of oral language proficiency in distance education, collaborative and intercultural learning contexts and vocational training. The free client programme of Second Life®, for example, is a 3D virtual world accessible via the Internet and which enables its users to interact with each other through ‘Avatars’. An ‘avatar’ is the graphical representation of a computer user representing himself/herself or alter ego and communication with others is possible via both voice and text chat. Examples of learning scenarios from the Beginners Course of North Sami carried out in conjunction with the Avalon project will help to illustrate some of the benefits and challenges of using virtual worlds for the teaching and learning of languages in general and for indigenous minority languages in particular. Some of the benefits include the provision of online synchronous communication for linguistic communities which are dispersed over vast geographical areas, the co/re-construction of cultural and linguistic identity, opportunities for authentic language contact between native, heritage and L2 learners, the unparalleled creative dimension of the platform in particular in terms of individual and collaborative building and learner movement and freedom within the environment. This paper will conclude with a discussion of some of the challenges of using virtual worlds as a distance education platform in different language education contexts and how they may be overcome.
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TY  - CONF
T1  - Professional border territories: A cross-country understanding of social educators and pedagogues in the school landscape
A1  - Frelin, Anneli
A1  - Quiles-Fernández, Emma
PY  - 2018
LA  - eng
KW  - innovative learning
KW  - innovativt lärande
AB  - This proposal outlines a cross-country conversation about the social dimensions of pedagogical work. Through our work being alongside a Swedish social pedagogue and a Spanish social educator, we begin to ponder about the border territories that social pedagogy holds in different contexts, times and places.As we know, professions provide important services to the society based on discretionary work that requires university based training and licensing (e.g. Evetts, 2009). In our educational field, the professionals dealing with social pedagogy vary from country to country. For example, due to the social needs that appeared in Spain in the 90s, the Ministry of Education created a university degree called Social Education. However, before that, social educators worked in non-regulated educational spaces. Professionalizing their role allowed them to start a relational work with children, youth, families, teachers, social workers, social services, and doctors, with social well-being goals. The curriculum that those university programs offer relates to schooling processes, social development, and family matters. This means that, holistically, social educators are able to work in several education communities, crossing borders and building bridges, offering possibilities that have not considered it in the past by their participants. Possibilities that usually are seeing as ‘the path for a better life’.In Sweden, social workers have traditionally taken care of the more severe social and welfare issues, whereas teachers have had responsibility for pastoral care and other less severe relational problems. Recently, in response to a growing teacher shortage in most Nordic countries, and calls to ‘let teachers be teachers’, a new para-professional group with a social pedagogue non-university degree or comparable occupational training have become more common in schools. Thinking with both realities, and attending the three narrative inquiry dimensions, we have puzzled about which spaces do social educators/social pedagogues appropriate inside and outside of school, what do they perceive to be their task to perform, what do they leave to others, and with whom do they interact. All those wonders have created our research puzzle: what negotiations happen in the professional border territories, or spaces in-between, and how can we understand the dynamic inter-professional educational work landscapes in different countries?In order to trace some emerging professional boundaries and potential boundary crossings between teachers and social educators/social pedagogues, our discussion is nested in the notion of professional territory, which consists of the professionals’ conceived task perception, the social transaction and the appropriated physical space where interaction takes place (Grannäs & Frelin, 2017).
ER  - 

TY  - CHAP
T1  - Beyond the Book Cover: Curriculum Goals and Learning Materials
T2  - Opening the Mind or Drawing Boundaries?
A1  - Hammarlund, Karl Gunnar
PY  - 2010
SP  - 107
EP  - 120
LA  - eng
PB  - Göttingen : V&R Unipress
KW  - history textbooks
KW  - history teaching
KW  - subject didactics
KW  - ämnesdidaktik
AB  - Subject curricula of the Swedish school start with a section devoted to “Goals to aim for” or learning outcomes. The outcomes here described are more often than not generic skills or adherence to certain values with the purpose to serve as a foundation for future learning and development. Typical examples are the ability to consciously form and express ethical standpoints based on knowledge and personal experiences or to empathise with and understand other people’s situation.In addition there is another section headed “Goals to be achieved” or learning objectives closely coupled to assessment criteria. These objectives can relate to content as well as to skill, but in both cases they can be described in a final form, as knowledge either gained or not gained. The teacher/examinator should be able to assess to what extent the pupils have attained these objectives and translate it into grades.This double set of goals is, in it’s way, both natural and unavoidable. But an unforeseen consequence is that it renders the Swedish school system a certain degree of ambiguity which in turn can be seen as reflecting a transition from one paradigm of learning to another: one focussing on learning as content and product and the other on learning as process and development. At present the “learning as product paradigm” and a strive for accurate and reliable assessment criteria (that in turn could be used for quality assessment and accountability) dominate the political agenda.The preliminary findings from a survey conducted in 2006/2007 indicate that History teacher vacillate between the content/product and the process/development mode of learning. Teachers express a certain degree of disappointment with the dominating learning tools – the textbooks – that in their opinion focus mainly on content. Working towards the learning outcomes of the curricula will therefore require that textbooks are supplemented with other learning material. The survey results, however, indicates that supplementary learning material plays a limited role in everyday teaching and as a consequence learning objectives rather than the desired learning outcomes become guiding principles. The teachers’ reluctance to step outside the boundaries created by the textbook may at least partly be explained from the fact that the theoretical base of the concept of learning as process and development is of recent date and therefore has had limited impact on teacher education.The aim of the study is to contribute to the understanding of relations between educational goals and educational experience but also, hopefully, to add some useful items to the toolbox of History teaching practice.
ER  - 

TY  - CONF
T1  - Participation and learning in special teachers group in secondary school
T2  - The 37th Annual Congress of the Nordic Educational Research Association, NERA
A1  - Hellberg, Kristina
PY  - 2009
LA  - eng
PB  - : NTNU
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - This paper is focusing on pupils with special needs in a small teaching group in upper secondary school. In Sweden the ambition is to create an inclusive school accommodating all students, and caring also for individual students who requires special support to be able to participate in school. The Swedish Curriculum for the Non-Compulsory School System (Lpf 94), The Salamanca Declaration (UNESCO, 2001) as well as the UN Standard Rules on the Equalisation of Opportunities for Disabled Persons (United Nations, 1993) are all based on an included ideology in relation to students and their right to an equal education, as well as on the attitude that the teaching approach should promote inclusion.This paper is based on ethnographic fieldwork in a small special needs teaching group based on the neuropsychiatric diagnosis of Asperger`s syndrome. In this paper, the theoretical point of departure is taken in a situated learning perspective (Lave & Wenger, 1991). From this perspective learning is not a separate process, related to individual performance, within the individual himself, but an ongoing process, between people (Lave & Wenger, 1991): What kinds of learning are taken place in this practice? What do the students say about exclusion and inclusion? How does teacher do to make the pupils participants in their own learning and the school as whole? This study will probably create new knowledge about teaching and learning, from the pupil with special needs and their point of view. Furthermore, it will also clarify how the learning environment is created for this group of student. This has an impact on the students’ behaviour and their experiences, and how the teaching is organised, and the purpose of the teaching
ER  - 

TY  - CONF
T1  - Spontaneous Teaching Enabling Social Justice as Didaktik Multilanguaging
A1  - Hultberg Ingridz, Kristine
PY  - 2026
LA  - eng
KW  - spontaneous teaching
KW  - social justice
KW  - didaktik multilanguaging
KW  - ecec
AB  - In Nordic preschool education, where play and care are central, the concept of teaching can generate tensions. Swedish preschools lack specific individual learning objectives, allowing space to explore what teaching might develop into. This study examines spontaneous teaching—unplanned, emergent interactions—as a route towards democratic values, where all participants have agency and the potential for change. Drawing on Todd (2002), it connects democracy in preschool to social justice, highlighting inclusive contributions to educational content.To conceptualise teaching, the study employs Kansanen’s (1993) pedagogical levels—action, theory, and meta-theory—interwoven to facilitate reflection and movement across practical and theoretical domains. A relational ontological foundation (Biesta & Säfström, 2011; Sidorkin, 2002) emphasises the importance of relationships in shaping perception and understanding. Relational theory encourages democratic educational environments where agency is shared.Methodologically, the study employs a multiethnographic approach (Marcus, 1995), tracing diverse narratives through preschool practices and philosophical inquiry. This allows observation of complex, evolving phenomena within teaching. Spontaneous teaching arises through dynamic interactions among educators, children, and content/objects—each element equally important.A key finding is the rise of social justice through didaktik multilanguaging—a concept that illustrates the relational interaction among the child, educator, and content/object, as well as across pedagogical levels. The multilanguaging approach redefines teaching as a cooperative, meaning-making process that goes beyond measurability and welcomes transformation.Preschool education in Sweden emphasises play, learning, and care. A concept like teaching can create tensions. This study offers insights into teaching, especially spontaneous teaching, moving beyond measurability to discuss teaching as an endeavour where children, educators, and objects or content all play central roles. The study presents a nuanced understanding of teaching in Swedish preschools, highlighting spontaneous teaching as a democratic, relational, and socially just practice.Biesta, G., & Säfström, C.A. (2011). Ett manifest för pedagogik [A manifesto for pedagogy]. Utbildning & Demokrati, 20(3), 83-95.Kansanen, P. (1993). On outline for a model of teachers´pedagogical thinking. I: Kansanen, P. (Ed.), Discussion on some Educational issues IV. Research report 121. Helsinki: University of Helsinki, Department of teacher TeachingMarcus, G. E. (1995). Ethnography in/of the World System: The Emergence of Multi-Sited Ethnography. Annual Review of Anthropology, 24, 95–117. http://www.jstor.org/stable/2155931Sidorkin, A. M. (2002). Chapter 7. Ontology, Anthropology, and Epistemology of Relation. Counterpoints, 173, 91–102. http://www.jstor.org/stable/42977063Todd, S. (2002). Utbildning som en praktik för rättvisa - Ett Lévinas-perspektiv.Utbildning & Demokrati, 11 (1), 121-130. https://doi.org/10.48059/uod.v11i1.720
ER  - 

TY  - CHAP
T1  - Questions and speech genres in social studies classrooms - Comparisons of communication patterns
T2  - Didactic classroom studies - A potential research direction
SN  - 2002-2131
A1  - Osbeck, Christina
PY  - 2018
SP  - 22
EP  - 45
LA  - eng
PB  - Lund : Kriterium/ Nordic Academic Press
KW  - klassrumsstudier
KW  - elever
KW  - lärare
KW  - undervisningsinnehåll
KW  - undervisning
AB  - This essay reports findings from a project in social studies, especially religious education (RE), with three Year 6 classes in Sweden. In the project, the social studies classes were observed for one academic year and pre– and post-tests in RE were also used, which indicated differences in both results and development between the classes. In this essay, the two classes that showed the largest differences in test results between themselves are the focus. Transcriptions of two similar pairs of lesson observations—one an introduction to RE and one a lesson centred on a news quiz—are analysed, focusing on the communication patterns in the two classes that may contribute to an understanding of the differences in achievement and development. A socio-cultural perspective is used, where knowledge and subject- matter knowledge is understood as language that is developed in contextual negotiations. The findings show that questions, both from teachers and from pupils, were more frequent in the class with the better test results. The speech genre used in this class was more analytical and varied, less information dominated, and the content was clearly broader in one of the lessons. The teacher position was also more pupil-oriented and problematising, while what it meant to be a competent pupil in this class was to be talkative and curious.
ER  - 

TY  - JOUR
T1  - Digital inclusion of secondary schools’ subject teachers in Bolivia
T2  - ijEDict - International Journal of Education and Development using Information and Communication Technology
SN  - 1814-0556
A1  - Popova, Iskra
A1  - Fabre, Gabriela
PY  - 2017
VL  - 3
IS  - 13
SP  - 41
EP  - 56
LA  - eng
KW  - subject teachers
KW  - bolivia
KW  - la paz
KW  - computers in schools
KW  - adoption of technology
KW  - computer and systems sciences
KW  - data- och systemvetenskap
AB  - The government of Bolivia planned to introduce information technology in secondary education through establishing computer labs in schools and through granting each subject teacher a laptop. This initiative was tested for the first time in 2012 with three public schools in La Paz. Most of the subject teachers have never used a computer before. The Swedish Program for ICT in Developing Regions (SPIDER) supported teachers’ training in basic digital skills. This was not sufficient for the teachers to adopt the technology in their daily practice. Within a follow-up research project a constraints driven model for overcoming the barriers teachers faced was developed and applied. The aim of this paper is to provide an overview of the whole process of digital inclusion with focus on the design and implementation of this model. Teachers’ adoption of the technology and changes in their skills, attitudes and beliefs were assessed through the analysis of the qualitative data obtained in focus group discussions and observations, as well as through the quantitative data collected through a longitudinal survey. The results show that the adopted model proved to be a successful complement to the government policy. From persons intimidated by the laptops, the subject teachers became confident users of digital technology capable of creating numerous educational units and interactive teaching tools.
ER  - 

TY  - CONF
T1  - Kampen för texten: Utvecklingsarbete med fokus på skrivdiskurser i lärarstudenters examensarbete
A1  - Sturk, Erika
PY  - 2024
LA  - swe
AB  - Examensarbetet i lärarutbildningen har beskrivits som en kamp om texten, kampen mellan en vardaglig diskurs, professionell diskurs och en akademisk diskurs, kampen mellan ett professionsinriktat skrivande och akademiskt skrivande med fokus på teori och metod (Erixon & Josephson 2017; Råde 2014). Såväl tidigare forskning (Darling-Hammond 2014; Staal Jenset & Blikstad-Balas 2021) som en utvärdering av landets lärarutbildningar 2016–22 (Kindberg et al., 2023) visar att kopplingen mellan forskning och utbildning samt lärarstudenters koppling mellan teori och praktik behöver stärkas. Utvärderingar och granskningar visar på brister i lärarstudenternas examensarbeten (Kindberg et al. 2023; Umeå universitet 2019) samtidigt som AI-funktioner för bearbetning av text väcker frågor om vad skrivande egentligen är.I presentationen diskuteras ett utvecklingsprojekt med syfte att genom att skapa progression från grundlärarutbildningens svenskkurser till examensarbetet möjliggöra för studenterna att nå examensarbetets krav på förståelsen av koppling mellan teori och praktik, forskningsmetodologiska kunskaper att genomföra en studie av skrivundervisning, samt akademisk litteracitet.Utvecklingsarbetet innefattar tre delar. Först (a) en översyn av integrerad skrivdidaktik i grundlärarutbildningens svenskkurser (kurs 1, 2 och 3) med särskilt fokus på AI-generering av text inom ramen för Umeå universitets satsning på programutveckling av ämnesintegrerad skrivdidaktik där lärarlag reflekterar kring akademisk litteracitet och hur de kan implementera principerna för akademisk litteracitet (Lea & Street 1998) i sin pedagogiska praktik (SKRIVUM). Sedan (b) följer ett skrivdidaktikmoment i kurs 2 där teori och praktik vävs samman genom reflekterande observationer i skolpraktiken, vilket är en del av ett forskningsprojekt (Skrivdidaktik i lärarutbildning och skola i Finland och Sverige) som bygger på Ivaničs (2004, 2017) teoretiska ramverk för skrivdiskurser. Slutligen (c) erbjuds lärarstudenter att i examensarbetet vara del i det forskningsprojekt de mött i kurs 2 och genomföra examensarbetet genom reflekterande observationer av skrivundervisning.Studiens data består av (a) lärarlagets reflektioner i form av tanketexter och intervjuer, (b) lärarstudenters enkätsvar samt tre forskande lärarutbildares forskningsanteckningar, samt (c) lärarstudenters och handledares reflektioner i form av tanketexter. Materialet analyseras initialt genom tematisk innehållsanalys (Braun & Clarke 2006). Därefter tillämpas det sociokulturella ramverket Academic Literacies (Lea & Street 1998) och analysen baseras på Lea och Streets modell som delar in aktiviteter och föreställningar kopplade till skrivande i högre utbildning i tre överlappandeande diskurser: färdighetsdiskurs, socialiseringsdiskurs samt akademisk litteracitesdiskurs.Preliminära resultat pekar mot att utvecklingsarbetet har potential att ge lärarstudenterna koppling mellan skrivdidaktisk teori och praktik, forskningsmetodologiska kunskaper samt verktyg för att skriva examensarbete inom en akademisk diskurs. Referenslista: Braun. V. & Clarke, V. (2006). Using thematic analysis in psychology, Qualitative Research in Psychology, 3:2, 77-101.Darling-Hammond, L. (2014). Strengthening Clinical Preparation: The Holy Grail of Teacher Education. Peabody Journal of Education, 89(4), 547–561. https://doi.org/10.1080/0161956X.2014.939009Erixon, P-O & Josephson, O. (2017). Kampen om texten. Lund: Studentlitteratur.Ivanič, R. (2004). Discourses of writing and learning to write. Language and Education, 18(3), 220–245. https://doi.org/10.1080/09500780408666877 Ivanič, R. (2017, May 4–5). Round table on discourses of writing, and writer identity. [Conference session]. LITUM symposium, Umeå, Sweden.Kindberg, O, Malla, A-K, Nyman, M, Ekroth, J, Sundberg, K och Thafvelin, U. (2023). Lärarutbildningarna: Kvalitet, utmaningar och strategier 2016–2022. UKÄ - Publikationer och Beslut, 2(1): 10, 1–51. DOI: https://doi. org/10.53340/uka.30Lea, M. R. & Street, B. (1998). Student Writing in Higher Education: An Academic Literacies Approach. Studies in Higher Education, 23(2). Råde, A. (2014). Ett examensarbete för både yrke och akademi: en utmaning för lärarutbildningen. Högre utbildning, 4(1), 19-.Staal Jenset, I., & Balas, M. B. (2021). Ny praksisform i lærerutdanningen: Analysepraksis for forsknings- og profesjonsforberedelse. Acta Didactica Norden, 15(3). https://doi.org/10.5617/adno.8153Umeå universitet. (2019-02-26). Regel Dnr: FS 1.1-1324-18 Kvalitetssystem för utbildning. https://www.umu.se/globalassets/fristaende-webbar/regelverk/utbildning-pa-grund--och-avancerad-niva/kvalitetssystem-for-utbildning-fs-1.1-1324-18-regel.pdf (hämtad 23-11-20) 
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TY  - CONF
T1  - Teachers leading their own mini-project - a way to build internal capacity?
T2  - ECER 2016 "Leading Education: The Distinct Contributions of Educational Research and Researchers"
A1  - Styf, Maria
PY  - 2016
LA  - eng
KW  - teacher’s leadership
KW  - mini-project
KW  - internal capacities for school improvement
AB  - The aim of this paper is to describe and understand how mini-projects driven by teachers in one Swedish upper secondary school contribute or not to the school’s internal capacity for school improvement. The school in focus, in this paper, was one of three participating schools and a part of a larger school improvement and research project called “The world's best regional education system” that was introduced in 2012 and finished in 2015. The project aimed at supporting and developing the three schools' internal capacities for improvement. The goal of the project was to improve student performance/achievement, develop the whole schools’ leadership and to develop the school's capacity to manage and lead improvement processes. One desire in the current upper secondary school was that each teacher would become entrepreneurs (leaders) in their own field and run their own projects. This resulted in "mini-projects" that almost every teacher initiated and developed to different degrees. Three internal capacities for school improvement have in studies of Björkman (2008) been acknowledged as important keys for the school improvement process to emerge; internal and external forms of collaboration, staff development and leadership. These three internal capacities and the concept of teachers’ leadership are the foundation of this papers theoretical frame together with the concept of school improvement and capacity building. The research question that frame the study is:1.                   How does teacher-led mini-projects contribute to the school’s internal capacity?2.                   How does the teachers' leadership of the mini-projects contribute to the school's leadership capacity and how does it affect school improvement at the school? From research we know what it takes to manage and create sustainable school improvement and change. Improvement requires leadership at several levels, i.e., both a committed principal and teachers that drives change. It requires a culture of collaboration and a willingness to change (Harris & Muijs, 2005). According to Harris (2003) the school can reach further in their development “by placing teachers at the centre of change and development there is greater opportunity for organizational growth”. (p. 47)Capacity building is dependent on the teacher’s capabilities to lead within the organisation(Harris & Muijs, 2006). The teacher can also be a powerful initiator to lead reform effort when they have the time, energy and support to do so and feel that they have the ownership of providing change (Fullan, 2001; Moos, 2013).Teacher do not see themselves as leaders although their activities in the classroom often is a leadership achievement (Harris, 2003). The concept teacher leadership is useful, in research, in the way that teacher take professional initiative on learning that is focused on improvement for both classroom and school level (Harris & Muijs, 2005). In this paper the concept of teachers leadership are used and defined according to Harris & Muijs (2005, p.45): “…teacher leadership is conceptualized as a set of behaviours and practise that are undertaken collectively… /…/ …separated from person, role and status and is primarily concerned with the relationships and the connections among individual within a school.”Research in the field of school improvement and leadership is extensive.  Research on teacher’s leadership is a field that is limited. Mostly, research on leadership, at schools, are concentrated to the leadership that principals conduct (Harris & Muijs, 2005). In the field of research, teacher’s leadership is more often seen as a key to improvement (Muijs & Harris, 2006). This paper could therefore contribute to valuable knowledge in the field of teachers’ leadership and capacity building for school improvement.  Methods/methodology The methodology used is a case study design and the collected data consists of interviews in the beginning of the project and in the end of the three years, observations during the project and texts produced by some of the teachers concerning their own driven mini-project. The case is an "intrinsic case study (Stake, 2006. p. 3) ie there is an intrinsic, immanent, interest in the case. The case is the upper secondary school included in the project VBRUS (The world's best regional education system) and therefore chosen for this case study. The case study is suitable when the empirical material and research question, in this paper, aims to investigate a phenomenon where the boundary between the phenomenon and the contextual factors and conditions of the phenomenon are not clear (Yin, 1994). The study is seeking deeper knowledge of events in the present, focusing on the how questions (Yin, 2007) and the causal relationship to what happens (Stake, 2006) and seeking knowledge of the specific, not to strive to generalize the results (Stake, 1995). A holistic case design is used though the survey unit is studied from a more global perspective than from embedded units that is the analyses is on the organization level and not at a individual level. Benefits according to Yin (1994) is "The holistic design is advantageous when no logical subunits can be identified and when the relevant theory underlying the case study is itself of holistic nature." (p.41) Expected outcomes/results There are some preliminary tendencies, but it is still research in progress. I hope to give a more complete picture in the paper at the conference. The preliminary tendencies are that the mini- projects have contributed to the improvement of the school, it has forced the teachers to see themselves as part of something bigger, not only as a leader in the classroom. School improvement is something they say they own today. It is, according to them, not only a matter of initiative the headmaster takes, it is a whole school responsibility. In that sense, the mini-projects has smoothed out "the peaks of leadership". As for the way in which the mini-project have helped to increase the teacher's leadership, they feel mandatory to operate in their own field. The project has become a driving force, a whip on the need to pursue. The mini-projects have given them time, mandate and legitimacy to invest in their own ideas. The motivation has been kept alive by the continuous meetings among colleagues. Although al of the teachers has not initially bought the idea of running a mini-project and a lot of time and energy was wasted at finding a perfect project. There are many good ideas that have emerged from the mini-projects and there are an experience to build on in the future. Now the school have a foundation of knowledge about other teachers’ projects and it is a source of inspiration. It has become easier to express what the school is doing and what the school is good at and it simplifies the marketing of the school. Intent of publication  The purpose of the paper is that after the conferences valuable feedback rewrite the paper to an article for publication. References  Björkman, C. (2008). Internal capacities for school improvement: headmasters' views in Swedish secondary schools. Diss. Umeå: Umeå universitet, 2008. Umeå.Fullan, M. (2001). The New Meaning of Educational Change. London: Routledge Falmer. Harris, A. 2003. Teacher leadership: a new orthodoxy? In Davies, B. & West-Burnham, J. (red.) (2003). Handbook of educational leadership and management. London: Pearson Education. Harris, A. & Muijs, D. (2005). Improving schools through teacher leadership. Maidenhead: Open University Press. Moos, L. (2013). Postlude:Wrap Upo f the Argument. In Moos, L. (red.) (2013). Transnational influences on values and practices in Nordic educational leadership: is there a Nordic model?. Dordrecht: Springer. Muijs, D & Harris, A. (2006) Teacher led school improvement: Teacher leadership in the UK. TEACHING AND TEACHER EDUCATION, 22 (8). pp. 961-972. Stake, R. E. (1995). The art of Case Study research. Thousand Oaks London New Delhi: SAGE Publications. Stake, R. E. (2006). Multiple Case Study Analysis. New York, London: The Guilford Press. Yin, R. K. (2007). Fallstudier: design och genomförande. (P. Söderholm övers.). Malmö: Liber Yin, R.K. (1994). Case study research: design and methods. (2. ed.) Thousand Oaks, CA: Sage.  
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TY  - CONF
T1  - Remote Experimental Vibration Analysis of Mechanical Structures over the Internet
A1  - Åkesson, Henrik
A1  - Gustavsson, Ingvar
A1  - Håkansson, Lars
A1  - Claesson, Ingvar
PY  - 2005
LA  - eng
PB  - American Society for Engineering Education
KW  - remote lab
KW  - vibration analysis
AB  - Experimental vibration analysis is of significant importance for e.g. the automobile and aircraft industry. It provides detailed information concerning the actual dynamic properties of vibration, structures, etc. Commonly, information from experimental vibration analysis is used in the development or modification of structures, processes, etc. to obtain for instance a required dynamic behaviour. It usually involves analysis methods such as; spectrum analysis, correlation analysis, experimental modal analysis and operating deflection shapes analysis (ODS). Large experience is generally required to obtain reliable results with these methods. The best way to acquire such experience is to spend many hours in a laboratory supervised by an expert teacher. However, in engineering education the experimental resources are limited and the traditional way of conducting vibration experiments is to participate in time limited scheduled lab sessions. Internet, however, provides the opportunity for engineering students to access the practical and theoretical knowledge advancement in experimental vibration analysis that is highly attractive for the industry. Laboratory exercises in, for example, experimental vibration analysis and signal processing courses, can now be performed remotely using real equipment. Advanced vibration experiments have been conducted over the Internet at Blekinge Institute of Technology, Sweden; the experiments have been carried out using experimental hardware located in a small closed laboratory. Exercises are adapted to on-campus students as well as distance learning engineers in continuing education programs. A new possibility to directly integrate vibration experiments into lectures given by expert teachers appears and after each lecture the students can repeat and elaborate on the experiments. Thus, enabling the students to carry out the experiments within a course at home using the time they require for sufficient comprehension. In this paper the remote experimental vibration analysis laboratory and its possibilities will be presented.
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TY  - CONF
T1  - Different physics teaching strategies - How come?
A1  - Engström, Susanne
PY  - 2011
LA  - eng
KW  - naturvetenskapernas och teknikens didaktik
AB  - Different physics teaching strategies - How come?Background, Framework, and PurposeThe study presented in this paper focus on physics teachers and their strategies in their teaching practices within a physics course (physics A) at the science program in secondary school in Sweden. The aim of the study is to analyze why physics teachers in upper secondary school choose to teach as they do. How can different ways of teaching be explained in relation to different ideals?The physic subject per se is considered difficult and highly mathematical (Ford 1989; de Souza Barros & Elia 1998), largely influenced by the natural sciences ontology and scientific approach (Cross & Ormiston-Smith,1996;Wertheim,1997), regarded by the pupils as describing, not reflecting, and answering question never posed by them (Sjøberg, 2005). The teaching is characterized by facts, scientific theories and concepts (Gyberg 2003), organized according to the physics book, and with group work for special issues related to tasks from the textbook or elaborating (Engström & Gustafsson, 2010). In Sweden, energy teaching in physics at upper secondary school is more or less lacking content that comprises environmental relations. If physic teaching does include more of evaluative issues it is expressed very objective and precise (Gyberg 2003). But an appropriate subject content in energy teaching in physics would in accordance with international/ national policies and national physics curriculum raise more of political issues, more of environmental and efficiency problems, more of future energy solutions and obtain insights in sustainable energy (SKOLFS 2000:49; UNECE 2005; Space 2007). Ideally, the subject content contributes to the students’ ability to realize the strategies that must be asserted in the future, for example future technologies and what wise choices that are important to make in a person’s lifestyle. It requires physics teaching strategies for a holistic approach, a Vision ΙΙ (Roberts, 2007) where students receive science knowledge for citizenship.It seems to be competing ideals for teaching physics, i.e. the political will to develop skills and knowledge forchange versus the scientific will to explain phenomena. The study focus on physics teachers’ positions, dispositions, standpoints and teaching practices towards the ideal way to teach physics especially energy in upper secondary school. By using the concept habitus from Bourdieu's sociology, I will explain why the teachers do as they do. The habitus is according to Bourdieu essential internalized and converted into a disposition that generates meaning-giving standpoints. An assumption in the theoretical framework is that the teaching practices are closely related to the teachers' lifestyles, which in turn have been shaped through life-conditions, historically and in the present. Accordingly, through the variation of lifestyles, reality is perceived differently, which influence the teachers’ strategies of doing "the right thing" - a practical sense, closely related to specific life-conditions (Bourdieu, 1984). By investigating different teachers’ lifestyles one can thereby understand their habitus and their teaching practices (Callewaert, 2003).MethodsIn order to reach all the physics teachers who teach the Physics A course, all secondary schools in Sweden were contacted by e-mail, (n = 1025). Questions were asked designed to find schools giving the course during 2008-2009, physics teachers and their e-mail addresses. A web-based survey tool system was used. The respondent list contained e-mails to 913 physics teachers and they answered the questionnaire anonymously. The mail-questionnaire consisted of 7 sections with mixed open ended and closed answer questions. Response alternatives were made of actual responses/ opinions or of claims such as in high grade/low grade, never/seldom/often, etc., totally 687 statements/questions. Part 1 were dealing with what and how teacher teach and part 2-7 were dealing with the teacher´s current job, view on physics, growing up, studying, parents, family situation, life-style etc. Questions in part 1were based on the study on the topic content for teaching about sustainable energy in Physics A course (Engström, 2008). Section 2 to 7 was designed with inspiration of both Bourdieu (1984) and other studies for example Lundin & Petersen (2005). When the survey was closed after six weeks, it was answered by 268 teachers. It was opened but not answered by another 222 and not opened at all by 423 teachers. First step in the analyses was a cluster analyses (Fields 2000). It resulted in three teachers groups teaching in the same way and with same content (Engström & Gustafsson, 2010). Only 190 teachers (of 268) could be involved in the cluster analysis because it requires an answer for every variable. In next step group habitus reconstructions were made from the answers in the questionnaire: Frequencies tables were created for the three groups for all variables, differences were searched for in answers, and differences were compared with other habitus reconstructions. Then the teachers types’ habitus were reconstructed from information about positions as physics teachers, their capital (cultural capital (education etc.), economical (income, house type etc.) and social (married or not, friends etc.)) and their standpoints towards energy teaching in physics, standpoints on content and methods in teaching, which are related to symbolic capital in larger fields (science, political, science education). The study focus on teacher as a group and a reconstruction of their collective habitus and thus habitus is seen as both individualized and collective (Bourdieu, 1984).ResultsGenerally the physics teachers are a homogenous group and thephysics teacher habitus could for example be described as physics- and mathematics teacher, 4.5 or 5 year education (mathematics, physics, and civil engineering), reading the same science journals etc., socialize with friends within the same occupation, high status in school depending on the status of the physics subject. The three teacher types diverge at most about what they teach and have more in common coming to how they teach. For example, the teachers more or less appreciated group work and discussions involving the students' own discussions. The types are called The Manager of Traditional (MT), The Challenger for Technology (CT), The Challenger for Citizenship (CC) and they use different teaching strategies, have different views on science and choose different subject content. MT teaches physics in a traditional way and give the students who find physics easy and interesting what they want. They teach nearly nothing of the more valuing content and do not let the students determine the content, or work with course content adapted to events in society and they do not let sustainable development influence the content. MT habitus is characterized by: a reverence to the natural scientific ideals, to the history of physics and mathematics, a gratitude to their own physics education at university, parents without higher education but who did encourage their children’s education, loyalty towards "working culture" in their choice of life style (home, clothes, vacations). CT teaches efficiency problems, strategies for the future and about the students own energy use and about economical aspects. They teach thematically and want to encourage their students to choose further studying in energy technology field and they let students discuss and evaluate society’s energy issues. CT habitus is characterized by: carrying out their own physics education with great self-confidence, dare to challenge, with parents working in private sector (science & technology), loyalty with upper middle class, value high material standard (house, cars, boats, cottage). CC teaches valuing content, sustainable development and let actual issues in society influence their teaching. They let students work thematically, in groups, with actual projects and they let students develop their own projects. CC habitus is characterized by: carrying out his/hers own education with great self-confidence, dare to challenge, parents with higher education (teaching, nursing) with great engaging in society, loyalty with upper middle class, interested in highborn culture (classical concerts, opera, poetry) bohemian approach (clothes, home) and engaged in society and politic.Conclusions and ImplicationsTaken together, the study presents a picture of physics teachers and teaching (limited to energy-teaching in secondary school). The result shows that the practical teaching of physics generally leaves out the possibility for students to use their understanding of physics in societal contexts. Three types of physics teachers that choose different teaching strategies, has been found. Especially one type teach to a large extent a more valuating content, and the study shows that what makes this teacher-type able to adopt these kinds of teaching strategies is social background and life experiences that has shaped interests, opinions and perspectives. For example, this physics teacher's habitus is characterized by high self confidence towards the physics science making it possible for teaching-strategies that are contrary to traditional values from physics science transformed into structures in secondary school physics. The will to question the culture of traditional physics is formed in a social background with highly educated parents that themselves highly valued societal involvement. Every student on the physics-A course in secondary school in Sweden will not complete higher studies in the physics or energy domain, but all of them will within the course meet notions and relations that they are expected to understand and use to describe the world. Secondary school physics should incorporate a physics teaching for citizenship, and at the same time give comp
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TY  - CONF
T1  - The pimp and the happy whore: Film talk in school
A1  - Eriksson Barajas, Katarina
PY  - 2007
LA  - eng
KW  - interdisciplinary research areas
KW  - tvärvetenskapliga forskningsområden
AB  -  The present paper concerns the use of film, in the current case Lilya 4-ever (Moodysson, 2002) ,in education in upper secondary school in Sweden. Theoretically, the paper departs from discursive psychology (Edwards & Potter, 1992). To analytically include the discursive interaction in the film, I-m drawing on Billig-s (1997) work to add the use of psychoanalysis to analyse conversations about film and the film itself, like Walkerdine (1997). Hence, the viewer position becomes as important as the discussions. The data was collected in two Swedish towns, in six classrooms in grades 1-3, i.e. pupils aged 15-19 years. Overall, the pupils- discussions of the film were sensible and serious (Sparrman, 2006). However, in one class, I found a group that at a first glance just fooled around. It interested me firstly since it was quite rare in the data corpus, secondly since it offended me that they could behave, what I considered insensitive, after seeing a movie about such a serious problem, namely trafficking of young women their own age. A closer look at the extract show that the pupils in the group are balancing between doing the school task, i.e. discuss the questions on the sheet the teacher provided, and working on their private identities, i.e. the social play, that among teenagers involves refusing a swat identity (Benwell & Stokoe, 2002, 2004; Stokoe, 2000). Specifically the use of sexualised positioning in that balancing act interested me. The aim of the present paper is to examine gender and sexuality through what can and what can not be said in the group discussions and through how the pupils take up certain subject positions. This is partly displayed via the participant-s orientation towards the recording device (Speer & Hutchby, 2003).
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TY  - CONF
T1  - The practice of translanguaging in a virtual Chinese classroom: A Nordic case study
A1  - Gao, Man
A1  - Wang, Xuan
PY  - 2023
LA  - eng
AB  - There has been increasing research effort and specialization in the topic of translanguaging (Canagarajah, 2011; Li, 2018). The term translanguaging has been researched over a wide range of disciplines in humanities and social sciences. In the field of bilingual education, this term is considered as an ideology, a theory, and a pedagogical stance (Mazak and Carroll, 2016).  Nevertheless, very little work is done on examining the role of translanguaging and the practices in a digitally mediated learning environment. This study aims to obtain ethnographic data from remote intermediate-level Chinese foreign language lessons in a multilingual classroom in a Swedish university. Initial observations from analysis of classroom data collected from two groups show that translanguaging is a prevalent phenomenon in virtual classroom, and the teacher initiated translanguaging more often than students. The teachers’ translanguaging practices can be categorized into at least five categories, such as providing managerial information, providing explanations, repeating important content, providing assistance to individual student, and facilitating students’ performance, but the students’ practices are limited to fewer. Additionally, the study finds that the teacher’s practices are mainly motivated by two pedagogic considerations to increase classroom efficiency and enhance students’ motivation in the virtual classroom. These findings are particularly relevant for language classroom translanguaging research in an era of increased mobility and would contribute to improve pedagogy in Chinese as a foreign language classroom.
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TY  - CONF
T1  - Nursing students’ experiences of Case seminars
T2  - Nursing students’ experiences of Case seminars
A1  - Hofsten, Anna
PY  - 2013
LA  - eng
AB  - Creation of new knowledge is mainly accomplished by students themselves. The Case Method uses cases from real life to inspire students to actively seek knowledge, which they discuss in structured seminars in which the teacher plays an active role. The effectiveness of case-based learning in health professional education has recently been positive evaluated in a systematic review. With the aim to understand more about how students learn, focusing on case seminars, we asked nursing students about their learning experiences.Sixty nine students, who had been participating in case seminars in cardiology during their second year of a Swedish three-year Bachelor of Science in Nursing programme, gave us their written narratives and data were analysed with the method content analysis.The results of the analysis of the students’ learning experiences will be presented in detail and include descriptions of learning through discussions, an interest in other students’ solutions to problems and the importance of confirming one’s own knowledge. Also the structure, involving pre-prepared cases and writing on the white board and supervision in an open atmosphere seem to enable the learning and everyone to participate. A theme of how the Case Method opens doors to deeper understanding was identified as a main thread running through the codes and categories. To support our analyses we presented the results to the students one year later, asking for their views. All students present (62/69) recognized our descriptions of learning in case seminars to a great or very great degree.Our conclusion is that the Case Method seems to involve nursing students in a way that deepens their understanding and we believe our findings will be of interest to other teachers. The study’s strengths and weaknesses and the possibilities of case seminars in nursing education are topics I look forward to discuss with my colleges at the Nordic Forum for Nurse Educators 2013.
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TY  - CONF
T1  - Using third generation activity theory to understand teachers' boundary work across early childhood school forms: an example focusing science teaching (dis)continuities
A1  - Sundberg, Bodil
A1  - Areljung, Sofie
A1  - Due, Karin
A1  - Ottander, Christina
A1  - Skoog, Marianne
PY  - 2019
LA  - eng
AB  - General description on research questions, objectives and theoretical frameworkTransitions across educational culturesInternationally public spending on early childhood education has increased due to growing attention towards the benefits of an early start for children’s learning. At the same time a growing number of research suggests that the benefits of these spendings may disappear during the first years of primary school due to pedagogical discontinuities (OECD 2017). One potential reason for pedagogical discontinuity are a range of substantial historically and culturally formed differences between prior-to-school and compulsory school settings. The teachers attend different teacher educations and the school forms are governed by separate curricula that harbour divergent views of the child, learning, teaching and knowledge, thus shaping discrete educational cultures (Huser, Docket & Perry, 2016). Many researchers have described this as a gap that somehow needs to be bridged. Others have emphasized the importance of continuity as well as discontinuity to mark borders between different school forms (Ackesjö 2014).In Sweden, where this project is conducted, 83 percent of all children in ages between 1-5 years are enrolled in preschool. The year children turn six they will transfer to the compulsory preschool class and the succeeding year they will start year 1 at primary school. The preschool class was specifically introduced into the educational system to enable a smooth transition between prior-to-school education and school by intertwining their divergent pedagogies. However, in accordance with the international studies reported by the OESD, pedagogical discontinuities  are still reported, describing missed opportunities to use children's subject learning experiences from preschool and preschool class in the first year of primary school (Skoog 2012, Ackesjö 2014). Science teaching across early childhood school formsThe growing attention towards the benefit of an early start for children’s learning is also reflected in a growing research field around early childhood learning, and the field of early years science (defined as science activities for children between 0 and 8 years of age) is no exception (ESERA e-proceedings 2018). The rapidly expanding research field now encompasses theoretical and ideological discussions about what early years science in preschool can or should be. Also, studies focusing on children’s learning of particular science subject areas as well as broader concepts such as learning and teaching Nature of Science (NOS) and different aspects of teacher student’s and in-service teacher’s pedagogical content knowledge. To our knowledge there are however no studies of pedagogical (dis)continuities in early childhood science across the school forms. In our project we seek to contribute with new knowledge within this particular field.Objectives and research questionsThe aim of this project is twofold: first, we want to report observed obstacles to and opportunities for pedagogical continuity in science education across preschool, preschool class and grades 1-3 .Second, we want to study the potentials of formative interventions as a tool for bringing together teachers across school forms to analyse and develop pedagogical continuity in their own practice.We hope to provide knowledge about science learning continuity across early years school forms, and about the mechanisms behind (dis)continuities. Our approach is based on a collaborative research between practitioner and researcher to ensure results with relevance to educational research, authorities, practice and teacher education.In this presentation we will focus on the boundary work of teachers across early childhood education, based on data from interviews and focus groups.Our research questions are:1. What views do teachers in preschool, preschool class and years 1-3 express concerning science teaching in their own and in adjacent sectors?2. In what ways do teachers across these school forms define discretion and autonomy but also negotiate boundaries, when brought together in focus groups?Methods/methodologyThis project is guided by expansive learning, third generation models of Activity Theory (Engeström, 2001) and formative interventions (Penuel 2014). The combination of these theoretical and methodological frameworks enables us to describe obstacles to and opportunities as revealed when  teachers of discrete local educational cultures meet to jointly construct a shared object: pedagogical continuity in science education.Our data was collected in three Swedish school units (unit Y, O and Ö), each comprising at least one preschool, one preschool class and one class from grade 1-3 of primary school. Together the three units comprise 4 preschools, 4 preschool classes and 4 grade 1-3 classes. We conducted focus group discussions (10) with teachers across the school forms within each unit, classroom observations of implementations (49) and individual interviews with 21 teachers, before and after the project (35 in total).The “driving force” of the project was a cyclical intervention process, where teachers across school forms met with us researchers in groups to discuss a focal problem: pedagogical (dis)continuity in science teaching. The whole process begun with a workshop where all participating teachers of one unit were brought together to discuss the science related goals of preschool, preschool class and grade 1-3. To start up a conversation about similarities, differences and perhaps inconsistencies between the curricula (i.e. National Agency for Education, 2016 and 2018) all science goals from each of the three curricula were cut out and mixed together. The teachers were then asked to sort them into themes of their own choice. Based on their results, the teachers were then asked to identify possible areas of continuities, and ways to promote continuity across the three school forms. The next step was to develop and implement a “design for support of continuity” in their practice.In this presentation we focus on the teachers’ boundary work across the school forms as revealed in group discussions and individual interviews. Boundary work “takes place as teachers create, maintain, tear down, and transform boundaries, for example by separating “us” and “them”, and evaluate certain practices” (Mausethagen 2013, p. 135). Our research questions are guiding us when analyzing transcripts from interviews and focus group meetings. To investigate how boundaries are drawn and redrawn we also seek for critical incidents such as statements or parts of dialogues that either reveals tensions or contradicting views within and across school forms or moments of insights across school forms.Preliminary results and implicationsTeachers views of science teaching in their own and in adjacent school form?All teachers, regardless of what school form they represent, view children’s interests and curiosity as integral aspects of science teaching. Also, scientific concepts and basic science facts are considered as most important learning objects. The major difference is that voluntary attendance is described as important in the lower ages but as the children grow older mandatory attendance becomes more important.Preschool teachers generally has an understanding of compulsory school science teaching as teacher-led transfer of facts, with little integration of creative activities and outdoor activities. This is often contrasted to their own practice, described as a combination of many different creative forms of learning, outdoor experiences and focused on children's own curiosity and joy. Teachers in preschool class and grade 1-3 only have vague views of what preschool science might be, and tend to refer to a broader picture of preschool practice as a place for social schooling, play and practical activities where science learning is not central. In contrast, they have a more articulated view of science teaching in forthcoming stages.In what ways do teachers across these school forms define discretion and autonomy but also negotiate boundaries, when brought together in focus groups?Boundary work became visible especially during some focus group discussions when the teachers compared how much children’s interests and curiosity was allowed to guide science teaching in different school forms. Here, boundaries were created by comparing frame factors to justify differences perceived as less desirable.Furthermore, the focus group meetings provided opportunities for a broadened understanding of prerequisites of other school forms, thus laying a foundation for collaborative learning and joint ideas about how to form continuity for science education between school forms.ReferencesAckesjö, H. (2014) Barns övergångar till och från förskoleklass: Gränser, identiteter och (dis-) kontinuiteter. [Children’s transitions to and from preschool class.  Borders, identities and (dis-) continuities] Doctoral Thesis Växjö, Linnaeus University Press 148.Engeström, Y. (2001) Expansive Learning at Work: toward an activity theoretical reconceptualization. Journal of Education and Work, 14 (1) 133-156Finlayson, O.E., McLoughlin, E., Erduran, S., & Childs, P. (Eds.) (2018).  Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education. Dublin, Ireland: Dublin City University. ISBN 978-1-873769-84-3Huser, C. Docket, S. & Perry, B. (2016) Transition to school: revisiting the bridge metaphor. European Early Childhood Education Research Journal, 24 (3) 439-449Mausethagen Solvi (2013) Talking about the test. Boundary work in primary school teachers’ interactions around national testing of student performance. Teaching and Teacher Education 36 132-142National Agency for Education, (2016). Curriculum for the Preschool Lpfö 98. Revised 2016 Lpfö 98/2016. Stockholm: Skolverket.Nati
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TY  - CONF
T1  - Qualitative evaluation of written and oral material in learning study: Part of symposium Assessing student knowledge in learning study and lesson study: Directions towards a stable ground
T2  - Realising Potentials through Education: Shaping the Minds and Brains for the Future
A1  - Tväråna, Malin
PY  - 2025
LA  - eng
KW  - phenomnography
KW  - qualitative methods
KW  - assessment
KW  - learning study
KW  - curriculum studies
AB  - This study explores the role of qualitative evaluations in learning study research, emphasizing their potential to provide deeper insights into both teaching effectiveness and student learning processes. While traditional evaluations often rely on quantitative assessments or subjective teacher and student perceptions, this study explores a systematic analysis of student-produced written and oral materials as a valid alternative. Through a comparative analysis of five learning study projects conducted in Sweden, the study examines how qualitative evaluations contribute to understanding student conceptions of justice and their ability to reason critically about it. The findings highlight the multiple purposes qualitative evaluations serve, including refining teaching methodologies, assessing instructional interventions, and evaluating the impact of teaching programs. Additionally, the study discusses the integration of phenomenographic approaches with practice-theoretical perspectives, such as activity theory, to provide a more comprehensive understanding of teaching and learning interactions. By emphasizing the significance of qualitative methods, this study underscores their vital role in advancing educational research and calls for an expansion of theoretical frameworks underpinning analyses in learning studies by incorporating diverse analytical perspectives.
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TY  - JOUR
T1  - Ökat studentengagemang genom delaktighet och inflytande i högre utbildning: studenters och lärares samskapande av undervisningens innehåll och genomförande
T2  - Högre Utbildning
SN  - 2000-7558
A1  - Bergmark, Ulrika
A1  - Westman, Susanne
PY  - 2016
VL  - 1
IS  - 6
SP  - 51
EP  - 64
LA  - swe
PB  - : Swednet
KW  - studentengagemang
KW  - delaktighet
KW  - inflytande
KW  - multidimensionell lärandesyn
KW  - demokratiska värden
KW  - lärar- och studentroller
KW  - education
AB  - I artikeln diskuteras studentdelaktighet och inflytande i högre utbildning genom samskapande av undervisningens innehåll och genomförande, för att öka studenters engagemang. Ett samskapande av undervisning bygger på en teoretisk grund som framhåller demokratiska värden och en mångdimensionell syn på lärande, vilket också är den teoretiska utgångspunkten förstudien. Forskningsfrågor är: Hur kan samskapande av undervisningens innehåll och genomförande bidra till ökat studentengagemang i svensk lärarutbildning? Vilka möjligheter kan uppstå och hur kan dessa möjligheter tas till vara? Vilka utmaningar kan uppstå och hur kan dessa hanteras? Hur kan högskolepedagogiska utvecklare stödja universitetslärare som strävarefter att främja studenternas engagemang? Empiriska metoder är skriftliga studentreflektioner och lärarintervju. De viktigaste resultaten av studien är att samskapande av undervisningens innehåll och genomförande kan upplevas som en mångtydig process med oförutsägbara, tankeväckande, motiverande, kollaborativa och förändrande aspekter. Slutsatsen pekar på vikten av att utmana traditionella student- och lärarroller samt organisationsstrukturer där högskolepedagogiska utvecklare har en viktig roll för att stödja universitetslärare i arbetet att öka studenters engagemang genom delaktighet och inflytande i utbildningen.
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TY  - CONF
T1  - Scientific Norms And Evaluative Language Use – A Lesson Example From Grade 9 (Physics)
A1  - Danielsson, Anna
A1  - Wiksten Folkeryd, Jenny
A1  - Berge, Maria
A1  - Lidar, Malena
PY  - 2016
LA  - eng
AB  - The aim of this paper is to explore how some characteristics of school physics knowledge are reproduced but also contested in student-teacher interaction, here exemplified through the teaching and learning of nuclear power in secondary physics.The difficulty to recruit students (in particular women and minorities) in science and technology is an international concern throughout the Western world (cf. Sjøberg & Schreiner, 2010). Politicians, policy makers, and science education researchers all agree that a widened and increased student participation and engagement in the physical sciences and technology is pivotal both in order to secure a pool of future scientists and in order for individuals to function in an increasingly technologically advanced society (SOU 2010:28;  House of Lords 2012). Research also shows that the last years of compulsory schooling is a key period for students’ engagement in science and technology; it is during these years that many students lose interest in the subjects (Archer et al., 2010; Lindahl, 2003). The difficulties to identify, and thereby engage, with science for many students have by critical science education researchers been connected to the sociohistorical legacy of science, how it is perceived as an objective, privileged way of knowing that is not accessible to everyone (Barton & Yang, 2000; Carlone, 2004; Lemke, 1990). Such descriptions of science’s sociohistorical legacy draws on the work by philosophers and historians of science who have argued that physics is constructed as a discipline that produce value-neutral, universal, and objective knowledge (Harding, 1986; Schiebinger, 1991). School science in particular tends to be characterised as fact-oriented with clear separations between facts and values (Gyberg & Lee, 2010). Barton and Yang (2000) describe how people and social contexts are often hidden in textbooks and other curricular materials, and summarise: ‘The result is often a fact-oriented science which appears decontextualized, objective, rational, and mechanistic.’ (p. 875). As a consequence, Lemke (2001) has argued for the inclusion of other components of science (such as aesthetic, intuitive and emotional) in order to challenge the too narrowly rationalistic and abstract school science.In this paper we aim to further the exploration of how school physics is constructed in classroom practices by focusing on a module about a potentially politically and emotionally charged physics content area (nuclear power). More specifically the use of evaluative language resources is focused in order to discuss characteristics of school physics within this module. In other words, the research question investigated in this paper is:How are characteristics of school physics constructed through evaluative language use?The issue is thus analytically approached from a linguistic standpoint, and the theoretical framework for analyses found within a social semiotic perspective. According to Halliday (1978), the semiotic systems that we live by are considered to form a meaning resource. It is from this meaning resource that we choose when we articulate and structure meaning.  By these choices, certain aspects are put in the background or completely excluded while others are foregrounded and thereby emphasized. In this respect, the selected language forms, and especially evaluative language resources, are highly significant and coloured with ideology.In interpreting results from the linguistic analyses, an important theoretical point is also that any learning situation will involve socialisation (Roberts & Östman 1998). In other words, in teaching and learning activities much more than the content knowledge being taught is learnt, we learn about norms and values and who we can and want to be in relation to those norms and values (Brickhouse 2001). The characteristics of school physics are understood as interactively constituted by teacher and students, while also adhering to broader societal discourses about science and science learning.MethodThe empirical data for the paper was collected in a Swedish secondary school during a physics teaching module about energy sources. The teaching module as a whole took place over six one hour lessons, but in this paper we focus on the introductory lesson concerning nuclear power. The primary focus of the introductory lesson was on the physics of the nuclear reactor. The lesson began with a 25 minutes teacher briefing, which also included conversations between teacher and students. Subsequently, the students worked in groups with an assignment sheet, a film about nuclear power was then shown, and the lessons ended with a whole class discussion about the film. The classroom was video-recorded using two cameras. The teacher was audio-recorded using a clip-on microphone and the students audio-recorded using four audio-recorders. Two observers were present in the classroom and took field-notes. The audio-recording from the teacher’s clip-on microphone have been transcribed verbatim by a professional transcriber. In the analysis we primarily worked with the transcripts, but turned to the recordings to check, for example, unclear references made by the teacher. The content area was chosen for analysis since the socio-scientific character of it could allow for a wider range of knowledge expressions. The class consisted of 19 students, grade nine (14-15 years old). Prior to the video-recording, the students and their guardians had been given information about the research project and had given consent to participation. All names in the paper are pseudonyms. As previously mentioned, the analytical framework for the study is found within a social semiotic perspective (Halliday 1978), a perspective which provides a well-developed theoretical framework for detailed analyses of different dimensions of meaning-making in students’ texts (written as well as spoken). More specifically, student texts are discussed from the point of view of the semantic framework Appraisal. Linguistically the investigation thus explores evaluative language resources used in the texts to construct emotion (words of Affect such as ‘happy eagles’), judge behaviour in ethical terms (words of Judgement such as ‘competent operator’) and value objects aesthetically (words of Appreciation such as ‘beautiful process’). In addition evaluative language resources that turn up or lower the evaluative volume through using graduation (such as very happy, a little bit afraid) are also investigated (Martin & White 2005, Folkeryd 2006).Expected OutcomesPreliminary results show that evaluative language resources are used throughout the module, although to various degrees and of different types depending on the topical focus for the teacher-student conversations. In the construction of the physics content, the process in the nuclear reactor is constructed as simple, rational and natural by using evaluative language resources that construct emotion as well as value objects and processes positively. The components of the process are constructed as well-known and not harmful by using positive appreciation, e.g. ‘ordinary water’ and the handling of the nuclear reactor constructed as a positive rational process. The short-term effects of the process are constructed as benign (e.g. the warm water let out by the power plant contributes to a flourishing biotope including ‘happy eagles’). However, long-term effects of the final storage of radioactive waste are constructed as potentially dangerous and difficult to fully grasp, thereby breaking up the rationality of the process. In students’ relationship to the content science is continuously constructed as not demanding much work (the teacher repeatedly uses graduation such as ‘some questions’, ‘work a little bit in pairs’. This is a construction we argue need to be understood against a backdrop of cultural conceptions of physics as difficult and inaccessible. To summarise, while the analysed lesson concerns a topic with political, moral and emotional overtones the analysis reveals that many of the typical characteristics of school science are still preserved (such as rationality). However, such characteristics are also challenged as humans and their emotions are brought into the classroom physics discourse. Interestingly enough, both when these characteristics are re-produced and challenged this to a large extent occurs through the use of evaluative language resources. This study thereby gives an important contribution to the discussion of how characteristics of school physics are constructed in the classroom.ReferencesArcher, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., & Wong, B. (2010). “Doing” science versus “being” a scientist: Examining 10/11‐year‐old schoolchildren's constructions of science through the lens of identity. Science Education, 94(4), 617-639. Barton, A. C., & Yang, K. (2000). The Culture of Power and Science Education: Learning from Miguel. Journal of Research in Science Education, 37(8), 871-889. Carlone, H. B. (2004). The cultural production of science in reform-based physics: girls' access, participation, and resistance. Journal of Research in Science Teaching, 41(4), 392-414. Folkeryd, J. W. (2006). Writing with an attitude : appraisal and student texts in the school subject of Swedish. Uppsala: Acta Universitatis Upsaliensis Gyberg, P., & Lee, F. (2010). The Construction of Facts: Preconditions for meaning in teaching energy in Swedish classrooms. International Journal of Science Education, 32(9), 1173-1189. doi:10.1080/09500690902984800 Halliday, M.A.K. (1978). Language as social semiotic. The social interpretation of language and meaning. London; Edward Arnold. Harding, S. (1986). The science question in feminism. Milton Keynes: Open university press. House of Lords (2012). Higher education in science, technology, engineering and mathematics (STEM) subjects. L
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T1  - Professional border territory negotiations between teachers and social pedagogues – a case study
T2  - NERA 2018 - 46th Congress: Educational Research: Boundaries, Breaches and Bridges
A1  - Frelin, Anneli
A1  - Alterator, Scott
PY  - 2018
SP  - 424
LA  - eng
KW  - innovative learning
KW  - innovativt lärande
AB  - In response to a growing teacher shortage in most Nordic countries, and calls to “let teachers be teachers”, other professional groups with varying backgrounds and training are being introduced in schools. This measure is expected to let teachers focus primarily on core tasks, for example teaching and grading, and leave more peripheral tasks to members of other professional groups. In everyday practices, such changes in their professional work environment entails, to some extent, professional boundary negotiations. This paper examines such negotiations in a case study, in order to trace some emerging professional boundaries and potential boundary crossings between teachers and so called social pedagogues.Professions provide important services to the society based on discretionary work that requires university based training and licensing (e.g. Evetts, 2009). In Sweden, focus has been placed on formal grading as the most apparent task over which only teachers have jurisdiction, which is also in line with an increased focus on accountability in schools (Englund & Solbrekke, 2015). Professional action in education has been analysed using the concept of professional territory, which consists of the school staff's conceived task perception, the social transactionand the appropriated physical space where interaction takes place (Grannäs & Frelin, 2017).A case study was conducted in a newly built primary school (grades F-6). The staff teams consisted of three teachers and one social pedagogue responsible for around 90 students. The social pedagogues had occupational training although not a university degree. Three school visits and four interviews with two primary teachers and two social pedagogues were conducted. For this paper, interviews with a teacher and a social pedagogue working in the same team were analysed with attention to instances of negotiation and blurred boundaries, here conceptualized as professional border territories.Preliminary results: In the first year in operation of the school, the teachers and social pedagogues have had to negotiate continuously, as situations have emerged in the professional territory. This regards for example the matter of who should “check in” the students in the department in the morning. The time and place just before classes start can thus be viewed as one professional border territory. Another such territory is during seat work, when the social pedagogue tried to steer clear of helping students with their work and tend to matters of order. A third is during emergent conflicts, where the person who was present first, either the teacher or the social pedagogue, attended to the matter even if this was the social pedagogue’s task. When new professional groups enter schools their potential contribution to the educational environment, along with the risks that may ensue for educational relationships, need investigation.References:Englund, Tomas, & Solbrekke, Tone Dyrdal. (2015). Om innebörder i lärarprofessionalism. Pedagogisk Forskning i Sverige, 20(3-4), 168-194.Evetts, Julia. (2009). New Professionalism and New Public Management: Changes, Continuities and Consequences. Comparative Sociology, 8(2), 247-266. doi: 10.1163/156913309x421655Grannäs, Jan, & Frelin, Anneli. (2017). Spaces of student support -comparing educational environments from two time periods. Improving schools, 20(2), 127-142
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TY  - CONF
T1  - Implementing physical activity in secondary school: a case study of school staffs’ networks, knowledge, self-perceived competence and confidence in one's own capability
A1  - Hoy, Sara
A1  - Norman, Åsa
A1  - Larsson, Håkan
A1  - de la Haye, Kayla
PY  - 2024
LA  - eng
KW  - social networks
KW  - school organisation
KW  - physical activity
KW  - youth
KW  - implementation
KW  - capabilities
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - Increased possibilities for physical activity among students during the school day is advocated for by many. Especially secondary schools seem to struggle with this task, with adolescence being a period of declining levels of physical activity and increased demands at school. School-based physical activity policies and programs often relies on school staff and teachers to deliver these innovations/initiatives. Earlier research shows that teachers’ and other staffs’ confidence to deliver physical activities for students are important for the adoption and implementation of physical activity programs outside of ordinary physical education class. However, to our knowledge, there are no earlier attempts to investigate how this relates to intraorganizational networks among school staff. Consequently, this study aims to explore school staff and teachers’ networks, knowledge, self-perceived competence and confidence in one's own capability regarding implementing daily physical activity for students in a Swedish secondary school. This case study applied a convergent mixed method design with an emergent approach, where the qualitative ethnographic data and quantitative survey data were collected around the same time. Data was collected during one full school year from teachers and other school staff at one secondary school (students aged 12-16 years, grades 7-9) in a larger urban area in Sweden. The sample included all staff within the school that interacts with secondary students, which involves school management, teachers and others who are responsible for secondary students at some point during the school day, involved in student health or are engaged in physical activity, as well as physical education and health teachers. Our empirical material consists of field notes (180 hours of fieldwork), transcriptions from interviews (12 staff), as well as survey questions and nomination data (23 participants). Analysis is ongoing; where qualitative data is being analyzed through a reflexive thematic analysis, and survey data through a social network analysis, combined in an integrated analysis. Our study contributes with insights on how school staff and teacher-level knowledge and capabilities may contribute to implementation success within school-based physical activity initiatives and policies. Given the unique mixed-method network design of our study, the study also provides important knowledge on how network characteristics and relations contribute further as facilitating or hindering factors for implementation of physical activities in school contexts. Considering the long-term sustainability and quality of school-based physical activity initiatives; teachers and staff networks and their capabilities are important aspects to contemplate.
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TY  - CONF
T1  - Ideological dilemmas in first-year students’ positioning: Duties to take responsibility for one’s own studies, but limited rights to actually do so
T2  - NORDISCO : 6th Interdisciplinary Conference on Discourse and Interaction. Department of Education, Uppsala University, Sweden, November 17-19, 2021
A1  - Lönngren, Johanna
PY  - 2021
LA  - eng
PB  - : Uppsala universitet
AB  - Previous research has shown that many students experience significant challenges as they transition from secondary to higher education and that these challenges often are related to students’ ability to take responsibility for their studies, here called self-responsibility. However, there is no consensus in research or practice regarding how students develop self-responsibility and how teachers can support this development. This presentation contributes to addressing this gap by exploring how students’ self-responsibility is discursively constructed and negotiated in student-teacher interaction in a first-year engineering program in Sweden. An extensive ethnographic data material is analyzed through the lens of positioning theory, with a particular focus on how students’ rights and duties related to their self-responsibility are negotiated. The results show that teachers often confront students with an ideological dilemma: students are positioned as having the duty to take self-responsibility but also as not always having the right to do so. For example, teachers often urge students to take responsibility for planning their studies, but teachers also withhold information that would allow students to make informed decisions about, e.g., whether or not to attend non-mandatory lectures. The results also show that students sometimes resist teachers’ attempts at positioning them as not responsible. These resistances, in turn, provide a starting-point for identifying ways in which teachers could better contribute to positioning students as self-responsible and thus to leverage students’ own efforts of becoming self-responsible. 
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TY  - CONF
T1  - The democratic puppet: Supporting social values in ECE
T2  - 30th EECERA Annual Conference: Democratic Early Childhood Pedagogies
A1  - Råde, Anders
PY  - 2021
LA  - eng
KW  - puppets
KW  - democratic values
KW  - ece
KW  - didactic tool
KW  - action research
AB  - The aim is to explore puppets as didactic tool for fostering democratic values in ECE in Sweden. Several researchers have studied the use of puppets with children. Puppets have proved to have a visual power that captures children ́s attention (Pitre et al. 2007). Studies have also revealed that puppets change attitudes of children and supports children ́s learning (Aminimanesh et al., 2019; Bredikyte, 2011; Pitre at al., 2007). The method is established in play therapy and psychotherapy (Bromfield, 1995; Dillen et al., 2009). Even if puppets have a clear potential as didactic tool in ECE it is astounding that puppets have a decreasing appearance in the curriculum, preschool teacher education and the practical field of ECE (Forsberg Ahlcrona & Östman, 2018). This project will study the use of puppets in ECE in an action research manner, with focus on creativity, imagination and the learning of social values. The project has a qualitative paradigmatic approach with the use of activity theory and concepts such as “mediating tool”, “proximal development zone” and “boundary object” (Bredikyte, 2011; Engeström et al., 1999). The EECERA ethical code will be followed concerning informed consent, confidentiality, non-discriminatory, feedback and respecting the well-being of the participants as subjects with human rights. An intervention for ECE will be developed with teachers and implemented. The findings will describe how teachers and children in ECE experience the use of puppets as didactical tool for the learning and fostering social values. Hopefully both problems and possibilities of puppets in ECE will be highlighted. 
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TY  - CONF
T1  - Principals Experience And Sensemaking Of A Collaboration With Private Companies As A Vehicle For School Improvement
A1  - Sahlin, Susanne
PY  - 2018
LA  - eng
AB  - This paper aims to explore principals experience and sensemaking of a school collaboration with private companies from the local community of the school in a Swedish setting. Collaboration within educational settings continues to gain more and more attention as school networks, chains, partnerships. Broadening professional learning communities have been introduced in a number of educational settings around the world (Ainscow, 2016; Chapman et al., 2016; Muijs et al., 2010). Research imply that these approaches to school improvement could establish a valuable platform for professional collaboration and improvement in schools (e.g. Cordingley, 2015; Muijs, 2008) as well as being enablers of internal capacity building in schools (Hargreaves and Fullan, 2012). This is in line with Ainscow (2016), who argues that the aim must be to “move knowledge around” and the best way to do this is through strengthening collaboration within schools, between schools and beyond schools. In Sweden, there has been an intention to improve school through collaborative structures, shared responsibility and collective learning that promote collaboration since the governmental investigation of the school-working environment in 1974 (SOU, 1974:53), and the introduction of the 1980 national curriculum. Today, teacher teams are an ‘institutionalized practice’ in most Swedish schools, but the meaning of the collaboration can vary greatly (Blossing & Ekholm, 2008). Despite that, there still seems to remain a individualistic culture in the Swedish school system. Municipalities, schools, principals and teachers are used to working relatively “isolated” without collaboration with the outside world (Björkman, 2008; OECD, 2015; Nordholm, 2015).Today, Swedish school principals are responsible for school improvement and for creating conditions for teaching and learning so that all students reach their educational goals. National policy states that Swedish principals act as pedagogical leaders with focus on the national curriculum to increase teachers’ capacity in relation to teaching and learning and to create a learning environment (Bredeson & Johansson, 2000). The principal's responsibility for proper school development has been strengthened in the new Education Act from 2010 compared to the previous (Jarl, 2013) and it clarifies the principal's responsibility, authorities, and decision-making right. Still, both Swedish (e.g., Blossing & Ekholm, 2008; Larsson, 2004) and international studies (e.g., Hargreaves & Fink, 2006; Lambert, 2007) have highlighted difficulties in bringing about learning and sustainable school improvement in local schools. The importance of leadership for increased learning and improvement in schools are well known and emphasized in research (Hargreaves & Fink, 2006; Leithwood et al, 2006). The study leans on the theory of communities of practice (Wenger 1998) and sensemaking theory (Weick, 1995, 2001). The purpose of this study is to examine principals experiences and sensemaking of a school collaboration with private companies from the local community of the school, focusing on leadership and school improvement. The research questions that frame the study are: -       How do principals experience and make sense of a school collaboration with private companies? -       How can the outcomes of the collaboration be understood in terms of possibilities and challenges?  Methodology or Methods/research (Length up to 400 words)The study employed a qualitative case study design with a purposive sampling method in order to include schools working with companies in the framework of a collaborative improvement project. The present study aimed at examining principals experience and sensemaking of a school collaboration with private companies from the local community of the school, focusing on leadership and school improvement. In order to solve the problem in this study, a contextual depth is required. According to Stake (1995, p. 16) a case study allows it: "In qualitative case study, we seek greater understanding of the case, we want to appreciate the uniqueness and complexity, its embeddedness and interaction with its contexts."This is in line with Yin (2007), who mean case studies as a research strategy is based on wanting to explore an area in depth, focusing on how and why (Yin, 2007). The case in this study, ‘the quintan’(Stake 1995, 2006) was thebeyond schoolcollaborationbetween three schools and three mentor companies, and was pre-selected to study (Stake, 1995). This work is an “intrinsic case study” (Stake, 1995), which is typically undertaken to learn about a unique phenomenon, and this case is understood as a unique phenomenon.  Data was collected over a period of three years (2012-2015) and mainly consisted of semi-structured individual interviews with the principals of the schools. Project meeting notes, field observations, field notes, and document analysis was also used in order to create a ‘thick description’ of the case. The 16 interviews were conducted in the beginning, middle and in the end of the collaboration, lasted about 50-70 minutes each and concerned questions about: school organizations, distribution of labour and job sharing, how the schools and the companies collaborates, and other external collaborations between the schools and the surrounding community. The nature of the interviews changed during the course of collaboration, from the focus on the school and the conditions for collaboration to the development of collaboration with the companies and, ultimately, on how the collaboration went and what it contributed to. All interviews were recorded and saved as separate digital audio files and then transcribed verbatim. The Atlas.ti 6.2 software tool was used to organise the interviews in the process of data analysis. Qualitative content analysis has been used for the analysis of this study and the collected empirical data was analysed using within-case analysis (Miles et al., 2014).  Conclusions, Expected Outcomes or Findings (Length up to 300 words)The findings illuminate three areas of interest: (a) collaborative structure (b) collaborative culture, and (c) emerging professional learning communities. A core story was formulated based on the themes and categories in order to elucidate the principals’ experiences and sensemaking of the collaboration between schools and private companies. One concluding remark so far is that the collaboration has created awareness among the principals and also demonstrated the practical possibilities of school collaboration and working with the surrounding community more in general. The final conclusions of the study will be presented at the conference. Implications for further research will be considered. For European educational research, this is one essential matter as it can be seen as a contribution to valuable knowledge about key factors for principals and schools work with school improvement and in a Nordic context, for both practitioners and policy makers.       References (up to 400 words)Ainscow, M. (2016), “Collaboration as a strategy for promoting equity in education: possibilities and barriers”, Journal of Professional Capital and Community, Vol. 1 No. 2, pp. 159-172.Björkman, C. (2008). Internal Capacities for School Improvement – Principals´ views in Swedish Secondary Schools. (Doctoral thesis, Umeå University).Blossing, U. & Ekholm, M. (2008). A central school reform program in Sweden and the local response: Taking the long term view works. Urban Education 43(6): 624–652.Bredeson, P. & Johansson, O. (2000). The school principal’s role in teacher professional development. Journal of In-Service Education 26(2): 385–389.Chapman, C., Chestnutt, H., Friel, N., Hall, S. and Lowden, K. (2016), “Professional capital and collaborative inquiry networks for educational equity and improvement?”, Journal of Professional Capital and Community, Vol. 1 No. 3, pp. 178-197.Cordingley, P. (2015), “The contribution of research to teachers’ professional learning and development”, Oxford Review of Education, Vol. 41 No. 2, pp. 234-252. Hargreaves, A., & Fink, D. (2006). Sustainable Leadership. San Fransisco: Jossey-Bass.Hargreaves, A. and Fullan, M. (2012), Professional Capital: Transforming Teaching in Every School, Teachers College Press, New York, NY.Jarl, M. (2013). Rektors pedagogiska ledarskap i ljuset av skolans managementreformer. Pedagogisk Forskning i Sverige, 18(3-4), 197- 215. Lambert, L. (2007). Lasting leadership: Towards sustainable school improvement. Journal of Educational Change 8(4): 311–322. Larsson, P. (2004). Förändringens villkor. En studie av organisatoriskt lärande och förändring inom skolan. (Doctoral thesis). Stockholm: EFI, Ekonomiska forskningsinstitutet vid Handelshögskolan i Stockholm.Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2006). Seven strong claims about successful school leadership. National College for School Leadership. Muijs, D., West, M., & Ainscow, M. (2010). Why network? Theoretical perspectives on networking, School Effectiveness and School Improvement, 21:1, 5-26.Nordholm, Daniel (2015). Organising for school improvement at the middle tier: studies on temporary organisation. Diss. (sammanfattning) Göteborg : Göteborgs universitet, 2015OECD (2015). Improving Schools in Sweden. An OECD perspective. Paris: OECD.Stake, R. E. (2006). Multiple Case Study Analysis. New York, London: The Guilford Press.Weick, K. E. (1995). Sensemaking in organizations. Thousand Oaks; CA: Sage. Weick, K. E. (2001). Making sense of the organization. Malden, MA: Blackwell. Wenger, E. (1998), Communities of Practice: Learning, Meaning, and Identity, Cambridge University Press, New York, NY. Yin, R. K. (2007). Fallstudier: design och genomförande. (P. Söderholm övers.). Malmö: Liber.
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T1  - Online mathematics enrichment in regular classes
A1  - van Bommel, Jorryt
A1  - Mellroth, Elisabet
PY  - 2023
LA  - eng
KW  - matematikdidaktik
KW  - mathematics didactics
AB  - In mixed-ability classrooms that are common in Swedish upper-secondary school, as well as in other Nordic countries, particularly gifted learners (Skolverket, 2015) are taught alongside all other students (Mellroth et al., 2021) leaving individual teachers with limited time to create enrichment. In what way can enrichment offered online, parallel to regular classes, be used to support the learning development of these learners? In a small-scale project, upper-secondary school students were offered an asynchronous online enrichment program. The program was led by a specialist lecturer at the school (second author) who started by a short meeting individually with each student (self-nominated or identified by their regular teacher). Then, a task aiming to challenge the specific student was uploaded to the student’s individual OneNote. For some tasks, students could choose to reveal guiding questions further, the chat function could be used to pose questions. Once completed, the student uploaded the solution and notified the lecturer who then uploaded a new task and afterwards provided feedback on the solution. The students were allowed to work with the tasks during regular mathematics classes but decided themselves on the pace and timing. The flexibility of the program offered the students an opportunity to adjust to their own needs and desire (Mellroth & Szabo, 2022). Some students worked on a regular basis with the tasks; others only occasionally. Thus, the daily challenge (Rogers, 2007) was offered continuously and consistently and the autonomy of the students (e.g., Leikin & Sriraman, 2017; Szabo, 2017) was accounted for. The students could either write their solutions directly in OneNote, or upload pictures of handwritten solutions. For the lecturer it gave the opportunity to give detailed and personalized feedback. Consistent with research stating that these students gain specifically from straightforward feedback (Leikin & Sriraman, 2017; Szabo, 2017). The online environment also enabled to effectively offer instructional differentiation as suggested by Szabo (2017) as the lecturer easily could adapt comments or offer alternative solutions despite the students going through the program at a different pace. In-depth interviews with the participating students are planned, to investigate their perceptions of stimuli and support through the online enrichment program. Leikin, R., & Sriraman, B. (Eds.) (2017). Creativity and giftedness – Interdisciplinary perspectives from mathematics and beyond. SpringerMellroth, E., Bergwall, A., & Nilsson, P. (2021). Task design for differentiated instruction in mixed-ability mathematics classrooms: Manifestations of contradictions in a professional learning community. Mathematics Teacher Education and Development, 23(3), 78–96. Mellroth, E. & Szabo. A. (2022). Talented upper secondary student’s perception of online mathematical challenges. In S. A. Chamberlin (Ed.) On the Road to Mathematical Expertise and Innovation. Proceedings MCG 12. (pp. 311 – 313). VTM-Verlag.Rogers K. B. (2007). Lessons learned about education the gifted and talented: A synthesis of the research on educational practice. Gifted Child Quarterly, 51, 382-396.Skolverket (2015). Särskilt begåvade elever – stödmaterial.Szabo, A. (2017). Matematikundervisning för begåvade elever – en forskningsöversikt. Nordic Studies in Mathematics Education, 22(1), 21–44. 
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T1  - The Selection of Content and Knowledge Conceptions in Teaching in the era of standard based policy reforms
A1  - Adolfsson, Carl-Henrik
A1  - Alvunger, Daniel
PY  - 2017
LA  - eng
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - The Selection of Content and Knowledge Conceptions in Teaching in the era of standard based policy reforms Proposal information (research question, theoretical framework so on) (600 words)  This study is part of the project 'Understanding Curriculum Reforms - A Theory-Oriented Evaluation of the Swedish Curriculum Reform Lgr 11'.  In the last two decades transnational organizations and agreements have become increasingly important as driving forces in the making of curriculum. The international education policy movement towards so-called standards-based curricula has been characterized by top-down accountability and linear dissemination (Andersson-Levitt, 2008; Sivesind & Karseth, 2010). This also applies to the formation of Swedish curriculum policy discourses. The latest Swedish curriculum for compulsory School “Lgr11” can foremost be described in line with such a standards-based curriculum, where the objectives and standards, but also the content, are prescribed and put in the foreground for what students ought to do and know (Sundberg & Wahlström, 2012).Although these policies are transnational and nationally oriented, it is in the same time up to schools and teachers on the local level to interpret and enact the curriculum, in classrooms and in the interaction between teachers and students. This unarguably raises questions about the curriculum-in-use, i.e. how is teaching performed? The ‘what’ that is prescribed in the (trans-)national policy is one thing, but researchers rarely take notice of the fact that recontextualisation, selection, translation, relocation and refocus of content indeed occurs in the local school setting. Therefore, the overall aim of this paper is to explore how a standards-based oriented curriculum, Lgr 11, is enacted at the local school level.In a first step, the process of the selection of teaching content will be studied. A central question here is how and on what foundations the selection of teaching content is made when prescribed content and learning outcomes is given a central role in the curriculum structure? Secondly – which relates to the selection of content – we examine how the same curriculum is achieved in teaching and learning practices at classroom level in terms of knowledge content. What content seems to dominate the teaching in favour for another under a standard-based oriented curriculum like Lgr 11?To understand the conditions for teachers’ selection of content we bring theoretical inspiration from a “classical” framework of curriculum theory in terms of the “frame-factor theory” (Dahlöf, 1967; Lundgren, 1989). This theoretical perspective puts the relationship between teaching processes, outcomes and external (frame-) factors in focus. In other words, to understand processes and outcomes in the teaching practice you have to, from this theoretical perspective, analyse the frame-factors, for example time, equipment, the composition of the class and (of course) the current curriculum, that in different ways enable and limit these processes and outcomes.  When we in a next step examine the curriculum content in teaching we bring inspiration from Deng & Luke’s (2008) discussion about different knowledge classification schemes and conceptions. From this discussion we derived three conceptions of knowledge, in terms of an academic disciplinary knowledge conception; a practical knowledge conception and an experiential” knowledge conception. These knowledge conceptions will be used to identify and discuss different aspects of lesson content in the investigated teaching practice.    Methodology and method (400 words) With a classical curriculum theory framework, the present study focus on teaching and lesson content in terms of enacted and achieved curricula. In other words, and with Doyle’s (1990) conceptual framework, we are interesting in the relationship between the programmatic and classroom level of the curriculum. This in turn links us to classic classroom studies addressed by e.g.  Bellack, Kliebard et al.1966; Gustafsson 1977; Jackson 1968/1990; Lundgren 1981, but now against a backdrop of the ‘new’ scenario of transnational policy.The study is based on an extensive empirical material from six municipalities in Sweden and consists of three different sources. Firstly, semi-structured interviews with representatives from the local school authority, teachers, principals and students in grade 6 (12-13 years old) where the main focus has been their views on the impact of the curriculum for the compulsory school Lgr11 with particular attention on the organisation of teaching, the dominating content in teaching and the interaction between teacher and students and students and students. Secondly, documents related to teaching such as local pedagogical plans, lesson plans, tests, work sheets, material produced by students and so on have been analysed. Thirdly, 71 lessons of teaching in the social studies subjects Civics, History, Geography, Religion have been video-recorded, transcribed, coded and analysed from organisation of teaching, content and the interaction in the classroom. The study on teachers’ selection of content will mainly draw from interviews and documents in order to look at contextual factors, while the analysis of knowledge content in teaching generally is based on interviews with teachers and 71 video-recorded lessons.Conclusion (300 words) In the last section of the paper, we will discuss the empirical results in relation to our theoretical points of departure. Here we show how the Swedish curriculum in great extent is influenced by a standards-based tradition where both content and performance are put in the foreground. From a frame-factor theoretical perspective we then discuss the consequences on the possibilities for the teachers selecting content. Besides struggling with the crowding of content teachers are under constant pressure to hold on to a tight schedule in order for the different curriculum tasks to fit into an over-arching plan for the whole semester. The teachers have to make sure that they can assess knowledge and competences according to the knowledge requirements in the “time slots” reserved for each curriculum task in the subjects. Teachers indeed focus on central concepts deriving from academic disciplines foregrounded in the syllabuses, while they at the same time employ a strategy to patch subjects and their specific content together.The analysis of the video recorded lesson show that the general pattern of teaching comes in the shape of whole class teaching with the teacher as central actor. Because the teacher has to ensure that all students get the ability to reach the knowledge requirements, the lesson content to a great extent is prescribed and comes in the shape of subject matter-oriented facts, concepts and competences. Because of the combination of crowding of content, teachers’ time constraint and the knowledge requirements in the curriculum, our results also show that teachers – more or less – have to neglect initiatives from students in order to keep the lesson on the “right” track. Content that is not considered to fit in the current lesson, for example student’s experiences, interests and questions, is to a high degree dismissed. References Andersson-Levitt, K. M. (2008), Globalization and curriculum, in M. F. Con-nelly, red, The SAGE Handbook of Curriculum and Instruction, (s 329-348), Sage Publications, Thousand Oaks, California.Bellack, A.A.; Kliebard, H.M.;Hyman, R.T. & Smith, F.L. (1966). The language of the classroom. New York: Teachers College Press.  Deng, Z & Luke, A (2008). Subject matter. Defining and theorizing school subjects. In connnelly, Michael (Ed). The SAGE Handbook of Curriculum and Instruction. Thousand Oaks: Sage Publication.Dahllöf, U. 1967: Skoldifferentiering och undervisningsförlopp [School differentiation and teaching processes]. Stockholm: Almqvist & Wiksell.Gustafsson, C. (1977). Classroom Interaction. A study of pedagogical roles in the teaching process. Stockholm: Gotab. Jackson, P. W. (1968/1990). Life in classrooms. New York: Teachers College Press. Lundgren, U. P. (1981). Model analysis of pedagogical processes. Lund: Liber/Gleerup. Lundgren, U. P. (1989), Att organisera omvärlden [Organising the world around us], Utbildningsförlaget, Stockholm.Sivesind, K. & Karseth, B. (2010), Conceptualising curriculum knowledge within and beyond the national context, European Journal of Education 45 (1),103- 120.Sundberg, D. & Wahlström, N. (2012), Standards-based curricula in a denationalized conception of education: The case of Sweden, European Educational Research Journal 11 (3), 342–356.Utbildningsdepartementet (The Ministry of Education) (2011). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011 (Lgr 11). [Curriculum for the Compulsory School, Preschool Class and the Leisure-time Centre 2011; in Swedish]. Stockholm: National Agency for Education.
ER  - 

TY  - CONF
T1  - Work Integrated Learning from the Perspective of Internationalization
T2  - The European Conference on Educational Research 2012
A1  - Andersson, Åsa
A1  - Bolin, Anette
A1  - Korp, Helena
PY  - 2012
LA  - eng
KW  - work integrated learning
KW  - work place learning
KW  - foreign countries
KW  - transformative learning
KW  - pedagogics
KW  - arbetsintegrerat lärande
AB  - The focus of this presentation is on work integrated learning in higher education that takes place in a cultural context different to that which the student is accustomed to. In higher education internationalization is often stated as a central vision both in relation to education and research. This is commonly expressed in policy documents in statements such as working for an open and border crossing university and having a distinct international perspective in all forms of higher education. The research project “Work integrated learning from the perspective of internationalization” is designed to highlight some of the conditions that surround such visions by examining learning in international settings from students' experiences of practice-related activities abroad. This involves activities that are directly work-oriented or field work carried out within the framework of a university course and / or a bachelor thesis. In the project we are thereby examining students' situated learning and thus highlight the contextual practice community they can access in an international environment. This includes both specific and more general aspects of learning in which different aspects are highlighted. Specific training related to special education programs focus on the development of professional identity while generally learning affects students from all programs in which learning outcomes such as wider perspectives and critical thinking are included.Our research focus is of exploratory nature where the approach is to examine students’ experiences of practice-related learning from the perspective of internationalization. This is being researched from three relating aspects. • Emotional and identity transformational aspects of learning. What does it mean to be in a relatively unknown social environment and there be faced with work-related tasks? What kind of interpretations and understandings of the situations occur? • Communicative aspects of students' practice-oriented learning – the importance of language and cultural codes. • Comparative aspects of students’ learning – the importance of comparisons for perspective taking and development of knowledge.Previous researched has been done on students’ practice-related learning in the field of work integrated learning. The forms of practice-oriented learning are of various kinds. It may be learning through the use of practical training related to establishing a profession-specific knowledge and identity. Other forms are the use of direct working connections or cultural settings outside the university through project work in course moments and / or for a bachelor thesis. What is common to these various forms is an endeavor of higher education to make the arena and cultural settings outside the university to a direct part in students’ learning. Given that the internationalization of higher education has increased, it is important also to examine students’ learning in various international contexts. The relevance of this can be found in theories of learning particularly those focusing on the contextual meaning from the idea that learning originates from the experience of interaction with the environment. Social aspects such as the relational and dialogic qualities are central already in the work of Vygotsky (1962) but according to Cooper (2008), it is only recently that this has been researched from an international perspective.MethodThe study is based on qualitative interviews with post graduate students who have completed internship or field work abroad. We have conducted in depth interviews using a guide with thematic questions focusing on emotional, communicative and comparative aspects of work integrated learning abroad. When processing the raw information the interviews were digitally-recorded and transcribed verbatim. The sample includes 12 in depth interviews, three students from each four different departments (social work, teacher, health promoter, cultural studies and engineering) at a smaller Swedish university. Another category of material is the interviewed student’s written reports from their field work. A content-analysis is performed on all parts of the material according to the three mentioned aspects. The analysis is abductive, which means that it uses theoretical concepts in making sense of the material, but is also sensitive to the participants' own ways of conceptualizing their experiences and learning. Common as well as unique features in the students' stories will be presented and discussed and considered in regard to the students' personal, institutional and cultural contexts.Expected OutcomesPreliminary analysis suggest in line with previous studies that the interviewed students' experiences of practice-related learning in a different cultural context show linkage with the phenomenon of sojourning which means taking up temporary residence in another culture. The previous, more linear psychological explanatory model of "adapting" the self in a new country to study or work does not suffice to explain the students' various experiences and learning in their field of study/professional development or on a more general. Our primary analysis of the material rather indicate that these processes are best understood as a complex web of shifting links between mastery of communication, social interaction and personal development. It is the management of this web which gives the result of cross-cultural adaptation and renegotiation of the "identity". As previous studies in the field have shown, personal, educational and psychological factors are as important as organizational and social-cultural factors for influencing the learning outcome (Qing et al 2010). And when it comes to identity formation practice related learning abroad also shows deeply personal transformative possibilities (Ryanand & Viete 2009).ReferencesCooper, G. (2008) "Assessing International Learning Experiences: A Multi-Institutional Collaboration". In: Phi Kappa Phi Forum/ Vol. 88 Qing, G., Schweisfurthb, M. & Daya, C. (2010) "Learning and growing in a 'Foreign' Context: Intercultural Experiences of International Students" In: A Journal of Comparative & International Education. Vol.40, No. 1. Ryan, J. & Viete, R. (2009) “Respectful interactions: learning with international students in the English-speaking academy”. In: Teaching in Higher Education, Vol. 14, No. 3 Vygotsky, L. (1962) Thought and language. Cambridge: MA: M IT press
ER  - 

TY  - CONF
T1  - Uppfattningar om musikundervisningen i grundsärskolan.
T2  - Lärarnas forskningskonferens 2022
A1  - Backman Bister, Anna
A1  - Berthén, Diana
A1  - Lindberg, Viveca
PY  - 2022
SP  - 41
EP  - 42
LA  - swe
KW  - musik i grundsärskolan
KW  - musiklärare grundsärskola
KW  - specialpedagogik
AB  - Uppfattningar om musikundervisningen i grundsärskolanAnna Backman Bister, Kungliga musikhögskolan, Diana Berthén, Stockholms universitet och Viveca Lindberg, Stockholms universitetBakgrund, syfte och frågeställningar: I vårt bidrag presenterar vi en intervjustudie med sex musiklärare i grundsärskolan. Syftet är att undersöka hur lärarna beskriver sin undervisning för denna elevgrupp.Vikten av undervisning där elever med intellektuell funktionsnedsättning (IF) får möta estetiska uttrycksmedel och ges möjlighet att erövra ett kulturellt medborgarskap betonas av flera forskare (jfr Ferm Almqvist, 2016; Sæther, 2008). FN:s barnkonvention om barnets rättigheter, samt FN:s konvention om rättigheter för personer med funktionsnedsättning, betonar att personer med IF har rätt att ta plats som fullvärdiga medlemmar av samhället, inte bara för sin egen skull utan också för att berika samhället. Denna rättighet speglas också i skollagen.Det finns ett fåtal internationella studier med fokus på musikundervisning för elever med intellektuella funktionsnedsättningar (IF). Dessa har antingen undersökt undervisning i integrerade klasser, där elever med IF undervisas tillsammans med elever utan IF, eller så är studierna gjorda i relation till musikterapi. Flera av dem är fallstudier baserade på enskilda barn eller ungdomar. Nationellt saknas såväl studier som utvärderingar av musikundervisning i grundsärskolan (Berthén, Backman Bister, Lindberg, accepterad för publikation). Resultatet av vår forskningsöversikt av musikundervisning i grundsärskolan (Berthén, Backman Bister, Lindberg, accepterad för publikation) visar närmast att musiklärarna försöker hantera en situation de oftast saknar kunskaper om och erfarenheter av (Berthén, Backman Bister, Lindberg, accepterad för publikation).Forskningsfrågan för vårt bidrag är vilka uppfattningar musiklärare i Sverige har av musikundervisningen för elever med intellektuell funktionsnedsättning och förutsättningarna för denna undervisning i grundsärskolan? Vi har inspirerats av Carlson (2013), som använder uttrycket musical becoming för att betona möjligheten att få uttrycka sig musikaliskt, särskilt för personer med komplicerad språklig kommunikation, och för att påvisa att det kan ta form på olika sätt – som musikkonsument, eller som (med)skapare av musik.Urval och metod: En inbjudan till ett flertal musiklärare skickades ut via den ena forskarens nätverk. Urvalskriterierna var att lärarna skulle ha lärarbehörighet och att de skulle vara aktivt verksamma som musiklärare i grundsärskolan. När det gäller lärarsituationen i grundsärskolan saknas ofta den dubbla kompetens som krävs, dvs musiklärarutbildning och speciallärarutbildning för elever med intellektuell funktionsnedsättning (IF). Under läsåret 2020/21 uppgick andelen musiklärare med lärarlegitimation och behörighet i musik i grundsärskolan till 6,3 % (https://siris.skolverket.se).Semistrukturerade tematiska intervjuer genomfördes utifrån tre teman. Varje intervju inleddes med frågor som riktades mot lärarens upplevda didaktiska utveckling och faktorer som påverkat denna (jfr life-storytraditionen, Dunpath & Samuel 2009), därefter följde frågor41gällande de förutsättningar respektive skola erbjöd för musikundervisning i grundsärskola. Avslutningsvis ställde vi frågor om lärarnas musikundervisning baserat på kursplanen i musik för grundsärskolan. Medan den första intervjun genomfördes på en av de deltagande lärarnas skola, kom övriga intervjuer att genomföras på Zoom på grund av pandemin. Samtliga lärare informerades om syftet med studien och gav sitt medgivande till att intervjuerna spelades in. Ljudinspelningarna transkriberades och utgör vårt datamaterial. Intervjuerna analyseras fenomenografiskt (se Marton, 1994) för att urskilja återkommande skillnader i mönster av uppfattningar i intervjuerna.Resultatet förväntas bidra med utgångspunkter för en kommande interventionsstudie i grundsärskolans musikundervisning.ReferenserDunpath, R. & Samuel, M. (2009). Life History Research. Epistemology, Methodology and Representation. Sense Publishers.Carlson, L. (2013). Musical becoming: Intellectual disability and the transformative power of music. I: M. Wappett & K. Arndt (eds.) Foundations of Disability Studies (83-103). Palgrave Macmillan.Ferm Almqvist, C. (2016). Cultural Citizenship through aesthetic communication in Swedish schools. European Journal of Philosophy in Arts Education, 1(1), 68-95.Marton, F. (1994). Phenomenography. I T. Husén & T. N. Postlethwaite (Eds.), The International Encyclopedia of Education. 2. ed, Vol 8, 4424–4429. Pergamon.Saether, E. (2008). When minorities are the majority: voices from a teacher/researcher project in a multicultural school in Sweden. Research Studies in Music Education, 30(1), 25–42.
ER  - 

TY  - CONF
T1  - Preschool Teachers´ Professional Development : Teachers and Researchers in Collaboration
T2  - ECER 2019
A1  - Elm, Annika
A1  - Liljestrand, Johan
PY  - 2019
LA  - eng
KW  - innovative learning
KW  - innovativt lärande
AB  - As in many other European countries early childhood education, including preschool, includes teaching in the area of subject knowledge. In Sweden this is related to a changed policy in order to connect preschool with the school system. Since 2011, “teaching” has been established as a new aspect of the preschool’s mandate and, since 2010, subjects like maths, science have been added to the national syllabus. Earlier, subjects has also been part of a preschool tradition already present in Fröbel’s kindergarten. In this earlier approach the intention was not to prepare for the forthcoming school and its subject content. Today, the national preschool syllabus has subject goals that overlaps with those of the school, often stated in a rather detailed, academic form. In addition, the Swedish school inspectorate has also included the preschools in its evaluations. According to the Swedish education act, practice should be based on scientific knowledge and proven experience. These changed directives comes with increasing expectations and demands on the preschool teacher profession for implementing this assignment. In light of this background we aim to support the preschool teachers to develop a professional and inside-out based (Stanley & Stronach 2013) knowledge for acting as professionals in this changed context. In this contribution we will direct our interest on the subject area of science and technology.Previous research has identified possibilities or lack of possibilities for science and technology learning in early childhood environments, with a tendency to a ‘diagnostic’ approach to preschool teacher knowledge. However, this research does not go far enough in investigating programs for developing preschool teachers´ science content knowledge (e.g. Nilsson, 2014; Fleer, 2009; Nilsson & Elm, 2017). Against the background of the need for including preschool teachers experiences and knowledge in a fair way (cf. Berry et al. 2008), while simultaneously recognize the need of further development in subject content, in the institutional frame of the preschool, we will address preschool teachers pedagogic content knowledge (PCK). The latter (PCK) refers to teachers´ understanding of the content and experiences and attitudes towards science. Our research question reads: In what ways can collaboration between preschool teachers´ and researchers contribute to preschool teachers’ professional learning and preschool development with special regard to preschool teachers’ pedagogic content knowledge?Our methodological approach is guided by Participatory Action Research (PAR) highlighting the need of a democratic process, developing of practical knowledge related to issues that are of great concern for the participants (Reason & Bradbury 2001). Furthermore, PAR recognizes our partners’ knowledge and experiences as a vital element to be brought into the research process (Brydon-Miller, Greenwood & Maguire, 2003). Thus, an important factor is the interaction between the researcher and the interests within the educational field, in order to promote both researchers and the practitioners work and goals. From this starting point there is initially an explicitly stated drive to meet on equal terms and to support each other to develop.The other leg, pedagogical content knowledge (PCK) includes teachers’ understanding of how children learn, or fail to learn; in relation to this specific subject matter has been found to be an important matter. That is, a perspective on professional development that focus on preschool teachers´ understanding of the content, pedagogical content knowledge and attitudes towards science (cf. Schulman, 1987; Van Driel & Berry, 2012). Representation of teacher content knowledge (CoRe) by means of a commonly developed table, is systematically used as a tool to trigger preschool teachers´ ideas of both science and technology content as a tool for development and cooperation.Methodology or Methods/ Research Instruments or Sources Used 9 preschool teachers during 1,5 year (currently ongoing) participates in the research project which includes both indoors- and outdoors activities focusing on technology and science content, paying attention to children’s perspectives. The teachers are meeting in reflective group sessions once a month. For this paper data was collected through a qualitative approach consisting of 23 + 29 hours recorded semi structured interviews with the participating preschool teachers from one preschool unit. The interviews were conducted after the first and third semester of participation. Data was then analysed out from thematic content analysis (Braun & Clarke, 2006).As Braun and Clarke (2006) argue, it is a method that requires researchers to be clear about what they do, why they do it and how the analysis is conducted. The analyses of the data in this study were part of an inductive process from a) transcription → b) identifying emergent initial codes → c) searching for themes → d) reviewing and revising themes → e) defining and naming themes → f) formulating the result (with the starting point in identified and named themes). First, the interviews were transcribed verbatim. Some of the statements made in the interviews that did not correspond to the subject were not transcribed. Second, the data was read, and assigned initial codes.The third step involved searching for overall themes, based on the initial codes. In this step, the researchers sorted the data under each theme separately. In the fourth step themes were compared, data were reviewed the themes revised. In this process, similarities were identified in the themes that had emerged in the analysis of the interviews. Related examples of the participants’ learning were examined and refined until consensus was reached. Fifth, to establish the validity of the coding and identified themes, the authors worked to finally define and name the themes. The main data was then compared with the themes and provided a critical overview in terms of aspects being overemphasised, under represented, too vague or biased. The final step in the analysis, with a starting point in the themes, was to formulate the results.Conclusions, Expected Outcomes or Findings Our results from the interview data shows that the use of CoRe:s contribute to focus on the specific content in a more systematic way. Some of the preschool teachers expressed how the use of the CoRe:s and the formulation of ‘Big Ideas’ supported them to establish the fundamental ideas of the topic they were teaching. With documentation in CoRe preschool teachers have been able to make visible aspects of their own practice and to see the educational value of a current situation. In their collegial work, the documentation of CoRe contributes to the preschool teachers distancing themselves from their daily practices and makes them evaluate their actions and activities. Further, the use of CoRE seems to provide a different point for innovative change in the preschool development. In this way, the collective knowledge of a team becomes qualitatively different to that of a single individual. In addition, other themes also comprises: improved knowledge of processes for planning; visibility of different aspects in the daily practice and in children's learning processes; a broader view connected to international and national development in preschool and society, and a practice on scientific basis. Our research contributes with how “teachers and other professionals on the field of education learn and develop throughout their professional career” in the developing field of early childhood education and its rising expectation of subject knowledge. We also attempt to show how teacher development and the research process is dependent on their reciprocal development in order to be accomplished. In a time characterized by rapid policy changes in the educational systems in Europe, the need for practitioner-researcher collaborations supporting professionalism based on conscious professional agency is of great concern.ReferencesBerry, A., Loughran, J. & van Driel, J.H. (2008) Revisiting the Roots of Pedagogical Content Knowledge. International Journal of Science Education, 30:10, 1271-1279.Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, vol. 3. (2). p. 77-101.Brydon-Miller, M., Greenwood, D. & Maguire, P. (2003). Why action research? Action Research, vol. 1. (1). p. 9-28.Fleer, M. (2009). Supporting scientific conceptual consciousness or learning in ‘a Roundabout Way’ in play-based contexts. International Journal of Science Education, 31(8), p. 1069–1089.Nilsson, P. (2014). When Teaching Makes a Difference: Developing science teachers’ pedagogical content knowledge through learning study. International Journal of Science Education, 36(11), 1794-1814.Nilsson, P. & Elm, A. (2016). Capturing and developing early childhood teachers´ science Pedagogical Content Knowledge (PCK) through CoRes. International Journal of Science Education, 28 (5), 406-424.Reason, P & Bradbury, H (2001). Introduction: Inquiry and participation in search of a world worthy of human aspiration. Peter Reason & Hilary Bradbury (eds.) Handbook of Action Research. London: SAGE.Skolverket (2011). Curriculum for the preschool Lpfö98. www.skolverket.seShulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.Stanley, E. and, & Stronach, I. (2013) Raising and doubling ‘standards' in professional discourse: a critical bid. Journal of Educational Policy, 28(3), pp. 291-305.van Driel, J. H., & Berry, A. K. (2012). Teacher professional development focusing on pedagogical content knowledge. Educational Researcher, 41(1), 26 - 28.
ER  - 

TY  - JOUR
T1  - Praxisteori i kölvattnet av breddad rekrytering – scaffoldingmodell som stöd för att förstå sambandet mellan teoretiska perspektiv och praktisk verksamhet
T2  - Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge
SN  - 1504-9922
A1  - Häggström, Margaretha
A1  - Udén, Anna
PY  - 2018
VL  - 1
IS  - 12
EP  - 1
LA  - swe
KW  - breddad rekrytering
KW  - scaffolding
KW  - inkludering
KW  - praxisteori
KW  - undervisningsmetoder
AB  - Som en följd av breddad rekrytering till högre utbildning har antalet studenter i Sverige fördubblats under de senaste tjugo åren. Studenterna utgör i flera avseenden en mer heterogen grupp än tidigare. Det ställer nya krav på våra utbildningar och på oss som undervisar. I denna artikel presenteras en modell för hur teoretiska perspektiv från högskoleförlagd lärarutbildning kan förstås och länkas samman med det praktiska arbetet i skolverksamhet. Modellen diskuteras med utgångspunkt i scaffolding theory. I texten framhålls inkludering och hur vi praktiskt kan arbeta för att inkludera alla studenter. Utgångspunkten är de svårigheter att länka samman teori och praktik många lärarstudenter ger uttryck för, och hur vi kan stödja studenter i sin lärprocess. Modellens potential som medierande verktyg diskuteras. När studenter aktivt använder modellen får de möjlighet att kritisera modellen som sådan men också de teorier och undervisningsmetoder de möter i den högskoleförlagda såväl som verksamhetsförlagda utbildningen. Därigenom kan studenter få en djupare förståelse för undervisningens komplexitet, vilket kan bidra till studentens utveckling av en egen professionell praxisteori baserad på vetenskaplig grund och beprövad erfarenhet.
ER  - 

TY  - CONF
T1  - Visual literacy in Civics: Teaching impact, system thinking and agency in civic reasoning with diagrams and models
A1  - Jägerskog, Ann-Sofie
A1  - Tväråna, Malin
PY  - 2024
LA  - eng
KW  - social science
KW  - penomenography
KW  - civic reasoning
KW  - visual literacy
KW  - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik
AB  - Learning in civics education involves developing an understanding of the complexity and the changeability in many different societal issues and phenomena. One common way of helping students to develop this understanding is to use visual models in teaching, such as flowcharts and different kinds of diagrams. However, teacher experience as well as earlier research indicate that students often find it difficult to understand and interpret such models (Cohn et al. 2001; Ruiz Estrada 2012; Wheat 2007). As much as they have the potential to help students grasp complexity and changeability in societal issues, visual models also risk hindering such development, as models for instance tend to simplify complex relations and phenomena (Davies & Mangan 2013; Wheat 2007). In this article we elaborate on the development of visual literacy in civics education - what seems to be critical for students to discern in order to be able to read different kinds of visual models and how teaching based on such models can be designed in order for students to deepen their understanding of the issues, relations and phenomena illustrated in the models. We do this based on a research project involving 300 students from primary and lower secondary school as well as upper secondary school. The project focused on two kinds of models (two flowcharts and two plot diagrams) often used in social studies teaching: a flowchart illustrating the democracy system in Sweden, a flowchart of the socio-economic cycle, a plot diagram illustrating the relationship between different countries’ GDP and level of CO2 emissions and a plot diagram illustrating the relationship between birth rate per woman in different countries and the amount of years girls in these countries attend to school. The results allow for a comparison between the aspects critical to discern in order to understand different kinds of models in relation to different contents. Conclusions include the importance of focusing internal structure, external context and civic agency in each model.At the NOKSA conference we would like to participate in a paper-response session where a draft to a paper is being discussed.
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TY  - CONF
T1  - The Quest for Continuous Improvement in Light of Power Disciplinary, Sovereign and Pastoral Power in a School Improvement Programme
A1  - Kronqvist Håård, Malin
PY  - 2024
LA  - eng
AB  - There is a global movement of education reform in many countries informed by a neo-liberal agenda (Verger, Fontdevila, and Zancajo 2017). The large changes in education during the past decades are to a large extent linked with a growing connectedness between the state, education and the economy (Lundahl, 2021). The acceleration of the global economy, as well as technological developments and the strengthening of transnational agencies like the Organisation for Economic Cooperation and Development (OECD), and the European Union have transformed nation-states into what Ball (2009) has named competition states. Krejsler (2019) has a similar label, the ‘fear of falling behind’ regime which has significant performative effects in producing a state of crisis awareness which motivates and drives education reforms.This has also led to a shift towards a market-based educational reform agenda characterized by an emphasis on in-school factors, specifically, teacher quality and accountability, to a large extent leaving out of school factors affecting achievements out of the equation (Nolan, 2018). A discourse of continuous improvement follows this neoliberal agenda, and both national and international accountability systems put pressure on teachers and schools, individually and collectively (Watson & Michael, 2016). Schools are steered from a distance by performance measurements, surveillance and monitoring (Lingard, Seller & Lewis, 2017) which puts local school actors under a constant gaze (Holloway & Brass, 2018) and an endless pressure to perform.In this paper I will examine the dynamic interactions of knowledge and power in the relationship between local school actors and the national agency for education in the context of a Swedish national school improvement programme called Co-operation for the Best School Possible (CBS). Foucault’s theories on power are utilized to understand how power relations and interactions between the national and local level in the Swedish education system can be understood in light of the global governance trends painted above. Power according to Foucault ‘is exercised rather than possessed’ (Foucault, 1995, p. 26) and it works in capillary manners. A framework including sovereign, disciplinary and pastoral power as well as the concept of governmentality will allow for a careful study of visible traces of subtle and intricate ways of steering in a complex multi-layered education system such as Sweden’s.This article analyses different forms of power visible in a state-initiated school improvement programme using a Foucauldian framework. One important contribution a critical analysis can make is to question the common sensical, but furthermore Foucault gives us words to make the exercises of power recognisable. When we can recognise and assign words to the power being exercised, we also enhance our options for participating in relations of power. Thus, the aim is to is to explore the power relations between the Swedish National Agency of Education (SNAE) and the local school actors and how power operates and is exercised in a large-scale state-initiated school improvement programme. Through documents and citations from stakeholders in one municipality, these different modes of power are exemplified and highlighted in this article. By using Foucault, the formation and mode of subjection as well as techniques used to achieve them are at the foreground of the analysis (Foucault, 1982).  Method: The materials used in this article come from a case study in a small municipality which took part in the three-year school improvement programme. The municipality was in the final stage of the CBS programme and the schools involved were compulsory schools. The empirical material includes four kinds of data: a) documents concerning the work with the CBS programme in the municipality (n = 17 documents, including situation assessments, action plans and final reports); b) meeting observations (n = 8 and a two-day closing conference); c) semi-structured interviews with headteachers (HT), local politicians (LP) and staff at the local education authorities (LEA) (n = 10); and d) national documents concerning CBS (n = 3). As regards the method of analysis, a reflexive thematic analysis will be deployed following Braun and Clarke’s conceptualisation of the methodology (Braun & Clarke, 2019, 2021). Braun and Clarke clearly state that thematic analysis has a distinct theoretical base, and the analysis takes its departure from defined themes rather than content. I take a deductive theory-driven approach to coding with predefined themes. ‘[A] deductive approach is useful for honing in on a particular aspect of the data or a specific finding that could be best illuminated or understood in the context of a pre-existing theory or frame’ (Kiger & Varpio, 2020, p. 3). The material has initially been scanned to try to understand how the local actors perceive the relationship with the SNAE within CBS. The theoretical model based on Foucault was used to focus the analysis on how power is exercised within that relationship and in this context. In that way the analysis process resembles what Jackson and Mazzei (2023) describe as ‘thinking with theory’. The findings will be presented as (‘creative and interpretive stories about the data’ Braun & Clarke, 2019, p. 596, emphasis in original). Hence, there is no claim of investigating intentions or cognitions of the participants, but the analysis approach will enable me to focus on the entangled exercises of power within the relationship between the local and national level in the CBS-context.Expected Outcomes: In the initial analysis of the material four overarching themes have been identified: The Power of the Spectacle, the Fear of the Inspection, The Almighty Systematic Quality Assurance work, and Governing through Self-evaluation. Being chosen to participate in CBS is being part of a spectacle. The basis for the selection of schools to participate in CBS is negative. It is based on the Inspectorate’s reports and school results, which are all public documents. Thus, at the start of CBS, the municipal actors have recently been put through the disciplinary and normalising gaze of the Inspectorate. The threat of the Inspectorate is something that can be seen throughout both the interviews and the observations. Phrases like, ‘if the Inspectorate comes’ or ‘We’ll be ready when they come’, denote a certain fear of the Inspectorate. A lot of time and effort is placed on systematic quality assurance (SQA) work in CBS. It is something that permeates the doings and the everyday lives of the school actors. The SQA work has elements of both the synopticon and the panopticon as the forms used and the standards and norms to aspire for are set by external actors. Throughout the CBS programme there are reports to fill in that should be sent to the SNAE. The reports that the local school actors must fill in all revolve around the issue of self-evaluation. The preliminary analysis thus points to that that all power modes are visible in the case example, but foremost the softer modes of governing aimed at self-regulation are most palpable. By using an analytical language based on Foucault the exercise of power is made recognisable. When we can recognise and assign words to the power being exercised, we also enhance our options for participation in relations of power.
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TY  - CONF
T1  - Science Teachers’ Teaching Habits in the Enactment of Reform
A1  - Lundqvist, Eva
A1  - Lidar, Malena
A1  - Jim, Ryder
A1  - Östman, Leif
PY  - 2016
LA  - eng
AB  - The middle years of compulsory school in Sweden has recently experienced major changes. Reforms to theassessment system in Swedish schools were implemented in 2012, a reform that required that pupils received grades for the first time at Y6 (age 12-13). Also, national tests were introduced in Biology, Physics and Chemistry. The national tests, marked locally using a marking scheme, are intended to support teachers in the assessment of students’ knowledge and to be supportive of consistent grading between schools. Teachers teaching the Science subjects in Y6 are thus faced with a situation of increased centralized control.The overarching aim in this study is to investigate whether, and if so in what way, the introduction of an increased centralized control in the form of grades and national testing influences the teachers’ local teaching and assessment practices in Science education.Many parts of the world have over time had more of standardized testing than Sweden has. For example countries within Great Britain have performed tests at least at three key stages within the educational system from 1991, although this has changed in recent years as a consequence of devolution and debates about the pros and cons of such testing (Collins, Reiss & Stobart, 2010). Sweden has historically used this kind of assessment in a restricted way.The assumption that standardized tests affect teachers’ instruction and student learning is both confirmed and rejected (Cimbricz 2002, Andersen 2011) in international research. A common reaction to state standards and tests is that the content of teaching is adapted to what is tested (Au 2009). Additionally, Au writes that norms are created from high-stake testing reflecting what teaching that is considered to be “good” or “bad”. Standardized tests thus provide a discursive control that defines the acceptable ways of acting as teachers and also creates norms about what counts as valid content and valid methods in teaching. The theoretical approach in this paper is underpinned by Dewey’s pragmatist notion of habits (Dewey 1922/1983). The concept of habits is used to describe how teachers, with their different background and experiences, work with the enacting of reforms in their everyday teaching practice. The notion of habits focuses on understanding how teachers’ actions can appear to be both immutable and revisable and how the context of reform also can contribute to development. A teacher is acting as an individual in selecting what is central within the practice, but the teacher is also at the same time a part of a community, acting in relation to collective habits within this community. Consequently, individuals develop personal habits of acting/teaching on the basis of being educated in, being in and working in contextual situations created by earlier generations of teachers and disciplinary traditions. Habits are thus acquired, but alterable depending on the circumstances. The concept is used to describe individuals’ predispositions for response to situations and problems that arise within a specific context (Nelsen 2015). In the context of reform, different teachers will have different predispositions to respond and with the notion of habits is a resource to capture the process and the tensions that may emerge.In this study we ask the question: In what ways are teachers’ teaching and assessment habits challenged by the reforms?Methodology, Methods, Research Instruments or Sources UsedIn order to investigate how teachers’ teaching and assessment habits were challenged by reforms, individual interviews were conducted with 15 science teachers. Data collection was made three consecutive years in connection to the conduction of the national tests, since changes in well-established practices will not happen instantly. The sampling of teachers was made to ensure a broad variation in teaching experience, educational background and school settings. All teachers teach Y6, whereof 6 are educated as intermediate school teachers, and 9 are secondary teachers. To be able to investigate and clarify if the teachers change their approach to teaching and assessment as reaction to the reforms, three rounds of interviews were made. The interview questions in the first round covered what the teachers considered to be characteristic in science teaching, what they select as teaching content and ways of assessing, in addition to their thoughts on the reforms. The second interview focused on the questions in the national test concerning the content and the assessment of students’ answers when marking the tests. This interview also included follow-up questions concerning changes in teaching and grading because of the tests. In the third interview we asked questions to clarify and deepen if, and if so, how the teachers had changed their teaching and assessment practice since the reform was introduced. Two of the authors conducted all the interviews. The interviews lasted between 35-60 minutes. The teachers received the questions in advance so that they could prepare for the interviews. All the interviews were recorded and transcribed verbatim by a professional transcriber. The analyzing process started out with reading thoroughly all of the interviews from the first interview round. In this first reading, we had a broad focus on what affordances and challenges in connection to their habits of teaching teachers recognize in enacting the reforms. From this reading we came up with three different approaches in dealing with the complexity of the reform, they were used when analyzing the remaining interviews. The approaches are representing three different ways that show how habits are a part of practice when dealing with the reforms. Conclusions, Expected Outcomes or FindingsWe find different approaches to the reforms. The teachers are in different ways struggling to balance local teaching autonomy with external assessment-driven reform. The results show that teachers’ habits relate to the reforms in three different ways. Five of the teachers express that their habits of teaching are in line with the reforms, which means they do not need to change their teaching and assessment practice to any or to any great extent. The reforms even strengthen their habits. Eight of the teachers need to stretch their habits because of these reforms. This means for example that questions in the national tests work as a tool for finding new ways of asking questions and perform laboratory exercises. For two of the teachers, their habits are not in line with the reforms. The most striking part is the approach to assess the students. These teachers feel that they need to assess the students more frequently and to document the students work to have as a basis for assessment. These ways of working collide with the teachers’ views on how they want to teach to make science education interesting, fun and meaningful. When following these teachers during three rounds of interviews, we find that it seems likely that this new regime involves making changes in some way for all teachers. All teachers among the interviewees are experienced teachers. Considering this, it is striking that almost all the teachers, independent of teaching habits, accept the reforms as a positive element in their professional work, even though they have objections, for example causing stress for both teachers and students. That teachers have different approaches to teaching and assessment is a vital aspect in the implementation of reforms. The knowledge about teaching habits is there for important for policy makers to consider. ReferencesAnderson, K. J. B. (2011). Science Education and Test-Based Accountability: Reviewing Their Relationship and Exploring Implications for Future Policy. Science Education 96:104-129. Au, W (2009). Unequal by design. High-Stakes Testing and the Standardization of Inequality. New York and London: Routledge. Cimbricz, S. (2002). State-Mandated Testing and Teachers’ Beliefs and Practice. Education Policy Analysis Archives, 10, 2. Retrieved from http://epaa.asu.edu/ojs/article/view/281 Collins, Sue, Reiss, Michael & Stobart, Gordon (2010). What happens when high-stake testing stops? Teachers’ perceptions of the impact of compulsory national testing in science of 11-year-olds in England and its abolition in Wales. Assessment in Education: Principles, Policy & Practice. Vol. 17, No. 3, 273-286. Dewey, J. (1922/1983). Human Nature and Conduct. Jo Ann Boydston (ed.), John Dewey: The Middle Works, Volume 14. Carbondale:  Southern Illinois University Press. Nelsen, P. J. (2015). Intelligent Dispositions: Dewey, Habits and Inquiry in Teacher Education. Journal of Teacher Education, Vol. 66(1), 86-97.
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T1  - Challenging the familiar: using artistic methods in teaching
T2  - NERA 2024
A1  - Marklund, Frida
PY  - 2024
SP  - 446
EP  - 446
LA  - eng
AB  - Research topic/aim: Based on the concept of defamiliarization, this paper examines how artistic methods can be used in teaching to explore and challenge different topics and working practices in educational contexts. This is especially relevant in relation to the complexand changing world that schools need to equip students to face. The paper aims to answer the following questions: In what way can defamiliarization be understood as a pedagogical method? And how can defamiliarization be used as a critical perspective in education?The paper is mainly based on an article about using artistic methods in compulsory school as a way to problematize an anthropocentric perspective (Marklund, 2022), with examples from visual arts in a lower secondary school in Sweden. The paper also includes an example of using art assignments in higher education to explore conceptual themes in visual arts, as well as unconventional methods for teaching.Theoretical framework: The term defamiliarization derives from Russian formalism and describes when the artistic form, the embodiment or shape of something, is used to make us stop and be surprised, breaking our routines and habitual ways of seeing (Sklovskij, 1971). Here the concept is utilized to test its bearing on concrete situations when using artistic methods in teaching.Methodological design: The data consists of observation notes, interviews and students' pictures from an art assignment in lower secondary school on the theme of human rights. The assignment concerned aspects of social sustainability with an aim to foster democratic values and ran over an entire semester. The pictures were exhibited in a library at the end of the semester.Expected conclusions/findings: As a pedagogical method, defamiliarization can be used as an artistic device in production or when experiencing art. Artistic methods can also defamiliarize the forms of teaching in school. The degree of defamiliarization in students’ pictures vary, and using artistic methods does not necessarily mean that the theme or topic of the assignment becomes defamiliarized. In order to use defamiliarization as a critical perspective in education, students need support and guidance in order to ensure a problematization of the subject content. However, students experience defamiliarization in a different way than the teacher.The result show that a strong formalized and goal-oriented school discourse can hamper defamiliarization, thus changingenvironment or simply providing a different work method can offer a possible change of perspective.Relevance to Nordic educational research: The result is interesting in relation to several educational contexts, since it highlights the challenges of working in a goal oriented school, while encouraging students to dare to go beyond the expected and think outside the box. 
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T1  - Writing in the content areas – A Scandinavian perspective combining macro, meso, and micro levels.
T2  - Recherches en écriture: regards pluriels E-bok:
A1  - Norberg Brorsson, Birgitta
A1  - Dysthe, Olga
A1  - Hertzberg, Frøydis
A1  - Krogh, Ellen
PY  - 2015
LA  - eng
PB  - Lorraine, France
AB  - Writing is one of the key competences defined by a number of international bodies as being crucial for students’ learning and work life qualification. The three Scandinavian countries share a common goal of providing equal education for all and have a history of prioritizing extended essay writing as an assessment format in many subjects. The purpose of this article is to investigate writing in the content areas in Scandinavia by focusing on the connection between macro-level decisions and what actually happens in schools and classrooms. We first look at recent curriculum plans in the three countries and show how they have chosen different ways of encouraging or mandating writing in the disciplines. Three case studies, each based on research projects, exemplify what goes on at the meso/micro level: professionalization of science teachers in using writing in Sweden; student perspectives on the challenges and learning potential in mandated written research projects in Danish secondary and upper secondary schools; and teacher-initiated collaboration across content areas in Norway in order to develop better writing practices. We find that although the Scandinavian tradition of extended writing provides favorable conditions for writing in the content areas, there are problems which must be overcome before a successful integration can be expected. One such hindrance is the association of key competences with basic, instrumental skills, while another is the fact that the idea of writing in the content areas has been introduced top-down. Our conclusion is that a combination of macro-, meso-, and micro-level initiatives (top-down and bottom-up) is needed. 
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T1  - The plan for Systematic Quality Work at preschools trough the lens of School improvement.
T2  - ICSEI 2017 in Ottawa, Canada. Collaborative Partnerships for System-Wide Educational Improvement
A1  - Styf, Maria
PY  - 2017
LA  - eng
AB  - Abstract ICSE 2017 The plan for Systematic Quality Work at preschools trough the lens of School improvement.  PurposeThis study focus on elucidating and understanding what improvement is in focus and why, in the head of preschools plan for systematic quality work.Theoretical frameworkThe preschool in Sweden is since 2010 a part of the education system with goals to reach. In the revised curriculum (2011) for the preschool in Sweden, new goals have been formulated, a new section on evaluation and development are described, and responsibilities for the head of the preschool are formulated. The head of the preschool has a responsibility to systematically and continuously plan, follow up, evaluate and develop education (2010: 800) at the school level.The focus, in preschool research, is often on quality assurance and quality measurement and also if quality is subjective or objective (Sheridan, 2009). Very seldom the focus is in the burgeoning field of school improvement. Therefore, it is of interest to study the preschool and their systematic quality work in the light of school improvement. From research we know that improvement requires a committed leader (Harris, 2002; Harris & Muijs, 2005) and we know that leadership is a key to improvement. The leader must clearly point out the directions and lead the instructional work for improvement (Leithwood & Day, 2007).  Therefor it is of interest to study the head of preschools plan for there systematical quality work. School improvement in this study is defined as a systematic, sustained and supported effort with the purpose to improve the learning and other internal conditions of the school, with the ultimate aim of accomplishing educational goals more effectively (Björkman, 2008; Harris, 2000; Stoll, 1999).MethodsThe methodology to analyze the material is a qualitative content analysis (Graneheim & Lundman, 2004). The collected data consists of written papers, a plan for systematical quality work, of the head of the preschools. The material will be interpreted within a framework of research in the area of school improvement and in contrast to the concept of quality in preschool activity.Results and conclusionsThere are some preliminary tendencies, but it is still research in progress. I hope to give a more complete picture in the paper at the conference.Educational importance of this studyThis paper could contribute to valuable knowledge in the field of Preschool improvement. Research in the area of systematic quality work, leadership, management within
the preschool are limited (Lager, 2015) and research with preschool quality improvement in focus in the burgeoning field of school improvement are partial.  Connection to the conference themeThe connection in this paper is to the conference theme of System and School Improvement.  References Björkman, C. (2008). Internal capacities for school improvement: Principals’ views in Swedish secondary schools (Doctoral dissertation). Umeå Universitet, Umeå. Graneheim, U.H., & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(issue), 105–112. Harris, A. (2000). What works in school improvement? Lessons from the field and future directions. Educational Research, 41(1), pp.1-11. Harris, A. (red.) (2002). Effective leadership for school improvement. London: RoutledgeFalmer. Harris, A. & Muijs, D. (2005). Improving schools through teacher leadership. Maidenhead: Open University Press. Lager, K. (2015). I spänningsfältet mellan kontroll och utveckling: en policystudie av systematiskt kvalitetsarbete i kommunen, förskolan och fritidshemmet. Diss.Göteborgs universitet, 2015.Leithwood, K., & Day, C. (2007). Starting with what we know. In C. Day & K. Leithwood (Eds.). Successful Principal Leadership in Times of Change. An internatio- nal Perspective (pp. 1-15). Dordrecht: Springer.SFS 2010:800. Skollag. Stockholm: Utbildningsdepartementet
 Stoll, L. (1999). Developing schools capacity for lasting improvement. Improving Schools, 2(3), 32– 39. 
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T1  - The Embodied Social Studies Classroom
A1  - Sund, Louise
A1  - Quennerstedt, Mikael
A1  - Öhman, Marie
PY  - 2016
LA  - eng
KW  - sports science
AB  - In recent years scholars interested in teaching and learning in social studies in schools have showed how learning in social studies classrooms can be understood through instruction, dialogue, cognition, reflection, concepts, thinking, writing, reading and awareness (cf. Bickmore & Parker, 2014; Brooks, 2011; Hess; 2002; Journell, Walker Beeson & Ayers, 2015; King, 2009; Nokes, 2014; Savenije, van Boxtel & Grever, 2014). Despite these important contributions, learning risks being limited to explorations of cognitive, verbal and/or written aspects of the educational situation. Learning is, however, very much also embodied, including the embodied interactions with the environment (cf. Shilling, 2000, Zembylas 2007), and research also reveals that secondary social studies is facing a crisis since a majority of students still are made to memorize and reproduce socioscientific knowledge instead of being prepared to use knowledge meaningfully and participating in public discussions (Sandahl 2015; Ljunggren et al. 2015; King 2009). Social studies have accordingly, as many other school subjects, often been handled as dis-embodied (Almqvist & Quennerstedt, 2015; Evans, Davies & Rich 2009), and this gives us a quite limited view of the learning going on in classrooms. The consequences of this gap in research as well as practice are that we miss out on important aspects of what Armour et al. (2015) argues to be “the dazzling complexity of the learning process” (p. 11).In this presentation we aim to ‘transgress’ the separation of mind and body and explore embodied aspects of learning in the social studies classroom. With a point of departure in John Dewey’s transactional view of learning and Sharon Todd’s discussion on the liminality of pedagogical relationships, the ambition with the papers is not to explore ‘The Learning’ going on, or what every student learn in the explored situations. Instead, we argue that students always enter pedagogical encounters as some-body, and that it correspondingly is fruitful to explore students’ embodied engagements as an important but often overlooked aspect of the social studies classroom. The risk that remains is otherwise that social studies is treated as dis-embodied and that we as a consequence do not fully understand or embrace the potential of social studies.Hence, the purpose of the study is to explore embodied engagements in a social sciences classroom. The focus in the study is on expected and potential pedagogical encounters and how students’ actions obtain a certain function in the classroom. As a conclusion we will discuss the results of our analysis in terms of the liminality of pedagogical encounters in classroom practice.Our intent in this study is not to resolve tensions produced by theontological divide between representational and non-representational approachesor the epistemological separation of mind and body. Instead, by turning topragmatism and Dewey’s transactional perspective, we intend to approach socialstudies as embodied rather than dis-embodied. MethodBy focusing on embodiment in a transactional perspective the attention is turned from bodies as a pre-determined metaphysical entity separated from the mind to what bodies do and become in and through transactions with the environment (Biesta & Tedder 2006; Garrison 2015). Taking a transactional approach, the study puts into focus the ‘lived’, embodied engagements with others (teachers, student peers) and the environment (classroom practice, classroom materiality) they engage in. The analysis is conducted in three steps; (i) distinguishing pedagogical encounters, (ii) identifying embodied engagements, and (iii) categorising embodied engagements by the function of actions-in-context. In this study we focus on situations where the body is foregrounded and the action is connected to subject matter. Accordingly, we are interested in both the pedagogical relation between teacher and students and the didactic relation between subject matter, instructional activities and teachers and students involved. This is described by Hudson (2015) as the didactic triadic that recognises the complex set of relations between teacher, student and content (Cf. Klette 2007). The study has no generalizing ambition since the data comes from a small sample, however, we hope that the insights that can be drawn from this case can be helpful in re-understanding social studies as embodied rather than dis-embodied. The empirical material consists of video recorded lessons from two different subject areas (Criminology and Sociology) in an upper secondary school in Sweden. The content of the lessons is small group activities, whole class lectures and student presentations. The class consisted of 31 students in their final year of the Business Management and Economics Programme. In exploring embodied engagements in a social sciences classroom several challenges arise. As Estola and Elbaz-Luwisch (2003) state “attention to the body is a challenge to both the researchers and the methods used” (p. 715). These challenges can be summarised as the difficulty in exploring the dazzling complexity of any educational situation involving verbal and non-verbal actions and communication, teachers and students, teaching aids, the materiality of the classroom as well as the context as a whole (Cf. Quennerstedt, Öhman & Öhman 2011). In order to handle this complexity the question that guided us in our analysis of our video recorded data was how aspects of embodied engagements manifest themselves in the social studies classroom. As a conclusion we will also discuss the results of our analysis in terms of the liminality of pedagogical encounters in classroom practice.Expected OutcomesIn the analysis we have identified three embodied engagements in the social studies classroom: (i) disengaged encounters, (ii) screened encounters, (iii) collective inquiry. These embodied engagements describe functions that different actions-in-context have in transaction in the classroom. Each category describes different functional roles that teachers, students, classroom settings, tasks, etc. have in embodied engagements and the direction this takes in the pedagogical encounter. The categories are not mutually exclusive, but instead intertwined with each other in real situations.Disengaged encounters is about how students are made disengaged in transaction with others and the environment in terms of teacher led lessons, peer presentations or disengaging tasks.Screened encounters refer to embodied engagements being both focused towards screens (computers, smart-boards etc) and screened off in terms of how student interaction occurs.Collective inquiry is events when students actively (as some-body) engage in a collective, communicative process guided by conditions of uncertainty and change.These results will be clarified and discussed further in terms of the liminality of embodied engagements in classroom practice with reference to Todd (2014). Todd uses the metaphor of liminality, or the threshold, as a way of discussing that pedagogical relationships in education are “played out materially, between bodies in the present, unpredictably against a future that is always unknown” (p. 243) thus these pedagogical encounters have the potential to be transformative. The paper aims to contribute to earlier research on embodied aspects of learning in Sweden and Europe and to extend the methodological approaches currently in use within the field of subject didactics.ReferencesAlmqvist, J. & Quennerstedt, M. (2015). Is there (any)body in science education? Interchange. A Quarterly review of Education, 46(4), pp 439-453.Armour, K. Quennerstedt, M. Chambers, F & Makopoulou, K. (2015). What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework. Sport, Education and Society, DOI:10.1080/13573322.2015.1083000.Biesta, G.J.J. & Tedder, M. (2006). How is agency possible? Towards an ecological understanding of agency-as-achievement. Working paper 5, Exeter: The Learning Lives project.Estola, E. & Elbaz-Luwisch, F. (2003). Teaching bodies at work. Journal of Curriculum Stuides, 35(6), pp. 697–719.Evans, J., Davies, B. & Rich, E. (2009). The body made flesh: embodied learning and the corporeal device. British Journal of Sociology of Education, 30(4), 391-406.Garrison, Jim (2015). Dewey’s Aesthetics of Body-Mind Functioning. Aesthetics and the Embodied Mind: Beyond Art Theory and the Cartesian Mind-Body Dichotomy. Alfonsina Scarinzi (ed.), Dordrecht: Springer.Hess, D. E. (2002). Discussing Controversial Public Issues in Secondary Social Studies Classrooms: Learning from Skilled Teachers. Theory & Research in Social Education, 30(1), 10-41.Hudson, B. (2015). The epistemology and methodology of curriculum: didactics. In The SAGE handbook of curriculum, pedagogy and assessment, edited by Wyse, Dominic, Hayward, Louise and Pandya, Jessica (eds.) Sage. Journell, W, Walker Beeson, M. & Ayers, C. A. (2015). Learning to Think Politically: Toward More Complete Disciplinary Knowledge in Civics and Government Courses. Theory & Research in Social Education, 43(1), pp. 28-67.King, J. T. (2009). Teaching and Learning about Controversial Issues: Lessons from Northern Ireland, Theory & Research in Social Education, 37(2), pp. 215-246.Klette, K. (2007). Trends in Research on Teaching and Learning in Schools: didactics meets classroom studies. European Educational Research Journal (online), 6(2), pp. 147-161.Quennerstedt, M., Öhman, J. & Öhman, M. (2011) Investigating learning in physical education – a transactional approach. Sport, Education and Society, 16:2, 159-177.Savenije, G. M., van Boxtel C. & Grever, M. (2014). Learning about Sensitive History: “Heritage” of Slavery as a Resource. Theory & Research in Social Education, 42(4), pp. 516-547.Schilling, C. (2000). The Body. In G. Browning, A. Halcli, & F. Webster (Eds.), Un
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T1  - Crafting Revisited: an interdiciplinary exploration of knowledge at the intersection of analog and digital work in Crafts.
T2  - Education and involvement in precarious times
A1  - Westerlund, Stina
A1  - Jeansson, Åsa
PY  - 2022
SP  - 27
EP  - 28
LA  - eng
PB  - Reykjavik : University of Iceland
KW  - digitalization
KW  - educational craft
KW  - artistic research
KW  - digital embroidery
AB  - Teaching in Crafts (sw. Slöjd) in compulsory school and at the teacher education should, in form and content, be based on scientific foundation. In Sweden and some other Nordic countries, the Crafts field lack a postgraduate subject with the consequence that research almost is conducted in ‘other’ scientific disciplines. Existing research on Crafts in Educational science mostly, and quite reasonably, consist of studies with a strong pedagogical focus, but consequently studies in Crafts that take advantage of technological aspects or examine craft processes and craft artefacts as a means of artistic expression and as a way to examine research problems are sparser. Therefore, established methodological approaches is missing and artistic as well as technological aspects in the field stay underexplored. Crafting Revisited is an ongoing project financed by UmArts, an interdisciplinary arts centre at Umeå University. The projects' purpose is to find connections and exchanges between scientific and artistic research and between traditional craft and modern technology. More precise the intention is to create and try a critical framework for interdisciplinarity, and so framed we two researchers intend to “revisit” our own textile craftmanship with digital embroidery technology and software, to examine knowledge required to create mediations and to develop material expressions. Against the backdrop of a polarization in Crafts between the work of the hand and digital technology, while at the same time being strongly interconnected, the research questions address how our previously consolidated craftmanship and newly acquired knowledge in digital embroidery merge, and how this is documented in and communicated by the textile materials and artefacts resulting from our joint craft work. The projects theoretical framework is to be and are part of the studies result. Theoretical starting points are hermeneutics, considering the importance of the researchers’ pre-understandings, and Borgdorffs (2012) “act of relating” to deal with cross-border and the multidimensional character of Crafts in educational contexts. Influences from the field of material culture and systematic ways of asking questions to created craft artefacts will support reflections from process that otherwise could remain invisible. Crafts is a school subject with a common history in the Nordic countries, even though the subject has developed differently. Crafts is also with different emphasis included in the Nordic countries' teacher educations and research traditions also differ. Crafting revisited exemplifies a development that is taking place in Sweden were scientific and artistic research intersect. The project will contribute to the discussion on how own craft work can form the basis for research, not only about Crafts but also in the Crafts.   Borgdorff, Henk. (2012). The conflict of the faculties: perspectives on artistic research and academia. (diss). Leiden: Leiden University Press.
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T1  - Student Teachers’ Trajectories Of Learning Through Educational Discourse Spaces
T2  - EARLI, Belgrade  30 August – 1 September 2012
A1  - Wittek, Anne Line
A1  - Gjems, Liv
A1  - Sheridan, Sonja
PY  - 2012
LA  - eng
AB  - Aim and focus The aim of this paper is to explore the concept of trajectories of learning as an analytical lens for research in teacher education. Preliminary results from a Norwegian/Swedish study examining how trainee teachers build their competence and knowledge about early literacy, will be used for the purpose of illustration, but it is primarily a theoretical contribution.  Theoretical framework Student’s trajectories of learning refers to processes of exploring different experiences in relation to one another and make sense of them (Wittek 2011). The practices that students engage in will be conceptualized as discourse spaces (Gee 2000); social systems “operative for interpretation at a given time and place ” (p. 110). This spaces are social and historical, but the person`s trajectory of learning is individual and closely connected to her professional identity development. However, students cannot make sense of anything without a language or other sort of representational system within which to do so. The student must negotiate her own professional identity through dialogue, partly overt, partly internal, with others. Professional identity crucially depend on other people, relying on how other people in related contexts recognise the acting, thinking and valuing that is performed by the student.   Student learning will be conceptualized as re-conceptualizations of different types of learning resources (Vygotsky 1978, Säljö 1999); actions of bringing together different signs, symbols and words into new senses of “meaning”, a process that is dialogic in its nature (Wells 1999).  Agency and consciousness are related in student’s trajectories of learning (Linell 2009). Agency involves the individual will to intervene in the world. Action is, almost by definition, intentional and conscious. At the same time, one’s own consciousness invokes the voices of others. Student teachers will, over time, be acquainted with many (partially overlapping) discourse spaces, and the perspectives belonging to them certain combinations of identity of a student. To elaborate on the personal aspects of learning trajectories, we will apply a categorisation identifying four different strands of identity (Gee 2000): The first strand holds identity as a state developed from forces in nature. The second is institution identity; a position authorized by institutions. The third is discourse-identity; a matter of one`s individuality that some institution creates and hold up. The fourth perspective sees identity as experiences shared in the practice of “affinity groups” (p. 100).  All these strands of identity are intertwined in educational contexts, and we take a particular interest in how professional identity formation folds out through participation in different discourse spaces (related to early literacy) as they appear in lectures, syllabus, seminars and internship.  Conclusions and applications Trajectories of learning through discourse spaces can form an interesting analytical lens for the purpose of investigating processes of learning. In this paper we will show in detail how this lens can be applied analytically to investigate the relationship between student’s professional identity formation and the different discourse spaces they participate in during their education. One cannot have any identity of any sort without some interpretive system underwriting the recognition of that identity. Studies investigating the ways which education institutions construct and sustain given discourses, and in what ways these discourses recognise teacher student’s actions and values, is of great importance, as they are crucial forces in students trajectories of learning.
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T1  - Reclaiming Julevsamegiella Lule Sámi language and culture: Roundtable at NAISA Båddådjo June 6-8, 2024
T2  - NAISA 2024 Båddådjo
A1  - Öhman, May-Britt
A1  - Stålka, Juhán Niila
A1  - Kuoljok, Kerstin
A1  - Pittja Granlund, Anna
A1  - Eriksson, Marita
PY  - 2024
LA  - eng
KW  - lule sámi language
KW  - forest sámi
KW  - indigenous
KW  - language revitalization
AB  - Roundtable - Reclaiming Julevsamegiella Lule Sámi language and cultureAbstract: NAISA has finally come to Sábme, and Lule Sámi territories!  Buorisboahtem! Welcome! Lule Sámi territory encompasses the Lule River Valley and beyond– from the Gulf of Bothnia coast, on Swedish side, to the Norwegian sea coast, on the Norwegian side of Sábme. In our roundtable we are Lule Sámi, Forest and Mountain, and the presenters are all adult learners of Julevsámegiella, one of ten Sámi languages, at the Sámi Education Center, Jåhkkåmåkke, since 2022. We challenge ourselves to speak Lule Sámi to present methods for learning, and to talk about issues of importance to us; one presentation is on how to learn the language through everyday Sámi cultural practices – baking the Sámi bread – gahkko; two talks are about two different specific Forest Sámi places and cultures, the fourth delves into Lule Sámi yoik. English slides will be used. We invite all interested to share experiences and inspirations of and how to reclaim Lule Sámi, and other Indigenous languages, and thoughts on how this can be further developed.  During the 20th century, the Swedification and Norwegianization policies towards the Sámi people were harsh. Children who spoke their language in school faced punishment, and Forest Sámi were subjected to rigorous assimilation policies. As a result, many Sámi refrained from speaking (Lule) Sámi in public, and they avoided passing on the language to their own children in an attempt to shield them from difficulties. Consequently, there are very few individuals today who speak Lule Sámi. This roundtable is one of several initiatives aimed at reclaiming the language and culture. The roundtable is organized by the research project Sijddaj máhttsat – Coming home https://www.cemfor.uu.se/forskningsprojekt/sijddaj-m-httsat-betyder--kommer-hem-/, at Uppsala University, led by Dr May-Britt Öhman.- - ­­- - - - - - Marita Eriksson The Pitelf Sámi village - through historyMy name is Marita Eriksson, and I come from an area where the Forest Sámi people have lived for centuries, in the Pitelf area (Arvidsjaur parish). In my presentation, I will explain in Lule Sámi the consequences of Swedish settler colonial policies on Sámi culture and language.Due to settler colonialism, the Forest Sámi had to witness their way of life change forever. The Swedish State, with the assistance of the State Church, aimed to convert them into "good Christians." Their family names, as well as place names, were changed to Swedish.Swedish state policies had a severe impact on them. Forest Sámi people were considered less "Sámi" than their fellow Mountain Sámi. They lost rights to land, culture, and language, and we still live with the consequences to this day.The language was lost for my generation, but thanks to the fantastic opportunity for adults to study the language at Sámij åhpadusguovdásj, the Sámi Education Center in Jokkmokk, we have been given the chance to reclaim our language. With the support of our teacher and what I have learned, I will deliver my presentation in Lule Sámi, thus challenging the impacts of colonialism and sharing our story. ---Juhán Niila StålkaHarmonizing tradition - Joik and languageGrowing up in the southern region of Sweden, my early exposure to the art of joiking came from my father. Our holidays were synonymous with lengthy road trips, spanning over 12 hours, to visit my Áhkko and Áddjá—my grandparents. These trips became a canvas for my father's joiking performances, initiating the moment our journey commenced. The enduring exposure to traditional Sami singing during these extensive drives left an indelible imprint on me, shaping my connection to this art form from a very young age.In the confines of our car, my father’s joiking echoed, often centered around animals intertwined with their captivating stories, leaving an enduring impact on me that I continue to carry within. This exposure was an integral part of my formative years, embedding the spirit of joik within me.During my upcoming presentation, I aim to provide a concise yet comprehensive introduction to the art of joik, specifically delving into the distinctive elements of the Julevsame joik. Additionally, I will share insights into my personal journey of revitalizing and reclaiming old joiks, illuminating their significance. Moreover, I will explore the crucial role that joik has played in my endeavor to reclaim and revive my native language, shedding light on the symbiotic relationship between joiking and language revitalization.The symbiotic relationship between joik and the reclamation of my language is an integral part of my narrative, one that I am excited to share and explore in-depth during the forthcoming presentation. I aim making the presentation in Julevsami. Kerstin Kuoljok and Anna Pittja GranlundOur Lule Sámi Language Journey - Baking GáhkkoIn the spring of 2022, we embarked on our language journey and our efforts to reclaim our family's language, Lule Sámi. At the Sámi Education Center in Jokkmokk, together with our teacher, Sara Aira Fjellström, and our fellow classmates, we have been working hard not only to learn words but also cases, verb conjugations, and more.Learning an entirely new language as adults is not easy, but Sara's teaching methods have truly facilitated our progress. During our course periods, we have had lessons from 8 AM to 3:30 PM, and it has been essential to vary the teaching approach to help us maintain concentration. As a result, many lessons have involved practical activities while speaking Lule Sámi. Sara's teaching approach emphasizes speaking Sámi throughout - talk, talk, talk.With this presentation, we aim to showcase one of our various activities, which is baking gáhkko. In addition to the language, we have also engaged in certain traditional Sámi daily chores.  May-Britt Öhman Subttsasa biehtsevuomátjistema: Stories from our little pine forest  Subttsasa biehtsevuomátjistema means “Stories from our little pine forest” in Lule Sámi. Sámi is very different from Swedish, the language I grew up with.   My maternal grandfather was probably the last in our family to understand and speak, but his knowledge of Sámi was a well-concealed secret. Only as an adult, in 2008, I learned about this secret, of being Sámi. Fall 2022, I finally took the opportunity to start learning Lule Sámi. The Sámi education center in Jåhkåmåhkke offers beginners courses, and there is the talented and inspirational teacher Sara Aira Fjellström. When I started, I was 55 years old, thinking it would be impossible– but the pedagogical methods, lots of laughter, and the support of three elder Lule Sámi women, assistant teachers, gives us opportunity to listen to the language, and to speak ourselves. Their knowledge, telling me stories about my own family, as well as their validation of the stories I bring about my family, has made the language learning into a life altering project of memory and culture. I will tell a couple of stories, in Lule Sámi, about the Sámi taxland of my Lule/ Forest Sámi family,  near Jåhkåmåhkke. Our stories are so far very rarely taught at universities and schools. We Sámi have the right to our history, but the discipline of history is often not bringing forward Sámi history. As Lule and Forest Sámi, and as a trained historian, I am doing my best to contribute to a change. 
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T1  - From a Democratic Future towards Theoretical Retrospection: Psychology in the Upper Secondary School between 1965 and 2017
T2  - ECER 2018
A1  - Blåvarg, Ebba Christina
PY  - 2018
LA  - eng
PB  - Bolzano, Italien
AB  - Psychology has been a pre-tertiary school subject in Sweden for close to two hundred years varying in content, form and the intended recipient. Since the upper secondary school reform in the 1960s it is a part of the national curriculum. The purpose of this study is to highlight transformations within in the upper secondary school subject psychology in Sweden in the years of 1965 to 2017 by examining different discourses as provided by syllabi, curricula and other policy documents. In particular, expressions concerning how the subject psychology aim to educate the student into being a mindful democratic citizen, to develop skills that will guide the student in a world described as being in rapid change and with an overflow of information, as well as to develop an awareness and tolerance for themselves, other people and nationalities, all highly relevant issues in today’s society.In the more than one hundred years coming up to the Swedish national upper secondary school reform in 1960s, the subject psychology had been present in various curricula in different contexts. Possibly most common as a part of the philosophy course together with logic (e.g., Snellman, 1837; Sundén & Sjöstedt, 1952; Kungliga Skolöverstyrelsen, 1960), but also as one half of the anthropology course (e.g., Lindhult, 1843), as a part of the Christianity course (Anna Detthowska skolan, 1934) and, as a subject of its own (e.g., Enberg, 1831; Larsson, 1898; Ahlberg, 1925;). In 1965, the curriculum for the modern “gymnasium”, the Swedish equivalent of upper secondary school, was announced and as a result of that psychology was made a subject of its own. (Lgy 65; Skolöverstyrelsen, 1965). The new national upper secondary school aimed to provide a general civic education of the students as well as to serve as a preparation for higher education by making the students develop elementary scientific insight (Larsson & Westberg, 2015, p.137). In this this upper secondary school of 1965, psychology was mandatory for all students and considered an important part of the curriculum, and also an important part in the preparing of the student to be the citizens of the future. Following the 1965 revision three additional major revisions has taken place, Lgy 70, Lpf 94 and Gy 2011 (Skolöverstyrelsen, 1970; Skolverket 1994; 2011). Although not mandatory on all university preparatory or vocational programs in Sweden today, psychology still is an upper secondary school subject.The purpose of this study to illuminate portrayed meanings in the school subject psychology in the time period of 1965 – 2017, and to highlight the following:- communicated meaning concerning fostering the future citizens, and related shifts and transformations within the school subject psychology Methods The overall focus in this study of the upper secondary school subject psychology in Sweden is the meaning that is mediated in curricula and other policy documents accompanying the subject. To study what is present, what is emphasized and what is left out and not mentioned in the texts. The methodical aim is to perform a comprehensive archaeological discourse analysis (Foucault, 1969; 1972). To capture the meaning portrayed in the documents surrounding the subject and texts explaining the concept by studying formations and conceptual patterns within the studied material and to uncloak ideas hidden within the school subject psychology and to explore concept displacements and correlations (Foucault, 1969; 1972; Rorty, 1979, 1982). The empirical source material consists of syllabi, curricula and policy documents related to the Upper Secondary School Curriculum of 1965 (Skolöverstyrelsen, 1965), the Upper Secondary School Curriculum of 1970 (Skolöverstyrelsen, 1975), The 1994 Curriculum for the Non-Compulsory School System (Skolverket, 1994) and Upper Secondary School 2011 (Skolverket 2011). These studied syllabi, curricula and policy texts differ in format, length and content. For instance, the curriculum of 1965 is very explicit regarding the content and teaching instructions and the curriculum of 2011 is more abstract and short. Nevertheless, the aim is to grasp the mediated meaning of the curricula, considering that is what school leaders, teachers, students and others come in contact with when searching for information about the subject.Expected outcome and result Expected findings are discourses concerning the motivation behind and educational ambition within the upper secondary school subject psychology. Especially regarding how the aim to educate the student in to being a mindful democratic citizen, to develop skills that will guide the student in a changing world and in a society laden with information, and the development of awareness and tolerance for themselves, other people and nationalities is expressed. For instance, how the subject has transformed from an explicitly student-centered approach emphasizing also student and teacher autonomy towards a more theoretical and factoriented focus and a set course content. Another discourse concerns how the society consistently through the curricula is expressed as rapidly changing with a large flow of information and that the subject psychology is to assist the student to develop an ability to master this, perhaps especially when it comes to dealing with false or misleading information. An issue that seems to be as present and relevant today as in the past. Also, an additional discourse is in relation to the ambition to help students develop tolerance and understanding of both others and their own positions in the group, society and the world, transforms in character throughout the audits of the curricula. Overall, even though the aim of the psychology subject on upper secondary level has in some views remained the same it has also fundamentally changed in its relation to contemporary society and democracy, and the educational ambition with the subject psychology today is another from what it was when it was introduced in the curricula.ReferencesAnna Detthowska skolan (1934). Normalplan för Annaskolan - Detthowska skolan omfattande kurser och böcker. [Curriculum for the Anna school – the Detthowsk school including courses and books.] Stockholm: Bröderna Johanssons boktryckeri.Ahlberg, A. (1925). Lärobok i psykologi. [Textbook in Psychology.] Sweden: Almqvist & Wiksells Förlag.Enberg. L.M. (1831). Försök till en lärobok i psykologien af L-M- Enberg. [Attempt to Textbook in Psychology by L-M Enberg.] Stockholm. 
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T1  - What it takes to keep children in school?: A research review
T2  - Education and Transition. Contributions from Educational Research. ECER 2015, European Conference on Educational Research, Budapest, 7-11 September, 2015
A1  - Ekstrand, Britten
PY  - 2015
LA  - eng
KW  - pedagogik och utbildningsvetenskap
KW  - pedagogics and educational sciences
AB  - Unauthorized absence from school is a problem that has been increasingly noted by the National Agency for Education, county councils, communities, and media in Sweden. There are elementary school students in Sweden who have not attended school for several years (Springe 2009), the phenomenon is found all over the world. There is an increased political interest in these questions worldwide, and most politicians emphasize school and the capacity to read and write as prerequisites for democracy (Reid 2012a). At the same time, schooling is questioned. Research has shown that school and development do not necessarily go hand in hand and that schooling increases segregation, inequalities, class differences, and gender structure. It is beyond the scope of this article to problematize schooling in this regard, but these school-related problems are entangled in several ways, and this question is returned to in the conclusion.The point of departure in this research review must be that elementary education is a prerequisite for democracy and that ensuring future generations’ ability to read and write is to a large extent a task for schools. It is well documented that failure in school and early dropout can have negative effects (cf. Bradshaw, O’Brennan, and McNeely 2008). Research indicates that the road to criminality, drug abuse, and social exclusion is open (Nelson and Baldwin 2004; Henry, Thornberry, and Huizinga 2009) and that there is a straight line from truancy to dropout, youth crime, gang membership, teenage pregnancy, poor health, and reliance on social service (Kronholz 2011). Truancy is a more pre-eminent risk predictor even compared to average grades, according to Hallfors et al. (2002). This dark picture could be countered by Hill and Jepsen (2007, 600), who have demonstrated that many teen mothers and high school dropouts “experience success in the labour market, with earnings well above the poverty line and full-time jobs.” These successful individuals turn back to post-secondary schooling when they are in their mid-twenties. The authors have recommended policies that assist young people who have taken missteps. Truancy can also be linked to high potential academically; students that are under-challenged at school (Sälzer et al. 2012). There are many dimensions and perspectives in this study; the individual, institutional, organizational, societal. In a research review like this one, however, the illumination of the relation between research and development is a strong incentive and an object of the study.In spring 2012 a community in Sweden sought out a researcher who could get to the root causes of the perceived local problem of unauthorized absence from schools. The questions raised in this community were how school absence could be prevented and attendance be stimulated through interventions in the school as well as in the local community. One part of this project was a review of research results focusing on prevention and attendance; this article presents the result of this research review. What does research globally demonstrate about what schools and communities can do to stimulate attendance and to prevent unauthorized absence?MethodThe collection of research builds on searches in the Swedish database Libris, for research catalogued in Sweden, and in the databases Academic Search Elite, ERIC, DOAJ, Ingenta Connect, and to some extent Google Scholar for international research. In Sweden, research in this field usually is catalogued under the keyword truancy, although different words are used in relation to the character of the absence. For example, in Sweden some students are called hallway ramblers: they go to school but do not assimilate the education because they do not attend lessons. Others, called home sitters, choose the Internet at home playing, reading and learning whatever they want instead of a lesson at school (Strandell 2009). In databases covering international research, the keywords mirror gradations from late arrival and scattered absenteeism to persistent truancy and dropouts. This project builds on material catalogued under the keywords that proved to be most frequent: truancy, absenteeism, and dropout, combined with prevention and attendance. Generally, the phenomenon labelled unauthorized absence from compulsory school is an intentional and active decision to skip a lesson, a school day, or a period. A huge amount of research focusing on truancy builds on the view that the problem either originates with individual mentally, psychologically, or socially deficiency, or stems from individual factors, such as milieu, parents or guardians, and peers. Research focusing on individuals, their deviations, and their risks has been excluded from this study (studies searching for correlations between truancy and drugs, truancy and sexuality, truancy and early pregnancies, truancy and criminality, etc.). The ambition in this study has been to examine research that focuses on prevention and attendance. This research field has apparently been given much less priority. The sample, greatly narrowed down for inspection, contains 155 peer-reviewed research articles collected from around the globe, represents geographical, cultural, social, and demographic differences, but the similarities outweigh these differences.The research examined has been published in the 21st century. It contains a large number of meta-analyses and some meta-meta-analyses. The sample, with few exceptions, represents extended quantitative studies and evidence-based research. This means that the material covers much more research and a longer time span than expected.Expected OutcomesResearch today indicates that school must have meaning for the individual (cf. Englund 2007) and that school needs to challenge students (cf. Biesta 2005). Individuals who absent themselves experience schoolwork as meaningless, entailing no challenges, and react to it. Truancy is resistance and a demonstration against traditional school culture, class reproduction, and bad treatment. These students are questioning the legitimacy of the educational system (Zhang 2007). This review unambiguously demonstrates a need to divert attention from the characteristics of individuals and truancy to study what success in school requires, drawing out children’s strengths rather than weaknesses. First, changes on all levels are needed to update schools and develop a positive school culture: at the governmental level, at the community level, within the school organization, and among staff. Second, students need adults to bond with - adults who care for, listen to, respect, and engage both socially and educationally. Third, core competencies are a prerequisite for all learning; self-reflection, attitudes and communication skills. Self-esteem and the ability to make decisions produce a sense of one’s ability to manage schoolwork (cf. Ahlström 2010). If core competencies are encouraged, they will transform enhanced learning outcomes and reinforce schoolwork. And it is possible to learn the ability to bounce back (cf. Andrén 2012). This study does not reveal anything about schools in real life. Perhaps it is a good guess that if a study of real-life interventions in schools had been conducted, it would have resulted in a picture of counting, more regulations and disciplinary restrictions - a reality that accords with the new public-management era (cf. Ball 1995, Ball 1997) and contemporary politics in the governing-by-numbers discourse (cf. Lawn and Grek 2012). This contrasts with everything we know from decades of research and recommendations.ReferencesArchambault, Isabelle, Michel Janosz, Jean-Sébastien Fallu, and Linda S. Pagani. 2009.” Student engagement and its relationship with early high school dropout.” Journal of Adolescence no. 32:651–670. Ball, Stephen 1997. “Policy, sociology and critical social research: A personal review of recent education policy and policy research.” British Educational Research Journal no. 23:257–274.Biesta, Gert. 2005. “Against learning. Reclaiming a language for education in an age of learning.” Nordisk Pedagogik no. 25:54–66. Bradshaw, Catherine P., Lindsey M. O’Brennan, and Clea A. McNeely. 2008. “Core competencies and the prevention of school failure and early school leaving.” New Directions for Child & Adolescent Development no. 2008 (122):19–32. Claes, Ellen, Marc Hooghe, and Tim Reeskens. 2009. “Truancy as a contextual and school-related problem: a comparative multilevel analysis of country and school characteristics on civic knowledge among 14 year olds.” Educational Studies (03055698) no. 35 (2):123–142. Englund, Tomas, ed. 2007. Skillnad och konsekvens: mötet lärare-studerande och undervisning som meningserbjudande. [Difference and consequenses: the meeting between teacher and student and education as offering meaning]. Lund: Studentlitteratur Fraser, Barry J. 1987. “Identifying the salient facets of a model of student learning: A synthesis of meta-analyses.” International journal of educational research no. 11 (2):187–212.Henry, Kimberly L., Kelly E. Knight, and Terence P. Thornberry. 2012. “School disengagement as a predictor of dropout, deliquency, and problem substance use during adolescence and early adulthood.” J Youth Adolesc no. 41 (2):156–166. Hiatt, James S. 1915. The Truant Problem and the Parental School. Bulletin, 1915, No. 29. Whole Number 656. United States Bureau of Education, Department of the Interior.Lawn, M. , and S. Grek. 2012. Europeanizing Education: governing a new policy space. Oxford: Symposium Books Ltd.Reid, Ken. 2014a. An Essential Guide to Improving Attendance in Your School: Practical Resources for All School Managers. London: Routledge.Rutter, Michael. 1987. “Psychosocial resilience and protective mechanisms.” American Journal of Orthopsychiatry no. 57 (3):316–331.Southwell, Neil. 2006. “Truants on truan
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T1  - Exploring a conceptual framework to understand how principals balance the partly contradictory tasks of evaluating and supporting newly qualified teachers
A1  - Fransson, Göran
A1  - Frelin, Anneli
A1  - Grannäs, Jan
PY  - 2017
LA  - eng
KW  - innovative learning
KW  - innovativt lärande
AB  - In many countries it is argued that the “quality of teachers” is the most important school-related factor in pupils’ learning (Hattie, 2009; 2012). Teacher quality has become a key argument for teachers’ professional development. When it comes to newly qualified teachers (NQTs), in many countries the call for “teacher quality” has either led to reforms that support NQTs or reforms requiring an evaluation of their competence. In some countries these approaches are combined, with induction systems and mentoring that support NQTs and an evaluation of their skills to ensure quality. However, some research suggests that if the same person performs both roles it is more difficult to create and maintain a relationship based on confidence, openness and mutual trust that promotes risk-free learning (Author 1, 201*, Jones 2009). In some countries or states mentors perform both these roles (cf. Yusko & Feiman Nemser, 2008), whereas in others these two roles are separated so that mentors support and principals evaluate.The latter kind of system was introduced in Sweden in 2011, with mentors supporting NQTs and principals performing the evaluation (Government Bill, 2010/11). However, previous research shows that when the Swedish principals performed the assessment they also supported the NQTs (Author 1, Author 2, Author 3, 201*) in that they partly applied an instructional leadership (cf. REF) and gave post-observation feedback. However, being both an evaluator and supervisor can be challenging. For instance, Hinchey (2010) claims that teachers only improve their practice in relatively non-threatening contexts and that the assessment may challenge this (cf. Author 1, 201*; Range, Young & Hvidstone, 2013).A review of the research literature reveals that there is an urgent need for theoretical development in order to understand how principals enact and balance their roles as evaluators of NQTs and pedagogical leaders. In responding to this call, the purpose of the paper is: (a) to elaborate and discuss a conceptual framework that captures how principals enact and balance their roles as evaluators and pedagogical leaders in the context of evaluating NQTs and (b) to exemplify how data can be related to the framework.Theoretical frameworkThe emphasis on and combination of supportive and evaluative dimensions are contained in the framework of a four-way table that includes “formal and structured evaluation” vs. “informal evaluation” and  “strong instructional leadership” vs. “weak instructional leadership”.The evaluation dimension is defined as the extent to which evaluations are scheduled, planned, directed by guiding formulae, how the different issues of the national standards are focused, time spent on the evaluation, the structure and focus of the follow-up discussions etc.   The instructional dimension is defined as how and how much guidance is given and how the NQTs professional development are facilitated. Here the focus is on guidance and feedback that contribute to developing the instructional skills or pedagogical thinking of the NQT. Positive feedback relates to the content included in the table. Positive feedback in a general sense, without connection to instruction, thinking or a situation, is not included. For instance, positive feedback heard in the corridor, such as: ‘colleagues say you perform well’, is not included in this dimension. Guidance can be absent or present, more or less extensive, or constructive and detailed.Methods/methodologyThe framework is developed by reviewing the research literature in the areas of teacher induction (cf. (Hobson, Ashby, Malderez, & Tomlinson, 2009), evaluation of NQTs (cf. Yusko & Feiman Nemser, 2008) and principals’ instructional leadership (cf. Neumerski, 2013; LaPointe Terosky, 2016). Most of the literature relating to principals’ instructional leadership focuses on teachers in general and not specifically NQTs (cf. Tuytens & Devos, 2017), but is nevertheless valuable.Drawing on and combining supportive and evaluative dimensions result in a four-way table framework with the following axes:  “formal and structured evaluation” vs. “informal evaluation” and “strong instructional leadership” vs. “weak instructional leadership”.This framework is then used in explorative analyses of data from a longitudinal research project in which five principals conducting a formal evaluation of NQTs are followed in the year of the evaluation. These five principals are regarded as cases. The NQTs being evaluated teach Years 4-6.Each principal is interviewed at least twice during the year (in total between 73-158 minutes), which forms the main data for the analysis. The interviews and analysis explore principals’ self-reported information regarding their strategies to enact and balance their role as evaluators and the support they provide. Using the software NVivo, codes are created based on content analysis (Miles, Huberman & Saldaña, 2014).Self-reported data needs to be looked at critically (Podsakoff, MacKenzie, Lee, & Podsakoff, 2003). To validate this kind of data: (i) observations and recordings of post-observation conversations (tot. 72 minutes) are performed with two of the principals (A and C) and their NQTs, (ii) joint interviews are conducted with three principals (A, C and E) and their NQTs (in total 130 minutes) and (iii) observations of three of the principals’ observations (B, C, D) are carried out. A coherent design of these validating strategies is not possible due to ethical and practical reasons. Three of the NQTs did not feel comfortable with the participation of an external researcher during the observations and/or post-observation conversations. Some of the planned observations were cancelled due to illness, the unavailability of the informant or were performed ad hoc and informally and were not observed or recorded.Expected outcomes/resultsPositioning the principals in the framework of the four-way table with the axes “formal and structured evaluation” vs. “informal evaluation” and “strong instructional leadership” vs. “weak instructional leadership” enables their actions to be positioned differently. Four out of the five teachers are positioned more towards “strong instructional leadership” and “formal and structured evaluation”, albeit with different emphases on the two dimensions. The fifth principal (E) is positioned more towards “informal evaluation” and “weak instructional leadership”. This principal describes his/her leadership as ‘leadership on the run’.The overall conclusion is that the theoretical framework enables principals to be positioned according to how their evaluative and supportive roles vary. Also, the quality of the data, for instance with regard to quantity, focus on relevant issues and different kinds of data (e.g. self-reported narratives, narratives from other actors such as NQTs, and first-hand information from the researchers’ direct observations) gives a much more informed analysis of the positioning in the framework. However, in this small-scale study, the different kinds of data do not contradict each other, but strengthen the conclusions and the positioning.Thus, the framework facilitates an understanding of how principals facilitate NQTs professional development in a context in which evaluative and supportive dimensions are applied. The framework could also be used to analyse how mentors balance the supportive and evaluative dimensions.ReferencesAuthor 1 (201*). [details removed for peer review]. Article published in international peer-reviewed journal.Author 1, Author 2 & Author 3 (201*). [details removed for peer review]. Paper presented at an International Annual Conference.Government bill 2010/11:20 Legitimation för lärare och förskollärare [Registration for Teachers and Pre-School Teachers]. The Swedish Government. Hattie, J. 2009. Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: New York: Routledge.Hattie, J. (2012). Visible learning for teachers: maximizing impact on learning. London: Routledge.Hinchey, P.H. (2010). Getting teacher assessment right: What policymakers can learn from research. Boulder, CO: National Education Policy Center.Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: what we know and what we don't. Teaching and Teacher Education, 25(1), 207-216.Jones, M. (2009). Supporting the supporters of novice teachers: An analysis of mentors’ needs from twelve European countries presented from an English perspective. Research in Comparative and International Education 4, no. 1: 4–21.LaPointe Terosky, A. (2016): Enacting instructional leadership: perspectives and actions of public K-12 principals, School Leadership & Management,Miles, M.B., Huberman, A.M. & Saldaña, J. (2014). Qualitative data analysis: a methods sourcebook. (3. ed.) Los Angeles: Sage.Neumerski, C. M. (2013). Rethinking Instructional Leadership: A Review of What Do We Know About Principal, Teacher, and Coach Instructional Leadership, and Where Should We Go from Here? Educational Administration Quarterly 49 (2): 310–347.Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88, 879–903. Range, B. G., Young, S. & Hvidston, D. (2013) Teacher perceptions about observation conferences: what do teachers think about their formative supervision in one US school district?, School Leadership & Management, 33:1, 61-77.Tuytens, M. & Devos, G. (2017) The role of feedback from the schoolleader during teacher evaluation for teacher and school improvement, Teachers and Teaching, 23:1, 6-24,Yusko, B., & Feiman Nemser. S. (2008). Embracing contraries: Combining assistance and assessment in new teacher induction. Teach
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T1  - Availability, Care and Collegiality - Teachers' Work-related Boundaries in Relation to Parents
T2  - Abstract Book
A1  - Klope, Eva
A1  - Hedlin, Maria
A1  - Bossér, Ulrika
A1  - Wernholm, Marina
PY  - 2024
SP  - 74
EP  - 74
LA  - swe
PB  - : NERA
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - This study focuses on how teachers' work-related boundaries are challenged in relation to students' parents. Historically,good relationships between teachers and parents have been regarded as a success factor for students' school results. This isalso how parents' involvement in their children's education often has been discussed in research. In recent years, however,teachers' parental contacts in Sweden have come to be discussed as problematic for teachers. The teachers' union reportsthat teachers feel that parents make unreasonable demands (Lärarförbundet 2020); e.g., attempt to control teachers byexpressing opinions on their grading, or show what is perceived as excessive solicitousness for their own child. Teachersdescribe this as a problem that has intensified over time (Hedlin & Frank, 2022). Against this background, the aim is tocontribute knowledge about teachers' work-related boundaries in relation to parents and how these are maintained andchallenged.Theoretical frameworkIn this study, boundary theory is used to identify how teachers' work-related boundaries are created and maintained(Aronsson, 2018). Boundless work can mean freedom and be experienced positively. At the same time, it can contribute tofeeling the demand of always having to be available, which might be stressful. Individuals can use strategies to safeguardtheir private life by trying to keep work and leisure separate, segmentation. A segmenting strategy can mean not answeringe-mails at home. Other strategies can be about reducing the friction between work and leisure, integration. Betweensegmentation and integration, there is a spectrum with great variation.Female teachers are more exposed to parental demands, because teachers' work is associated with norms of femininity inthe form of expectations to provide care, and prioritise the needs of others (Widding, 2013). Therefore, boundary theory iscombined with Connell's (2009) gender theory, which describes how the verbal, bodily and material aspects of socialrelations create gender patterns, a gender order. Methodological designThe presentation is based on 15 semi-structured interviews with teachers. During the interviews, participants reflected onvignettes that illustrated fictitious cases of teachers' parental contacts.Expected conclusions/findingsPreliminary results show that teachers' work-related boundaries in relation to parents are maintained and challenged byideals of good relations with homes, availability, care for the students, and collegiality.Relevance to Nordic educational researchThe Nordic countries stress the importance of parental involvement in their children’s schooling. Much research has focusedon parents’ opportunities to engage in children’s schooling, but Nordic educational research has also highlighted thatteachers’ professional responsibility can be weakened by too much parental cooperation (Dahl, 2017).Aronsson, G. (2018). Gränslöst arbete: En forskarantologi om arbetsmiljöutmaningar i ett gränslöst arbetsliv.Arbetsmiljöverket.Connell, R. (2009). Om genus. Daidalos.Dahl, K. (2017). Too much parental cooperation? Parent–teacher cooperation and how it influences professional responsibilityamong Danish schoolteachers. Power and Education, 9(3), 177-191Hedlin, M., & Frank, E. (2022). “They Want a Reply Immediately!” Teachers’ Perceptions About Contact Between Home andSchool. Journal of Teacher Education and Educators, 11(2), 271-288.Lärarförbundet (2020). Varannan lärare utsätts för orimliga föräldrakrav.Widding, G. (2013). "Det ska funka" -Om genus betydelse i relationen hem och skola. Umeå Universitet.
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T1  - Am I there yet? My journey towards a PhD using Indigenous Research Methodologies.
A1  - Lindblom, Anne
PY  - 2016
LA  - eng
KW  - indigenist research methodologies
KW  - first nations
KW  - autism
KW  - canada
AB  - The aim of this presentation is to examine and analyze how the shift from a Western research paradigm to an Indigenist worldview has influenced and changed every aspect of my personal and professional life. In my PhD research on the meaning of music for First Nations children with autism in BC, Canada, an ethnographic approach was used from the outset, using methods such as interviews, observations, filmed observations and field notes. Gradually, these methods did not suffice to capture the nature of the research topic or the researcher experience. As a Swedish, non-Indigenous researcher, my tribal connection and relationship to the Lake Babine Nation, through my step-mother and paternal sisters was fundamental in being able to do this research. Opening up to a worldview characterized by reciprocity and relationality led me on a path on my journey towards a PhD that I had not anticipated, which has caused me to wonder if I am there yet. Instead of being the expert, as a teacher working with children with autism or a researcher doing research, my position has changed to that of a novice. Just like a child in the beginning of her learning process, I too need guidance. The difference is that in traditional Western education, it is the parents and then the teachers who mentor the child. Within an Indigenous worldview, I, the novice, engage in reciprocal relationships with all in creation, including Knowledge, not only humans. Understanding the interconnectedness with body, mind and spirit opens up new interpretations and understandings of the whole research endeavor. Relationships must be in the core of the questions and are the answers to the questions. In regard to the PhD process, I am almost there, but as a learner of Indigenist Knowledge, my journey has just begun.
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T1  - Investigating tensions between the interaction order and subject teaching in screen-mediated plenary teaching
A1  - Nilsberth, Marie
PY  - 2023
LA  - eng
AB  - In classrooms of today, as teachers and students have become equipped with laptops, tabletsand phones, social interaction no longer depends on face-to-face interaction alone but hasbecome dependent upon communication mediated by screens of various sizes and shapes(Nilsberth et al., 2022). The constant connectedness and access to digital devices means thatclassrooms become hybrid spaces for social interaction where students participate incommunications on a continuum between being on- and offline. From the perspective ofinteraction order, this has been shown to increase student participation in classroominteraction and release some of the general constraints related to traditional IRE-patterns inteaching (Sahlström et al., 2019). However, there could potentially be tensions between theteacher’s talk and the students focus with regard to subject content in the connectedclassroom.This presentation departs from ethnomethodological understandings of theclassroom interaction order (Mehan, 1979), and address questions about how the conditionsfor creating shared focus towards subject content in screen-mediated plenary teaching canbe investigated and understood. It is part of the larger video-ethnographic project ConnectedClassroom Nordic (CCN), where digitalisation of education is understood from a mediaecologicperspective in terms of changed environments and infrastructures where differentmedia, analogue as well as digital, mutually relate to, remediate and affect each other (Strate,2017). The analysis draws on video-recordings with multiple cameras from a Swedish lowersecondary school, where the same class of students have been followed during three years insubjects of English, Swedish (L1), mathematics and social studies. The three camerassimultaneously followed the teachers, a focus student’s desk interactions and the focusstudents’ screens.Drawing on notions of creating shared epistemic stance in interaction, twoexamples of teaching instances, one in L1 and one in social science, were selected formultimodal interaction analysis (Goodwin, 2007). A specific focus was on how sharedepistemic stance towards subject content were managed in interactions between teacher,student and different semiotic structures in the hybrid social environment of the connectedclassroom. Preliminary findings show how teachers’ use of pre-made presentations throughfor example Powerpoints or learning platforms might constrain possibilities to bring instudents’ previous knowledge and questions in the shared classroom dialogue. On the otherhand, students’ engagement with subject content sometimes increased on an individual basisas they could search for information or try out solutions on their own laptops, in parallel tothe teacher’s talk.ReferencesGoodwin, C. (2007). Participation, Stance, and Affect in the Organization of Activities.Discourse and Society, 18, 53-73.Mehan, H. (1979). Learning lessons: Social organization in the classroom. HarvardUniversity Press.Nilsberth, M., Olin-Scheller, C. & Kristiansson, M. (2022). "Transformation and literacyengagement through digitalized teaching practices in Social studies". In: Gericke, N.,Hudson, B., Olin-Scheller, C. & Stolare, M. Researching Powerful Knowledge andEpistemic Quality across School Subjects, pp. 117-136. London: Bloomsbury.Sahlström, F., Tanner, M. & Valasmo, V. (2019). Connected youth, connected classrooms.Smartphone use and student and teacher participation during plenary teaching. Learning,culture and social interaction, 21, 311-331.Strate, L. (2017). Media ecology. An approach to understanding the human condition. PeterLang.
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T1  - Learning from the Covid-19 pandemic: What is the role of digital resources and multimodal literacy in virtual teaching?
A1  - Nordmark, Marie
PY  - 2022
LA  - eng
AB  - Learning from the Covid-19 pandemic: What is the role of digital resources and multimodal literacy in virtual teaching?Research topic/aimThe Covid-19 pandemic has entailed challenges as well as opportunities for education in Sweden. During the spring of 2020, teachers in Swedish upper secondary schools had less than a week to make the change from face-to-face to virtual teaching. In December 2020, they once again had to switch to virtual teaching. For teachers and pupils, these changes in teaching modality involved new uses of digital resources. The purpose of this study is therefore to highlight Swedish upper secondary school teachers' practices and perspectives on modifying their teaching with respect to the use of digital resources and multimodal literacy in the virtual classroom. Theoretical frameworkThis study takes a multimodal approach to learning as its theoretical point of departure. Based on the notion of multimodal literacy (Jewitt & Kress, 2003), the study analyses how digital resources in a range of modes contribute to the shaping of knowledge and what it means to be a teacher in the virtual classroom. In accordance with Jewitt and Kress (2003), four aspects for representing meaning are considered: materiality, framing, design, and production. Methodology/research designData for the study were collected in 2020-2021. The analysis is based on 19 video-recorded interviews with three focus groups involving a total of 13 teachers, as well as audio-recorded observations of 16 lessons in virtual classrooms involving three different classes. The focus group constellations being based on teachers being from three different schools. Expected results/findingsThe results indicate that all teachers in the three focus groups emphasise the importance of the written text in the virtual classroom, while in the traditional classroom, written texts function more as a form of support. Access to digital pedagogical resources has been uneven among the three groups. Focus group 1 has limited access to digital resources and believes that the digital resources have functions as a storage place for making documents available and checking data on a platform. Focus group 2 has access to extensive digital resources and describes that this enables individualisations in the digital classroom. Focus group 3 has gained access to digital breakout rooms and argues that these were a pedagogical and didactic breakthrough for virtual teaching. The digital breakout rooms contribute to support learning in interaction between the participants in the multimodal literacy practice. Relevance to Nordic educational researchIn Nordic countries, there is ample research on literacy studies in digitally rich environments. This study can contribute with a broader picture of how digital literacies are situated in ordinary and naturally occurring virtual classrooms. Due to the Covid-19 pandemic, teachers have been faced with new challenges for instruction and teaching virtually. This study thus provides additional insights into the important role of focusing on pedagogical and didactical ways of involving teachers and pupils in the use of multimodal literacy and digital resources. ReferenceJewitt, C. & Kress, G. (2003). Multimodal Literacy. Peter Lang. 
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T1  - Implications of Informal Social Strategies Applied by Pupils when Dealing with Formal Individual Written Assignments and Leaked National Tests
T2  - ECER 2021
A1  - Rönn, Charlotta
PY  - 2021
LA  - eng
AB  - A development towards an individual focus on the pupil has taken place in Sweden (Beach & Dovemark, 2011) as well as in many other countries (Rizvi & Lingard, 2010). In the 1990s’, the Swedish school was reformed towards a goal and result steering and a new approach to knowledge (Lundahl, 2009).  The Swedish curriculum from 2011, highlights that pupils should take a personal responsibility for their studies. Moreover, the Bologna grading system was introduced (Swedish National Agency for Education, 2011).  Hattie’s work on visible learning became popular (Håkansson & Sundberg, 2012) highlighting visions on formative assessment. To develop a sense of responsibility required to succeed in goal-oriented schools, pupils need to master strategies in order to reduce the gap between their current and desired level of knowledge (Black, Harrison, Lee, Marshall & Wiliam, 2004; Hattie, 2009). Carlgren (2015) argues that being able to show a behaviour responding to an ability, does not necessarily express a required ability, and that it is not surprising if pupils try to get hold of correct answers elsewhere rather than developing the answers themselves - as long as teachers are judges to assess pupils’ achievements and the aim of teaching activities is that pupils deliver correct answers.  Informal networks where people share experiences and events in for example Social Medias such as Facebook, Instagram, and Snapchat increase worldwide - simultaneously with the educational enhanced focus on measuring, assessing and competing results.In a report, Lundahl (1995) showed that pupils frequently adapted to assignments given by the teachers in different ways depending on the context. Some pupils took schoolwork lightly and used now-related strategies as shortcuts to avoid putting lots of efforts into for example doing homework. Other pupils put lots of efforts into schoolwork and used more long-term adaption strategies. Schwartz (2013) showed that pupils’ response to an individualized pedagogy was to develop social strategies as resistance against a school system where the individual pupil is emphasized at the expense of the collective.At Swedish schools, summative assessment has gained land with an extensive national testing (Lundahl, 2009), and an intention to endorse equivalent and equitable grading (National Agency for Education, 2019). Over the last years, numerous National Tests have leaked beforehand and the National Test will be digitalized in 2023 to prevent the leaking (Swedish National Agency for Education, 2020).  It is important to study how pupils adapt to formative and summative assessing in a goal-oriented educational context, and to identify factors within the school system having an impact on pupils’ informal networking with classmates, achievements, grades, and also equivalent and equitable grading – in order to adapt the teaching to meet the pupils’ needs.The purpose was to explore the pupils’ informal social strategies, when dealing with written individual assignments and leaked National Tests at a Swedish municipal school.The research questions were:What informal social strategies do pupils use while dealing with written individual assignments and leaked National Tests? What are the pupils’ rationale for using the identified strategies?The study’s theoretical point of departure is Goffman’s (1959/1990) theater metaphor, where people’s behaviors are considered as either enacted on the “frontstage” or the “backstage” of social life. The metaphor lends itself to the ordinary classroom context during lessons where pupils interact in quiet informal conversations with classmates inside the classroom. The theory is also applied on pupils’ interaction with peers outside school (backstage) preparing for the encounter with the teacher at school (frontstage). It is “backstage” in social interactions with classmates that pupils learn the “line” for the frontstage; they prepare their performances and prevent outsiders (teachers) from catching glimpses of them.MethodThis study, inspired by ethnography, was carried out in an 8th grade class with 25 pupils (14-year-olds), at a lower secondary municipal school. Ethnography can produce new knowledge of groups and reveal how they talk, work, and create culture. It tries to capture the complexity of every-day life. Central to ethnography is to study at first-hand what people say and do in particular contexts aiming at understanding their views and perceptions from various perspectives (Hammersley & Atkinson, 1983/1993). However, the culture sharing group must have been interacting for long enough time in order to develop certain patterns - which was the reason for conducting the study in an 8th grade class though the pupils had probably been together in the class for a long enough time to develop patterns. Studying the 8th grade made it possible to return a year later, following up the study with interviews with the pupils during the National Test-taking period in spring 2018. Participant observations, audio-visual recordings, interviews (four group interviews - N=15 - and 14 individual interviews) as well as document analysis (the pupils’ grades year 8 and 9) gave a complex picture of the pupils every-day life and their informal social strategies. Participant observation was carried out, and field notes were taken during four months. Three camcorders with external microphones and several Dictaphones were later used to record the pupils’ more informal conversations with peers during lessons in English as a foreign language, Mathematics, Science, Social Studies and Swedish. The camcorders focused on a part of the classroom (and not particular pupils) where eight pupils had their seats. However, all pupils in the class occasionally went to this part of the classroom to talk with their classmates. Parts of all the pupils’ spontaneous flow of interacting with peers in class was therefore covered. The recorded files were later synchronized with Adobe Premiere and transcribed in multiple transcripts and coded using the software Transana Professional 3.21. The analyzing level is on a group level. Though the pupils were under age, their guardians’ informed consents were collected. This study does not make claims of generalizability. However, the pupils’ informal social strategies “backstage” (out of the teachers’ supervision) may resemble those of pupils in similar educational contexts at other schools inside and outside the country. The Regional Ethical Review Board in Umeå/Sweden reviewed the study.Expected OutcomesSome pupils’ social strategies in dealing with individual written assignments were:a)having peers logging in to their Google classroom accounts and write assignments for them, andb)using smartphones after school to send text messages to classmates; asking pupils who had completed their assignment to take pictures of them and forward to the requesting classmates - to be rewritten “in their own words” and hand in to teachers for assessment,c)share leaked National Tests on the class’ Snapchat-group.The strategies took place “backstage” and, according to pupils, teachers were unaware of them. Thus, some pupils found (short-term) strategies to obtain passing grades with little efforts. Drawing on Carlgren (2015) the analysis indicates that some pupils behaviour responding to an ability does not necessarily express a required ability to compose texts. The three parametersa)where the pupil is at,b)where (s)he is going andc)how (s)he is to get there- which are the stepping stone for visible learning (Hattie, 2009) - are demolished, or at risk, by the pupils’ social strategies. However, some pupils had long-term strategies in doing schoolwork, composing their own assignments. Some key-factors identified to maintaining the pupils’ informal social strategies were:-Supportive pupils willing to assist,-A view of grades as being important,-The goal-oriented Bologna grading system, where the grades of the pupils sharing their assignments are not put at stake by assisting peers,-The pupils’ daily access to digital tools.-Self-regulated learning in combination with assignments that are not limited to lessons at school.If one or several key-factors were removed, the effectiveness of the pupils’ social strategies in dealing with written assignments and leaked National Tests, would likely crumble. This study’s findings might touch upon at all educational levels where pupils are assessed for “backstage” informal social performances – and might risk to undermine our meritocratic society.References Beach, D. & Dovemark, M. (2011). Twelve years of upper-secondary education in Sweden: the beginnings of a neo-liberal policy hegemony?. Educational Review, 63(3), 313-327.Black, P., Harrison, C., Lee, C., Marshall, B. & Wiliam, D. (2004). Working inside the Black Box – Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 8-21.Carlgren, I. (2015). Kunskapsstrukturer och undervisningspraktiker. Gothenburg: Daidalos.Goffman, E. (1959/1990). The Presentation of Self in Everyday Life. London: Penguin.Hammersley, M. & Atkinson, P. (1983/1993). Ethnography – principles in practice. London: Routledge.Hattie, J. (2009). Visible Learning – a Synthesis of Over 800 Meta-analyses Relating to Achievement. : Abingdon: Routledge.Håkansson, J. & Sundberg, D. (2012). Utmärkt undervisning: Framgångsfaktorer i svensk och internationell belysning. Stockholm: Natur och kultur.Lundahl, C. (2009). Varför nationella prov? : Framväxt, dilemma, möjligheter. Lund: Studentlitteratur.Lundahl, C. (1995). Den rimliga skolan: Livet i skolan och skolan i livet. Slutrapport från projektet Elever som medforskare. Rapport nr 164. Skolverkets diarienummer 1995:1502. Stockholm: Liber Distribution.Rizvi, F. & Lingard, B. (2010). Globalizing Educational Policy. Abingdon: Routledge.Schwartz, A. (2013). Pedagogik,
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T1  - Using questions to develop children’s mathematical reasoning and conceptual understanding in preschool
A1  - Sundqvist, Pernilla
A1  - Berg, Benita
PY  - 2026
LA  - eng
AB  - This presentation concerns an ongoing project about mathematical communication in preschool. The project aims to understand how talk moves (Kazemi & Hintz, 2014), and different types of questions (Cunningham, 1987; Kilhamn & Liljekvist, 2018) can be used in the teaching of mathematics.  This presentation will focus on questions and how these can be used to promote children’s conceptual understanding and collective (Sumpter & Hedefalk, 2015) and creative mathematical reasoning (Lithner, 2008) in a preschool setting. The ability to reason mathematically has been shown to predict later mathematical performance in school (Nunes et al. 2012), and conceptual understanding is needed to be able to reason and communicate about and in mathematics. Children already reason at preschool age, but the development of mathematical reasoning requires teaching from someone who asks questions and helps children make progress (see e.g. Hedefalk et al., 2024).The four types of questions used in the project are: factual questions, focusing questions, conceptual questions, and evaluative questions (Cunningham, 1987; Kilhamn & Liljekvist, 2018). Factual questions are asked by the preschool teacher when they already know the answer. This type of closed question can be used to introduce a new concept or clarify a concept. For example: “What is this shape called?”, “What is the name of...?” Focusing questions direct the children's attention to something specific. This type of question can be used to find out the child's understanding of a concept. For example: “Can you see a figure that has the same shape?”—while pointing to a circle. Conceptual questions are used by preschool teachers to encourage children to suggest strategies and describe their thinking and reasoning. These questions help move the children's thoughts forward and allow them to verbalise their experiences or solutions. For example: “Could you do it in another way?”, “What happens if…?” Evaluative questions are used to encourage children to justify and argue, to provide evidence for different thoughts and claims. For example: “How come?”, “How do you know that?” The different types of questions have been discussed in research on early childhood mathematics education. However, it appears that preschool teachers primarily use the first two types of questions, that is, closed questions that are more intended to introduce a new concept or direct the children's attention to something than to challenge ideas or develop reasoning (e.g. Björklund & Palmér, 2024; Carlsen, 2013). It can therefore be assumed that asking open-ended questions, such as conceptual and evaluative questions, is something preschool teachers need to practice.Therefore, one aim of this project is to identify the potential uses of each question type, and to explore and examine how conceptual and evaluative questions can be formulated in relation to specific mathematical domains in preschool. The research question is: 1) How can different types of questions be used as tools to develop children’s mathematical reasoning and understanding of mathematical concepts?This newly started project is conducted as action research in collaboration with teams of preschool educators from one Swedish preschool. Through multiple cycles of planning (including input from researchers and practising different questions), action, observation, and reflection, we aim to jointly identify effective questions in preschool mathematics. The “action” refers to teaching designed to develop children’s conceptual understanding and mathematical reasoning.The presentation will reveal preliminary findings, discuss methodological issues and the planned way forward. ReferencesBjörklund, C., & Palmér, H. (2024). The challenges of mathematizing in Swedish early childhood education. Journal of Early Childhood Education Research, 13(2), 167-186. Carlsen, M. (2013). Engaging with mathematics in the kindergarten. Orchestrating a fairy tale through questioning and use of tools. European Early Childhood Education Research Journal, 21(4), 502–513. https://doi.org/10.1080/1350293X.2013.845439  Cunningham. R, (1987). What kind of question is that? In W. Wilen (Ed.) Questions, Questioning Techniques, and Effective Teaching, (s. 67-93). National Education Association of the United States. Hedefalk, M., Sumpter, L., & Eriksson, H. (2024). Matematiska och etiska resonemang i förskolan: didaktisk modellering som intervention. Forskning om undervisning och lärande, 12(2), 68-84. Kazemi, E. & Hintz, A. (2014). Intentional talk: How to structure and lead productive mathematical discussions. Stenhouse Publishers. Kilhamn, C. & Liljekvist, Y. (2018). Interaktion i matematikklassrummet. In O. Helenius (Ed), Att bli lärare i matematik. Liber. Lithner, J. (2008). A research framework for creative and imitative reasoning. Educational Studies in Mathematics, 67(3), 255–276. https://doi.org/10.1007/s10649-007-9104-2 Nunes, T., Bryant, P., Barros, R., & Sylva, K. (2012). The relative importance of two different mathematical abilities to mathematical achievement. British Journal of Educational Psychology, 82(1), 136–156. Sumpter, L., & Hedefalk, M. (2015). Preschool children's collective mathematical reasoning during free outdoor play. The Journal of Mathematical Behavior, 39, 1-10. 
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TY  - CONF
T1  - För lärande eller för betygsättning?: Idrottslärarstudenters syn på en modell för bedömning av målspel
A1  - Backman, Erik
A1  - Wiorek, Dan
PY  - 2019
LA  - swe
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
KW  - utbildning och lärande
AB  - Introduktion/IntroductionEn tilltagande akademisering av lärarutbildning under de senaste decennierna har inneburit att kurser innehållande olika former av rörelse inom idrottslärarutbildning har reducerats. I diskussionen om hur olika former av ämneskunskap för blivande idrottslärare ska värderas, så har frågor om bedömning av rörelseförmåga lyfts fram. Inom tex mål- och nätspel, ett populärt innehåll i skolämnet idrott och hälsa i Sverige, har bedömningsmodeller utvecklats och undersökts. En av de mer etablerade är Games Performance Assessment Instrument (GPAI).Syfte och teoretisk ram/Aim and theoretical frameworkSyftet med denna studie är att analysera och diskutera idrottslärarstudenters syn på undervisning och bedömning av GPAI i en målspelskurs på ett lärosäte i Sverige. Den teoretiska utgångspunkten tas i Shulmans perspektiv på ämneskunskap (CK) och ämnesdidaktisk kunskap (PCK).Metod/MethodMålspelskursen som ingår i denna studie omfattar tre högskolepoäng och involverar sex lektioner (90 min) vardera av målspelen fotboll, handboll och basket, dvs. totalt 18 lektioner. Kursen ägde rum under studenternas första termin på ämneslärarprogrammet. Vid en av lektionerna i respektive målspel fokuserades GPAI specifikt. Under kursens två avslutande pass skedde bedömning och utvärdering av GPAI. Det empiriska materialet i studien består av en web-baserad utvärdering av de deltagande studenternas (n=95 studenter) syn på GPAI. Studenterna har fått skriva kommentarer om hur de upplevde att bli bedömda enligt GPAI och hur de ser på att använda GPAI i skolämnet idrott och hälsa. 85 kommentarer samlades in och analyserades. Studien genomfördes under september till december 2016.Resultat/ResultsResultaten visar att många studenter ser en potential i GPAI för att utveckla förmågan att analysera målspel. Flera studenter uttrycker dock också kritik mot GPAI avseende: relevansen för betygsättning i skolan, en upplevelse av orättvisa och utsatthet i bedömningen samt svårigheten i att observera och dokumentera ”in action”. De hävdade förtjänsterna med GPAI tycks främst relatera till lärande av ämnesdidaktisk kunskap medan kritiken tycks mer relaterad till betygsättning av ämneskunskap i målspel.Diskussion och slutsatser/Discussion and conclusionsStudenternas olika uttryck för potentialen med GPAI kan relateras dels till ett dynamiskt och situerat perspektiv på ämnesdidaktik (ett fokus på kontextuella skillnader och individuella erfarenheter), dels till en behaviouristiskt och statiskt perspektiv på ämneskunskap och ämnesdidaktik (fokus på tester och mätning). Vi menar att dessa olika perspektiv på lärarkunskap måste ses i relation till de epistemologiska perspektiv som dominerar den kontext där studien genomförs. En viktig slutsats är att även om de epistemologiska perspektiv som genomsyrar den ursprungliga konstruktionen och syftet med GPAI inte matchar den socialt kritiska och konstruktivistiska kunskapssyn som genomsyrar svensk idrottslärarutbildning, så har ändå vissa element i GPAI visat sig vara av värde för att utveckla ämnesdidaktisk kunskap i målspel.
ER  - 

TY  - CONF
T1  - Learning graffiti later in life
A1  - Bjursell, Cecilia
A1  - Hedegaard, Joel
A1  - Hugo, Martin
PY  - 2021
LA  - eng
KW  - graffiti
KW  - older adults learning
KW  - educational needs
KW  - non-formal learning
KW  - folk high schools
AB  - Summer courses are offered at Swedish folk high schools, often with an artistic or aesthetic theme. This paper presents a study of a course called Graffiti for seniors. Although graffiti is usually associated with young people, this course was aimed at pensioners, and the teacher explained that this contrast was a way to explore something new. In this paper, we will discuss the reason why the participants chose the course and how the course corresponded to their needs. The paper is based on a field study and presents observation notes, photos and interview material. The nine course participants were women and can be divided into two groups: people who were artists or artisans, and people who were curious about graffiti as an expression and culture. The material is analyzed using a theory of educational needs (McClusky, 1982). This theory was developed to respond to situations where education for and by older people was characterized by an ad hoc character, and there was a lack of systematic design in the investments made. The educational needs that McClusky included were Coping Needs, Expressive Needs, Contributive Needs, Influence Needs, and Transcendence Needs. Like Formosa's (2012) critique of geragogy, which states that the approach is based on an asymmetric power relationship, the theory of needs assumes a top-down approach to older adults – they are treated as “recipients” of education. The theory has, however, categories of needs that are relevant to understand more in-depth.Starting with the needs identified by McCluskey, the analysis of the observation and focus group interviews showed that the most prominent need in this case seemed to be 'Expressive Needs' - the need to engage in activities that are carried out for their own sake and that give the individuals an opportunity to express themselves. The course had an open structure, meaning that the participants could, and was expected to, contribute to the realization of the course. This was appreciated, but some of the participants wanted the course leader to step forward and provide structure. An example of structure would have been to incorporate some form of collective task for the participants to solve, as it challenges the individual character of artistic activity. This is an area where further studies are needed to understand how a course leader can steer in a way that provides both framework and guidance but does not steer details or hinder the participants own initiatives.One conclusion of the study is that the age of the participants places demands on the course leaders, as the participants has extensive experience and knowledge. The degree of independence varied, some wanted more instructions while others wanted a great degree of freedom to be able to take their own initiatives and engage in their own projects. However, everyone wanted qualified input and stimulation from the course leader. As a course leader in senior courses, one should be aware that when it comes to active pensioners, they have a great desire to continue to deepen or broaden their knowledge on their own terms but at the same time, the teacher should have techniques to stimulate and engage the participants.
ER  - 

TY  - CONF
T1  - Student Conceptions of Motivation to Study Revealed Through Phenomenography: Middle School and High School Students
A1  - Bostedt, Göran
A1  - Boström, Lena
PY  - 2022
LA  - eng
AB  - The aim of this study is to describe and analyze how students conceptualize their motivation to study. Empirical data has been gathered through group interviews with 54 Swedish students in middle and high school. In Sweden, a decrease in motivation to study is both evident and discordant. Studies by OECD (2022) has reported declining ratings internationally for the compulsory school in Sweden during the years 2000-2012, even though slightly improving the results in PISA ratings year 2012 and 2018 (Skolverket 2019), a high proportion of students with incomplete grades (Skolverket 2020a, 2020b), and a lack of motivation (Sveriges Elevkårer & Lärarnas Riksförbund, 2015). That study motivation is an important issue in both compulsory school and upper secondary school is also confirmed in statistics from the National Agency for Education. Many actors (parents, student organizations, teachers’ unions, the National Agency for Education, businesses, and politicians) are demanding measures to change the negative trend.When children start school, they encounter various challenges and demands in social, cognitive, and academic tasks. However, student motivation to learn seems to diminish over time as the students get older (Martin, 2009). Compulsory school teachers report that already in the intermediate stage, attention is drawn to the problem of a lack of study motivation among some students, preferably boys (Boström & Bostedt, 2021). The question of study motivation is thus relevant in most of the students’ year groups. Besides different age groups, it is also important to analyze variations in the student groups dependent on important background variables, such as gender, country of birth, parents’ level of education, and socioeconomic status. The concept of study motivation has not been researched to any great extent but more focused students' motivation in different subjects (Boström & Bostedt, 2022).Teachers try to help students to study effectively and to increase their motivation by introducing study techniques. Study techniques are often described as strategies for taking notes, reading, processing texts, and retention (Skoglund & Waje, 2000). Implicit is the assumption that the study techniques presented are suitable for all individuals. However, such advice often has a collective approach without taking into account students’ characteristics and study preferences. We believe that individual variations in the motivation to study are important but that they should not be considered on the basis of surface learning or as instrumental competencies. A broader analysis of and insight into study motivation is required within school and subject contexts. In analyzing the motivation to study in compulsory school, it is therefore important to have a perspective that not only focuses on the individual student but also takes into account the entire school and classroom situation. According to Imsen (2006), an analytical model of learning requires that what is happening has to be connected to (a) individuals, (b) the interaction between two people, (c) as a triangular relationship between student, teacher, and subject matter, the didactic triangle, or (d) to a larger structured context, societal processes, as context.This study aims to describe and analyze how students of three different ages (3rd, 6th, and 8th grade) conceptualize the motivation to study. The research questions are as follows:1) What conceptions do students in compulsory school in three different age groups in Sweden have about study motivation?2) What are the similarities and differences among these groups of students?Our theoretical standpoint is that both internal and external factors are important for understanding and explaining motivation. By internal factors, we refer to the students’ driving forces, and, by external factors, we refer to the influence of the social and material environments, as well as teachers’ and students’ home situations.Methodology, Methods, Research Instruments or Sources UsedIn this study, we use a phenomenographical approach to explore students’ experiences of study motivation. From this perspective, each individual experiences the world differently due to the different degrees of awareness of things, feelings, or meanings that are embedded in a phenomenon (Akerlind, 2008). Phenomenography defines aspects that are critically different within a group involved in the same situation. These differences make one way of seeing the situation qualitatively different from another.According to Stamouli and Huggard (2007, p.1), “Phenomenography is a tool for understanding our students,” and it looks at how people experience, understand, and ascribe meaning to a specific situation or phenomenon (Marton & Booth, 1997). When research is conducted with a phenomenographical approach, the world can be seen from two different perspectives, two descriptive levels that are called first- and second-order perspectives (Uljens, 1989). From a first-order perspective, the researcher looks at reality objectively and describes how things are. The focus of this study is on examining how students perceive the motivation to study in compulsory school and hence the study will instead be based on second-order perspectives where the starting point is to describe how people experience their surroundings, that is, the subjective perception of things in the world (Uljens, 1989). The most central concept in phenomenography is thus the concept of perception. However, it is not the individual perception itself that is interesting; it is the possible variation in people’s perceptions of a phenomenon within the group that is of interest (Marton & Booth, 2000).This study involved 54 students in focus group interviews in primary school in Sweden with variations in their backgrounds in terms of gender, study experiences, academic qualifications, and classes (3rd, 6th, and 8th grade).Conclusions, Expected Outcomes or FindingsThere is a couple of expected and integrated outcomes. Firstly, variations of conceptions are important to produce in research. Previous research has shown only two studies (Boström & Bostedt, 2022; Szklarski, 2011) in this direction. Secondly, it is relevant to examine differences in perceptions between the three age groups. This, of course, is important for teachers' teaching and the students' understanding in different ages especially in view of the reduced study motivation in adolescence (Martin, 2009). Thirdly, the reasons underlying their motivation to study are often complex and encompass as well as hide different needs. To understand the phenomenon of motivation, a synthesis of theories is also needed. In this study, motivation has primarily been placed in a social and didactical context. What affects students’ motivation to study? Also, what do the students themselves think about the question? In research, different explanations partly overlap each other. In this study, the interest is mainly focused on factors directly linked to the school.In addition, the study describes and analyze possible causes for success and/or failure in the area of study motivation. The results emphasize the importance of understanding and studying study motivation in a broader perspective where internal and external motivational factors interact. Study results will be valuable not only for Swedish conditions but also from an international perspective.ReferencesÅkerlind, G. S. (2008). A phenomenographic approach to developing academics’ understanding of the nature of teaching and learning. Teaching in Higher Education, 13:6, 633–644. https://doi.org/10.1080/13562510802452350Boström, L., & Bostedt, G. (2022). Student conceptions of motivation to study revealed through phenomenography: “Good teaching materials are kind of like good teachers. They make it more fun to study.”(Manuscript in review)Boström, L., & Bostedt, G. (2020). What about study motivation? Students and teachers’ perspectives on what affects study motivation. What about study motivation? International Journal of Learning, Teaching and Educational Research, 10(8), 40–59Imsen, G. (2006). Elevens värld. Introduktion till pedagogisk psykologi. [The student’s world. Introduction to educational psychology]. StudentlitteraturMartin, A. J. (2009). Motivation and engagement across the academic life span. Educational and Psychological Measurement, 69(5), 794–824. https://doi.org/10.1177/0013164409332214Marton, F., & Booth, S. (2000). Om lärande [About learning]. Studentlitteratur.Marton, F., & Booth, S. (1997). Learning and awareness. Lawrence Erlbaum Associates.OECD (2022) PISA – Programme for International Students Assesment. PISA database.  https://www.oecd.org/pisa/data/, 2022-01-16Skoglund, S., & Waje, L. (2000). Svenska Timmar – språket [Swedish hours – the language]. Gleerups.Skolverket (2019) PISA 2018. SkolverketSkolverket (2020a) Uppföljning av gymnasieskolan 2020, SkolverketSkolverket (2020b) Skolutveckling. Statistik. https://www.skolverket.se/skolutveckling/statistik/sok-statistik-om-forskola-skola-och-vuxenutbildning?sok=SokC&verkform=Grundskolan&omrade=Betyg%20%C3%A5rskurs%209&&lasar=2019/20&run=1. 2020-01-04Stamouli, I., & Huggard, M. (2007). Phenomenography is a tool for understanding our students. Proceeding, International Symposium for Engineering Education.  Dublin City University
ER  - 

TY  - JOUR
T1  - Hur lär sig elever på två olika yrkesprogram?: En studie om skillnader och likheter i lär- och undervisningsstrategier av betydelse för elevers studiemotivation.
T2  - Kognition & Pædagogik
SN  - 0906-6225
A1  - Boström, Lena
A1  - Bostedt, Göran
PY  - 2020
VL  - 116
IS  - 30
SP  - 100
EP  - 115
LA  - swe
PB  - Köpenhamn : Dansk Psykologisk Forlag
AB  - I Sverige avbryter var fjärde elev sina gymnasiestudier, fastän intentionen bakom den nya skolreformen 2011 (GY11) var att öka genomströmningen. Ett viktigt skäl till detta är elevers bristande studiemotivation, vilket i sin tur har olika orsaker. Denna studie har valt att fokusera vad som händer i klassrummet,  dvs. lärande och undervisning,  gällande två yrkesprogram, Vård-och Omsorg samt Fordon- och Transport. Syftet med artikeln är att beskriva och analysera elevers lärstrategier och lärares undervisningsstrategier. Forskningsfrågorna var a) hur ser lär-och undervisningsstrategierna ut inom två yrkesprogram, och b) föreligger det några skillnader gällande lär- och undervisningsstrategier dem emellan? Studien bygger på en web-ankät omfattande 121 elever och är en statistisk tvärsnittsstudie som analyserades med hjälp av deskriptiv statistik och chi 2-test med korrigering. Resultatet visar många likheter mellan de båda yrkesprogrammen, såsom preferens för mer praktisk inriktad pedagogik, korta mål och snabb feedback, varierade undervisningssätt samt bra läroböcker. Dock föreligger också statistiskt signifikanta skillnader mellan de båda programmen gällande behovet av struktur, metoder och lärresurser. Resultatet har implikationer för lärarutbildning, praktiserande lärare och eleverna själva. Att genomföra studier på grupp- och programnivå för att bättre förstå studenter i yrkesutbildningar, är ett sätt att utveckla didaktiken för yrkesprogrammen och hitta sätt som stärker elevernas studiemotivation.
ER  - 

TY  - CONF
T1  - Exploring information and communication technology-supported activities: An elderly novice’s narrative
A1  - Fischl, Caroline
PY  - 2015
LA  - eng
AB  - RationaleFieldwork is a critical element in occupational therapy education, intended to provide students opportunities to apply knowledge and skills in practical contexts. Students can further develop professional behaviors necessary for working life, such as clinical reasoning, independence and resourcefulness. To prepare students to respond to both existing health care and emerging social needs, fieldwork placements should include traditional and non-traditional settings. Traditional placements provide clinical experiences in client care, while non-traditional or role-emerging placements challenge students to explore potential roles of occupational therapists in new arenas.ObjectiveTo present student and teacher reflections on the content and organization of combined clinical and role-emerging international fieldwork placements under the Linnaeus-Palme student exchange program 2014-2015.Description of ProjectTwo Filipino students participated in the Linnaeus-Palme student exchange program at Umeå University for 12 weeks. The students were assigned to clinical and role-emerging placements with an individualized study plan.ResultsThe placements were at the Hand and Plastic Surgery Unit at the University Hospital in Northern Sweden and the Department of Computing Sciences at Umeå University. Learning activities included occupational therapy assessment and intervention in direct client care and the development of assistive technology in collaboration with knowledge engineers. The placement periods overlapped, such that students could have assignments in both facilities under the same week. Coordination and consultation between the students and occupational therapy program‟s international coordinator at Umeå University ensured structure in learning activities and goal attainment. A reflective discussion on students‟ learning experiences increased their awareness on occupational therapists‟ roles and importance of collaboration in responding to existing health care and emerging social needs.SummaryIntegration of experiences in combined placements can broaden students‟ perspectives of occupational therapy practice.Implications to PracticeCombining clinical and role-emerging placements may contribute to developing students‟ competencies to respond to the evolving health and social needs in society
ER  - 

TY  - CONF
T1  - SENCOs and preschool teachers – their work with children in need of special support
A1  - Gäreskog, Petra
A1  - Lindqvist, Gunilla
PY  - 2019
LA  - eng
AB  - Abstract: Research topic/Aim: This paper focuses on the division of labor regarding special educational needs coordinators (SENCOs) and preschool teachers who work with children in need of special support. The overall purpose of the study is to increase knowledge concerning work with children who are deemed to be in need of special support in preschool. The main study consists of two separate studies. The first study helps to visualize SENCOs´ tasks, perceptions and role. In study II, a particular focus is on how preschool teachers perceive the jurisdiction of work related to children in need of special support and how tasks negotiated in relation to the work of SENCOs.   Theoretical framework: A theory of professions, primarily based on Abbott (1988), is used to understand SENCOs´ occupational role and work, especially in the light of Abbott's reasoning concerning jurisdictional control and division of expert labor.   We are also interested in SENCOs´ perceptions, therefore it is relevant to use different perspectives on special education. In this study, we use Persson´s (1998) terms, categorical and relational perspective, to understand how SENCOs and preschool teacher explain causes of children’s difficulties.   Methodological design: The first study is part of a total population study where all SENCOs in Sweden (n= 4252) who were examined by the examination acts of years 2001, 2007, and 2008 were sent a questionnaire. In a later phase of the procedure, the responses from SENCOs working towards preschool were extracted from the 3190 responses received and reported earlier. Thus, this study consists of 523 participants (i.e. 16.4 % of the 3190 respondents).   The second study consists of interviews with preschool teachers about their work with children in need of special support and how they describe their cooperation with SENCOs.   Expected conclusions/findings: The results show that SENCOs’ working hours are primarily spent on consultation. They regard their possibilities to influence their colleagues' views on children's difficulties as high. Regarding SENCOs’ perceptions of why children have difficulties in preschools, a large number of SENCOs indicate that it is because preschool is poorly prepared to handle children's differences.   The second study is currently in the analyzing process. However, preliminary results indicate that preschool teachers have great confidence in SENCOs’ work.   Relevance for Nordic Educational Research: This study examines SENCOs’ work in Swedish preschools. It is relevant to compare and discuss their role within a Nordic context. Earlier studies  indicate that Nordic Countries are similar when it comes to the role and work of SENCOs (Takala & Ahl, 2014). However, little is known about SENCOs’ work in preschools.
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TY  - CONF
T1  - Teachers’ leadership: Towards responsible professionalism and a new theoretical understanding
A1  - Hildén, Ebba
A1  - Löfdahl, Annica
PY  - 2023
LA  - eng
AB  - Recently, educational practices in many countries has undergone policy changes (Hardy et al., 2019), which highlights the need for developing pedagogical skills in leadership. One of the main policy changes deals with teachers’ leadership, both leadership in the classroom as well as collegial leadership. Previous research within the field of leadership in education has hitherto mostly focused on formal leadership and the role of principals as well as primary and secondary school teachers’ leadership (Håkansson & Sundberg, 2018). However, there is a lack of research focusing on teachers’ leadership in the ECE.  The current focus on teachers’ leadership in ECE seems to be an international phenomenon (Zulkifly et al., 2020). The Nordic council of ministers stress teachers’ competence, ‘an increased demand on pedagogical skills in leadership to lead and develop education in the ECEC’ (Hännikäinen & Lipponen, 2017, p. 27). In the Nordic countries, ECE teachers are responsible for teaching, which means leading other professional categories (childminders) and taking responsibility for pedagogical decisions. In Sweden, teaching must be conducted under the guidance of the ECE teacher (Education Act). Leadership tasks have proven to be problematic as the historical organization of the ECE holds horizontal distribution of tasks with ‘anyone can do anything’, continue to be of great importance (Catucci, 2021; Hildén, 2021; Olsson et al., 2020; Vallberg Roth, 2020). Overall, there seems to be a lack of theoretical concepts that can clarify and guide ECE teachers in the new task of enacting leadership when guiding childminders in teaching.The aim of this presentation is to explore ECE teachers’ professionalism and ability to achieve agency related to leadership. In order to describe, understand and discuss ECE teachers’ leadership, we use two related theoretical concepts that are both anchored in pragmatism. We believe that how leadership is enacted, relates to different kind of professional logics prevailing in the specific ECE context. We rely on the concept of teacher professionalism according to Solbrekke and Englund (2011), which in our study means the pedagogical quality of how ECE teachers enact their leadership (how) and with what content (what). Our research questions guiding the analysis are·      What professional logics appear when ECE teachers are guiding childminders in teaching? and ·      How does these different professional logics affect teachers’ agency when guiding childminders in teaching?The analysis was conducted within the theoretical framework of professionalism as responsible or accountable (Solbrekke & Englund, 2011). Professional responsibility emphasizes an autonomous teacher who can act in the present and assess a situation based on their competence, who trusts their colleagues and can act proactively. On the other hand, an accountability professionalism, where adherence to guidelines and standardized norms for teaching, controlling and allowing predefined assessment criteria to determine what is considered to be teaching of good quality. Within this professionalism, the teacher acts reactively in relation to decisions made by employers and politicians. To further interpret and describe ECE teachers’ leadership, we have based our analysis on theories of teacher agency (TA) (Priestley et al., 2015). TA can be described as an ecological approach with temporal dimensions of past, present and future, in which experiences are central and where cultural, structural and material aspects are considered vital when enacting leadership in the ECE setting.  MethodThe data consists of short written descriptions collected from 18 ECE teachers and 3 childminders. All of them work at three schools under the leadership of the same principal, whose approach consists of specifically arranged learning environments. In addition, all schools work with pedagogical documentation as a procedural approach to plan, analyse and follow up teaching. Relevant ethical guidelines have been followed.These 21 research participants make up just over half of those who were asked to, via e-mail, provide us with a description based on the following question:·      What do you think about the phrase "teaching under the guidance of ECE teachers"? How is it done today? What experiences do you have of leading and of being led?Altogether, the texts comprises of a total amount of 5108 words. The analysis have been conducted through several steps. As a first step, we have searched for words and concepts connected to ECE teachers’ leadership, both when it comes to leading as well as to be led. As a second step, we have interpreted the described leadership actions in terms of professionalism as professional responsibility or accountability (Solbrekke & Englund, 2011). Finally, the results of the different professional logics have been related to the theory of teacher agency (Priestley et al., 2015). We have looked for specific experiences in the descriptions of leadership and to what extent we could distinguish visions and ideals of future leadership. Above all, the cultural aspects in terms of tradition within the school’s way of organizing leadership and teaching activities have been our analytical tool. ResultsIn the descriptions of ECE teachers’ leadership over the teaching of childminders, four central concepts emerge: Children, collegiality, learning environment, and documentation. These four concepts have been taken into account in the analysis of the professional logics that data has generated.The results of ECE teachers’ professional logics are described as three fields of tension around ECE teachers’ leadership while guiding the childminders in teaching. These relate to the professional mandate and the predetermined governance, trust and control, and proactive and reactive actions of ECE teachers. Children and collegiality appear to be more strongly linked to professional responsibility, while the learning environment and documentation are more strongly linked to accountability. ECE teachers’ agency, which is built up from both experiences and visions, is made visible in the dimension of the present in what they themselves describe as learning environments. Agency in this dimension is based on experiences and visions of children’s development and learning. However, ECE teachers’ agency when guiding the childminders in teaching is almost non-existent as their own experiences are based on collegiality and trust, which is reinforced by the cultural resources in the form of historical and traditional organization in work teams where anyone can do anything. It prevents ECE teachers from actively guiding childminders in the teaching and documenting processes, as stressed in the governing documents (structural resource). The cultural and structural resources counteract each other and in this way prevent ECE teachers from acquiring agency regarding leadership. Finally, in this presentation, we will present and discuss a theoretical model holding aspects of a responsible leadership that will help and guide ECE teachers in their new task of enacting leadership when guiding childminders in teaching.
ER  - 

TY  - CONF
T1  - Childrens multimodal language throughout reading of picture books in preschool
T2  - Abstract book
A1  - Hvit Lindstrand, Sara
PY  - 2024
SP  - 432
EP  - 433
LA  - eng
AB  - Research topicThe presented study is part of an ongoing intervention study focusing on the use of picture books, carried out in collaboration with principals and teachers at six preschools in Sweden, characterized of multilingualism. The study contributes to the pedagogical question regarding how experience-based and shared reading can strengthen preschool children’s language and commitment to read, constituting the aim of this presentation. This aim is formulated by these questions:In what ways might the identified processes enhance children’s language, i.e., all the languages they have access to in their everyday lives?Research design and theoretical frameworkThe research project has an iterative approach with three interventions, each spanning a period of 6-8 weeks. The empirical data consists of a compilation of documented theory informed teaching staged in six preschool groups with children aged 1-5 years. The designed teaching was based on several picture books. Empirical materials as reflection logs, photographs from the text practice and notes from reflection meetings with researchers and teachers were analyzed abductively in following three stages with a conscious sensitivity to theoretical concepts.i) language activities and communicative resources (Kress, 2010; Garcia & Kleifgen, 2020)ii) identified central events based on recognition, enchantment, knowledge, and shock in the encounter between child, preschool teacher, and textiii) stances during envisionment building and text mobility (Langer, 2011)Expected resultThe result emerges in themes of central events showing dimensions in early language- and literacy activities, multilingual- and modal resources, and children’s agency related to text mobility and envisionment building. Regarding children's agency related to text mobility and envisionment building it is clarified that there is no divide between bodily and verbally expressions and the exploration of these.Relevance to Nordic educational researchThe result will be discussed as a possible cue, given from the children involved, for teachers and researchers to draw in the continued research process, and in their future design of teaching striving for equity, a prerequisite for education in all Nordic countries.
ER  - 

TY  - JOUR
T1  - Flerspråkighet som en resurs i NO-klassrummet
T2  - Pedagogisk forskning i Sverige
SN  - 1401-6788
A1  - Karlsson, Annika
A1  - Nygård Larsson, Pia
A1  - Jakobsson, Anders
PY  - 2016
VL  - 1
IS  - 21
SP  - 30
EP  - 55
LA  - swe
PB  - Malmö : Lunds universitet
KW  - flerspråkighet
KW  - andraspråkselever
KW  - kodväxling
KW  - translanguaging
KW  - naturvetenskapens didaktik
KW  - modersmål
KW  - diskursiv rörlighet
KW  - nyanlända
KW  - lärande i no
AB  - Denna studie avser att bidra till att öka kunskapen om språkets betydelse för lärande genom att analysera språkanvändning i autentiska situationer i naturorienterande undervisning i ett flerspråkigt klassrum på mellanstadiet. Studien beskriver hur nyanlända elever använder sina språkliga resurser genom att kodväxla mellan första- och andraspråk i växelverkan mellan en vardaglig diskurs och mer vetenskapliga diskurser som elever möter i undervisningssammanhang. Elevernas språkliga rörelse mellan och inom de olika diskurserna analyseras genom att tydliggöra de samtal eleverna för i kommunikativa undervisningssituationer. Resultatet pekar på att elevernas användning av både första- och andraspråk som en resurs i undervisningen ökar deras diskursiva rörlighet vilket i sin tur kan ha en avgörande betydelse för deras språkutveckling och lärande inom ämnesområdet. Nyckelord: kodväxling, diskursiv rörlighet, flerspråkighet, nyanlända, lärande i NO
ER  - 

TY  - CONF
T1  - Where are You? Settings and Tools of a Blended Learning Master Program in Healthcare
T2  - Hawaii 12th International Conference on Education
A1  - Keller, Christina
A1  - Cernerud, Laars
PY  - 2014
LA  - swe
AB  - This article examines educational settings and tools used in a master program in healthcare given as blended learning. An educational setting is understood as something in which education exists and refers to the totality of the surrounding conditions (Jaldemark, 2010). The formal educational setting of the master program was a blend of campus and online settings. The learners were situated in three different physical locations during the master program: campus, home and work. All program courses started with a campus meeting, with lectures and introductions to course content and assignments. There were also campus meetings planned in the middle and at the end of courses. In between campus meetings, synchronous and asynchronous online seminars delivered by means of a learning management system (LMS) were arranged and moderated by teachers. The number of online seminars in the courses ranged from two to nine per course. There were also individual and group assignments, traditional assignments as well as reflective journals, where learners were supposed to reflect on their learning process and personal development.Materials and methodThe research setting was a Swedish master program on quality improvement and leadership in health and welfare services given by Jönköping University. The first two years of the master program are organized as blended learning (Bonk and Graham, 2006), with lectures and seminars on campus and online seminars. During the third year of the program, the learners were expected to combine theory and practice by applying knowledge from program courses in their everyday jobs. The intention of the program thus was to enable learners to become reflective practitioners (Schön, 2003; Thompson and Thompson, 2008). There were 22 learners enrolled in the master program during the study.A survey questionnaire was distributed to the learners online in order to explore their physical locations of learning and study, as well as which tools they used in the settings of home, campus and workplace. Two open-ended questions were added to the survey questionnaire about tools enhancing or making learning more difficult. The items of the questionnaire are presented in the Appendix. The empirical data collected by the questionnaire underwent a simple quantitative analysis, where proportions of tool use in different settings were calculated. The responses to the open survey questions were analyzed and categorized in themes by content analysis.FindingsAt campus, learners attended scheduled formalized campus meetings. They also, to a lesser extent, engaged in online seminars in the LMS and in group work. A majority of the learners performed 10% to 20% of their study tasks at campus:“I’m only at campus on scheduled campus meetings, never otherwise (learner).”Twenty percent of the learners worked with assignments, discussions and chats in the LMS while being at campus. A majority of the learners only engaged in face-to- face lectures, seminars and informal discussions with teachers and fellow learners on campus:“Meeting and speaking with the other learners and using paper and pen are my tools on campus (learner).”A majority (90%) of the learners performed 70% to 100% of their study tasks at home. 90% of the learners studied literature, participated in online seminars and did assignments at home, while 85% engaged in group work. Assignments in the LMS were the most frequently used tool (100%) while studying at home. 85% of the learners used discussions in the LMS and 50% used chats. Other tools used from home were e-meeting tools (40%), telephone and doodles. Ten percent of the learners did not study at home at all.Assignments and discussions in the LMS were the most common tools used from work.Different tools can be used in different contexts. At home I can use everything, which is stimulating. At work I can use the LMS when there is time left. The tools give me “freedom in learning” (learner).”Chats were used by 50% of the learners. Other tools mentioned by the learners were MP3 players and the traditional tool of ‘paper and pencil’. Ten percent of the learners performed all their study tasks from work. 50% of the learners did not study at work, as they perceived that they had no assigned time or were not allowed to perform study task at their workplace.To a limited extent learners participated in online seminars from work with teachers on campus, between important and demanding work tasks:“Learner: I’m sorry but have to leave the discussion now. I have to perform an emergency operation.”In transcripts from online seminars, there is also evidence of teachers travelling to and from home and campus while moderating the seminars:“Teacher: Now I’m back again for real. I’ve been travelling for a while and my Internet connection was a bit shaky on the train.”ConclusionsA multitude of setting and intersections were found in the study, as well as different tools used in different settings. The findings of the study make, in this respect the traditional concepts   of   ‘campus’ and ‘distance education’ obsolete. The findings support Jaldemark’s (2008) conclusion that the practice of higher education has gone through a process of convergence regarding distance, face-to-face and online education, more and more making distance education transforming and merging into online education. When designing blended learning as a mix of campus and online learning, it is particularly important to consciously decide which tasks are to take place on campus and which are to take place online as well as what tools are appropriate in different settings. References:Bonk, C.J. and Graham, C.R. (Eds.) (2006) The Handbook of Blended Learning. Global Perspectives, Local Designs, Pfeiffer, San Fransisco, CA.Jaldemark, J. (2008) ‘Changes within the practice of higher education: participating in the educational communication through distance settings’, International Journal of Web Based Communities, Vol. 4, No. 2, pp.173–187.Jaldemark, J. (2010) ‘Participation in a boundless activity: computer-mediated communication in Swedish higher education’, PhD thesis, Umeå University, Umeå, Sweden.Schön, D.A. (2003) The Reflective Practitioner: How Professionals Think in Action, Ashgate. Publishing, Aldershot.Thompson, S. and Thompson, N. (2008). The Critically Reflective Practitioner, Palgrave MacMillan, New York. Appendix: Survey QuestionnaireResponse alternative of each question is written within brackets.How many percentages of your studies take place at home? [0%, 10%, 20%, 30%, 40%, 50%, 60%, 70%, 80%, 90%, 100%] What kind of study tasks do you perform at home? [Reading course literature, online seminars in the learning management system (LMS), assignments, group work, other tasks]3. How many percentages of your studies take place on campus? [0%, 10%, 20%, 30%, 40%, 50%, 60%, 70%, 80%, 90%, 100%]4. What kind of study tasks do you perform on campus? [Reading course literature, online seminars in the LMS, assignments, group work, other tasks]5. How many percentages of your studies take place at work? [0%, 10%, 20%, 30%, 40%, 50%, 60%, 70%, 80%, 90%, 100%]6. What kind of study tasks do you perform at work? [Reading course literature, online seminars in the LMS, assignments, group work, other tasks]7. What tools do you use when studying at home? [Assignments in the LMS, chats in the LMS, discussions in the LMS, e-meeting tools like Adobe Connect and Skype, document sharing tools like Google Docs, other tools]8. What tools do you use when studying on campus? [Assignments in the LMS, chats in the LMS, discussions in the LMS, e-meeting tools like Adobe Connect and Skype, document sharing tools like Google Docs, other tools]9. What tools do you use when studying at work? [Assignments in the LMS, chats in the LMS, discussions in the LMS, e-meeting tools like Adobe Connect and Skype, document sharing tools like Google Docs, other tools]10. Do the tools used in the program contribute to learning? If so, how?11. Are there tools used in the program which hinder or make learning difficult? If so, which tools and why?
ER  - 

TY  - JOUR
T1  - Using “good” as feedback – meaningless or meaningful in sports contexts? A comment on praise and feedback on the personal level
T2  - Scandinavian Sport Studies Forum
SN  - 2000-088X
A1  - Lundin, Katarina
PY  - 2021
IS  - 12
SP  - 113
EP  - 134
LA  - eng
PB  - : Malmö University
KW  - sport science
AB  - An issue in sports contexts as well as other educational contexts has been whether feedback on the personal level, often in the shape of praise, contributes to the progression of the practitioners’ skills. This article examines whether PEH teachers’ feedback on the personal level, using the word good, in specific contexts actually can contribute to crucial progress and empowerment of the pupils/practitioners. The empirical material consists of video- and audio-documentation from training sessions in athletics, jujutsu, and gymnastics, and from preparatory classes in Physical Education and Health, where the pupils were newly arrived immigrants in Sweden. As a complement, observations were made and documented in writing. In the analysis, Basil Bernstein’s superordinate concept code is used, which includes the principles classification and framing. A strong classification results in exclusion, whereas a weak classification can open up with respect to content. Correspondingly, a strong framing precludes, whereas a weak framing opens up towards a broadened and changeable concept. A strong classification and framing results in a separated code, whereas a weak classification and framing results in an integrated code. The integrated code is manifested in a shift in the balance of power and a loosened division of control between the teacher of the preparatory class and his pupils. Furthermore, the integrated code opens up for empowerment and the development of an identity, which per se contributes to a progression and development of the pupils. The conclusion is that, under specific circumstances, using good as feedback, in the shape of praise and on the personal level, is meaningful. It can even be considered effective, positive, and useful in certain sports contexts and aims at developing an identity rather than performance skills and at empowering practitioners. Feedback on the personal level does not primarily contribute to the progression and development of sport-specific skills of the practitioners, but its contribution to the empowerment of the practitioners, on the other hand, is obvious.
ER  - 

TY  - CONF
T1  - What is tested?: National tests and their potential impact on teachers’ content selection
A1  - Lundqvist, Eva
A1  - Lidar, Malena
A1  - Almqvist, Jonas
PY  - 2014
LA  - eng
KW  - national tests
KW  - content selection
KW  - curriculum emphases
KW  - scientific literacy
KW  - curriculum studies
AB  - Research questions, objectives and theoretical framework The use of centralized testing seems to be in constant motion throughout the world. Sweden as one example, has in recent years increased the use of centralized testing of students, where mandatory national tests is introduces in more subjects and at several occasions during the primary school years. Since 2010, all students in the 9th grade in Sweden have to take national tests in one of the science subjects of physics, chemistry or biology. The aims of the tests are wide, they are supposed both to support teachers’ efforts to make equal and fair assessment and grading of students and to provide a basis for analyzing to which extent the knowledge requirements are met (National Agency for Education 2011).In this paper we will present two studies within a project focusing on the effects of the introduction of national tests in science. The purpose of the paper is to examine first what content that is included in the tests, i. e. what knowledge is valued, and second, how the centrally controlled tests influence teachers' perceptions of what is "good" science education and how teachers perceive that the tests have influenced their teaching. Third we will compare and discuss the results from the two studies in terms of scientific literacy.What content that should be taught and assessed within science education has not got one answer.Roberts (2011) discuss what constitutes “good” science teaching in terms of “Visions” for scientific literacy. According to Roberts, two different visions have been favoured in the western world with regard to how science should be framed in order for pupils to be “scientifically literate”. Roberts calls these visions Vision I and Vision II.Briefly, in vision I it is the scientific discipline content that is to be taught, there is a notion that the learned scientific knowledge automatically can be applied when an application is required. In vision II, the ability to apply the knowledge is not automatic, it is rather something a person needs to learn. The use of curriculum emphases is another way to categorize the possible content choices in science teaching (Roberts 1994; 2011). The typology includes seven different emphases on science and describe an epistemological content dimension about scientific knowledge and scientific activities.Concerning teachers’ views on the influence of the tests on their practice, a common reaction to the introduction of national tests is that the teaching content is adapted to what is to be tested (Au 2007; Hamilton & Berends 2006; Orpwood 2007). Au (2007) conducted a meta-analysis of 49 American studies and found that the main effect of this type of test is that the teaching content is limited to what is to be tested, that the subject areas are fragmented into test-related pieces and that teachers increase their use of teacher-centered education. However, this picture of national tests is not clear-cut, because at the same time, Au also found that in a significant minority of the examined cases the teaching content actually expanded, that the knowledge areas were integrated and that more pupil-oriented cooperative pedagogy was used. The results suggest that the impact of the tests may depend on how they are designed. Au (2009) concludes though that this kind of formal control is a way of controlling teachers’ instructional practice, because it creates norms about what is considered “good” teaching and “good” teachers.Methodology The empirical data for this paper consists of both national tests and interviews with teachers. A first study about the content in the tests is presented in Almqvist & Lundqvist (2013) and Lundqvist & Lidar (2013) has earlier studied teachers’ view about the tests.The national tests given during the period 2009-2012 in biology, chemistry and physics, as well as information given to the teachers about the assessment guidelines, are included as empirical material in the study. Since it is the teachers themselves that mark the tests and report the results, the guidelines for assessment are central in this information. By analyzing these documents, and not only the tests given to the students, we can clarify what kind of knowledge that is regarded as relevant and valid.Interviews were made with 29 teachers, all teaching physics, chemistry and/or biology in grade 6-9 in Swedish compulsory school. In order to find variation among teachers’ perceptions of the implementation of the tests, the selection of teachers was made from participants in a survey carried out within the project (Lidar et al 2012). Data was collected through semi-structured telephone interviews, which each lasted for 35-60 minutes. All interviews were audio recorded and transcribed. The teachers were asked questions about their teaching and assessment practice and how they perceive how the tests have affected their practice.Curriculum emphases are used as an analytical tool to analyse the content in the tests and for analysing the teachers’ talk about the tests and how the tests have influenced their teaching. With the curriculum emphases as an analytical tool it is possible to analyse what content that is included and excluded in the tests and in the teachers’ talk about the tests.Preliminary results and implications                                    The analysis of the tests shows that a student, to pass the tests, needs to answer correctly on questions about scientific concepts, models theories, about scientific ways of thinking about the world and finally about scientific methods. It also shows that knowledge about the use of science in relation to everyday problems or political and moral issues are not required to pass the tests. For higher grades, however, the students also need to be able to give correct answers on questions about the use of science in relation to everyday problems and to political and moral issues. In relation to the two visions of scientific literacy, this means that students, in order to pass the tests at least need to be able to answer questions on knowledge privileged in education built on Vision I.The results from the interviews show that there are three subject areas where teachers say national tests have supplied their teaching new content-related aspects; laboratory work, assignments about scientific arguments and assignments about the history of science. What unites these content areas is that they all call for a testing of the intellectual dimension of science, what Douglas Roberts (1994) calls "The Structure of Science", one of the seven knowledge emphases. Since the teachers in this study describes that these three substantive areas are parts that they found important, and that they have added to their teaching, it seems to be a content that has not been taught to any great extent before. The results from the studies will further be compared and discussed in relation to research about scientific literacy and how the selection of content centrally made might have consequences on teachers practice and also on which citizen that is fostered.References Almqvist, Jonas & Lundqvist, Eva (2013). De nationella provens innehåll: vilken scientific literacy mäts i NO-proven [The content in the national tests: what scientific literacy is assessed in the science tests?]. In Eva Lundqvist, Roger Säljö and Leif Östman (Eds.), Scientific Literacy. Teori och praktik. Stockholm: Gleerups förlag.Au, Wayne (2007): High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36, 258-267.Au, Wayne (2009). Unequal by design. High-Stake Testing and the Standardization of Inequality. New York: Routledge.Hamilton, Laura S. & Berends, Mark (2006): Instructional practices related to standards and assessments. RAND. Retrieved from http://www.rand.org/content/dam/rand/pubs/working_papers/2006/RAND_WR374.pdfLidar, Malena, Karlberg, Martin, Lundqvist, Eva, & Almqvist, Jonas (2012): Manner of teaching and teaching traditions in Science Education: What do teachers emphasize? Paper presented at ECER in Cadiz, Spanien, September 2012.Lundqvist, Eva & Lidar, Malena (2013). Nationella prov i NO och lärares undervisningsinnehåll [National tests in science and teachers’ content selection]. Utbildning och demokrati. Tidskrift för didaktik och utbildningspolitik, 22, 85-106.National Agency for Education  (2011). Om nationella prov. [About national tests]. Retrieved from http://www.skolverket.se/prov_och_bedomning/2.1100Orpwood, Graham (2007). Assessing scientific literacy: threats and opportunities. I C. Linder, L. Östman & P-O Wickman (Eds.). Promoting scientific literacy: Science education research in transaction. Procedings of the Linnaeus Tercentenary Symposium in Uppsala, Sweden.Roberts, D. A. (1994). Developing the concept of "curriculum emphases" in science education. Nordisk Pedagogik, 14, 10-25.Roberts, D. A. (2011). Competing Visions of Scientific Literacy. The Influence of a Science Curriculum Policy Image. In Cedric Linder, Leif Östman, Douglas A. Roberts, Per-Olof Wickman, Gaalen Erickson & Allan MacKinnon (Eds.), Exploring the Landscape of Scientific Literacy. New York; Routledge.
ER  - 

TY  - CONF
T1  - Action Competence - a private matter?
A1  - Stagell, Ulrica
A1  - Almers, Ellen
A1  - Askerlund, Per
PY  - 2014
LA  - eng
AB  - Research on environmental education and education for sustainable development is an expanding field in educational research in Europe, as well as worldwide. With EERA celebrating 20 year, and the Decade for Education on Sustainable Development (DESD) in its final year, it is possible to make a halt for discussions of the present with perspectives of both the past and the future. Based on empirical findings on Eco-School teachers’ and instructors’ views on the appropriateness of including different sustainability-promoting actions in their teaching practices, this paper will discuss actions in relation to the Action Competence perspective, and tensions that manifests in educational settings between educational ideals of socialisation and educational ideas of liberal autonomy (Bildung), as well as, what is seen as private matter and what it is seen as part of the educational commission.From the perspective of Action Competence, and the educational ideal of Bildung, it has been claimed, as one of the dominating standpoints in the academic ESD-debate concerning the purpose of sustainability-promoting actions in education, that the actions are there, not to solve the unsustainability problems in the world, but to educate the students. The importance in ESD of learning critical decision taking in choices of actions as a citizen in a democratic society, nationally and globally has been stressed. The study is based on the premise that the inclusion of actions in teaching practices depends on teachers’ choices of lecturing, which to some degree is in turn dependent on their experience during teacher training, and explores Eco-School teachers’ and instructors’ views on the appropriateness of including different sustainability-promoting actions in teaching. As the importance of action for sustainability is highlighted in the Eco-Schools’ curricula, there are incitements for teachers at Eco-Schools to consider the inclusion of different sustainability-promoting actions in their teaching, either in terms of information and discussions about possible actions or in terms of student participation in actions.However, critique has been raised from the perspective of the need for education not to neglect the urgency of solving sustainability issues. Also, the Action Competence perspective, although based on a Bildung perspective, has been criticised for being just another form of socialisation. In addition to this, the liberal ideal of autonomy has been questioned.This paper will discuss how Eco-School teachers and instructors relate to different forms of actions, indirect/direct and individual/collective, that may take part in the private or the public sphere and be seen as personal or political. In relation to this, the Action Competence perspective will be discussed in perspectives of the present, past and future and the tensions that manifests in educational settings between educational ideals of socialisation and educational ideals of liberal autonomy (Bildung), as well as, what is seen as private matter and what it is seen as part of the educational commission.MethodInterviews with 24 Eco-School teachers at a dozen schools in southern Sweden, from pre-school to upper secondary school, and 9 Eco-School instructors employed by the Green Flag organisation at different locations in Sweden, were conducted based on a semi-structured interview protocol. Informants were asked to grade from 1-6 the appropriateness of 16 different sustainability-promoting actions to include in their teaching practices. The actions were chosen to grasp a diversity in types of actions, as well as motives for preferences for specific actions in teaching. More than 20 hours of interviews were transcribed verbatim, and were analysed with a mixed method approach including both quantitative and qualitative analyses. Mathematical and statistical analyses were made in Excel and SPSS for the groups of teachers and instructors respectively, and as a comparison between the two groups. A qualitative content analysis was made (in Nvivo) on the informants reasoning when justifying their ratings of each of the sustainability-promoting actions from the question: ‘What do the teachers refer to when they justify their positions?Expected OutcomesPreliminary results show that different direct actions, and actions which take place in the private sphere were viewed by Eco-School teachers and instructors as the most appropriate actions to include in teaching practices. However, actions related to individuals as consumers were seen by teachers as less appropriate than by the instructors, and have consequently been included less in teaching practices. The actions that were deemed least appropriate by both groups were two indirect actions occurring in the public sphere and aiming at solutions on a structural level, engaging with political parties and engaging with NGOs. They did not seem to have a repertoire of teaching approaches that would allow them to work with issues where social norms diverge strongly. This paper will discuss how Eco-School teachers and instructors relate to different forms of actions, indirect/direct and individual/collective, that may take part in the private or the public sphere and be seen as personal or political. In relation to this, the Action Competence perspective will be discussed in perspectives of the present, past and future and the tensions that manifests in educational settings between educational ideals of socialisation and educational ideas of liberal autonomy (Bildung), as well as, what is seen as private matter and what it is seen as part of the educational commission.
ER  - 

TY  - CONF
T1  - "They want to show that they are topnotch": Students enactments of policy in interaction
A1  - Tanner, Marie
A1  - Pérez Prieto, Héctor
PY  - 2015
LA  - eng
KW  - policy enactment
KW  - assessment practices
KW  - grades
KW  - student perspective
KW  - conversation analysis
AB  - This presentation focuses on recent reforms in Swedish education concerning new grades and extended use of national tests in grade six, and how this extensive reform comes to play in everyday practices in schools. Schools today have to be able to handle a multitude of policy initiatives that get introduced with increasing pace in the new education economy. Not least has several studies on the effects of schools marketization showed how this results in higher demands for schools to produce information about themselves and the students to inform and guide families school choices as well as governments control and inspection  (Ball, 2006; Löfdahl &Pérez Prieto, 2009; Löfgren, 2012).The new national tests and grades in year 6 are examples of policymaking that has the capacity of producing high stake information about the actors in schools (teachers, school leaders and students) as well as information about schools in terms of competitiveness and results in relation to given standards. Here we take an interest in the consequences this could have from the students’ perspective.Policy reforms are often studied in terms of implementation, i.e. measuring schools’ responses to different specific policy initiatives. As an alternative approach, in recent years the concept of enactment has been used within policy research as an analytical tool for the understanding of how policy gets translated into practice by actors on different levels (Ball, Maguire & Braun, 2012; Singh, Heimans & Glasswell, 2014; Tanner & Pérez Prieto, 2014). The concept of policy enactment is used to address the complexities in institutional policymaking not only referring to policy as top-down steering from governments through organizational structures, but as something that is interpreted on all levels by different actors in the school system (Ball et al., 2012).Most studies on a school level focus on school leaders and teachers, whereas the students often remain unnoticed as actors in policy practice. We have in previous studies argued for the importance of including students’ perspectives in studies of policy enactment, and have suggested new methods for how this could be explored (Pérez Prieto & Tanner, 2013; Tanner & Pérez Prieto, 2014). In this presentation we continue to develop this line of work in relation to the new reforms on grades and national tests in year six. Using conversation analysis (CA) as a methodological approach we explore how these policies are interpreted and realized in student interactions within the school context, and how this helps to produce and re-produce policy discourses in schools today. The aim is to describe how the reform is being made in interaction from the students’ perspective. We depart from the following research questions:How are national tests and grades oriented to in students’ interaction?How do students position themselves in relation to these changed assessment practices in different situations?This study is part of a larger project about students’ experiences of doing national tests and getting grades in sixth grade, where in total more than 150 students in 7 schools have been interviewed. Within the larger project, this presentation builds on a complementary video-ethnographic substudy where three groups from two different schools have been followed during preparation and realization of national tests in the subjects of social sciences and natural sciences. The data material in the substudy consists of more than 30 hours of video recordings from classroom interaction in three different groups in two schools, 7 video recorded group interviews with students focusing on their experiences of getting grades and 7 video recorded group interviews with students about doing national tests. From this data different examples where students position themselves to these assessment practices are selected for further analysis on how this policy reform gets interpreted. The selected data consists of different kinds of interactions; between students, between teacher and students or interactions within an interview setting.To visualize new aspects of how policy is constituted in the interaction between different actors in school, we make a somewhat unusual methodological combination of policy studies and interactional analysis, where we use the inductive approach of conversation analysis (CA) focusing on the institutionally framed interaction within the school context (Drew & Heritage 1992; Heritage, 1997). CA aims at studying human sociality as it is organized in people’s talk-in-interaction and how they together create shared meanings in relation to context (c.f. Hutchby &Wooffitt, 2008). Whereas early CA studies mainly focused on verbal talk in everyday situations, there is now within CA an increasing interest in to how verbal and non-verbal resources such as gesture, gaze and material artefacts are coordinated in human interaction (Goodwin, 2000; 2007). In this study the use of video recordings makes these kinds of multimodal analysis possible. Here we view the participants’ interpretations of policy as social actions, and explore how these kinds of policy practices is being made in student interaction through the use of different kinds of available semiotic resources. Even though the combination of CA and the theoretical concept of policy enactment require careful methodological considerations, we find a substantial gain in the way it makes possible new understandings of how students position themselves in relation to educational policy. Preliminary results show how students position themselves as competent actors in relation to peers, teachers and family as they talk about tests and grades. In the interactions they negotiate strategies for coping with expectations and increasing pressure, while at the same time playing down the importance of tests and grades in for example comparisons with friends or in relation to final grades in year nine. To a large extend they position themselves as being responsible for making changes and increasing their efforts to achieve good results. But in the empirical data are also examples of how students’ position themselves in relation to increased demands on teachers and schools, and expectations to produce good results in competition with other schools in a marketized education system.References Ball, S. J. (2006). Performativities and fabrications in the education economy: Towards the performative society. In H. Lauder, P. Brown, J-A. Dillabough & A. H. Halsey (Eds.), Education, globalization & social change (pp. 692-701). New York: Oxford University Press.Ball, S. J., Maguire, M. & Braun, A. (2012). How schools do policy: Policy enactment in secondary schools. London: Routledge.Drew, P., & Heritage, J. (1992). Talk at work: Interaction in institutional settings. Cambridge: Cambridge University Press.Goodwin, C. (2000a). Action and embodiment within situated human interaction. Journal of Pragmatics, 32(10), 1489-1522. doi: 10.1016/S0378-2166(99)00096-XGoodwin, C. (2007). Participation, stance and affect in the organization of activities. Discourse & Society, 18(1), 53-73. doi:10.1177/0957926507069457Heritage, J. (1997). Conversational analysis and institutional talk. I D. Silverman (Red.), Qualitative research: Theory, method and practice (ss. 161-182). London: Sage.Hutchby, I., & Wooffitt, R. (2008). Conversation analysis (2. uppl.). Cambridge: PolityLöfdahl, A. & Pérez Prieto, H. (2009). Between control and resistance: Planning and evaluation texts in the Swedish preschool. Journal of Education Policy 4(24), 293-408. Löfgren, H. (2012). Det sitter inte i väggarna: Identiteter i lärares berättelser om skola och arbete [It is not in the walls – Professional identities in teachers’ stories about school and work). Doctoral dissertation, Karlstad: Karlstad University Studies. Pérez Prieto, H. & Tanner, M. (2014): Fabricando buenos alumnos: autoevaluación y negociación en la escuela sueca. I C. Peláez-Paz & M.I. Jociles (Eds) Estudios etnográficos de las políticas públicas en contextos educativos. Madrid: Traficantes de SueñosSingh, P.,  Heimans, S.  & Glasswell, K. (2014) Policy enactment,context and performativity: ontological politics and researching Australian National Partnership policies, Journal of Education Policy, 29:6, 826-844 Tanner, Marie; Pérez Prieto, Héctor (2014) In between self-knowledge and school demands: Policy enacted in the Swedish middle year classroom. Discourse. Studies in the Cultural Politics of Education, 2014, volym 35 (5)
ER  - 

TY  - CONF
T1  - “It’s Important to get into the Community” – Students’ Voices on Disciplinary Literacy, Opportunities and Challenges in a Linguistically Diverse Classroom
A1  - Waagaard, Viktoria
PY  - 2024
LA  - eng
KW  - disciplinary literacy
KW  - linguistically diverse classroom
KW  - opportunities
KW  - challenges
KW  - civics
KW  - ämnesliteracy
KW  - språkligt heterogena klassrum
KW  - möjligheter
KW  - utmaningar
KW  - samhällskunskap
AB  - “It’s Important to get into the Community” – Students’ Voices on Disciplinary Literacy, Opportunities and Challenges in a Linguistically Diverse ClassroomStudent 1: It's important [to focus on language] to get into the community, like, to be able to come in and talk to neighbours and like ...Student 3: Otherwise you feel like... so alone and strange. The traditional approaches to education are today both challenging and challenged. An important task for schools, in a society with diverse and unexpected demands on students, is reflective and linguistic competence including reasoning (Skolverket, 2022). The aim of this study is to contribute with knowledge about opportunities and challenges in civics, with a focus on language-oriented content teaching and disciplinary literacy, in the case of students with a foreign language background. The research question is:·       What opportunities and challenges, related to language and disciplinary literacy in civics, can be identified in the case of students with a foreign language background?Students need explicit support in the classroom (Cummins, 2015; Hajer, 2018), since learners' literacy backgrounds are very diverse (Cummins, 2015). Schools therefore have a crucial role in supporting understanding of language and content, especially for students with a foreign language background. Explicit teaching with a focus on subject words and disciplinary thinking tools might support students reasoning (Waagaard, 2023). The interviews were analyzed through thematic content analysis (Braun & Clarke, 2006) where opportunities and challenges were identified. Semi-structured interviews (Kvale & Brinkmann, 2014) with 11 secondary school students with a foreign language background were conducted in connection with civics lessons. The civics teaching was based on reading fiction related to the current work area. The results show that a focus on subject words and disciplinary thinking tools (cf. Sandahl, 2015) can support students’ understanding of language and content. Reflection time, teacher support and well-thought-out group division seem to favor students’ comprehension and reasoning. Some of the students with a foreign language background however felt they had to "work much harder" than students with a Swedish language background (cf. Waagaard, 2023).In today's often time-pressured world, students need access to tools to support language comprehension and reflective reasoning. A focus on disciplinary literacy (subject words, social science thinking tools) can be a way to support multilingual students to gain access to a diverse and unexpected community, in Sweden as well as in a Nordic context.ReferencesBraun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.Cummins, J. (2015). Language differences that influence reading development: Instructional implications of alternative interpretations of the research evidence. In: Handbook of Individual Differences in Reading, 241–262. Routledge.Hajer, M. (2018). Teaching content through Dutch as a second language: How ‘Language Oriented Content Teaching’ unfolded in mainstream secondary education. Dutch Journal of Applied Linguistics, 7(2), 246–263.Kvale, S., & Brinkmann, S. (2014). Den kvalitativa forskningsintervjun. Studentlitteratur.Sandahl, J. (2015). Medborgarbildning i gymnasiet. Ämneskunnande och medborgarbildning i gymnasieskolans samhälls- och historieundervisning. [Doktorsavhandling, Stockholms universitet].Skolverket. (2022). Läroplan för grundskolan, förskoleklassen och fritidshemmet: Lgr22.Waagaard, V. (2023). Ämnesliteracy i samhällskunskapsämnet. Ett ämnesspecifikt bidrag till ett språk- och kunskapsutvecklande arbetssätt. [Doktorsavhandling, Uppsala universitet].
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TY  - CONF
T1  - Variation of power and control in the one-to-one computing classroom: Finnish teachers’ enacted didactical designs in grade 1-6
T2  - ECER 2018: Inclusion and Exclusion, Resources for Educational Research?
A1  - Bergström, Peter
A1  - Wiklund-Engblom, Annika
PY  - 2018
LA  - eng
AB  - Research question and theoryThis study is part of a larger Nordic research project, including a series of substudies with a common research objective of examining teachers’ didactical design in one-to-one computing classrooms in Denmark, Sweden and Finland (Jahnke et al., 2017). The findings presented in this paper is based on 16 classroom observations and 16 teacher interviews in grades 7-9 in Finland. One-to-one computing in K–12 education has grown rapidly worldwide through initiatives based on one laptop or tablet for each student (Islam & Grönlund, 2016). In the Nordic countries, studies on teachers’ working in one-to-one computing classrooms have been performed in Sweden (Fleischer, 2013; Håkansson Lindqvist, 2015; Tallvid, 2015, Bergström et al., 2017), in Norway (Blikstad-Balas, 2012), and in Denmark (Jahnke, Norqvist, & Olsson, 2014), while Finland still seems to be a blind spot on the map (Bocconi, Kampylis, & Punie, 2013). Important knowledge and understanding about Finnish teachers’ teaching in the one-to-one computing classroom is therefore missing. This study focuses on 16 teachers in a Finnish municipality that was among the first to implement a large-scale one-to-one computing initiative in Finland. Finnish teachers are prized for their high academic standards (Sahlberg, 2011), but also criticised for maintaining power and control by organising students in straight lines lectured by one teacher (Carlgren et al., 2006, Simola, 2005). One-to-one computing, is considered to be an innovation in the strive for modernisation of teaching and learning through increased student emancipation (Bocconi et al., 2013). The analysis presented here considers how these teachers’ in a variety of lessons demonstrate similarities and variations regarding their organisation of the classroom space as well as decisions in practice about content, pacing, and assessment. This mix of teachers’ designs of the classroom space and their enacted decisions during teaching form their didactical designs (Bergström et al., 2017). Specifically, this article analysis how Finnish teachers use of power and control across different subjects. This study aims to describe and understand how variations within, as well as, between teachers’ didactical design challenge and reproduce established teacher-student relationships. The following research question were asked: How can variations within, as well as between, different clusters of didactical design be understood in terms of power and control?The concept of didactical design follows the European tradition of Didaktik (Klafki, 2000; Sensevy, 2012) where the teaching and learning process is problematized, for example, when considering imitative teaching in contrast to students’ active learning. Such dichotomies serve to illuminate how school environments, school subjects, teachers, students and ICTs are all relays of power and control, and how power and control is maintained, reproduced or challenged. For this study, Bernstein’s (2000, 1990) theory of material conditions of classrooms in relation to teachers’ communication in practice was found to be helpful for analysing teachers’ didactical design regarding the physical space and the enacted practice. In the material conditions of the classroom, Bernstein’s concept of classification was used to analyse power relations between objects for example, the arrangement of desks, ICTs, spaces and teacher-student relations. Depending on the degree of specialisation and insulation between objects, classification is either strong or weak. Strong classification indicates for example desks organised in lines, whereas with weak classification would desks be in groups.  Bernstein’s concept of framing highlight teachers’ communication and describes the locus of control about selection and sequence of content, pacing, evaluation and communication. If framing over selection of content is strong, it is the teacher who control such decisions, whereas if framing is weak the control is distributed to the students. Different power and control relationships give raise to different didactical designs with regard to possibilities and regulations in students learning.  MethodsFour schools were visited twice during 2016. Classroom observations in 16 lessons (about 45minutes each) were conducted by two observers supported by one interpreter. The data comprise audio recordings of the teachers’ communication, field notes and photographs of the physical classroom space and situations. The subjects ranged from Native Language, Mathematics, Physics, English, Slojd, Geography and lessons based on thematic studies about students’ sport holiday and Scandinavia. The class size ranged from 8 to 22 students. The observations were followed up with post-lesson interviews. We asked questions that ranged from specific situations in the observed lesson, to the teachers’ experience to teach in the one-to-one computing classroom. Each interview lasted for about 60 minutes.The use of different methods made triangulations of the different data possible. Each lesson was analysed with support of a theory-oriented coding scheme. In the analysis of the didactical design of the classroom environment, power relations were interpreted from photos and field notes. The classification between categories were interpreted on a two-point scale as either strong (C+) or weak (C-). In total, we analysed seven categories of “relations between” objects: desks, the teacher’s space and the students’ space, physical learning resources and one-to-one computing resources, the selection of software applications (apps), teacher and student, student and student, and the classroom and other facilities. In the next step, focus was turned to the teachers’ communication in the audio recordings. The concepts of framing was operationalised into six categories for control: selection, sequence, pacing, evaluation, teacher-student relationship and student-student relationship. These categories were coded on a four-point scale from very strong to very weak framing (F++, F+, F- F--). The results from the classification and framing analysis made it possible to estimate and differentiate different didactical designs. The didactical design findings were then considered in relation to the post-lesson interviews. The interviews provide a richer picture of the observed practice and beyond.Expected outcomes For presenting some preliminary results a typology was used to illustrate the interplay between teachers’ didactical design of the physical classroom space and teachers’ enacted practice. In order to illustrate different nuances, quantitative data illustrate the degree to which teachers organised both furniture and digital resources, while qualitative aspects are based on teachers’ communication. From the preliminary analysis we can perceive differences in the material where some lessons demonstrate power and control relationships with similarities to traditional desk teaching. One group of lessons, demonstrate a practice where some of the power and control was distributed to the students. A third group of teachers indicated didactical designs where power and control were distributed to the students to a great extent. These teachers organised the students in groups and ICT resources demonstrated the similar value as printed books. Here, the control was distributed to the students both regarding the content, but also in pacing.  This study is relevant since digital technologies in pedagogical practice is increasing world-wide and is assumed to change teaching and learning. However, previous studies have shown that Finnish teachers’ teaching has been reported to maintain previous traditions of teaching and learning through teachers’ power and control. Based on these clash of paradigms, this study has the potential to serve as a good what happens in Finnish classrooms when one-to-one computing is introduced.
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TY  - CONF
T1  - School Based Health Promotion: How Professional Practices Unfold in an Institutional Context.
T2  - ECER 2024, Nicosia, Cyprus
A1  - Elsayed, Hadil
PY  - 2024
LA  - eng
KW  - health promotion
KW  - institutional
KW  - professional practice
KW  - school practice
AB  - School based health promotion How professional practices unfold in an institutional context Proposal information The manner in which health promotion (HP) practice unfolds in various schools is contingent on the policies regulating it and school professionals’ understanding and enactment of said policies (Elsayed et al., 2023; Simovska et al., 2016). However, policies are often general prescriptions and professional understandings of them are not always aligned (Gherardi, 2019; Guvå & Hylander, 2012). Moreover, the interpretation of policies can be influenced by how school actors navigate the institutional complexity resulting from the (co)existence of multiple potentially conflicting institutional logics (understood as socially constructed value systems) that permeate school organizations (Ackesjö, 2022; Thornton et al., 2012).  School professionals often need to navigate complex institutional landscapes to accomplish HP work (Bennett et al., 2016). This is particularly salient in decentralized school systems (e.g., Swedish) where HP is enacted within multiple organizational frames (Hjörne, 2018). Institutional complexity may challenge school HP work (Ekornes, 2015) but may also facilitate some practices related to HP such as teaching (Gullberg & Svensson, 2020). While the effects of institutional complexity on organizational structures and responses have been extensively explored in literature, fewer studies have focused on the relation between this complexity and professional practices (Schatzki, 2023; Wu et al., 2023). This study explores how HP practices are understood by school professionals with respect to the institutional context in which they are deployed. The research questions are (i) how do school professionals understand HP as an institutionally regulated practice? and which institutional logics foreground professionals’ understandings of HP in schools?   The study is based on empirical data produced from nineteen semi-structured interviews with school professionals in Sweden. Data analysis is informed by practice theory (Gherardi, 2019; Schatzki, 2019) and the metatheoretical framework of institutional logics (Thornton et al., 2012). Practice theory contends that practices are the unit of analysis of the social. Practices are accomplished in bundles and organized via rules and sets of practitioners’ understandings (Schatzki, 2019). In institutional practices, rules can be seen as decontextualized formulations and may be further negotiated by practitioners (Gherardi, 2019). Professional understandings, (co)shaped by the prevailing institutional logics in a given organization (e.g., school), can influence how institutional rules are interpreted and enacted (Schatzki, 2023). Thornton et al. (2012) described several generic institutional logics (e.g., professional, corporate) that can guide (not circumscribe) analyses. The findings indicate that policy formulations represent the infrastructure of HP practice which is governed locally at the municipal and school levels. Participants had to navigate the complex and heterogenous (national, municipal, school) policy landscape. Some policies were perceived as ambiguous or unrealistic (e.g., imposing demands on schools which were not feasible within the available resources) motivating professionals to negotiate and occasionally contest them. School professionals perceived leadership as a key link between institutional directives and professional practices but they problematized dual leadership (municipality and school) as a potential source of interprofessional conflicts that can undermine the practice. Professionals invoked various institutional logics in their attempts to reconcile their professional values with the institutionally imposed practice rules (including written policies and governance systems). They invoked a bureaucratic logic to indicate compliance with institutional regulations, and three different instantiations of a professional logic (competence, pragmatic and entrepreneurial) by way of committing to professional values and maximizing efficiency. There were occasional tensions between the bureaucratic logic on one side and one or more of the professional logic instantiations on the other. These tensions were addressed in different ways, including disrupting the bureaucratic logic, attempting to reconcile it with one or more instantiations of the professional one, or occasionally using it as a resource to structure professional practices.  Methods Empirical context This study has been carried out in Sweden where school HP is a diffuse practice accomplished in different settings (e.g., health visits to the school nurse, physical education lessons). Schools are either municipal, independent (friskolor in Swedish), or private. Each school has a student health team, often composed of the school leader, nurse, psychologist, counselor, and special needs educator. Other professionals (e.g., teachers) are invited to team meetings as need arises. Moreover, schools are allowed to recruit private providers (e.g., psychologists) for specific services such as student counselling or staff training.  Participants In order to capture the potential variations in practice arising from different organizational affiliations (e.g., municipal, private) or from ascribing to different domains of knowledge (e.g., health, education), a diverse pool of professionals was invited to participate in the study. Maximum variation followed by snow ball sampling were used to recruit participants allowing for a varied and diverse study population while simultaneously limiting sample skewness (Tracy, 2012). The sample (n=19) included different professionals (e.g., teacher, nurse, principal, psychologist, social worker) who worked in municipal, independent, or private schools. The sample also included private providers. Data were generated from in-depth semi structured interviews with the participants.  Data analysis An abductive approach to data analysis was used whereby code generation was informed by both theory and participants’ accounts (Tavory & Timmermans, 2014). Data were iteratively analysed in four rounds. Code books were kept for each round and used for an audit trail to enhance transparency and validity (Creswell & Miller, 2000). Moreover, during the coding stage several peer review sessions were arranged which contributed to the refinement of codes and their aggregation into relevant themes. Code generation was informed by practice theory  (Gherardi, 2019; Schatzki, 2019). The institutional logics used by participants within the generated codes were identified using a mixture of pattern induction and pattern matching as described by Reay and Jones (2016). The induction was grounded in participants’ accounts. The inducted logics were then matched against the generic institutional logics described by Thornton et al. (2012).  Conclusion The study sheds light on school HP as a multidisciplinary professional practice that incorporates several practices such as teaching, counseling and leadership. The study highlights the occasional tensions generated due to the conflict between professional values and situated responsivity on the one side and the institutional regulation of school HP on the other. The study also demonstrates how various institutional logics are used to mediate the translation of practice regulations into viable professional understandings. The activation of three instantiations of professional logic vis a vis the bureaucratic logic that governs the practice indicates a professional resilience operationalized to effectuate the highest possible degree of professional efficiency. This professional resilience is used to construct practice strategies that are simultaneously congruous with professional values and compliant with institutional directives. The findings indicate that rules were sometimes used as resources to structure and bolster professional practice. However, the multiple levels of governance contribute to the complexity of policy landscape which in turn can strain professional understanding of the practice particularly when the policy rhetoric is ambiguous or incomplete. Moreover, some ambiguities in policy formulations (e.g., regarding the core of the practice) may challenge interprofessional collaboration and the ultimate attainment of school HP objectives.  The present study contributes to the body of school HP literature by providing an in-depth understanding of the professional negotiations involved in the enactment of education policies in HP practices in a highly decentralized school system. Insofar as the study responds to rather recent recommendations of incorporating an institutional logics perspective in practice studies (Schatzki, 2023), it can also be seen as a theoretical contribution to the understanding of institutional practices.  References Ackesjö, H. (2022). Evaluating the practice in Swedish school-age educare: Issues and contradictions [Article]. Journal of Childhood, Education and Society, 3(1), 60-73. https://doi.org/10.37291/2717638X.202231153  Bennett, A. E., Cunningham, C., & Johnston Molloy, C. (2016). An evaluation of factors which can affect the implementation of a health promotion programme under the Schools for Health in Europe framework. Evaluation and program planning, 57, 50-54. https://doi.org/10.1016/j.evalprogplan.2016.04.005  Creswell, J. W., & Miller, D. L. (2000). Determining Validity in Qualitative Inquiry. Theory into practice, 39(3), 124-130. https://doi.org/10.1207/s15430421tip3903_2  Ekornes, S. (2015). Teacher Perspectives on Their Role and the Challenges of Inter-professional Collaboration in Mental Health Promotion [Article]. School Mental Health, 7(3), 193-211. https://doi.org/10.1007/s12310-015-9147-y  Elsayed, H., Bradley, L., Lundin, M., & Nivala, M. (2023). Social and democratic values in school-based health promotion: A critical policy analysis. Cogent Education, 1
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TY  - CONF
T1  - Algebraic reasoning in upper secondary school
A1  - Fermsjö, Roger
A1  - Gerholm, Verner
A1  - Buchberger, Helena
A1  - Nilsson, Birgitta
PY  - 2019
LA  - eng
KW  - algebra
KW  - learning study
KW  - learning activity
AB  - The participants (n = 85) in this study were 16-17 years old and in their first year of upper secondary school in Sweden. In total, three lessons were recorded and transcribed, all with the same teacher. The first two lessons were conducted in a class of the Social Science Programme, i.e. a university-preparatory programme, and the third lesson in a class of the Building and Construction Programme, i.e. a vocational programme. The difference between the classes could be understood from their grade averages from compulsory school, 265 and 278 for the former two classes and 200 for the latter, where 340 is the highest possible score. The classes were chosen for different reasons, such as if there would be any differences according to former grades or choice of education. The intention was to use the same learning tasks in all classes, but small changes were made according to the analyses made after each lesson.Learning Study has been used in several studies, initially to test the Variation Theory, and is therefore also the most commonly used theory. It originates in the iterative process used in Lesson Study, and the methodology for Learning Study could be described by this iterative process:Find an object of learningMake a pre-testDesign the lessonImplement the lessonMake a post-testAnalyse the lessonRevise the lessonReturn to 4Other theories have been used in former Learning Studies, e.g. Learning Activity (LA). This study also uses LA as a theoretical framework and the research questions are:What kind of tasks and discussions in the classroom could lead to the development of algebraic reasoning?What learning actions, i.e. algebraic reasoning, could be shown orally, bodily or symbolically?What qualities in the reasoning could be seen? In order to analyse the lessons, the LA framework was used. Aspects to examine and questions to ask were, for example:What is the learning task, and what is it possible for the student to understand of the task?What is intended with the lesson, and what are the students trying to do?What is known/unknown for the students?An important part of LA is reflection, e.g. considering goals, motives, means of action by oneself and others, etc. Important questions were thus:How are solutions handled (both by the teacher and by classmates)How are solutions evaluated in class?What kind of reflections are made?The preliminary results from the study show that the mathematical tool could be helpful, if used, in developing algebraic reasoning. Its usefulness could depend either, or both, on the way in which the tool was introduced and the way in which the learning tasks were presented and handled in class. Analyses in relation to the LA framework also raised questions about the motive of the tasks, e.g. reducing variables. The importance of this in a mathematical sense is clear, but the task did not enable the students to see this.
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TY  - CONF
T1  - Knowledge qualities and interpretations of knowledge tasks in one-to-one projects
T2  - Earli Sig 9: Phenomenography, Jönköping University
A1  - Fleischer, Håkan
PY  - 2012
LA  - eng
KW  - humanities
KW  - humaniora
KW  - one-to-one computing
KW  - ubiquitous computing
KW  - ict
KW  - knowledge formation
KW  - pedagogik och utbildningsvetenskap
KW  - pedagogics and educational sciences
AB  - One-to-one computer projects are getting more and more common in European schools, for example in Italy, Portugal, France, Spain, Turkey and Germany (European Schoolnet, 2011; The Worldbank Group, 2011), as following the trend of education in USA (Maine Learning Technology Initiative, 2010). A recently published systematic research review (Fleischer, in press) on one-to-one (one computer per pupil and teacher) projects shows that pupils do spend much time on computers in one-to-one projects (Grimes & Warschauer, 2008), and that computers are highly appriciated. Previous research do also show that the computers are mostly used to explore information, to produce material by using word processors and powerpoint, and to communicate electronically (Fleischer, in press; Penuel, 2006). Previous research also indicates that the pupils sense of self-regulation in studies are increasing, as well as their motivation for studying (Maninger & Holden, 2009).However, the mentioned research review (Fleischer, in press) indicates that there is a lack of knowledge on how one-to-one affect the way pupils interpret knowledge tasks in school, how they approach knowledge tasks and how one-to-one computer projects affect qualities in formed knowledge.  The proposed study will therefor research qualities in formed knowledge in one-to-one settings. The research questions for the study are:Which are the variations of quality in formed knowledge that takes place due to the one-to-one setting?How is interpretation of the knowledge task conducted in one-to-one classrooms?What strategies do the pupils use to solve knowledge tasks in one-to-one classrooms? MethodologyThe study is using a phenomenographical approach (Marton & Booth, 1997). The study takes place within one class of 16-years old pupils in Sweden, studying a theoretical topic, where the knowledge task will be to write an essay. An interview is made with the teacher, parallel with investigating the formal curriculum of the course, to establish the pedagogical norm. The content of the essays are investigating in relation to this pedagogical norm, in order to find the students critical varations on the topic. These variations are then hierarchical ordered due to the depth of knowledge represented, and presented critical aspects of the topic. After this, retrospective interviews with the pupils are conducted, to find out the way they tried to solve their knowledge task. Expected resultsThe studies will bring further clarity on how one-to-one computing affects qualities in knowledge formation, and how those qualities are related to strategies that are chosen when the pupils are in a one-to-one  computer setting. The strategies will be discussed in terms of the interpretation of the task, the information seeking aspect of solving the task, and the writing process. The results of the study will be discussed from Gurwitsch’s three layers of awareness (Gurwitsch, Zaner, & Embree, 2010), in order to cast light over which aspects of one-to-one projects that affect the process of knowledge formation, and in what ways. Further, the results will also be discussed from a specific phenomenological framework, namely the one discussing the stretched world (Fleischer, 2011), taking into account what the strategies in forming knowledge mean for the lived experience of studying.The study will further discuss how to engage deeper into the question of affection on knowledge qualities and knowledge formation processes within one-to-one projects. Intent of publicationThe study is conducted within the framework of a doctoral thesis. The study is conducted during spring 2012, and the results will be presented at the ECER conference in September 2012. The study is also intended to be published in international peer reviewed journals during 2012. ReferencesEuropean Schoolnet. (2011). Educational Netbook Pilot  Retrieved 2011-11-14, 2011, from http://www.netbooks.eun.org/web/acer/aboutFleischer, H. (2011). Towards  a  Phenomenological  Understanding  of  Web  2.0  and  Knowledge  Formation. Education Inquiry, 2(3), 535-549.Fleischer, H. (in press). What is our current understanding of one-to-one computer projects: A systematic narrative research review. Educational Research Review. doi: http://dx.doi.org/10.1016/j.edurev.2011.11.004Grimes, D., & Warschauer, M. (2008). Learning with Laptops: A Multi-Method Case Study. Journal of Educational Computing Research, 38(3), 305-332.Gurwitsch, A., Zaner, R. M., & Embree, L. E. (2010). The field of consciousness : phenomenology of theme, thematic field, and marginal consciousness. Dordrecht ; New York: Springer.Maine Learning Technology Initiative. (2010). About MLTI  Retrieved 2011-06-09, 2011, from http://www.maine.gov/mlti/about/index.shtmlManinger, R. M., & Holden, M. E. (2009). Put the Textbooks Away: Preparation and Support for a Middle School One-to-One Laptop Initiative. American Secondary Education, 38(1), 5-33.Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, N.J.: L. Erlbaum Associates.Penuel, W. R. (2006). Implementation and Effects of One-to-One Computing Initiatives: A Research Synthesis. Journal of Research on Technology in Education, 38(3), 329-348.The Worldbank Group. (2011). 1-to-1 educational computing initiatives around the world, from http://blogs.worldbank.org/edutech/node/558
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TY  - CONF
T1  - Increased learning for all, a universal design perspective on co-creation with students
A1  - Göransson, Karina
A1  - Ulin, Monica
PY  - 2022
LA  - eng
KW  - universal design
KW  - inclusion
KW  - co-creation
KW  - active student participation
KW  - sustainable course design
AB  - Research shows that students are increasingly active when being included (Bovill & Bulley, 2011), therefore co-creation and interaction are essential for increased student learning. Inclusion in course design is an important factor, to offer students support in forms of inclusion when it comes to learning in digital environments like course platform and other digital medias as well as on campus (Förstudierapport, 2022). Regarding active student participation, an inclusive teaching environment is important in order to facilitate deep and transformative learning and to increase student engagement. In an exploration of co-creation with learners from a universal design perspective, it is essential to integrate a norm-critical approach which stands for diversity thinking in order to achieve societal development. With equality in focus patterns of norm-deviation are increasingly challenged (Hedvall, 2022). In universal design key words are flexibility, proactivity and intersectionality (Hedvall, 2022). The starting point when co-creating with learners should be the students who have the most difficulties. If a course design works for those with special needs and educational support, it should work for everyone. Universal design principles could be used as a tool in designing a course or a course platform. Inequality is the starting point, learning from a universal design perspective can be about creating a flexibility to meet students differences. Also, learning is created in co-creation with the target group, instead of only with the perspective of the expert, the teacher. Dunne and Zandstra (2011) talk about how students can become agents of change, but believe that there are challenges for both staff and students. They believe that students should be involved in co-creation because then they have an understanding of the requirements for learning from a student perspective. At Mid Sweden University there are different projects exemplifying this trend, for example BLAD (needs-driven learning through adapted participation) which is about developing forms of lifelong learning and distribution of skills development, adapted to the requirements and needs that societal and technological development places on public organizations. Students need different forms of support to feel secure when it comes to digital education, also the digital tools are getting more common. There is a need to further develop course design in digital environments to create the best opportunities for student learning also regarding their expectations of future learning environments. The purpose is to explore how a universal design perspective and co-creation with learners could be the basis for increased learning and active student engagement and participation in curriculum design. In this way, social sustainable development is integrated into course design through designing in co-creation with the students. The method used is a qualitative content analysis. The preliminary results show that universal design could have a positive effect on active student participation in curriculum design and a learning experience more open, inclusive and equitable. The contribution of this study is knowledge in how to use a universal design perspective in course design together with the students to design sustainable course design approaches that work for everyone in different higher education contexts.ReferencesBovill, C., and Bulley, C.J. (2011) A model of active student participationin curriculum design: exploring desirability and possibility. In: Rust, C.(ed.) Improving Student Learning (ISL) 18: Global Theories and LocalPractices: Institutional, Disciplinary and Cultural Variations. Series:Improving Student Learning (18). Oxford Brookes University: OxfordCentre for Staff and Learning Development, Oxford, pp. 176-188. ISBN9781873576809Dunne, E., & Zandstra, R. (2011). Students as Change Agents. New Ways of Engaging with Learning and Teaching in Higher Education. Bristol: Escalate.  Förstudierapport: Framtidens arbetssätt och campus (2022). Diarienummer: 2021/1405Hedvall, P-O. (2022). Framväxten av universell utformning – en kulturomdaning i Arnell-Szurkos (red) Kunskap för framgångsrik inkludering, ISBN: 978-91-979508-1-7. 
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TY  - CONF
T1  - Out of Comfort Zone: Learning Chinese in Chaos
A1  - Hu, Lung-Lung
PY  - 2017
LA  - eng
KW  - self-directory learning
KW  - horizon of expectation
KW  - psychological effect
KW  - phenomenagraphy
KW  - intercultural studies
KW  - interkulturella studier
AB  - Mandarin Chinese has become a very important language global-wise, even the department of education of Sweden has made it a second language in middle and high schools, and my task as a language teacher is to help students not learn but, ideally speaking, “merge” with the Chinese to make Chinese as their own language. Therefore, how to realize this idea has been a challenge to me.Since stage 3 courses (In stage 1 and 2 courses at DU, students, as beginners or only have learnt Chinese for one term, are taught with patterns, grammars, and phrases to speak and write structured and meaningful sentences, as well as short articles) I will ask students to do presentations and activities about some topics, which are related to but not bounded by textbook, which can stimulate students’ self-directory learning. Students, based on the learning materials in the textbook, need to learn by themselves. During such process, students will be able to apply knowledge they can find in the textbook as the pre-understanding to acquire knowledge external to the textbook and then reach a new understanding. (In Robert Han Jauss’s word: horizon of expectation) In so doing language applications based on old knowledge for describing and understanding is extended by studying new materials on their own. In this presentation, I will explain my method of how I make Chinese as students’ own language by comparing two of my stage 3 courses – Oral Proficiency 3 (Debate) and Integrated Chinese 3:  in integrated Chinese 3 I utilize a psychological effect that makes students balance the feeling of being secured and the feeling of being chaotic (one course has textbook to follow they feel that everything is in control and oriented; and another course has no textbook that makes students feel that this course is chaotic even if this course may have been deliberately designed and structured). I will also explain how students, based on the balance of two contradictory feelings, are more certain, voluntary, and not intimated to deal with something beyond their reach during language activities since they have already had something in reach.
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TY  - CONF
T1  - The leisure-time centre in the new curriculum
A1  - Norqvist, Maria
PY  - 2018
LA  - eng
AB  - The aim of this study is to explore the process of introducing a revised curriculum for the Swedish leisure-time centres (which was introduced 2016); to analyse the process of formulating the added curriculum text, how leisure-time centre teachers interpret and re-contextualise the text in their practice, and how formulation-, interpretation-, and realization processes relate to and affect each other: RQ1; What has affected the content in part four in the curriculum and which areas have been the subject of discussion during the formulation process? RQ2; How do leisure-time centre teachers, headmasters and civil servants interpret the new part of the curriculum and do they express that the text has affected the practice in the leisure-time centre? RQ3; To what extent and if so, how is the practice in the leisure-time centres affected by the clearer governance in the curriculum? The theoretical framework builds on concepts of policy enactment. A policy text is not simply implemented into practice. It has to be translated from text in to action in the practice, and this process is related to the history and context of the practice and the resources that are available. Local actors have to navigate and reinterpret among different policies and other requirements and demands. They are not only implementers of policies, but can actively take part in the process to put the policy into practice (Ball, 2012).  This paper focuses on results from the first research question. The analysis is based on documents from the Swedish National Agency for Education and includes responses from the referral process where different interest groups, like municipalities, teacher unions, universities, researchers in the field and leisure-time centre teachers, had the opportunity to send in their view on the draft of the text. The document also comprises texts from the reference group that worked with the development of the curriculum text. The documents comprise 320 pages in total. The method used for this part of the study is a text analysis of the documents where different themes will be identified further on in the process.  Preliminary findings show that the term ‘teaching’ causes most comments and discussions. The majority of the comments are negative towards the use of teaching for describing leisure-time centres’ learning environments. There is a concern that the use of this term will make the practice in leisure-time centres become more school-like, and this is not perceived as something positive. They mean that the term excludes important parts of the leisure-time centres core, the caring, learning and the situational and spontaneous. The results from this study can be of relevance for the NERA conference since there are both similarities and differences in how the Nordic countries organize and governs their school-aged childcare.   ReferencesBall, S. J. (2012). How schools do policy : policy enactments in secondary schools. London [u.a.: London u.a. Routledge. 
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T1  - Vocabulary As An Indicator Of Number Sense?: A Case Study With Pre-School Pupils
T2  - Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education
A1  - Olande, Oduor
PY  - 2024
SP  - 196
LA  - eng
PB  - : Psychology of Mathematics Education (PME)
AB  - Subject-specific vocabulary, particularly in mathematics is acknowledged as essential for learning. “Without an understanding of the vocabulary that is used routinely in mathematics instruction, textbooks, and word problems, students are handicapped in their efforts to learn mathematics” (Miller, 1999, p. 312). While Miller’s observation is largely uncontested there is need for research on how pupils deal with potential ambiguities that may arise with subject-specific vocabulary attached to number sense. This is especially relevant given some educators' emphasis on definitions as a measure of cognition (cf. Vinner, 1991). It has been established that definitions, particularly concerning number sense, are not without difficulties; Griffin (2004) argues that while aspects of number sense are easily recognizable, defining it precisely is challenging. The present research is a case study of pre-school pupils endeavour to explain the mathematics concepts associated with number sense namely: numerals and digits (in Swedish tal & siffror). Unlike studies focusing solely on mathematics vocabulary as a prerequisite for engaging in mathematical activities (e.g., Miller, 1999, Griffin, 2004) the present study seeks to explore how pupils connects previous knowledge and available recourses in a sense making process. The guiding questions are: i) how do the pupils explain the concepts in question? ii) what are some of the emerging thoughts in their sense making process? Data was collected through an interview based on aspects related to the pupils written answer to a task. Using a semiotic framework (Olande, 2014), the pupils’ sense making process and emerging ideas connected to number sense were identified. Preliminary results highlight the fluid nature of the concepts and also demonstrates the pupils’ use of what is at hand - the apparent to approach some profound aspects of number sense.ReferencesGriffin, S. (2004) Building number sense with Number Worlds: A mathematics program for you children. Early Childhood Research Quarterly 19(1), 173-180Miller, D. L. (1993). Making the connection with language. Arithmetic Teacher, 40(6) 311-316Olande, O (2014). Graphical artefacts: Taxonomy of students’ response to test items. Educational Studies in Mathematics, 85 (1) 53-74Vinner, S. (1991). ‘The role of definitions in the teaching and learning of mathematics’, in D. Tall (ed.), Advanced Mathematical Thinking, Mathematics Education Library, Kluwer Academic Publishers, Dordrecht, pp. 65–81
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T1  - Curriculum Coherence: Exploring the Intended and Enacted Curriculum
A1  - Sundberg, Daniel
PY  - 2021
LA  - eng
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - Curriculum Coherence: Exploring the Intended and Enacted Curriculum In recent decades, curricula have held a central place in European and national education policy. Not least, the curricula have become targets for politicians’ ambitions to improve the goal attainment and results of education systems and schools. Internationally, a policy movement has emerged around standard- and result-focused curriculum constructions with the intention of driving the quality development of school activities and teaching towards accordance with available international and national outcome measures and quality indicators (Desimone, 2013; Honig & Hatch 2004; Sundberg & Wahlström, 2012). In this type of curriculum construction, emphasis is placed on clear knowledge requirements (‘standards’) that can be evaluated at individual, classroom, school and national levels. International agenda-setters, such as the OECD and the EU, have gained increased influence in national curriculum discourses on the structure, focus and content of curricula (Karseth & Sivesind, 2010). However, a number of research studies have indicated that standard-based curriculum constructions are designed according to a linear top-down model with centrally prescribed and specified knowledge requirements that are rarely applied locally in accordance with the intentions. A number of national, cultural/pedagogical and political traditions and systems, as well as local conditions, affect how the curricula are understood, interpreted and translated into different teaching practices that also accommodate tensions different  knowledge views and ideologies (Bernstein, 2000; Buchman & Floden, 1992; Sundberg & Wahlström, 2012, 2018).The idea of policy alignment has become a guiding principle for policymakers around the world in the last decades in order to overcome the gaps between policy and practice. If a new education policy (e.g., curriculum emphasis on the development of competencies) contradicts another newly introduced policy or an existing policy, the implementation of the new policy will encounter serious setbacks. In this paper, curriculum coherence, as an example of policy alignment, are examined and analysed while exploring the interplay between the intended and the locally enacted curriculum. Two general models and types of definitions are identified, theoretically discussed and empirically explored regarding how they are played out in different teaching practices. The first is a coordinative approach in which curriculum reforms are driven by formal standardisation. Curriculum coherence is foremost about linking learning materials, teacher preparation, monitoring and supervision, etc. to national curricula, which in turn, promotes some registers of teachers teaching repertoires. The second, in contrast, is related to how goals, content and knowledge requirements and assessment are consistent across the intended and the enacted curricula, that is, substantial consistency. Curriculum coherence concerns, from this perspective, how various institutionalized background ideas and assumptions about knowledge, learning and assessment are linked to the intended curricula. In the paper, the two main approaches to curriculum coherence are explored and investigated with the Swedish standards-based curriculum reform as an example. The Swedish curriculum follows in several aspects the transnational and European policy trend focusing on uniform and specified standards and knowledge requirements in the curriculum in order to obtain measurable results, performance and performance indicators (Wahlström & Sundberg, 2018). The design also tries to achieve a strong linking of the various elements in the curriculum chain: selection of content, organisation and assessment. This means that the standards are clearly adapted to the grading criteria (Sundberg & Wahlström, 2012). The overall purpose of the paper is to conceptually and empirically investigate the concept of curriculum coherence, its potential explanatory values as well as potential pitfalls and shortcomings in empirical curriculum research. The guiding research question is: What versions and definitions of curriculum coherence are found in recent international curriculum research literature and how does it relate to different curriculum patterns in the locally enacted curriculum in schools and classrooms. MethodsThe completed study was based on empirical material from four case schools and is included within the framework of the research project, Exploring the Elusive Teaching Gap— Equity and Knowledge Segregation in Teaching Processes (Swedish Research Council, 2018‒2022). The selection of schools was based on variation in terms of high- and low-performing schools (5-year criteria based on average of merit values applied). The selection of case schools also included some variation regarding urban and rural areas with differences in socio-economic and ethnic backgrounds in the student composition (Wahlström, 2019).The empirical material consists of video observations of lessons, a total of 16 at each school spread over a school year (n = 64). The observations thus follow a class and the teaching of Swedish and natural science in Year 8. The data collection period was a school year so as to capture a longer series of lessons. The main unit of analysis consisted of various themes (cf. ‘curriculum tasks’), which represent a longer sequence of lessons that are combined with the same content theme. Within each theme, the lessons at the beginning, middle and end are analysed as different categories, as previous classroom research has shown that the communication pattern and student and teacher activities change depending on which phase of the task they are actually in (Wahlström & Sundberg, 2018). Based on the prescribed content of the curriculum/syllabus, teachers write themes and curriculum assignments that usually transcend individual subjects and extend over a specific period of time (e.g., electricity, heat in natural science, poetry, news, facts and fiction in Swedish). Teachers’ curriculum decisions regarding the planning, implementation and evaluation of these themes are important because they indicate the teachers’ curriculum agency in relation to various aspects of the curriculum framework, framework factors, professional experience, student needs, etc. In addition to video observations, ‘stimulated recall’ interviews with teachers and with focus groups of students were used, usually every other time after lessons were filmed (n = 37). The classroom studies have also been accompanied by data collection about each school, including curriculum documents such as guidelines, schedules, work plans, planning, tests, follow-ups, etc. at the school level (n = 35) and ended with an interview with the principals (n = 4) in order to follow up how a national curriculum is adopted and translated into classroom instruction at different local conditions.ConclusionsPrevious research has suggested that curriculum coherence in the implemented and taught curriculum can be an important aspect to study in order to understand differences in goal attainment in schools and achievements between schools and classes (Oates, 2010; Newman et al 2001; Sullanmaa et al 2019). The analyses show that three different analytical levels appear central in exploring curriculum coherence. First-order curriculum coherence is about teaching in the classroom. It means that the teaching connects classroom activities to the students’ lives and that teaching and evaluation correspond to the goals in an understandable way for teachers and students, that there is a real connection between the intended curriculum, overall goals, content, assessment and the teaching students encounter. Second-order curriculum coherence concerns the consistency between the local school’s goals and pedagogy and what happens in the classrooms. Research has shown the importance of the local enactment and understandings among professionals in translating the intended curricula into practical pedagogy and teaching practices (Tikkanen et. al., 2019). Curriculum coherence here means that the school’s pedagogical ideas (local curriculum) and classroom activities are connected in a deliberate way, that is, not only coordinated but also interpreted, discussed and implemented collectively and collegially. This means that it should be able to identify and trace the central ideas in various lesson plans, course plans, themes, tests and examinations, etc.; that is, that the school’s collective work with the curriculum has a real impact on teachers and their teaching. Finally, third-order curriculum coherence means that there is a coherence in the chain of decision-making from the practical teaching classroom context to school and principal levels to district and national levels setting conditions for the enactment of the curriculum. General conclusions on the results of the study are discussed and related to European and international curriculum research.   ReferencesBuchmann, M., & Floden, R. E. (1992). Coherence, the Rebel Angel. Educational Researcher, 21(9), 6–9. https://doi.org/10.3102/0013189X021009004Bernstein, B. (2000). Pedagogy, symbolic control and identity: theory, research, critique. (Rev. ed.). Rowman & Littlefield Publishers.Desimone, L. (2013). Teacher and administrator responses to standards-based reform. Teachers College Record, 115, 1–53. Honig, M. I., Hatch, T. C. (2004). Crafting coherence: How schools strategically manage multiple, external demands. Educational Researcher, 33(8), 16‒30. https://doi.org/10.3102/0013189X033008016Karseth, B., & Sivesind, K. (2010), Conceptualising curriculum knowledge within and beyond the national context. European Journal of Education, 45, 103‒120. doi:10.1111/j.1465-3435.2009.01418.xNewmann, F. M., Smith, B., Allensworth, E., & Bryk, A. S. (2001). Instructional program coherence: W
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T1  - ESD-facilitators’ conditions and functions as sustainability change agents
A1  - Berglund, Teresa
A1  - Gericke, Niklas
A1  - Forssten Seiser, Anette
A1  - Mogren, Anna
A1  - Olsson, Daniel
PY  - 2023
LA  - eng
AB  - Proposal information This study seeks to investigate the experiences of teachers working as ESD-facilitators within a whole school approach project designed to implement education for sustainable development (ESD) in their schools. The program activities included school leaders, teachers, and ESD- facilitators. During a period of three school years, five schools in a municipality in Sweden took part in order to integrate ESD in their organization and teaching practice. The ESD-facilitators took part in the design of the development process, workshop activities and content, and facilitated each school’s internal work. This study aims to identify in what ways ESD-facilitators function as sustainability change agents and how contextual factors might contribute to success or form hindrances in their work.The project was designed based on teachers’ learning and collaborative and reflexive work (Desimone, 2009). The purpose was to direct the development work of the schools towards a whole school approach (Mogren et al. 2019), meaning that ESD is fully integrated in the local curriculum. The main areas of development were to increase interdisciplinary teaching with focus on ESD as holistic pedagogical idea, and that ESD should permeate the work in all levels of the internal and external organization of the school (Sund & Lysgaard, 2013), implying that the different actors in the school and its societal context (students, teachers, school leaders and the outer society) work towards sustainability (Mogren et al., 2019). An additional aim was to integrate pluralistic approaches in the teachers’ classroom practice.The project included two project leaders, who also participated as researchers in the project. Together with the school leaders and ESD-facilitators, they took a leading role in the development of the project, which included joint seminars, and meetings between project leaders and a) school leaders (across schools), b) school leaders and facilitators (within schools), and c) facilitators (across schools). The ESD-facilitators were intended to function as a link between school leader, project leaders and the teaching staff. They were supposed to support the teacher work teams in their discussions and implementation work with transforming ESD principles into practice.A recent study by Van Poeck et al. (2017) explored different change agent roles by mapping the different ways in which change agents actively contribute to sustainability. In relation to different roles, various types of learning is being made possible. The authors identified four types of change agents that position themselves in different ways along the two axes of personal detachment vs. personal involvement, and instrumental vs. open-ended approaches (to change and learning). This study investigates the views and practices of the ESD-facilitators in relation to these two dimensions. Thus, different change agent positions may be taken.The ESD-facilitators have a middle leading role in their schools, which means that they enact leading practices from a position in between the teaching staff and the school leader (Grootenboer, Edwards-Groves & Rönnerman, 2015). There is limited research focusing on practitioners who facilitate processes of professional development (Perry & Boylan, 2018). Thus, little is known about how facilitators, and particularly those who facilitate a whole school approach to ESD, could be supported to carry out their role and tasks in an effective way, and what adequate conditions and arrangements for this might be. Taken together, this implies a gap in current knowledge about ESD implementation strategies, which this study aims to help bridging.The research questions guiding the research are twofold: in the ESD-facilitators’ descriptions of their roles, functions and practices:        What kinds of sustainability change agent roles can be identified?What contextual factors are experienced as successful and/or hindering?Methodology or MethodsAfter the project ended, interviews were carried out between November 2020 and April 2021 with seven ESD-facilitators from five different schools. Two of the schools had appointed two facilitators, who either focused on different programs (in upper secondary school) or on different levels in compulsory school (primary or secondary level).The interviews followed a semi-structured approach (Bryman, 2018) and included pre-defined areas concerning the ESD-facilitators’ view on: a) the long term purposes and goals of the project, b) in what ways they viewed their role in the development work in their school, and c) their experiences of factors that were of central importance in order for them to be able to perform their task effectively. Their responses were followed up by the interviewer in a flexible manner.The analysis of data followed a multi-step process. The three parts above constitute the basis for the first step of the analysis, which was performed inductively and followed a broad approach to data driven thematic analysis (Braun & Clarke, 2006). The next step was analyzed deductively, based on the typology of sustainability change agents by Van Poeck et al. (2017). In this step, the utterances connected to the ESD-facilitators’ role in the development work, together with utterances concerning their view of long-term purposes and goals of the project, were analyzed in relation to the four different types of sustainability change agents in the typology. The analysis concerning their role focused mainly on the two dimensions identified as open-ended or instrumental, and personal detachment vs. -involvement. Utterances were identified that could be associated with a specific role description under the four ideal types of change agents. Moreover, utterances of how they viewed the purpose and goal of the ESD development work were analyzed, mainly connected to how different types of change agents may enable different forms of learning (Van Poeck et al., 2017). However, research on middle leading practices as well as research of sustainability change agents emphasizes that roles and practices should be interpreted in relation to the context they are enacted within (Grootenboer, Edwards-Groves & Rönnerman, 2015; Van Poeck et al., 2017). Therefore, the analysis also focused on identifying how different contextual factors affect and enable the roles and practices of the ESD-facilitators. Thus, the final step is to look for relationships between expressed purposes and goals, roles, and what factors are experienced as promoting and/or hindering their role and mission.Findings and conclusions The analysis indicates that teachers struggle with transforming ESD theory into teaching practice. The school culture has great impact on the readiness of teacher teams to engage in transformation of their teaching. The ESD-facilitator’ functions and practices are affected by the school culture and whether teacher teams are well functioning or not in terms of collaborative work.All the four roles in the typology (Van Poeck et al., 2017) were identified in their expressions, and different contextual factors were emphasized as either promoting or hindering their functions. Clear support and leadership from the school leader and the presence of a well-defined long term goal was important to provide direction and legitimize the ESD-facilitator role in schools where a broad anchoring of ESD among the staff was missing. Moreover, roles and processes became more open-ended in schools where there was room for collaborative work and reflexive discussions. In those schools where the culture encouraged collaborative work and shared agency, the ESD-facilitators pointed out their functions in mediating the process in terms of initiator, facilitator, mobilizer and/or awareness raiser (ibid.). When there was little space for collaborative work, or the culture was hindering it, the ESD-facilitator role and approach became more instrumental and it became harder to create agency and integrate ESD as a holistic pedagogical idea (see Mogren et al. 2019) among the community of teachers. Those facilitators emphasized their functions in terms of experts, councellors, managers, solution providers and exemplars (Ibid.).A challenge was how to transform ESD theories, which the facilitators expressed as abstract and far from everyday teaching, into concrete practice. In the school where a collaborative culture was present, a way to solve this was to start doing by daring to explore new ways of teaching, and then evaluate in a collaborative, open and reflexive mannerReferencesBraun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.Bryman, A. (2018). Samhällsvetenskapliga metoder.(tredje upplagan). Liber.Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181-199.Grootenboer, P.,  Edwards-Groves, C., & Rönnerman, K. (2015). Leading practice development: voices from the middle, Professional Development in Education, 41(3), 508-526, DOI: 10.1080/19415257.2014.924985Mogren, A., Gericke, N., & Scherp, H.-Å. (2019). Whole school approaches to education for sustainable development: a model that links to school improvement. Environmental Education Research, 25(4), 508-531.Perry, E., & Boylan, M. (2018). Developing the developers: supporting and researching the learning of professional development facilitators. Professional development in education, 44(2), 254-271.Sund, P., & Lysgaard, J. G. (2013). Reclaim “education” in environmental and sustainability education research. Sustainability, 5(4), 1598-1616.Van Poeck, K., Læssøe, J., & Block, T. (2017). An exploration of sustainability change agents as facilitators of nonformal learning: Mapping a moving and intertwined landscape. Ecology and Society, 22(2).
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T1  - Motivation to study: Upper secondary school teachers´and students´views on students´motivation to study
A1  - Bostedt, Göran
A1  - Boström, Lena
PY  - 2019
LA  - eng
KW  - study motivation
KW  - extrinsic motivation
KW  - intrinsic motivation
KW  - upper secondary school
AB  - Students’ motivation to study in upper secondary schools    Lena Boström (Professor in Education)lena.bostrom@miun..seGöran Bostedt (Associate Professor in Political science)goran.bostedt@miun.se Department of EducationMid Sweden UniversitySidsjövägen 5S- 851 70 Sundsvall                                                             Keywords: study motivation, extrinsic motivation, intrinsic motivation, upper secondary schoolAbstractIn order to increase the number of student who successfully complete upper secondary school, Sweden reformed its upper secondary school system in year 2011. Despite the new system "the throughput is in principle unchanged, which means that approxima­tely every fourth student interrupts his upper secondary studies" (Sveriges elevkårer & Lärarnas Riksförbund, 2015, p 6). The main explanation for this was stated to be a lack of study motivation among students. Some 53 percent of the upper secondary school students reported low study motivation.The most important factors for improving students’ motivation are, according to Sveriges elevkårer & Lärarnas Riksförbund, a) the supportive interaction between teacher and student and b) access to student health. This means that both internal and external motivational factors are viewed as important for reaching better study results. Research often highlights internal factors as particularly interesting when focusing students’ study motivation (Wery & Thomson, 2013). However some researchers (Blomberg, 2016: Hugo 2011; Håkansson & Sundberg, 2012) also argue for a broader perspective on the issue of motivation. In order to analyze the lack of motivation to study as the cause of low throughput in upper secondary school, a perspective is thus chosen which not only focuses the individual student but also takes into account both the classroom situation as well as the entire school. International research on student motivation is extensive.  While international research on student motivation is extensive, it is not as prominent in the Swedish educational context (Giota, 2013). The results of this study are based on empirical data from one of Sweden’s 20 largest municipalities. The municipality was chosen as a result of a decision taken by local politicians to focus raising the students’ motivation to study as a highly prioritized activity for the upper secondary school programs. In 2015, the chosen municipality was, compared to both Swedish municipalities of the same size as well as other municipalities in Sweden, in a troublesome situation in terms of student completion (Skolverket, 2015). The aim of the study is to describe and analyze what determines student motivation or lack of motivation to study. The research questions are:a)      What determines upper secondary school students’ motivation/lack of motivation to study?b)      What are teachers’ and students’ perceptions on how to increase students’ study motivation in upper secondary school and reasons/explanations for low study motivation? c)      To what extent is motivation linked to specific course content? d)     To what extent is motivation related to the conditions for the implementation of the course/didactical approaches? e)      How can we understand and describe students’ ambitions or lack of ambitions in relation to acquire the knowledge and skills the programs and its courses are in line with the intentions?  Students’ study motivation will be analyzed from a perspective where motivation is more about transaction than interaction (Perry, Turner and Meyer, 2006). Motivation should not only be understood as an individual aspects, but also as negotiating meaning in social interaction. Motivation is seen as a process integrated into a larger whole, impossible to separate from learning, individual differences, and the nature of tasks or social context. For these reasons, it is important to analyze and discuss the results in relation to learning and perspectives on knowledge. According to Perry et al. there are strong links between motivation and a) communicated expectations b) clear feedback on results, c) interaction between teacher and pupil and between students, d) positive climate and e) teacher leadership. Students` study motivation will thereby be discussed based on individual characteristics, group dynamics, didactics and learning environments. In other words, we will analyze how both internal and external motivational factors can affect the results. Since the study focuses on organizational conditions, perceptions of inter-human processes and individual properties, the study has been designed as a case study with an ethnographically inspired approach (Hammersley & Atkinson, 2007). The empirical data is based on 207 students’ responses in a web-survey containing 20 questions about motivation and six semi-structured group interviews with 12 students and 20 teachers. The students and teachers represent four different study programs (Social Science, Social Care, Individual choice and Vehicles and Transport programs). The programs were selected according to the principle of a) constituting a variation in what is theoretically versus practical oriented programs, b) ensuring a reasonable distribution between boys and girls, c) representing a possible variation in pupils with regard to learning strategies and d) representing student groups with different challenges in learning. All participants were informed about the project's objectives and applicable research ethics rules.The study is divided into two sub-studies. Sub-study one is based on a quantitative approach. The responses to the different questions in the questionnaire are presented by descriptive statistics with the four study programs divided into separate groups. The data were also analyzed with the help of other statistical methods, such as analysis of variance (ANOVA) and Kruskal-Vallis. The statistical calculations were conducting using SPSS.Sub-study two is based on s a qualitative research design, which ca be characterized as a hybrid content analysis (Fereday & Muir-Cochrane 2006), which started initially with deductive analysis, switched to inductive analysis and finally linked with deductive analysis and then switched to an inductive analysis and finally linking the theoretical starting points in the result. Here deductive analysis (theory-driven) means that themes have been determined in advance before the interview material is analyzed, which can be described as themes based on existing theories and research results (Mayring, 2000). The four themes we build the analysis on are the concepts of motivation, motivational strategies, learning environments and other environment. In order to analyze the content of the interviews, an inductive content analysis was used which was based on the interview responses. In other words, the analysis switched to an inductive approach. With the four themes as a basic structure, a categorization matrix was developed and all data were sorted into relevant theme. Based on the results from the two sub-studies, the research questions will be addressed and discussed.The statistical data show differences between study programs in terms of positive/negative attitude towards schoolwork, absence from school, expectations on teachers and on results, competitiveness in realizing personal ambitions, support in terms of personal feedback and attitudes towards learning (i.e. learning for exams or learning for knowledge). There are also differences in self-esteem and self-confidence that affect motivation among the students. On the other hand, students tend to appreciate school as an institution, they feel safe being at school and the teachers have legitimacy in the eyes of the students.  The results from the interviews indicate that both teachers and students view the complex interplay between results and motivation as an important part of the concept of motivation. Study results affect motivation and vice versa in both a positive and a negative way. Teachers and teachers' leadership are also of great importance for students’ study motivation. Teachers focus their leadership tasks on the importance of knowledge. Students relate to teacher leadership in relation to personal qualities such as being understood and getting support.A difference between the two samples, is that teachers emphasize "life skills" in learning such as strategies for purposes, intermediate goals and sense of belonging, whiles students do not ll mention these strategies at all. A category where the perceptions between teachers and students coincide is the importance of well-being and safety in the learning environment and that the class/group/peers represents a motivational source for them. The teachers pointed to the importance of adaptations and smaller groups in the learning environment. The students believed that the external learning environment also played an important role. Regarding the surrounding environment, the two groups mentioned the importance of peers as a motivational factor, either helping to increase or reduce study motivation. ReferencesBlomgren, J. (2016). Den svårfångade motivationen: elever i en digitaliserad lärmiljö. (Diss) Gothenburg studies in educational sciences 393 Giota, J. (2013). Individualisering i skolan – vilken, varför och hur? Enforskningsöversikt. Vetenskapsrådets rapportserie, 3, Stockholm: Fereday, J. & Muir-Cochrane, E. (2006). Demonstrating Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development. International Journal of Qualitative Methods, pp 80-92.Hammersley, M. & Atkinson, P. (2007).  Ethnography: Principles in practice. New York Routledge,Håkansson J. & Sundberg, D. (2012), Utmärkt undervisning: framgångsfaktorer i svensk och internationell belysning. Stockholm: Natur och kult
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TY  - CONF
T1  - Problematising Practicum Arrangements: Sharing experiences from different traditions and contexts
T2  - Educating the Best Teachers: a Challenge for Teacher Education
A1  - Rorrison, Doreen
A1  - Hennissen, Paul
A1  - Bonanno, Philip
A1  - Männikkö Barbutiu, Sirkku
PY  - 2016
SP  - 125
EP  - 134
LA  - eng
PB  - : ATEE - Association for Teacher Education in Europe
KW  - practicum
KW  - preservice
KW  - models
KW  - arrangements
KW  - evolve
KW  - context
KW  - informationssamhället
KW  - information society
AB  - Our 2016 ATEE presentation was an active presentation where arrangements of practicum from four different countries were presented, discussed and problematised. Based on the conclusions drawn in the volume “A Practicum Turn in Teacher Education” (Mattsson, Eilertsen, & Rorrison, 2011), these arrangements would be situated within current and emerging theories related to professional experience. After the presentation delegates would be invited to present their own experiences of practicum arrangements or models, through interactive activities, then situate them within the emerging theories and concepts. The introduction was based on the above edited volume and the concept of renewed interest in practice knowledge and frameworks for organizing practicum. A major contribution of the volume is a list of practicum ‘models’ that emerges and is theorised as ways of describing how practicum learning might be organised (Chapter 12). As our international collaboration has developed and our discussions have widened we remain committed to developing a deeper understanding of these practicum arrangements both within our local contexts and with a wider lens. We are aware that practicum arrangements are developed incorporating several models and consequently we are suggesting a move from a descriptive view based on ‘models’ to a process-oriented view based on ‘arrangements’. We see this as a natural evolution, as what is actually happening in different contexts is that those responsible for professional learning are creating their own arrangements to meet the needs or constraints of their context. The different arrangements of practicum were presented by members of the International Network of Practicum Research and Development, representing four countries. An arrangement that combines theory and practice in a curriculum was presented (Paul Hennissen, Netherlands), followed by emergent partnerships and technology (Philip Bonanno, Malta), then Doreen Rorrison (Australia) provided an overview of a range of different programs and finally mentoring dialogues within practicum (Sirkku Männikkö Barbutiu, Sweden) were discussed. Participants were asked to respond to the emerging concept of ‘evolved’ practicum arrangements by presenting their own stories of practicum situating them within the key elements of the conceptual models. Unfortunately the next step of aligning their tentative ‘models’ with one of the presented models and theorising the ‘arrangements’ within the new concept of evolving models was cancelled due to the scheduling change that allowed only one hour. Our brief was to provide a presentation that was empowering for teacher educators who were interested in sharing and problematising their practices related to practicum. By sharing what works and what kind of arrangements there are in practicum learning, it was hoped participants would develop their understandings of their own emergent arrangement. Through guiding delegates to an evolving view of practicum, it was hoped that they would be in a position to build new theories to share and critique and take back to their workplace. Although the range of countries represented (20 delegates from 12 countries) added to the richness of the discussion it also limited the impact where quite different arrangements were described with traditions and language so disparate that sharing and problematising was difficult.
ER  - 

TY  - JOUR
T1  - Does Prevention Pay?: Costs and Potential Cost-savings of School Interventions Targeting Children with Mental Health Problems
T2  - Journal of Mental Health Policy and Economics
SN  - 1091-4358
A1  - Wellander, Lisa
A1  - Wells, Michael B.
A1  - Feldman, Inna
PY  - 2016
VL  - 2
IS  - 19
SP  - 91
EP  - 101
LA  - eng
AB  - BACKGROUND: In Sweden, the local government is responsible for funding schools in their district. One funding initiative is for schools to provide students with mental health problems with additional support via extra teachers, personal assistants, and special education classes. There are evidence-based preventive interventions delivered in schools, which have been shown to decrease the levels of students' mental health problems. However, little is known about how much the local government currently spends on students' mental health support and if evidence-based interventions could be financially beneficial. AIMS OF THE STUDY: The aim of this study was to estimate the costs of providing additional support for students' mental health problems and the potential cost-offsets, defined as reduced school-based additional support, if two evidence-based school interventions targeting children's mental health problems were implemented in routine practice. METHODS: This study uses data on the additional support students with mental health problems received in schools. Data was collected from one school district for students aged 6 to 16 years. We modeled two Swedish school interventions, Comet for Teachers and Social and Emotional Training (SET), which both had evidence of reducing mental health problems. We used a cost-offset analysis framework, assuming both interventions were fully implemented throughout the whole school district. Based on the published studies, the expected effects and the costs of the interventions were calculated. We defined the cost-offsets as the amount of predicted averted additional support for students with ongoing mental health problems who might no longer require receiving services such as one-on-one time with an extra teacher, a personal assistant, or to be placed in a special education classroom. A cost-offset analysis, from a payer's perspective (the local government responsible for school financing), was conducted comparing the costs of both interventions with the potential cost-savings due to a reduction in the prevalence of mental health problems and averted additional support required. RESULTS: The school district was comprised of 6,256 students, with 310 students receiving additional support for their mental health problems. Of these, 143 received support in their original school due to either having ADHD (n = 111), psychosocial problems (n = 26), or anxiety/depression (n = 6). The payers' total cost of additional support was 2,637,850 Euro per school year (18,447 Euro per student). The cost of running both interventions for the school district was 953,643 Euro for one year, while the potential savings for these interventions were estimated to be 627,150 Euro. The estimated effects showed that there would be a reduction of students needing additional support (25 for ADHD, eight for psychosocial problems, and one for anxiety/depression), and the payer would receive a return on their invested resources in less than two years (1.5 years) after implementation. DISCUSSION: Preventive school interventions can both improve some children's mental health problems and be financially beneficial for the payer. However, they are still limited in their scope of reducing all students' mental health statuses to below clinical cut-offs; therefore, the preventive school interventions should be used as a supplement, but not a replacement, to current practices. IMPLICATIONS FOR HEALTH POLICIES: The findings have political and societal implications, in that payers can reallocate their funds toward preventive measures targeting students' mental health problems, while reducing the costs. IMPLICATIONS FOR FUTURE RESEARCH: When evaluating public health actions, it is necessary to consider their economic impact. The resources are scarce and the decision makers need knowledge on how to allocate their resources in an efficient way. Cost-offset analysis is seen as one way for decision makers to comprehend research findings; however, such analyses tend to not include the full benefits of the interventions, and actual impacts need to be fully evaluated in routine implementation.
ER  - 

TY  - CONF
T1  - School principals’ adoption of GenAI: Exploring organizational readiness
A1  - Sundgren, Marcus
A1  - Sahlin, Susanne
A1  - Marrone, Rebecca
A1  - De Laat, Maarten
A1  - Jaldemark, Jimmy
PY  - 2025
LA  - eng
KW  - educational policy
KW  - educational technology
KW  - gen ai
KW  - organizational readiness
KW  - prinicpal
KW  - school leadership
AB  - Generative AI has the potential to transform various aspects of educational leadership, but little is known about how school principals perceive and use these technologies in their professional roles. This study aims to explore school principals’ perceptions towards generative AI and identify the applications they have already integrated into their administrative and educational practices. Through a sequential mixed-method approach, we will conduct in-depth interviews with three school principals to gather qualitative insights into their professional experiences with AI. In addition, a survey informed by the interview results will be administered to 80 school principals to capture broader perceptions of opportunities and challenges using generative AI applications in their everyday leadership.The research seeks to uncover how generative AI may support tasks such as administration, school management, decision-making and analysis. We will also examine the perceived opportunities and challenges of AI, as well as the ethical and operational challenges principals face. By identifying both the current uses and future potential of generative AI in education, this study will provide critical insights for educational leaders and policymakers seeking to integrate AI tools effectively. The findings aim to contribute to the growing body of knowledge on AI in education, highlighting opportunities for innovation in school leadership.Keywords: Artificial Intelligence, educational policy, educational technology, school leadershipExtended AbstractResearch AimsThis study aims to explore school principals’ attitudes towards generative AI, identify its current applications in their professional roles, and assess their organizational readiness for AI integration. As generative AI becomes increasingly relevant in educational settings, understanding how school principals perceive and apply this technology in their leadership roles is essential. This research is guided by three primary objectives: Attitudes and Perceptions: Investigate school principals’ attitudes towards the utility, benefits, and limitations of generative AI in educational leadership; Current Applications: Identify specific uses of generative AI that school principals have adopted within their administrative and instructional practices; and Organizational Readiness: Assess the level of preparedness within schools to integrate AI, focusing on two aspects: (1) principals’ knowledge for making informed decisions about AI, and (2) whether schools have defined, actionable visions for AI’s role, grounded in Weiner’s Organizational Readiness for Change Model.MethodologyThis research employs a sequential mixed-methods approach to capture both in-depth qualitative insights and generalizable quantitative data: (1) Qualitative Phase – In-depth Interviews. The initial phase involves conducting in-depth interviews with 10 school principals in Sweden and Australia during February - March 2025. These interviews are designed to elicit detailed professional experiences, insights, and reflections on using generative AI in their roles. Open-ended questions will focus on the perceived value of AI for various tasks, specific applications in school management, and the challenges they have encountered. Importantly, interviews will also explore principals’ perceptions of their knowledge of AI and the presence (or absence) of an institutional vision regarding AI integration. (2) Quantitative Phase – Survey. Insights from the interviews will inform the design of a survey administered to 80 principals in Sweden in May 2025, with a separate administration in Australia in the second half of 2025. This survey aims to capture broader perceptions and experiences across a larger sample, ensuring that findings reflect diverse educational contexts. Survey questions will cover principals’ general attitudes towards AI, its perceived benefits and challenges, and readiness aspects such as knowledge and vision. The survey will also include items inspired by Weiner’s Model, focusing on school-level commitment to AI integration, shared efficacy among staff, and resources available for potential AI projects. Anticipated FindingsWhile findings are preliminary, the study is expected to reveal important insights into how generative AI is currently used and perceived in educational leadership in the following three areas: (1) Attitudes and Perceptions: It is anticipated that principals will exhibit cautious optimism towards AI, recognizing its potential for efficiency and data-driven insights in school management while voicing concerns about ethical considerations, data security, and practical implementation. (2) Current Applications: Early evidence suggests that principals may currently employ AI for tasks such as data analysis, report generation, and administrative planning, but we have early indications of more innovative applications as well. Applications may also vary significantly depending on the size, resources, and technological infrastructure of each school. (3) Organizational Readiness: Principals’ knowledge of AI is likely to vary widely, potentially revealing gaps in both general AI literacy and specific skills needed for AI decision-making. Findings will also provide insights into the presence of AI visions within schools, exploring whether these visions are aligned with strategic goals, well-communicated among staff, and supported by adequate resources and professional development.Theoretical SignificanceThe study is theoretically grounded in Weiner’s Organizational Readiness for Change Model, which offers a robust framework for analysing an organization’s readiness to implement new technologies. This model highlights two main aspects of readiness: (1) change commitment, which refers to the shared willingness within the organization to embrace change, and (2) change efficacy, which concerns the confidence that the organization has in its capacity to carry out change. By applying this model, the study will be able to gauge both the level of commitment among school leaders and their belief in their ability to incorporate AI effectively.Educational SignificanceThis research’s educational significance lies in its potential to guide school leaders, policymakers, and stakeholders in integrating generative AI responsibly and effectively into school management and instructional support.By pinpointing the AI knowledge principals find relevant, the study could inform professional development programs that equip leaders with skills to address ethical and legal implications and implement AI tools aligned with educational values. Insights into schools’ AI strategies may underscore the importance of strategic planning in technology adoption, as schools with clear strategies are better positioned to leverage benefits while addressing challenges. The findings could prompt schools to articulate AI integration goals, focusing on student outcomes, teacher support, and equity.By identifying readiness gaps, such as knowledge deficits or lack of a unified strategy, the study may underscore the need for policies supporting AI adoption, including funding for necessary infrastructure, professional learning resources, and ethical frameworks in education. These findings may also aid policymakers and district-level administrators as they seek to foster innovation across schools in a way that is equitable and aligned with educational objectives. ConclusionThis research seeks to fill a gap in the understanding of generative AI’s role in educational leadership, with a focus on principals’ attitudes, practical applications, and organizational readiness for change. By examining the current landscape of AI use and identifying readiness factors, this study will provide essential insights for educational leaders and policymakers striving to leverage AI’s potential responsibly. Findings are expected to contribute to the broader knowledge base on AI in education, with practical implications for fostering organizational readiness and advancing innovative leadership practices in schools.
ER  - 

TY  - CONF
T1  - EDUHEALTH – What have we learnt about pedagogies for social justice and implications for HPE practice
T2  - Presented at ECER 2021, European Conference on Educational Research, Geneva, Switzerland, 6-10 Sept 2021
A1  - Gerdin, Göran
A1  - Phipot, Rod
A1  - Smith, Wayne
A1  - Schenker, Katarina
A1  - Mordal Moen, Kjersti
A1  - Linnér, Susanne
PY  - 2021
LA  - eng
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - As a compulsory school subject in most Western societies, Health and Physical Education (HPE) is charged with providing important health outcomes for children and young people. However, as HPE teacher educators and researchers, we recognise and acknowledge that the way HPE is often taught and conceptualised in schools does not always provide equitable health outcomes across gender, sexuality, ethnicity, religion and social class (Fitzpatrick, 2019). Although HPE has the potential to contribute to lifelong health and well-being, it can be counter-productive and in fact be unhealthy for some students (Schenker, 2018). That is, despite decades of research and curricula reform, HPE continues to make both friends and enemies (Evans, 1986). Öhman et al. (2014), for instance, highlighted how HPE is often strongly influenced by neoliberal individualism, where students are seen to be responsible for their own health and the students themselves rather than society are solely blamed for their ‘failure’ to achieve health. Unfortunately, the role of HPE in contributing to, or challenging, such an ideological perspective is seldom considered. Neoliberal approaches to health also tend to negatively impact on the most marginalised and/or minority groups in society (France & Roberts, 2017). Azzarito et al. (2017) further cautioned that school HPE curricula based on principles of neoliberal individualism have emphasised competitive-based rather than equity-based goals, that in turn lead to the marginalisation of the social justice project. In fact, research shows that many HPE teachers tend to be insensitive to such social justice issues (Sirna, Tinning & Rossi, 2010).A focus on equity and social justice in HPE is therefore pertinent in an era where there are growing concerns about the impact of neoliberal globalization and the precariousness of society (Kirk. 2020). The aim of the EDUHEALTH project was to identify successful school HPE teaching practices that promote social justice and equitable health outcomes. In this paper will provide a summary of the project and its findings including critical commentary and reflections on the implications of the project for future HPE practice and research.Data were generated through 20 HPE lesson observations and post-lesson interviews with 13 HPE teachers across schools in Sweden, Norway, and New Zealand.The data collection was based on the principles of critical incident technique (CIT) methodology (Tripp, 2012) and stimulated recall interviews (Lyle, 2003). CIT was developed to capture not only the actions, but also the thought processes and the perspectives of teachers in relation to critical incidents. In the EDUHEALTH project, we employed CIT to explore the thought processes and actions of HPE teachers with a narrow focus on teaching for equity and social justice (Philpot, et al., 2020).The study participants were 13 teachers purposively selected (Bryman 2016) from four schools in Aotearoa New Zealand, four in Sweden and three in Norway. The teachers were known by the research team to be examples of teachers who embrace a social justice agenda in their pedagogy. The seven male and six female teachers ranged in age from 25 to 55 with between 3- and 25- years teaching experience.The classroom observations, which focused on incidents that appeared to be addressing issues of social justice, were restricted to compulsory HPE classes with 13–15-year-old students in co-educational schools. To gain a deeper understanding of the teachers thinking, we questioned the teacher about what we had observed through subsequent stimulated recall interviews. The interviews lasted 40-70 min and took place immediately after, or almost immediately after, the observed lessons. These stimulated-recall interviews created a nuanced and shared understanding of the teachers’ practices related to social justice pedagogies in HPE.Data were analysed through a six-phase thematic analysis approach that consisted of familiarisation with data, initial and advanced coding, identifying and naming themes and reporting findings (Braun and Clarke 2013).The findings presented in this paper will show how pedagogies for social justice in HPE were enacted through building relationships, teaching for social cohesion and explicitly teaching about, and acting on, social inequities. Collectively, these findings represent the enactment of the pedagogies for social justice that we observed in the EDUHEALTHproject. Based on these findings and as implications for HPE practice we then outline what we call the ‘nine pedagogical pillars of social justice in HPE’ which include: pedagogies of care for all students; pedagogies of understanding; pedagogies of inclusion; pedagogies that build relationships; pedagogies that foster reciprocal respect; democratic pedagogies; pedagogies for social cohesion; culturally relevant pedagogies; and explicit pedagogies for social justice. We argue that pedagogies for social justice can have elements of humanism  that attend to the needs of students within the structures of each society, but also challenge these structures and scaffold students to reflect and act and provide them with the agency to address equity issues in their lives and the lives of those around them. Weconclude by calling for the further development of pedagogies for social justice in HPE, which involve the problematising knowledge construction and how the dominant ways of thinking about physical activity, health, the body and self, have come to be, and where students are challenged to change the structures that create social inequities (Tinning, 2012).
ER  - 

TY  - CONF
T1  - Controversial issues in preschool principals’ leadership
T2  - ECER 2023 Programme
A1  - Rantala, Anna
A1  - Ahlström, Björn
A1  - Leo, Ulf
A1  - Larsson, Magnus
A1  - Poromaa Isling, Pär
PY  - 2023
LA  - eng
AB  - This paper highlights the concept of controversial issues in preschool principals’ everyday practice. Controversial issues are something that teachers and principals have to address more frequently in schools and preschools in recent years (Council of Europe, 2017). One explanation for this development might be, according to the Council of Europe, that teachers and principals are working in a rapidly changing global environment. For instance, we have had a worldwide pandemic, conflicts in the surrounding world that increase migration, an ongoing climate crisis and a fast technological development that create insecurities. This development calls for a readiness capacity on the organizational level but also a leadership that is sensitive and able to identify controversial issues that arise in preschools today and tomorrow.When reviewing research on controversial issues in preschools and schools it is evident that the main focus is directed toward teachers and their practice, i. e. on how they teach in relation to topics that are perceived as controversial in an educational setting (see e.g. Bautista, isco & Quaye, 2018; Sætra, 2019). Further, research on how controversial issues are perceived and dealt with from a principal’s perspective is scarce. The concept of controversial issues is not easily defined and there is no uniform definition of the concept. In this study we use a definition that controversial issues are all issues that create tension or disputes on an organizational and/or societal level such as, for example, segregation, migration, equality, religion, sexuality and gender which may be difficult to know how to handle and/or respond to (Council of Europe, 2017).As described above, controversial issues are topics that is difficult to handle and sometimes there are no easy solutions or clear paths for the principal in order to deal with or in the process of deciding what to do. In other words, these issues could be described as professional dilemmas for the principals. A dilemma can be defined as a situation where values, obligations and/or commitments collide or conflict and there is, for the involved actors, no obvious right way to do or act (Honig, 1994, 1996). In order to describe and understand these professional dilemmas the concept of dilemmatic spaces is used. A dilemmic space can be understood as a landscape of interactions between different actors within a specific social setting and where frictions in relation to societal and professional norms and values manifest (Olsson, 2022). Through the concept of dilemmatic space, actors, norms, values and action patterns can be framed which can affect how principals are positioned or position themselves, which in turn affects their leadership practice. In this paper we understand the concept of dilemmatic space as being relational and dialectic (Fransson & Grannäs, 2013). This means that not only people are positioned based on their standpoints and their moral positioning but also in relation to various norms, values, patterns of action, decisions, rules, roles and functions are related and positioned in relation to each other, and these positions creates a space, an area where dilemmas might occur that principals have to deal with (Fransson, 2012; Fransson & Grannäs, 2013).The aim of this study, which has an exploratory point of departure, is to analyze the controversial issues and discuss in relation to dilemmatic spaces. This is done by focusing on which issues preschool principals experience and articulate as controversial in their practice. Further, why these issues are perceived as controversial and how the principals are affected by them and how they position themselves or become positioned and what space they can operate in when trying to deal with them.Methodology, Methods, Research Instruments or Sources UsedThis study is part of a larger project, CVIL (ControVersial Issues in Leadership), that aim to study controversial issues in Swedish (K-12) principals’ everyday practice. Within the project’s first stage 29 interviews with principals were conducted, seven of these were with preschool principals and are used as the data set in this paper. The interviews were semi-structured (Bryman 2012) and the principals within the study were from different contexts (in relation to socio economic context, rural/urban settings etc.). In addition, some of the interviewed principals had worked as leaders for some time and others were relatively new in their position. Five researchers, connected to the project, conducted semi-structured interviews. The two main questions in the interview guide were: Which controversial issues are most important to you right now as principal, and what are the controversial issues that you have had in the past?, Each main question was followed by probing questions such as: Why was it a controversial issue for you?, How did you handle this issue?, Who was involved?, Who was affected by it?. In what way, and so on, Each interview lasted between one to two hoursAll interviews have been recorded and transcribed verbatime. The data was analyzed using content analysis (Berg 2001, Creswell, 2007) with a focus to identify dilemmatic spaces in the light of the principals' perception of controversial issues.Conclusions, Expected Outcomes or FindingsOur preliminary analysis consists of four themes: controversial issues in relation to traditions, norms and values, laws and regulations and local political demands. The first theme, conflicting norms regarding traditions, highlights dilemmas derived from frictions on how to celebrate holidays at the preschools and if all children should or are allowed (by the parents) to participate in these celebrations. These dilemmas can be related to both religious and cultural traditions.  The second theme, conflicting norms and values tend to be a theme which is made visible when the principals describe that ideological beliefs clash between teachers and parents regarding for example the preschool´s participation in activities to support everyone´s equal value such as participating in a pride festival.  The third theme emerges when professional norms are challenged by laws and regulations or national or local goals and assignments. One of the principals describe that the Swedish National Agency for Education promotes concepts such as evidence-based education which this principal believes is not compatible with her view on how to teach children. The law that requires all abusive treatment between children to be reported is also triggering tensions, as principals believe that this law carries a risk of young children being labeled as victims or perpetrators. The fourth and final theme is when local political demands become a controversial issue for a principal. One example of this is a political initiative focusing a reading and writing guarantee for 5- and 6-year-old children which this principal think is an unreasonable demand on all children, and teachers.  These results are discussed in relation to dilemmatic spaces that emerges and affects the principal’s need to position him or herself in favor of one side or somewhere in between, even if the principal wish to be able to take a different position.ReferencesBautista, N., Misco, T., & Quaye, S. J. (2018). Early childhood open-mindedness: An investigation into preservice teachers’ capacity to address controversial issues. Journal of Teacher Education, 69(2), 154-168.  Berg, B.L., 2001. Qualitative research methods for the social sciences. Boston, MA: Allyn and Bacon.Bryman, Alan (2012). Social research methods. 4. ed. Oxford: Oxford University PressCreswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA: Sage.Fransson, G. (2012). Professionalisering eller deprofessionalisering? Positioneringar och samspel i ett dilemmatic space. I C. Gustafsson & G. Fransson (red.). Kvalificerad som lärare? Om professionell utveckling, mentorskap och bedömning med sikte på lärarlegitimation. Gävle University Press.  Fransson, G., & Grannäs, J. (2013). Dilemmatic spaces in educational contexts–towards a conceptual framework for dilemmas in teachers work. Teachers and Teaching, 19(1), 4-17.Honig, B. (1993). Difference, Dilemmas, and the Politics of Home. Social Research. Vol. 61, no 3.Sætra, E. (2019). Teaching Controversial Issues: A Pragmatic View of the Criterion Debate. Journal of  Philosophy of Education, 53(2), s. 323–339. https://doi.org/10.1111/1467-9752.12361Wiman, Lena (2019). Att vara chef i förskolan - villkor, drivkrafter och uttryck. I K. Malmberg & A. Arnqvist (red.). Ledning i förskola - villkor och uttryck. Malmö: Gleerups.
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TY  - CONF
T1  - Integrating newly arrived students in upper secondary school: School staffs' perceptions and experiences
T2  - ECER 2018
A1  - Sarstrand Marekovic, Anna-Maria
A1  - Närvänen, Anna-Liisa
PY  - 2018
LA  - eng
KW  - school staff
KW  - newly arrived students
KW  - curriculum
KW  - daily educational practices
KW  - educational trajectories
AB  - General description:Newly arrived immigrant children are entering European countries in unprecedented numbers, putting increasing demands on the educational systems. The challenges for the educational systems vary according to country and relate to the size and composition of the immigrant student population as well as to the countries’ respective history of migration (Levels & Dronkers 2008). In this paper we focus on the Swedish educational system and the recent changes in the curriculum for upper secondary school launched in 2011. The reform altered the preconditions for transition to upper secondary school by significantly tightening the qualification requirements for all students, including the newly arrived students. School reforms are consequential for the staff as well as the students. We are here exploring how such consequences are described by the school staff; teachers, school leaders and liaison teachers in relation to newly arrived students.  Several researchers argue for the need of research on the interpretations of educational reforms and how the reforms are transformed in local contexts. According to Hemmings, the outcome of educational reforms depends on the dynamics in schools related to school structures, cultures, local visions and moral aspects (2012). Other scholars have emphasized the significance of teachers for the implementation of reforms and that teachers’ professional experiences influence educational practices and interpretations of institutional goals (i.e. curricula) (Everitt 2012). We address these issues in our first research question.  There is a growing body of research on newly arrived children’s experiences of school introduction in Sweden. In line with international research, the Swedish research has explored the students’ experiences of schooling and highlighted the importance of supporting relationships in school for successful careers (Skowronski 2013, Marekovic 2016, Suarez-Orozco et al. 2010, Greenman 2013). Research on teachers’ perspectives, on the other hand, highlight the dilemmas involved in reconciling educational goals for these students with national immigration policy (Arnot et.al 2009, Svensson forthcoming) and how teachers’ influence students’ educational choices (Bonizzoni et al 2014). However, research on experiences of teaching newly arrived students also point to the enrichment that is associated with this work (Wigg 2008, Devine 2011). Although extant research is increasing there is a need for research on both the staffs’ meaning-making processes and concrete strategies in daily educational practices. These issues are addressed in our second research question.  The aim of the paper is to describe school staffs’ interpretations of the latest curricular reform for upper secondary school and the consequences for the teachers’ daily educational practices. Our preliminary research questions are: 1) How does school staff describe opportunities and constraints of the new reform in relation to newly arrived students’ educational trajectories? 2) How does the staff manage the new requirements put forward by the latest reform in their daily educational practices?   Theoretical framework Our point of departure is the emerging theoretical framework that emphasizes the importance of understanding interpretative processes and social interaction in research on institutions (Hallett 2010). Institutional logics, background knowledge and meaning structures of school as institution and its objectives are subject to interpretation, re-interpretations and negotiations between school staff as well as students in daily educational practices (Fine & Hallet 2014). Teachers and students engage in meaning-making processes on what is important, how goals are interpreted and put into practice, which norms and values that are considered valid. This actualizes issues of the staffs’ perceptions of what educational trajectories may be achievable for the students and the significance of such perceptions in educational and counseling situations. Theoretical concepts that are also of relevance for the analysis are, for example ‘trajectory’ (Elder 1985), and ‘imagined futures’ (Mische 2009).  Methods As the aim of the project is to explore school staffs’ interpretations of the latest educational reform concerning newly arrived students, semi structured interviews were chosen (c.f Lamont & Swidler 2012). The study was conducted in one of the largest cities in Sweden and three schools were approached to be included. All three schools are public upper secondary schools. The first school is an upper secondary school offering vocational programmes such as Restaurant management and food, Business and administration, Hotel and tourism, Childcare and recreation etc. The second and third schools are both offering theoretical programmes such as the natural science programme and social science programme.  In total 14 individual interviews with school staff were conducted between May 2012 and June 2014, i.e. 1-3 years after the reform came into force. 3 persons were working as liaison teachers, 5 as tutoring teachers in classes for newly arrived students, 5 were school leaders. Also a municipal coordinator for organizing school introduction for newly arrived students was included. In the interviews with the staff several themes were discussed, such as working life experiences, the main tasks in the school, co-operation with other teachers, consequences of the school reform and the new curriculum and how the students succeed with their studies. The interviews lasted between 1-2,5 hours. All interviews were digitally recorded and transcribed before analysis. We have chosen to present the analysis by concentrating on the common patterns rather than focusing on differences between the three schools. In other words, we have conducted an across-case analysis identifying commonali­ties across cases (cf. Ayres et al 2003). The analytical procedures embrace several steps commonly used in qualitative analysis in order to identify recurrent patterns and to successively elaborate and systematize the analysis to more specific and distinct categories. The procedures embrace reading and rereading the material at several occasions both individually and in co-operation between the researchers, discussing and sorting the material to different headings, and modifying categories successively. As our approach is inductive iterative, the starting point for our analysis was the empirical material, but theoretical ideas that were grounded in the material were also used to guide and systematize the analytical work.  Expected outcomesOur initial analyses of the interviews so far reveal three common patterns that will be developed further in the paper: Interpretations of the students’ educational aspirations, opportunities and obstacles for achieving the goals. This pattern reveals how teachers assess students’ backgrounds, achievements and aspirations in light of obstacles such as language skills, educational requirements and time frames according to the curriculum. Teacher strategies for managing students’ aspirations and obstacles for achievement. This pattern is about various strategies employed by the staff in order to deal with, for example the gap between aspirations and opportunities when it comes to students’ achievements, the pace of studies and imagined future careers.   ReferencesArnot, M., Pinson, H., & Candappa, M. (2009). Compassion, caring and justice: teachers’ strategies to maintain moral integrity in the face of national hostility to the “non‐citizen”. Educational Review, 61(3), 249-264. Ayres, l., Kavanaugh, K., & Knalf, K. A. (2003). Within- case and across case ap­proaches to qualitative data analysis, Qual Health Res, 13, 871‒883.  Bonizzoni, P., Romito, M., & Cavallo, C. (2016). Teachers’ guidance, family participation and track choice: the educational disadvantage of immigrant students in Italy. British Journal of Sociology of Education, 37(5), 702-720. Devine, D. (2011). Immigration and schooling in the republic of Ireland: Making a difference?. Manchester: Manchester University Press. Elder Jr, G. H. (1985). Life course dynamics: trajectories and transitions 1968-1980. Ithaca, ny: Cornell University press. Everitt, JG. (2012). Teacher Careers and Inhabited Institutions: Sense-Making and Arsenals of Teaching Practice in Educational Institutions. Symbolic Interaction, 35, 203-220. Fine, G. A. & Hallett, T. (2014). Group Cultures and the Everyday Life of Organizations: Interaction Orders and Meso-Analysis, Organization Studies, 35,1773-1798. Greenman, E. (2013). Educational attitudes, school peer context, and the “immigrant paradox” in education. Social science research, 42(3), 698-714. Hallet, T. (2010). The Myth Incarnate: recoupling processes, turmoil and inhabited institutions in an urban elementary school. American Sociological Review. 75: 52-74. Hemmings, A. (2012). Four Rs for urban high school reform: Re-envisioning, reculturation, restructuring and remoralization.Improving Schools. 15: 198-210. Jepson Wigg, U. (2008). Bryta upp och börja om: berättelser om flyktingskap, skolgång och identitet.Diss. Linköping : Linköpings universitet, 2009 Lamont, M., & Swidler, A. (2014). Methodological pluralism and the possibilities and limits of interviewing. Qualitative Sociology, 37(2), 153-171. Levels, M., & Dronkers, J. (2008). Educational performance of native and immigrant children from various countries of origin. Ethnic and Racial Studies, 31(8), 1404-1425.Marekovic, A-M. (2016). Mot alla odds, i Lund, A. & Lund, S. (red.) (2016). Skolframgång i det mångkulturella samhället. Studentlitteratur AB.Mische A. (2009): “Projects and Possibilities: Researching Futures in Action” Sociological Forum, 24: (3), 694-704.Skowronski, E. (2013). Skola med fördröjning:
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T1  - Andraspråksstudenters förutsättningar att utveckla akademisk litteracitet inom högre utbildning
A1  - Dahlström, Helene
A1  - Norberg, Malin
PY  - 2023
LA  - swe
AB  - Den så kallade breddade rekryteringen som innebär att Sveriges högskolor och universitet aktivt ska arbeta främjande för att öka tillgången till högre utbildning kan ses som del i att utjämna existerande skillnader mellan inrikes och utrikesfödda svenskars förutsättningar till högre utbildning (Prop. 2001/02:15). För att kunna genomföra och lyckas med en högre akademisk utbildning förväntas studenter behärska det akademiska språket, vilket kan vara utmanande beroende på språklig bakgrund och tidigare skolgång. För studenter som har svenska som sitt andra språk kan detta vara särskilt utmanande (Blomström & Wennerberg, 2021). På så vis uppstår en klyfta mellan förutsättningar att erövra akademisk litteracitet (AL) mellan förstaspråksstudenter och andraspråksstudenter (Melander et al. 2022). Det finns även en klyfta mellan vad lärare förväntar sig av studenterna när de börjar i högre utbildning och nybörjarstudenters prestation gällande det akademiska skrivandet (Hardy & Clughen, 2012). Detta pågående projekt riktar sig mot förutsättningar för andraspråksstudenter att erövra AL och därmed öka möjlighet till att lyckas i högre utbildning. Projektet förväntas kunna bidra med kunskap om hur studenter med svenska som sitt andra språk kan ges mer likvärdiga förutsättningar att lyckas med akademiska studier. Detta är i förlängningen dels gynnsamt för de enskilda studenternas möjligheter att utbilda sig inom akademin och dels för samhället i stort då såväl studentgrupp som gruppen verksamma lärare breddas och blir mer heterogen. Projektet inriktar sig på lärarstudenter, men resultaten är relevanta för annan akademisk utbildning då AL är i fokus inom all högre utbildning. I förlängningen är det av yttersta vikt att lärare kan vara förebilder för framtidens barn, elever och föräldrar med olika förstaspråk. Syftet är att öka kunskapen om och förståelsen för hur studenter med svenska som andra språk upplever sina förutsättningar att bli akademiskt litterata i högre utbildning. • Hur beskrivs studenters utbildningsbakgrund? • Vilka förutsättningar för att utveckla AL beskriver studenterna att de fått från sin tidigare utbildningsbakgrund? • Vilka förutsättningar för att utveckla AL beskriver studenterna att de får i nuvarande utbildning? Vi har genomfört 20 individuella intervjuer med studenter i lärarutbildning som har svenska som sitt andra språk. Studenterna kommer från olika delar av världen och har varit olika lång tid i Sverige. De har varierande bakgrund gällande grundutbildningsstudier, eventuella tidigare akademiska utbildningar och föräldrars utbildningsnivå. En tematisk analys enligt Braun och Clarke (2006) har genomförts. Då studien är pågående kan vi i nuläget presentera preliminära resultat. I maj när konferensen genomförs är studien färdig och vi kan delge vad som framkommit. Det preliminära resultatet visar att de flesta studenter uttrycker att det inneburit svårigheter att läsa och skriva akademiska texter, särskilt i början av studierna. Detta gäller även de med tidigare akademiska studier bakom sig. De beskriver olika strategier för att förstå och utveckla akademiska texter exempelvis att söka artiklar på sitt första språk inom samma område. Andra resultat rör huruvida studenterna använder sitt första språk som resurs och vad de upplever som fördelar och brister i sin nuvarande utbildning. Många önskar en förberedande utbildning om akademisk litteracitet som inkörsport till studierna. 19 Vår preliminära slutsats är det finns en potential som inte tas tillvara gällande andraspråksstudenters tidigare erfarenheter och resurser. Här väcks en undran om lärarutbildningen skulle kunna förändras för att bättre ta tillvara denna potential och då skapa bättre studieförhållanden för att i förlängningen bättre möta upp uppdraget om breddad rekrytering, vilket skulle gagna såväl studenterna som samhället i stort. Referenser Blomström, & Wennerberg, J. (2021). Akademiskt läsande och skrivande (Andra upplagan). Studentlitteratur. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. doi: 10.1191/1478088706qp063oa Hardy, C. & Clughen, L. (2012). Writing in the Disciplines: Building Supportive Cultures for Student Writing in UK Higher Education [Elektronisk resurs]. Emerald Publishing Limited. Mellander, E. Gustafsson, J-E., Lind, P., & Sundberg, G. (2022). ”Sverige måste krympa kunskapsgapet bland vuxna”. Dagens nyheter, 2 maj. Regeringskansliet. Prop. 2001/02:15. Den öppna högskolan
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T1  - Harmonized Supervision of Degree Project Work
A1  - Jocevski, Milan
A1  - Mardinoglu, Adil
A1  - Gurov, Dilian
A1  - Mohammadat, Tage
A1  - Monti, Paolo
PY  - 2019
LA  - eng
KW  - teaching
AB  - Background and purposeEffective supervision practices are vital for the educational and professional development of students,for continuous growth of supervisors, as well as for the development of respective scientific fields. In lightof different learning styles (Taylor & Beasley 2005) and having in mind the time resource constraints ofsupervisors, it is not easy to point out the best pedagogical approach to supervision that maximizes thelearning experience. In addition to the traditional individual supervision (IS) style there are other options(e.g., group supervision (GS) and peer supervision (PS)), which offer certain advantages. These threestyles do not exclude each other, but can rather be combined to complement each other’s strengths.In order to maximize the effectiveness of combining multiple approaches, it is essential to understand itsadvantages and disadvantages. Based on a survey of different experiences among supervisors andstudents collected from different Swedish education institutions, our paper suggests ways to optimizethe supervision processes. Moreover, we call it harmonized supervision, and belive that it would savetime and effort for the supervisors, and help students to overcome the individual limitations of eachsupervision style. Work done/work in progressIn order to study the preferences of students and supervisors with respect to IS, GS, and PS weconducted a survey among faculty members as well as former students at four higher educationinstitutions (HEIs), where our goal was to aggregate their experiences and learnings. The sampling wasdone in two-stages. First, we selected the HEIs. Due to convenience and connections to specific departments at given HEIs that the authors had, we then sent e-mail invitations to both students andsupervisors at these HEIs. In the second stage, through a voluntary process, respondents from bothgroups took part in the survey. Questions in the survey were inspired by the previous experiences of theauthors, and traditional supervision approaches of the affiliated institutions. We asked informants abouttheir experiences, and what they believed were advantages and disadvantages of each of theexperienced supervision styles. Finally, data was analyzed using descriptive statistics and qualitativeanalysis of open-ended questions. Basically, we looked into which style was used the most and in whichsituations, as well as compared different answers that spoke in favor and against each style.Results/observations/lessons learnedIt is interesting to note that supervisors and students had similar views with respect to IS, GS, and PS. Interms of IS “lack of different perspective” and “limited flows of new idea/opinions” are among thedrawbacks highlighted by both supervisors and students. Interestingly enough, a solution to these issuesis readily available among the benefits of GS and PS, i.e., “New ideas for solving problems” and“Diverse feedback”. This observation leads us to conclude that combining IS, GS, and PS in aharmonized supervision approach. By harmonized supervision we refer to an approach where GS andPS are used as the basis, and where IS is used only when needed.Take-home messageRegardless of the choice of the supervision method, one can note that a mixture of style is moreeffective depending on the learner’s phase, which can be broken down in two main stages. In theinitial phase, the supervisor exercises a more structural and contractual style. For instance, thesupervisor acts as a teacher explaining the research method and the student performs it on a step-bystep basis. The next stage is the training phase, where the supervisor can give the student moreformative assessment support and feedback to develope student's skills until a certain autonomy qualityis achieved. Lastly, the learner becomes a master of the thesis topic and therefore becomes moreindependent. When considering supervision it is important to think about different levels of intellectualdevelopment and the social component of the learning process. At the second phase, i.e. trainingphase, the supervisor can adopt group or peer supervision. Engaging the students in peer and groupsupervision may be conducive to the creation of a more secure learning environment. However, it isessential to provide a constructive group constellation and complementing instructions for peers tomaximize the learning outcomes in an efficient manner.
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T1  - The History of May Day and the struggle for the History
A1  - Johansson, Roger
PY  - 2007
LA  - eng
PB  - SSHA, Chicago, USA
AB  - Name: Roger Johansson, PhD, senior lecturer,  Department: History Department/Teacher Education, Institution Malmö University, Sweden Phone: +46 (0)40 665 80 84, cell-phone +46 (0)709 655 380 E-mail: roger.johansson@lut.mah.se Title of paper:  The History of May Day and the struggle for the History – Narratives of the May Day in the United States This paper will discuss the May Day in the US. There is also a close relation between the International May Day and the Haymarket tradition. An American historian, William Adelman, wrote about the Haymarket events in 1886 in Chicago:  “The Haymarket bomb, the May Day march for the eight hour day, the trial, and execution started a chain of events that have influenced every corner of the globe.”  And it would not be possible to understand the heavy symbolism of the Haymarket, without understanding how close related the events were – and still are – to the eight-hour-working-day, free speech, and most of all, the international May Day.  Carl Smith, another American historian, wrote about the meaning of the bomb: ”…the profoundest questions of all: under what conditions should human beings live and labor with one another? Four different monuments were erected to memorize the events at the Haymarket Square. Still, two of the monuments were placed at the Haymarket Square – but not at the same time. It is not surprisingly that the battle over the memory of the trauma also resulted in a violent battle over the space at the square in effort to erect a monument; The police monument from 1889 and The site of the Haymarket tragedy from 2004. As a member of the committee in 2004 the President of the Police Union in Chicago stated that the Haymarket monument also included the police as a labor force – today the Chicago police is unionized and a part of the labor movement in Chicago. And even more important, from the perspective of the international working class day, is the fact that when The site of the Haymarket tragedy was erected in 2004 it also became the starting point for the return of May Day in Chicago.  And with the erection of the new monument over the Anarchists in 2004, the past and the present of the May Day tradition, meets at the Haymarket Square. Maybe this is how we should read the history over the two monuments. Monuments are not only shaping memories, or preserves the memory, the monument is talking to us and makes us understand our own contemporary world and in a deeper meaning they make us look into the future. In this sense a monument is truly interactive. The two monuments are standing as common testimonies of the May day of the 1886s in Chicago and everyone who meets The police monument or The site of the Haymarket tragedy are forced to meet the narratives they bring to us. As an American historian wrote, “…the passion” of the debate “…reveals how important the establishing of imaginative control over the city was….”, and you could add - still is. Ever since the Haymarket events, and even more, since the birth of the international working class May Day in 1890, there has been a struggle over the May Day and the meaning of the concept as an international working class day for class manifestations. In this sense the May Day reflects the conflicts inside the American society. On the other hand it gives us through its slogans, artefacts and the manifestations of the day, a representation of how the American working class movement understood the day and how this has changed over time. Both the attempts to criminalising the May Day by criminalising its artefacts by the Red Flag Law or by renaming the day to Child Health Day or working class celebration the day or not, or how Haymarket has been memorised, it all reflects changing values in the public debate and the imagines of the May Day inside the US working class and labor movement.
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T1  - Visualising the complex and the changing: Identifying critical aspects of social science models
T2  - Earli SIG9 2022: Phenomenography and variation theory in practice
A1  - Jägerskog, Ann-Sofie
A1  - Tväråna, Malin
A1  - Björklund, Mattias
A1  - Strandberg, Max
A1  - Carlberg, Sara
A1  - Kenndal, Robert
A1  - Juthberg, Therese
A1  - Sahlström, Per
A1  - Losciale, Marie
A1  - Gottfridsson, Patrik
A1  - Kåks, Bodil
A1  - Rosengren, Jenny
PY  - 2022
LA  - eng
PB  - Stockholm
KW  - social studies
KW  - models
KW  - phenomenography
KW  - teaching and learning
KW  - flowchart
KW  - plot diagram
KW  - subject learning and teaching
KW  - ämnesdidaktik
AB  - Extended summaryWe live in a world that is rapidly changing and what we believe to be true today may very well be overturned tomorrow. Many of the issues raised in social studies education are characterized by changeability and complexity, such as conflicts, sustainable development, issues of justice, as well as political, social and economic processes. One common way of helping students to grasp the complex relations and the changeability involved in social studies related issues is to use models. Examples of models often used in social studies teaching are models illustrating sustainable development or political processes, as well as illustrations of the socio-economic cycle and diagrams visualizing relations between different factors in society. However, teacher experience as well as earlier research indicate that students often find it difficult to understand and interpret models (see for instance Roberts & Brugar, 2017; Jägerskog, 2020; Sundler, Dudas & Anderhag, 2017). In addition, there is a risk that these seemingly fixed models do not offer an understanding of the changeability in societal issues. The aim of this presentation is to discuss how phenomenography and variation theory (with a focus on critical aspects) can increase our understanding of how models used in social studies teaching can help students understand the complexity and changeability in societal issues. The aim is also to discuss the possible transferability of critical aspects between different kinds models used in social studies teaching. The presentation is based on a project aiming at identifying students’ understanding of two kinds of models (flowcharts and plot diagrams) often used in social studies teaching, and what students need to discern in order to develop the ability reason in a qualified way about the content illustrated. The material analysed consists of 46 recorded and transcribed small group discussions where students in year 6 and 8 in compulsory school and year 1 in upper secondary school discuss a question that concerns either a flowchart illustrating the democracy system in Sweden, a flowchart of the socio-economic cycle, a plot diagram illustrating the relationship between different countries’ GDP and level of CO2 emissions, or a plot diagram illustrating the relationship between birthrate per woman in different countries and the amount of years girls in these countries attend to school. The transcribed material was analysed using phenomenographic methods and critical aspects were identified for the four different models investigated (Marton, 2015). Results show that the critical aspects identified in part can be understood as model and content specific, but in part as model generic. This means that although two flowcharts (or two plot diagrams) illustrate different content, the aspects identified as necessary for students to discern in order to reason about the content illustrated in a qualified way, are very similar. Although similarities are especially clear between models of the same kind (i.e between two different plot diagrams or two different flowcharts), similarities can also be found between the different kinds of models (i.e between flowcharts and diagrams).This raises questions concerning the transferability of critical aspects between different kinds of models and if aspects that reoccur in relation to different models, such as aspects of changeability and complexity, could be understood as especially characteristic for social studies models. ReferencesJägerskog, A., (2020). Making possible by making visible. Learning through visual representations in social science. (Doktorsavhandling). Stockholms universitet.Marton, F. (2015). Necessary conditions of learning. Routledge.Roberts, K. L., & Brugar, K. A. (2017). The view from here: Emergence of graphical literacy. Reading Psychology, 38(8), 733-777.Sundler, M., Dudas, C. & Anderhag, P. (2017). Från missförstånd till klarhet: hur kan undervisningen organiseras för att stötta elevers förståelse för växthuseffekten? Forskning om undervisning och lärande, 5(2), 6-29. 
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T1  - Looking at school development through a development leaders’ perspective
T2  - Paper presented, and published in the conference proceedings, at the ICSEI-conference
A1  - Olin, Anette
PY  - 2012
LA  - eng
KW  - development leader
KW  - local school development
KW  - interpretation
KW  - action research
AB  - Objectives and purposes: There is a new kind of position in Swedish schools today which is called ‘development leader’. It answers to the demand on schools to take responsibility locally for school development work. In this study a development leaders work in a specific school during one year was investigated. The aim was to understand school development work through the practitioners’ perspectives. The focus therefore was placed on interpretive work in collaborative settings, e.g. meetings, when dealing with change processes. The main questions addressed were, ‘what does interpretations between the development leader, the teachers and other professionals in a school look like?’ and ‘in what ways are interpretations related to the school development work undertaken in a specific practice?’.  Perspectives or theoretical framework: The aim of using specific hermeneutic concepts was to describe the essence of interpretation when practitioners deal with development work at a school. Ricoeur describes humans as narrative creatures who create stories about their lives in order to be able to understand the flow of events that they are a part of. Essential aspects of interpretation in this perspective are communication and critical self-understanding. Mainly three concepts from Ricoeur’s theory have been used for analyzing the empirical material, namely mimesis (the connection between understanding and action), practical wisdom (the critical function of understanding and/or action) and communities of communication (the necessity of the other to be able to understand better) .  Modes of inquiry and data sources: This is partly a self-study of my own work as development leader and therefore the interpretations in the school development work and in the research work are not two separate processes, but rather a single unified process. To create a necessary distance in the work of interpretation writing and explanations are used as methodological tools for widening the understanding. Main data is the logbook of my work as development leader but also recorded meetings and interviews with the teacher teams about their view of the development work at the school. The description of change here is essential and via the adoption of a hermeneutic view actions and events spread over time have through a narrative activity been converted to stories about change. The forming of narratives have been conducted through the following activities: 1) an open reading of the empirical material in order to allow the text to speak to me, 2) a structured, analytical phase where the thematically-ordered stories from the first reading are tested by comparison with the empirical data, in discussions with the professionals at the school, and in discussions with academic colleagues, and, 3) a creative writing process to produce new narratives based on those in the empirical material. The result of this research work is three research-stories about school development, where the first one is about the development leaders ‘journey’ through a year of work. Results and points of view: The results show that, even though the actions of the development leader can be interpreted as a form of responsibility in action, there is nevertheless a need for interpretation, communication, and critical reflection over the consequences in practice, since consequences do not always correspond with the aims of actions. Thus, space for ongoing interpretation processes are of importance in order for professionals to be able to make well-reasoned decisions about their work. Educational importance of this study: By enhancing interpretation as an important aspect of school development work an emphasis on these aspects can contribute to a renewal of the perception of how change and school improvement works. Instead of a continuous and linear process, I described the school as a dialectical and conflictual process, which is required to manage the new situations that constantly arise in the school world. Connection to the themes of the congress: Knowledge about interpretation helps to explain the interplay between policy and practice in education. The development leader has an essential role in the contemporary situation where a pressure is put on the local schools to contribute by taking responsibility for changes that are prescribed by the curricula. In this study also the interplay with research is taken in account since the study is carried through as an action research where the development leader also is the researcher, intervening in the processes under investigation.
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T1  - An innovative video recording approach in ethnographic research: to exploring pupils’ low voiced conversations while scaffolding peers
T2  - Oxford Ethnography and Education Conference 2019
A1  - Rönn, Charlotta
PY  - 2019
LA  - eng
AB  - Purpose:Little is known about pupils’ informal low-voiced conversations with peers during lessons. The purpose of this paper/presentation is to account for an explorative research design, in applying multiple methods, and particularly video recordings, to generating data that gains access to pupils’ informal communication in the classroom without much disrupting of the natural flow of activities between peers in the classroom.Ethnographic studies can describe a classroom culture, where the research later on needs to report in a text, in order to restrict multiple meanings and also to tell a story with claims based on evidence (Walford, 2009). When research focuses on pupils’ interaction with peers, a group of pupils is often recorded in another room outside the classroom or tie-clip Microphones are used attached to a few pupils inside the classroom. This facilitates recording one topic at a time (e.g. Melander & Sahlström, 2010), but interferes with the roles in the class and might hinder the pupils’ spontaneous talk with peers. It is of importance to questioning what counts as knowing, doing and being in a group, and who has access to the practices, social constructions and processes (Baker, Green, & Skukauskaite, 2008). This study aimed at approaching the pupils’ flow of interaction and their perspective: who do they turn to, what do they ask peers (instead of asking the teacher), and how do they provide help to peers in the classroom context?  Participant observations of a class in 8th grade (14 year-olds) at a municipal school, was followed by an innovative staging of three camcorders and several Dictaphones. This was later followed up by interviews with the pupils in the class – aiming at prioritise the pupils’ perspectives and experiences of  collaboration with peers while doing lesson-related assignments. Heath, Hindmarsh and Luff (2010) emphasize the importance of exploring, adjusting the rigging of the gear at a site. This was done in the current study, seeking to obtain a way of recording in the classroom making all the pupils’ voices heard in their informal conversations with peers.  Result/Contribution:The staging of the recording devices had two main objectives. Firstly, by focusing on a more quiet part of the classroom where all pupils occasionally went, instead of focusing on particularly selected individuals, all pupils in the class were covered. Secondly, elaborated discreet placing of the recording devices rendered it possible for the pupils to be oblivious of the recordings, which facilitated to explore a natural flow of interaction between peers. The recorded files were later synchronized and transcribed in multiple transcript. However, an inconvenience was that some fragments of the pupils’ low voiced conversations were inaudible while transcribing, due to background sounds in the classroom. The innovative design and passive staging of the cameras created a closeness to the pupil perspective of interacting with peers,allowing recording the pupils’ more spontaneous and authentic conversations while scaffolding peers. This displayed that what teachers might overhear in the classroom differs from the pupils’ lesson related low-voiced conversations with peers.An increased understanding on the natural flow of pupils’ interaction in the classroom practice seen from a pupils’ perspectives might lead to better adapted teaching to meet all the pupils’ needs and prerequisites. The study is of interest from a methodological point of view and could be adapted to other ethnographic research contexts than the classroom.The Regional Ethical Review Board in Umeå/Sweden reviewed the study.   References:Baker, W. D., Green, J. L. & Skukauskaite, A. (2008). Video-enabled ethnographic research: a microethnographic perspective. In G. Walford (Ed.), How to do Educational Ethnography. London: the Tufnell Press.Heath, C., Hindmarsh, J. & Luff, P. (2010). Video in Qualitative Research – Analysing Social Interaction in Everyday Life. London: SAGE Publications Ltd.Melander, H., Sahlström, F. (2010). Lärande i interaktion. Stockholm: Liber.Walford, G. (2009). For ethnography. Ethnography and Education, 4(3), 271-282. 
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T1  - Språk-, läs- och skrivutvecklande undervisning i matematik, teknik och svenska i förskoleklass – möjligheter och utmaningar. Symposium.
A1  - Alatalo, Tarja
A1  - Johansson, Annie-Maj
A1  - Wijnbladh, Cecilia
A1  - Vuorenpää, Sari
PY  - 2024
LA  - swe
KW  - läsutveckling
KW  - läs- och skrivundervisning
KW  - svenska
KW  - utmaningar
AB  - Forskningsämne: Läs- och skrivdidaktikForskare: Tarja Alatalo, Högskolan Dalarna, Annie-Maj Johansson, Högskolan Dalarna, Cecilia Wijnbladh, Högskolan Dalarna, Sari Vuorenpää, Stockholms universitetI detta forskningsprojekt studeras läs- och skrivutvecklande undervisning i olika ämnesområden i svensk förskoleklass (6-åriga elever). I tidigare genomförda observationsstudier av undervisning i ämnesområdena teknik och naturvetenskap i förskoleklass framkom att där skapades undervisning som stödjer elevers läs- och skrivutveckling genom språkanvändning i sociala och utforskande praktiker (Alatalo & Johansson, 2019, 2022). Eftersom tidig läs- och skrivstimulans i social interaktion i funktionella sammanhang främjar elevers läs- och skrivutveckling (Gillen & Hall 2013), går vi vidare på en bredare front för att undersöka hur undervisningen ser ut inom fler ämnesområden i förskoleklassen. Eleverna behöver ges rika möjligheter att göra språkliga upptäckter, både själva och tillsammans med andra och i såväl det talade som det skrivna språket, för att de ska förstå språkets meningsbärande funktion och syftet med att läsa och skriva (Guo et al., 2012). Läs- och skrivutveckling betraktas med utgångspunkt i “The simple view of reading”, där ordavkodning och förståelse är avgörande faktorer för läsutvecklingen (Gough & Tunmer, 1986). Det innebär att kodfokuserade praktiker med fokus på fonologisk medvetenhet och ordavkodning och meningsfokuserade praktiker med fokus på t.ex. ordförrådsutveckling i meningsfulla sammanhang, främjar elevers läs- och skrivutveckling (jfr. Bradley & Bryant, 1983; Pearson et al., 2007; Ruotsalainen et al., 2021). Projektet, där lektioner videoobserverats i 42 olika skolor och intervjuer genomförts med 52 lärare i de aktuella klasserna, har som syfte att bidra med kunskap om hur läs- och skrivutvecklande undervisning tar sig uttryck i förskoleklassens didaktiska verksamhet, men också att identifiera potential att utveckla läs- och skrivundervisningen. Utifrån projektets syfte och design är det möjligt att utveckla en bred kunskapsbas om tidig läs- och skrivundervisning, vilket är angeläget eftersom en språkstimulerande skolförberedande didaktisk verksamhet också kan medverka till att minska antalet elever som misslyckas med sin läs- och skrivutveckling i skolans tidiga år (Lundberg et al., 2012). I detta symposium presenteras preliminära resultat från fyra delstudier i projektet.  Den första presentationen diskuterar hur dialogisk matematikundervisning med utgångspunkt i ämnesbegrepp möjliggör för elever att medverka i meningsfokuserade och kodfokuserade läs- och skrivpraktiker. Studien indikerar att matematiklektionerna stödjer elevernas läs- och skrivutveckling, vilket innebär att matematikundervisningen kan uppfattas som språk-, läs- och skrivundervisning. Den andra presentationen synliggör hur elevers medverkan i teknikundervisning skapar förutsättningar för dem att utveckla sin förmåga att kommunicera i tal och skrift i olika sammanhang. Det indikerar att teknikundervisningen har potential att medverka till rika språkupplevelse för elever i förskoleklass.Den tredje presentationen behandlar lärares uppfattning av möjligheter att följa och främja elevers språk-, läs- och skrivutveckling i förskoleklass. Studien bidrar också med att utveckla teori om hur språk-, läs- och skrivundervisningen i tidiga skolår kan differentieras för en mer likvärdig utbildning.  Den fjärde presentationen synliggör komplexiteten i lärares uppdrag att stötta och leda varje elevs språk-, läs-, och skrivutveckling utifrån elevens förutsättningar, förmågor och behov. Alla elevers behov av rika möjligheter att göra språkliga upptäckter för att stärka språk-, läs- och skrivutvecklingen problematiseras. Projektet är finansierat av Vetenskapsrådet, 2020-03954ReferenserAlatalo, T. & Johansson, A.-M. (2022). ”Nu läser vi grodans dagbok”: Läs- och skrivutvecklande praktiker i naturvetenskapsundervisning i förskoleklass. Pedagogisk Forskning i Sverige, 27(2), 96–118. https://doi.org/10.15626/pfs27.02.05Alatalo, T. & Johansson, A.-M. (2019). ”Kan man köra en skottkärra med fyrkantigt hjul?” Läs- och skrivutveckling i teknikundervisning i förskoleklass. Nordic Journal of Literacy Research 5(3), 49–62. https://doi.org/10.23865/njlr.v5.2018Bradley, L., & Bryant, P. (1983). Categorizing sounds and learning to read – a causal con-nection. Nature, 301, 419-421. Gillen, J. & Hall, N. (2003). The emergence of early childhood literacy. I N. Hall, J. Larson & J Marsh. (Eds.). Handbook of Early Childhood Literacy (pp. 1–12). Sage Publications.Gough, P. B., & Tunmer, W. E. (1986). Decoding, Reading, and Reading Disability [Academic Journal Electronic Resource]. Remedial and Special Education (RASE), 7(1), 6–10. Guo, Y., Justice, L. M., Kaderavek, J.N. and McGinty, A. (2012). The literacy environment of preschool classrooms: contributions to children’s emergent literacy growth. Journal of Research in Reading 35(3) 308–327. Lundberg, I., Larsman, P., & Strid, A. (2012). Development of phonological awareness dur-ing the preschool year: The influence of gender and socio-economic status. Reading and Writing: An Interdisciplinary Journal, 25(2), 305–320.Pearson, P. D., Hiebert, E. H. & Kamil, M. L. (2007). Vocabulary assessment: What we know and what we need to learn. Reading Research Quarterly, 42, (2), 282–296. Matematikundervisning är även språk-, läs- och skrivundervisning Tarja AlataloDenna delstudie syftar till att utveckla kunskap om läs- och skrivutvecklande didaktik i matematikundervisningen i förskoleklass. Undervisning med fokus på ämnesspråkliga perspektiv (content area literacy), det vill säga undervisning som främjar elevers förmåga att lyssna, tala, läsa, skriva och se för att få information inom ett specifikt ämnesområde (Vacca & Vacca, 2002), stödjer elevers läs- och skrivutveckling (Moss, 2005). Förmågan att använda och förstå talat språk har visats vara en av de tidigaste prediktorerna för en god läsutveckling (National Early Literacy Panel, 2008). Därför är en undervisning som stimulerar unga elever till språklig interaktion och där läraren engagerar eleverna i en innehållsrik och målinriktad undervisning gynnsam för förmågor och färdigheter som är förknippade med elevernas senare läsframgång (Lonigan, 2015). Sådan undervisning förstås i denna studie som dialogisk (Alexander, 2018; Kim & Wilkinson, 2019). Videoobservationer av matematikundervisning genomfördes i 14 olika klassrum i förskoleklass. Materialet transkriberades och analyserades med hjälp av Alexanders (2018) definition av dialogisk undervisning. Begreppen meningsfokuserade och kodfokuserade praktiker (Ruotsalainen et al., 2021) användes till att förstå och synliggöra vilka läs- och skrivutvecklande möjligheter matematikundervisningen erbjuder eleverna. Analyserna pekar på att lärarna går igenom de matematiska begreppen i dialogisk undervisning samtidigt som de växlar, till viss del, mellan meningsfokuserade och kodfokuserade praktiker. Eleverna ges rika möjligheter att lära sig matematiska termer och begrepp i social interaktion och i meningsfulla sammanhang genom dialogisk undervisning under matematiklektionerna. Eleverna blir också involverade i att läsa och skriva välbekanta ord och symboler samt möter skrift och ges möjlighet att se och samtala om skriven text, vilket främjar deras avkodningsförmåga och förståelse för skrift. Referenser  Alexander, R. (2018). Developing dialogic teaching: genesis, process, trial. Research Paper in Education, 33(5), 561–598.Alexander, R. J. (2017). Towards dialogic teaching: Rethinking classroom talk (5th ed.). UK: Dialogos. Kim, M-Y., Wilkinson, I., A.G. (2019). What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk. Learning, Culture and Social Interaction, 21, 70–86. https://doi.org/10.1016/j.lcsi.2019.02.003. Lonigan, C. J. (2015). Literacy development. In R. M. Lerner, L. S. Liben, & U. Mueller (Eds.), Handbook of child psychology and developmental science, cognitive processes, (Vol. 2, pp. 763–805). John Wiley & Sons.  Moss, B. (2005). Making a case and a place for effective content area literacy instruction in the elementary grades. Reading Teacher, 59(1), 46–55.National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. National Institute for Literacy. https://lincs.ed.gov/publications/pdf/NELPReport09.pdfRuotsalainen, J., Pakarinen, E., Poikkeus, A-M., & Lerkkanen, M-K. (2022). Literacy instruction in first grade: Classroom-level associations between reading skills and literacy instruction activities. Journal of Research in Reading 45(1), 83–99.Vacca, R. T., & Vacca, J. L. (2002). Content area reading (7th ed.). Allyn & Bacon. Teknikundervisningen möjliggör för elever att utveckla sin förmåga att kommunicera i tal och skrift för olika syftenAnnie-Maj Johansson Tidigare studier visar att integrering mellan skolämnen och praktiker som stödjer elevers språk-, läs- och skrivutveckling har positiv betydelse för elevers lärande (Neuman et al., 2019). Den svenska läroplanen (Skolverket, 2019) uttrycker att elever i förskoleklass ska ges förutsättningar att utveckla sin förmåga att ”kommunicera i tal och skrift i olika sammanhang och för skilda syften”. Det innebär att den pedagogiska verksamheten ska skapa tillfällen och möjligheter för eleverna att utveckla sin förmåga att kommunicera i tal och skrift. Syftet med den här delstudien är att få kunskap om hur elevers medverkan i förskoleklassens teknikundervisning skapar förutsättningar för eleverna att utveckla sin förmåga att kommunicera i tal och skrift f
ER  - 

TY  - CONF
T1  - Exploring Visual Method in the Field of Educational Leadership: Co-creating Understandings of Educational Leadership and Authority in School Organisations
A1  - Grimm, Frida
A1  - Norqvist, Lars
A1  - Katarina, Roos
PY  - 2021
LA  - eng
KW  - method development
KW  - visual method
KW  - educational management
KW  - educational leadership
KW  - school organisation
AB  - This paper is a contribution to the ongoing dialogue on the need for method development within the field of educational leadership. Educational leadership research has a set of conventional qualitative methods that regularly occur, surveys, interviews and observations (Thomson, 2017; Moran Jackson, 2019; Castillo and Hallinger, 2018; Hallinger, 2018; Tian et al., 2016). Though, it remains an overlooked issue to critically examine what this means to our research field (Thomson, 2017). This paper was born in some practical difficulties of interviews with educational leaders, which provoked an expansive take on the interview as an empirical occasion. In the paper we describe a visual method that was developed and added to qualitative face-to-face interviews to capture essential concepts concerning educational leadership, for example power, hierarchies and relations. The purpose of the paper is to examine how the process of data collection and analysis can benefit and constrain from the use of visual material in qualitative semi-structured face-to-face interviews. It also opens up for discussions about alternative ways to present research. In the paper we explore the following research questions:can a visual method imply for the co-creation of understandings about positions, relations and hierarchies within school organisations?What advantages and challenges may arise when new methods are added to qualitative face-to-face interviews within the field of educational leadership?A rather limited number of methods and approaches are employed within the field of educational leadership. The most common are surveys and interviews (Thomson, 2017; Moran Jackson, 2019; Castillo and Hallinger, 2018; Hallinger, 2018; Tian et al., 2016). Qualitative methods still dominate, although quantitative approaches are increasing in number (Gumus et al., 2018). Few studies make use of alternative data sources, such as videos, blogs, and photos (Moran Jackson, 2019). In an interdisciplinary and complex research field such as educational leadership, this could imply limited and to some extent defaulted perspectives.Our visual method was designed within a larger research project about steering and governing in, and of, Swedish schools. The creation of the method grew from a need to develop the interview technique to explore understandings of the organisations from the informants’ points of view. The most common motive for using visual material in a data collection process is an ambition to access data, as it enables the collection of data other than verbal data alone. Another argument is that visual material facilitates communication between researchers and respondents, particularly when participants are asked to express abstract ideas, and supports verbal communication. Visual methods are also believed to promote reflection, as words and pictures can work in synergy to enhance meaning (Pain, 2012; Pink, 2013). By adding visual material to semi-structured face-to-face interviews, we created a visual method to stimulate the informants’ reflections about complex matters as hierarchies, power and relations. These themes are central phenomena within the field of educational leadership. We wanted to explore what happens to the research process when transforming a traditional method by adding visual material to otherwise traditional qualitative face-to-face interviews. During the conference we evoke further exploration of alternative methods by presenting our findings by using moving pictures.Methodology, Methods, Research Instruments or Sources UsedThe 57 informants in our empirical and inductive study were selected and approached in the following way. In the Swedish educational system, municipalities are organisers of compulsory and secondary education, and thus we started off by selecting municipalities. The first selection criteria was that the average results, and the average grades of pupils in the last year of compulsory school, should be comparable between the selected municipalities (Kolada 2019, Siris 2019). Secondly, the average percentage of pupils who perceive themselves to be safe and secure in school, should be in the same range in the selected municipalities. Thirdly the municipalities should be of the same size, in population numbers. Two municipalities were selected (purposive sampling; Cohen et al., 2011). They identified two schools each (convenience sampling; Bryman, 2012), for the study.  Approached from a systems thinking perspective (see Shaked & Schechter, 2017), semi-structured face-to-face interviews were made with politicians (n=4), superintendents (n=2), assistant superintendents (n=4), principals (n=4), teacher leaders (n=14) and teachers (n=29). Individual and group interviews were conducted.By accompanying the semi-structured interviews by a paper sheet with sticky notes we created a visual method. A sticky note with the informant´s function was put in the middle of the sheet, which was divided in three levels. Encouraged by the interviewer the informants added sticky notes with functions that they found central for their own function accompanied by semi-structured interview questions. The themes discussed during the interviews concerned key actors on different levels in the school organization, roles and functions, knowledge and competence, loyalty, trust, communication and systematic quality assurance. By adding a visual method, the informants were given a hands-on tool to arrange and to describe the education organization that they are a part of. This made it possible to visualize positions, relations and hierarchies. We video-recorded the sticky-note mapping to enable analysis of movements simultaneously with verbal narratives. At the end of the interview project a total of 43 images had been created during the interviews. In the process of analysis, the visual and auditory material were encapsulated in still pictures. These described more in detail how the interviews developed and certain aspects of the interviews that should be considered in the analysis. The still images were useful for further analysis, for example, to detect patterns in positions and relations within and between organisations, and for presentation of the result.Conclusions, Expected Outcomes or FindingsThe co-creation of images during the interviews elicited dialogues about complex subjects such as hierarchies, relations and positions. The method helped us to gain an understanding of how leaders describe their perceptions of authority and power in school organisations. By adding visual material to the interviews, a creative and active interview environment was created. The method made the informants take a stand on complex questions and matters, and to take different perspectives, thus gaining new insights about their own organisations. This provided us as researchers with a rich data material and uncovered our own biases. By making subjective understandings visual, the implicit was made explicit.As researchers we were challenged to coordinate the designing and exploration of the method and to ask new questions, which was sometimes challenging. Another challenge was to translate the rich visual material into condensed text to make it fit into the traditional journal format. This made us look for alternative ways to present research within our field. Research conferences that offer alternative ways to present, discuss and share research can be a valuable venue to develop research methods.To sum up, by adding a visual method to qualitative face to face interviews, it is possible for researchers to create a creative and active interview environment, and to analyse the data from different angles within a holistic approach (understanding parts vs whole). The method offers a flexible structure which enables longitudinal studies within and between different organisations. Inspired from what we have seen, we suggest that the method can facilitate international studies of educational organisations within different school contexts, European and other international contexts. Adding visual methods to more traditional interviews can make dilemmas in educational leadership visible and is useful when finding strategies to manage and lead various (groups of) actors in educational organisations.
ER  - 

TY  - CONF
T1  - Kvalitetsuppfattningar och kriterier för bedömning på musiklärarutbildningen.
A1  - Sandberg Jurström, Ragnhild
PY  - 2014
LA  - swe
KW  - bedömning
KW  - kvalitetsuppfattingar
KW  - antagningsprov
KW  - instrumentalundervisning
KW  - musiklärarutbildningen
KW  - education
AB  - Abstract: Studiens mål är att öka kunskaperna om det utbildningsområde och de undervisningskontexter inom lärarutbildningen i vilka blivande musiklärare förväntas utveckla ämneskunskaper i form av klingande musikaliska färdigheter och uttrycksförmågor, men där riktlinjer för hur dessa kvaliteter ska bedömas till stor del är vagt formulerade och öppna för den enskilda bedömarens egna tolkningar. Vilka kompetenser som musiklärarstudenter ska utveckla och kunna efter avslutade kurser utgår från centrala riktlinjer och mål, och är lokalt definierade i de kursplaner som finns skrivna på aktuella institutioner. Hur dessa kunskaper skall examineras och bedömas styrs av de för den aktuella institutionen skapade riktlinjer för hur kunskapsmålen skall kunna säkerställas. I kursplanen på en av musikhögskolorna i Sverige anges, när det gäller mål för vad studenten skall kunna på sitt instrument efter första årets studier, att denne skall kunna ”ge musikalisk gestalt åt vald repertoar utifrån relevanta instrumentala/vokala färdigheter”. De betygskriterier som är kopplade till detta mål anger att studenten, för att få betyg Väl godkänd, bör visa ”goda instrumentala/vokala färdigheter och god förmåga till samspel i en musikalisk gestaltning utifrån den valda repertoaren”. Dessa riktlinjer är som synes formulerade med värderande kortfattade skriftliga beskrivningar av ett musikaliskt kunnande som skall uttryckas i klingande form. Att tolka ljudande musikaliska kvaliteter, transformera dem till ett värderande symbolsystem av givna bokstäver och samtidigt tolka vagt formulerade skriftliga utsagor för bedömning, torde ställa såväl lärare som studenter inför stora utmaningar. Frågan kan ställas vad som egentligen lyfts fram till bedömning samt vilka kriterier för bedömning som lärare ger uttryck för vid examinationer som framförallt behandlar praktiskt gestaltande uttryck. Vilka uppfattningar om kvalitet och kunnande som fokuseras inom olika kurser samt hur kriterier för bedömning av dessa kunskaper hanteras är sålunda synnerligen intressanta och viktiga att studera.I föreliggande studie är det av intresse att undersöka vilka musikaliska kvaliteter i instrumentalspel eller sång (alt. ensembleledning) som ses som viktiga att kunna samt hur dessa förväntade kompetenser värderas och bedöms i olika bedömningssituationer inom musiklärarutbildningen. Framförallt gäller detta fokus examinerande praktiska redovisningar i kursen instrument eller sång, men även inträdesprov till utbildningen. Det generella behörighetskravet som gäller för inträde till en lärarutbildning är format centralt, framförallt i högskolelagen och högskoleförordningen, medan det lokala särskilda behörighetskravet formas på den aktuella institutionen. För inträde till en musiklärarutbildning krävs, förutom det generella behörighetskravet, en särskild behörighet i form av godkänt färdighetsprov i musik. Detta färdighetsprov styrs dels av gemensamma riktlinjer tagna av de olika musikhögskolorna i Sverige, men även av lokala överenskommelser om hur proven skall utföras och bedömas. Gällande dokument för bedömning vad gäller inträdesprov är även de vagt utformade med få eller inga i detalj utarbetade kriterier, vilket skulle kunna leda till variationer av tolkningar av hur en bedömning av ett musikaliskt framförande i ett inträdesprov skulle kunna göras.Syftet med föreliggande studie är att identifiera och beskriva lärares och lärarstudenters uppfattningar om vilka musikaliska kvaliteter och kriterier för bedömning i musik som eftersträvas på musiklärarprogrammet. I två av studiens delar fokuserar vi på och lyfter fram lärares uppfattningar om och syn på musikaliska kvaliteter och kriterier för bedömning av musikaliska framföranden, medan vi i den tredje delen fokuserar på studenters uppfattningar om dessa kvaliteter i relation till deras kommande yrkesverksamhet.Den första delen i studien innefattar videoinspelningar av inträdesprov till musiklärarprogrammet på instrumentet sång i olika genrer. I samband med dessa inträdesprov, och med videoinspelningarna som referensram, görs fokusgruppsamtal med medverkande bedömande lärare om vilka kompetenser som uppmärksammas, vilka kvalitetsuppfattningar som lyfts fram samt vilka kriterier för bedömning som lärare ger uttryck för, i relation till de behörighetskrav som ställs för inträde till en musiklärarutbildning. Gruppsamtalen analyseras utifrån ett multimodalt designteoretiskt perspektiv med fokus på de semiotiska representationer för musikalisk kvalitet som används och förmedlas av de uppträdande studenterna samt hur dessa representationsformer värderas och bedöms av lärarna. Semiotiska representationsformer såsom sång, gester, ansiktsuttryck och andra kroppsliga resurser kan ses som representationer för olika musikaliska idéer, tolkningar av och konventioner kring den musik som förmedlas. Efterföljande enskilda djupintervjuer analyseras utifrån hermeneutiskt fenomenologiskt perspektiv med fokus på hur fenomenet musikalisk kvalitet framträder i lärares föreställningsvärldar samt hur kriterier för bedömning av musikalisk kvalitet beskrivs. Förståelse för musikalisk kvalitet ingår implicit i musiklärares grundläggande existenssätt då de dagligdags måste orientera sig musikaliskt i sitt arbete. I fokus står här därför lärarnas basala förståelse för musikalisk kvalitet, samt hur denna tar sig uttryck i bedömning av inträdesprov.Den andra delen utgörs av videoinspelningar av samma instrumentgrupp och genreinriktningar, men nu på examinerande praktiska redovisningar under utbildningen på musiklärarprogrammet. Även i denna fas görs fokusgruppsamtal med medverkande lärare i samband med uppspelningarna och med videoinspelningar som referensram, samt efterföljande djupintervjuer. Samtalen och analyserna av dessa kommer att fokusera på samma kvalitets- och bedömningsfrågor som berördes i den första fasen, men nu i relation till musiklärarutbildningens kursplaner och betygskrav för spel och sång på instrument.Den tredje delen är inriktad på att i fokusgrupper med studenter samtala om deras syn på vilka kvaliteter de har förstått varit viktiga och blivit bedömda på sitt valda instrument under sin utbildning, vilka kvaliteter de själva ser som betydelsefulla, hur de ser på bedömning av dessa kvaliteter samt hur de relaterar sitt eget vetande och kunnande till de krav som ställs på dem i deras kommande yrkesgärning och till de kursplaner och bedömningskriterier de avses att arbeta utifrån. Intervjuerna kommer att göras vid flera tillfällen under utbildningstiden och analyseras utifrån både ett multimodalt designteoretiskt och hermeneutiskt fenomenologiskt perspektivet. På konferensen kommer vi att presentera vårt upplägg av studien.
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TY  - CONF
T1  - Didaktik in Practice; Searching for the What in the How
A1  - Waagaard, Viktoria
A1  - Nyström, Fredrika
A1  - Johansson, Jonas
PY  - 2023
LA  - eng
KW  - disciplinary literacy
KW  - thinking tools
KW  - multilingual civics classroom
KW  - ämnesliteracy
KW  - tankeredskap
KW  - språkligt heterogena klassrum i samhällskunskap
AB  - Symposium Proposal, NOFA9, May 9 - 11, 2023 Title: Didaktik in Practice; Searching for the What in the HowDiscussant: Jörgen Mattlar, Senior Lecturer, Uppsala University, Department of Education Participants: Jonas Johansson, Fil. lic, Fredrika Nyström, PhD Student, Viktoria Waagaard, PhD StudentUppsala University, Department of EducationDidaktik in practice; Searching for the what in the how Based on studies from three classroom practices, our symposium aims to discuss two central didactical questions in subject education, namely the content and the organization of teaching and learning: the what and the how.Our starting point is in the subjects Swedish, Spanish and Civics, with students aged 14-18. We discuss and problematize when the how is foregrounded and the what is elusive and undefined in literary history (Swe), spoken production and interaction (Spa) and disciplinary literacy (Civ).We want to shed light on the what in relation to the concept Bildung. “In the Didaktik tradition Bildung is what comes out of the unique meeting between students and contents” (Hopmann, 2007:118). This relates to Bildung as grasping the world, inside and outside of the classroom context. Is the content distinguishable in the teaching and learning activities? What happens with the what in subject education when the how is in focus?References  Hopmann, S. (2007). Restrained teaching: The common core of Didaktik. European educational research journal, 6(2), 109-124.  Individual abstracts:Scaffolding Language and Content Learning in a Multilingual Civics Classroom Viktoria WaagaardLiteracy development is fundamental to democracy. Explicit language learning is crucial, in parallel with subject and personal development (Garcia & Li Wei, 2018). A conscious focus on disciplinary literacy, lesson structure (Christie, 1997, 2002), first- and second-order concepts can make the what in teaching and learning visible and can scaffold students’ understanding of words, concepts, analysis and critical thinking (Sandahl, 2015).This project’s aim is to contribute with ways to widen and deepen discussions about making visible working with words, concepts and analysis. In order to strengthen multilingual and monolingual students’ literacy in civics, investigating words and concepts in classroom work and student texts could be one way.Analytic frameworks used are curriculum macro genres (Christie, 1997, 2002), expansions of words (Halliday, 2014), first- and second-order concepts of social science (Sandahl, 2015), analyzed in terms of structure elements and activity chains (Christie, 1997, 2002). First-order concepts are facts and words, often linked to specific working areas/themes. Second-order concepts are disciplinary tools that help to organize, analyze and critically review social science, although not linked to specific working areas/themes (Sandahl, 2015).In classroom observations and student texts, coherent units were mapped to examine the actual structure elements, activity chains and first- and second-order concepts. One finding is that content building is the most common structure element in the classroom work. Advantages of this method is that the material is authentic and the working methods are current. The criticism expressed concerns the difficulty in mapping observations and that first- and second-order concepts are often used overlapping (Sandahl, 2015).Focusing on lesson structure, combined with a focus on first- and second-order concepts could improve the work of developing and strengthening students’ disciplinary literacy. Literacy and understanding of the democratic society are closely related to equity as well as to the concept of Bildung.Keywords: disciplinary literacy, thinking tools, civicsReferencesChristie, F. (1997). Curriculum macrogenres as forms of initiation into a culture. I: Christie, Frances og Martin J. R. (eds.) (1997).Christie, F. (2002). Classroom Discourse Analysis. A Functional Perspective. New York: Continuum.García, O. & Li Wei (2018). Translanguaging. Flerspråkighet som resurs i lärandet. Stockholm: Natur & Kultur.Halliday, M.A.K. & Matthiessen, C. (2014). An Introduction to Functional Grammar. Ny upplaga 2014. London/New York: Routledge.Sandahl, J. (2015c). Medborgarbildning i gymnasiet. Ämneskunnande och medborgarbildning i gymnasieskolans samhälls- och historieundervisning. Stockholm: Stockholms universitet. Searching for content in teaching and learning speaking – studying Spanish as a modern language in lower secondary school.  Fredrika NyströmIn the foreign language classroom, the target language is both the means and the medium of instruction. The syllabus of modern languages stipulates the learning aim, the what, as on the one hand acquisition of linguistic and communicative skills, and on the other the content of communication, e.g. vocabulary around everyday activities. (Skolverket, 2021) In the present study, teachers and students were interviewed about their perceptions, beliefs and attitudes towards teaching and learning speaking. The aim is to investigate expectations and experiences about teaching and learning to speak Spanish in lower secondary school. Spoken skills in second and foreign languages are generally considered more difficult to teach, learn and assess than writing, listening and reading. (Goh & Burns, 2012; Thornbury, 2005) Through content analysis, the data was classified under the didactic questions who, what  and how (Jank & Meyer, 1997), in order to identify the essence of  each meaning unit. The qualitative analysis of both teacher and student interviews resulted in a wider range of categories under the didactic question how than what. When describing the classroom practices, the learning aim is mainly the linguistic content, typically verbal structures or gender of nouns, and not the spoken skill itself, including its relational, strategic and sociolinguistic competences. Neither is there a focus on the nature of spoken communication, e.g. to understand end express meaning, a result that brings a famous quote to mind: There is all the difference in the world between having something to say and having to say something. (Dewey, 1943/1990, p. 56)Keywords: modern languages, spoken interactionReferences  Dewey, J. (1943/1990). The school and society : and, The child and the curriculum. Chicago: Univ. of Chicago Press.Goh, C. C. M., & Burns, A. (2012). Teaching speaking : a holistic approach. New York: Cambridge University Press.Jank, W., & Meyer, H. (1997). Didaktikens centrala frågor. In M. Uljens (Ed.), Didaktik - teori, reflektion och praktik (pp. 47-71). Lund: Studentlitteratur.Skolverket. (2021). Kursplan i moderna språk för grundskolan Thornbury, S. (2005). How to teach speaking. Harlow: Longman. What happens with the what in teaching and learning literary history when there is a focus on the how? Jonas JohanssonPrevious studies in teaching and learning literature show that upper secondary school students have difficulties in understanding why they should learn literary history (Bergman, 2007; Olin-Scheller, 2006). In reply to that, Johansson (2022) explores what it is in the teaching and learning literary history that sparks students' interest, according to themselves. As an answer to what it is in the teaching and learning literary history that spark students' interest following content-related themes where found: intertextuality; comparisons between different periods; epochs, authors and works; and aesthetic elements. Johanssons' study also reveals other aspects important for sparking interest in literary history. These aspects emphasise the how rather than being an answer to the question of what. According to the students the teaching should be varied, have a clear structure, be inclusive and the teacher should also be engaged and passionate in teaching. However, these later aspects seem to apply regardless of the content of teaching (Havik & Westergård, 2020; Hirsh & Segolsson, 2020) and not specific to the teaching and learning literary history. It is against this background the presentation aims to discuss what happens with the what in teaching and learning literary history when there is a focus on the how. Using examples from classroom practice, the how and the what in teaching and learning literary history will be discussed av problematized in relation to the concept of Bildung. Bildung is after all “what comes out of the unique meeting between students and contents” (Hopmann, 2007:118).Keywords: literary didactics, literary history, teaching of literatureReferencesBergman, L. (2007). Gymnasieskolans svenskämnen: En studie av svenskundervisningen i fyra gymnasieklasser. [Doktorsavhandling, Lunds universitet]. http://mau.diva-portal.org/smash/get/diva2:1404464/FULLTEXT01.pdfHavik, T., & Westergård, E. (2020). Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement. Scandinavian Journal of Educational Research, 64(4), 488–507. https://doi.org/10.1080/00313831.2019.1577754Hopmann, S. (2007). Restrained teaching: The common core of Didaktik. European educational research journal, 6(2), 109-124.Johansson, J. E. (2022). Elevperspektiv på vad som väcker intresse för litteraturhistoria. Educare, (3), 98-129. Olin-Scheller, C. (2006). Mellan Dante och Big Brother: En studie om gymnasieelevers textvärldar. [Doktorsavhandling, Karlstad universitet]. http://kau.diva-portal.org/smash/get/diva2:6137/FULLTEXT01.pdf 
ER  - 

TY  - CONF
T1  - Känslors och värderingars betydelse i handledning av självständiga arbeten – två perspektiv
T2  - NU2018 - Det akademiska lärarskapet
A1  - Zackariasson, Maria
A1  - Magnusson, Jenny
PY  - 2018
SP  - 118
EP  - 119
LA  - swe
KW  - utbildningsvetenskapliga studier
KW  - studies in the educational sciences
KW  - historical studies
KW  - historiska studier
AB  - En central del i det akademiska lärarskapet är att handleda studenter som befinner sig på olika nivåer i sin utbildning. Det kan handla om doktorander på forskarutbildningsnivå, men i och med att en så stor andel studenter skriver ett, eller två, självständiga arbeten under sin utbildning, handlar det oftare om handledning av studenter på grundläggande eller avancerad nivå. Det finns ett antal studier, både nationellt och internationellt, som behandlar olika aspekter av handledning av studenters uppsatser, som exempelvis handledningsprocessen, handledarstilar, och handledares erfarenheter och behov (t.ex. Augustsson & Jaldemark, 2014; Baker, Cluett, Ireland, Reading, & Rourke, 2014; Berg, 2016; Carlson, Svensson, Johannson, & Montin, 2016; Eriksson & Gustavsson, 2016; Kamler & Thomson, 2014; Scholefield & Cox, 2016; Sveen & Magnusson, 2013; Todd, Smith, & Bannister, 2006; Wiggins, Gordon-Finlayson, Becker, & Sullivan, 2016).En aspekt av handledningsprocessen, som dock framför allt har diskuterats inom den forskning som finns om handledning på forskarutbildningsnivå, är att känslor och känslomässiga aspekter kan spela en viktig roll i handledning och för doktoranders skrivande (Cotterall, 2013; Doloriert, Sambrook, & Stewart, 2012; Sambrook, Stewart, & Roberts, 2008). En utgångspunkt i denna forskning är som regel att handledaren och doktoranden hinner etablera känslomässiga relationer i och med att en forskarutbildning pågår under flera år, och att det kan påverka skrivprocessen. Även inom forskning om skolelevers skrivande har betydelsen av känslor och värderingar framhållits, till exempel inom det forskningsfält där olika språkliga resurser för att värdera och uttrycka känslor analyseras utifrån ramverket appraisal (Martin & White, 2003). Denna forskning har till exempel visat att skolelevers texter värderas högre när språkliga resurser för att uttrycka värderingar och känslor används (Folkeryd, 2006).Men hur är det i handledning av studenter på grundutbildningsnivå? Vilka resurser och strategier knutna till känslor och värderingar används av studenter och handledare i handledningssamtal om självständiga arbeten? Med utgångspunkt i den befintliga forskningen är detta frågor som bör belysas närmare, och i denna presentation ämnar vi göra det ur två olika perspektiv. Det första perspektivet utgår från de bedömningsprocesser som hela tiden pågår i handledningsinteraktionen, och vi analyserar dessa utifrån begrepp som knyts till ramverket appraisal (Martin & White, 2003). Det andra perspektivet utgår från hur handledare och studenter kan använda känslor och känslomässiga uttryck som en typ av handledningsstrategi. Här utgör begreppen anticipated emotions och anticipatory emotions de huvudsakliga analysredskapen (Barsics, Van der Linden, & D'Argembeau, 2016, 219).Vårt paper har sin grund i ett pågående, tvärvetenskapligt projekt om självständighet i högre utbildning, där handledning har en central roll (http://www.sh.se/p3/ext/content.nsf/aget? openagent&key=projekt_page_1446544810333 ). Det empiriska material presentationen bygger på, består av inspelad handledningsinteraktion, med handledare och studenter från lärarutbildning och journalistik, vid två svenska lärosäten. ReferenserAugustsson, G., & Jaldemark, J. (2014). Online supervision: a theory of supervisors’ strategic communicative influence on student dissertations. Higher Education, 67(1), 19-33.Baker, M.-J., Cluett, E., Ireland, L., Reading, S., & Rourke, S. (2014). Supervising undergraduate research: A collective approach utilising groupwork and peer support. Nurse Education Today, 34(4), 637-642.Barsics, C., Van der Linden, M., & D'Argembeau, A. (2016). Frequency, characteristics, and perceived functions of emotional future thinking in daily life. The Quarterly Journal of Experimental Psychology, 69(2), 217-233.Berg, D. (2016). Det självständiga arbetet - en plats för emancipation eller automation. Utbildning och lärande, 10(1), 94-108.Carlson, V., Svensson, P., Johannson, V., & Montin, S. (2016). Handledare, vägledare eller kontrollant? Utbildning och lärande, 10(1), 20-38.Cotterall, S. (2013). More than just a brain: emotions and the doctoral experience. Higher Education Research and Development, 32(2), 174-187.Doloriert, C., Sambrook, S., & Stewart, J. (2012). Power and emotion in doctoral supervision: Implications for HRD. European Journal of Training and Development, 36(7), 732-750.Eriksson, A., & Gustavsson, S. (2016). Krav, uppmaningar och frågor - en autoetnografisk reflektion över handledning av självständiga arbeten. Utbildning och lärande, 10(1), 70-87.Folkeryd, J. W. (2006). Writing with an attitude : appraisal and student texts in the school subject of Swedish. Uppsala: Acta Universitatis Upsaliensis.Kamler, B., & Thomson, P. (2014). Helping doctoral students write pedagogies for supervision. London ; New York: Routledge,.Martin, J. R., & White, P. R. (2003). The language of evaluation: Springer.Sambrook, S., Stewart, J., & Roberts, C. (2008). Doctoral supervision . . . a view from above, below and the middle! Journal of Further and Higher Education, 32(1), 71-84.Scholefield, D., & Cox, G. (2016). Evaluation of a model of dissertation supervision for 3rd year B.Sc. undergraduate nursing students. Nurse Education in Practice, 17, 78-85.Schreier, M. (2012). Qualitative Content Analysis in Practice. London & Thousand Oaks: SAGE.Sveen, H., & Magnusson, J. (2013). Handledningens vad, hur och varför: interaktionella mönster med fokus på röst. Högre Utbildning (2), 87-102.Todd, M. J., Smith, K., & Bannister, P. (2006). Supervising a social science undergraduate dissertation: staff experiences and perceptions. Teaching in Higher Education, 11(2), 161-173.Wiggins, S., Gordon-Finlayson, A., Becker, S., & Sullivan, C. (2016). Qualitative undergraduate project supervision in psychology: current practices and support needs of supervisors across North East England and Scotland. Qualitative Research in Psychology, 13(1), 1-19. 
ER  - 

TY  - JOUR
T1  - Whose voice is it anyway?: Narrative perspectives within the Scottish and Swedish Science curricula
T2  - Curriculum Journal
SN  - 0958-5176
A1  - Billmayer, Jakob
A1  - Day, Stephen P.
PY  - 2022
VL  - 1
IS  - 33
SP  - 82
EP  - 102
DO  - 10.1002/curj.129
LA  - eng
PB  - : John Wiley & Sons
KW  - curriculum studies
KW  - narratology
KW  - science curriculum
KW  - scotland
KW  - sweden
AB  - This study explores the form of curriculum documents and its implications for the enacted curriculum. In this study, the narrative voices that appear in the Scottish Broad General Education phase and the Swedish Compulsory phase of the curriculum are scrutinized in relation to the most likely reader of these documents-the teacher. The study adopts a critical hermeneutic approach to documents relating to the Swedish and Scottish Science curricula, focusing on the primary and lower secondary school phase of education. In addition, the analysis utilised the concepts and categories from narratology as an analytical framework that illuminates the emerging narrative voices in the curriculum documents. Both countries are similar in terms of "the teacher" not appearing in a prominent role but differ in terms of how teachers are framed from a narratological perspective. While the Swedish science curriculum appears to be a very rudimentary narrative, resembling "stage directions" for teachers' activity, the Scottish science curriculum contains a variety of different narrative voices, although none of these puts the teacher in an active, autonomous or decision-making position.
ER  - 

TY  - JOUR
T1  - Tracing Implications of Transnational Policy in Curriculum Events
T2  - Curriculum Journal
SN  - 0958-5176
A1  - Wahlström, Ninni
PY  - 2020
VL  - 4
IS  - 31
SP  - 587
EP  - 604
DO  - 10.1002/curj.62
LA  - eng
PB  - : John Wiley & Sons
KW  - curriculum theory
KW  - teaching
KW  - educational policy
KW  - education
AB  - The purpose of this keynote address is to discuss how curriculum theory can make a specific contribution to research on transnational education policy; in particular, curriculum theory has implications for national policy due to the interest in exploring educational phenomena at different levels of the school system. From a Swedish perspective on curriculum theory, the coordinative transnational policy ideas of having ‘high expectations’ and ‘raising standards’ are traced through three levels of analysis: the transnational/national societal arena, the programmatic curriculum arena and the classroom/teaching arena. The transnational policy idea of ‘international standards’ underpins the idea of standards‐based curricula, with a focus on the need to reach certain standards of knowledge and obtain equity in assessment; accordingly, such objectives have certain implications for curriculum structure and content as well as for actual teaching in the classroom. At each level of analysis, some concepts are introduced because of their potential to contribute in both exploratory and clarificatory ways. The analysis indicates that there is a need to uphold the role of the curriculum as a framework for genuine educational standards, with the professional teacher serving as the main actor for building educational relationships; otherwise, there is a risk that curriculum standards will degenerate into the instrumental standardisation of knowledge and teaching.
ER  - 

TY  - JOUR
T1  - Internationalising the teacher education curriculum: an analysis of syllabi and student experiences
T2  - Curriculum Journal
SN  - 0958-5176
A1  - Alexiadou, Nafsika
A1  - Vu, Mai Trang
PY  - 2026
DO  - 10.1002/curj.70044
LA  - eng
PB  - : John Wiley & Sons
KW  - curriculum
KW  - initial teacher education
KW  - internationalisation
KW  - sweden
AB  - Internationalisation has increasingly become a key dimension of quality in initial teacher education (ITE) programmes. Although it is recognised as a means to strengthen future teachers' competencies and expand their professional knowledge, it remains underdeveloped in practice. This article examines the internationalisation of the ITE curriculum in Sweden. Using disciplinary lenses, we conducted a content analysis of the curriculum for grades 4–6 and interviews with student teachers at a major course provider. Our findings reveal two distinct patterns. First, while the curriculum emphasises critical thinking, it is predominantly framed within local and national narratives, with limited engagement in international or global perspectives. Teacher education is largely treated as context-specific and embedded within national frameworks. Second, student teachers express a desire for more visible and systematic integration of international and intercultural dimensions into the content of courses and pedagogical processes. We argue for a more systematic operationalisation of internationalisation and interculturality within ITE content and pedagogy.
ER  - 

TY  - JOUR
T1  - Academic Achievement of University Students with Dyslexia
T2  - Dyslexia
SN  - 1076-9242
A1  - Olofsson, Åke
A1  - Taube, Karin
A1  - Ahl, Astrid
PY  - 2015
VL  - 4
IS  - 21
SP  - 338
EP  - 349
DO  - 10.1002/dys.1517
LA  - eng
PB  - : John Wiley & Sons
KW  - dyslexia
KW  - university studies
KW  - student achievements
KW  - functional disorders
KW  - teacher education
KW  - nursing education
KW  - education
AB  - Broadened recruitment to higher education is on the agenda in many countries, and it is also widely recognized that the number of dyslexic students entering higher education is increasing. In Sweden, as in many other European countries, higher education institutions are required to accommodate students with dyslexia. The present study focuses on the study outcome for 50 students with diagnosed dyslexia, mainly in teacher education and nurses’ training, at three universities in Northern Sweden. The students trusted their own ability to find information on the Internet but mistrusted their own abilities in reading course books and articles in English and in taking notes. The mean rate of study was 23.5 European Credit Transfer and Accumulation System credits per semester, which is slightly below the national baseline of 26.7. The results show that more than half of the students are examined at a normal rate of study but that about one fifth have a very low rate of study.
ER  - 

TY  - JOUR
T1  - Developing summative assessment literacy: Novice language teachers' perceptions in Sweden and Finland
T2  - Review of Education
SN  - 2049-6613
A1  - Yildirim, Ali
A1  - Proitsaki Stjernkvist, Maria
A1  - Hilden, Raili
A1  - Fröjdendahl, Birgitta
A1  - Dragemark Oscarson, Anne
PY  - 2024
VL  - 2
IS  - 12
EP  - 2
DO  - 10.1002/rev3.3487
LA  - eng
PB  - : Wiley
KW  - assessment
KW  - language assessment
KW  - novice teachers
KW  - summative assessment
KW  - teacher education
AB  - The purpose of this study is to investigate summative assessment (SA) perceptions and the sources of summative assessment literacy for novice second/foreign language teachers in Sweden and Finland. Data were collected through a questionnaire (N=27) and a semi-structured interview (N=22) from a group of novice teachers who graduated from two Swedish universities and one Finnish university. Descriptive and content analysis of the data reveal that novice teachers perceive themselves to have a good understanding of most of the basic SA areas. They consider teacher education as the main source of their conceptual understanding while they attribute their skills mostly to experience in schools. Swedish and Finnish teachers present both similar and varied perceptions of the role of teacher education in developing their summative assessment literacy.
ER  - 

TY  - JOUR
T1  - Teaching and learning in the science classroom: The interplay between teachers' epistemological moves and students' practical epistemology
T2  - Science Education
SN  - 0036-8326
A1  - Lidar, Malena
A1  - Lundqvist, Eva
A1  - Östman, Leif
PY  - 2005
VL  - 1
IS  - 90
SP  - 148
EP  - 163
DO  - 10.1002/sce.20092
LA  - eng
PB  - : Wiley
KW  - education
AB  - The practical epistemology used by students and the epistemological moves delivered by teachers in conversations with students are analyzed in order to understand how teaching activities interplay with the how and the what of students' learning. The purpose is to develop an approach for analyzing the process of privileging in students' meaning making and how individual and situational aspects of classroom discourse interact in this process. Here we especially focus on the experiences of students and the encounter with the teacher. The analyses also demonstrate that a study of teaching and learning activities can shed light on which role epistemology has for students' meaning making, for teaching and for the interplay between these activities. The methodological approach used is an elaboration a sociocultural perspective on learning, pragmatism, and the work of Wittgenstein. The empirical material consists of recordings made in science classes in two Swedish compulsory schools.
ER  - 

TY  - JOUR
T1  - Experiments" and the Inquiry Emphasis Conflation in Science Teacher Education
T2  - Science Education
SN  - 0036-8326
A1  - Gyllenpalm, Jakob
A1  - Wickman, Per-Olof
PY  - 2011
VL  - 5
IS  - 95
SP  - 908
EP  - 926
DO  - 10.1002/sce.20446
LA  - eng
PB  - : Wiley
KW  - mathematics education
KW  - matematikämnets didaktik
AB  - This article examines the use and role of the term experiment in science teacher education as described by teacher students. Data were collected through focus group interviews conducted at seven occasions with 32 students from six well-known Swedish universities. The theoretical framework is a sociocultural and pragmatist perspective on language and learning with the analysis based on the notion of pivot terms, introduced in an earlier article, to operationalize language use as habit and mediated action. The term experiment was found to be conflated with laboratory task and referred to as primarily a pedagogical activity in contrast to a research methodology, in line with the previously described inquiry emphasis conflation. The notion of controlled experiment was unfamiliar to most students and had not been explicitly discussed in terms of research methodology during their teacher education. The pedagogical meaning given to the term experiment is discussed in contrast to its use and function in scientific research. The possible problems of this conflation of terms are discussed in relation to the educational goal of teaching students about the nature of scientific inquiry. Recommendations for teacher education are discussed, and a heuristic model to use pivot terms to facilitate explicit reflection on unexamined customs of science education is introduced.
ER  - 

TY  - JOUR
T1  - “Can there be a full moon at daytime?”: Young students making sense of illustrations of the lunar phases.
T2  - Science Education
SN  - 0036-8326
A1  - Åberg-Bengtsson, Lisbeth
A1  - Karlsson, Karl Göran
A1  - Ottosson, Torgny
PY  - 2017
VL  - 4
IS  - 101
SP  - 616
EP  - 638
DO  - 10.1002/sce.21279
LA  - eng
PB  - : Wiley
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Teaching and learning situations nowadays typically build on richly illustrated material or multimodal presentations. Under these circumstances, the transparency of images and models used for explaining various phenomena becomes central. The present study deals with 20 Swedish children, 9–12 years old, discussing an illustration meant to show the cause of the different appearances of the Moon in the sky. The students’ task was to place eight numbered moon phases in the lunar orbit in the image. The illustration in question was chosen (a) because it was of a kind frequently used to explain the lunar phases and (b) because the phenomenon is known to be difficult to understand for students of all ages. The analysis leans on historical and sociocultural approaches as well as on multimodal semiotics. The results show that a majority of students were able to make sense of the most central features of the illustration but that very few spontaneously reasoned in a way that could be interpreted as the intended meaning-making of the cause of the lunar phases. The results also indicate that the simultaneous adoption of two perspectives necessary for understanding the phenomenon was a stumbling block for most of the students.
ER  - 

TY  - JOUR
T1  - Teachers' reasoning: Classroom visual representational practices in the context of introductory chemical bonding
T2  - Science Education
SN  - 0036-8326
A1  - Patron, Emelie
A1  - Wikman, Susanne
A1  - Edfors, Inger
A1  - Johansson-Cederblad, Brita
A1  - Linder, Cedric
PY  - 2017
VL  - 6
IS  - 101
SP  - 887
EP  - 906
DO  - 10.1002/sce.21298
LA  - eng
PB  - : Wiley
KW  - chemical bonding
KW  - chemistry education
KW  - visual representational practices
KW  - teacher reasoning
KW  - physics with specialization in physics education
KW  - fysik med inriktning mot fysikens didaktik
KW  - science education
AB  - Visual representations are essential for communication and meaning-making in chemistry, and thus the representational practices play a vital role in the teaching and learning of chemistry. One powerful contemporary model of classroom learning, the variation theory of learning, posits that the way an object of learning gets handled is another vital feature for the establishment of successful teaching practices. An important part of what lies behind the constitution of teaching practices is visual representational reasoning that is a function of disciplinary relevant aspects and educationally critical features of the aspects embedded in the intended object of learning. Little is known about teachers reasoning about such visual representational practices. This work addresses this shortfall in the area of chemical bonding. The data consist of semistructured interviews with 12 chemistry teachers in the Swedish upper secondary school system. The methodology uses a thematic analytic approach to capture and characterize the teachers' reasoning about their classroom visual representational practices. The results suggest that the teachers' reasoning tended to be limited. However, the teachers' pay attention to the meaning-making potential of the approaches for showing representations. The analysis presents these visualization approaches and the discussion makes theoretical links to the variation theory of learning.
ER  - 

TY  - JOUR
T1  - The mangle of school science practice: Teachers’ negotiations of two nature of science activities at different levels of contextualization
T2  - Science Education
SN  - 0036-8326
A1  - Leden, Lotta
A1  - Hansson, Lena
A1  - Ideland, Malin
PY  - 2019
VL  - 1
IS  - 104
SP  - 5
EP  - 26
DO  - 10.1002/sce.21553
LA  - eng
PB  - : John Wiley & Sons
KW  - in-service teachers
KW  - contextualization
KW  - nature of science
KW  - science education
KW  - science teaching traditions
KW  - naturvetenskapens karaktär
KW  - naturvetenskapens didaktik
KW  - the mangle of practice
AB  - Nature of science (NOS) has increasingly been emphasized as an important element in science education. This paper engages in the question of how teachers negotiate different approaches to and contexts for NOS teaching. This exploratory study is part of a three‐year longitudinal project where six in‐service teachers developed and negotiated their NOS‐teaching practices. Pickering's (1995) theory of the mangle of practice is used for the analysis of teachers’ focus‐group discussions. In a mangled practice, school science traditions, policy documents, and students’ and teachers’ expectations and identities are rubbed against each other. As part of the project teachers planned, implemented, and reflected on two NOS activities at different levels of contextualization. The concepts alignment, resistance, and accommodation are used as an analytical tool to understand the processes of the mangle in relation to teachers’ negotiations concerning the two activities during the focus groups. The results of the mangle are presented in relation to a backdrop of three teaching traditions (facts, lab‐work, and discussions) that the teachers’ claim to depart from. The results show how the alignment and resistance of different components of the mangle lead to various accommodations as regards both the activities and the three traditions. The article concludes by discussing how the teachers’ negotiations highlight what becomes possible and what becomes challenging when NOS meets existing traditions, and what this means in respect of possibilities for NOS learning.
ER  - 

TY  - JOUR
T1  - Industry, science education, and teacher agency: a discourse analysis of teachers' evaluations of industry-produced teaching resources
T2  - Science Education
SN  - 0036-8326
A1  - Andree, Maria
A1  - Hansson, Lena
PY  - 2020
VL  - 2
IS  - 105
SP  - 353
EP  - 383
DO  - 10.1002/sce.21607
LA  - eng
PB  - : Wiley-Liss Inc.
AB  - This study examines teachers' evaluations of teaching resources produced by industry to support science and technology teaching. The aim is to contribute to an understanding of how teachers negotiate the usability of industrial school initiatives for compulsory school science and technology. These evaluations are conceptualized in terms of teacher agency and educational governance. The collected data consist of focus group interviews where Swedish lower secondary school teachers discuss the usability of industry-produced teaching resources. A discourse analysis was conducted and five discourses discerned regarding teachers' practical evaluations of industry-produced teaching resources: (1) the curriculum discourse, (2) the educational design discourse, (3) the practical discourse, (4) the correct science content discourse, and (5) the partiality and bias discourse. The teachers draw on the different discourses to different degrees, and the teacher agency achieved in specific situations will vary. Based on theresults a tool aimed at strengthening teacher agency in the practical evaluations of teaching resources from the industry is proposed. The study also contributes to a critical discussion on the influence of industry on the local education policy arena and suggests directions for strengthening teacher agency in situations where teachers evaluate and make decisions about the use of industry-produced teaching resources.
ER  - 

TY  - JOUR
T1  - Qualitatively different ways of unpacking visual representations when teaching intermolecular forces in upper secondary school
T2  - Science Education
SN  - 0036-8326
A1  - Patron, Emelie
A1  - Linder, Cedric
A1  - Wikman, Susanne
PY  - 2021
VL  - 6
IS  - 105
SP  - 1173
EP  - 1201
DO  - 10.1002/sce.21662
LA  - eng
PB  - : John Wiley & Sons
KW  - chemistry teaching
KW  - phenomenography
KW  - social semiotics
KW  - unpacking
KW  - visual representations
KW  - science education
KW  - naturvetenskap med utbildningsvetenskaplig inriktning
AB  - Since visual representations play a particularly important role in the teaching and learning of chemistry, the exploration described in this article focuses on them. This is an explorative study of the qualitatively different ways that visual representations can be unpacked by Swedish upper secondary school chemistry teachers dealing with intermolecular forces. Unpacking is characterized as the ways that visual representations get used to open up the possibility of having the critical aspects and features of an intended object of learning being brought into focal awareness, initially on their own and then simultaneously. The analysis, which combines a phenomenographic and a social semiotic approach, leads to the characterizations of five qualitatively different ways that visual representations may be unpacked. These outcome categories are presented in terms of a conceptual hierarchy, where two of these ways of unpacking are characterized as being teacher-centered and the other three as student-centered. This leads to a case being made that if teachers use student-centered ways of unpacking visual representations, then their students will be more likely to gain greater access to critical aspects and features of the enacted object of learning. We argue that in terms of making theoretical and practical contributions to the phenomenographic perspective on learning, the results can be used as a tool for researchers wishing to explore how visual representations can be used effectively in science education and also provide a useful basis for discussion in teacher education and in teacher professional development programs.
ER  - 

TY  - JOUR
T1  - Representations of science content in a primary classroom: Combining long and short timescales for multimodal analysis
T2  - Science Education
SN  - 0036-8326
A1  - Danielsson, Kristina
A1  - Jeppsson, Fredrik
A1  - Bergh Nestlog, Ewa
A1  - Tang, Kok‐Sing
PY  - 2023
VL  - 6
IS  - 107
SP  - 1561
EP  - 1592
DO  - 10.1002/sce.21814
LA  - eng
PB  - : John Wiley & Sons
KW  - forces
KW  - multimodality
KW  - primary classroom
KW  - systemic‐functional linguistics
KW  - thematic patterns
KW  - svenska språket med didaktisk inriktning
KW  - swedish didactics
KW  - science education
KW  - naturvetenskap med utbildningsvetenskaplig inriktning
KW  - språkdidaktik
KW  - naturvetenskapsämnenas didaktik
AB  - This study reports on a case study about multimodal work in a primary physics classroom focusing on forces. Previous research reports that students benefit from multimodal work in science classrooms. Yet, few systematic studieshave been performed to reveal how students represent their experiences and ideas of science phenomena over time within and across different semiotic modes (e.g., through action, speech, writing, and image, including multimodal ensembles). The design of the lessons was built around a number of experimental activities, starting with a puzzling phenomenon and where students for each experiment predicted, observed, described, and tried to come up with explanations. Based on social‐semiotics, we combined analysis at an overall level (long timescale and large grain size) and a detailed level (short timescale and small grain size) to shed light on how the science content was represented within and between modes over the teaching and learning period, and what content was expressed in these representations. Our findings reveal how students moved from focusing on attributes such as a “heavy” regarding artifacts used in the experiments, towards the central physics processes, such as one object exerting force on another object. Furthermore, we were able to detect that such “signs of learning” were shown in students’ small‐group discussions and multimodal texts following a carefully orchestrated multimodal exposition by the teacher. Hence, such a careful multimodal orchestration appeared to be critical for the students’meaning‐making about the science content.
ER  - 

TY  - JOUR
T1  - Making Local Knowledge Visible: The Case of the University for Business and Technology in Kosovo
T2  - Systems research and behavioral science
SN  - 1092-7026
A1  - Mirijamdotter, Anita
A1  - Somerville, Mary M.
A1  - Salavati, Sadaf
A1  - Hajrizi, Edmond
PY  - 2018
VL  - 5
IS  - 35
SP  - 588
EP  - 597
DO  - 10.1002/sres.2566
LA  - eng
PB  - : John Wiley & Sons
KW  - design thinking
KW  - higher education
KW  - kosovo
KW  - local knowledge
KW  - soft systems methodology
KW  - informatik
AB  - A vision to further national development through higher education now informs planning for the University for Business and Technology Knowledge Center. At its essence, the Center aims to make local knowledge visible through furthering discovery of and access to research content produced by academic students and university professors on institu- tional, local and international levels. This paper reports on conceptual exploration of this in- stitutional idea during spring semester 2017 in a graduate course on systems thinking and methodology. Using active learning pedagogy to improve local situations, an international teaching team facilitated student and stakeholder engagement in participatory design activ- ities using soft systems methodology tools and techniques. Course evaluation outcomes re- vealed students’ improved levels of knowledge and development of insights. In addition, their course work demonstrated their advanced understanding of systems thinking and its application. Furthermore, students expressed high motivation to learn more about other human-centred theories and participatory design tools. In considering the value of the University’s knowledge vision, they were especially enthusiastic about its implications for furthering national democratic development in Kosovo and regional economic growth in south-eastern Europe.
ER  - 

TY  - JOUR
T1  - "I try to encourage my students to think, read, and talk science": intelligible identities in university teachers' figured worlds of higher education biology
T2  - Journal of Research in Science Teaching
SN  - 0022-4308
A1  - Günter, Katerina Pia
A1  - Ahnesjö, Ingrid
A1  - Gullberg, Annica
PY  - 2022
VL  - 6
IS  - 60
SP  - 1195
EP  - 1222
DO  - 10.1002/tea.21829
LA  - eng
PB  - : John Wiley & Sons
KW  - biology
KW  - discourse analysis
KW  - figured worlds
KW  - gender
KW  - higher education
KW  - science identity
KW  - genusvetenskap
KW  - education
AB  - Higher education biology is often imagined, perceived, and described as having reached gender equality in terms of who gets to participate in disciplinary practices. However, like any other natural science discipline, higher education biology is a world whose landscapes are shaped by (re)productions of historical, cultural, and social norms. We explore these norms through the lens of identity, asking what identities are recognized by university biology teachers at a large Swedish university, analyzing 94 teaching statements written when applying for faculty positions in biology. We argue that in and through teaching statements, university biology teachers negotiate and perform overarching academic and disciplinary norms and discourses with the goal to present themselves as intelligible candidates. As statements of value, they thereby display implicit and explicit identities recognized in worlds of higher education biology. Using a discourse analytical framework, we identified two university teacher identities imagined as intelligible: Research Science Teachers and Facilitating Science Teachers. Research Science Teachers position research and associated masculine-coded competences as anchor points of biology practice. They consider researchers to be ultimate knowers and consequently to be best suitable for university teaching with the goal to recruit students into research. Facilitating Science Teachers, even though aware of the hegemonic position of research, disentangle imaginaries of what makes a researcher from what makes a university teacher. They transgress dominant imaginaries of research as the ultimate competence for themselves and students, and create spaces for alternative identity work. These findings contribute to a more nuanced understanding of (re)productive processes in science education, providing perspectives of how to together infract intergenerational (re)productions of hegemonic norms of doing science. Additionally, this study provides further evidence that higher education biology is not a gender-neutral higher education landscape.
ER  - 

TY  - JOUR
T1  - Collaborative Noticing of Multimodality in Language Classroom Interaction: A Telecollaboration Project Between Student‐Teachers of English in Sweden and Japan
T2  - TESOL Journal
SN  - 1056-7941
A1  - Sert, Olcay
A1  - Ishino, Mika
PY  - 2025
VL  - 4
IS  - 16
SP  - 1
EP  - 17
DO  - 10.1002/tesj.70072
LA  - eng
PB  - : Wiley
KW  - classroom interaction
KW  - language teacher education
KW  - conversation analysis
KW  - multimodality
KW  - telecollaboration
AB  - Telecollaboration in pre-service teacher education promotes intercultural communicative competence and bridges knowledge and practice. Although a growing body of studies has addressed the affordances of telecollaboration for developing student-teachers' (STs') competencies, research focusing on their knowledge of classroom interaction—and on multimodal aspects of classroom interaction in particular—is scarce. Using multimodal conversation analysis (MCA), we address this research gap by investigating the affordances of telecollaboration between STs in Sweden and Japan to notice multimodal aspects of language classroom interaction. The study comes from a “parallel-course project” that aimed to design and conduct telecollaborative tasks within the context of two pre-service English language teacher education courses in Sweden and Japan. The participants (N = 12) met online and worked on video-based tasks using authentic classroom videos. They were grouped to conduct four online sessions (202 min of screen recordings) for analyzing classroom videos and transcriptions. Using MCA, a collection of 51 cases where STs notice and discuss multimodal aspects of teaching was compiled. The findings show that this telecollaboration allowed the STs to notice multimodal aspects of language classroom interaction, including teachers' gestures, gaze, and facial expressions in Japanese and European contexts. We demonstrate that the tasks facilitate collaborative noticing, enactment, and functional description of pedagogical gestures. The tasks also allowed the STs to discuss similarities and differences between the pedagogical cultures, contributing to their awareness of classroom interactional competence. Our study addresses a methodological gap in telecollaboration research by employing MCA. Implications for telecollaboration and curricula in language teacher education, as well as for using conversation analysis as a research methodology, will be given.
ER  - 

TY  - JOUR
T1  - “It helped me grow and develop”: Video-enhanced reflection and feedback in a Swedish teacher education context
T2  - TESOL Journal
SN  - 1056-7941
A1  - Sert, Olcay
PY  - 2023
VL  - 3
IS  - 15
EP  - 3
DO  - 10.1002/tesj.771
LA  - eng
PB  - : Wiley
AB  - In this video the researcher presents preliminary findings from a research and development project (Gynne et al., 2022; Sert et al., 2020) that integrated a digital video tagging tool into the teacher practicum in Sweden. The project involved recording of lessons with the VEO app (Miller and Haines 2021; Sert 2019, 2021), and the use of the recordings in post-observation reflection sessions by student-teachers and mentors. This study presents preliminary findings from the final stage of the project: namely, the analyses of student-teachers' and school-based mentors' perspectives on the use of the method in English language teacher development. The analysis of the interviews with a subset of 6 preservice teachers of English and three mentors working in upper secondary schools showed that this data-led reflective framework promotes (visual) evidence-based reflection and feedback, enriches reflections through repeated (re)view, contributes to teacher leadership, fosters change and development, and encourages future Continuous Professional Development activities. The participants, however, emphasized the need for supervised and continuous use of the tool as well as some practical and technical constraints.
ER  - 

TY  - JOUR
T1  - Monitoring Listening Comprehension in Real Time: Early Observations from the ReMoDEL Project
T2  - TESOL quarterly (Print)
SN  - 0039-8322
A1  - Siegel, Joseph
A1  - Kuteeva, Maria
A1  - Siegel, Aki
PY  - 2025
DO  - 10.1002/tesq.3383
LA  - eng
PB  - : Wiley
AB  - Developing strong listening skills in a second language (L2) can be challenging for a variety of reasons. Within the context of L2 use in higher education, accurate and timely processing of aural input can be crucial for academic success, particularly because vast amounts of disciplinary-specific content are delivered via academic lectures in the students' and/or teacher's L2. This brief report introduces and shares early observations from the ReMoDEL project (Real Time Monitoring of Dynamic English Listening), which focuses on student listening comprehension in English as a medium of instruction (EMI) courses set within a multicultural, multilingual context, namely, Sweden. Employing a novel footpedal device to register moments of comprehension and noncomprehension, ReMoDEL identifies instances within EMI lectures when students report challenges in understanding and investigates the cause(s) of those challenges with the overall aims of identifying the myriad influences on comprehension of lecture content, cataloging student recovery strategies, and working to raise teacher awareness of the volatile and individualized nature of listening in EMI. The combination of footpedal data and stimulated recall interviews yielded 89 coded instances of noncomprehension (including multiple coding, when appropriate) that arose during a pilot study, of which a majority related to top-down aspects of listening (53), followed by affective, multimodal and environmental factors (10 each). Bottom-up processing issues were sparsely reported (four), and two mistaken pushes occurred. This brief report describes the project as well as quantitative and qualitative data from the pilot study.
ER  - 

TY  - CHAP
T1  - Is the tablet a teacher or a student tool?: Emergent practices in tablet-based classrooms
T2  - Emergent practices and material conditions in learning and teaching with technologies
A1  - Mårell-Olsson, Eva
A1  - Bergström, Peter
A1  - Jahnke, Isa
PY  - 2019
SP  - 89
EP  - 105
DO  - 10.1007/978-3-030-10764-2_6
LA  - eng
PB  - Cham : Springer
KW  - teachers
KW  - one-to-one tablet classroom
KW  - teaching
KW  - students as consumers
KW  - students as producers
KW  - teacher tool
KW  - student tool
AB  - The aim of the study was to understand how digitalization of K–12 education has been carried out in Sweden. The focus lied on investigating 26 teacher's teaching designs in tablet-based one-to-one computing initiatives in Sweden. Further, the aim was to explore teachers' motives and practical implementation for teaching and learning in the one-to-one computing classroom. Data were collected through semi-structured interviews with 26 teachers along with 26 classroom observations in grades 2 to 12 (e.g. students from 8 to 18 years old). Activity theory was used for analyzing the participated teachers' motives, goals, actions, and operations involved in the integration of the tablets in the classroom. This study was part of a broader research project with classroom observations and student group interviews that was conducted during 2011–2015. The findings illuminate emergent practices based on teachers' strategies for constructing a teaching design that attempts to fulfill each student's individual needs. The findings also make clear that teachers are struggling for providing a customized education for all. In addition, the findings contribute to knowledge about how principals' strategic leadership (i.e. leadership and organization of the work in the school) has an impact on teachers' design practices.
ER  - 

TY  - CHAP
T1  - Parental Involvement in ECEC in Finland and in Sweden.
T2  - Nordic Families, Children and Early Childhood Education. Garvis S., Harju-Luukkainen H., Sheridan S., Williams P. (eds)
A1  - Uusimäki, Liisa
A1  - Yngvesson, Tina
A1  - Garvis, Susanne
A1  - Harju-Luukkainen, Heidi
PY  - 2019
SP  - 81
EP  - 99
DO  - 10.1007/978-3-030-16866-7_5
LA  - eng
PB  - Cham : Springer
KW  - parental involvement in ecec
KW  - finland
KW  - sweden
AB  - Around the world, there is a growing awareness of the importance of parental involvement in Early Childhood Education and Care (ECEC) (OECD, 2001, 2006), with research highlighting the benefits of positive partnerships between ECEC with parents encouraged to take an active role in their schooling (Hakyemez-Paul, Pihlaja & Silvennoinen 2018; Hujala et al. 2009; Venninen & Purola 2013). The Nordic countries share a model of inclusion of all children in ECEC and have a long tradition of partnership with families. They share common values and beliefs about the rights of the child and importance of education, where differences emerge relate to policy documents and approaches to partnerships. This chapter explores the differences in parental involvement in ECEC between Finland and Sweden. While Finland and Sweden share a border and have a common language (Swedish), the way the two nations approach parental involvement in ECEC differs. The differences relate to teacher training, traditions, cultural contexts, and ECEC steering documents (or policy documents). This chapter begins with a brief overview of international literature about the effect of families’ socio-economic backgrounds on children’s educational achievement, parental involvement in children’s education and family expectations. This is then followed by a presentation of the Finnish context and the Swedish context where the following three areas are described, (1) ECEC context, (2) Steering documents and Parent/Carer involvement in ECEC, and (3) Research and Parent/Carer partnership in ECEC. A discussion and reflection about parental involvement in ECEC from Finland and Sweden concludes the chapter.
ER  - 

TY  - CHAP
T1  - Democratic Actions in School Mathematics and the Dilemma of Conflicting Values
T2  - Values and Valuing in Mathematics Education
A1  - Andersson, Annica
A1  - Österling, Lisa
PY  - 2019
SP  - 69
EP  - 88
DO  - 10.1007/978-3-030-16892-6_5
LA  - eng
PB  - Cham : Springer
KW  - democracy
KW  - enculturation
KW  - mathematical activities
KW  - mathematics education
KW  - students’ valuing
KW  - matematikämnets didaktik
AB  - This chapter reports and problematizes relationships between the expected democratic actions as part of the politically expected democratically inclusion of students’ wishes and concerns; and students’ valuing of mathematical activities in mathematics classrooms, departing from the Swedish results from a large-scale quantitative cross-cultural survey. We asked what are the conflicts between most valued activities by Swedish students and the valuing of democratic actions. The quantitative study showed that students value “knowing the times tables” and “teachers’ explanations” and “correctness” over explorative, communicational and collaborative activities. We discuss the cultural and historical reasons behind these results and argue that we must understand the valuing of times tables or teachers’ explanations as an expression of enculturated and therefore culturally valued actions in mathematics classrooms, where this enculturation takes place not only in school, but in conversations with parents, grandparents, in media and in children’s books. We also argue that the conflict between the political expectations of democratic participation and actions, and the invitation to students to influence teaching on the one hand, and on the other hand students use of this influence through valuing teacher explaining, mastering times tables and understanding why the answer is incorrect, rather conserve a mathematics teaching organised around values as objectism and control than through openness and rationalism.
ER  - 

TY  - BOOK
T1  - Networked professional learning: Emerging and equitable discourses for professional development
PY  - 2019
DO  - 10.1007/978-3-030-18030-0
LA  - eng
PB  - Springer
KW  - higher education
KW  - networked learning
KW  - professional development
KW  - professional learning
KW  - teacher education
KW  - technology-enhanced learning
KW  - workplace learning
AB  - Over the past decades a new form of professionalism has emerged, characterized by factors of fluidity, instability and continual change (Beck, 2000; De Laat, Schreurs, & Nijland, 2014). These factors diminish the validity of traditional career trajectories, where people would learn the professional knowledge they needed to follow a vocational pathway (Billett, 2001). New forms of professional development that support agile and flexible expansion of professional practice are needed (Tynjälä, 2008). Ideally these forms of development would be integrated into work, rather than being offered as a form of training in parallel to work (Felstead, Fuller, Jewson, & Unwin, 2009). Through the integration of work and learning, professionals could develop new forms of practice in efficient and effective ways. At the same time, the digitization of work has had a profound effect on professional practice (Huws, 2014). This digitization opens up opportunities for new forms of professional learning mediated by technologies through networked learning (Littlejohn & Margaryan, 2014). Networked learning is believed to lead to a more efficient flow of complex knowledge and routine information within the organization (Coburn, Mata, & Choi, 2013; Reagans & Mcevily, 2003), stimulate innovative behaviour (Coburn et al., 2013; Moolenaar, Daly & Sleegers, 2010; Thurlings, Evers, & Vermeulen, 2014) and result in a higher job satisfaction (Flap & Völker, 2001; Stoll, Bolam, McMahon, Wallace & Thomas, 2006). In this respect, networked learning can be perceived as an important perspective on both professional and organizational development. There is evidence that professionals learn in informal networks, yet networked learning has been largely invisible to professionals, managers and organisations as a form of professional development (Milligan, Littlejohn, & Margaryan, 2013). One reason could be because learning in networks requires specific competences that have to be acquired either through practice or in educational training, bringing new forms of professionalism. Another reason could be because learners may determine their own learning pathways, rather than relying on a teacher or trainer to guide them. These pathways may include observing colleagues who have greater expertise (Billett, 2011) or learning through working (Eraut, 2000). In these situations, learners may seem invisible. Alternatively, they may stray across traditional boundaries as they learn (Daniels, Edwards, Engeström, Gallagher, & Ludvigsen, 2013). This book, Networked Professional Learning, critiques the potential of networked learning as a platform for professional development. The concept of learning through work is, therefore well established and the use of the network as a medium for learning expands beyond the notion of ‘Professional Development’ which often is considered as formal, structured learning towards a more fluid and embedded form of learning for work which we term Networked Professional Learning. The book draws together the work of 35 experts across 6 countries spanning 3 continents, including Denmark, Sweden, the Netherlands, Australia, Israel and the UK. The book will be of interest to researchers in the area of professional and digital learning, higher education managers, organizational Human Resource professionals, policy makers and students of technology enhanced learning. A unique feature of the text is that it not only provides examples of Networked Professional Learning, but it questions the impact of this emerging form of learning on work practice and interrogates the impact on the professionals of the future. To achieve this goal, the book is structured into three sections that explore networked professional learning from varying different perspectives, questioning what are legitimate forms of networked professional learning (Part 1 on Networked Professional Learning across the Professions), how new forms of professional learning impact the Academy (Part 2 on Higher Education) and what is the value creation that Networked Learning offers education professionals (Part 3 on Teacher Education).
ER  - 

TY  - CHAP
T1  - Networked professional learning: An introduction
T2  - Networked professional learning
A1  - Littlejohn, Allison
A1  - Jaldemark, Jimmy
A1  - Vrieling-Teunter, Emmy
A1  - Nijland, Femke
PY  - 2019
SP  - 1
EP  - 11
DO  - 10.1007/978-3-030-18030-0_1
LA  - eng
PB  - Cham : Springer
KW  - higher education
KW  - networked learning
KW  - professional development
KW  - professional learning
KW  - technology-enhanced learning
KW  - workplace learning
AB  - Over the past decades a new form of professionalism has emerged, characterized by factors of fluidity, instability and continual change (Beck, 2000; De Laat, Schreurs, & Nijland, 2014). These factors diminish the validity of traditional career trajectories, where people would learn the professional knowledge they needed to follow a vocational pathway (Billett, 2001). New forms of professional development that support agile and flexible expansion of professional practice are needed (Tynjälä, 2008). Ideally these forms of development would be integrated into work, rather than being offered as a form of training in parallel to work (Felstead, Fuller, Jewson, & Unwin, 2009). Through the integration of work and learning, professionals could develop new forms of practice in efficient and effective ways. At the same time, the digitization of work has had a profound effect on professional practice (Huws, 2014). This digitization opens up opportunities for new forms of professional learning mediated by technologies through networked learning (Littlejohn & Margaryan, 2014). Networked learning is believed to lead to a more efficient flow of complex knowledge and routine information within the organization (Coburn, Mata, & Choi, 2013; Reagans & Mcevily, 2003), stimulate innovative behaviour (Coburn et al., 2013; Moolenaar, Daly & Sleegers, 2010; Thurlings, Evers, & Vermeulen, 2014) and result in a higher job satisfaction (Flap & Völker, 2001; Stoll, Bolam, McMahon, Wallace & Thomas, 2006). In this respect, networked learning can be perceived as an important perspective on both professional and organizational development. There is evidence that professionals learn in informal networks, yet networked learning has been largely invisible to professionals, managers and organisations as a form of professional development (Milligan, Littlejohn, & Margaryan, 2013). One reason could be because learning in networks requires specific competences that have to be acquired either through practice or in educational training, bringing new forms of professionalism. Another reason could be because learners may determine their own learning pathways, rather than relying on a teacher or trainer to guide them. These pathways may include observing colleagues who have greater expertise (Billett, 2011) or learning through working (Eraut, 2000). In these situations, learners may seem invisible. Alternatively, they may stray across traditional boundaries as they learn (Daniels, Edwards, Engeström, Gallagher, & Ludvigsen, 2013). This book, Networked Professional Learning, critiques the potential of networked learning as a platform for professional development. The concept of learning through work is, therefore well established and the use of the network as a medium for learning expands beyond the notion of ‘Professional Development’ which often is considered as formal, structured learning towards a more fluid and embedded form of learning for work which we term Networked Professional Learning. The book draws together the work of 35 experts across 6 countries spanning 3 continents, including Denmark, Sweden, the Netherlands, Australia, Israel and the UK. The book will be of interest to researchers in the area of professional and digital learning, higher education managers, organizational Human Resource professionals, policy makers and students of technology enhanced learning. A unique feature of the text is that it not only provides examples of Networked Professional Learning, but it questions the impact of this emerging form of learning on work practice and interrogates the impact on the professionals of the future. To achieve this goal, the book is structured into three sections that explore networked professional learning from varying different perspectives, questioning what are legitimate forms of networked professional learning (Part 1 on Networked Professional Learning across the Professions), how new forms of professional learning impact the Academy (Part 2 on Higher Education) and what is the value creation that Networked Learning offers education professionals (Part 3 on Teacher Education).
ER  - 

TY  - CHAP
T1  - Juridification of Swedish education – changing conditions for teachers’ professional work
T2  - Policing Schools
A1  - Bergh, Andreas
A1  - Arneback, Emma
PY  - 2019
SP  - 53
EP  - 70
DO  - 10.1007/978-3-030-18605-0_4
LA  - eng
PB  - London : Springer
KW  - juridification
KW  - education
KW  - knowledge
KW  - value
KW  - teacher
KW  - professional work
AB  - In this chapter, we take interest in a specific part of the extensive changes that have been made in the governance of Swedish education during the last two decades: the increase of legal regulations. This increase is a sign of what in earlier research is called juridification, which may lead to a variety of tensions that we currently know too little about. More specifically, the aim of this chapter is to study how juridification of education conditions teachers’ work on the knowledge and values expressed in national policy documents. The empirical material consists of Swedish national education policy texts produced from the early 1990s and onwards. Methodologically, we make use of two theoretical concepts that position teachers’ assignments and possible actions in different ways: management of placement and management of expectation. The results demonstrate that the increase of a juridical language clearly condition teachers’ professional work. In the worst case, the legal concepts may result in more instrumental relationships where teachers focus on their role as assessors and monitors. At the same time, it depends on how the legal concepts are interpreted and enacted by school staff. Here, there is a need of further studies on how different emphasises and combinations of a juridical vocabulary and a pedagogical vocabulary condition the relationships that are formed in local school practices.
ER  - 

TY  - CHAP
T1  - Towards a test driven early childhood education: Alternative practices to testing children
T2  - Compassion and Empathy in Educational Contexts
A1  - Garvis, Susanne
A1  - Harju-Luukkainen, Heidi
A1  - Yngvesson, Tina
PY  - 2019
SP  - 61
EP  - 77
DO  - 10.1007/978-3-030-18925-9_4
LA  - eng
PB  - Cham : Springer
AB  - In 2012, the Organisation for Economic Co-operation and Development (OECD) proposed an assessment for early learning outcomes known as the International Early Learning and Child Well-Being Study (IELS). The assessment, dubbed ‘baby PISA,’ will explore the learning and well-being of five-year-olds. Worryingly, early childhood educators, researchers and scholars were given little consultation about the project and fear the potential problems if ‘baby PISA’ takes hold across the world. Scholars have argued that the standardisation of early childhood would lead to more academic drills, tests and the loss of child choice, hands-on activities, less play and developmentally meaningful learning. And also a fear that it will change the nature of early childhood education as we currently know it. This chapter will explore the current debates about baby PISA, contrasting it with some of the critique directed towards PISA assessment for 15-year-olds. The perspective of teacher in the form of personal narratives will provide new realities for understanding the contextual and cultural contexts. Teacher voices are yet to be clearly heard within the baby PISA debate. As authors, we write from a Swedish perspective. The chapter will conclude with alternative ways of supporting children’s well-being, advocating the need for supporting all children in meaningful ways. This includes practices that are cultural and contextually specific to support the diversity and individual needs of all children.
ER  - 

TY  - CHAP
T1  - The shared duty of special educational support in mathematics: borders and spaces in degree ordinances for pre-service teachers
T2  - Borders in mathematics pre-service teacher education
A1  - Bagger, Anette
A1  - Roos, Helena
PY  - 2020
SP  - 141
EP  - 161
DO  - 10.1007/978-3-030-44292-7_7
LA  - eng
PB  - Cham : Springer
KW  - special educational support
KW  - mathematics teachers
KW  - pre-service teacher training
KW  - special education teachers in mathematics
KW  - education
KW  - mathematical education
AB  - This chapter investigates the future shared duties of special education pre-service teachers in mathematics and mathematics pre-service teachers for primary school to support students in need of support in mathematics. Within the Swedish context, teacher education training policy frames special education teachers in mathematics (STms) as the historians of schooling, in that they carry specific knowledge about how students in need of support have been treated earlier, and recognise that current practices and policies have been motivated by the history and culture of Swedish schools. This framing also suggests that they have the expertise in supporting students in need of special support and an understanding of specific disabilities or prerequisites for learning that these students can have. In contrast, mathematics teachers for primary school (MTPs) are framed as being responsible for the overall education taking place in classrooms, being willing to collaborate and learn from other professions involved in the students learning and development, and needing to pay attention to those other professions’ experiences and knowledge. In addition, the teacher education training policy indicates that MTPs are supposed to cooperate, listen, and reflect, whereas STms are to lead, be independent, analyse, and drive school development. Furthermore, the position, role, and authority of STms are not supported by the Swedish Education Act. This together with the sometimes contradictory roles identified by each of the profession’s goals in their degree ordinance could put MTPs’ and STms’ shared duties at risk, and creates a need for negotiation. A possible way forward, in order to counteract this risk, might be shared courses during teacher training. This could presumably prepare for future negotiations and collaborations of roles and responsibilities.
ER  - 

TY  - CHAP
T1  - The Green School Movement in Sweden: past, present and future
T2  - Green Schools Movements Around the World: Stories of Impact on Education for Sustainable Development
A1  - Gericke, Niklas
A1  - Manni, Annika
A1  - Stagell, Ulrika
PY  - 2020
SP  - 309
EP  - 332
DO  - 10.1007/978-3-030-46820-0
LA  - eng
PB  - Cham : Springer
KW  - environmental science
AB  - The Green Schools Movement in Sweden has a long history. In this chapterwe will start with a historical review of the long interest of green issues inSwedish society and how these have influenced curriculum and teaching. We willaddress the different teaching traditions that evolved in environmental education inSweden over time. Then we will describe how the green school movement beenpromoted in Sweden through initiatives from NGOs such as Håll Sverige Rent andWorld Wide Fund for Nature. This has led to certification systems for schools toparticipate with the possibility to be accredited as “green schools”. These certificationsystems have turned from an environmental perspective to a perspective towardsEducation for Sustainable Development (ESD). Finally we will go through theextensive research conducted in Sweden the last years of the effects these certificationsystems has had in the schools at student, teacher and school organization level,and what we can learn from these studies in order to develop the green school movementfor the future.
ER  - 

TY  - CHAP
T1  - The Green School Movement in Sweden: Past, Present and Future
T2  - Green Schools Globally
A1  - Gericke, Niklas
A1  - Manni, Annika
A1  - Stagell, Ulrica
PY  - 2020
SP  - 309
EP  - 332
DO  - 10.1007/978-3-030-46820-0_17
LA  - eng
PB  - Cham : Springer
KW  - eco schools
KW  - education for sustainable development
KW  - environmental education
KW  - formal education
KW  - informal education
KW  - the green school movement
AB  - The Green Schools Movement in Sweden has a long history. In this chapter we will start with a historical review of the long interest of green issues in Swedish society and how these have influenced curriculum and teaching. We will address the different teaching traditions that evolved in environmental education in Sweden over time. Then we will describe how the green school movement been promoted in Sweden through initiatives from NGOs such as Håll Sverige Rent and World Wide Fund for Nature. This has led to certification systems for schools to participate with the possibility to be accredited as “green schools”. These certification systems have turned from an environmental perspective to a perspective towards Education for Sustainable Development (ESD). Finally we will go through the extensive research conducted in Sweden the last years of the effects these certification systems has had in the schools at student, teacher and school organization level, and what we can learn from these studies in order to develop the green school movement for the future.
ER  - 

TY  - CHAP
T1  - Double degree programmes in engineering and education: Two cases from swedish technical universities
T2  - Technical Universities
A1  - Cronhjort, Mikael
A1  - Geschwind, Lars
PY  - 2020
SP  - 211
EP  - 225
DO  - 10.1007/978-3-030-50555-4_11
LA  - eng
PB  - Cham : Springer Nature
AB  - Some technical universities offer programmes where students receive two degrees: one in engineering and one in education. This is a rather novel phenomenon that occurs in, for example, Sweden, Finland, Germany, Greece, and Israel. Degree programmes in education challenge the boundaries of what technical universities have regarded as their sphere of interest. We investigated two such programmes in Sweden, at KTH Royal Institute of Technology and Chalmers University, to study the reasons for offering these programmes and how competence has been built in this field. We also explored whether the programmes are given in cooperation with other partners and where in the organisation they belong. We investigated these questions by analysing documents and interviewing people who were involved as initiators or programme directors. Key motivations for introducing the programmes were found to be ambitions related to long-term student recruitment, by focusing on teachers and the teaching profession. One ambition that we identified was to improve mobility between engineering and teaching, in both directions. Other ambitions included increasing future teachers’ subject knowledge, and improving integration of different parts within teacher education to make it more holistic. The significance of the engineering context and the self-image of the technical university are discussed. 
ER  - 

TY  - BOOK
T1  - Classroom-based Conversation Analytic Research: Theoretical and applied perspectives on pedagogy
PY  - 2021
DO  - 10.1007/978-3-030-52193-6
LA  - eng
PB  - Springer
KW  - classroom interaction
KW  - discourse
KW  - teaching
KW  - english
AB  - This book presents an international range of conversation analytic (CA) studies of classroom interaction which all discuss their empirical findings in terms of their theoretical and methodological contribution to the field of second language studies and their potential pedagogical relevance. The volume is thus unique in its focus on the theoretical and practical insights of CA classroom-based research and on the impact that such insights might have at the pedagogical level, from teaching to testing to teacher education. Given the growing interest in the pedagogical applicability of CA research, this book is a timely addition to the existing literature. 
ER  - 

TY  - CHAP
T1  - Introduction: CA-SLA and the Diffusion of Innovations
T2  - Classroom-based Conversation Analytic Research
A1  - Markee, Numa
A1  - Kunitz, Silvia
A1  - Sert, Olcay
PY  - 2021
SP  - 1
EP  - 18
DO  - 10.1007/978-3-030-52193-6_1
LA  - eng
PB  - Cham : Springer
KW  - (interventionist) ca-sla
KW  - classroom interaction
KW  - diffusion of innovations
KW  - teacher education
KW  - english
KW  - engelska
AB  - Conversation Analysis (CA) is the theoretical and methodological framework that inspires the contributions to this edited volume. CA is an approach and methodology in the social sciences that is rooted in ethnomethodology (EM) and aims to describe, analyze, and understand interaction as “a basic and constitutive feature of human social life”. This volume uses ethnomethodological conversation analysis (EMCA) to: (1) develop a unified, emic (or participant-relevant) account of how members do classroom interaction in various contexts; and (2) explore how second language acquisition (SLA) research that uses CA methods (CA-SLA) can potentially be used to develop new, empirically grounded pedagogical implications by and for a broad range of language teaching professionals. Most importantly, the present volume seeks to break new ground by trying to promote an ongoing exchange of ideas among the many different stakeholders in the community of language learning/teaching professionals who constitute our intended audience. It is also proposed that future interventionist CA-based research on classroom interaction would be enriched by the adoption of an ethnographic diffusion of innovations perspective on educational change; specifically, it is argued that all stakeholders need to develop a consumers’ understanding of how to package insights from CA as useful resources for on-going curricular innovation.
ER  - 

TY  - CHAP
T1  - Instruction-Giving Sequences in Italian as a Foreign Language Classes: An Ethnomethodological Conversation Analytic Perspective
T2  - Classroom-based Conversation Analytic Research
A1  - Kunitz, Silvia
PY  - 2021
SP  - 133
EP  - 161
DO  - 10.1007/978-3-030-52193-6_7
LA  - eng
PB  - Cham : Springer
KW  - classroom interaction
KW  - instructions
KW  - task-based language teaching
KW  - english
KW  - engelska
AB  - This paper adopts an ethnomethodological, conversation analytic approach to analyze the social organization of the instruction-giving sequences that were accomplished by a teacher of Italian as a foreign language during the last phase of a writing task conducted in pairs. Specifically, the paper explores the linguistic, prosodic and embodied resources mobilized by the teacher as she engages in various rounds of instruction giving to prompt each pair of students to read their texts aloud. As the analysis shows, while the first round (targeting the first pair of students) is rather lengthy and subject to repair, the last round (targeting the last pair of students) consists of a minimal summons-answer sequence. Such minimization results from the students’ increased familiarity with the task. That is, by the time the teacher is about to select the last group of students as next speakers, these students have already listened to multiple rounds of instruction-giving sequences and seen multiple implementations of the task. Overall, the paper contributes to the research concerning the mundane, yet complex, social action of doing pedagogical instructions. The implications of these empirical findings for teacher education are discussed at the end of the chapter.
ER  - 

TY  - CHAP
T1  - Equity and Diversity in Reading Comprehension—: A Case Study of PISA 2000–2018
T2  - Equity, Equality and Diversity in the Nordic Model of Education
A1  - Stjern Frønes, Tove
A1  - Rasmusson, Maria
A1  - Bremholm, Jesper
PY  - 2021
SP  - 303
EP  - 335
DO  - 10.1007/978-3-030-61648-9_12
LA  - eng
PB  - Switzerland : Springer Nature
KW  - pisa 2018
KW  - reading comprehension
KW  - online reading
KW  - gender
KW  - minority students
KW  - dynamic text type
KW  - education
AB  - This chapter studies equity in reading performance in PISA 2000–2018 in three Nordic countries: Denmark, Sweden and Norway. Using regression analyses, the study investigates how the reading performance trend for groups of students with different genders, home backgrounds and minorities has developed. The study is contextualised through an up-to-date description of reading comprehension instruction in the countries. In addition to trend analyses of general reading performance, the study examines if the differences between groups of students are consistent across different text formats in the digital version of the PISA test, distinguishing between static text types (e.g., articles, letters, stories) and dynamic text types (e.g., websites, forums and e-mails, etc.). We find a consistently high reading literacy performance in all Scandinavian countries compared with international development. There are large gender differences in the average reading performance in all three countries, disfavouring boys, especially low-performing boys from low SES home backgrounds. We find a huge and stable gap between minority and majority students’ reading achievement, even when corrected for SES. Taking these findings into account, we assert that there is no basis for concluding that the school systems give more equitable learning conditions for groups of students now than when the PISA assessments started. However, it appears that the new online text formats in PISA 2018 might shrink the differences between student groups. Based on our findings, we argue that it is highly doubtful if one can still speak of a Nordic model of education, both as an idea of equity and fairness and as a model that is united across the Nordic countries.
ER  - 

TY  - CHAP
T1  - Exploring Diversity in the Relationships Between Teacher Quality and Job Satisfaction in the Nordic Countries—Insights from TALIS 2013 and 2018.
T2  - Equity, equality and diversity in the Nordic model of education / Tove Stjern Frønes, Andreas Pettersen, Jelena Radišić, Nils Buchholtz.
A1  - Yang Hansen, Kajsa
A1  - Radišić, Jelena
A1  - Liu, Xin
A1  - Natasha Glassow, Leah
PY  - 2021
DO  - 10.1007/978-3-030-61648-9_5
LA  - eng
PB  - Cham : Springer
AB  - Equity and quality are the common goals to strive for in the Nordic education systems. Yet the mechanisms through which the separate education systems approach these goals have become more diverse. The chapter provides evidence in support of the different facets of teacher quality, such as self-efficacy, as well as teacher-students relations concerning their importance for teachers’ job satisfaction across the Nordic countries. Diversities, however, were also observed. The results from the TALIS 2013 model outlined two subgroups of the Nordic countries with similar mechanisms: the Norway-Sweden and the Denmark-Finland groups. No distinctive group was found in the TALIS 2018 results, producing more country-specific patterns, such as the importance of social utility value for Norway, adverse classroom composition in Sweden or teacher effective professional development positively impacting the personal and social utility values of teachers in Finland. These observed diversities and changing patterns may find their reasons in the gradually dissolved unity of the Nordic model by the different reform actions taken in recent years, such as in the example of Sweden, and in the long-term prerequisites for the teaching profession, where Finland is the country that stands out.
ER  - 

TY  - BOOK
T1  - Autonomy paradox: Teachers’ perceptions of self-governance across Europe
A1  - Wieland, Wermke
A1  - Salokangas, Maija
PY  - 2021
DO  - 10.1007/978-3-030-65602-7
LA  - eng
PB  - Springer Nature
KW  - teacher autonomi
KW  - comparative education
KW  - ireland
KW  - germany
KW  - sweden
KW  - finland
AB  - What do we mean when we speak about teacher autonomy? How free are teachers to go about their work?  To answer these complex questions the authors asked thousands of teachers in four national contexts: in Finland, Ireland, Germany and Sweden, what they think autonomy looks like. The resulting book examines teacher autonomy theoretically and empirically, comparing teachers’ perceptions of their professional autonomy. Utilizing a mixed method approach the authors combine data from a large-scale questionnaire study, teacher interviews, lesson and meeting observations, and workshops that brought together teachers from the four participating countries. All this engagement with teachers revealed that simply increasing their professional autonomy might not lead to desired outcomes. This is because, from a teachers’ point of view, increased decision-making capacity brings further complexity and risk to their work, and it may instead lead to anxiety, self-restriction, and the eventual rejection of autonomy. These surprising conclusions challenge the increasingly orthodox view that increased autonomy is a desirable end in itself. This is what the authors call the autonomy paradox.
ER  - 

TY  - CHAP
T1  - Capital and Lower Case Letter Use in Early Childhood Education: A Comparative Australasian and Swedish Study.  Chapter 49.
T2  - Third International handbook of globalisation, education and policy research
A1  - Margrain, Valerie
A1  - Mellgren, Elisabeth
PY  - 2021
SP  - 859
EP  - 878
DO  - 10.1007/978-3-030-66003-1_49
LA  - eng
PB  - Singapore : Springer
KW  - australia
KW  - capital letters
KW  - comparative education
KW  - early childhood
KW  - early childhood education
KW  - early literacy
KW  - literacy
KW  - new zealand
KW  - sweden
KW  - text
KW  - writing
AB  - Interviews with nine higher education academics from found difference between Australian and New Zealand, and Swedish perspectives regarding how capital and lower case letters should be used in early childhood education (ECE). In each cultural context participants thought their own way was the right and usual way. Australasian respondents indicated that use of a capital letter was to only be used at the start of a name or start of a sentence (e.g. the name Ella). Swedish participants indicated that the full use of capitals was the more common way text was used in Swedish preschools (e.g. the name ELLA). Australasian participants added attention to how text looks in books, school traditions and conventions in written text (conventions-based approach), whereas Swedish participants attended to text in the wider environment, early childhood and family traditions, and natural choices children made from their own perspective (natural methods approach). The fndings support the assertion that writing and broader literacy learning is more than process, traditions are culturally and socially constructed, and mediated. Teacher awareness of differing literacy traditions is important if they are to respond to cultural diversity and globalisation. Because early childhood curricula give a mandate to respect cultural diversity, there cannot only be one right way to write text.
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TY  - CHAP
T1  - Equity in education as a matter of justice at a time of globalization: the complex nature, interrelated dimensions, and dual interplay
T2  - The Palgrave handbook of global social problems
A1  - Francia, Guadalupe
A1  - Åstrand, Björn
PY  - 2025
DO  - 10.1007/978-3-030-68127-2_465-1
LA  - eng
PB  - Cham : Palgrave Macmillan
KW  - equity
KW  - justice
KW  - policy
KW  - globalization
KW  - nancy fraser
AB  - This article introduces and discusses a conceptual theory of educational equity based on the interplay of the three dimensions of justice (redistribution, recognition, and representation) identified by Nancy Fraser to capture how the acceleration of globalization processes affects the understanding and enactment of equity in education and society. Here, Fraser’s three dimensions of justice are used as an analytical tool to develop a theoretical framework for studies of equity in education and to illustrate the interplay of the three central resources for equity: financial and knowledge resources, teacher and instruction qualities, and students. In the article, it is argued that we argue that the likelihood of success of policy measures to achieve equity is favored by the insights on the interplay of these dimensions, which are perceived as complementary rather than in opposition. A lack of understanding of the interplay risks equity in education being impacted negatively.
ER  - 

TY  - CHAP
T1  - Quality Improvement and Preschool Teacher Competence in Sweden
T2  - In: S. Garvis & H. Lenz Taguchi (eds). Quality Improvement in Early Childhood Education.
A1  - Garvis, Susanne
A1  - Williams, Pia
A1  - Sheridan, Sonja
PY  - 2021
SP  - 127
EP  - 143
DO  - 10.1007/978-3-030-73182-3_7
LA  - eng
PB  - Cham, Switzerland : Palgrave Macmillan
AB  - The purpose of this chapter is to investigate some aspects that influence the quality of Swedish preschools via reviewing studies on preschool quality in Sweden. According to the Swedish school law, which entered into force on 1 July 2011, preschool is a separate school form and is part of the educational school system. In recent years, there has been concern that quality in Swedish preschools is declining. Studies have reported on increasing group sizes within preschools, stress among preschool teachers, child stress and a low quality of activities that require adult involvement, interaction and communication with the children in terms of teaching, which affects preschool quality (Sheridan et al., Educational Research, 56, 79–397, 2014; Williams et al., Scandinavian Journal of Educational Research, 6, 696–711.  https://doi.org/10.1080/00313831.2018.1434823, 2018). Furthermore, inequality has increased and children’s rights to a good and equal start in life have deteriorated (Persson & Tallberg Broman, Hög sjukfrånvaro och ökad psykisk ohälsa. Om dilemman i förskollärares uppdrag [High sickness absence and increased mental illness. About the dilemma in preschool teachers’ assignments]. Rapport. Malmö: Avdelningen för kvalitet och myndighet, förskoleförvaltningen, Malmö Stad, 2019). In Sweden, education equality is viewed through the lens of ‘equivalence’. This means that all children should be offered a place in high-quality preschools, and that children from any background can reach their full potential. The chapter will conclude with suggestions for moving forward to enhance preschool quality in Sweden through a deeper understanding of how early childhood education and care can support children’s development and learning outcomes (Siraj et al., Asia-Pacific Journal of Research in Early Childhood Education, 13, 49–68, 2019).
ER  - 

TY  - CHAP
T1  - Peer Review in Academic Promotion of Excellent Teachers
T2  - Peer review in an Era of Evalutaion
A1  - Forsberg, Eva
A1  - Levander, Sara
A1  - Elmgren, Maja
PY  - 2022
SP  - 245
EP  - 274
DO  - 10.1007/978-3-030-75263-7_11
LA  - eng
PB  - Cham : Palgrave Macmillan
KW  - peer review
KW  - academic promotion
KW  - teaching excellence
AB  - While research merits have long been the priority in the recognition of institutions and scholars, teaching is often downplayed, appearing as a practice of less worth in Academia. To counteract this tendency, various systems to upgrade the value of education and to promote teaching excellence have been introduced by higher education institutions on a global scale. In this chapter, we explore the values and beliefs unveiled in the promotion of academics in such a system. We employ empirical data collected from an inquiry into the promotion of distinguished university teachers at a comprehensive university in Sweden. An analysis of reviewers’ judgements and legitimations shows that the intersection between promotion, peer review, and excellent teaching affects not only the peer review process, but also the notion of the distinguished university teacher.
ER  - 

TY  - CHAP
T1  - The Ecology of the Didactic Divide in Teacher Education
T2  - Extended Abstracts Spring 2019
A1  - Otaki, Koji
A1  - Asami-Johansson, Yukiko
PY  - 2021
SP  - 59
EP  - 66
DO  - 10.1007/978-3-030-76413-5_7
LA  - eng
PB  - Cham : Springer
AB  - The phenomenon of didactic divide reported in Sweden expresses the disconnection between disciplinary and pedagogical knowledge in both individual teachers' professional knowledge and teacher-education programmes. Within the framework of the anthropological theory of the didactic, we firstly redefine the notion of didactic divide, and secondly, study the ecology of the phenomenon by using our new analytical model rooted in the scale of levels of didactic co-determinacy. As a result, we indicate some constraints on the didactic divide: inter-professional esoteric pact, shortage of didacticians, universality illusion on scholarly knowledge, and transparency illusion on the social reality. 
ER  - 

TY  - CHAP
T1  - Digital literacy practices in everyday life and in the adult L2 classroom: the case of basic literacy education in Swedish
T2  - Language learning of adult migrants in Europe
A1  - Norlund Shaswar, Annika
PY  - 2022
SP  - 171
EP  - 195
DO  - 10.1007/978-3-030-79237-4_8
LA  - eng
PB  - Cham : Springer Science+Business Media B.V.
KW  - digital literacy
KW  - ethnography
KW  - literacy
KW  - migrants
KW  - sweden
KW  - swedish
AB  - In this chapter, I explore the digital literacy practices of an adult migrant in Sweden, and the digital literacy practices that are part of the curriculum of the Swedish for Immigrants (SFI) programme in which she takes part. The data on which the study is based were collected using an ethnographic methodology, including classroom observations and individual semi-structured interviews with the student and her teacher. Literacy is understood from a social practices perspective; the analysis explores interacting aspects of literacy events and practices. It was found that the learner has limited opportunities to participate in digital literacy practices in her everyday life and that most of these involve social interaction with family and friends. The teacher in the SFI programme encourages her only in limited ways to engage in digital literacy practices, though she and the student do engage in digital literacy practices of a semi-private nature. I suggest that learners’ digital literacy practices can be brought to bear for pedagogical purposes to better connect to the learner’s transnational practices and for the teacher to understand the learner’s entire linguistic repertoire and range of literacies for learning.
ER  - 

TY  - CHAP
T1  - Swedish State School Sex Education
T2  - The Palgrave Encyclopedia of Sexuality Education
A1  - Lindgren, Anne-Li
A1  - Backman Prytz, Sara
PY  - 2022
SP  - 1
EP  - 9
DO  - 10.1007/978-3-030-95352-2_31-1
LA  - eng
PB  - Cham : Palgrave Macmillan
KW  - sex education
KW  - state politics
KW  - sexuality education
KW  - state school politics
KW  - early childhood education
KW  - förskoledidaktik
KW  - barn- och ungdomsvetenskap med inriktning mot utbildningsvetenskap
KW  - child and youth studies with focus on educational science
AB  - This entry is about Swedish sex education duringthe twentieth and twenty-first centuries, and howstate guidance, engagement and control createdand implemented school sex education. Thismeans that we focus on the State as an actor. By“the State” we mean not only the government butalso politicians presenting propositions as members’motions, debates in parliamentary committeesand in parliament, experts summoned to takepart in governmental commissions and the publicationscompiled by civil servants in NationalAgencies, such as the Swedish National Agencyfor Education (Sw. Skolverket. Previously:(Kungliga) Skolöverstyrelsen 1919–1991, theSwedish National Board of Education.). Theentry highlights continuities and discontinuitiesin how the engagement with school sex educationhas evolved, from the first parliamentary discussion,in which the subject was framed as sexualhygiene, via initiatives to reform the curriculum, investigate school sex education via governmentalinquiries, and publish teacher guidelines, untiltoday’s understanding of the subject as sexuality,consent, and relationships. We pay attention todifferences in the ways in which state school sexeducation has organized guidelines for teachers,how students have been included, what the preferredpedagogical method was and how, generallyspeaking, the content has changed (or not).
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TY  - CHAP
T1  - Sweden, Australia, and Belgium: STEM Comparisons in Early Childhood
T2  - Play and STEM Education in the Early Years: International Policies and Practices
A1  - Campbell, Coral
A1  - Bäckman, Kerstin
A1  - Eeckhout, Thijs
A1  - Speldewinde, Chris
A1  - Johansson, Annie-Maj
A1  - Arnqvist, Anders
PY  - 2022
SP  - 201
EP  - 217
DO  - 10.1007/978-3-030-99830-1_10
LA  - eng
PB  - Cham : Springer
KW  - cultural influences
KW  - curriculum
KW  - early childhood
KW  - policy
AB  - Internationally, there has been an ongoing focus by governments through their educational policies to address declining interest in Science, Technology, Engineering and Mathematics (STEM). This increasing need for knowledge and understanding of STEM provides an impetus for all educational systems to re-visit their actions around STEM learning and engagement. A more comprehensive understanding of early childhood STEM education provision is needed so that an informed, effective, and appropriate development of early childhood STEM pedagogical standards and resources occurs. This chapter provides research to understand what cultural influences are brought into play as teachers work in STEM education, what they do when teaching STEM and the factors which influence their decision making. Examples from three countries, Sweden, Australia, and Belgium, are explored using document analysis and qualitative data to formulate their cases. The three cases studies were considered from the perspective of education policy, provision of teacher education, and teaching practice. Examination of the practices that are currently in place in Sweden, Australia and Belgium provide information that the policy and cultural background of each country contribute to strong similarities and but also relatively small differences in teacher pedagogy.
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TY  - CHAP
T1  - Stayers: In the long run: A comparative study of retention in two Swedish teacher generations
T2  - The Palgrave Handbook of Teacher Educaton Research
A1  - Lindqvist, Per
A1  - Nordänger, Ulla Karin
PY  - 2023
SP  - 121
EP  - 142
DO  - 10.1007/978-3-031-16193-3_5
LA  - eng
PB  - London : Palgrave Macmillan
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - With support of data from longitudinal studies of two generations of teacher cohorts, this chapter seeks to contribute to the discussion on teacher shortages, teacher attrition, and the (re) recruitment of teachers. The following questions are highlighted: How much of their working life do individuals devote to their work as a teacher, within the school system and in the educational system as a whole? How do they view their future prospects as a teacher? To what extent are statements about future career development translated into actual action? Do the generations differ in any of the aspects described above, and if so in what ways?The results of the studies show, firstly, that the horizons of expectations for action of different teacher generations do not differ significantly. The majority of teachers in both cohorts consider their future teaching careers in a positive light. Secondly, expressed intentions of leaving the profession do not seem to be realized to the extent that they are pronounced. Despite predictions of future attrition, most teachers remain in the profession. Over time, we also see that those who leave the profession remain in the school world. In other words, the effectiveness of teacher education can be seen as relatively good.
ER  - 

TY  - CHAP
T1  - Preparing Preservice Teachers to Teach Academic Integrity and Ethics
T2  - Ethics and Integrity in Teacher Education
A1  - Bjelobaba, Sonja
A1  - Cronqvist, Marita
PY  - 2023
SP  - 43
EP  - 54
DO  - 10.1007/978-3-031-16922-9_4
LA  - eng
PB  - Cham : Springer International Publishing
KW  - professional ethics
KW  - academic integrity
KW  - preservice teacher education
KW  - education
KW  - teacher education and education work
AB  - The inclusion of ethics and integrity in preservice teacher education can refer to several contexts. The first context is academic integrity for preservice teachers with a focus on incorporating academic integrity in their own studies within higher education, as well as teaching them different components of academic writing including proper referencing techniques to enable them to write their own academic texts. The second context is developing the professional ethics of these future teachers, as a lived practice as well as through ethical codes. The third context is giving preservice teachers pedagogical and didactic knowledge and instruments to teach academic integrity and ethics to their future students in primary and secondary education, in order to prepare them for their own higher education endeavours. While attention is paid to the first and the second context, the third one is only rarely treated as a part of preservice teacher education as it is usually assumed that the first context is indirectly giving enough preparation for a preservice teacher to subsequently mediate ethics and integrity to his or her students. In this paper, we argue that this assumption is problematic and propose the inclusion of the third context – preparing future teachers to teach academic integrity and ethics – in preservice teacher education. Although the chapter uses the preservice teacher education in Sweden as a starting point, the three ethical contexts that are identified are not limited to any particular national preservice education system but are relevant in other similar frameworks as well.
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TY  - CHAP
T1  - Sweden and Germany: Top-Down and Bottom-Up Policy Making in the Reprofessionalistaion of International Teachers
T2  - To Be a Minority Teacher in a Foreign Culture
A1  - Galina, Putjata
A1  - Economou, Catarina
A1  - Ennerberg, Elin
A1  - Arnold, Jana
PY  - 2023
SP  - 61
EP  - 74
DO  - 10.1007/978-3-031-25584-7_5
LA  - eng
PB  - Cham : Springer Netherlands
KW  - arbete och organisation
AB  - Flight has developed into a new research focus worldwide, but, only a few projects are concerned with newly immigrated teachers. Meanwhile, increasing importance is politically assigned to them and their linguistic resources. Despite these expectations, there are hardly any studies that address language diversity in the professional training of immigrant teachers. As a reaction to this lacuna, we have conducted a qualitative study in two countries: Sweden and Germany. These cases are particularly interesting to compare as they approach the re-professionalization of immigrant teachers in very different ways. In Sweden the introductory programs are the result of a political measure (top-down-policy making) and hold no language requirement in Swedish, whereas in Germany these programs are the result of bottom-up initiatives on behalf of universities and academics, which consequently result in a varying dealing with linguistic diversity. The difference in approach is of extreme interest with regard to top-down- and bottom-up processes of language education policy making, as the chapter will explicate with a specific focus on research review thus far. It will then present a qualitative study that focuses on multilingual practices in teacher training. To access this level, interviews were conducted with the respective actors – programme coordinators and lecturers. The results allow deep insights into the process of language policy making and their implementation on the institutional level. Finally, we will discuss the potentials of top-down- and bottom-up approaches and formulate implications for international teacher education.
ER  - 

TY  - CHAP
T1  - Tension patterns in Finnish teacher education: Recruitment, reform and relevance
T2  - Teacher education in the Nordic region. Challenges and opportunities
A1  - Hansén, Sven-Erik
A1  - Lavonen, Jari
A1  - Sjöberg, Jan
A1  - Aspfors, Jessica
A1  - Wikman, Tom
A1  - Eriksson, Inger
PY  - 2023
SP  - 159
EP  - 174
DO  - 10.1007/978-3-031-26051-3_5
LA  - eng
PB  - Cham : Springer
KW  - education
AB  - In this chapter, tension patterns and development opportunities withinFinnish teacher education are examined. We have chosen to focus the analysis onthe recruitment of student teachers, the relationship between theory and practice andmentorship for newly qualified teachers. Tension patterns and development oppor-tunities appear in all three phases, linking the content and form of teacher education.The analysis examines the overarching idea behind a recently introduced recruit-ment reform that was developed to let interviews play a larger role in the process.This was developed to address a situation in which an applicant applies to severaluniversities or programmes, but is interviewed only once. The relationship betweentheory and practice in teacher education remains problematic, despite the practiceschools’ favourable organizational conditions. New teachers still face challengeswhen entering the profession; mentoring programmes have been introduced toreduce these tensions.Like some other provinces in the Nordic countries, the self-governing ÅlandIslands have their own school system, which has both Finnish and Swedish traits, aswell as similar kinds of tensions. Despite the presented tensions, research-based teacher education continues to be an appropriate foundation for the continuingdevelopment of Finnish teacher education.
ER  - 

TY  - CHAP
T1  - Teaching Sami pasts and presents: complexities in teaching practice in contemporary Swedish classrooms
T2  - History education at the edge of the nation
A1  - Drugge, Anna-Lill
A1  - Norlin, Björn
PY  - 2023
SP  - 221
EP  - 244
DO  - 10.1007/978-3-031-27246-2_10
LA  - eng
PB  - Cham : Palgrave Macmillan
AB  - Today, there are several ongoing processes in Sweden that affect education, pedagogy and the teaching of history and civics with regard to the five officially recognised national minorities. This chapter highlights these contemporary developments in Swedish politics and education concerning one of these minorities (the indigenous Sami) and, against this backdrop, discusses (1) how practising school teachers of social studies (including history and civics) think and teach about the Sami population and culture, past and present, and (2) the complexities in doing this in terms of existing curricula, teaching material and so on. This chapter builds on teacher interviews and can be regarded as piloting research into an area that has not yet been systematically studied in Sweden.
ER  - 

TY  - CHAP
T1  - Reading Towards a School for All? Comparing Course Literature Lists in Academic Swedish Special Education Teacher Training Between the 1980s and 2010s
T2  - Teacher Education as an Ongoing Professional Trajectory
A1  - Wimmer, Heidi
A1  - Höstfält, Gabriella
A1  - Wermke, Wieland
PY  - 2023
SP  - 143
EP  - 159
DO  - 10.1007/978-3-031-28620-9_7
LA  - eng
PB  - Cham : Springer
KW  - special education teacher
KW  - teacher training
KW  - course literature
KW  - paradigm shift
KW  - sweden
AB  - This chapter focuses on the empirical value of course literature in order to understand paradigm shifts in teacher education over time. In order to show this, the example of Swedish special education teachers is presented. This case is of international interest since the Swedish school systems have been highly committed to international trends. These trends are among others, the inclusion movement, i.e. the making of a school for all in the spirit of the Salamanca declaration of 1994, and the impact of PISA since the 2000s, related to paradigms of standardised student performance measurement of all students. By making qualitative and quantitative content analyses of course literature lists since the 1970s, we show that there are indeed significant shifts in what prospective professionals in school are expected to be. In the case presented in this chapter, it can be shown how special education teachers until the 1990s had a profound medical focus on schooling and disability in their training. Today, they are by their academic training more expected to be expert teachers for all children. Moreover, their reading includes today much focus on scientific method. This illustrates that this professional group is expected today to produce own systematic knowledge.
ER  - 

TY  - CHAP
T1  - Leadership Preparation and Development Policies in England, Sweden and Russia: Exploring Policy and Practice
T2  - Teacher Education as an Ongoing Professional Trajectory
A1  - Gibson, Mark
A1  - Outhwaite, Deborah
A1  - Sahlin, Susanne
A1  - Isaeva, Natalia
A1  - Tsatrian, Marina
PY  - 2023
SP  - 161
EP  - 179
DO  - 10.1007/978-3-031-28620-9_8
LA  - eng
PB  - Cham : Springer
AB  - This chapter explores Teacher Education as an ongoing professional trajectory, exploring the implications for both the policy and practice teacher professional identity, and how this has developed its later stages in career trajectory, in three different nation-states of the UK, Sweden and Russia. Here we choose to focus on the different national interpretations of leadership preparation and development, and the links between this and the support of Principals in schools. In the UK over the last decade, the development offered to senior staff has been led by an increasingly marketised approach, which has steadily moved further away from academic expertise and Higher Education qualifications. In contrast, the system in Sweden has thoroughly maintained its links in leadership preparation inside universities, building a rapport between senior staff in schools and their counterparts in university education departments. While in the Russian system these HEI links are also maintained, yet the national framework under which they operate is only now in its embryonic stages.
ER  - 

TY  - CHAP
T1  - Teacher recruitment in Sweden over the last two decades: How has entering teachers' GPA changed over time?
T2  - Effective Teaching Around the World: Theoretical, Empirical, Methodological and Practical Insights, Eds. Ridwan Maulana, Michelle Helms-Lorenz & Robert M. Klassen
A1  - Johansson, Stefan
PY  - 2023
SP  - 85
EP  - 96
DO  - 10.1007/978-3-031-31678-4_4
LA  - eng
PB  - Cham : Springer
KW  - gpa
KW  - teacher certification
KW  - teacher education
KW  - teacher recruitment
AB  - The question about what constitutes teaching quality is widely discussed in many countries and Sweden is no exception. Teaching quality has been linked to individual characteristics assumed to be related to student learning that are not necessarily associated with specialised training for the craft of teaching. One of these are the standards for entry to the profession. This chapter highlights teachers' academic performances. More specifically, it explores newly recruited teachers' grade point average over a period of over 20 years. The findings are based on register data and are analysed with descriptive statistics. The findings demonstrate how newly recruited teachers' school grade point average (GPA) has decreased the past decades but also that some quite striking differences exists depending on teachers' certification status. Implications of the results are discussed in relation to the possible effects on student achievement.
ER  - 

TY  - CHAP
T1  - Principals' Preparation and Professional Development in Nordic Countries
T2  - Education and Democracy in the Nordic Countries
A1  - Sigurðardóttir, Sigríður Margrét
A1  - Skedsmo, Guri
A1  - Ärlestig, Helene
PY  - 2023
SP  - 153
EP  - 172
DO  - 10.1007/978-3-031-33195-4_10
LA  - eng
PB  - Cham : Springer
KW  - competence building
KW  - competence providers
KW  - principal education
KW  - principal preparation
KW  - principal training
KW  - professional development
KW  - professionalisation
KW  - school leadership
AB  - Principals in Nordic countries face increasing and changing demands in their work that have transformed the expectations of their knowledge and skills. This transformation has focused on the need for high-quality preparation programmes and continuous professional development opportunities for principals. In this chapter, we investigate and compare principal preparation and professional development in the five Nordic countries: Denmark, Finland, Iceland, Norway and Sweden. We reflect on the variation in professional development opportunities across the Nordic countries and discuss how professional development for novice and in-post school principals might be organised in the future. A cross-case study is applied, making use of document analysis to find, select, appraise and synthesise data and policy documents, legislation and current research. A range of similarities and differences between the Nordic countries that concern both formal expectations, required education for becoming a principal and possibilities for continuous professional development were identified. With many governing levels and a changing society, it seems that professional development is historically and nationally situated rather than being a strategic incitement to use, keep and build competence. Preparation and continuous development for principals in the Nordic countries vary both between and within countries. This is a concern for principals, as well as the national and local authorities responsible for their preparation and continuous professional development.
ER  - 

TY  - BOOK
T1  - Using Fiction to Teach Secondary Students about the Middle East
A1  - Ågerup, Karl
PY  - 2023
DO  - 10.1007/978-3-031-45527-8
LA  - eng
PB  - Palgrave Macmillan
KW  - teaching and learning
KW  - gced
KW  - high school
KW  - litteraturdidaktik
KW  - ämnesdidaktik
KW  - globalt medborgarskap
KW  - gymnasiet
AB  - Based on original reader surveys and teacher interviews, the book discusses the risks and benefits of using fictional narratives to teach Western upper secondary students about the Middle East. The possible outcomes of using The Sirens of Baghdad in upper secondary education are discussed after conducting empirical studies with students and teachers from four schools in Sweden. Partially conflicting goals such as socializa tion versus subjectivation and national versus international identity build ing are addressed, as well as potential practical problems, such as heated emotions in the classroom, trauma exposure, and radicalization. It is argued that despite such dilemmas, fictional narratives of the studied kind can be an effective tool in upper secondary education, particularly when teachers collaborate across disciplinary boundaries.
ER  - 

TY  - CHAP
T1  - The Relationship of Mathematical Modelling Education to Problem Solving, Problem Posing, and Creativity
T2  - International Horizonsin Mathematics Modelling Education
A1  - Cai, Jinfa
A1  - Kaiser, Gabriele
A1  - Leikin, Roza
A1  - Ärlebäck, Jonas Bergman
PY  - 2025
SP  - 47
EP  - 67
DO  - 10.1007/978-3-031-53533-8_3
LA  - eng
PB  - : Springer
AB  - This chapter discusses the relationships between mathematical modelling education and two other approaches in mathematics education: mathematical problem solving and problem posing and creativity. By highlighting the similarities and differences between the three, the chapter aims to explore how these approaches can inform and support each other for further progress. Various aspects are highlighted, such as the characterisation of tasks, the emphasis on nonroutine and open-ended solution strategies and processes, nuanced differences in their orientation and focus (especially in relation to the real world), the role of teacher mentoring and scaffolding, and theoretical frameworks. Suggestions for future research developments related to mathematical problem solving and problem posing, creativity, and mathematical modelling are also presented.
ER  - 

TY  - CHAP
T1  - Postdigital Manifestations of Schooling: Entrenching the Old or Enabling the New?
T2  - Postdigital Learning Spaces
A1  - Woolner, Pamela
A1  - Frelin, Anneli
A1  - Grannäs, Jan
PY  - 2024
DO  - 10.1007/978-3-031-59691-9
LA  - eng
PB  - Cham : Springer
KW  - learning spaces
KW  - postdigital education
KW  - equitable and sustainable learning spaces
KW  - mobile learning
KW  - learning design
KW  - innovative learning
KW  - innovativt lärande
AB  - Research over the past two decades has made clear the importance of physical space and material resources to education, as well as the need for educators to take control of these pedagogical tools. Methods and approaches have been developed to enable them to do this. In parallel, digital devices have, in many countries, become as commonplace in schools as they are in higher education, but it is far from clear how they are being used within schools, or understood by teachers. This chapter explores this postdigital school landscape. We take as our focus compulsory schools, serving children and young people from 6 to 16, in Sweden, a digitally mature and prosperous country where we can consider what is available, the nature of current practices and uses, and the possibilities for development. It is evident that schools and schooling consist of the digital entangled with the human and the physical. Recognising that alignment of the design and use of educational space is key to its success, and that practitioners’ own knowledge of a setting is considerable, teacher involvement in planning is key. Therefore, we consider collaborative approaches to developing and sharing knowledge of using school spaces and conclude with reflections on the possibilities for just and equitable postdigital educational innovation.
ER  - 

TY  - CHAP
T1  - Materials for TESOL teacher education in Sweden: Ensuring sustainable development of pedagogical reasoning and reflective practice
T2  - Developing Materials for Innovative Teaching and Sustainable Learning
A1  - Siegel, Joseph
PY  - 2024
SP  - 431
EP  - 454
DO  - 10.1007/978-3-031-69206-2_17
LA  - eng
PB  - Cham : Springer
AB  - This chapter emphasizes the development of tenable, justifiable, and durable teaching skills for a sustainable Teaching English to Speakers of Other Languages (TESOL) career through the inclusion of pedagogical reasoning and reflective practice in materials design. Set in Sweden, the chapter focuses on the fundamental concepts of pedagogical reasoning and reflective practice and links them to practical elements of teachers’ work, such as lesson planning and materials selection. Introducing a set of principles for TESOL education as a base, these principles are then exemplified via a set of pedagogical activities intended to prepare new teachers for classroom life, including the needs of teachers to challenge and extend the English abilities of learners while also accounting for the mixed ability groups they will encounter. The chapter also describes influential policy documents and their relation to essential practical skills needed by second language (L2) TESOL educators in Sweden with emphasis on the secondary school level. In doing so, the chapter acknowledges the integration of important aspects of learning teaching in materials creation, such as the development of teacher beliefs, incorporating one’s past experience as an L2 learner, applying abstract concepts to concrete instructional circumstances, and adapting to various teaching scenarios. The materials presented in the chapter illustrate how innovative and sustainable materials design can incorporate meaningful and authentic experiences in TESOL education, respond to a lack of concrete teaching practice in TESOL education in Sweden, and instil in student teachers a continuous drive to understand and thrive in their classrooms.
ER  - 

TY  - CONF
T1  - The fading of f(AI)th: Tracing the technological promises of a wellbeing app in K-12 education
T2  - Methodologies and Intelligent Systems for Technology Enhanced Learning, 14th International Conference MIS4TEL 2024
A1  - Sperling, Katarina
PY  - 2024
SP  - 103
EP  - 115
DO  - 10.1007/978-3-031-73538-7_10
LA  - eng
PB  - Cham : Springer
KW  - k12
KW  - data-driven schooling
KW  - actor-network theory (ant)
KW  - learning analytics
KW  - edtech
KW  - socio-materiality
KW  - perma-model
AB  - This paper explores the implementation of a wellbeing app in a Swedish Upper Secondary School. The aim is to understand how ideas of data driven school improvement underpinned by promises of artificial intelligence (AI) and learning analytics (LA) change the work of teachers. The study draws on video-ethnography from 17 meetings between five teachers/form tutors. The produced data is analysed using actor-network theory to focus on the various stages of the implementation process and the interactions between the learning analytics dashboard (LAD) and the teachers. To capture the complexity of the data, the empirical material is presented through cartoon-inspired illustrations grounded in a Thinking through Cartoons methodology. Findings show how teachers took on new roles and responsibilities in relation to the wellbeing app, most notably the role of collecting data from students. Teachers came to act as data analysts which imposed constant negotiations and uncertainties. To address the declining engagement of students over time, a student-facing LAD was intro-duced. The teachers shifted their focus to motivate students to engage with their own data in different ways. Despite no improvements in students’ response rates teachers remained committed to the app, trusting that new AI and LA function-alities would compensate unsatisfactory outcomes. In conclusion, instead of im-proving teachers’ capacity to identify at-risk students, the wellbeing app in-creased teachers’ workload and led to different dilemmas related to teacher-stu-dent relations and teachers’ professional judgement.
ER  - 

TY  - CHAP
T1  - The Multicultural Almanac as a Pedagogical Tool in Religious Education
T2  - Intersections of Religion, Education, and a Sustainable World
A1  - Jonsson, Linda
PY  - 2025
SP  - 73
EP  - 86
DO  - 10.1007/978-3-031-81809-7_6
LA  - eng
PB  - Cham : Springer
AB  - The Swedish syllabus for primary school, from preschool class to year 3 (F–3), states that ‘Teaching in religion should aim at helping the pupils to develop knowledge of religions and other outlooks on life in their own society and in other parts of the world’ (Skolverket, Läroplan för grundskolan, förskoleklassen och fritidshemmet, Lgr22 [Curriculum for the compulsory school, preschool class and the leisure-time centre], 2022, p. 188). The headings in the syllabus – Living together, Living in the neighbourhood, Living in the world and Exploring reality – indicate that the learning should start with the close and familiar, but it is also be about what we experience as foreign and unknown. In many Swedish classrooms in the lower grades, the calendar/almanac is a natural starting point for the school day. Using the almanac the teacher draws the pupils’ attention to the day of the week and date. The following chapter, taking an intercultural pedagogical and lifeworld-oriented approach, will reason about whether a multicultural almanac as a pedagogical tool can contribute to the pupils seeing themselves as a part of a larger whole. The chapter concludes with some pedagogical implications for an enriching Religious Education (RE) based on the multicultural almanac as a pedagogical tool. The almanac serves as a contribution to creating a sustainable classroom community in diversity and for Education for Sustainable Development (ESD).
ER  - 

TY  - BOOK
T1  - Conversation Analysis and Language Teacher Education: Intervention Studies
PY  - 2025
DO  - 10.1007/978-3-031-88310-1
LA  - eng
PB  - Springer
KW  - teaching
KW  - teacher education
KW  - language education
KW  - conversation analysis
AB  - Reconceptualizing intervention and change in conversation analytic perspectives, this volume not only illustrates actual, rather than imagined, ways of conducting CA-informed interventions in a variety of teacher-training contexts around the globe but also documents the impact of such interventions on teacher development.-Reconceptualizes intervention and change in conversation analytic terms-Offers the first book-length documentation of tangible impact of conversation analysis on language teacher educationShowcases actual ways of implementing conversation analysis in teacher-training contexts from around the world
ER  - 

TY  - CHAP
T1  - Learning to Respond to Student Utterances During a Classroom Interaction Course in a Swedish Higher Education Context
T2  - Conversation Analysis and Language Teacher Education
A1  - Sert, Olcay
A1  - Lind, Kajsa
PY  - 2025
SP  - 43
EP  - 67
DO  - 10.1007/978-3-031-88310-1_3
LA  - eng
PB  - : Springer
KW  - teacher education
KW  - conversation analysis
KW  - language teaching
KW  - classroom interaction
AB  - In this chapter, we document how a student-teacher developed interactional awareness, knowledge, and competence during a Conversation Analysis (CA)-informed university course on classroom interaction. To showcase this learning journey, we track discursive evidence from classroom interactions, field study reports, written reflections, and other course materials, engaging in retrospective collaborative autoethnography. The focal interactional phenomenon in this paper is responsive behaviour in the third turn of IRF sequences, in particular teachers’ avoidance of explicit positive assessment (EPA) and the use of elaboration questions. The CA-informed classroom interaction course involved (1) video and transcription-based guided discovery tasks (2) post-seminar reflection assignments, (3) field studies with an observation task, (4) micro-teaching, and (5) video-based self-reflections. The chapter will describe the conversation analytic nature of the course interventions and will illustrate the focal student-teacher’s learning trajectory not only through her reflections, but also using evidence from her classroom-based teaching. Implications for language teacher education, professional development, and curriculum design will be given.
ER  - 

TY  - CONF
T1  - “Do As Your Teacher Tells You!” How Is AI Use Regulated in Nordic Higher Education Institutions?
T2  - Social Computing and Social Media, HCII 2025
A1  - Jóhannesdóttir, Sigurbjörg
A1  - Kousa, Päivi
A1  - Korkala, Salme
A1  - Tarvainen, Jenny
A1  - Björnsdóttir, Kristín
A1  - Háhn, Judit
A1  - Dau, Susanne
A1  - Brooks, Eva Irene
A1  - Sjöberg, Jeanette
A1  - Kjartansdóttir, Skúlína Hlíf
A1  - Berbyuk Lindström, Nataliya
A1  - Sofkova Hashemi, Sylvana
A1  - Lundin, Mona
A1  - Oyedeji, Shola
A1  - Støckert, Robin
PY  - 2025
SP  - 194
EP  - 218
DO  - 10.1007/978-3-031-93539-8_14
LA  - eng
PB  - Cham : Springer
KW  - higher education
KW  - nordic countries
KW  - artificial intelligence policies
KW  - artificial intelligence ethics
KW  - leads
AB  - This paper explores the AI policies, frameworks, and guidelines established by Nordic universities (from Denmark, Finland, Iceland, Norway, and Sweden). The Nordic countries share characteristics such as a strong infrastructure supporting educational technology integration. The aim is to find similarities, differences, and gaps between the guidelines of Nordic universities in order to make the guidelines more practical and valuable for teachers and students. The theoretical framework focuses on guidelines and principles based on AI ethics, especially in higher education.A content analysis was conducted on 39 documents from 12 universities. The analysis reveals two major themes in the documents: (1) Use of AI in Higher Education and (2) Ethical principles of AI in Higher Education guidelines.Nordic universities are committed to leveraging AI responsibly while maintaining ethical, pedagogical, and institutional integrity. The results of this study give valuable insights into what kind of issues should be considered in guidelines of ethical AI in higher education and how, in addition to principles, practical examples are also needed for both teaching and learning. The results show that more research, common discussion, and collaboration are required. Additionally, the absence of societal and environmental well-being factors indicates room for continuous development of the policies. © 2025 The Author(s), under exclusive license to Springer Nature Switzerland AG
ER  - 

TY  - BOOK
T1  - Higher Education Governance: Importance of Language and Voice.
PY  - 2026
DO  - 10.1007/978-3-032-15279-4
LA  - eng
PB  - Springer
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - teacher education and education work
AB  - This book elaborates on and critiques the global neoliberal reform movement in higher education in university contexts in Ethiopia, South Africa, Sweden, and the USA in two distinct ways.  Firstly, by showing both the constitutive form and deprecating effects of global neoliberal reforms on university fields through the adoption, and consequences of academic capitalism and the dominance of corporate governance strategies. Secondly, by identifying and critically analysing the ways academics maintain and promote professional agendas for and against academic capitalism, by means of strategies of accommodation, ambivalence, resilience, and resistance, respectively that together illustrate:  The dominant forms of conformity toward academic capitalism from academics and A volume of ambivalence, a significant measure of moral outrage, and the development of strategies of resilience and resistance toward the neoliberal project of academic capitalism in higher education. The book also problematizes resilience as protective and adaptive in its relationship to academic capitalism, before foregrounding the moral foundations of resistance toward the proto-capitalistic transformation of universities. This is illustrated by local efforts to protect important constitutive elements of a moral education system from economic control and exploitation. In this way, the book provides examples of erudite opposition to and critique of the marketization of higher education in general and the creation of selfish, ego-centric and narcistic individuals through the education system. In addition to this, by using examples from Ethiopia, South Africa and Sweden, the work critically reviews linguistic colonialism and the efforts for decolonizing national/local languages. The book is a valuable academic resource to students from advanced levels upwards in higher education in different subject fields including education and education work, didactics and higher education policy and politics.
ER  - 

TY  - CONF
T1  - Mathematics Education in the Early Years: Results from the POEM2 Conference, 2014
PY  - 2016
DO  - 10.1007/978-3-319-23935-4
LA  - eng
PB  - Springer
KW  - mathematics education
KW  - matematik och lärande
AB  - This book presents chapters based on papers presented at the second POEM conference on early mathematics learning. These chapters broaden the discussion about mathematics education in early childhood, by exploring the debate about construction versus instruction. Specific sections investigate the teaching and learning of mathematical processes and mathematical content, early childhood teacher development, transitions for young children between home and preschool, between home and school and between preschool and school. The chapters use a range of innovative theoretical and methodological approaches which will form an interesting basis for future research in this area.
ER  - 

TY  - CHAP
T1  - lnstalling "good mathematics teaching": Hegemonic strategies and alliances of researchers
T2  - The Disorder of Mathematics Education
A1  - Jablonka, Eva
A1  - Bergsten, Christer
PY  - 2016
SP  - 107
EP  - 120
DO  - 10.1007/978-3-319-34006-7_7
LA  - eng
PB  - Berlin : Springer
AB  - We discuss some examples of direct or indirect involvement of mathematics education researchers in teacher evaluation and curriculum design; and point to hegemonic strategies of persuading sponsors and policy makers how to install “good mathematics teaching”. We illustrate how particular research approaches stabilise “good mathematics teaching” by structuring the meaning around interpretations of learning outcomes in the form of measurements, which are taken as symptoms of a range of social phenomena. Students’ scores on mathematics tests are interpreted as indicators of their potential to become skilled “knowledge workers”, citizens and consumers; teachers’ and schools’ effectiveness in producing gain scores as indicators of the quality of mathematics teaching for which they can be made accountable; and improvements in national measures as symptoms of innovative capacity that predicts relative competitive advantage. Our concern is the alliances researchers might seek in capitalising on the privileged status of mathematics that relies on the reiteration of those imaginations, in particular in contexts where funding of research favours “findings” that emerge from studies that identify “what works”.
ER  - 

TY  - CHAP
T1  - Citizenship (and) Inequality.: Ethnographic Research on Education and the Making and Remaking of Class Power and Privilege
T2  - The Palgrave Handbook of Citizenship and Education
A1  - Beach, Dennis
PY  - 2019
SP  - 1
EP  - 14
DO  - 10.1007/978-3-319-67905-1_74-1
LA  - eng
PB  - Cham : Palgrave Macmillan
KW  - meta-ethnography
KW  - bought privilege- social reproduction
KW  - cultural dissonance
KW  - cultural capital. symbolic capital
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This chapter is based on a meta-ethnographic investigation. Its main theme is that the processes of selection that operate in schools and education systems in Western countries, taking Sweden as an example, are claimed to be just and meritocratic but are instead fundamentally unjust and ineffective systems that reproduce rather than challenge existing structural inequalities. Socio-economic restrictions and the reproduction of upper-class cultural capital and ideology as official school knowledge play key roles, but it is also concluded that education and social equality, justice, and fair citizenship possibilities for all in capitalist societies have never stretched further than wringing out minor concessions from class society whilst leaving the reproduction and absolution of the class system and inequalities based on class and distinctions of race, ethnicity, gender, sexuality, and physical and mental differences intact.
ER  - 

TY  - CHAP
T1  - The expanding development of literacy research in science education around the world
T2  - Global developments of literacy research in science education
A1  - Tang, Kok-Sing
A1  - Danielsson, Kristina
PY  - 2018
SP  - 1
EP  - 11
DO  - 10.1007/978-3-319-69197-8_1
LA  - eng
PB  - Cham : Springer
KW  - literacy
KW  - content area literacy
KW  - disciplinary literacy
KW  - scientific literacy
KW  - multimodality
KW  - national curriculum
KW  - content and language integrated learning (clil)
KW  - classroom practices
KW  - literacy challenges
KW  - science inquiry
KW  - teacher development
KW  - svenska språket med didaktisk inriktning
KW  - swedish didactics
AB  - This introductory chapter summarizes the research background that motivates this book volume and the broad conceptualizations of literacy adopted by the various contributors within the context of science education. It also provides an overview of the six sections in this book, namely (i) national curriculum and initiatives, (ii) content and language integrated learning (CLIL), (iii) classroom literacy practices, (iv) disciplinary literacy challenges, (v) disciplinary literacy and science inquiry, and (vi) teacher development, and summarizes the contributions within each section.
ER  - 

TY  - CHAP
T1  - Developing Students’ Disciplinary Literacy?: The Case of University Physics
T2  - Global Developments in Literacy Research for Science Education
A1  - Airey, John
A1  - Larsson, Johanna
PY  - 2018
SP  - 357
EP  - 376
DO  - 10.1007/978-3-319-69197-8_21
LA  - eng
PB  - Cham, Switzerland : Springer
KW  - disciplinary literacy
KW  - undergraduate physics
KW  - higher education
KW  - physics teacher education
KW  - knowledge structures
KW  - singulars
KW  - regions
KW  - physics with specialization in physics education
KW  - fysik med inriktning mot fysikens didaktik
KW  - pedagogics and educational sciences
AB  - In this chapter we use the concept of disciplinary literacy (Airey, 2011a, 2013) to analyze the goals of university physics lecturers. Disciplinary literacy refers to a particular mix of disciplinary-specific communicative practices developed for three specific sites: the academy, the workplace and society. It has been suggested that the development of disciplinary literacy may be seen as one of the primary goals of university studies (Airey, 2011a).The main data set used in this chapter comes from a comparative study of physics lecturers in Sweden and South Africa (Airey, 2012, 2013; Linder, Airey, Mayaba, & Webb, 2014). Semi-structured interviews were carried out using a disciplinary literacy discussion matrix (Airey, 2011b), which enabled us to probe the lecturers’ disciplinary literacy goals in the various semiotic resource systems used in undergraduate physics (i.e. graphs, diagrams, mathematics, language).The findings suggest that whilst physics lecturers have strikingly similar disciplinary literacy goals for their students, regardless of setting, they have very different ideas about whether they themselves should teach students to handle these disciplinary-specific semiotic resources. It is suggested that the similarity in physics lecturers’ disciplinary literacy goals across highly disparate settings may be related to the hierarchical, singular nature of the discipline of physics (Bernstein, 1999, 2000).In the final section of the chapter some preliminary evidence about the disciplinary literacy goals of those involved in physics teacher training is presented. Using Bernstein’s constructs, a potential conflict between the hierarchical singular of physics and the horizontal region of teacher training is noticeable.Going forward it would be interesting to apply the concept of disciplinary literacy to the analysis of other disciplines—particularly those with different combinations of Bernstein’s classifications of hierarchical/horizontal and singular/region.
ER  - 

TY  - CONF
T1  - Teaching for entrepreneurial and mathematical competences: teachers stepping out of their comfort zone
T2  - Students' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms
A1  - Palmér, Hanna
A1  - Johansson, Maria L.
A1  - Karlsson, Lena
PY  - 2017
SP  - 13
EP  - 23
DO  - 10.1007/978-3-319-70244-5_2
LA  - eng
PB  - Cham : Springer
KW  - mathematics education
KW  - matematik och lärande
AB  - This paper reports on an educational design research study exploring the potential in combining the teaching of entrepreneurial and mathematical competences in Swedish primary schools. The focus in this paper, however, is not on the wholeness of this study but on changes in the teacher role when entrepreneurial and mathematical competences are to be combined in teaching – as expressed by the teachers themselves. Two of these expressed changes are “saying less” and “daring to let go of control”. In the paper, these two changes are explored in relation to how they seem to influence these teachers’ teaching of mathematics, and some implications are drawn regarding how their students’ possibilities to learn mathematics may have been influenced.
ER  - 

TY  - CONF
T1  - Baltic and nordic K-12 teacher perspectives on computational thinking and computing
T2  - 10th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2017
A1  - Pears, Arnold
A1  - Dagiene, V.
A1  - Jasute, E.
PY  - 2017
SP  - 141
EP  - 152
DO  - 10.1007/978-3-319-71483-7_12
LA  - eng
PB  - Cham : Springer
KW  - computational thinking
KW  - school curriculum
KW  - teacher training
AB  - This paper reports on the results of a study of teacher preparedness and practices in relation to teaching computing and computational thinking at schools in Sweden, Finland and Lithuania. The study was conducted as part of a NordForsk funded project to explore how Computing Education Research in the Universities can help the development of teacher training and K-12 curriculum and teaching practices. The study found that many teachers are already engaged in teaching relevant material in the schools, and that many have good support in their local school environment. However, there are also significant challenges which emerge from the new curricula that have been introduced in Sweden and Finland. To meet these challenges new teacher training programmes will be needed, and we recommend that computational thinking and computing concepts be introduced into the core subject content of teacher education programmes in order to better prepare teachers to meet the educational demands of our increasingly digitalised society.
ER  - 

TY  - BOOK
T1  - Structural Injustices in Swedish Education: Academic Selection and Educational Inequalities
A1  - Beach, Dennis
PY  - 2018
DO  - 10.1007/978-3-319-95405-9
LA  - eng
PB  - Springer Publishing Company
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - While Sweden is often viewed as a benchmark for equality within education, this book examines this assumption in greater depth. The author argues that Sweden’s education system – even prior to the global spread of neoliberalism in education, meta-policies and privatization – was never particularly equal. Instead, what became apparent was a system that offered advantages to the upper social classes under a sheen of meritocracy and tolerable inequalities. Combining ethnographic and meta-ethnographic methodologies and analyses, the author examines the phenomenon of structural injustice in the Swedish education system both vertically and diachronically across a period of intensive transformation and reform. This revealing volume offers a mode of engagement that will be of value and interest to researchers and students of injustices within education, as well as policy makers and practitioners.
ER  - 

TY  - CHAP
T1  - Biomedical Engineering Education, Virtual Campuses and the Bologna Process
T2  - 11th Mediterranean Conference on Medical and Biomedical Engineering and Computing 2007
A1  - Salerud, Göran
A1  - Ilias, Michail
PY  - 2007
SP  - 1122
EP  - 1125
DO  - 10.1007/978-3-540-73044-6_290
LA  - eng
PB  - Berlin, Heidelberg : Springer Berlin/Heidelberg
KW  - medicine
AB  - Higher education in Europe can be divided into before and after the Bologna Declaration, the most revolutionary process in modern education. Biomedical engineering, an emerging “subject” during the last 40 years, strongly interdisciplinary, fragmented and lacking of international coordination, may benefit from this harmonization process. An early initiative such as BIOMEDEA has made a contribution through proposing biomedical engineering foundations for building a common curriculum among higher education institutions. A common curriculum would presumably contribute to student and teacher mobility, certification and accreditation and as a consequence promote increased international employability. The virtual campus action extends or adds values to already existing educational exchange networks such as Erasmus, important in student mobility and educational harmonization and recognition. A virtual education dimension is added to European co-operation, encouraged through the development of new organisational models for European institutions, promoting virtual mobility and recognition. Virtual campuses may have a possibility to bridge the gaps in national BME curricula all with respect to the action towards a consensus on European guidelines for the harmonization. The evaluation of the e-curricula is conformant with the roadmap of BME courses as defined by BIOMEDEA. Most courses are classified as second cycle courses on a Master level, supporting that studies in BME could be a continuation from cycle one. Learning environment and the students learning outcome, points towards a strong teacher-centred approach to learning. The transparency at all levels are low, a factor that might influence recruiting potential students to a programme, especially those students with working experience and an international background. To fulfil the Bologna Declaration and other steering documents for the higher education in an expanding European future there are still tasks to be solved regarding recognition, legalisation, pedagogical issues and employability looking for a harmonized solution.
ER  - 

TY  - CONF
T1  - Teacher Pioneers in the Introduction of Computing Technology in Swedish Upper Secondary School
T2  - History of Nordic Computing 3Third IFIP WG 9.7 Conference, HiNC 3, Stockholm, Sweden, October 18-20, 2010, Revised Selected Papers
A1  - Rolandsson, Lennart
PY  - 2011
SP  - 159
EP  - 167
DO  - 10.1007/978-3-642-23315-9_18
LA  - eng
PB  - Boston : Springer
KW  - curriculum development
KW  - education in computing
KW  - programming
KW  - system architecture
KW  - teacher
KW  - upper secondary school
AB  - The paper elaborates on programming and computing 1970 to 1983 in the Swedish upper secondary school. Articles from contemporary journals and firsthand text sources are used. During that period, programming never qualified as a separate subject; it was a tool for problem solving in engineering, economics, and mathematics, and did become a literacy subject in its own right. Early adopters of computers in education became important pioneers in the production of discourses about “how-to” and “what-to” teach. The diffusion of computer technology was substantiated in a curriculum for computing in natural sciences, which embraced programming.
ER  - 

TY  - CONF
T1  - Primary School Teachers' Image of a Mathematics Teacher
T2  - Views and Beliefs in Mathematics Education
A1  - Palmér, Hanna
PY  - 2015
SP  - 121
EP  - 132
DO  - 10.1007/978-3-658-09614-4_10
LA  - eng
PB  - Wiesbaden : Springer
KW  - mathematical education
KW  - matematikdidaktik
AB  - The results presented in this paper derive from a longitudinal case study of seven novice primary school mathematics teachers’ professional identity development. In the study it was found that thisprofessional identity development did not include becoming a mathematics teacher.A primary school teacher in Sweden, like in many other countries, teaches many subjects but, at the same time they are the first teachers to teach mathematics to the school children. In the paper it will be shown how the noviceprimary school teachers’ image of a mathematics teacher preventedthem from developinga sense of themselves asmathematics teachers.
ER  - 

TY  - CHAP
T1  - Teaching in Different Spaces: How Educators and Teachers Work Together in Full-Day Schools
T2  - Extended Education from an International Comparative Point of View
A1  - Schuler Braunschweig, Patricia
A1  - Elvstrand, Helene
A1  - Kappler, Christa
A1  - Söderman Lago, Lina
A1  - Jansson, Magnus
A1  - Chiapparini, Emanuela
PY  - 2019
SP  - 85
EP  - 99
DO  - 10.1007/978-3-658-27172-5_7
LA  - eng
PB  - Wiesbaden : Springer
AB  - Professionals in all-day schools and in leisure time centres strive to purposefully extend the curriculum in the classroom with extracurricular activities. Extracurricular activities are more or less organized activities outside of the traditional teaching lessons during a regular school day and include supervised games, free play, and structured lessons organized before and after lunchtime. These activities are held at the school building. Such activities are added to children’s school days, making them more integrated to maximize social and cognitive learning for students and to enhance educational development. Education at school is extended in time and space, taught by professionals. The multi-professional cooperation among classroom teachers and extracurricular activities teachers is seen as powerful but can be rife with tension as professional boundaries are crossed. Data from interviews with classroom teachers and extracurricular activities teachers focusing on the meaning of extended education in newly organized all-day schools in urban Switzerland (n=32) and in Sweden (n=18) is analyzed using Grounded Theory Methods and viewed as a field for negotiating professional responsibilities. Despite different traditions in all day schooling, a lack of understanding of the other profession is a hindering factor for a symmetrical professional cooperation in both countries.
ER  - 

TY  - CHAP
T1  - Examining Children’s and Adults’ Ways of Looking in Kindergarten: An Analysis of Documented Observations from the 1930s
T2  - Documentation in Institutional Contexts of Early Childhood
A1  - Lindgren, Anne-Li
A1  - Grunditz, Sofia
PY  - 2020
SP  - 147
EP  - 165
DO  - 10.1007/978-3-658-28193-9_8
LA  - eng
PB  - Wiesbaden : Springer
KW  - child
KW  - student teacher
KW  - looking practices
KW  - documentation
KW  - observation
KW  - observer
KW  - observed
KW  - historical analysis
KW  - froebelian pedagogy
KW  - early childhood education
KW  - förskoledidaktik
AB  - There has been a long tradition of documenting activities in early educational settings. In this chapter, we analyse documentation from a preschool context in Sweden during the 1930s to explore the ways in which student teachers described children’s ways of looking. The Vienna-based child psychologist Elsa Köhler (1879–1940) was invited to the small town of Norrköping and stimulated the student teachers to perform this documentation. There are more than 370 handwritten documents preserved in the city archive. We use the children as the focal point of an analysis based on how student teachers documented what the children looked at and how they looked. This means that the results show the interaction between children and adults from a perspective that takes children’s actions as the starting point. The analysis shows how the children acknowledged the observing student teachers and trained teachers who were in the events observed, how children took an interest in the student teachers’ and teachers’ observing practices, and how the children tried out and performed similar practices. We want to stress the importance of including the children in the intricate web of social interaction that is enabled by this approach to analysis, and how it makes available unexpected descriptions of both children’s and adults’ looking practices in institutional settings in the past.
ER  - 

TY  - CONF
T1  - What name are we? Global citizenship education for whom? Response to Madeleine Arnot.
T2  - Values, religions and education in changing societies
A1  - Sporre, Karin
PY  - 2010
SP  - 67
EP  - 74
DO  - 10.1007/978-90-481-9628-9_7
LA  - eng
PB  - Dordrecht : Springer
KW  - global citizenship education
KW  - human dignity
KW  - situated knowers
KW  - north-south dialogue
KW  - gendered ethics
AB  - In this chapter aspects on a global citizenship education are discussed against the background of postcolonial relationships between North and South. This raises questions concerning the “situatedness” of us as knowers and how we position ourselves in North and South. I argue that the relationship to the global is different and varies, meaning that it matters where we are situated when discussing global citizenship education. When discussing this I draw on the critical feminist discussion on epistemology, my own praxis of having initiated and led student and teacher exchanges, and actively participated in research cooperation between Sweden and South Africa. Further, having a background in ethics and in feminist theology I reflect over resources for an empowering ethics within global citizenship education.
ER  - 

TY  - CHAP
T1  - Modelling from the Perspective of Commognition – An emerging framework
T2  - Teaching mathematical modelling
A1  - Bergman Ärlebäck, Jonas
A1  - Frejd, Peter
PY  - 2013
SP  - 47
EP  - 56
DO  - 10.1007/978-94-007-6540-5_3
LA  - eng
PB  - Dordrecht : Springer Netherlands
KW  - education
KW  - applications of mathematics
KW  - learning & instruction
AB  - This bookprovides readers with an overview of recent international research and developments in the teaching and learning of modelling and applications from a variety of theoretical and practical perspectives. There is a strong focus on pedagogical issues for teaching and learning of modelling as well as research into teaching and practice. The teaching of applications of mathematics and mathematical modelling from the early years through primary and secondary school and at tertiary level is rising in prominence in many parts of the world commensurate with an ever-increasing usage of mathematics in business, the environment, industry and everyday life. The authors are all members of the International Community of Teachers of Mathematical Modelling and Applications and important researchers in mathematics education and mathematics. The book will be of interest to teachers, practitioners and researchers in universities, polytechnics, teacher education, curriculum and policy.
ER  - 

TY  - CHAP
T1  - A Critical Review of Ideology, Policy and Circumstances in the Swedish Context Related to Inclusive Education Organisational Climate and Students’ Wellbeing
T2  - Special Educational Needs and Inclusive Practices
A1  - Westling Allodi, Mara
PY  - 2017
SP  - 97
EP  - 116
DO  - 10.1007/978-94-6300-857-0_6
LA  - eng
PB  - Rotterdam : Sense Publishers
KW  - learning environment
KW  - educational policy
KW  - educational interventions
KW  - teacher-student relationships
KW  - inclusive education
KW  - narcissistic culture
KW  - specialpedagogik med inriktning mot utbildningsvetenskap
KW  - special education with a focus on educational science
AB  - The learning environment in the classroom with its daily interactions involves processes that can be developed and utilised to strengthen educational environments, preventing difficulties and enhancing learning for the students. Yet the classroom environments are imbedded in educational organisations that are influenced by local and national policies and by societal factors as ideologies and values. Based on analyses of reforms introduced in the Swedish Educational system and of their effects, this paper will analyse influences on the educational organisation that may thwart the traditionally agreed upon humanistic values of fairness and equity, and therefore may counteract the efforts to build developmentally healthy and effective learning environments. In planning interventions for more inclusive and successful learning environments in school, it would be opportune to consider the influence of organizational factors at broader levels, if they represent forces and values to combat.
ER  - 

TY  - CHAP
T1  - Questions and answers, a seesaw and embodied action: how a preschool teacher and children accomplish educational practice
T2  - Children’s Knowledge-In-Interaction
A1  - Dalgren, Sara
PY  - 2016
SP  - 37
EP  - 56
DO  - 10.1007/978-981-10-1703-2_3
LA  - eng
PB  - Singapore : Springer
KW  - förskolan
KW  - pedagogisk metodik
KW  - social interaktion
KW  - inlärning
KW  - sverige
AB  - In the educational practice of the Swedish preschool, teaching and learning often take place in everyday activities and are intertwined with play and care. This chapter examines how this educational practice is accomplished by a Swedish preschool teacher and three children in interaction. More specifically, the present chapter shows how complex physical concepts are incorporated into early childhood education through a playful seesaw activity. In the analysis of the video-recorded activity, this chapter demonstrates how question-answer sequences function as important interactional and educational resources for the participants when they organize their interaction. Through question-answer sequences, vis-á-vis a seesaw and embodied action, it becomes possible for the preschool teacher to capture and direct the children’s attention towards physical phenomena, in line with the curriculum, as well as create a shared experience of these physical phenomena in playful practice. Thus, this chapter displays how teaching and learning are intertwined with play, in situ, in preschool practice.
ER  - 

TY  - CHAP
T1  - Time to Tell More Stories: Children, Democracy and Education in Movement
T2  - Challenging Democracy in Early Childhood Education<em> </em>
A1  - Ungerberg, Kristin
PY  - 2019
SP  - 141
EP  - 151
DO  - 10.1007/978-981-13-7771-6
LA  - eng
PB  - Singapore : Springer
AB  - The purpose of this chapter is to highlight and challenge a dominant contemporary perspective regarding children in relation to education, learning and democracy. This perspective primarily puts economic and future-oriented ideas in focus. Scholars are now claiming that this perspective has become so prominent that it many times is assumed as the only true, right and possible alternative. In relation to this I find it interesting to contest this dominant discourse by proposing an alternative approach where a more inclusive and pluralistic idea highlights individual differences and diverse worldviews.The chapter provides a review of key literature where the different approaches are highlighted. By introducing two vignettes, drawn from a doctoral study in Sweden, the two approaches are discussed in relation to different consequences. The conclusion opens up for a discussion concerning the role of the child and the teacher, but also a discussion with a democracy aspect concerning education based on predetermined goals and consensus or based on inclusion and diversity.
ER  - 

TY  - CHAP
T1  - Teacher Education in Sweden: Revisiting the Swedish Model
T2  - Teacher Education in the Global Era
A1  - Hellstén, Meeri
A1  - Mickwitz, Larissa
A1  - Scharfenberg, Jonas
PY  - 2020
SP  - 99
EP  - 114
DO  - 10.1007/978-981-15-4008-0_7
LA  - eng
PB  - Singapore : Springer
KW  - higher education
KW  - teacher education
KW  - globalization
KW  - education
AB  - The advent of globalization is one of the most transformational projects in modern society. As such, its impact has been urgently sensed in the field and the institutions of education, which are publicly recognized as the most effective instrument in nation building.
ER  - 

TY  - CHAP
T1  - A Competent Workforce. Reflections on Shifts and Transformations in Swedish Early Childhood Teacher Education.
T2  - In: Boyd W., Garvis S. (eds) International Perspectives on Early Childhood Teacher Education in the 21st Century.
A1  - Karlsson Lohmander, Maelis
A1  - Garvis, Susanne
PY  - 2021
SP  - 181
EP  - 197
DO  - 10.1007/978-981-16-5739-9_12
LA  - eng
PB  - Singapore : Springer
AB  - Early childhood education and the qualification of the workforce have received considerable attention in the past decades. In a context where international policy drivers have influenced the Swedish education, preschool teacher education has been subject to several reforms. Issues of quality of preschool education and the qualifications needed to work with young children have often come under scrutiny in both public and political debate. This chapter reflects on major characteristics in the history of Swedish preschool and preschool teacher education with a focus on societal/policy shifts and transformations and on the personnel working with young children and their expected competences.
ER  - 

TY  - BOOK
T1  - Teaching and Learning about Technological Systems: Philosophical, Curriculum and Classroom Perspectives
PY  - 2022
DO  - 10.1007/978-981-16-7719-9
LA  - eng
PB  - Springer Nature
KW  - technological system
KW  - engineering education
KW  - stem education
KW  - teacher education and technology
KW  - teacher conceptions about technological systems
KW  - primary education and technology
KW  - secondary education and technology
KW  - k-12 education and technology
KW  - systems thinking
KW  - systems theory
KW  - systems concept
KW  - control theory
KW  - engineering design
KW  - models of technological systems
KW  - systems thinking and electronics studies
KW  - robotics and education
KW  - infrasystem
KW  - sustainable development
AB  - This book discusses the teaching and learning about technological systems in technology education and adjacent curriculum areas. It describes, analyzes and synthesizes contemporary research on technological systems in technology education. By delving into the philosophy, sociology and history of technology, technology education and the learning and teaching of technological systems, it summarizes prior research and analyzes new research. This book thereby serves as a resource and reference work for professionals in this area of research and education.
ER  - 

TY  - CHAP
T1  - Feedback in Technological Systems
T2  - Teaching and Learning about Technological Systems
A1  - Hallström, Jonas
PY  - 2022
SP  - 153
EP  - 170
DO  - 10.1007/978-981-16-7719-9_8
LA  - eng
PB  - Singapore : Springer
KW  - student conception
KW  - control theory
KW  - feedback mechanism
KW  - technological system
KW  - technology teacher education
AB  - Feedback mechanisms make control of systems automatic and are thus inherent features of many technologies that surround us in our daily lives. Feedback is thus considered important to understand in technology education, although it isregarded as difficult and often not introduced to students until upper secondary level. Given the central role of feedback in technology and engineering, it is surprising that there is virtually no research on how students of any age conceive of and/or learnabout feedback in the technology and engineering education literature. The aim of this chapter is to report a two-cycle intervention to improve Swedish secondary pre-service technology student teachers’ conceptions of feedback in technological systems and to generalize some possible suggestions based on this study. Eleven student teachers altogether took part in the two cycles of the intervention, taking a pre-test prior to it and a post-test afterwards. Although this is a small sample, overall the findings indicate that the student group as a whole performed slightly better in the post-test than in the pre-test, which was particularly obvious in cycle 1. Incycle 2, the students did not perform quite as well in the post-test as in the pre-test, despite an improved intervention based on the findings in cycle 1. The findings also suggest that some teachers understood the systemic aspects of feedback mechanisms better after the intervention. On the other hand, no student reached an expanded understanding, and most conceptions were rather vague. Furthermore, there was a general lack of atomistic conceptions, for example, sensors and how they work in a control system. This study thus confirms previous research about the lack of essential device knowledge among student teachers.
ER  - 

TY  - CHAP
T1  - The Right to Education in Sweden
T2  - A Comparative Analysis of Systems of Education Law
A1  - Ryffé, David
PY  - 2024
SP  - 335
EP  - 359
DO  - 10.1007/978-981-97-1052-2_17
LA  - eng
PB  - Singapore : Springer
AB  - In light of the growing interest in comparative and international studies, including the law, this book should be of interest to university faculty and classes, whether involved in teacher preparation or educational leadership; legal practitioners; and university libraries as a reference book serving as a companion to some of the other volumes in this series.  The purpose of this proposed volume, then, is to enhance educator awareness of issues involving the status of the right to education as guaranteed by various legal systems throughout the world.
ER  - 

TY  - CHAP
T1  - Experts’ Views on the Role of the ‘T’ and ‘E’ in Integrated STEM Education and Implications for Out-of-Field Teaching
T2  - Locating Technology Education in STEM Teaching and Learning
A1  - Hallström, Jonas
A1  - Norström, Per
A1  - Schönborn, Konrad
PY  - 2024
SP  - 237
EP  - 248
DO  - 10.1007/978-981-97-1995-2_15
LA  - eng
PB  - Singapore : Springer Nature
KW  - teknik och lärande
KW  - technology and learning
KW  - teknikvetenskapens lärande och kommunikation
KW  - education and communication in the technological sciences
KW  - experts’ views
KW  - integrated stem teaching
KW  - technology education
KW  - engineering education
AB  - The STEM acronym permeates educational research and practice. While the potential pedagogical merits of STEM as an opportunity to integrate knowledge from the contributing disciplines and achieve a holistic understanding are well-documented, little is known about how out-of-field teachers contend with contributing to such a vision in practice. With an intended audience of STEM teacher practitioners in mind, this chapter focuses on international expert views of technology (T) and engineering (E) in out-of-field teaching of integrated STEM. The presented views were solicited from experienced international researchers, education practitioners, and professionals in science, technology, engineering, and mathematics. Experts’ views emerged as five overarching themes that primarily identified: the importance of maintaining subject integrity, the implicit nature of technology and engineering in teaching activities, the centrality of engineering design processes, the necessity of collaboration and cooperation, and the need for specialised teacher competence. The emergent views have practical implications regarding engineering design and design-based teaching for informing curriculum design, teacher education programmes, as well as STEM textbooks and resource composition. The chapter closes by illuminating the question as to whether integrated STEM remains a sought epistemological position or only a method to teach STEM subjects, a dilemma whereupon our future work with STEM experts shall continue to explore.
ER  - 

TY  - CHAP
T1  - Prerequisites for Policy and Practice in School–University Partnerships in Sweden: Short- and Long-Term Incentives for Taking Responsibility
T2  - Creating, Sustaining, and Enhancing Purposeful School-University Partnerships
A1  - Berglund, Helena
A1  - Sivhed, Elna
A1  - Granbom, Martin
A1  - Smidfelt, Linda
A1  - Neuhaus, Sinikka
PY  - 2024
SP  - 301
EP  - 318
DO  - 10.1007/978-981-99-8838-9_16
LA  - eng
PB  - Singapore : Springer
AB  - Teacher education for upper secondary school in Sweden is mainly university-based but with parts of the studies as school-based courses. To tackle the main obstacles to pre-service teachers’ placements, and to strengthen collaboration regarding quality and collaborative research, a new national policy is being implemented, which changes the prerequisites for collaboration between schools and universities. This chapter presents an overview of how policy and practice affect incentives in terms of short- and long-term goals of the various actors in collaborations between schools and Lund University. Through an example of practising teachers taking ownership of research, we outline the prerequisites and possibilities for such initiatives to help mend the gaps between schools and university. Tensions can arise, expressed in the form of difficulties in bridging gaps between regulations, prerequisites, and views on knowledge. We aim to find our way forward using the new policy as a stepping stone. We use frame-factor perspectives to reflect on how to navigate in relation to various incentives and goals in policy and practice, and how to induce common responsibility for students’ school-based education and collaborative research to develop proactive long-term planning in which tension and concerns can be averted.
ER  - 

TY  - JOUR
T1  - Five preschool curricula - comparative perspective
T2  - International Journal of Early Childhood
SN  - 0020-7187
A1  - Pramling Samuelsson, Ingrid
A1  - Sheridan, Sonja
A1  - Williams, Pia
PY  - 2006
VL  - 1
IS  - 38
SP  - 11
EP  - 29
DO  - 10.1007/BF03165975
LA  - eng
KW  - preschool
KW  - curriculum
KW  - early childhood
KW  - reggio emilia
KW  - te whariki
KW  - high/scope
AB  - In recent years the OECD has undertaken the evaluation of early childhood education and care (ECEC) on behalf of ministers of education in a number of countries in order to support quality improvement in this field. This article is based on a workshop for the national coordinators of early childhood policy in Sweden, 2003, which dealt with Curriculum and Pedagogy in Early Childhood Education. The five curricula presented were Reggio Emilia, Te Whãriki, Experiential Education, High/Scope and the Swedish National Curriculum for Preschool. The aim of this article is to compare these curricula, establishing similarities and differences discussing quality aspects and problematising the general and the cultural specifics of each curriculum per se and in relation to the others. A further aim is to raise awareness of curriculum questions in connection with children’s learning and development. The article is based on a pedagogical perspective of quality, which takes the perspective of the child and focuses on what is best for a child’s learning and development in a specific culture. The results of the analysis show that the five curricula are of high quality in relation to each country’s culture. High quality in preschool means giving the children a good start in life. The unique and competent child has rights of its own and should be treated with respect. In focus are the individual child’s opportunities for building up knowledge and expressing their understanding of the surrounding world. High quality is also related to the competent and professional teacher with theoretical and pedagogical knowledge.
ER  - 

TY  - JOUR
T1  - Mental health and academic performance: a study on selection and causation effects from childhood to early adulthood
T2  - Social Psychiatry and Psychiatric Epidemiology
SN  - 0933-7954
A1  - Agnafors, Sara
A1  - Barmark, Mimmi
A1  - Sydsjö, Gunilla
PY  - 2020
VL  - 56
EP  - 56
DO  - 10.1007/s00127-020-01934-5
LA  - eng
PB  - : D. Steinkopff-Verlag
KW  - children
KW  - education
KW  - mental health
KW  - socio-economic status
KW  - social selection
KW  - social causation
AB  - Purpose An inverse relationship between mental health and academic achievement is a well-known phenomenon in the scientific literature. However, how and when this association develops is not fully understood and there is a lack of longi- tudinal, population-based studies on young children. Early intervention is important if associations are to be found already during childhood. The aim of the present study was to investigate the development of the association between mental health and academic performance during different developmental periods of childhood and adolescence. Methods Data from a longitudinal birth cohort study of 1700 children were used. Child mental health was assessed through mother’s reports at age 3, and self-reports at age 12 and 20. Academic performance was assessed through teacher reports on educational results at age 12 and final grades from compulsory school (age 15–16) and upper secondary school (age 18–19). The association between mental health and academic performancewas assessed through regression models. Results The results indicate that social selection mechanisms are present in all three periods studied. Behavioral and emo- tional problems at age 3 were associated with performing below grade at age 12. Similarly, mental health problems at age 12 were associated with lack of complete final grades from compulsory school and non-eligibility to higher education. Academic performance at ages 15 and 19 did not increase the risk for mental health problems at age 20. Conclusion Mental health problems in early childhood and adolescence increase the risk for poor academic performance, indicating the need for awareness and treatment to provide fair opportunities to education.
ER  - 

TY  - JOUR
T1  - Working in preschool increases the risk of hearing-related symptoms: a cohort study among Swedish women
T2  - International Archives of Occupational and Environmental Health
SN  - 0340-0131
A1  - Fredriksson, Sofie
A1  - Kim, Jeong-Lim
A1  - Torén, Kjell
A1  - Kähäri, Kim R.
A1  - Söderberg, Mia
A1  - Persson Waye, Kerstin
A1  - Magnusson, Lennart
PY  - 2019
VL  - 8
IS  - 92
SP  - 1179
EP  - 90
DO  - 10.1007/s00420-019-01453-0
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - difficulty perceiving speech
KW  - hyperacusis
KW  - occupational noise
KW  - sound-induced auditory fatigue
KW  - stressful-working conditions
KW  - tinnitus
AB  - © 2019, The Author(s). Purpose: To assess whether working in preschools increases the risk of hearing-related symptoms and whether age, occupational noise, and stressful working conditions affect the risk. Methods: Questionnaire data on hearing-related symptoms were analysed in women aged 24–65 (4718 preschool teachers, and 4122 randomly selected general population controls). Prevalence and risk ratio (RR) of self-reported hearing loss, tinnitus, difficulty perceiving speech, hyperacusis and sound-induced auditory fatigue were assessed by comparing the cohorts in relation to age and self-reported occupational noise and stressful working conditions (effort–reward imbalance and emotional demands). RR was calculated using log-binomial regression models adjusted for age, education, income, smoking, hearing protection, and leisure noise. Incidence rates and incidence rate ratios (IRR) were calculated for retrospectively reported onset of all symptoms except sound-induced auditory fatigue. Results: Compared to the controls, preschool teachers had overall more than twofold RR of sound-induced auditory fatigue (RR 2.4, 95% confidence interval 2.2–2.5) and hyperacusis (RR 2.3, 2.1–2.5) and almost twofold for difficulty perceiving speech (RR 1.9, 1.7–2.0). Preschool teachers had a threefold IRR of hyperacusis (IRR 3.1, 2.8–3.4) and twofold for difficulty perceiving speech (IRR 2.4, 2.2–2.6). Significantly although slightly less increased RR and IRR were observed for hearing loss and tinnitus. RR and IRR were generally still increased for preschool teachers when stratified by age and occupational exposure to noise and stress. Conclusions: This large cohort study showed that working as preschool teacher increases the risk of self-reported hearing-related symptoms, indicating a need of preventative measures.
ER  - 

TY  - JOUR
T1  - Do teachers’ beliefs about the nature and learning of mathematics affect students’ motivation and enjoyment of mathematics?: Examining differences between boys and girls across six countries
T2  - European Journal of Psychology of Education
SN  - 0256-2928
A1  - Radišić, Jelena
A1  - Buchholtz, Nils
A1  - Yang Hansen, Kajsa
A1  - Liu, Xin
A1  - Kaarstein, Hege
PY  - 2024
IS  - 39
SP  - 1587
EP  - 1613
DO  - 10.1007/s10212-024-00809-6
LA  - eng
PB  - : Springer Science and Business Media B.V.
KW  - motivation
KW  - enjoyment of mathematics
KW  - teacher beliefs
KW  - primary school
KW  - gender
AB  - Mathematics teachers’ beliefs are central to mathematics teaching and student learning. Because different aspects of motivation and affect—particularly enjoyment—primarily develop within the classroom context, examining how different teachers’ beliefs may affect student outcomes in mathematics is imperative. The current study examines teachers’ beliefs about the nature and learning of mathematics in connection to students’ motivation (i.e. intrinsic value, utility value and perceived competence) and enjoyment of mathematics across different settings by considering students’ mathematics achievement, gender and classroom composition (i.e. socioeconomic and behavioural). Data were collected from 3rd- and 4th-grade mathematics teachers (N = 686) and their students (N = 11,782) in six countries (i.e. Norway, Finland, Sweden, Portugal, Estonia and Serbia). A two-level structural equation modelling technique (TSEM) (i.e. student level and classroom level) with random slopes was employed to address our research questions. The results indicate that students’ intrinsic value and perceived competence positively relate to their enjoyment of mathematics in all six countries. Teachers’ beliefs about the nature and learning of mathematics moderate the within-classroom relationship between boys and girls and the motivation and enjoyment of learning mathematics in Portugal and Norway. Unlike boys, girls consistently perceive themselves as less competent in mastering mathematics, even in primary school. Classroom socioeconomic composition had a more pronounced influence on teachers’ beliefs in Sweden, Norway and Serbia. In relation to teachers’ beliefs, classroom behavioural composition was relevant in Estonia and Sweden. In Finland and Norway, classroom composition was essential to boys’ and girls’ differential motivation and enjoyment of mathematics learning. 
ER  - 

TY  - JOUR
T1  - Across Textual Landscapes: The Role of Affect During Digital Reading Encounters
T2  - Children's Literature in Education
SN  - 0045-6713
A1  - Hermansson, Carina
A1  - Olin-Scheller, Christina
PY  - 2022
IS  - 53
SP  - 327
EP  - 342
DO  - 10.1007/s10583-022-09502-y
LA  - eng
PB  - : Springer
KW  - early childhood education
KW  - reading
KW  - digital narratives
KW  - affect
KW  - comparative literature
KW  - teacher education and education work
AB  - This article addresses questions related to how the change in the textual landscape, from paper-based books to electronic books, has an effect on the teaching of reading in early childhood classrooms as well as how the digital devices relate to different aspects of reading instruction. Drawing on the theoretical concept of affect, the purpose is to expand knowledge about processes of experiencing literary digital texts that are enacted and produced in a Swedish classroom when the teacher and the six-year-old students encounter digital narrative texts. The study draws on ethnographical methods to collect empirical material using video recording, field notes, and small interviews with children. The documentation includes both individual and collaborative reading of digital narratives. Discussed in the intersection between envisionment and affect, the results show that e-book activities create multiple and differing processes of reading. The metacognitive processes initiated by the teacher's instruction of reading strategies create a distance between the student and the text, while processes of embodied sense-making create a closeness to the text that seems to be vital when the students encounter digital narratives and text worlds. These findings may contribute to educational as well as edu-political discussions about pedagogical rationales for e-book activities in which the dynamic and essential relation between body, space, and reading is made prominent.
ER  - 

TY  - JOUR
T1  - "Whatever Happened to the Social Dimension?": Aspects of Learning in a Distance-based Teacher Training Programme
T2  - Education and Information Technologies
SN  - 1360-2357
A1  - Olofsson, Anders D.
A1  - Lindberg, J. Ola
PY  - 2006
VL  - 1
IS  - 11
SP  - 7
EP  - 20
DO  - 10.1007/s10639-005-5716-2
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - teacher training
KW  - ict
KW  - social dimension
KW  - education
AB  - In this article we discuss distance-based teacher trainees' understandings of learning and education in a computerised learning environment. Educational research today often stresses the importance of a social dimension in learning and education and computerised learning environments are said to create and fulfil the social dimension in on-campus education as well as in distance education. This social dimension of learning and education is investigated, in a Swedish distance-based teacher training programme supported by ICT, through semi-structured interviews with 19 teacher trainees. The study shows that there is a complex relationship between the use of the computerised learning environment and the physical meetings in the programme. One conclusion is that, even though theories emphasise the social dimension of learning through participation, teacher trainees view participation with others as important primarily in relation to social aspects of well-being and not in relation to learning. The use of ICT for creating a community of learners through participation seems to individualise the students' learning rather than bringing them together in their learning.
ER  - 

TY  - JOUR
T1  - Situating ICT in early childhood teacher education
T2  - Education and Information Technologies
SN  - 1360-2357
A1  - Masoumi, Davoud
PY  - 2020
VL  - 3
IS  - 26
SP  - 3009
EP  - 3026
DO  - 10.1007/s10639-020-10399-7
LA  - eng
PB  - : Springer
KW  - pre-service teachers . teacher educators . ict integration . digital competence . early childhood education . teacher education programme
KW  - innovative learning
KW  - innovativt lärande
AB  - Preparing the next generation of preschool teachers who can integrate and make use of ICT to capitalise on and develop young children’s digital competences remains a challenging goal for teacher education programmes (TEP). Given the current gaps in the literature, this study aims to expand and deepen our understanding of the extent to which early childhood pre-service teachers encounter ICT during their training and how they are prepared to use digital technologies in their future practices. The empirical data was generated through a focus group study with pre-service teachers and interview with their teacher educators at an institution of higher education in Sweden. The findings of the study suggest that pre-service teachers feel they have not been adequately prepared to integrate ICT into their future educational practices in preschool. Teacher educators, however, demonstrated a completely different perspective, highlighting a variety of initiatives that they were implementing to prepare the next generation of preschool teachers to use digital technologies. It will discuss why pre-service teachers, unlike teacher educators, feel they are not being adequately prepared to use digital technologies in early childhood education. The study also provides a detailed account of the varied procedures involved in preparing pre-service teachers’ digital competences and makes recommendations to teacher educators on how to enhance future preschool teachers’ TPACK.
ER  - 

TY  - JOUR
T1  - Teacher observations of programming affordances for K-12 mathematics and technology
T2  - Education and Information Technologies
SN  - 1360-2357
A1  - Humble, Niklas
PY  - 2021
VL  - 4
IS  - 27
SP  - 4887
EP  - 4904
DO  - 10.1007/s10639-021-10811-w
LA  - eng
PB  - : Springer Nature
KW  - programming
KW  - teaching and learning
KW  - k-12 education
KW  - afordances
KW  - teacher perspective
AB  - With future shortage of professionals with programming and computing skills, many countries have made programming part of kindergarten – grade 12 curriculum (K-12). A possible approach is to make programming part of an already existing subject. Sweden has chosen this approach and in 2017 programming was integrated in the subject content of K-12 mathematics and technology. Integrating programming is at the expense of extra workload on teachers. Teachers afected by these changes will face new challenges in their teaching and learning activities. The aim of the study is to examine K-12 teachers’ use and perceived afordances of programming as a tool for teaching and learning activities in mathematics and technology. Data were collected through focus group discussions with three teacher teams in mathematics and technology from three K-12 schools in the mid Sweden region. 21 teachers participated in the study. Thematic analysis with a mixture of deductive and inductive coding were used to analyse the data. Theory of afordances was used to structure fndings in themes of interests and answer the study’s aim and research questions. Results show that the teachers use a variety of programming tools in their teaching and learning activities. The use of programming in mathematics and technology can be understood in fve main perceived afordances: 1) Play, 2) Discovery, 3) Adaptation, 4) Control, and 5) Freedom; which relate to both student motivation and subject content. Teachers also perceive obstacles and opportunities in using programming, that relates to diferent programming tools’ ability to support teaching and learning activities. The fndings of this study can be drawn upon by teachers and other stakeholders in the integration of programming in K-12 education, and in the design of teaching and learning activities with programming.
ER  - 

TY  - JOUR
T1  - A conceptual model of what programming affords secondary school courses in mathematics and technology
T2  - Education and Information Technologies
SN  - 1360-2357
A1  - Humble, Niklas
PY  - 2023
VL  - 8
IS  - 28
SP  - 10183
EP  - 10208
DO  - 10.1007/s10639-023-11577-z
LA  - eng
PB  - : Springer Science and Business Media LLC
AB  - Due to increased need of professionals on the future labour market with competence in programming, many countries have integrated programming in kindergarten to grade 12 (K-12) education. In 2017, programming was integrated in Swedish primary and secondary school curriculum and the courses of Mathematics and Technology. Research has highlighted challenges in integrating programming and other new technologies, and the need for better teacher support. The aim of the study was to examine what programming affords secondary school courses in Mathematics and Technology according to teachers that use programming in these two courses. The study was conducted with a qualitative approach and collected data through interviews with 19 teachers that use programming in secondary school courses of Mathematics and/or Technology. Thematic analysis with inductive-deductive approach was used to analyse the collected data. Theory of Affordances was used to identify themes of interests in the collected material and group these into categories. Ten programming affordances are identified in this study: 1) flexibility, 2) creativity, 3) efficiency, 4) visualisation, 5) fun, 6) curiosity, 7) play, 8) holistic views, 9) fearlessness, and 10) interdisciplinary collaborations. Through discussion and comparison with previous research, these programming affordances are found to relate to three aspects of teaching and learning in secondary school Mathematics and Technology: A) support course content and learning, B) facilitate engagement and motivation, and C) foster developmental skills. The study concludes with a suggestion for a conceptual model on what programming can afford school courses in Mathematics and Technology, based on the findings of the study. Findings can be used by teachers, policymakers and other stakeholders in the integration and design of programming in secondary education.
ER  - 

TY  - JOUR
T1  - Closer to the senses in post-pandemic teacher training – Reclaiming the body in online educational encounters
T2  - Education and Information Technologies
SN  - 1360-2357
A1  - Bylund, Anna
A1  - Stenliden, Linnéa
PY  - 2023
IS  - 29
SP  - 3133
EP  - 3154
DO  - 10.1007/s10639-023-11952-w
LA  - eng
PB  - : SPRINGER
KW  - online teacher education
KW  - emergency remote teaching
KW  - online teaching
KW  - social presence
KW  - body-sensory
KW  - posthumanist
KW  - post-qualitative
AB  - This study qualitatively examines synchronous online encounters in Swedish teacher education, learning from the distance and hybrid mode triggered by the Covid-19 pandemic, conceptualized as emergency remote teaching. The separation of bodies in such online teacher education challenges participants’ sensory involvement and how they can be “present” to one another. The aim of this study is to scrutinize body-sensory dimensions of presence to enlighten online encounters in teacher training in circumstances of emergency remote teaching, as well as in contemporary and future online teacher education, generally. Online encounters were documented by video recordings during online seminars and lectures, and by diary entries and focus groups with eight teacher educators and their students. With inspiration from a posthumanist problematization of communication and post-qualitative methodology, the analytical process puts the concepts alterity and attunement to work with the data. Results show that online teaching encounters provides an altered body-sensory situation to which participants sensorily attune in different ways, bringing both positive, and troublesome affects. Different sensory attunements further involve exploiting some body-sensory dimensions (i.e. vision) when others are concealed. When performing teacher training of all levels through emergency remote teaching/online teacher education, awareness of how the material setting of online encounters affects the body and thus the didactic conditions for building meaningful relationships in the study environment, is important. Since the lived body has a key role in teachers’ professional becoming, the study suggests a critical, creative consideration of its full sensory, along with further, qualitative expansion of online teacher education.
ER  - 

TY  - JOUR
T1  - Artificial Intelligence in K-12 Education: eliciting and reflecting on Swedish teachers' understanding of AI and its implications for teaching & learning
T2  - Education and Information Technologies
SN  - 1360-2357
A1  - Velander, Johanna
A1  - Mohammed, Ahmed Taiye
A1  - Otero, Nuno
A1  - Milrad, Marcelo
PY  - 2023
IS  - 29
SP  - 4085
EP  - 4105
DO  - 10.1007/s10639-023-11990-4
LA  - eng
PB  - : Springer
KW  - ai literacy
KW  - k-12 education
KW  - teacher education
KW  - ai competence
KW  - k-12 curriculum
KW  - computer science
AB  - Uncovering patterns and trends in vast, ever-increasing quantities of data has been enabled by different machine learning methods and techniques used in Artificial Intelligence (AI) systems. Permeating many aspects of our lives and influencing our choices, development in this field continues to advance and increasingly impacts us as individuals and our society. The risks and unintended effects such as bias from input data or algorithm design have recently stirred discourse about how to inform and teach AI in K-12 education. As AI is a new topic not only for pupils in K-12 but also for teachers, new skill sets are required that enable critical engagement with AI. AI literacy is trying to close the gap between research and practical knowledge transfer of AI-related skills. Teachers' AI-related technological, pedagogical and content knowledge (TPACK) are important factors for AI literacy. However, as teachers' perspectives, beliefs and views impact both the interpretation and operationalisation of curriculum. this study explores teachers' and teacher educators' understanding and preconceptions of AI to inform teacher education and professional development. To gain a comprehensive understanding of teachers’ conceptualisations regarding AI an anonymous questionnaire together with focus group discussions were employed. The qualitative content analysis underpinned by the theoretical framework Intelligent TPACK reveals that teachers' AI-related content knowledge is generally gained through incidental learning and often results in pre- and misconceptions of AI. Our analysis also revealed several potential challenges for teachers in achieving core constructs of Intelligent TPACK, examples of such challenges are vague and unclear guidelines in both policy and curriculum, a lack of understanding of AI and its limitations, as well as emotional responses related to participants' preconceptions. These insights are important to consider in designing teacher education and professional development related to AI literacy.
ER  - 

TY  - JOUR
T1  - A technical infrastructure for primary education data that contributes to data standardization
T2  - Education and Information Technologies
SN  - 1360-2357
A1  - Mohseni, Zeynab
A1  - Masiello, Italo
A1  - Martins, Rafael Messias
PY  - 2024
IS  - 29
SP  - 21045
EP  - 21061
DO  - 10.1007/s10639-024-12683-2
LA  - eng
PB  - : Springer
KW  - data standard
KW  - data pipeline
KW  - secure data pipeline
KW  - educational data
KW  - primary education
KW  - technical infrastructure
KW  - sunet drive
KW  - informatik
AB  - There is a significant amount of data available about students and their learning activities in many educational systems today. However, these datasets are frequently spread across several different digital services, making it challenging to use them strategically. In addition, there are no established standards for collecting, processing, analyzing, and presenting such data. As a result, school leaders, teachers, and students do not capitalize on the possibility of making decisions based on data. This is a serious barrier to the improvement of work in schools, teacher and student progress, and the development of effective Educational Technology (EdTech) products and services. Data standards can be used as a protocol on how different IT systems communicate with each other. When working with data from different public and private institutions simultaneously (e.g., different municipalities and EdTech companies), having a trustworthy data pipeline for retrieving the data and storing it in a secure warehouse is critical. In this study, we propose a technical solution containing a data pipeline by employing a secure warehouse—the Swedish University Computer Network (SUNET), which is an interface for information exchange between operational processes in schools. We conducted a user study in collaboration with four municipalities and four EdTech companies based in Sweden. Our proposal involves introducing a data standard to facilitate the integration of educational data from diverse resources in our SUNET drive. To accomplish this, we created customized scripts for each stakeholder, tailored to their specific data formats, with the aim of merging the students’ data. The results of the first four steps show that our solution works. Once the results of the next three steps are in, we will contemplate scaling up our technical solution nationwide. With the implementation of the suggested data standard and the utilization of the proposed technical solution, diverse stakeholders can benefit from improved management, transportation, analysis, and visualization of educational data.
ER  - 

TY  - JOUR
T1  - Teaching in a collaborative mathematic learning activity with and without a social robot
T2  - Education and Information Technologies
SN  - 1360-2357
A1  - Ekström, Sara
A1  - Pareto, Lena
A1  - Ljungblad, Sara
A1  - Pareto, Lars
PY  - 2024
IS  - 30
SP  - 1301
EP  - 1328
DO  - 10.1007/s10639-024-12926-2
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - social robots
KW  - learning-by-teaching
KW  - teaching actions
KW  - embodied  interaction
KW  - game-based mathematics learning
KW  - embodied interaction
AB  - There is a growing interest in whether social robots, which are embodied and exhibit human-like behaviour, can be used for teaching and learning. Still, very few studies focus on the teacher’s role. This study focuses on how a teacher acted in a learning-by-teaching activity with 20 children. In this small-scale field experiment, the teacher’s interactions and teaching actions were observed when the teacher scaffolded a learning activity where children played a collaborative digital mathematics game to strengthen their mathematical reasoning and conceptual understanding of arithmetic. When playing, the children were acting as tutors for a tutee, according to the learning-by-teaching principle. In one scenario, the tutee was a younger child; in the other, the tutee was a social robot. Twenty 30-minute game-playing sessions are observed, video-recorded, and transcribed.The study explores the teacher’s interactions and teaching actions in the two scenarios and discusses the results from the perspective of the teacher’s role, social norms, and teacher digital competence. The interaction and thematic analyses show similarities and characteristic differences in the teacher’s interaction patterns in the two scenarios. The teaching actions are similar on a structural level and differ regarding the types and distribution of teaching actions. In the child-child scenario, the teacher directs most teaching actions to both players, and the actions are didactic (mathematical) scaffolding. In contrast, in the child-robot scenario, the teacher only addresses the tutor, and the scaffolding is socially oriented. Implications for a teaching practice involving social robots as learning companions are discussed regarding teachers’ presence and participation, types of social robot knowledge that go beyond digital competence, and new challenges introduced by using social robots as learning companions in the classroom.The study contributes new insights into the teacher’s role and actions when teaching with a social robot in a collaborative learning situation, which is relevant for educational research and teaching practice.
ER  - 

TY  - JOUR
T1  - Early Childhood Educators' Perspectives of the Swedish National Curriculum for Preschool and Quality Work
T2  - Early Childhood Education Journal
SN  - 1082-3301
A1  - Brodin, Jane
A1  - Renblad, Karin
PY  - 2014
VL  - 5
IS  - 43
SP  - 347
EP  - 355
DO  - 10.1007/s10643-014-0657-2
LA  - eng
PB  - New York : Springer Science+Business Media B.V.
KW  - preschool
KW  - national curriculum
KW  - quality work
KW  - early childhood educators' perspectives
KW  - preschool teachers
AB  - There is today an increasing global interest in early childhood education, especially with regard to curriculum and quality work. The aim of this article is to study preschool teachers’ and child care workers’ views on the revised national curriculum for preschool in Sweden (Lpfö 98, rev. 2010), and if the educators perceive that they can conduct quality work based on the curriculum. This article is based on a web-based questionnaire distributed to all municipal preschool teachers and child care workers (in this study called educators) employed in a small municipality (n = 111). The questionnaire consisted of eight questions with 54 sub-items with five reply alternatives, including ‘don’t know’. The reply frequency was 58.6 % (n = 65). Data were compiled and processed in a computer based program. The results showed that the preschool educators were positive to the curriculum and regarded it as a tool for improving the quality in preschool. The most important factors for increasing the quality were, according to the results, the educators’ attitudes, the number of children in the group and the teacher-to-child ratio.
ER  - 

TY  - JOUR
T1  - Integrating Mathematical Learning During Caregiving Routines: A Study of Toddlers in Swedish Preschools
T2  - Early Childhood Education Journal
SN  - 1082-3301
A1  - Palmér, Hanna
A1  - Henriksson, Jenny
A1  - Hussein, Rania
PY  - 2014
VL  - 1
IS  - 44
SP  - 79
EP  - 87
DO  - 10.1007/s10643-014-0669-y
LA  - eng
PB  - : Springer
KW  - preschool
KW  - communication
KW  - preschool teachers
KW  - mathematical education
KW  - matematikdidaktik
AB  - In recent years the interest in preschool mathematics has increased. However, studies seldom focus on children under the age of three and research is scarce on the early use of mathematics observed in natural settings. This article reports a study of mathematical possibilities during diaper changing in a preschool setting. A diaper change can be a communicative moment when the child can experience mathematics with a professional preschool teacher, but it can also be a moment of mechanical routine with no pedagogical context. The intention of the study presented here was to investigate the mathematical potential preschool teachers described in relation to diaper changing and to examine the ways this potential was put into action. Both similarities and differences emerged regarding the mathematical potential preschool teachers described in relation to diaper changing and the mathematical content that they were observed to communicate. The results show that it is possible to communicate mathematical content in a pedagogical way during diaper changes, making this routine a learning opportunity for children. However, the results also show variations in the observed range and context of such communication, and therefore the potential for mathematical learning during diaper changes seems to differ widely.
ER  - 

TY  - JOUR
T1  - Multilingual Affordances in a Swedish Preschool: An Action Research Project
T2  - Early Childhood Education Journal
SN  - 1082-3301
A1  - Ljunggren, Åsa
PY  - 2015
VL  - 6
IS  - 44
SP  - 605
EP  - 612
DO  - 10.1007/s10643-015-0749-7
LA  - eng
PB  - : Springer
KW  - action research
KW  - affordance
KW  - early childhood
KW  - multilingual
AB  - This article summarizes the work and the main findings of an action research project that was conducted in an early childhood education and care setting in the city of Malmo ", Sweden in the autumn of 2013 and spring 2014. Ronnerman's model (Aktionsforskning i praktiken: for-skola och skola pa vetenskaplig grund [Action research in practice: preschools and schools on scientific basis]. Studentlitteratur, Lund, 2012) for action research was applied, and the article responds to the research question What happens when parents are involved in constructing a multilingual environment through the use of digital tools in the daily activities in preschool? The analysis was performed collectively by a researcher from the Swedish Research Schools for Preschool Teachers; a teacher with graduate diploma in special needs education, specialized in children's language development and the staff from the participating preschool. The children were aged from 1 to 3 years and had different first languages. By following, documenting, and analyzing the children's encounters with digital tools that recorded parents' verbal monologues, three main themes were identified: Moving from a question-answer pedagogy to new ways of interaction, children's awareness of the different languages in preschool, parents' and teachers' feeling of togetherness.
ER  - 

TY  - JOUR
T1  - Preschool as an Arena for Developing Teacher Knowledge Concerning Children’s Language Learning
T2  - Early Childhood Education Journal
SN  - 1082-3301
A1  - Sheridan, Sonja
A1  - Gjems, Liv
PY  - 2016
VL  - 3
IS  - 45
SP  - 347
EP  - 357
DO  - 10.1007/s10643-015-0756-8
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - preschool
KW  - children’s language learning
KW  - preschool teachers’ conceptions
KW  - comparing pedagogical work
AB  - The most important benefits of international comparisons are the indications that make hidden national characteristics visible and shed new light on the system in each country. From a comparative perspective, this article explores what Swedish and Norwegian preschool teachers emphasise as important to preschool student teachers about preschool as an arena for children’s language learning. The theoretical framework of the study is based on ecological system theories (Bronfenbrenner in The ecology of human development, Harvard University Press, Cambridge, 1979; Bronfenbrenner in Dev Psychology 22(6):723–742, 1986) and socio-cultural theories concerning language learning (Vygotsky in Thought and language, MIT Press, Cambridge, 1986). The data are produced through interviews with 69 Swedish and 35 Norwegian preschool teachers. The analyses focused on what the preschool teachers stated to be the most important elements to work with concerning children’s language learning, how and why they worked like this, and what rationales may have led to their pedagogy. The two countries seem quite alike in terms of the values embedded in early childhood education and political ideas concerning a rich childhood based on play and democratic ideals. By comparing the two countries, the results reveal differences that can lead to a deeper knowledge of cultural concepts that are often taken for granted, such as pedagogical approaches, and how these create different conditions for children’s preschool language learning.
ER  - 

TY  - JOUR
T1  - Student preschool teachers' experiences of science and its role in preschool
T2  - Early Childhood Education Journal
SN  - 1082-3301
A1  - Thulin, Susanne
A1  - Redfors, Andreas
PY  - 2016
VL  - 4
IS  - 45
SP  - 509
EP  - 520
DO  - 10.1007/s10643-016-0783-0
LA  - eng
PB  - : Springer Netherlands
AB  - This article reports on student preschool teachers’ views of science and its role in preschool. Three cohorts of students have been given a written questionnaire with open-ended questions before and after a one-semester course including science (specifically Chemistry and Physics) in a 3.5-year preschool teacher programme in Sweden. The science content in the course is integrated with other subjects and lecturers with different subject backgrounds work together in forming an integrated and meaningful context. A phenomenographic qualitative analysis of responses to the questionnaires before and after the course is presented. The analysis gave that many students equate science with biology (nature studies), and several did not adjust this view even though chemistry and physics were explicitly taught. Surprisingly few students were negative towards science, none after the course. However, several remain hesitantly positive. Most students described ‘what’ and ‘how’ perspectives of science, but few developed a synthesised view of science activities. However, there was a shift towards a more integrated perspective after the course. Also the quality and eloquence of the students’ response were noticeably improved in responses given after the course. Prior expectations and implications of the results for preschool teacher education are discussed.
ER  - 

TY  - JOUR
T1  - Competence in Transition: Swedish Early Childhood Education and Care in the Light of Policy Reforms and International Literature (1994-2023)
T2  - Early Childhood Education Journal
SN  - 1082-3301
A1  - Rossall, Maria
PY  - 2025
DO  - 10.1007/s10643-025-02071-x
LA  - eng
PB  - : Springer
KW  - competence
KW  - ecec
KW  - preschool
KW  - the competent child
AB  - Since the 1980s, the term competence has become increasingly common across sectors, including Early Childhood Education and Care (ECEC). In Sweden, reforms aimed at strengthening school readiness reshape interpretations of competence, with implications for the notion of the competent child, prevailing in Swedish ECEC since the 1990s. Competence is here understood as context-bound knowledge, experience, and ability. This study examines how competence is positioned in Swedish ECEC research in relation to international work, to show how shifting approaches to competence influence understandings of young children's agency, learning conditions, and ongoing policy development. Using a scoping review, patterns are analysed in Swedish and international publications from 1994 to 2023. The corpus comprises over 4,000 studies, including 95 single-country studies and 148 mixed-country collaborations. Nearly half of the studies stem from the United States, with Sweden ranking among the top ten worldwide. Compared with the international field, Swedish studies more strongly emphasise teachers' competencies and teacher-child relationship quality, alongside a clearer focus on children's agency and competence to participate in ECEC. The contribution is threefold: (1) it maps how competence has been conceptualized in Swedish ECEC research over three decades; (2) it shows convergences with international work while identifying Sweden's distinctive relational and agency-oriented emphases; and (3) it situates these findings within current reforms, including proposals to lower the age for compulsory schooling. The study demonstrates how competence as a concept travels across contexts and themes, clarifying how research emphases inform policy and practice for the youngest children.
ER  - 

TY  - JOUR
T1  - The meaning of mathematics instruction in multilingual classrooms: Analyzing the importance of responsibility for learning
T2  - Educational Studies in Mathematics
SN  - 0013-1954
A1  - Hansson, Åse
PY  - 2012
VL  - 1
IS  - 81
SP  - 103
EP  - 125
DO  - 10.1007/s10649-012-9385-y
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - mathematics teaching
KW  - second language learners
KW  - responsibility for learning
KW  - pedagogical segregation
KW  - hierarchical modelling with latent variables
AB  - In the multilingual mathematics classroom, the assignment for teachers to scaffold students by means of instruction and guidance in order to facilitate language progress and learning for all is often emphasized. In Sweden, where mathematics education is characterized by a low level of teacher responsibility for students' performance, this responsibility is in part passed on to students. However, research investigating the complexity of relations between mathematics teaching and learning in multilingual classrooms, as well as effect studies of mathematics teaching, often take the existence of teachers' responsibility for offering specific content activities for granted. This study investigates the relations between different aspects of responsibility in mathematics teaching and students' performance in the multilingual mathematics classroom. The relationship between different group compositions and how the responsibility is expressed is also investigated. Multilevel structural equation models using TIMSS 2003 data identified a substantial positive influence on mathematics achievement of teachers taking responsibility for students' learning processes by organizing and offering a learning environment where the teacher actively and openly supports the students in their mathematics learning, and where the students also are active and learn mathematics themselves. A correlation was also revealed between group composition, in terms of students' social and linguistic background, and how mathematics teaching was performed. This relationship indicates pedagogical segregation in Swedish mathematics education by teachers taking less responsibility for students' learning processes in classes with a high proportion of students born abroad or a high proportion of students with low socio-economic status.
ER  - 

TY  - JOUR
T1  - PISA, TIMSS and Finnish mathematics teaching: an enigma in search of an explanation
T2  - Educational Studies in Mathematics
SN  - 0013-1954
A1  - Andrews, Paul
A1  - Ryve, Andreas
A1  - Hemmi, Kirsti
A1  - Sayers, Judy
PY  - 2014
VL  - 1
IS  - 87
SP  - 7
EP  - 26
DO  - 10.1007/s10649-014-9545-3
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - finland
KW  - mathematics didactics
KW  - mathematics teaching
KW  - teacher educator conceptions
KW  - pisa
KW  - classroom norms
KW  - timss
KW  - matematikämnets didaktik
KW  - mathematics education
AB  - Finnish students’ success on all three content domains of each of the four cycles ofthe OECD’s Programme for International Student Assessment (PISA) has created muchinternational interest. It has also prompted Finnish academics to offer systemic explanationstypically linked to the structural qualities of Finnish schooling and teacher education. Lesswell-known has been the modest mathematics performance of Finnish grade 8 students on thetwo Trends in International Mathematics and Science Study (TIMSS) in which Finland hasparticipated, which, when compared with its PISA successes, has created something of anenigma. In this paper, we attempt to shed light on this enigma through analyses of Finnishmathematics classroom practice that draw on two extant data sets—interviews with Finnishteacher educators and video-recordings of sequences of lessons taught on standard topics. Dueto the international interest in Finnish PISA success, the analyses focus primarily on theresonance between classroom practice and the mathematical literacy component of the PISAassessment framework. The analyses indicate that Finnish mathematics didactics are morelikely to explain the modest TIMSS achievements than PISA successes and allude to severalfactors thought to be unique to the Finns, which, unrelated to mathematics teaching practices,may be contributory to the repeated Finnish PISA successes. Some implications for policyborrowingare discussed.
ER  - 

TY  - JOUR
T1  - Hybrids between rituals and explorative routines: opportunities to learn through guided and recreated exploration
T2  - Educational Studies in Mathematics
SN  - 0013-1954
A1  - Christiansen, Iben Maj
A1  - Corriveau, Claudia
A1  - Pettersson, Kerstin
PY  - 2022
VL  - 1
IS  - 112
SP  - 49
EP  - 72
DO  - 10.1007/s10649-022-10167-z
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - teacher decision-making
KW  - mathematics teaching
KW  - ritual
KW  - exploration
KW  - opportunities to learn
KW  - mathematics education
KW  - matematikämnets didaktik
AB  - Within the commognitive perspective, ritual and explorative routines are used in a very particular way to distinguish students’ routines according to whether they are driven by social reward or by generating a substantiated narrative. Explorative routines in this theorisation may refer not to inquiry-based activity but to the result of a student’s routine moving from being process-oriented to becoming outcome-oriented, a deritualisation. Choice of tasks as well as a teacher’s moves offer students different opportunities to engage in rituals, explorative routines and deritualisations. Through nuancing the space spanned by opportunities to engage in rituals and explorative routines respectively, we describe and contrast classroom practices in three lessons from three contexts. The lessons share a commonality in encouraging explorative routines as a starting point, yet being adapted towards ritual activity through decreased openings for student agentivity, fewer invitations for students’ own substantiations or both. We argue that such adaptations are driven by the teachers’ commitment to reach mathematical closure in a lesson, to balance considerations of the classroom community and individual students and to meet curricular requirements. Our model helps interrogate the nature and relevance of hybrids of explorative routines and rituals. 
ER  - 

TY  - JOUR
T1  - Improvements in learning addition and subtraction when using a structural approach in first grade
T2  - Educational Studies in Mathematics
SN  - 0013-1954
A1  - Kullberg, Angelika
A1  - Björklund, Camilla
A1  - Runesson Kempe, Ulla
A1  - Brkovic, Irma
A1  - Nord, Maria
A1  - Maunula, Tuula
PY  - 2024
DO  - 10.1007/s10649-024-10339-z
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - addition
KW  - subtraction
KW  - bridging through ten
KW  - structural approach
KW  - variation theory
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Learning to calculate with natural numbers by structuring seems promising but how this can be taught in a sustainable manner remains an open question. An eight-month-long intervention based on the idea of using a structural approach to addition and subtraction, and particularly bridging through ten, was implemented in four Swedish first-grade classes. One goal was that by the end of first grade, students would be able to solve tasks such as subtracting 8 from 15 by using part-whole number relations. In this paper, we report on learning outcomes from task-based interviews with intervention and control groups before, immediately after, and one year after the intervention, in order to investigate long-term effects and whether students used a structural approach when solving tasks in a higher number range in the second grade. In comparison to controls, students in the intervention group showed higher increases in their learning outcomes. Moreover, the intervention group used a structural approach to a larger extent when solving tasks in higher number ranges, whereas students in the control group more commonly used single-unit counting to solve such tasks. These findings have implications both for teaching and for research on students' development of arithmetic skills. 
ER  - 

TY  - JOUR
T1  - What is the problem and how can we solve it?: School authorities’ perceptions of the shortage of teachers in Sweden
T2  - Educational Research for Policy and Practice
SN  - 1570-2081
A1  - Boström, Lena
PY  - 2023
VL  - 3
IS  - 22
SP  - 479
EP  - 497
DO  - 10.1007/s10671-023-09350-7
LA  - eng
PB  - : Springer Nature
KW  - national challenge
KW  - policy enactment theory
KW  - school authorities
KW  - sweden
KW  - teacher shortage
AB  - The lack of fully trained teachers is a national challenge in Sweden despite numerous attempts by authorities to approach the issue from a long-term perspective. The proportion of fully trained teachers needs to increase by just over 50% by 2035, and the imbalance will continue for many years to come. Many actors such as the media and politicians have participated in the debate, but not those who are signifcantly forced to handle, control, and lead in resolving the current situation and who have an overview of the problems at a structural level, namely, the school authorities (school authority in the school system according to the Education Act (Skollagen 2010: 800) can be a municipality, county council, state, or individual who is responsible for the activities in the school. In this text, the most responsible head of a municipality in the educational department has responded to the survey). This study covers 55 school authorities’ views on national tendencies and possibilities of solving this problem using an enactment policy theory. The empirical data are based on a websurvey and analyzed through thematic content analysis. The result shows deep concerns about the accelerated problem, the challenges of finding fully trained teachers, and negative attitudes toward the profession. Possible solutions are higher salaries, flexible solutions to becoming teachers, higher status, and better working environments. The school authorities’ perceptions of possible solutions are to some extent consistent with ongoing political initiatives. Neither do they emphasize an overall picture of the working conditions for teachers, nor the far-reaching consequences of all political reforms. In summary, their actions are interpreted as quite re-active, nonlinear, and ad hoc solutions and less proactive perceptions and actions. This can possibly be explained by the fact that the state sets limits on economic initiatives.
ER  - 

TY  - JOUR
T1  - Supervising Mentors' Lived Experience on Supervision in Teaching, Nursing and Social Care Education. A Participation-Oriented Phenomenological Study
T2  - Higher Education
SN  - 0018-1560
A1  - Löfmark, Anna
A1  - Morberg, Åsa
A1  - Öhlund, Lennart S.
A1  - Ilicki, Julian
PY  - 2008
VL  - 1
IS  - 57
SP  - 107
EP  - 123
DO  - 10.1007/s10734-008-9135-3
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - cross-professional
KW  - lived experience
KW  - mentorship
KW  - nurse education
KW  - phenomenological analysis
KW  - social care education
KW  - supervision
KW  - teacher education
KW  - work-based learning
KW  - nursing education
AB  - Research concerning the supervisor role in separate educational programmes has been undertaken, but cross-professional studies are few. The aim of this study was to explore the lived experience of supervising mentors in Sweden during the practice-based, off-campus sections of the education in teaching, nursing, and social care. The study used a participatory phenomenological approach in which four researchers and nineteen supervising mentors worked together in the research process which was accomplished in four different phases. The data collecting method used was interview. The results constituted a main essence entitled "Struggle of power and control of professional quality enhancement" built upon four themes: "Constitutes a motivating force", "Feelings of responsibility", "Feelings of frustration" and "Wishes for alteration". Conclusions from the study are that communication, information and contact between the professionals in the fields and university teachers need to be strengthen to keep up supervising mentors' motivating force and to give them support.
ER  - 

TY  - JOUR
T1  - Individual Growth or Institutional Development? Ideological Perspectives on Motives Behind Swedish Higher Education Teacher Training
T2  - Higher Education
SN  - 0018-1560
A1  - Silander, Charlotte
A1  - Stigmar, Martin
PY  - 2018
VL  - 2
IS  - 77
SP  - 265
EP  - 281
DO  - 10.1007/s10734-018-0272-z
LA  - eng
PB  - : Springer
KW  - educational development
KW  - teacher training courses
KW  - ideologies of education
KW  - pedagogics and educational sciences
AB  - What are the motives for offering or engaging in higher education teacher training courses? This question is of interest for educational developers, teachers, university managers, and policy makers in order to design courses and to meet stakeholders’ expectations. Previous research has mainly focused on the impact of higher education development courses on teacher practice and student learning. Few studies have investigated the motives behind these courses. In this paper, the motives are investigated among students, teachers, university management, and the government. The study is based on national and local documents on educational development and on interviews with representatives from four Swedish universities. The results show that all stakeholder groups are in favour of compulsory courses but the motives differ. Students, management, and government embrace an institutional perspective on educational development, in line with a social efficiency perspective on the purposes of higher education emphasising usefulness, function, and the production of skills. University teachers, on the other hand, have a more individual-oriented view
ER  - 

TY  - JOUR
T1  - Four different assessment practices: how university teachers handle the field of tension between professional responsibility and professional accountability
T2  - Higher Education
SN  - 0018-1560
A1  - Jedemark, Marie
A1  - Londos, Mikael
PY  - 2020
IS  - 81
SP  - 1293
EP  - 1309
DO  - 10.1007/s10734-020-00612-4
LA  - eng
PB  - : Springer
KW  - accountability
KW  - assessment
KW  - equivalence
KW  - professional responsibility
KW  - teacher education
KW  - university teacher
AB  - Various efforts have been made in higher education in Sweden to meet the demand for more transparent governance and increased efficiency and quality. The purpose of this article is to investigate how university teachers handle standardized models for assessment and examination and orientate in this field of tension between professional responsibility and professional accountability. This study examines school-based courses in teacher education programs at a university and is based on observations from 20 seminars, 10 interviews with university teachers, and 11 focus group interviews with 55 students. The results show that university teachers interpret governing documents in different ways leading to a lack of equivalence. Within one course, four assessment practices are identified: governance as confirmation, governance with need for reinforcement, governance as distrust, and governance as others' responsibility. This study reveals the variation in university teachers' professional assessment practices that challenge and interplay with the context of a curriculum in different ways. Aspects of the university teachers' professional obligation are under tension in the context of a more pronounced accountability. University teachers' professional assessment practices emerges as fragmented in terms of what professional responsibility includes and what professional discretion involves.
ER  - 

TY  - JOUR
T1  - Different profiles for the assessment of student theses in teacher education
T2  - Higher Education
SN  - 0018-1560
A1  - Stolpe, Karin
A1  - Björklund, Lars
A1  - Lundström, Mats
A1  - Åström, Maria
PY  - 2021
DO  - 10.1007/s10734-021-00692-w
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - assessment
KW  - interrater reliability
KW  - q methodology
KW  - teacher education
KW  - teachers’ grading practice
AB  - Previous research shows a discrepancy between different teachers’ assessment of student theses. This might be an even larger problem in the context of teacher education, since teacher trainers originate from different disciplines. This study aims to investigate how different assessors prioritise between criteria for assessment. Criteria were elucidated using repertory grid interviews with teacher trainers. These criteria formed the basis for a web-based Qsort that was distributed to teacher trainers at three different universities. The 66 teacher trainers in this study represented different disciplines, but were all engaged in the supervision and examination of student theses from teacher education programmes. The analysis revealed three different factors, which have been labelled: logic text structure as product, research process as product and results as product. The differences may not be explained by the background (e.g. discipline, university or gender) of the teacher trainers. Together, these three factors explain why teachers assessing student theses may accentuate different personal criteria. Hence, this might impact on their grading practice and also the interrater reliability.
ER  - 

TY  - JOUR
T1  - Covid-19 and Crisis-Promted Distance Education in Sweden
T2  - Technology, Knowledge and Learning
SN  - 2211-1662
A1  - Bergdahl, Nina
A1  - Nouri, Jalal
PY  - 2020
IS  - 26
SP  - 443
EP  - 459
DO  - 10.1007/s10758-020-09470-6
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - covid-19
KW  - distance education
KW  - gdpr
KW  - school closure
KW  - sweden
KW  - informationssamhället
KW  - information society
AB  - This study represents the first research effort to explore the transition from traditional teaching into distance teaching in Swedish schools enforced by covid-19. Governments made gradual and injudicious decisions to impede the spread of the pandemic (covid-19) in 2020. The enactment of new measures affected critical societal functions and included travel restrictions, closing of borders, school closures and lockdowns of entire countries worldwide. Social distancing became the new reality for many, and for many teachers and students, the school closure prompted a rapid transition from traditional to distance education. This study aims to capture the early stages of that transition. We distributed a questionnaire to teachers' (n = 153) to gain insights into teacher and school preparedness, plans to deliver distance education, and teachers' experience when making this transition. Results show that the school preparedness was mainly related to technical aspects, and that teachers lack pedagogical strategies needed in the emerging learning landscape of distance education. Findings reveal four distinct pedagogical activities central for distance education in a crisis, and many challenges faced during the transition. While preparedness to ensure continuity of education was halting, schools and teachers worked with tremendous effort to overcome the challenges. Results expand on previous findings on school closure during virus outbreaks and may in the short-term support teachers and school leaders in making informed decisions during the shift into distance education. The study may also inform the development of preparedness plans for schools, and offers a historical documentation.
ER  - 

TY  - JOUR
T1  - Upper secondary school students' choice and their ideas on how to improve chemistry education
T2  - International Journal of Science and Mathematics Education
SN  - 1571-0068
A1  - Broman, Karolina
A1  - Simon, Shirley
PY  - 2014
VL  - 6
IS  - 13
SP  - 1255
EP  - 1278
DO  - 10.1007/s10763-014-9550-0
LA  - eng
PB  - : Springer
KW  - chemistry education
KW  - relevance
KW  - student choice
KW  - student interest
KW  - upper secondary school
KW  - kemididaktik
KW  - didactics of chemistry
AB  - In Sweden, there is concern about fewer students taking chemistry courses in higher education, especially at university level. Using a survey, this study investigates the reasons upper secondary school chemistry students choose to follow the Swedish Natural Science Programme. In addition, students’ views about their chemistry education are sought and their ideas about how to improve their chemistry experience. A questionnaire with closed and open questions was completed by 495 chemistry students from different schools in Sweden. The analysis shows that most students have high interest-enjoyment value of chemistry, but both positive and negative responses about their chemistry education refer to the importance of the teacher and the structure of lessons. To improve their chemistry experience, students suggest making it relevant to everyday life and being more practical and more student centred. For positively inclined students to maintain their value of chemistry beyond schooling into choice at university level, the programme should take these suggestions into account. 
ER  - 

TY  - JOUR
T1  - Science and Language Teachers’ Assessment of Upper Secondary Students’ Socio-scientific Argumentation
T2  - International Journal of Science and Mathematics Education
SN  - 1571-0068
A1  - Christenson, Nina
A1  - Gericke, Niklas
A1  - Chang Rundgren, Shu-Nu
PY  - 2016
VL  - 8
IS  - 15
SP  - 1403
EP  - 1422
DO  - 10.1007/s10763-016-9746-6
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - assessment
KW  - socioscientific argumentation
KW  - socioscientific issues
KW  - upper secondary teachers
KW  - pedagogik med inriktning mot utbildningsvetenskap
KW  - educational science
KW  - naturvetenskapsämnenas didaktik
KW  - science education
KW  - biology
AB  - Researchers and policy-makers have recognized the importance of including and promoting socioscientific argumentation in science education worldwide. The Swedish curriculum focuses more than ever on socioscientific issues (SSI) as well. However, teaching socioscientific argumentation is not an easy task for science teachers and one of the more distinguished difficulties is the assessment of students’ performance. In this study, we investigate and compare how science and Swedish language teachers, participating in an SSI-driven project, assessed students’ written argumentation about global warming. Swedish language teachers have a long history of teaching and assessing argumentation and therefore it was of interest to identify possible gaps between the two groups of teachers’ assessment practices. The results showed that the science teachers focused on students’ content knowledge within their subjects, whereas the Swedish language teachers included students’ abilities to select and use content knowledge from reliable reference resources, the structure of the argumentation and the form of language used. Since the Swedish language teachers’ assessment correlated more with previous research about quality in socioscientific argumentation, we suggest that a closer co-operation between the two groups could be beneficial in terms of enhancing the quality of assessment. Moreover, SSI teaching and learning as well as assessment of socioscientific argumentation ought to be included in teacher training programs for both pre- and in-service science teachers.
ER  - 

TY  - JOUR
T1  - The study of technology as a field of knowledge in general education: historical insights and methodological considerations from a Swedish case study, 1842-2010
T2  - International journal of technology and design education
SN  - 0957-7572
A1  - Hallström, Jonas
A1  - Hultén, Magnus
A1  - Lövheim, Daniel
PY  - 2013
VL  - 2
IS  - 24
SP  - 121
EP  - 139
DO  - 10.1007/s10798-013-9252-x
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - technological literacy
KW  - technological knowledge
KW  - curriculum
KW  - science
AB  - Today, technology education in Sweden is both a high-status and a low-status phenomenon. Positive values such as economic growth, global competitiveness and the sustainability of the welfare state are often coupled with higher engineering education and sometimes even upper secondary education. Negative values, on the other hand, are often associated with primary and lower secondary education in this subject. Within the realm of technology education at such lower levels of schooling in Sweden, different actors have often called for reformed curricula or better teacher training, owing to the allegedly poor state of technology education in schools. Recurring demands for a change in technology education are nothing unique from an historical point of view, however. In fact, the urge to influence teaching and learning in technology is much older than the school subject itself. The aim of this article is to describe and analyse some key patterns in technology education in Swedish elementary and compulsory schools from 1842 to 2010. This study thus deals with how technological content has developed over time in these school forms as well as how different actors in and outside the school have dealt with the broader societal view of what is considered as important knowledge in technology as well as what kind of technology has particular significance. The long period of investigation from 1842 to 2010 as well as a double focus on technology as scattered educational content and a subject called Technology make it possible to identify recurring patterns, which we have divided into three overarching themes: Technological literacy and the democratic potential of technological knowledge, The relationship between school technology and higher forms of technology education and The relationship between technology and science.
ER  - 

TY  - JOUR
T1  - Investigating technology teachers’ self-efficacy on assessment
T2  - International journal of technology and design education
SN  - 0957-7572
A1  - Hartell, Eva
A1  - Gumaelius, Lena
A1  - Svärdh, Joakim
PY  - 2014
VL  - 3
IS  - 25
SP  - 321
EP  - 337
DO  - 10.1007/s10798-014-9285-9
LA  - eng
PB  - : Springer Publishing Company
KW  - assessment
KW  - certified teacher
KW  - compulsory schooling
KW  - self-efficacy
KW  - teacher education
KW  - teacher training
KW  - technology education
KW  - bedömning
KW  - lärarutbildning
KW  - lärarlegitimation
KW  - utbildade lärare
KW  - självbild
KW  - grundskola
KW  - teknikundervisning
KW  - vurdering
KW  - lærer
KW  - lærerutdanning
KW  - teknologi utdanning
KW  - teknikvetenskapens lärande och kommunikation
KW  - education and communication in the technological sciences
AB  - This study explores possible differences in the views on assessment between two groups of teachers teaching technology in compulsory school: 1) teachers with subject-specific teacher training in technology education; and 2) teachers without such training. This topic is of particular interest because of the recent changes in the regulations that govern compulsory schools in Sweden, such that only certified teachers now will be permitted to teach and assign grades, despite the clear lack of certified teachers in technology education. The study is situated in two fields of interest—technology education and assessment. Both topics are highly relevant, especially in combination, because previous research on teachers’ assessment practices in technology is rare. In this study, the goal is to contribute to deepening the understanding of how subject-specific teacher training affects teachers’ ability to assess students’ knowledge while maintaining alignment with stated regulations. The results show significant difference between these two groups’ use of curriculum documents as the basis of their teaching and their self-efficacy in assessing student’s knowledge in technology. The results suggest interesting possibilities for curriculum alignment and indicate that the opportunities for student learning increase according to whether teachers are specifically trained in the subject. 
ER  - 

TY  - JOUR
T1  - Visible Parts, Invisible Whole: Swedish Technology Student Teachers’ Conceptions about Technological Systems
T2  - International journal of technology and design education
SN  - 0957-7572
A1  - Hallström, Jonas
A1  - Klasander, Claes
PY  - 2016
VL  - 3
IS  - 27
SP  - 387
EP  - 405
DO  - 10.1007/s10798-016-9356-1
LA  - eng
PB  - Dordrecht : Springer
KW  - technological systems
KW  - conceptions
KW  - technology teacher education
KW  - systems theory
KW  - sweden
AB  - Technological systems are included as a component of national technology curricula and standards for primary and secondary education as well as corresponding teacher education around the world. Little is known, however, of how pupils, students, and teachers conceive of technological systems. In this article we report on a study investigating Swedish technology student teachers’ conceptions of technological systems. The following research question is posed: How do Swedish technology student teachers conceive of technological systems? Data was collected through in-depth qualitative surveys with 26 Swedish technology student teachers. The data was analysed using a hermeneutic method, aided by a theoretical synthesis of established system theories (system significants). The main results of the study are that the technology student teachers expressed diverse conceptions of technological systems, but that on average almost half of them provided answers that were considered as undefined. The parts of the systems that the students understood were mostly the visible parts, either components, devices, or products such as buttons, power lines, hydroelectric plants, or the interface with the software inside a mobile phone. However, the ‘invisible’ or abstract aspects of the technological systems, such as flows of information, energy or matter, or control operations were difficult to understand for the majority of the students. The flow of information was particularly challenging in this regard. The students could identify the input and often the output of the systems, that is, what systems or components do, but the processes that take place within the systems were elusive. Comparing between technological systems also proved difficult for many students. The role of humans was considered important but it was mostly humans as users not as actors on a more systemic level, for example, as system owners, innovators, or politicians. This study confirms previous research in that the students had a basic understanding of structure, input and output of a technological system. Thus, the adult students in this study did not seem to have better understanding of technological systems than school pupils and teachers in previous studies, although this is in line with previous investigations on the general system thinking capabilities of children and adults. The most important implication of this study is that students need to be trained in systems thinking, particularly regarding how components work and connect to each other, flows (especially of information), system dependency, and the human role in technological systems.
ER  - 

TY  - JOUR
T1  - Technology education in preschool: Providing opportunities for children to use artifacts and to create
T2  - International journal of technology and design education
SN  - 0957-7572
A1  - Sundqvist, Pernilla
A1  - Nilsson, Tor
PY  - 2016
VL  - 1
IS  - 28
SP  - 29
EP  - 51
DO  - 10.1007/s10798-016-9375-y
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - technology education  preschool
KW  - early childhood education
KW  - preschool teacher
KW  - preschool staff
KW  - conventional content analysis
AB  - In recent years, technology has been emphasized as an important area in earlychildhood curricula; however, in many countries preschool does not have the tradition ofteaching specific subjects, and research shows that many preschool staff members areunsure about what teaching technology should include and how it should be taught.Therefore, with the ambition of outlining recommendations for both preschool practice andthe preschool-teacher program, we investigated what elements staff members include ineducating preschool children in technology. We investigated the research question What dopreschool staff members include as elements of technology education in preschool?through open-ended items on a questionnaire completed by 102 preschool teachers anddaycare attendants in Sweden. The answers were analyzed inductively, resulting in a set ofseven categories: Artifacts and systems in children’s environments, Create, Problemsolving, The concept of technology, Experiments, Techniques/Motor skills, and Naturalscience. Some key results emerged. First, artifacts have a central place in preschooltechnology education, and at least three verbs relate to how these artifacts are addressed:use, create, and understand. Second, the content of technology education in governmentregulatory documents is described to varying extents by the participants, and sometimesnot at all. Third, expected elements like play and the important role of the staff are notexpressed in the answers. Possible explanations and implications for the results arediscussed.
ER  - 

TY  - JOUR
T1  - Self-efficacy or context dependency?: Exploring teachers’ perceptions of and attitudes towards technology education
T2  - International journal of technology and design education
SN  - 0957-7572
A1  - Nordlöf, Charlotta
A1  - Hallström, Jonas
A1  - Höst, Gunnar
PY  - 2017
VL  - 1
IS  - 29
SP  - 123
EP  - 141
DO  - 10.1007/s10798-017-9431-2
LA  - eng
PB  - Dordrecht : Springer Science+Business Media B.V.
KW  - technology education
KW  - technology teachers
KW  - attitudes
KW  - self-efficacy
KW  - context dependency
AB  - Educational research on attitudes shows that both teaching and student learningare affected by the attitudes of the teacher. The aim of this study is to examine technologyteachers’ perceptions of and attitudes towards teaching technology in Swedish compulsoryschools, focusing on teachers’ perceived control. The following research question is posed:How do the teachers perceive self-efficacy and context dependency in teaching technology?Qualitative interviews were performed with 10 technology teachers in the compulsoryschool (ages 7–16), and the data was analysed using thematic analysis. Based on an attitudeframework, three sub-themes of self-efficacy were found: experience, education andinterest, subject knowledge, and preparation. Furthermore, four sub-themes of contextdependency were found; collegial support, syllabus, resources and status. The results showthat, according to the teachers in this study, self-efficacy mainly comes from experience,education and interest. Moreover, contextual factors can both limit and boost the teachers,but overall there are negative attitudes because of a lack of support and resources, whichimpedes the teaching. Teachers educated in technology education generally express morepositive attitudes and thus seem to have advantages in relation to technology teaching, butstill they sometimes express negative attitudes in the field of perceived control. Someimplications of this study are that it is necessary to promote teacher education in technologyand to reserve resources for technology education in schools, thereby supportingteachers in controlling contextual and internal factors that affect their teaching. Thissupport to teachers is especially important if there is an intention for the subject to developin new directions.
ER  - 

TY  - JOUR
T1  - What is it called and how does it work: examining content validity and item design of teacher-made tests
T2  - International journal of technology and design education
SN  - 0957-7572
A1  - Hartell, Eva
A1  - Strimel, Greg
PY  - 2018
SP  - 1
EP  - 22
DO  - 10.1007/s10798-018-9463-2
LA  - eng
PB  - : Springer
KW  - technology education
KW  - engineering education
KW  - test
KW  - testing
KW  - assessment
KW  - content validity
KW  - teknikdidaktik
KW  - grundskola
KW  - bedömning
KW  - validitet
KW  - prov
KW  - likvärdighet
KW  - technology and learning
KW  - teknik och lärande
AB  - This article examines content validity in teacher made tests in elementary technology education—an interdisciplinary subject mandatory for all pupils in compulsory school in Sweden. The context of teacher-based assessments relies heavily on trust for teachers to cope with demands. Even though the system is challenged and preconditions for teachers’ assessment practices are not always adequate to support instruction, much is unknown about teachers’ assessment practices. In this explorative study, 30 teacher-designed tests in technology education from 12 elementary schools were scrutinized in regards to content validity and the types of questions used to assess student knowledge supporting technological literacy. The results present the content validity of these tests in its current form, which may call into question the validity in terms of content and ability. Furthermore, the tests indicate how the technology school subject continues to struggle with shifting epistemologies and technologies far removed from pupils’ everyday lives, which seem to contradict the aims and purpose of the subject.
ER  - 

TY  - JOUR
T1  - “This angle that we talked about”: learning how to weld in interaction
T2  - International journal of technology and design education
SN  - 0957-7572
A1  - Kilbrink, Nina
A1  - Asplund, Stig-Börje
PY  - 2018
IS  - 30
SP  - 83
EP  - 100
DO  - 10.1007/s10798-018-9490-z
LA  - eng
PB  - : Springer
KW  - learning content
KW  - welding
KW  - variation theory
KW  - conversation analysis
KW  - interaction
KW  - technical vocational education
AB  - The specific focus of this article is how critical aspects of the object of learning to weld are made relevant in interaction between a vocational teacher and a student in the learning processes of welding as part of a Swedish upper-secondary technical vocational education programme. By intertwining variation theory with a conversation analytical approach, our analysis shows that the teaching focus alternates between the process as a whole and details about the welding process, and how the relation between the critical aspects are negotiated in the teaching situations. Furthermore, the teacher and the student together build up a common resource of experiences to which they can relate the parts and the whole, and the teaching becomes increasingly subject specific as the teacher and student build up more common experiences. The approach used in this article sheds light on the complexity of learning to weld, and also facilitates an understanding of welding as an object of learning as such.
ER  - 

TY  - JOUR
T1  - Experienced technology teachers' teaching practices
T2  - International journal of technology and design education
SN  - 0957-7572
A1  - Fahrman, Birgit
A1  - Norström, Per
A1  - Gumaelius, Lena
A1  - Skogh, Inga-Britt
PY  - 2019
VL  - 1
IS  - 30
SP  - 163
EP  - 186
DO  - 10.1007/s10798-019-09494-9
LA  - eng
PB  - : Springer
KW  - technology education
KW  - experienced teachers
KW  - teachers' practice
KW  - pck
KW  - lower secondary school
KW  - teknik och lärande
KW  - technology and learning
KW  - teknikvetenskapens lärande och kommunikation
KW  - education and communication in the technological sciences
AB  - Teachers' teaching practice plays a key role in the learning process of pupils, and for teaching to be successful, teachers must have knowledge in many different fields. This obviously also applies to teaching the subject technology. However, lower secondary school technology education in Sweden has reportedly been described in terms of teaching not following the curriculum along with widespread uncertainty among teachers regarding how to design their teaching practices. To address this national challenge, we need to understand the existing technology teaching practice. The purpose of this study is therefore to explore the considerations experienced technology teachers make. The study is based on interviews with technology teachers who work in lower secondary school (13--15-year-old pupils). The collected data consist of teacher's statements regarding their own expertise and teaching practice. To visualize the described teaching practice we have analysed collected data through the lens of pedagogical content knowledge (PCK). The results show both similarities and differences in the teachers' descriptions. Speaking in terms of PCK, the purpose and teaching focus expressed by the respondents, framed within the category `Orientations to teach technology', vary considerably. However, regarding `instructional strategies', the consensus among those experienced teachers is striking. Experienced technology teachers' teaching practices are proven to provide valuable information about the subject's potential, and the findings offer a basis for the future development of the subject of technology as well as future teacher education and professional development courses.
ER  - 

TY  - JOUR
T1  - Technological Knowledge in Early Childhood Education: Provision by staff of learning oppor­tunities
T2  - International journal of technology and design education
SN  - 0957-7572
A1  - Sundqvist, Pernilla
PY  - 2019
VL  - 2
IS  - 30
SP  - 225
EP  - 242
DO  - 10.1007/s10798-019-09500-0
LA  - eng
PB  - : Springer Netherlands
KW  - technology education
KW  - technological knowledge
KW  - early childhood education
KW  - preschool
KW  - preschool teacher
KW  - preschool staff
AB  - Developments in early childhood education (ECE) over the last two decades have for many countries meant a change towards a more subject-oriented pedagogy in which preschool staff are commissioned to teach technology to young children. This has been proved to be a challenge to the staff. Through analysis of activities at two preschool units, this study shows how technology education can be provided in ECE, and what kind of knowledge-learning by children can be facilitated in different activities and depending on the actions of the staff. An ethnographically inspired perspective was employed, using methods such as participant observation and formal and informal interviews, in order to investigate the technological knowledge encouraged by the staff at two preschool units in Sweden. The results show that staff promote children’s learning of a variety of technological content, mainly relating to technological objects and creative processes. This range from simple knowledge of how to handle a knife or a pair of scissors to more complex knowledge of how to build something to be fit for purpose and how different tools or materials are more or less adequate for a specific activity or design. The result also show that the way in which the staff address these contents effect which abilities and skills children are promoted to develop.
ER  - 

TY  - JOUR
T1  - Implementing programming in school mathematics and technology: teachers' intrinsic and extrinsic challenges
T2  - International journal of technology and design education
SN  - 0957-7572
A1  - Vinnervik, Peter
PY  - 2020
IS  - 32
SP  - 213
EP  - 242
DO  - 10.1007/s10798-020-09602-0
LA  - eng
PB  - : Springer
KW  - challenges
KW  - programming
KW  - curriculum implementation
KW  - technology education
KW  - compulsory school
KW  - educational change
AB  - The 2017 reform of the Swedish national curriculum requires that all compulsory school mathematics and technology teachers integrate programming into their teaching. The new programming policy poses a particular challenge since a majority of the affected teachers have little or no previous programming experience. This paper reports on a study of teachers preparing to implement the new policy. Insight into the preparation process was made possible through recorded group conversations and data were collected in March 2018, less than 4 months before the formal enactment of the new curriculum. The results, conceptualised by using a framework for intrinsic and extrinsic challenges, reveal several challenges that can potentially affect the uptake of the programming policy and the quality of implementation such as uncertainty about the subject content, unequal professional development opportunities, lack of teaching materials and recurring problems with school IT infrastructure. This study seeks to provide knowledge about teachers' concerns and expressed needs while negotiating programming as new curriculum content and thus aims to contribute to the understanding of teachers’ strategies to approach the 2017 Swedish educational reform that introduces programming. Such knowledge is valuable for the possibilities to better understand under what circumstances programming is included in school mathematics and technology. The results illustrate the complexity of curriculum reform implementation and may be of value for decision makers at all levels of school policy and also for providers of both in-service and preservice teacher training.
ER  - 

TY  - JOUR
T1  - Technology teacher's perceptions of model functions in technology education
T2  - International journal of technology and design education
SN  - 0957-7572
A1  - Citrohn, Björn
A1  - Svensson, Maria
PY  - 2020
IS  - 32
SP  - 805
EP  - 823
DO  - 10.1007/s10798-020-09632-8
LA  - eng
PB  - : Springer
KW  - model function
KW  - modelling
KW  - technology teacher
KW  - directed content analysis
KW  - technology (byts ev till engineering)
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
KW  - science
KW  - education & educational research
KW  - engineering
AB  - In this study we investigate how 11 Swedish technology teachers perceive model functions in technology education. The main reason for investigating model functions in technology is an identified lack of knowledge about, and research studies into, a conscious use of models when teaching technology, even though models are part of technology education in many countries. In order to answer the research question of how technology teachers perceive model functions in technology education, we have used directed content analysis where Nia and de Vries (J Technol Des Educ 27:627-653, 2017) model functions constituted a framework. The teachers connect model functions to two teaching contexts:Design processandExplain and facilitate understanding of technological solutions.Model functions are understood as parts of the design process which relate to technology/engineering knowledge, a prescriptive way of understanding models. Models are also used to explain and clarify specific technological situations or functions when teaching technology closely related to a scientific, descriptive way of using models. Five of Nia and de Vries model functions are identified in this empirical study. This strengthens the importance of addressing model functions in technological education.
ER  - 

TY  - JOUR
T1  - Characterizations of preschool technology education: analyses of seven individual preschool teachers’ and childcare attendants’ descriptions of their teaching
T2  - International journal of technology and design education
SN  - 0957-7572
A1  - Sundqvist, Pernilla
PY  - 2021
VL  - 4
IS  - 32
SP  - 2003
EP  - 2018
DO  - 10.1007/s10798-021-09678-2
LA  - eng
PB  - : Springer
KW  - technology education
KW  - preschool
KW  - early childhood education
KW  - preschool teacher
KW  - narrative analysis
AB  - In recent decades the preschool has leaned more towards a learning-oriented pedagogy, where the subject of technology has been given a more prominent place. Still, studies on how individual preschool staff members perceive and teach technology is scarce. This study shows how seven preschool staff in Sweden describe their work with the subject of technology and how technology education is characterized in these descriptions. The data was produced by means of semi-structured interviews and a questionnaire and analyzed with narrative analysis. The results show very diverse practices of technology education, implying the learning possibilities for children in different preschools are not equal. Some of the staff describe a clear and conscious teaching of technology, while others describe teaching what can be viewed as a limited and/or shallow technology education, where technology is sometimes used as means for learning other subjects or contents rather than being the learning objective. Six ways to characterize technology education was found, namely: technology education (1) concerns technological objects and systems in children’s environment, (2) concerns learning to handle technological objects, (3) is doing experiments, (4) involves developing abilities, (5) is naturally included in children’s play and (6) departs from digital technology.
ER  - 

TY  - JOUR
T1  - Computer programming in primary schools: Swedish Technology Teachers’ pedagogical strategies
T2  - International journal of technology and design education
SN  - 0957-7572
A1  - Bjursten, Eva-Lena
A1  - Nilsson, Tor
A1  - Gumaelius, Lena
PY  - 2022
VL  - 4
IS  - 33
SP  - 1345
EP  - 1368
DO  - 10.1007/s10798-022-09786-7
LA  - eng
PB  - : Springer Nature
KW  - computer programming
KW  - pck
KW  - pedagogical strategies
KW  - primary school
KW  - technology education
KW  - curricula
KW  - engineering education
KW  - personnel training
KW  - do it yourself
KW  - formal education
KW  - pedagogical content knowledge
KW  - primary schools
KW  - semi structured interviews
KW  - swedishs
KW  - teachers'
KW  - teachers' knowledge
AB  - There is a recognized need for research on how to teach computer programming in primary schools in Sweden grades 4–6 (10–12-year-old pupils). Studies of teaching show the importance of teachers’ knowledge of content and pedagogy and how these two parts affect each other (i.e. pedagogical content knowledge [PCK]). Most teachers in Sweden have little or no formal education in computer programming, the revised Swedish curriculum requires them to teach it. The aim of this study is to explore the pedagogical strategies teachers use when they teach computer programming. Semi-structured interviews were conducted with 14 participants, comprising 12 teachers and 2 teacher trainers. The data were analysed deductively with themes from previous research. The results show that teachers use eight pedagogical strategies, including three new strategies that have been constructed inductively: do-it-yourself, gamification and progression. These eight pedagogical strategies are mostly general, and teachers may be considered regressed experts, as they lack formal training in computer programming. They facilitate learning in a general sense, but, compared to other subjects, their PCK in computer programming is problematized. In-service teacher training is needed to increase content knowledge, thus enabling to develop PCK in computer programming. It would also be fruitful to deepen our knowledge regarding pedagogical strategies in the PCK domain of computer programming. 
ER  - 

TY  - JOUR
T1  - Factors influencing Swedish grades 4–6 technology teachers’ choice of teaching and learning material in programming education
T2  - International journal of technology and design education
SN  - 0957-7572
A1  - Bjursten, Eva-Lena
A1  - Nilsson, Tor
A1  - Jonsson, Gunnar
PY  - 2023
DO  - 10.1007/s10798-023-09860-8
LA  - eng
PB  - : Springer Science and Business Media B.V.
KW  - pedagogical content knowledge (pck)
KW  - programming learning environment (ple)
KW  - swedish compulsory school grades 4–6
KW  - teacher choice
KW  - technology
AB  - There is a recognized need to understand the current state of programming implementation in the Swedish compulsory school system. This study focused specifically on the implementation of programming in the school subject of technology for grades 4–6. In Sweden, the responsibility for choosing teaching and learning material lies with individual teachers. Recent studies have indicated the prevalence of visual programming languages (VPLs) in classrooms. However, no empirical research has specifically investigated why teachers select particular programming learning environments (PLEs) and the challenges they have overcome in this process. Therefore, this study aimed to explore the PLEs used by teachers and the factors influencing their choices. In addition, this study explored the role of pedagogical content knowledge (PCK) and the influence of systemic and situational amplifiers and filters in shaping the programming education landscape, highlighting the importance of understanding these factors for effective implementation. Semi-structured interviews were conducted with 14 experienced programming teachers in grades 4–6 to gather insights. The results revealed that VPLs, particularly Scratch, have been widely adopted, but the study also identified three textual programming languages being utilized. Furthermore, the findings indicate that teachers’ previous education plays a significant role in shaping their PLE preferences. This suggests that programming education in both professional development and preservice teacher training is crucial for effective implementation. By investigating PLE choices and the factors influencing them, this study contributes to a better understanding of the current landscape of programming education in Sweden’s compulsory school system. 
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TY  - JOUR
T1  - The potential for spatial ability development through the Swedish technology and craft compulsory curricula
T2  - International journal of technology and design education
SN  - 0957-7572
A1  - Lin, Tingjun
A1  - Buckley, Jeffrey
A1  - Gumaelius, Lena
A1  - Ampadu, Ernest
PY  - 2024
VL  - 4
IS  - 35
SP  - 1409
EP  - 1427
DO  - 10.1007/s10798-024-09958-7
LA  - eng
PB  - : Springer Nature
KW  - teknik och lärande
KW  - technology and learning
AB  - Spatial ability has been demonstrated to be a significant predictor of students’ achieve- ment in science, technology, engineering, and mathematics education. While several stud- ies have focused on offering supplementary or isolated spatial training interventions, this study focuses on spatial ability development through embedded interventions within tech- nology curricula. Specifically, document analysis is adopted in this study to identify the potential areas for spatial ability development within the Swedish compulsory Technology and Craft curricula. A framework consisting of two dimensions has been established by a qualitative coding approach. The first dimension, termed the “visual dimension”, encom- passes graphical, property, and manufactured components, reflecting the spatial nature of the information that students engage with. The second dimension, termed the “epistemic dimension”, comprises conceptual and procedural knowledge, representing the types of knowledge students acquire. The framework allows educators to identify potential areas for developing spatial ability within technology curricula. Additionally, it is envisioned that this framework could increase awareness of how to spatialise curriculum and pedago- gies among various stakeholders, including policymakers and teacher trainers. 
ER  - 

TY  - JOUR
T1  - Shaping upper secondary school engineering education: The influence of the engineer-teacher
T2  - International journal of technology and design education
SN  - 0957-7572
A1  - Isaksson Persson, Helena
A1  - Norström, Per
PY  - 2025
DO  - 10.1007/s10798-025-10007-0
LA  - eng
PB  - : Springer Nature
KW  - upper secondary school
KW  - engineering education
KW  - engineer-teacher
KW  - technology programme
KW  - teaching practices
KW  - communities of practice
KW  - teknik och lärande
KW  - technology and learning
KW  - teknikvetenskapens lärande och kommunikation
KW  - education and communication in the technological sciences
AB  - Engineering encompasses a range of activities focused on systematically designing products and solving problems. While different branches of engineering have distinct traditions and approaches, they share a common foundation in methodology and in an instrumentalist attitude. One of the Swedish upper secondary school programmes is called the technology programme. It provides students aged 16–19 with an education in the fundamentals of engineering. The curriculum is intentionally broad, allowing schools and individual teachers significant flexibility in selecting content and teaching methods. Many teachers in the technology programme are former engineers who have made a transition into teaching. The influence of these teachers in shaping the educational experience is palpable through the application of their engineering background. They bring knowledge, skills, and professional values from their engineering careers and education into the classroom, which often results in their prioritising familiar areas of expertise. While enhancing the depth and authenticity of their teaching, this also risks introducing substantial variation in content, relevance, and quality of instruction across different schools. In this study, 13 of these engineer-teachers were interviewed about their teaching practices and perspectives regarding engineering subjects. Responses  were analysed using Étienne Wenger’s Communities of Practice (CoP) framework. From this analysis emerges a complex practice whereby engineer-teachers’ deep commitment to the ideals of engineering thought and practice gains in importance, underlining the perceived necessity of reflecting that vision in their teaching.
ER  - 

TY  - JOUR
T1  - Exploring teacher educators' experience on programming in primary technology teacher education
T2  - International journal of technology and design education
SN  - 0957-7572
A1  - Perez, Anna
A1  - Svensson, Maria
A1  - Hallström, Jonas
PY  - 2025
DO  - 10.1007/s10798-025-10008-z
LA  - eng
PB  - : Springer Nature
KW  - technology teacher education
KW  - programming
KW  - computational thinking
KW  - systems thinking
KW  - phenomenography
AB  - As programming has become an integral part of technology education in Sweden, teacher education must prepare future teachers to integrate programming meaningfully into their teaching. However, research on how teacher educators understand programming in technology teacher education remains scarce. The purpose of this study is to explore teacher educators' experience of programming in primary technology teacher education. The phenomenon, programming in technology, is explored by using a phenomenographic approach in order to find the variations of experiences among a group of teacher educators. The empirical material consists of interviews with 12 technology teacher educators from 11 Swedish higher education institutions. The results identify four qualitatively distinct categories of how programming is experienced: (1) as a technological tool, (2) as a technological tool for control, (3) as a technological tool for problem-solving, and (4) as part of technological solutions in society. The study addresses the importance of the relationships between programming, systems thinking, and computational thinking, ensuring that student teachers develop a holistic understanding of programming as part of technological knowledge. The study also provides information that the understanding of the relationship between technological education and educational technology is crucial for the relevance of programming in technology education.
ER  - 

TY  - JOUR
T1  - Research Ethics in Swedish Dissertations in Educational Science – A Matter of Confusion
T2  - Journal of Academic Ethics
SN  - 1570-1727
A1  - Cronqvist, Marita
PY  - 2024
DO  - 10.1007/s10805-024-09540-9
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - research ethics
KW  - researcher ethics
KW  - researcher role
KW  - responsibility
KW  - dilemmas
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - In all research, ethical considerations are crucial to reliability and quality and researchers are guided by various national and international documents and ethical committees. Despite different strategies to guide researchers and to ensure quality, there still seems to be uncertainty in educational science about how research ethics should be positioned and handled in practice. The aim of this study is to phenomenologically explore what meanings the phenomenon research ethics are given in Swedish doctoral dissertations in educational research based on how doctoral researchers position, frame and present research ethics in their ethical elaborations. The empirical data consists of 60 doctoral dissertations in educational science at Swedish universities from the past year. The result indicates very different meanings of ethical considerations despite a quite common point of departure in the Swedish Research Council’s guidelines and knowledge of the Ethics Review Act. Some variations can be related to the differences in the studies’ designs, but regardless of such explanations, the conclusion is that consensus regarding ethical considerations in research is largely lacking.  
ER  - 

TY  - JOUR
T1  - Designing temporary systems: Exploring local school improvement intentions in the Swedish context
T2  - Journal of educational change
SN  - 1389-2843
A1  - Nordholm, Daniel
A1  - Blossing, Ulf
PY  - 2013
VL  - 1
IS  - 15
SP  - 57
EP  - 75
DO  - 10.1007/s10833-013-9211-z
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - intentions
KW  - model design
KW  - organizational development
KW  - school improvement
KW  - teacher collaboration
KW  - temporary systems
AB  - This article targets local school improvement in Sweden and temporary systems as a model to organize improvement work. These data are based on a qualitative case study of teacher groups constituting a temporary system representing the different subjects in comprehensive school in a medium-sized urban municipality. A total of eight interviews were carried out with the head of the education administration, two central school developers, one school district leader, and four principals. The intentions and descriptions of the early start of the project were analyzed deductively using temporary system theory in combination with the social- versus the techno-structure qualities of an organization. The results show a dominance of techno-structure qualities through the time, task, team, and transition concepts of the temporary system. This is particularly significant with regard to transition. The findings suggest that knowledge of the features and functions of temporary systems in schools is insufficient, in spite of the fact that it is often used as an improvement approach. Therefore, the authors argue that the socio-structure qualities should be considered more centrally in order to successfully promote the innovative and learning functions of the temporary system.
ER  - 

TY  - JOUR
T1  - Making sense of teacher agency for change with social and epistemic network analysis
T2  - Journal of educational change
SN  - 1389-2843
A1  - Pantić, Natasa
A1  - Galey, Sarah
A1  - Florian, Lani
A1  - Joksimović, Srećko
A1  - Viry, Gil
A1  - Gašević, Dragan
A1  - Knutes Nyqvist, Helen
A1  - Kyritsi, Krystallia
PY  - 2021
VL  - 23
SP  - 145
EP  - 177
DO  - 10.1007/s10833-021-09413-7
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - education
AB  - Reference to teachers as agents of change has become commonplace in the education literature, including change toward more inclusive practice in response to the changing demographic of schooling. Yet, little is known about how teacher agency relates to (1) their understanding of, and commitment to any given change agenda and (2) the institutional and social structures through which they are able to access knowledge and resources within and beyond their schools. This study combined social and epistemic network analysis to examine teachers’ understanding of change and their sense of agency as they use their social networks to mobilise support for furthering change that matters to them. Our study is the first to apply this learning analytic approach in a real setting context. We used theories of teacher agency and inclusive pedagogy to interpret teachers’ social interactions in light of the extent to which they seek to make a difference toward greater inclusion. We collected data with an online log completed by teachers and other staff in two schools in Sweden over 6 months. The findings suggest that teachers understanding of change is embedded in their day-to-day activities such as student support, lesson planning, improvement of programs, and working conditions. Teachers tend to exercise agency toward inclusion when they seek to support student learning and well-being. When teachers act as agents of change, their social networks are bigger, more diverse and more collaborative than in situations in which they act as role implementers. We discuss substantive and methodological implications of these findings.
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TY  - JOUR
T1  - Large-scale school improvement: results of and conditions for systemic changes within coupled school systems
T2  - Journal of educational change
SN  - 1389-2843
A1  - Adolfsson, Carl-Henrik
PY  - 2024
IS  - 25
SP  - 579
EP  - 603
DO  - 10.1007/s10833-024-09509-w
LA  - eng
PB  - : Springer
KW  - large-scale school improvement
KW  - systemic change
KW  - coupled school systems
KW  - sense-making
KW  - multilevel analysis
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - The aim of this study was to explore the results of and conditions for systemiclarge-scale school improvement. Through a multi-level analysis and a theoreticalframework inspired by organization- and sensemaking-oriented theories, the studyexamines how a Swedish large-scale school improvement program, “Collaborationfor the Best School Possible,” played out in two Swedish municipalities. Schoolactors at four organizational levels (at the National Education Agency, Local Education Authority, school leader, and teacher levels) in the two municipalities wereinterviewed. Because these school actors’ sensemaking is linked to different aspectsof the national largescale improvement program, the analysis shows a variation inthe strengthening of the couplings between these organizational levels. The different nature of the couplings affected the implementation process and the results ofthe program. While the national large-scale program seemed to have contributed toan improvement in the schools’ quality assurance systems and leadership practices,there were difficulties in maintaining general and sustainable changes in schools’instructional practices. The conclusion of the study was that, even if a nationallarge-scale school improvement program is well designed and backed up with manyresources, it must be perceived as legitimate among the local school actors at thedifferent organizational levels. This points to the importance of managing the balance between top-down efforts and visions and local professional knowledge andexperience.
ER  - 

TY  - JOUR
T1  - Effective mathematics teaching in Finnish and Swedish teacher education discourses
T2  - Journal of Mathematics Teacher Education
SN  - 1386-4416
A1  - Hemmi, Kirsti
A1  - Ryve, Andreas
PY  - 2014
VL  - 6
IS  - 18
SP  - 501
EP  - 521
DO  - 10.1007/s10857-014-9293-4
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - cross-national comparison  finland  mathematics teacher education sweden  class teacher  pisa  timss
AB  - This article explores effective mathematics teaching as constructed in Finnishand Swedish teacher educators’ discourses. Based on interview data from teacher educatorsas well as data from feedback discussions between teacher educators and prospectiveteachers in Sweden and Finland, the analysis shows that several aspects of the recentinternational reform movements are visible in the discourses in both countries. However,the Swedish teacher educators tend to conceptualize effective teaching as interactions withindividual children, building on students’ ideas and emanating mathematics from everydaysituations, while the Finnish teacher educators stress the importance of a clear presentationof mathematics, routines and homework as well as specific goals for every lesson. Theresults of this cross-cultural study cannot be generalized to the two countries but rathershow interesting conceptualizations of effective teaching, adding to international theorybuilding.
ER  - 

TY  - JOUR
T1  - Combining enactivism and systemic functional linguistics: a methodology for examining (mathematics teacher educator) language
T2  - Journal of Mathematics Teacher Education
SN  - 1386-4416
A1  - Helliwell, Tracy
A1  - Ebbelind, Andreas
PY  - 2024
IS  - 28
SP  - 829
EP  - 850
DO  - 10.1007/s10857-024-09619-5
LA  - eng
PB  - : Springer Nature
KW  - mathematics teacher education
KW  - mathematics teacher educators
KW  - language
KW  - methodology
KW  - enactivism
KW  - systemic functional linguistics
KW  - mathematical education
KW  - matematikdidaktik
AB  - As mathematics teacher educators (MTEs), we are motivated by the lack of research concerning the language that MTEs use in initial teacher education settings. In this paper, we turn our attention towards developing a methodological approach to studying the language-in-use during teacher education situations, with a specific focus on the language of the MTE in the form of a monologue. The methodological approach that we present draws upon two theoretical perspectives, specifically, the situated cognition theory of enactivism and the social semiotic perspective of systemic functional linguistics (SFL). To develop this methodology, we explore both of these theoretical perspectives, focussing on their respective conceptualisations of language, from which we derive a set of methodological principles and practices. A significant feature of the methodology presented in this paper, is that it takes into account the researchers’ relationships with the subject of research. Thus we propose this methodology as being of particular significance to practitioner–researchers studying the language of other practitioners within the same field (e.g. MTEs studying the language of other MTEs), as well as to the study of one’s own use of language in mathematics education settings. From our methodological perspective we explore the meaning of quality research, proposing relevant criteria. We exemplify the methodological principles and practices by analysing a transcript of a mathematics teacher education lecture for prospective primary teachers in Sweden.
ER  - 

TY  - JOUR
T1  - Student Primary Teachers’ Knowledge and Attitudes Towards Biotechnology: Are They Prepared to Teach Biotechnological Literacy?
T2  - Journal of Science Education and Technology
SN  - 1059-0145
A1  - de la Hoz, Marina Casanoves
A1  - Sole-Llussa, Anna
A1  - Haro, Juan
A1  - Gericke, Niklas
A1  - Valls, Cristina
PY  - 2021
IS  - 31
SP  - 203
EP  - 216
DO  - 10.1007/s10956-021-09942-z
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - attitudes towards biotechnology
KW  - biotechnological literacy
KW  - genetic education
KW  - pre-service teachers’ understanding
KW  - primary education
KW  - biology
AB  - The speed of development of biotechnology within agriculture, industry, and medicine has changed our lives, and we need a biotechnological literacy to understand it. This implies that teachers in primary schools need to be biotechnologically literate in order to educate future generations. The aim of this study was to investigate Swedish pre-service primary school teachers’ knowledge of and attitudes towards biotechnology and contextualize the results by comparing them with a corresponding group of Spanish teachers. Data was collected using the established questionnaire instrument Biotech XXI and analyzed statistically. The findings demonstrate that Swedish pre-service primary school teachers have knowledge gaps relating to the basic genetic concepts that underpin biotechnology, although they are aware of biotechnological applications. Their attitudes are quite positive towards biotechnological applications in health, but less so to buying and using genetically modified products. Higher levels of knowledge were correlated with more positive attitudes, indicating an attitudinal basis for expanding the knowledge of and teaching practices for biotechnology among primary teachers. The level of knowledge and attitudes in the Swedish sample were similar to those of the Spanish teachers, suggesting a similar situation may be prevalent in many countries. The results indicate a need to reconsider the science curricula within pre-service primary school teacher training programs in order to better prepare primary teachers for teaching biotechnological literacy.
ER  - 

TY  - JOUR
T1  - The meaning of social climate of learning environments: some reasons why we do not care enough about it.
T2  - Learning Environments Research
SN  - 1387-1579
A1  - Allodi Westling, Mara
PY  - 2010
VL  - 2
IS  - 13
SP  - 89
EP  - 104
DO  - 10.1007/s10984-010-9072-9
LA  - eng
PB  - : Springer
KW  - social climate
KW  - learning environments
KW  - educational research
KW  - learning environment
KW  - interpersonal relationship
KW  - teacher education
KW  - education
KW  - specialpedagogik
KW  - special education
AB  - The purpose of this paper is to analyse reasons underlying the neglect of social climate in education. It discusses the relevance of the concept of social climate in learning environments: presenting evidence of its effects; its importance in special needs and inclusive education; presenting existing differences between settings; discussing the contribution of social climate to teachers’ professional autonomy. The arguments support the view that social climate is an essential factor in educational processes and make incomprehensible the scarce attention reserved to it in educational policy, research and teacher programs. Indications of neglect in the Swedish context are presented. The resistance towards the concept of social climate is related to a) dualistic and hierarchic views; b) characteristics of bureaucratic systems; c) reductionist interpretations; d) difficulties in handling and evaluating social values and goals; e) post-modern criticism of scientific knowledge and psychology. Implications for counteracting reductive interpretations and meeting resistance and criticism are discussed.
ER  - 

TY  - JOUR
T1  - Comparing teachers’ experiences of innovative and traditional learning spaces: what’s going on?
T2  - Learning Environments Research
SN  - 1387-1579
A1  - Frelin, Anneli
A1  - Grannäs, Jan
A1  - Woolner, Pamela
PY  - 2025
IS  - 28
SP  - 711
EP  - 731
DO  - 10.1007/s10984-025-09550-3
LA  - eng
PB  - : Springer
AB  - The physical spaces of education are not neutral containers but influential parts of the total learning environment. Teachers’ pedagogical decisions are made partly on the basis of the availability and organization of material and digital resources. However, teacher understandings, both individual and shared, of the possibilities offered by learning spaces are key to their full use. Therefore the provision of more versatile spaces, where groupings and activities can be varied, may not result in the intended educational innovations of collaborative teaching and student-centred learning. This paper answers the need to discover how educational spaces with such designs are being understood and used by teachers. This research used the OECD’s staff survey to investigate teachers’ views and their reported use of spaces in a sample of Swedish schools with either a traditional or innovative design. Alongside many similarities in responses across the two types of school design, we found slight differences in use of space, according to school type. This evidence that teachers are indeed recognising and exploiting the possibilities of these new designs is important for Swedish municipalities and other funders globally that are investing in such schools. It is also necessary to consider the limitations to pedagogical innovation that our findings suggest in order to develop better understanding of the design and use of twenty-first century schools.
ER  - 

TY  - JOUR
T1  - Building resilience in times of turbulence: agentive responses to changing conditions for Greek heritage language education in Sweden
T2  - Language Policy
SN  - 1568-4555
A1  - Ganuza, Natalia
A1  - Nikolaidou, Zoe
A1  - Rydell, Maria
PY  - 2026
VL  - 1
IS  - 25
EP  - 1
DO  - 10.1007/s10993-025-09760-8
LA  - eng
PB  - : Springer
KW  - language policy
KW  - heritage language education
KW  - agency
KW  - organizational sustainability
KW  - scandinavian languages
AB  - Drawing on theories of agency in LPP (e.g., Bouchard and Glasgow, in: Bouchard,Glasgow (eds) Agency in language policy and planning. Critical inquiries, Routledge,2019) and educational governance (e.g., Ramiel and Lefstein in Camb JEduc 52(2):217–233, 2022), this study investigates the conditions under whichheritage language schools operate outside national support structures. It is basedon a linguistic ethnographic case study of a Greek community-run complementaryschool in Sweden that abruptly lost access to its premises in the spring of 2023.We examine the key stakeholders’ understandings of this period of turbulence, andthe individual and collective agentive responses they enacted to secure the school’ssurvival and to overcome adversity. Data were collected over two years and includepolicy documents, interviews with key stakeholders, fieldnotes and recordings ofclassroom interactions, as well as fieldnotes from board, parent and teacher meetings.The findings exemplify how bottom-up governance practices, individual andcollective agency and emotional investments contribute to the Greek school’s organisationalsustainability, and enable it to persist in the face of acute challengesand the changing political conditions in Sweden. Ultimately, we discuss how thesefindings can inform language policy more broadly to strengthen support for heritagelanguage education and multilingualism in society.
ER  - 

TY  - JOUR
T1  - Teacher specialization and student perceived instructional quality: what are the relationships to student reading achievement?
T2  - Educational Assessment, Evaluation and Accountability
SN  - 1874-8597
A1  - Johansson, Stefan
A1  - Myrberg, Eva
PY  - 2019
VL  - 2
IS  - 31
SP  - 177
EP  - 200
DO  - 10.1007/s11092-019-09297-5
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - instructional quality
KW  - pirls
KW  - structural equation modeling
KW  - teacher education
KW  - teacher specialization
AB  - © 2019, The Author(s). At an international level, teachers’ work is increasingly circumscribed and regulated. Notions of accountability have shifted from primarily inputs to primary outcomes, and investment in strengthening teacher performance evaluation has expanded. At the same time, investment in enhancing the quality of teacher education programs is contested in many countries. Occupational professionalism, that is, a traditional, historic form characterized by discretionary decision-making, collegial authority, and trust in the practitioner, has been replaced by organizational professionalism that incorporates target-setting and performance review. The overarching question in this study concerns the meaningfulness and appropriateness of using student perceived instructional quality for the estimation of teaching quality in comparison to teacher specialization. The study investigates relations between fourth grade students’ reading achievement levels, teacher specialization, and student perceptions of instructional quality, based on the Swedish PIRLS 2011 data. Performing two-level structural modeling with latent variables, this study revealed a positive relationship between teacher specialization relevant for the grade and subject taught, and student reading achievement. By contrast, there was no association between student perceptions of instructional quality and student reading achievement, or between instructional quality and teacher specialization. The results raise questions about the benefit of student evaluations of teacher classroom practices from both a validity perspective, as well as from a teacher professionalization perspective. However, the cross-sectional data used does not allow for causal inference, and further research on the relationships between teacher specialization, student perceived instructional quality, and student achievement is therefore needed.
ER  - 

TY  - JOUR
T1  - "It's Funny that We Don't See the Similarities when that's what We're Aiming for"-Visualizing and Challenging Teachers' Stereotypes of Gender and Science
T2  - Research in science education
SN  - 0157-244X
A1  - Andersson, Kristina
PY  - 2010
VL  - 2
IS  - 42
SP  - 281
EP  - 302
DO  - 10.1007/s11165-010-9200-7
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - awareness
KW  - gender
KW  - professional development
KW  - pre-school
KW  - science education
KW  - stimulated recall
KW  - subject didactics
AB  - This study illuminates teachers' conceptions of gender and science and possibilities to challenge these conceptions. Since 2005, a group of teachers (K-6) in Sweden have met approximately once a month in two-hour seminars to discuss and develop their instruction in science and technology based on a gender perspective. The present data consist mainly of audio-recordings of the teacher seminars and video-recordings of science activities with students. Analysis of the empirical data has been carried out in several stages and was inspired by thematic analysis, the theoretical framework of which is based on Hirdman's and Beauvoir's theories of gender. The results show that the teachers' ideas about gender/equity and science exist on several levels, within which various conceptions are represented. On the one hand, "reasoning around similarity", where teachers consider that both girls and boys should have the same prerequisites for working with science. In contrast, stereotypical conceptions of girls and boys occur when the teachers evaluate their activities with students, and condescending attitudes toward girls are also observed. The girls' ways of working with science are not as highly valued as the boys', and this outlook on children can ultimately have consequences for girls' attitudes towards the subject. When teachers are allowed to read their own statements about the girls, they get "a glimpse of themselves", and their condescending ideas about girls are made visible. In this way, the teachers can begin their active work towards change, which may lead to new outlooks on and attitudes towards students.
ER  - 

TY  - JOUR
T1  - Pre-service teachers' views of the child: Reproducing or challenging gender stereotypes in science in preschool
T2  - Research in science education
SN  - 0157-244X
A1  - Gullberg, Annica
A1  - Anderssson, Kristina
A1  - Danielsson, Anna
A1  - Scantlebury, Kathryn
A1  - Hussenius, Anita
A1  - Scantlebury, Kate
PY  - 2017
VL  - 4
IS  - 48
SP  - 691
EP  - 715
DO  - 10.1007/s11165-016-9593-z
LA  - eng
PB  - : Springer
KW  - gender
KW  - gender stereotyping
KW  - pre-service teachers
KW  - science education
KW  - teacher education
KW  - views of children
AB  - We report how 47 pre-service teachers during their preschool placement in Sweden identify events related to gender and emerging science. We analysed their reflections on the situations with Gee’s Discourse analysis. Two dominant discourse models were identified: the Discourse Construare, where pre-service teachers assumed that children have potential interests in a variety of subjects, and the Discourse Essentia, where children were regarded to have a stable core identity. In the latter discourse, the pre-service teachers’ task would be to encourage the children to be who they are. The analysis found a connection between pre-service teachers’ views of the child and whether gender stereotypes were reproduced or counteracted. The Discourse Essentia is in conflict with the goal in the Swedish national curriculum that all children should learn science.  We discuss how the different discourses affect whether children are stimulated or inhibited in their emerging science activities and interests. Based on the results from an analysis of answers reflecting the Discourse Construare, we have designed a model illustrating a process for gender-aware teaching.
ER  - 

TY  - JOUR
T1  - Language Use in a Multilingual Class: a Study of the Relation Between Bilingual Students’ Languages and Their Meaning-Making in Science
T2  - Research in science education
SN  - 0157-244X
A1  - Ünsal, Zeynep
A1  - Jakobson, Britt
A1  - Molander, Bengt-Olov
A1  - Wickman, Per-Olof
PY  - 2017
VL  - 5
IS  - 48
SP  - 1027
EP  - 1048
DO  - 10.1007/s11165-016-9597-8
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - science education
KW  - bilingualism
KW  - language use
KW  - meaning-making
KW  - naturvetenskapsämnenas didaktik
AB  - In this study, we examine how bilingual students in elementary school use their languages and what this means for their meaning-making in science. The class was multilingual with students bilingual in different minority languages and the teacher monolingual in Swedish. The analysis is based on a pragmatic approach and the theory of translanguaging. The science content was electricity, and the teaching involved class instruction and hands-on activities in small groups. The findings of the study are divided into two categories, ‘students’ conversations with the teacher’ and ‘student’s conversations with each other’. Since the class was multilingual, the class instruction was carried out in Swedish. Generally, when the conversations were characterised by an initiation, response and evaluation pattern, the students made meaning of the activities without any language limitations. However, when the students, during whole class instruction, were engaged in conversations where they had to argue, discuss and explain their ideas, their language repertoire in Swedish limited their possibilities to express themselves. During hands-on activities, students with the same minority language worked together and used both of their languages as resources. In some situations, the activities proceeded without any visible language limitations. In other situations, students’ language repertoire limited their possibilities to make meaning of the activities despite being able to use both their languages. What the results mean for designing and conducting science lessons in a multilingual class is discussed. 
ER  - 

TY  - JOUR
T1  - Nature of Science Progression in School Year 1-9: a Case Study of Teachers' Suggestions and Rationales
T2  - Research in science education
SN  - 0157-244X
A1  - Leden, Lotta
A1  - Hansson, Lena
PY  - 2017
VL  - 2
IS  - 49
SP  - 591
EP  - 611
DO  - 10.1007/s11165-017-9628-0
LA  - eng
PB  - : Springer
KW  - nature of science
KW  - nos progression
KW  - nos teaching
KW  - teachers' perspectives
AB  - The inclusion of nature of science (NOS) in science education has for a long time been regarded as crucial. There is, however, a lack of research on appropriate NOS aspects for different educational levels. An even more neglected area of research is that focusing on teachers' perspectives on NOS teaching at different levels. The aim of this article is to examine NOS progression in the light of teachers' suggestions and rationales. In order to obtain teachers' informed perspectives, we chose to involve six teachers (teaching grades 1-9) in a 3-year research project. They took part in focus group discussions about NOS and NOS teaching as well as implemented jointly planned NOS teaching sessions. Data that this article builds on was collected at the end of the project. The teachers' suggestions for NOS progression often relied on adding more NOS issues at every stage, thereby creating the foundations of a broader but not necessarily deeper understanding of NOS. Five rationales, for if/when specific NOS issues are appropriate to introduce, emerged from the analysis of the teacher discussions. Some of these rationales, including practice makes perfect and increasing levels of depth can potentially accommodate room for many NOS issues in the science classroom, while maturity and experience instead has a restricting effect on NOS teaching. Also, choice of context and teaching approaches play an important role in teachers' rationales for whether specific NOS issues should be included or not at different stages. The article discusses the implications for teacher education and professional development.
ER  - 

TY  - JOUR
T1  - A Fragmented Training Environment: Discourse Models in the Talk of Physics Teacher Educators
T2  - Research in science education
SN  - 0157-244X
A1  - Larsson, Johanna
A1  - Airey, John
A1  - Danielsson, Anna T.
A1  - Lundqvist, Eva
PY  - 2018
VL  - 6
IS  - 50
SP  - 2559
EP  - 2585
DO  - 10.1007/s11165-018-9793-9
LA  - eng
PB  - : Springer Nature
KW  - teacher education
KW  - physics
KW  - discourse
KW  - identity
KW  - physics with specialization in physics education
KW  - fysik med inriktning mot fysikens didaktik
AB  - This article reports the results of an empirical study exploring the discourses of physics teacher educators. We ask how the expressed understandings of a physics teacher education programme in the talk of teacher educators potentially support the identity construction of new teachers. Nine teacher educators from different sections of a physics teacher programme in Sweden were interviewed. The concept of discourse models was used to operationalise how the discourses of the teacher education programme potentially enable the performance of different physics teacher identities. The analysis resulted in the construction of four discourse models that could be seen to be both enabling and limiting the kinds of identity performances trainee physics teachers can enact. Knowledge of the models thus potentially empowers trainee physics teachers to understand the different goals of their educational programme and from there make informed choices about their own particular approach to becoming a professional physics teacher. We also suggest that for teacher educators, knowledge of the discourse models could facilitate making conscious, informed decisions about their own teaching practice.
ER  - 

TY  - JOUR
T1  - Co-drawing to learn in science
T2  - Research in science education
SN  - 0157-244X
A1  - Areljung, Sofie
A1  - Andersson, Johanna
A1  - Hermansson, Carina
A1  - Skoog, Marianne
A1  - Sundberg, Bodil
PY  - 2024
IS  - 55
SP  - 1189
EP  - 1204
DO  - 10.1007/s11165-024-10217-x
LA  - eng
PB  - : Springer Nature
KW  - collaborative learning
KW  - drawing
KW  - science education
KW  - sociomaterialist approaches
KW  - didactics of natural science
KW  - naturvetenskapens didaktik
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This article is about the pedagogical potentials and challenges of co-drawing in science education. It builds on video data from three primary school classrooms where students worked in pairs to draw some science content on a shared paper. Grounded in a sociomaterialist approach, we analyse how students, drawing tools, paper templates, visual resources, and science concepts collaborate during drawing activities. Our findings reveal that even though two students share a paper they do not necessarily negotiate their understandings of the science content they are asked to draw. For example, one student may shape a verbal and visual narrative about the science content with little input from the other, or negotiations may focus more on drawing techniques and composition than on understanding the science content. However, the article identifies a promising scenario in terms of science learning opportunities, when both students draw within a confined space on the paper. In such cases, it seems that science learning emerge while drawing and that both students are involved in a joint learning process.
ER  - 

TY  - JOUR
T1  - Science teaching and curriculum emphases in preschool: lessons from a development project
T2  - Research in Science Education
SN  - 0157-244X
A1  - Leden, Lotta
A1  - Redfors, Andreas
A1  - Fridberg, Marie
PY  - 2025
DO  - 10.1007/s11165-025-10295-5
LA  - eng
PB  - : Springer Netherlands
AB  - This article reports on the kind of science that comes into focus in Swedish preschool work teams’ discussions of their participation in a development project called Science Kids. Such knowledge is valuable for future competence development initiatives and the implementation of support materials. The study is conducted in cooperation with a mid-sized Swedish municipality. Empirical data consists of pre- and post-questionnaires and focus-group discussions. Data were analysed through a directed content analysis supported by the framework of curriculum emphases (Roberts, 1982). The results show that the work teams highlighted children’s joy in exploring science as the most important aim of science in preschool (children aged 1–5 years). Such aims were, according to the participants, met in the Science Kids, but they also experienced that there was a strong focus on learning the correct science concepts. The participants were ambivalent in relation to the learning of science concepts. On the one hand, they saw opportunities for children to put words on what they encountered in everyday life (such as naming bugs they encountered in the neighbourhood). On the other hand, the teachers worried that a focus on concepts would create a feeling among the children that they had to provide correct answers instead of trying new ideas or daring to ask questions. We discuss implicit messages about science that accompanied the project and provide suggestions for future competence development projects.
ER  - 

TY  - JOUR
T1  - University choice and entrepreneurship
T2  - Small Business Economics
SN  - 0921-898X
A1  - Daghbashyan, Zara
A1  - Hårsman, Björn
PY  - 2013
VL  - 4
IS  - 42
SP  - 729
EP  - 746
DO  - 10.1007/s11187-013-9501-0
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - universities
KW  - education
KW  - entrepreneurship
KW  - graduates
AB  - This paper aims at shedding light upon the impact of universities on graduates' entrepreneurial choice. Previous studies analyze the relationship between the choice of university and labor market success of graduates in terms of their subsequent wages, employability or over-education, whereas the possible link between the choice of university and entrepreneurial choice is neglected. Using 1998-2008 data on graduates from Swedish higher education institutions, the paper finds significant variation in the impact of universities on the career choice of graduates. The results suggest that graduates with degrees in the social sciences, natural sciences, medicine and teacher education from more prestigious universities systematically differ from others in their entrepreneurial choice. At the same time, no statistically significant difference is found for technical science graduates.
ER  - 

TY  - JOUR
T1  - Towards Bildung-Oriented Chemistry Education
T2  - Science & Education
SN  - 0926-7220
A1  - Sjöström, Jesper
PY  - 2011
VL  - 7
IS  - 22
SP  - 1873
EP  - 1890
DO  - 10.1007/s11191-011-9401-0
LA  - eng
PB  - : Springer
KW  - education for sustainable development (esd)
KW  - socio-scientific issues (ssi)
KW  - chemical literacy
KW  - citizenship chemistry
KW  - socio-critical chemical education
KW  - epistemic distance
KW  - humanistic science education
KW  - chemical ethics
KW  - socio-chemistry
KW  - chemistry teaching in sweden
KW  - chemistry teacher education
KW  - johnstone's chemical triangle
KW  - wolfgang klafki
KW  - bildning
KW  - kemididaktik
KW  - kemiundervisning
KW  - naturvetenskapernas didaktik
KW  - science education
KW  - sustainable studies
KW  - hållbarhetsstudier
AB  - This paper concerns Bildung-oriented chemistry education, based on a reflective and critical discourse of chemistry. It is contrasted with the dominant type of chemistry education, based on the mainstream discourse of chemistry. Bildung-oriented chemistry education includes not only content knowledge in chemistry, but also knowledge about chemistry, both about the nature of chemistry and about its role in society. In 2004 Mahaffy suggested a tetrahedron model based on Johnstone’s chemical triangle. The latter represents the formal aspects of chemistry teaching (macro, submicro, and symbolic) and the top of the tetrahedron represents a human element. In the present paper the following subdivision of the top is suggested (starting from the bottom): (1) applied chemistry, (2) socio-cultural context, and (3) critical-philosophic approach. The professional identity of the Bildung-oriented chemistry teacher differs from that of the chemist and is informed by research fields such as Philosophy of Chemistry, Science and Technology Studies, and Environmental Education. He/she takes a socio-critical approach to chemistry, emphasising both the benefits and risks of chemistry and its applications.
ER  - 

TY  - JOUR
T1  - From black and white to shades of grey: a longitudinal study of teachers’ perspectives on teaching sociocultural and subjective aspects of science
T2  - Science and Education
SN  - 1573-1901
A1  - Leden, Lotta
A1  - Hansson, Lena
A1  - Redfors, Andreas
PY  - 2017
VL  - 5
IS  - 26
SP  - 483
EP  - 511
DO  - 10.1007/s11191-017-9920-4
LA  - eng
PB  - : Springer Science and Business Media LLC
AB  - Traditional school science has been described as focused on indisputable facts where scientific processes and factors affecting these processes become obscured or left undiscussed. In this article, we report on teachers’ perspectives on the teaching of sociocultural and subjective aspects of the nature of science (NOS) as a way to accomplish a more nuanced science teaching in Swedish compulsory school. The teachers (N = 6) took part in a longitudinal study on NOS and NOS teaching that spanned 3 years. The data consists of recorded and transcribed focus group discussions from all 3 years. In the analysis, the transcripts were searched for teachers’ suggestions of issues, relevant for teaching in compulsory school, as well as opportunities and challenges connected to the teaching of these issues. The results of the analysis show that (a) the number of suggested issues increased over the years, (b) teachers’ ways of contextualizing the issues changed from general and unprecise to more tightly connected to socio-scientific or scientific contexts, and (c) the number of both opportunities and challenges related to NOS teaching increased over the years. The most evident changes occurred from the beginning of year 2 when the focus group discussions became more closely directed towards concrete teaching activities. Tensions between the opportunities and challenges are discussed as well as how these can be met, and made use of, in science teacher education.
ER  - 

TY  - JOUR
T1  - Upper Secondary School Science Teachers' Values in Sweden: What Decides What is Taught?
T2  - Science & Education
SN  - 0926-7220
A1  - Nordqvist, Ola
A1  - Jidesjö, Anders
PY  - 2023
DO  - 10.1007/s11191-023-00446-3
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - science education
KW  - teacher values
KW  - values in education
KW  - biology education
AB  - Download PDF     Article     Open Access     Published: 26 May 2023 Upper Secondary School Science Teachers' Values in Sweden: What Decides What is Taught?     Ola Nordqvist & Anders Jidesjö  Science & Education (2023)Cite this article     187 Accesses     Metrics details Abstract There is a substantial literature in science education research showing that many students experience a lack of relevance in science education. For this reason, science teachers’ selection of content and the way content is treated when exposed to students for learning purposes is an important part of the problem. In this connection, research show that science teachers’ values strongly influence several aspects of teaching and learning science. Therefore, science teachers’ values are important to investigate, to be empirically informed and to be able to develop science education. Accordingly, there is an increased volume of research studies about teachers’ values in science education and their effects. The study presented here is part of a larger national exploration of biotechnology education in upper secondary schools in Sweden and contributes by showing variation in teachers’ values and relations with practice. Theoretically, the study is rooted in a philosophy of science recognizing the potential importance of teachers’ non-epistemic values. Empirically, it is based on surveyed upper secondary school biology teachers’ views of the importance of including value-laden topics in their science teaching. Their responses were analyzed by latent profile analysis and non-parametric testing, to assess the variation in their views and explore associations with several explanatory factors. The results show that the surveyed teachers could be divided into two distinct groups: one favoring inclusion of value-laden topics in their teaching and another (smaller group) opposed to it. The result also shows a variation in teachers’ selection of topics to teach and their teaching approach, as the former group were more inclined than the latter to include value-laden aspects in their teaching which contributes to the research literature. Furthermore, experienced science teachers were overrepresented in the group holding more negative views, a result not reported elsewhere in the research literature. The importance of the results is discussed in relation with the theoretical framing of non-epistemic values and points out the importance to further investigate underlying causes to science teachers’ expressed values and ways that they might vary temporally together with ways that they cluster, as they are shown to be grouped. The result is also discussed in relation with practice in being able to make use of the evidence to develop science education.
ER  - 

TY  - JOUR
T1  - ‘Happy Stories’ of Swedish Exceptionalism: Reproducing Whiteness in Teaching and Biology Textbooks in Sexuality Education
T2  - Science & Education
SN  - 0926-7220
A1  - Fingalsson, Rebecka
A1  - Junkala, Hannele
PY  - 2023
VL  - 1
IS  - 34
SP  - 129
EP  - 151
DO  - 10.1007/s11191-023-00454-3
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - biology textbooks
KW  - phenomenology
KW  - race
KW  - sexuality education
KW  - swedish exceptionalism
KW  - teacher interviews
KW  - whiteness
AB  - Sexuality education (SE) takes place in fields of tension where biology, legislation, norms, and values intersect. Drawing on Ahmed’s phenomenological account of whiteness, this article examines how Swedish whiteness is constructed and reproduced within SE. In Sweden, SE is formalised as an overarching, subject-integrated knowledge area where the biology subject plays a crucial role in its delivery. To include a wide spectrum of SE, where both planned and unplanned aspects of teaching are considered, as well as tensions in the content, we have analysed eight semi-structured teacher interviews and five biology textbooks. Our analysis shows how Swedish whiteness is reproduced as a form of institutionalised orientation constructed by norms, social values, people, subject knowledge, policies, and legislation, all intertwined in a complex web. This web places SE, teachers, and pupils in a racial landscape that constructs and reproduces specific forms of Swedish whiteness by assigning each a position in relation to familiarity. This familiarity provides a taken-for-granted starting point in SE, where ‘here’ is constructed as a place of progression, openness, and possibilities for happy future sexual lives, while other places come to stand out as hyper-visible examples of the less familiar, less happy, and ‘far away’. From this outpost, teachers and biology textbooks construct and reproduce Swedish whiteness through ‘happy stories’ of Swedish exceptionalism. Although these positive messages in SE may stem from good intentions, our findings show that a colourblind view of racial hierarchies in the rendering of ‘happy stories, about, for example, gay rights, free abortion, and equality also contributes to reproducing whiteness and reinforcing ideas about race and Swedish exceptionalism in SE.
ER  - 

TY  - JOUR
T1  - Traces of Bildung in Upper Secondary Science Education: A Critical Investigation of Chemistry Teachers' Orientation Towards Promoting Bildung in Chemistry Education
T2  - Science & Education
SN  - 0926-7220
A1  - Clucas, Paul
A1  - Sjöström, Jesper
PY  - 2024
VL  - 4
IS  - 34
SP  - 2225
EP  - 2250
DO  - 10.1007/s11191-024-00510-6
LA  - eng
PB  - : Springer
KW  - chemistry education
KW  - science education
KW  - bildung
KW  - bildung-orientation
KW  - klafki
KW  - science teacher
KW  - chemistry teacher
KW  - teaching
KW  - praxis
KW  - chemistry teaching
KW  - teaching visions
KW  - teacher beliefs
KW  - risk society
KW  - anthropocene
KW  - neoliberalism
KW  - neoliberal policy
KW  - neoliberal values
KW  - marginalization
KW  - philosophical reflection
KW  - ethical reflection
KW  - bildning
KW  - bildningsorientering
KW  - ämnesundervisning
KW  - kemiundervisning
KW  - kemilärare
KW  - kemididaktik
KW  - undervisningsvisioner
KW  - reflektion
KW  - naturvetenskapernas didaktik
AB  - There is a need of a component in science education that can orient students to the complexity characterising the natural sciences position in relation to a globalised risk society and the Anthropocene. Recently, the implications of the German philosophical and educational construct Bildung have been discussed in this regard. In this paper, we investigate in what aspect an orientation towards promoting Bildung manifests in Swedish upper secondary school chemistry teachers' visions and views for their teaching. In view of the reported impact of neoliberal policy in narrowing the scope of education, with such narrowing possibly excluding dimensions of philosophical-ethical reflection in science teaching, we also investigate in what aspect economic goals associated with neoliberalism might hinder a Bildung orientation in the vision and views of the five chemistry teachers that were interviewed. Results revealed "Bildung-related elements" to be present in the chemistry teaching visions of all the teachers, however without strong Bildung orientation. Significantly, four of the five teachers reported contextual factors consistent with the impact of neoliberal policy in education as marginalising their work to realise Bildung-related elements. In addition, factors outside of teachers' awareness were also found to marginalise Bildung. Common for all five teachers were neoliberal values at the level of teachers' implicit beliefs, with our analysis pointing to the possibility that teachers view Bildung-related elements in their chemistry teaching as commodifiable entities. We argue that these implicit beliefs disempower the teachers in relation to a teaching praxis that seeks to guide students towards their own Bildung.
ER  - 

TY  - JOUR
T1  - Institutional discrimination: Stereotypes and social reproduction of “class” in the Swedish upper-secondary school
T2  - Social Psychology of Education
SN  - 1381-2890
A1  - Jonsson, Anna-Carin
A1  - Beach, Dennis
PY  - 2015
VL  - 4
IS  - 18
EP  - 4
DO  - 10.1007/s11218-014-9279-1
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - stereotypes         institutional discrimination         social class         upper-secondary school         education
KW  - teacher education and education work
AB  - This article discusses the effects of separating 15–16 years-old school students in isolated academic and practical study programs in upper-secondary education. It is based on an investigation of the social identities developed by and about youth learners in these circumstances. In particular we examine the creation of identity positions by youth on academic programs regarding themselves and people like them (in-group characteristics) on the one hand and for other kinds of students on the other, on vocational programs. These constructions are analyzed as a product of self-categorization theory. The investigation involved 224 students from upper-secondary school academic programs. Our results showed that the academic program students expressed strong stereotypes with extremely negative potentials in relation to future social solidarity and equity. On the basis of the findings we strongly recommend introducing mixed classes in upper-secondary school, where students from academic and vocational programs take the same courses in general subjects as a way of reducing stereotypes and prejudice.
ER  - 

TY  - JOUR
T1  - The effect of teacher multicultural attitudes on self-efficacy and wellbeing at work
T2  - Social Psychology of Education
SN  - 1381-2890
A1  - Aalto, Sanni
A1  - Kankaanpää, Reeta
A1  - Peltonen, Kirsi
A1  - Derluyn, Ilse
A1  - Szelei, Nikolett
A1  - Verelst, An
A1  - De Haene, Lucia
A1  - de Smet, Sofie
A1  - Spaas, Caroline
A1  - Smith Jervelund, Signe
A1  - Skovdal, Morten
A1  - Andersen, Arnfinn J.
A1  - Hilden, Per Kristian
A1  - Opaas, Marianne
A1  - Durbeej, Natalie
A1  - Osman, Fatumo
A1  - Sarkadi, Anna
A1  - Soye, Emma
A1  - Vänskä, Mervi
PY  - 2024
VL  - 5
IS  - 27
SP  - 2527
EP  - 2557
DO  - 10.1007/s11218-024-09886-3
LA  - eng
PB  - : Springer
KW  - multicultural education
KW  - multicultural attitudes
KW  - self-efficacy
KW  - work-related wellbeing
KW  - work exhaustion
KW  - work dedication
AB  - Teachers are pivotal in creating safe and efficacious learning environments for ethnic minority students. Research suggests that teachers’ multicultural attitudes, self-efficacy, and wellbeing at work may all play important roles in this endeavor. Using survey data on 433 teachers in Belgium, Denmark, Finland, Norway, Sweden, and the United Kingdom, the present study used structural equation models to analyze the paths between teachers’ multicultural attitudes and work-related wellbeing (work dedication and exhaustion), and whether self-efficacy mediates these paths. We further investigated how these associations differ between teachers of reception classes for migrant and refugee students versus teachers of multi-ethnic mainstream classes. The results show that positive multicultural attitudes were directly associated with high level of work dedication, but not with work exhaustion. Self-efficacy mediated the association between multicultural attitudes and work-related wellbeing, indicated by both higher work dedication and lower work exhaustion. Concerning the role of teacher’s class type, self-efficacy mediated the association between positive multicultural attitudes and work dedication for both types of teachers, whereas the mediation to low work exhaustion was only evident in mainstream class teachers. To conclude, teachers’ multicultural attitudes and work-related wellbeing are mediated by self-efficacy and this important link should be acknowledged when designing professional development programs in order to create supportive and competent learning environments for all students.
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TY  - JOUR
T1  - Newly qualified teachers in the eyes of principals: Moving beyond deficit perspectives
T2  - Social Psychology of Education
SN  - 1381-2890
A1  - Lundberg, Adrian
A1  - Collberg, Philippe
A1  - Lindh, Christina
PY  - 2024
VL  - 6
IS  - 27
SP  - 3399
EP  - 3423
DO  - 10.1007/s11218-024-09930-2
LA  - eng
PB  - Dordrecht : Springer
KW  - teachers' professional development
KW  - school leadership
KW  - transfer shock
KW  - teacher education
KW  - q methodology
KW  - sweden
AB  - Feelings of shock, a difficult professional socialization process and unrealistic expectations create a challenging career entry phase for teachers. Too many newly qualified teachers feel stressed and leave the profession early, leading to a lingering teacher shortage. Much research in the field and many well-meant support interventions follow a deficit perspective and overlook newly qualified teachers' potential for school development. This study aimed to better understand how school principals, a crucial but comparatively under-researched stakeholder group, characterize newly qualified teachers' competences. Q methodology was selected to holistically study the views of 24 principals of compulsory schools in Southern Sweden without imposing any potentially deficit-oriented categories. Following standard protocol and enriched with interviews, four distinct factors were identified and qualitatively interpreted. Results show that newly qualified teachers are perceived as confident and well-prepared concerning pedagogical and didactical aspects of their profession. Regarding the use of digital tools, they are regarded as assets for school development, while diversity management and relationship-building emerged as areas of improvement. Based on our findings, we argue for more practical elements during campus-based pre-service teacher education and an intensified focus on reflective teacher identity development. Teachers' career entry phase should be treated as a specific area of in-service teachers' professional development at teacher education institutions, where a strengthened cooperation with employing schools will be particularly important. We expect these adaptations to enhance the effectiveness and efficiency of support matters and provide future avenues that acknowledge newly qualified teachers' expertise.
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TY  - JOUR
T1  - Using TIMSS items to evaluate the effectiveness of different instructional practices
T2  - Instructional Science
SN  - 0020-4277
A1  - Eriksson, Kimmo
A1  - Helenius, Ola
A1  - Ryve, Andreas
PY  - 2018
VL  - 1
IS  - 47
SP  - 1
EP  - 18
DO  - 10.1007/s11251-018-9473-1
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - instructional quality
KW  - timss
KW  - mathematics achievement
KW  - student questionnaires
KW  - achievement
KW  - student
KW  - science
KW  - education & educational research
KW  - im-gruppen
AB  - Can instructional quality be measured using TIMSS items on how often certain instructional practices are used in the mathematics classroom? We focused on three instructional practices that have been the topics of longstanding debates in the educational literature: memorizing formulas, listening to the teacher, and relating mathematics to daily life. In a multi-level multiple regression analysis, we examined how class-level responses to these items predicted mathematics achievement. In Sweden, across four waves of TIMSS, relating to daily life was a negative predictor of achievement, whereas memorizing formulas and listening to the teacher were positive predictors. This was also the typical pattern of results across all countries participating in two waves of the international TIMSS. Our findings are in line with certain positions on the abovementioned debates. Although conclusions are limited by the correlational nature of the data, we argue that TIMSS is a promising tool for evaluating the effectiveness of different instructional practices. We also suggest several improvements.
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TY  - JOUR
T1  - Keeping worlds apart to put them back together: VET teachers’ instructional patterns in simulation-based training
T2  - Instructional Science
SN  - 0020-4277
A1  - Messina Dahlberg, Giulia
A1  - Gustavsson, Susanne
PY  - 2025
IS  - 53
SP  - 787
EP  - 820
DO  - 10.1007/s11251-025-09714-x
LA  - eng
KW  - digital driving simulator
KW  - ethnography
KW  - natural resource program
KW  - simulation-based training
KW  - sociomaterial perspective
KW  - upper-secondary education
KW  - vocational teacher
KW  - vocational education and training
AB  - This study investigates how vocational education and training prepares students for future professions characterized by technological advancements and demands for sustainability and innovation. Specifically, it examines simulator-based learning in the Natural Resource Program at three upper secondary schools in Sweden. Using a sociomaterial perspective, the study aims to investigate the strategies used by the participants (both students and teachers) in a simulated activity to make sense of the task at hand when dealing with different kinds of situations and activities therein, and in what ways these may be conducive to the development of vocational knowledge. An ethnographic approach is used, employing various methodological tools to create rich datasets, including observations, video recordings, and fieldnotes. The focus is on teachers’ feedback, students’ questions, and task handling during simulation-based training. The analysis explores the relationships between these environments and how feedback and assessment practices affect students’ task performance. When dealing with simulation-based learning in the context of this study, the instructional processes seem to involve, rather than handling specific high-stakes and risky situations, the design of activities that aim at volume training. These activities are entangled with the training sessions included in the simulators but also with other practices and environments. We argue that the instructional work of the vocational teacher deals with making sense of how such entanglements work and are conducive to learning on the one hand, but also to making choices that imply unravelling such entanglements and keeping the worlds apart to put them back together again.
ER  - 

TY  - JOUR
T1  - Questions as a tool for bridging scientific and everyday language games
T2  - Cultural Studies of Science Education
SN  - 1871-1502
A1  - Lundin, Mattias
PY  - 2007
VL  - 1
IS  - 2
SP  - 265
EP  - 279
DO  - 10.1007/s11422-006-9043-8
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - meaning making
KW  - science education
KW  - questions
KW  - everyday explanations
KW  - science explanations
KW  - subject didactics
KW  - ämnesdidaktik
AB  - Research has shown how students can shift between different ways of communicating about natural phenomena. The point of departure in this text is that school science comprises science ways to communicate as well as everyday ways to communicate. In school science activities transitions, from for example everyday ways to explain to science ways to explain, occur and the purpose of this paper is to show what role questions play in these transitions. Data consists of video observations of a group of 24 students, 15 years of age, doing their ordinary school science work without my interference in their planning. Relevant conversations including questions were transcribed. The analysis was made by examining the establishment of relations between utterances in the transcribed conversations. Relations that bridge science and everyday language games are described in the results. Questions that were formulated in an everyday language game illustrate the difficulties of making transitions to a science language game. Without teacher guidance, students’ questions are potential promoters for making the topic drift and to develop into something totally different from the topic as planned by the teacher. However, questions promote transitions to an everyday language game. These can be used by teachers for example to adjust an everyday explanation and guide students in making science knowledge useful in daily life.
ER  - 

TY  - JOUR
T1  - Institutional traditions in teachers' manners of teaching
T2  - Cultural Studies of Science Education
SN  - 1871-1502
A1  - Lundqvist, Eva
A1  - Almqvist, Jonas
A1  - Östman, Leif
PY  - 2012
DO  - 10.1007/s11422-011-9375-x
LA  - eng
PB  - : Springer
KW  - manner of teaching. epistemological moves. educational philosophies. selective tradition
KW  - curriculum studies
AB  - The aim of this article is to make a close case study of one teacher’s teaching in relation to established traditions within science education inSweden. The teacher’s manner of teaching is analysed with the help of an epistemological move analysis (EMA). The moves made by the teacher are then compared in a context of educational philosophy and selective tradition. In the analyses the focus is to study the process of teaching and learning in action in institutionalised and socially shared practices.The empirical material consists of video recordings of four lessons with the same group of students and the same teacher. The students are all in Year7 ina Swedish nine-year compulsory school. During these lessons the students work with a subject area called “Properties of materials”.The results show that the teacher makes a number of different moves with regard to how to proceed and come to a conclusion about what the substances are. Many of these moves are special in that they indicate that the students need to be able to handle the procedural level of school science. These moves do not deal directly with the knowledge production process, but with methodological aspects. The function of the moves turns the students’ attention from one source of knowledge to another. The moves are aimed at helping the students to help themselves, since it is through their own activity and their own thinking that learning takes place. This is characteristic in the teacher’s manner of teaching. When compared in a context of educational philosophy, this manner of teaching has similarities with progressentialism; a mixture of essentialism and progressivism. This educational philosophy is a central aspect of what is called the academic tradition - a selective tradition common in science education inSwedenbetween 1960-1990.
ER  - 

TY  - JOUR
T1  - Different habitus – different strategies in teaching physics?: Relationships between teachers’ social, economic and cultural capital and strategies in teaching physics in upper secondary school
T2  - Cultural Studies of Science Education
SN  - 1871-1502
A1  - Engström, Susanne
A1  - Carlhed, Carina
PY  - 2014
VL  - 3
IS  - 9
SP  - 699
EP  - 728
DO  - 10.1007/s11422-013-9538-z
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - physics teachers
KW  - physic teaching
KW  - upper secondary school
KW  - habitus
KW  - life styles
KW  - utbildningssociologi
KW  - sociology of education
AB  - With environmental awareness in the societies of today, political steering documents emphasize that all education should include sustainable development. But it seems to be others competing ideals for teaching physics, or why do the physics teachers teach as they do? Physics teachers in secondary school in Sweden have generally, been focused on facts and a strong link with scientific theories and concepts. In general, the curriculum sway the teaching, a standard text book in physics is used, the teaching is organized according to the book and the teacher deals with and demonstrates typical tasks on the whiteboard and group work is common for special issues related to tasks from the textbook or elaborating. The aim with this study is to analyze why physics teachers in upper secondary school choose to teach energy as they do. Data emerging from a questionnaire focused on indicators of the teachers' cultural and economic assets, or capital, according to the work of Pierre Bourdieu´s sociology. Especially his concept on life styles and habitus provide a tool for analysis. We focus on physics teachers' positions in the social space, dispositions and standpoints towards the ideal way to teach physics in upper secondary school (n=268). Our response rate is 29 % and due to the low response rate a non response bias analysis was made. In our analysis we primarily sought for groups, with a cluster analysis based on the teaching practice, revealed common features for both what and how they teach and three different teaching types emerged. Then we reconstructed the group habitus of the teachers by analyzing dispositions and standpoints and related those to the specific polarization of sacred values, that is struggles about the natural order (doxa) in the social space of science education, which is a part of and has boundaries to dominating fields like the natural sciences and the political fields (curriculum etc.). Three teacher-groups' habituses are described and analyzed; 1. The Manager of theTraditional, 2. The Challenger for Technology and 3. The Challenger for Citizenship. By constructing the habitus of the teachers in the different groups we can explain why teachers teach as they do and thereby make a contribution to both science education research and to teaching training, whereas reflective approach which also includes the individual dispositions and representations are paramount. In our paper we elaborate the grounds and implications of these findings further.
ER  - 

TY  - JOUR
T1  - Everyday classroom assessment practices in science classrooms in Sweden
T2  - Cultural Studies of Science Education
SN  - 1871-1502
A1  - del Carmen Gómez, Maria
A1  - Jakobsson, Anders
PY  - 2014
VL  - 4
IS  - 9
SP  - 825
EP  - 853
DO  - 10.1007/s11422-014-9595-y
LA  - eng
PB  - : Springer
KW  - assessment and learning
KW  - science education
KW  - classroom interactions
KW  - language and power
AB  - Denna studie undersöker gymnasielärares bedömning och betygspraktiker på de naturvetenskapliga programmen på gymnasieskolor i Sverige. Lärarna tillfrågades om hur och när de bedömer eleverna och vad som var avgörande för dem vid betygsättning av eleverna. Vi frågade dem om sådant som lyfts fram i den nationella läroplanen, framför allt, när de ansåg att eleverna hade utvecklat följande kriterier för kunskap: förtrogenhet med ämnet, förmåga till kritiskt tänkande, analytiska och praktiska färdigheter och hur de bedömde eleverna när det gäller dessa färdigheter. Vi studerade också frågan om studenternas medverkan i bedömningsprocessen. Vi rapporterar övergripande evidensbaserade lärarnas bedömningspraktiker från lärarnas kommentarer i personliga intervjuer med dem. Vi har funnit att lärarnas kommentarer är nära förbundna med varandra och relaterad till sedan länge etablerade föreställningar om bedömning. Karaktären av bedömningen och betygssättnigen som vi hittat står i strid med den nationella svenska läroplanen samt med moderna perspektiv på bedömning och den roll som bedömningen har i lärandet.
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TY  - JOUR
T1  - Unpacking teacher-researcher collaboration with three theoretical frameworks: a case of expansive learning activity?
T2  - Cultural Studies of Science Education
SN  - 1871-1502
A1  - Gade, Sharada
PY  - 2015
VL  - 3
IS  - 10
SP  - 603
EP  - 619
DO  - 10.1007/s11422-014-9619-7
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - teacher-researcher collaboration
KW  - relational knowing
KW  - relational agency
KW  - cogenerative dialogue
KW  - expansive learning activity
AB  - Long association with a mathematics teacher at a Grade 4-6 school in Sweden, is basis for reporting a case of teacher-researcher collaboration. Three theoretical frameworks used to study its development over time are relational knowing, relational agency and cogenerative dialogue. While relational knowing uses narrative perspectives to explore the experiential and relational nature of collaboration; relational agency, draws on activity theory perspectives and identifies the change in the purpose of collaboration, from initially conducting classroom interventions to co-authoring research. Finally, cogenerative dialogue, deploys hermeneutic-phenomenological perspectives and investigates the dialogue that transpired between Lotta and the author, as they co-authored their research report. Such analysis sheds invaluable light on a case of expansive learning activity. 
ER  - 

TY  - JOUR
T1  - "In biology class we would just sit indoors…”: Experiences of insideness and outsideness in the places student teachers’ associate with science
T2  - Cultural Studies of Science Education
SN  - 1871-1502
A1  - Danielsson, Anna
A1  - Anderssson, Kristina
A1  - Gullberg, Annica
A1  - Hussénius, Anita
A1  - Scantlebury, Kate
A1  - Scantlebury, Kathryn
PY  - 2015
VL  - 4
IS  - 11
SP  - 1115
EP  - 1134
DO  - 10.1007/s11422-015-9702-8
LA  - eng
PB  - : Springer
KW  - place
KW  - preschool teacher education
KW  - primary teacher education
KW  - teacher education
AB  - In this article we explore the places pre- and primary school (K-6) student teachers associate with their science learning experiences and how they view the relationship between these places and science. In doing so, we use ‘place’ as an analytical entry point to deepen the understanding of pre- and primary school student teachers’ relationship to science. Inspired by theories from human geography we firstly explore how the university science classroom can be conceptualised as a meeting place, where trajectories of people as well as artefacts come together, using this conceptualisation as the stepping stone for arguing the importance of the place-related narrations of science the students bring to this classroom. We thereafter analyse how a sense of place, including affective dimensions, is reflected in Swedish student teachers’ science learning narratives (collected in the form of an essay assignment where the student teachers’ reflected upon their in and out of school science learning experiences). The empirical material consists of 120 student essays. The most prominent feature of the empirical material as a whole is the abundance of affective stories about the student teachers’ experiences in natural environments, often expressing a strong sense of belonging to, and identification with, a particular place. However, the student narratives also give voice to an ambivalent valuing of the affective experiences of natural environments. Sometimes such affective experiences are strongly delineated from what the students consider actual science knowledge, on other occasions, students, in a somewhat contradictious way, stress natural environments as the authentic place for doing science, in contrast to the perceived in-authenticity of teaching science in the classroom. When student teachers explicitly discuss the classroom as a place, this was almost without exception with strong negative emotions, experiences of outsideness and alienation.
ER  - 

TY  - JOUR
T1  - Science education in a bilingual class: problematising a translational practice
T2  - Cultural Studies of Science Education
SN  - 1871-1502
A1  - Ünsal, Zeynep
A1  - Jakobson, Britt
A1  - Molander, Bengt-Olov
A1  - Wickman, Per-Olof
PY  - 2016
VL  - 2
IS  - 13
SP  - 317
EP  - 340
DO  - 10.1007/s11422-016-9747-3
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - bilingualism
KW  - everyday language
KW  - scientific language
KW  - science education
KW  - translanguaging
KW  - naturvetenskapsämnenas didaktik
AB  - In this article we examine how bilingual students construe relations between everyday language and the language of science. Studies concerning bilingual students language use in science class have mainly been conducted in settings where both the teacher and the students speak the same minority language. In this study data was collected in a class consisting of students aged 13–14. All students had Turkish as their minority language, whereas the teacher’s minority language was Bosnian. The class was observed when they were working with acids and bases. In addition, the students were interviewed in groups.They were asked about how they use their languages during science lessons and then asked to describe and explain scientific phenomena and processes that had been a part of the observed lessons. For the analysis, practical epistemology analysis and the theory of translanguaging were used. The results show how the students’ everyday language repertoire may limit their possibilities to make meaning of science. In particular, the teacher’s practice of facilitating and supporting students’ understanding of science content by relating it to concrete examples took another direction since the everyday words he used were not a part of the students’ language repertoire. The study also shows how the students used their minority language as a resource to translate words from Swedish to Turkish in order to proceed with the science activities. However, translating scientific concepts was problematic and led to the students’ descriptions of the concepts not being in line with how they are viewed in science. Finally, the study also demonstrates how monolingual exams may limit bilingual students’ achievements in science. The study contributes by presenting and discussing circumstances that need to be taken into consideration when planning and conducting science lessons in classes where the teacher and the student do not share the same minority language. 
ER  - 

TY  - JOUR
T1  - Revising laboratory work: sociological perspectives on the science classroom
T2  - Cultural Studies of Science Education
SN  - 1871-1502
A1  - Jobér, Anna
PY  - 2016
VL  - 12
IS  - 12
SP  - 615
EP  - 635
DO  - 10.1007/s11422-016-9765-1
LA  - eng
PB  - : Springer
KW  - cultural capital
KW  - group processes
KW  - laboratory work
KW  - science classroom
KW  - socio-historical legacy
AB  - This study uses sociological perspectives to analyse one of the core practices in science education: schoolchildren’s and students’ laboratory work. Applying an ethnographic approach to the laboratory work done by pupils at a Swedish compulsory school, data were generated through observations, field notes, interviews, and a questionnaire. The pupils, ages 14 and 15, were observed as they took a 5-week physics unit (specifically, mechanics). The analysis shows that the episodes of laboratory work could be filled with curiosity and exciting challenges; however, another picture emerged when sociological concepts and notions were applied to what is a very common way of working in the classroom. Laboratory work is characterised as a social activity that is expected to be organised as a group activity. This entails groups becoming, to some extent, ‘safe havens’ for the pupils. On the other hand, this way of working in groups required pupils to subject to the groups and the peer effect, sometimes undermining their chances to learn and perform better. In addition, the practice of working in groups when doing laboratory work left some pupils and the teacher blaming themselves, even though the outcome of the learning situation was a result of a complex interplay of social processes. This article suggests a stronger emphasis on the contradictions and consequences of the science subjects, which are strongly influenced by their socio-historical legacy.
ER  - 

TY  - JOUR
T1  - Knowledge and power in the technology classroom: a framework for studying teachers and students in action
T2  - Cultural Studies of Science Education
SN  - 1871-1502
A1  - Danielsson, Anna
A1  - Berge, Maria
A1  - Lidar, Malena
PY  - 2017
VL  - 1
IS  - 13
SP  - 163
EP  - 184
DO  - 10.1007/s11422-016-9782-0
LA  - eng
PB  - : Springer
KW  - power relations
KW  - secondary science education
KW  - classroom interaction
KW  - pragmatism
AB  - The purpose of this paper is to develop and illustrate an analytical framework for exploring how relations between knowledge and power are constituted in science and technology classrooms. In addition, the empirical purpose of this paper is to explore how disciplinary knowledge and knowledge-making are constituted in teacher–student interactions. In our analysis we focus on how instances of teacher–student interaction can be understood as simultaneously contributing to meaning-making and producing power relations. The analytical framework we have developed makes use of practical epistemological analysis in combination with a Foucauldian conceptualisation of power, assuming that privileging of educational content needs to be understood as integral to the execution of power in the classroom. The empirical data consists of video-recorded teaching episodes, taken from a teaching sequence of three 1-h lessons in one Swedish technology classroom with sixteen 13–14 years old students. In the analysis we have identified how different epistemological moves contribute to the normalisation and exclusion of knowledge as well as ways of knowledge-making. Further, by looking at how the teacher communicates what counts as (ir)relevant knowledge or (ir)relevant ways of acquiring knowledge we are able to describe what kind of technology student is made desirable in the analysed classroom.
ER  - 

TY  - JOUR
T1  - Investigating everyday measures through exploratory talk: whole class plenary intervention and landscape study at grade four
T2  - Cultural Studies of Science Education
SN  - 1871-1502
A1  - Gade, Sharada
A1  - Blomqvist, Charlotta
PY  - 2016
VL  - 1
IS  - 13
SP  - 235
EP  - 252
DO  - 10.1007/s11422-016-9784-y
LA  - eng
PB  - New York : Springer
KW  - chat perspectives
KW  - formative intervention
KW  - developmental education
KW  - dialogic inquiry
KW  - exploratory talk
KW  - everyday measures and measurement
KW  - landscape study
AB  - We report an exploratory talk based, whole class plenary intervention, in relation to students' understanding of everyday measures and measurement, in a grade four classroom at a grade 4-6 school in Sweden. Extended, project related, teacher-researcher collaboration forms basis for such cultural historical activity theory or CHAT based efforts. As formative intervention, the conduct of the plenary is not pre-determined but embedded in ongoing curricular realities, with the agency of students and teacher promoted, pedagogical ideas reutilised and the role of researcher viewed as supporting design and growth of the intervention. Under Charlotta's guidance as teacher, the plenary is opportunity for her students to examine improbable scenarios such as, Can Eva and Anton measure the length of Sweden on foot, Can Lars and Iris measure their age in decimeters. A zone of proximal development is created, in which students make the transition from spontaneous to scientific concepts and learn how various units of measurement are objects-that-can-be-used-for-certain-purposes. With opportunity for critical and reflective inquiry, in a plenary designed to lead development, Charlotta's students look beyond the making of rote measurements and articulate a theory of measure in nascent terms. Such a landscape of teaching-learning is finally understood in terms of the nature of talk that was facilitated, the manner of pedagogy utilised, the style of teaching exercised and the kind of learning that was demanded of her students.
ER  - 

TY  - JOUR
T1  - Chafing borderlands: obstacles for science teaching and learning in preschool teacher education.
T2  - Cultural Studies of Science Education
SN  - 1871-1502
A1  - Andersson, Kristina
A1  - Gullberg, Annica
A1  - Danielsson, Anna T.
A1  - Scantlebury, Kathryn
A1  - Hussénius, Anita
PY  - 2019
VL  - 2
IS  - 15
SP  - 433
EP  - 452
DO  - 10.1007/s11422-019-09934-x
LA  - eng
PB  - : Springer Nature
KW  - culture contrast
KW  - preschool culture
KW  - preservice preschool teachers
KW  - science culture
KW  - teacher education
AB  - This study examines preservice preschool teachers’ university science education experience.The empirical data are from a research and intervention project conducted on teacher education programs at two Swedish universities. We analyzed one of the assignments completed by 111 students within a science course as well as their conversations about the assignment at a number of seminars. We combined culture contrast and thematic analysis to examine the data. The results showed a tension between the preschool culture and the university science culture. We described this tension between the boundary lines of the two cultures as a chafing borderland. These cultures do not merge, and the defined boundaries cause chafing with each other. We discuss ways of diminishing this chafing of borderlands, potential border crossings such as caring and children as boundary objects and equalizing power imbalances.
ER  - 

TY  - JOUR
T1  - How materialities and space–time travellings in class can breathe new life into Swedish secondary school Natural Science sexuality education
T2  - Cultural Studies of Science Education
SN  - 1871-1502
A1  - Planting-Bergloo, Sara
A1  - Arvola Orlander, Auli
PY  - 2024
IS  - 19
SP  - 481
EP  - 498
DO  - 10.1007/s11422-024-10227-1
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - natural science sexuality education
KW  - secondary school
KW  - sweden
KW  - barad
KW  - spacetimematter
KW  - subject learning and teaching
KW  - ämnesdidaktik
AB  - In this study, we investigate the phenomenon of Swedish Natural Science sexuality education. These classes tend to provide factual knowledge, focus on the negative outcomes of sexuality, be heteronormative and include little time for discussion—like much school sexuality education across the world—and this study aims to contribute ideas about new becomings of Natural Science sexuality education. Baradian theorising was used to explore how materialities and space and time travels within the classroom can challenge often-dominant perspectives. Data were produced in a secondary school and consist of teacher-researcher discussions and participatory observations in class. A futuristic case introduced students to spaces, times and materialities that not only helped the group move beyond a medical focus but also made the sexuality education more student centred. The participating teachers suggested imaginary lust-oriented scenarios for the 15–16-year-old students as an entrance to more preventive messages in teaching. A taken-for-granted heterosexual premise was also challenged with gender-neutral words and pronouns, an exercise on how to use both condoms and dental dams, and a time travel into future possibilities for reproduction and parenting. The acknowledgement of spacetimematter intra-activity in teaching thereby enabled new becomings of Swedish Natural Science sexuality education. However, although this study suggests how dominant medical and heterosexual perspectives can be challenged, it also made visible the absence of cultural, religious, asexuality and disability perspectives in Swedish sexuality education. 
ER  - 

TY  - JOUR
T1  - National-scale professional development in Sweden: theory, policy, practice
T2  - ZDM - the International Journal on Mathematics Education
SN  - 1863-9690
A1  - Boesen, Jesper
A1  - Helenius, Ola
A1  - Johansson, Bengt
PY  - 2014
VL  - 1
IS  - 47
SP  - 129
EP  - 141
DO  - 10.1007/s11858-014-0653-4
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - teacher-education
KW  - mathematical knowledge
KW  - instruction
KW  - quality
KW  - future
KW  - reform
AB  - From 2012 to 2016 all teachers of mathematics, in primary through to upper secondary and adult education, in Sweden are to be given the opportunity of receiving state-coordinated professional development (PD), generally involving around one meeting per week for a year. We examine the ways in which this programme and its content are research-based by analysing the design principles of the PD and its content via a review of the underlying documents. We find that the research base for the design of the PD decisions is formulated only partly explicitly in the documentation, as is the case for the content. Nevertheless, the principles still largely conform to internationally recognised research-based models for PD and teacher change. In the discussion we propose that a relatively open design process, involving many stakeholders with knowledge of both theory and practice rather than an analytical examination of previous research, has contributed to the adoption of this format for the PD programme. © 2014, FIZ Karlsruhe.
ER  - 

TY  - JOUR
T1  - Informal Workplace Learning in Swedish Police Education: A Teacher Perspective
T2  - Vocations and Learning
SN  - 1874-785X
A1  - Sjöberg, David
A1  - Holmgren, Robert
PY  - 2021
IS  - 14
SP  - 265
EP  - 284
DO  - 10.1007/s12186-021-09267-3
LA  - eng
PB  - : Springer
KW  - informal workplace learning
KW  - informal learning conditions
KW  - informal learning
KW  - activities
KW  - awareness of learning
KW  - police teachers
KW  - police education
KW  - police science
KW  - polisforskning
AB  - In the literature, informal learning is considered to be of great importance to employees' development of workplace learning. The aim of this study, which involves respondents from a Swedish police education unit, was to contribute knowledge about Swedish police education teachers' informal learning as regards conditions for learning, learning activities and learning experiences resulting from their engagement in these activities. The results of the study are based on daily digital logbook notes made by 25 police and university teachers during one month and subsequent interviews with these teachers. The main conclusions can be summarised as follows: 1) The culture, structure and materials of the workplace are important parts of teachers' conditions for informal learning. 2) The teachers' informal learning activities are characterised by intentional learning, where supporting interactions with colleagues in their own teams and other, more knowledgeable, colleagues are highly valued. Furthermore, the most common triggers for teachers' informal learning are issues relating to pedagogy and digital technology, and face-to-face contacts with colleagues are preferred. 3) The police teachers describe their learning experiences made in the course of informal learning activities as a transition from an instructor-based to a teaching-oriented approach, while the learning of the university teachers is focused on contextualisation of their teaching by integrating academic knowledge into the police practice. The article concludes with a brief discussion about the possibilities and limitations of informal learning.
ER  - 

TY  - JOUR
T1  - Motivations to have a Second Career as a Teacher in Vocational Education and Training
T2  - Vocations and Learning
SN  - 1874-785X
A1  - Kristmansson, Per
A1  - Fjellström, Magnus
PY  - 2022
IS  - 15
SP  - 407
EP  - 425
DO  - 10.1007/s12186-022-09294-8
LA  - eng
PB  - : Springer
KW  - career change
KW  - fit-choice scale
KW  - higher education
KW  - sweden
KW  - upper secondary school
AB  - In Sweden, upper secondary vocational education and training (VET) teachers must have high relevant vocational experience from a previous career, but 44% do not have a teaching certificate and thus are not formally qualified. However, there are significant differences between the 12 national VET programs in this respect. For example, 68 percent of the Child Recreation Program teachers are qualified, but only 28 percent of the HVAC and Property Maintenance Program teachers. The overall aim of this study is to identify and understand factors that motivate individuals to choose VET teaching as a second career in Sweden. As the Factors influencing teaching choice (FIT-Choice) scale has been rarely used in a Swedish VET context, a secondary aim is to test its suitability in this context. Thus, we investigate Swedish VET teachers’ choice of a second career, using the FIT-Choice scale. The findings show that it has sufficient validity and reliability for investigating Swedish VET teachers’ motivational determinants, and that the factors motivating their career change are highly dependent on their former occupation and working conditions. Other important factors include the family-friendly work schedules. The findings contribute to understanding of factors that motivate people to become vocational teachers, which is essential for improving the development of the highly skilled employees required in numerous sectors.
ER  - 

TY  - JOUR
T1  - The professional bodies of VET teachers in the context of simulation-based training for vocational learning
T2  - Vocations and Learning
SN  - 1874-785X
A1  - Ahn, Song-ee
A1  - Nyström, Sofia
PY  - 2023
IS  - 16
SP  - 141
EP  - 156
DO  - 10.1007/s12186-023-09312-3
LA  - eng
PB  - : SPRINGER
KW  - teaching practice
KW  - teachers professional bodies
KW  - practice theory
KW  - simulation
AB  - It is argued that the use of high-fdelity simulators is educationally efective, since students are able to work more independently and can better control their learning. Therefore, simulations can be used as a teaching method to facilitate and ease teachers’ work situations. This raises questions as to whether teachers’ professional bodies are a bounded physicality, or whether we can understand teachers’ professional bodies in practice in terms of enactments? This article analyses and discusses the enactment of VET teachers’ professional bodies in the context of vocational and simulation-based training. The empirical material is based on ethnographic observations in three classes in two diferent vocational education programmes at two upper secondary schools in Sweden. Three diferent cases are presented and analysed as examples of how VET teachers’ professional bodies are enacted. Guided by a practice theory perspective (Schatzki, T. R. Social practices: a Wittgensteinian approach to human activity and the social (1996), Schatzki, T. R. The site of the social: A philosophical account of the constitution of social life and change (2002), Schatzki, T. R. & Natter, W. Sociocultural bodies, bodies sociopolitical. In T. R.Schatzki & W. Natter (Eds.), The social and political body (1996), the study shows that VET teachers’ professional bodies are enacted in multiples, distributed, and delegated in an interplay between the teachers, the students, the simulator, and its material set-up. In these enactments of professional bodies, VET teachers embody both a teacher identity and a previous vocational identity, which they perform simultaneously depending on the educational situation.
ER  - 

TY  - JOUR
T1  - Hardness or Resignation: How Emotional Challenges During Work‑Based Education Influence the Professional Becoming of Medical Students and Student Teachers
T2  - Vocations and Learning
SN  - 1874-785X
A1  - Barman, Linda
A1  - Weurlander, Maria
A1  - Lindqvist, Henrik
A1  - Lönn, Annalena
A1  - Thornberg, Robert
A1  - Hult, Håkan
A1  - Seeberger, Astrid
A1  - Wernersson, Annika
PY  - 2023
VL  - 3
IS  - 16
SP  - 421
EP  - 441
DO  - 10.1007/s12186-023-09323-0
LA  - eng
PB  - : Springer Nature
KW  - professional becoming
KW  - work-based education
KW  - medical students
KW  - student teachers
KW  - professional identity
KW  - teknik och lärande
KW  - technology and learning
KW  - educational science
AB  - This paper addresses how emotionally challenging experiences during work-basededucation may influence the professional becoming of student teachers and medicalstudents. We conducted a qualitative analysis of eight focus group interviewswith undergraduates from two universities in Sweden who studied to become eitherphysicians or teachers, and interpreted their experiences through Wenger’s theory ofcommunities of practice. The findings show that students’ ideal view of how to becaring in their aspiring professional role as physician or teacher collided with existingpractices, which affected them emotionally. In particular, the students found itchallenging when norms and practices differed from their values of professionalismand when the professional culture within practices reflected hardness (physicians) orresignation (teachers). Both medical students and student teachers experienced thatprofessional decision making and legitimacy challenged them emotionally, howeverin different ways and for different reasons. This study makes visible both generaland specific aspects of how students view their future role in the welfare sector andchallenging dimensions of professional practice. The findings bring into focus thequestion of how professional education can support students’ professional becomingin relation to their emotional challenges.
ER  - 

TY  - JOUR
T1  - The Mother, the Hairdresser, the Teacher: Exploring Gendered Vocational Teacher Identities in Hairdressing Education
T2  - Vocations and Learning
SN  - 1874-785X
A1  - Klope, Eva
PY  - 2025
VL  - 21
IS  - 18
EP  - 21
DO  - 10.1007/s12186-025-09376-3
LA  - eng
PB  - : Springer Nature
KW  - gender
KW  - hairdressing
KW  - ethnography
KW  - femininity
KW  - masculinity
KW  - vocational teachers
KW  - positioning
KW  - vet
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - This article explores how the professional identities of vocational teachers are negotiated within the context of Swedish school-based hairdressing education, emphasising the influence of gender in these processes. Research has shown that vocational teachers navigate between an identity as a teacher and one related to the vocation they teach. However, limited attention has been given to how they are positioned by their students and how they, in turn, position themselves in these interactions. Addressing this gap, the study combines positioning theory with a social constructionist perspective on gender to analyse the positions of vocational teachers in hairdressing education. Such knowledge is beneficial for understanding vocational teachers work and identity in vocational education and training (VET). Based on ethnographic data from Swedish upper secondary schools, three dominant subject positions emerged: the Mother, the Hairdresser, and the Teacher. Gender plays a critical role in these positions, with femininity being reinforced in the roles of the Mother- and the Hairdresser position, while norms of masculinity emerge in the Teacher position, often manifested through control and authority over students. Teachers relate to the positions by aligning with or distancing themselves from them, depending on the discourses available to engage with. They find themselves in a complex situation when the discourses within which available positions are constituted conflict with each other. 
ER  - 

TY  - JOUR
T1  - Thrown Together: Incorporating Place and Sustainability into Early Literacy Education
T2  - International Journal of Early Childhood
SN  - 0020-7187
A1  - Schmidt, Catarina
PY  - 2017
VL  - 2
IS  - 49
SP  - 165
EP  - 179
DO  - 10.1007/s13158-017-0192-6
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - authentic literacy activities
KW  - childhood
KW  - early literacy education
KW  - education for sustainable development (esd)
KW  - place-based pedagogy
AB  - © 2017, The Author(s). The development of language and literacy abilities of young multilingual children is important to their future educational engagement and success in school. In this study, the value of taking account of place and sustainability in early literacy education is considered. This research provides ideas for practice-based research on early literacy in multilingual and community-based contexts. In a case study with a Grade 1 classroom in Sweden, the researcher and the teacher implemented various literacy activities to bring children’s own powerful knowledge about place into the classroom. This enabled young children to actively engage with language and literacy in authentic and meaningful ways. Early childhood teachers need to be aware of the importance of incorporating ideas about place and sustainability into early literacy education in order to avoid deficit discourses and instead build participatory practices and support democratic values. Bringing literacy and place together in education can address what is perhaps one of the most crucial questions of sustainability, namely how people within a community can live together while having different values, beliefs and dreams.
ER  - 

TY  - JOUR
T1  - Student Teachers’ Workplace-Based Learning in Sweden on Early Childhood Education for Sustainability: Experiences in Practice Settings
T2  - International Journal of Early Childhood
SN  - 0020-7187
A1  - Ärlemalm- Hagser, Eva
PY  - 2017
VL  - 3
IS  - 49
SP  - 411
EP  - 427
DO  - 10.1007/s13158-017-0201-9
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - critical theory
KW  - education for sustainability
KW  - early childhood education for sustainability
KW  - higher education
KW  - teacher education
AB  - Workplace-based learning experiences are integral to early childhood teacher education. In Sweden, the objectives of early childhood teacher education programmes require students to develop knowledge and skills about Education for Sustainability (EfS), in accordance with national policy documents. This includes how to work with EfS in everyday practice. The aim of this qualitative study was to critically analyse how pre-service teachers describe their work-place encounters with EfS, including dilemmas observed in practice and divergences in interpretation of EfS. The empirical data comprised 76 blogs (188 pages of text) written by pre-service teachers as a requirement for a university course report about EfS in early childhood education. A document analysis was employed to critically examine the blogs through a reflexive interpretive process. The findings were revealing of both the students’ meaning-making processes and their workplace supervisors’ understandings of EfS. The findings depict different cultures of ‘doing’ EfS in early childhood settings, reflecting pluralistic and divergent landscapes of understandings as well as an absence of transformative whole-institution approaches in the implementation of EfS.
ER  - 

TY  - JOUR
T1  - Traditions of Argumentation in Teachers’ Responses to Multilingualism in Early Childhood Education
T2  - International Journal of Early Childhood
SN  - 0020-7187
A1  - Kultti, Anne
A1  - Pramling, Niklas
PY  - 2021
VL  - 3
IS  - 52
SP  - 267
EP  - 280
DO  - 10.1007/s13158-021-00280-0
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - communication
KW  - discourse analysis
KW  - early childhood education
KW  - multilingualism
KW  - traditions of argumentation
AB  - © 2021, The Author(s). In this study, we investigate how professionals in early childhood education (ECE) reason about multilingualism. Empirical data are analyzed in terms of ‘traditions of argumentation’ which proposes that we cannot argue for something without, explicitly or implicitly, arguing against something else. The analyses use transcribed data from two focus groups conducted with teachers in two preschools in Sweden. These teachers had experience teaching culturally and linguistically diverse groups of children. The reoccurring rhetorical strategy used by the teachers to talk about their work with multilingual children used a set of contrasts. Three contrasts were identified: (1) I/we versus them (others); (2) here-and-now versus there-and-then; and (3) building ECE on research versus personal experience. The study has implications for teachers and students in preschool teacher education to understand the possible tensions and contrasts inherent in teaching culturally and linguistically diverse children. Rather than simplifying professional practice to either side of a dichotomy, teachers should be encouraged to understand and verbalize the bases of their professional knowledge, and understand the different positions from which they draw knowledge to inform practice.
ER  - 

TY  - JOUR
T1  - Principals’ Beliefs–A Crucial Aspect in Positioning Preschool Teachers and Caregivers in Relation to Teaching in Preschool Education
T2  - International Journal of Early Childhood
SN  - 0020-7187
A1  - Cervantes, Sara
A1  - Öqvist, Anna
PY  - 2026
DO  - 10.1007/s13158-026-00500-5
LA  - eng
PB  - : Springer Nature
KW  - principal
KW  - preschool teacher
KW  - teaching
KW  - positioning
KW  - institutionalisation
KW  - leadership
KW  - education
AB  - Since 2010, policy reform in Sweden has stipulated preschool teachers’ responsibility for teaching. In 2018, the revised preschool curriculum stipulated principals’ responsibility to create conditions for preschool teachers to take responsibility for teaching. The concept of teaching in educational policy and practices is a complex issue. This study analyses how principals’ position preschool teachers and caregivers in relation to preschool teachers’ responsibility for teaching. Building on new institutionalism, positioning theory and a qualitative research design, the results show two dimensions of positioning: principals’ positioning of preschool teachers as superior caregivers within the work team and principals’ equal positioning of caregivers and preschool teachers. The results indicate that the beliefs of principals become crucial and define their agency for how to act in positioning preschool teachers and caregivers. Principals’ beliefs significantly influence their agency in implementing curriculum and positioning of preschool teachers and caregivers and the quality of preschool education.
ER  - 

TY  - JOUR
T1  - Educational Research: the State of Sweden and the Australian 2.2 world
T2  - The Australian Educational Researcher
SN  - 0311-6999
A1  - Lindblad, Sverker
A1  - Foss Lindblad, Rita
PY  - 2013
VL  - 4
IS  - 40
SP  - 527
EP  - 534
DO  - 10.1007/s13384-013-0111-2
LA  - eng
PB  - : Springer
KW  - forskninspolitk
KW  - jämförande analyser
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - research policy
KW  - research assessment
KW  - international comparison
AB  - Current tendencies in educational research in Sweden are presented and compared to Australia. We here refer to; organization of research, research allocation, publication patterns, and assessments of research qualities. Different trajectories of educational research were identified, where Australian research was organized as a field of study, while Swedish research had a disciplinary organization, which now is eroding into a situation more close to the Australian one. In other aspects the Australian and Swedish trajectories seem to harmonize, except for the fact that RAEs in Sweden are initiated and run by the universities themselves. There are also some differences in how research qualities are assessed and the outcomes of these assessments. Given these findings different strategies to deal with the current situation are discussed.
ER  - 

TY  - JOUR
T1  - What needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education?
T2  - The Australian Educational Researcher
SN  - 0311-6999
A1  - Keddie, Amanda
A1  - MacDonald, Katrina
A1  - Blackmore, Jill
A1  - Boyask, Ruth
A1  - Fitzgerald, Scott
A1  - Gavin, Mihajla
A1  - Heffernan, Amanda
A1  - Hursh, David
A1  - McGrath-Champ, Susan
A1  - Møller, Jorunn
A1  - O'Neill, John
A1  - Parding, Karolina
A1  - Salokangas, Maija
A1  - Skerritt, Craig
A1  - Stacey, Meghan
A1  - Thomson, Pat
A1  - Wilkins, Andrew
A1  - Wilson, Rachel
A1  - Wylie, Cathy
A1  - Yoon, Ee-Seul
PY  - 2022
VL  - 5
IS  - 50
SP  - 1571
EP  - 1597
DO  - 10.1007/s13384-022-00573-w
LA  - eng
PB  - : Springer
KW  - school autonomy reform
KW  - social justice
KW  - public schooling
KW  - teacher autonomy
KW  - principal autonomy
KW  - human work sciences
KW  - arbetsvetenskap
AB  - The series of responses in this article were gathered as part of an online mini conference held in September 2021 that sought to explore different ideas and articulations of school autonomy reform across the world (Australia, Canada, England, Ireland, the USA, Norway, Sweden and New Zealand). It centred upon an important question: what needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education? There was consensus across the group that school autonomy reform creates further inequities at school and system levels when driven by the logics of marketisation, competition, economic efficiency and public accountability. Against the backdrop of these themes, the conference generated discussion and debate where provocations and points of agreement and disagreement about issues of social justice and the mobilisation of school autonomy reform were raised. As an important output of this discussion, we asked participants to write a short response to the guiding conference question. The following are these responses which range from philosophical considerations, systems and governance perspectives, national particularities and teacher and principal perspectives.
ER  - 

TY  - JOUR
T1  - Cultural horizons for mathematics
T2  - Mathematics Education Research Journal
SN  - 1033-2170
A1  - Owens, Kay
A1  - Paraides, Patricia
A1  - Jannok-Nutti, Ylva
A1  - Johansson, Gunilla
A1  - Bennet, Maria
A1  - Doolan, Pat
A1  - Peckham, Ray
A1  - Hill, John
A1  - Doolan, Frank
A1  - O’Sullivan, Dominic
A1  - Murray, Libbey
A1  - Logan, Patricia
A1  - McNair, Melissa
A1  - Sunnari, Vappu
A1  - Murray, Beatrice
A1  - Miller, Alissa
A1  - Nolan, John
A1  - Simpson, Alca
A1  - Ohrin, Christine
A1  - Doolan, Terry
A1  - Doolan, Michelle
A1  - Taylor, Paul
PY  - 2011
VL  - 2
IS  - 23
SP  - 253
EP  - 274
DO  - 10.1007/s13394-011-0014-3
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - education
AB  - As a result of a number of government reports, there have been numerous systemic changes in Indigenous education in Australia revolving around the importance of partnerships with the community. A forum with our local Dubbo community established the importance of working together and developed a model which placed the child in an ecological perspective that particularly noted the role of Elders and the place of the child in the family. However, there was also the issue of curriculum and mathematics education to be addressed. It was recognised that a colonised curriculum reduces the vision of what might be the potential for Indigenous mathematics education. This paper reports on the sharing that developed between our local community and some researchers and teachers from Sweden, Papua New Guinea and New Zealand. It has implications for recognising the impact of testing regimes, the teaching space, understanding the ways children learn, the curriculum, and teacher education. As a result of these discussions, a critical pedagogy that considers culture and place is presented as an ecocultural perspective on mathematics education. This perspective was seen as critical for the curriculum and learning experiences of Indigenous children.
ER  - 

TY  - JOUR
T1  - Reflection-for-action and the choice or design of examples in the teaching of mathematics
T2  - Mathematics Education Research Journal
SN  - 1033-2170
A1  - Olteanu, Constanta
PY  - 2017
VL  - 3
IS  - 29
SP  - 349
EP  - 367
DO  - 10.1007/s13394-017-0211-9
LA  - eng
PB  - : Springer
KW  - learning study
KW  - variation theory
KW  - activity theory
KW  - mathematical education
KW  - matematikdidaktik
AB  - A qualitative study documented the use of examples in connection with reflection-for-action by mathematics educators. This article focuses on the use of mathematical examples that were chosen or designed by the teachers during lesson planning. The data are drawn from a 3-year project intended to make educational research in mathematics more useful to teachers. The focus in the present article was on how teachers reflected about students’ learning as they prepared lessons. Analysis of the data showed that reflection-for-action was an effective teacher practice and useful for increasing the quality of the content the teacher intended to cover in a teaching situation. However, at the beginning of the study the teachers could not provide a proper explanation of what reflection was about. Their reflections were limited to preparing for the lessons in relation to the actual curriculum in Sweden. During the study, the teachers’ reflection-for-action improved as a consequence of using patterns of variation in designing examples connected to the object of learning.
ER  - 

TY  - JOUR
T1  - What Explains Teachers' Trust in AI in Education Across Six Countries?
T2  - International Journal of Artificial Intelligence in Education
SN  - 1560-4292
A1  - Viberg, Olga
A1  - Cukurova, Mutlu
A1  - Feldman Maggor, Yael
A1  - Alexandron, Giora
A1  - Shirai, Shizuka
A1  - Kanemune, Susumu
A1  - Wasson, Barbara
A1  - Tomte, Cathrine
A1  - Spikol, Daniel
A1  - Milrad, Marcelo
A1  - Coelho, Raquel
A1  - Kizilcec, Rene F.
PY  - 2024
IS  - 35
SP  - 1288
EP  - 1316
DO  - 10.1007/s40593-024-00433-x
LA  - eng
PB  - : Springer
KW  - education
KW  - teachers
KW  - trust
KW  - culture
KW  - survey
KW  - computer and information sciences computer science
AB  - With growing expectations to use AI-based educational technology (AI-EdTech) to improve students' learning outcomes and enrich teaching practice, teachers play a central role in the adoption of AI-EdTech in classrooms. Teachers' willingness to accept vulnerability by integrating technology into their everyday teaching practice, that is, their trust in AI-EdTech, will depend on how much they expect it to benefit them versus how many concerns it raises for them. In this study, we surveyed 508 K-12 teachers across six countries on four continents to understand which teacher characteristics shape teachers' trust in AI-EdTech, and its proposed antecedents, perceived benefits and concerns about AI-EdTech. We examined a comprehensive set of characteristics including demographic and professional characteristics (age, gender, subject, years of experience, etc.), cultural values (Hofstede's cultural dimensions), geographic locations (Brazil, Israel, Japan, Norway, Sweden, USA), and psychological factors (self-efficacy and understanding). Using multiple regression analysis, we found that teachers with higher AI-EdTech self-efficacy and AI understanding perceive more benefits, fewer concerns, and report more trust in AI-EdTech. We also found geographic and cultural differences in teachers' trust in AI-EdTech, but no demographic differences emerged based on their age, gender, or level of education. The findings provide a comprehensive, international account of factors associated with teachers' trust in AI-EdTech. Efforts to raise teachers' understanding of, and trust in AI-EdTech, while considering their cultural values are encouraged to support its adoption in K-12 education.
ER  - 

TY  - JOUR
T1  - AI Versus Human Feedback in Mixed Reality Simulations: Comparing LLM and Expert Mentoring in Preservice Teacher Education on Controversial Issues
T2  - International Journal of Artificial Intelligence in Education
SN  - 1560-4292
A1  - Nygren, Thomas
A1  - Samuelsson, Marcus
A1  - Hansson, Per-Olof
A1  - Efimova, Evgenia
A1  - Bachelder, Steven
PY  - 2025
VL  - 5
IS  - 35
SP  - 2856
EP  - 2888
DO  - 10.1007/s40593-025-00484-8
LA  - eng
PB  - : Springer
KW  - generative ai
KW  - teacher training simulations
KW  - ai-generated feedback
KW  - mixed reality simulation (mrs)
KW  - pedagogical content knowledge (pck)
KW  - controversial issues in social studies education
KW  - preservice teachers
KW  - large language models (llms)
KW  - curriculum studies
AB  - This study explores the potential role of AI-generated mentoring within simulated environments designed for teacher education, specifically focused on the challenges of teaching controversial issues. Using a mixed-methods approach, we empirically investigate the potential and challenges of AI-generated feedback compared to that provided by human experts when mentoring preservice teachers in the context of mixed reality simulations. Findings reveal that human experts offered more mixed and nuanced feedback than ChatGPT-4o and Perplexity, especially when identifying missed teaching opportunities and balancing classroom discussions. The AI models evaluated were publicly available pro versions of LLMs and were tested using detailed prompts and coding schemes aligned with educational theories. AI systems were not very good at identifying aspects of general, pedagogical or content knowledge based on Shulman’s theories but were still quite effective in generating feedback in line with human experts. The study highlights the promise of AI to enhance teacher training but underscores the importance of combining AI feedback with expert insights to address the complexities of real-world teaching. This research contributes to a growing understanding of AI's potential role and limitations in education. It suggests that, while AI can be valuable to scale mixed reality simulations, it should be carefully evaluated and balanced by human expertise in teacher education.
ER  - 

TY  - JOUR
T1  - An in-depth analysis of programming in the Swedish school curriculum: Rationale, knowledge content and teacher guidance
T2  - Journal of Computers in Education
SN  - 2197-9987
A1  - Vinnervik, Peter
PY  - 2022
IS  - 10
SP  - 237
EP  - 271
DO  - 10.1007/s40692-022-00230-2
LA  - eng
PB  - : Springer
KW  - programming
KW  - programming knowledge
KW  - arguments
KW  - intended curriculum
KW  - curriculum analysis
KW  - compulsory school
KW  - programmering
KW  - läroplansanalys
KW  - grundskola
KW  - läroplan
AB  - This paper reports a study of Swedish curriculum documents for compulsory school in order to unfold how novel programming content is communicated to the main policy enactors, that is, the teachers. Specifically, the study focusses on: (1) arguments for why programming is relevant and for what purposes, (2) what programming knowledge that is specified and (3) what guidance the curriculum documents provide to help teachers realise the programming content in their teaching. Text analysis was used as method of analysis. Two conceptual frameworks were used during analysis to identify and classify arguments for computer science in compulsory education, and to identify types of programming knowledge. Results reveal that the curriculum documents are sparse on details about what programming knowledge entails. Instead, programming is mainly presented as an interdisciplinary tool to achieve other learning goals. Guidance is given mainly in the form of cautious suggestions on how the work can be organised and through broad explanations and examples of how programming can be useful. However, some important and difficult strategic decisions are left entirely to the teachers without any clear guidance. The programming message in its entirety is communicated through several texts from different subjects. Altogether, this may complicate teachers’ process of transforming the curriculum into teaching and learning activities. In turn, there is a risk of inequality amongst schools and that the programming experience for the children becomes fragmented, superficial, misses out on key points, or is omitted, in part or in whole.
ER  - 

TY  - JOUR
T1  - The Limit Notion at Three Educational Levels in Three Countries
T2  - International Journal of Research in Undergraduate Mathematics Education
SN  - 2198-9745
A1  - Viirman, Olov
A1  - Vivier, Laurent
A1  - Monaghan, John
PY  - 2022
VL  - 2
IS  - 8
SP  - 222
EP  - 244
DO  - 10.1007/s40753-022-00181-0
LA  - eng
PB  - : Springer Nature
KW  - analysis
KW  - calculus
KW  - double discontinuity
KW  - limit
KW  - praxeology
AB  - This paper documents how the limit concept is treated in high school, at a university and in teacher education in England, France and Sweden. To this end we make use of vignettes, data-grounded accounts of the situation at the three levels in the three countries. These are analysed using the Anthropological Theory of the Didactic (ATD). While university praxeologies are relatively similar across the three countries, greater differences manifest themselves in high school and teacher education. For instance, at the high school level, in France a local praxeology on the limits of sequences is taught, which is not the case in England or Sweden. Results from the analysis of limits are extrapolated to comment on implications for the teaching of calculus, and for teacher education, in the three countries. The paper also raises methodological issues in our approach.
ER  - 

TY  - JOUR
T1  - Die Studien- und Berufswahlmotive von Grundschullehramtsstudierenden im internationalen Vergleich: [An international comparison of future elementary school teachers’ career choice motives]
T2  - Zeitschrift für Grundschulforschung
SN  - 1865-3553
A1  - Scharfenberg, Jonas
A1  - Weiß, Sabine
A1  - Hellstén, Meeri
A1  - Keller-Schneider, Manuela
A1  - Sava, Simona
A1  - Kiel, Ewald
PY  - 2022
VL  - 2
IS  - 15
SP  - 251
EP  - 272
DO  - 10.1007/s42278-022-00150-1
LA  - ger
PB  - : Springer Science and Business Media LLC
KW  - pre-service teachers
KW  - career choice motives
KW  - career choice
KW  - teacher education
KW  - professionalization
KW  - international comparison
KW  - berufswahlmotive
KW  - berufswahl
KW  - ländervergleich
KW  - lehrerbildung
KW  - professionalisierung
KW  - konfirmatorische faktorenanalyse
AB  - Die vorliegende Studie untersucht die Studien- und Berufswahlmotive von Studierenden des Grundschullehramts aus Deutschland, der Schweiz, Schweden, Rumänien und China auf Grundlage der STeaM/I-Datensätze, vergleicht sie mit den Motiven von Lehramtsstudierenden für weiterführende Schulen und setzt sie in den Kontext mit länderspezifischen strukturellen Bedingungen und Berufsbildern. Ausgehend von einem Vergleich intrinsischer, extrinsischer und pragmatischer Motive zeigen sich länderspezifische Unterschiede. Insgesamt zeigen intrinsische Motive die höchsten Ausprägungen, wobei dem chinesischen Motivprofil mit einer verhältnismäßig niedrigen intrinsischen und einer verhältnismäßig hohen pragmatischen Motivation eine Sonderrolle zukommt. Während die deutschen Befragten neben intrinsischen auch verhältnismäßig hohe extrinsische Motive aufweisen, die sich mit den Vorteilen einer Verbeamtung in Beziehung bringen lassen, messen schwedische Befragte insbesondere der gesellschaftlichen Relevanz und Schweizer Studierende biographischen Erfahrungen sowie dem Motiv des Lehramts als Traumberuf eine im Vergleich zu den anderen Ländern jeweils besonders hohe Bedeutung zu. Demgegenüber fallen die schulartspezifischen Unterschiede sowohl länderübergreifend als auch länderspezifisch gering aus. Während die generellen schulartspezifischen Tendenzen bisherige Forschung bestätigen, zeigen sich im Ländervergleich Relativierungen, etwa hinsichtlich der geringeren Rolle fachlicher Motive für Grundschullehramtsstudierende. Die Ergebnisse geben Hinweise auf den Einfluss struktureller Bedingungen innerhalb der einzelnen Untersuchungsländer auf die Studien- und Berufswahl von Lehramtsstudierenden – etwa hinsichtlich Gehaltsstruktur oder Fachlichkeit der Ausbildung – und lassen Implikationen auf die Professionalisierung von Lehrkräften zu, etwa hinsichtlich der Notwendigkeit, biographische Erlebnisse als Motivation für die Berufswahl angemessen zu reflektieren.
ER  - 

TY  - JOUR
T1  - Digital Citizenship and Professional Digital Competence: Swedish Subject Teacher Education in a Postdigital Era
T2  - Postdigital Science and Education
SN  - 2524-485X
A1  - Örtegren, Alex
PY  - 2022
IS  - 4
SP  - 467
EP  - 493
DO  - 10.1007/s42438-022-00291-7
LA  - eng
PB  - : Springer
KW  - digital citizenship
KW  - professional digital competence
KW  - teacher education
KW  - postdigital
KW  - democratic assignment
AB  - Teacher education (TE) is not only about skills and knowledge but also about citizenship formation as student teachers are prepared for the democratic assignment of school. In a postdigital era, blurred boundaries between digital technologies and physical reality place new demands on citizenship, teacher education institutions (TEIs), and teacher educators (TEDs). This paper explores Swedish TEDs’ views of digital citizenship and the professional digital competence (PDC) required for teaching subject student teachers to teach for digital citizenship. Seven TEIs participated and 16 semi-structured interviews were conducted with TEDs teaching a Core Education Subjects module on education and democracy mandatory for all student teachers. TEDs generally believe that the digitalization of society impacts the democratic assignment and addressing this requires specific PDC. Conceptualizations of digital citizenship tend to foreground source criticism as well as ethical, safe, and sound use of digital technologies, and to some degree also (im-)material means of democratic participation. While generally believing that TE should address questions relating to digital citizenship and that TEDs have an important role in this regard, digital technologies are discussed in the module coincidentally and TEDs are unsure to what degree student teachers receive such training. Challenges include lack of time and unclear Degree Objectives. To develop TEDs’ PDC to include questions relating to digital citizenship in their teaching, support is needed through policy and continuous professional development for TEDs, including reviews of course content and program structure. Future TE research needs to explore digital citizenship in the school subject social studies.
ER  - 

TY  - JOUR
T1  - Piloting Systematic Implementation of Educational Technology in Swedish K-12 Schools: Two-Years-In Report
T2  - Global Implementation Research and Applications
SN  - 2662-9275
A1  - Nordmark, Susanna
A1  - Augustsson, Hanna
A1  - Davidsson, Mattias
A1  - Andersson-Gidlund, Tobias
A1  - Holmberg, Kristina
A1  - Mohseni, Zeynab
A1  - Rack, John
A1  - Masiello, Italo
PY  - 2024
IS  - 4
SP  - 309
EP  - 323
DO  - 10.1007/s43477-024-00130-w
LA  - eng
PB  - : Springer
KW  - implementation science
KW  - educational technology
KW  - digital learning materials
KW  - learning analytics dashboards
KW  - data literacy
KW  - active implementation frameworks
KW  - computer and information sciences computer science
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - Halfway through a four-year research project supported by implementation science and the Active Implementation Frameworks (AIF), this article reports on the status of the initial two implementation stages. Our research investigates the impact of systematically preparing educators and educational institutions to integrate digital learning materials and learning analytics dashboards to enrich teaching practices and improve student performance outcomes.Furthermore, it seeks to establish a foundation for the use of innovative and validated educational technology (EdTech) through sustainable implementation strategies, evidence-based evaluation, and continuous redesign of digital learning materials. By adopting this comprehensive approach, we aim to enhance the knowledge base regarding effective digital innovation integration within educational environments.We argue that applying implementation science in educational settings facilitates the adoption of effective innovations, promotes evidence-based decision-making, and helps identify and address obstacles to change. Our ongoing research underscores the transformative impact of implementation science in education. Thus far, we have highlighted the crucial role of teacher perspectives and the necessity of co-designing technology aligned with teaching and learning objectives.This nuanced approach refutes the notion of a one-size-fits-all solution or a quick fix achievable in a single academic year. Instead, it advocates a dynamic, collaborative model that acknowledges the multifaceted nature of implementation. Our journey has reaffirmed the dedication of teachers, showcasing their readiness to invest time and effort when their professionalism is respected, and their input is genuinely valued and acted upon.
ER  - 

TY  - JOUR
T1  - Transition to hybrid teaching of mathematics: challenges and coping strategies of Swedish teachers
T2  - SN Social Sciences
SN  - 2662-9283
A1  - Ottergren, Elin
A1  - Ampadu, Ernest
PY  - 2023
VL  - 6
IS  - 3
SP  - 1
EP  - 23
DO  - 10.1007/s43545-023-00680-0
LA  - eng
PB  - : Springer Nature
KW  - covid-19 pandemic
KW  - mathematics teachers
KW  - coping strategies
KW  - equivalency theory
KW  - remote teaching
KW  - teknikvetenskapens lärande och kommunikation
KW  - education and communication in the technological sciences
AB  - Sweden was one of the few countries that did not close down their schools duringthe Covid-19 pandemic. Different hybrid teaching methods were adopted, some ofwhich are here to stay. This qualitative study explores the challenges that Swedishmathematics teachers had transitioning from face-to-face to hybrid teaching and thecoping strategies that they adopted to reduce the effect of these challenges on theirpractices, well-being and students’ learning experiences. The results from the studywere gathered from some 51 primary and secondary mathematics teachers in Stockholmusing a semi-structured questionnaire. The data were analysed with cognisanceof Lazarus and Folkman’s coping theory and Simonson’s equivalence theory. Theresults revealed that hybrid teaching had some negative impact on teaching quality,student achievement, student health, teacher workload, and teacher-student dialogue,which underpins the Swedish school curriculum. This lack of dialogue and highqualityinteraction undermines the equivalency theory principle, which suggests thatthe format of instruction should not influence the quality of students’ learning experiences.Also, the results revealed that majority of the teachers ascribed positively toproblem-based coping strategies as compared to the emotion-based coping strategyas they worked hard to provide students with good learning opportunities.
ER  - 

TY  - JOUR
T1  - Language-learning strategies in Sweden: newly arrived students’ perceptions
T2  - Discover Education
SN  - 2731-5525
A1  - Tjernberg, Catharina
A1  - Sourander, Åsa
PY  - 2025
VL  - 1
IS  - 4
EP  - 1
DO  - 10.1007/s44217-025-00783-1
LA  - eng
PB  - : Discover
KW  - literacy
KW  - translanguaging
KW  - newly arrived
KW  - teaching and learning
KW  - inclusion
KW  - special education
KW  - specialpedagogik
AB  - The aim of the study is to find out how some newly arrived students learn throughinvestigating how the students themselves understand their learning and theteaching strategies used by the teacher. To reach this aim, we examine the variousways in which the student has learned Swedish, the different strategies that theyuse to understand a text, and what factors are important in their process of learning.The study is based on sociocultural theory, including key concepts such as zone ofproximal development, scaffolding, and appropriation. The data collection was carriedout through qualitative interviews that were video recorded. The results highlightthe significance of the teacher for the students’ learning, as well as the importanceof using several languages when teaching. The students collaborate throughdiscussion and use digital tools to look up words and terms in their own languages.The students engage in several different ways of working, which means that talking,reading, and writing interact. They use digital tools such as apps, computers, andphones as aids, and learn various strategies for approaching texts and understandingthem. A conclusion is that when the first and second languages are used together indifferent language domains, the students’ language skills are intertwined and developin parallel. 
ER  - 

TY  - CHAP
T1  - The role of job demands and resources for teacher job satisfaction: insights from five European countries
T2  - International Encyclopedia of Education (Fourth edition)
A1  - Casely-Hayford, J
A1  - Johansson, Stefan
A1  - Dutt, K. G.
A1  - Kwak, L
A1  - Toropova, A
PY  - 2023
DO  - 10.1016/b978-0-12-818630-5.04082-3
LA  - eng
PB  - Oxford : Elsevier
KW  - teacher job satisfaction austria slovenia malta estonia sweden job demands-resources model
AB  - There is a universal agreement that the quality of the education system depends on the quality of its teachers. In order for teachers to fully exercise their professional competence, it is essential that they enjoy a favorable work environment. There are numerous factors that have been related to teachers' job satisfaction—it has been linked to teacher health general well-being, commitment and retention, instructional quality, student well-being and an overall school effectiveness. However, in spite of the importance of teachers' working conditions and their job satisfaction, large variation exists across schools and across countries. Research on teacher job satisfaction and related school working conditions is abundant internationally with a focus on single-country studies, but increasingly, researchers adopt a comparative perspective. Our study investigates the relative importance of job demands and resources in the school work environment for teacher job satisfaction in five European countries. Their choice was motivated by recent research which ranked the countries participating in TALIS 2018 study in accordance with the levels of teacher job satisfaction. We use TALIS 2018 data from the country with the highest (Austria) and lowest (Malta) latent means on teacher job satisfaction scale, as well as countries situated in the upper, middle and lower parts of the distribution: Slovenia (9), Estonia (19) and Sweden (28). Even though the countries of interest are all situated in Europe, they represent quite diverse geographical regions as well as different socio-economic, political and cultural contexts. Hierarchical linear regression was the main method of analysis. Results reveal both similar and differing national patterns in the countries of interest. Overall, job demands demonstrated a more consistent pattern of the relationships with teacher job satisfaction across countries, while the associations between job resources and teacher job satisfaction were more varied. Policy implications for raising levels of teacher job satisfaction are discussed.
ER  - 

TY  - CHAP
T1  - The role of job demands and resources for teacher job satisfaction: insights from five European countries
T2  - International Encyclopedia of Education
A1  - Casely-Hayford, Jeffrey
A1  - Johansson, Stefan
A1  - Dutt, Khaleda Gani
A1  - Toropova, Anna
PY  - 2022
SP  - 213
EP  - 231
DO  - 10.1016/B978-0-12-818630-5.04082-3
LA  - eng
PB  - : Elsevier
KW  - teacher
KW  - job satisfaction
KW  - austria
KW  - slovenia
KW  - malta
KW  - estonia
KW  - sweden
KW  - job demands-resources model
KW  - educational science
KW  - pedagogik med inriktning mot utbildningsvetenskap
KW  - education
AB  - There is a universal agreement that the quality of the education system depends on the quality of its teachers. In order for teachers to fully exercise their professional competence, it is essential that they enjoy a favorable work environment. There are numerous factors that have been related to teachers' job satisfaction—it has been linked to teacher health general well-being, commitment and retention, instructional quality, student well-being and an overall school effectiveness. However, in spite of the importance of teachers' working conditions and their job satisfaction, large variation exists across schools and across countries. Research on teacher job satisfaction and related school working conditions is abundant internationally with a focus on single-country studies, but increasingly, researchers adopt a comparative perspective. Our study investigates the relative importance of job demands and resources in the school work environment for teacher job satisfaction in five European countries. Their choice was motivated by recent research which ranked the countries participating in TALIS 2018 study in accordance with the levels of teacher job satisfaction. We use TALIS 2018 data from the country with the highest (Austria) and lowest (Malta) latent means on teacher job satisfaction scale, as well as countries situated in the upper, middle and lower parts of the distribution: Slovenia (9), Estonia (19) and Sweden (28). Even though the countries of interest are all situated in Europe, they represent quite diverse geographical regions as well as different socio-economic, political and cultural contexts. Hierarchical linear regression was the main method of analysis. Results reveal both similar and differing national patterns in the countries of interest. Overall, job demands demonstrated a more consistent pattern of the relationships with teacher job satisfaction across countries, while the associations between job resources and teacher job satisfaction were more varied. Policy implications for raising levels of teacher job satisfaction are discussed.
ER  - 

TY  - JOUR
T1  - Cognitive and motivational qualities of task instruction: Cognitive appraisals and achievement emotions of Swedish primary teacher students
T2  - Journal of Academic Librarianship
SN  - 0099-1333
A1  - Dahlqvist, Claes
PY  - 2023
VL  - 6
IS  - 49
EP  - 6
DO  - 10.1016/j.acalib.2023.102797
LA  - eng
PB  - : Elsevier BV
KW  - information-seeking behavior  information literacy  information-seeking skills  cognitive appraisals  information-seeking emotions  achievement emotions  primary teacher students
KW  - library and information science
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - Given the crucial role of primary teachers in shaping pupils’ development, equipping primary teacher students with the necessary skills, including information-seeking skills, is fundamentally important. The aim of this study is to gain a better understanding of the process of achieving such skills by exploring the interplay between cognitive appraisals and achievement emotions and the way in which these are affected by the quality of instructions experienced. Instruction librarians’ support in relation to instructions and how these can be designed to promote achievement are also investigated. Six Swedish primary teacher students were studied through in-depth semi-structured interviews over a period of 10 weeks. The methodological tool Geneva affect label coder was used for the mapping and categorization of appraisals and emotions. The analysis of the qualitative data was theory driven and deductively interpreted through the lens of Pekrun’s control–value theory of achievement emotions, Scherer’s semantic space of emotions, and Kuhlthau’s information search process model. The cognitive appraisals identified were uncertainty, certainty, and negative and positive intrinsic motivation. The achievement emotions found in relation to cognitive quality were anger/frustration, anxiety, and hopelessness, and those linked to motivational quality were enjoyment and boredom. Uncertainty and negative intrinsic motivation/failure elicited emotions related to cognitive quality, and negative/positive intrinsic motivation and certainty determined emotions related to motivational quality. The interplay between appraisals and emotions was complex, involving feedback loops and reciprocal causation. The support from instruction librarians experienced was related to the students’ ability to master the instructions and their cognitive qualities. The study has theoretical and methodological implications for information behavior and information literacy research in its application of appraisal theories and methodological tools. It also has practical implications for academic instruction librarians supporting students in the process of achieving information-seeking skills. By understanding how students experience support and the relations to the quality of task instructions, support can be designed in ways that promote positive achievement emotions and by implication achievement. 
ER  - 

TY  - JOUR
T1  - Undesirable Citizens: Education, Care and Control of the "Feeble-minded" in the Swedish Province of Malmöhus, 1900–1950
T2  - Alter;European Journal of Disability Research ;Journal Europeen de Recherche Sur le Handicap
SN  - 1875-0672
A1  - Barow, Thomas
PY  - 2011
VL  - 2
IS  - 5
SP  - 104
EP  - 115
DO  - 10.1016/j.alter.2010.09.008
LA  - eng
PB  - : Elsevier Masson
KW  - disability
KW  - special education
KW  - sweden
KW  - history of disability
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This paper contains the main results of a recently completed historical research project about the situation of persons cate- gorized as“feeble-minded” in Sweden. In this study, the case of Malmöhus province constitutes the microhistorical core. Here, educational and care institutions such as schools, asylums and working homes were particularly established in the first half of the 20th century. The motives behind these foundations will be discussed and the working routines in those institutions will be analysed in terms of teaching and after-care of the inmates and their exclusion justified by social constructs such as “uneducable” or “moral imbecile”. This paper aims at demonstrating how feeble-mindedness was perceived as a social problem, and how close the efforts of education and care were connected to eugenic ideology and control. Thereby, the history of the feeble-minded will be interpreted as a striking example of the contradictions of modernity. The coincidence of social inclusion and exclusion was a characteristic of the situation of an undesirable group of citizens in the Swedish society under the era of modernization. This outcome is of high relevance for understanding the early historical development of the Nordic welfare state.
ER  - 

TY  - JOUR
T1  - A framework of pre-service teachers' conceptions about digital literacy: Comparing the United States and Sweden
T2  - Computers and education
SN  - 0360-1315
A1  - List, Alexandra
A1  - Brante, Eva W.
A1  - Klee, Holly L.
PY  - 2020
IS  - 148
EP  - 148
DO  - 10.1016/j.compedu.2019.103788
LA  - eng
PB  - : Elsevier
AB  - We examine the conceptions of digital literacy of pre-service teachers in the United States (n = 188) and Sweden (n = 121). Pre-service teachers were asked to define digital literacy in an open-ended fashion and to select those skills that they considered to be essential for digital literacy from a list of 24 skills provided. Based on pre-service teachers' open-ended responses, four profiles of digital literacy conceptions, progressing in sophistication, were identified (i.e., technology focused, digital reading focused, goal directed, reflecting critical use). Moreover, pre-service teachers' selections of skills or competencies essential for digital literacy were used in cluster analysis. Profiles of digital literacy conceptions were consistent across open-ended and selected-response forms of assessment. Important similarities and differences in conceptions of digital literacy across the United States and Sweden are discussed, as are implications for improving teacher education.
ER  - 

TY  - JOUR
T1  - Engagement and disengagement in online learning
T2  - Computers and education
SN  - 0360-1315
A1  - Bergdahl, Nina
PY  - 2022
IS  - 188
EP  - 188
DO  - 10.1016/j.compedu.2022.104561
LA  - eng
PB  - Oxford : Elsevier BV
KW  - disengagement
KW  - distance education
KW  - engagement
KW  - k-12
KW  - mmgt
KW  - online learning
KW  - remote education
KW  - e-learning
KW  - education computing
KW  - student engagement
KW  - students' grades
KW  - teachers'
KW  - teachers' perceptions
KW  - students
KW  - leads
AB  - It can be challenging for teachers to engage students online; to know whether students are engaged or not. Online engagement can be perceived differently than in-class engagement. Research has shown that teacher perceptions of student engagement affect how they interact with students as well as students' grades. It is critical to understand how teachers perceive engagement, not least in an online setting, to inform practices and research. This study explores Swedish teachers' understanding of student online engagement and disengagement. A Mixed Method Grounded Theory study was designed as an intervention with an interview-diary-interview format. Twenty interviews with teachers (n = 10) who regularly teach hybrid, remote or distance classes in K-12 education were analysed using descriptive statistics and content analysis. The results show that teachers express understanding at the macro and micro level of engagement and would report different combinations of engagement and disengagement at different levels of engagement. The results informed an engagement model with a complex construct without inherent boundaries; teachers rated student engagement both below and above the suggested scale. The contribution to theory with included models is discussed.
ER  - 

TY  - JOUR
T1  - Estimating peer effects in Swedish high school using school, teacher and student fixed effects
T2  - Economics of Education Review
SN  - 0272-7757
A1  - Sund, Krister
PY  - 2009
IS  - 28
SP  - 329
EP  - 336
DO  - 10.1016/j.econedurev.2008.04.003
LA  - eng
PB  - : Elsevier Ltd.
AB  - In this paper I use a rich dataset in order to observe each student in different subjects and courses over time. Unlike most peer studies, I identify the peers and the teachers that each student has had in every classroom. This enables me to handle the simultaneity and selection problems, which are inherent in estimating peer effects in the educational production function. I use a value-added approach with lagged peer achievement to avoid simultaneity and extensive fixed effects to rule out selection. To be specific, it is within-student acrosssubject variation with additional controls for time-invariant teacher characteristics that is exploited. Moreover, I identify students that are attending classes in which they have no peers from previous education which otherwise might bias the result. I find positive peer effects for the average student but also that there is a non-linear dimension. Lowerachieving students benefit more from an increase in both mean peer achievement and the spread in peer achievement within the classroom than their higher-achieving peers.
ER  - 

TY  - JOUR
T1  - Preschool practices in Sweden, Portugal, and the United States
T2  - Early Childhood Research Quarterly
SN  - 0885-2006
A1  - Coelho, Vera
A1  - Åström, Frida
A1  - Nesbitt, Kimberley
A1  - Sjöman, Madeleine
A1  - Farran, Dale
A1  - Björck-Åkesson, Eva
A1  - Christopher, Caroline
A1  - Granlund, Mats
A1  - Almqvist, Lena
A1  - Grande, Catarina
A1  - Pinto, Ana Isabel
PY  - 2021
IS  - 55
SP  - 79
EP  - 96
DO  - 10.1016/j.ecresq.2020.11.004
LA  - eng
PB  - : Elsevier BV
KW  - behavioral count measures
KW  - early childhood education and care (ecec)
KW  - international
KW  - international early childhood policies
KW  - observation
KW  - preschool practices
KW  - article
KW  - child
KW  - child behavior
KW  - childhood
KW  - decision making
KW  - education
KW  - female
KW  - human
KW  - human experiment
KW  - infant
KW  - interrater reliability
KW  - male
KW  - portugal
KW  - sweden
KW  - teacher
KW  - united states
AB  - Across countries, there are important differences related to the goals, organization, and educational philosophies of care provided to young children prior to formal schooling. Those differences are likely reflected in the classroom practices and teacher-child interactions within a country's early childhood education and care (ECEC) classrooms. This study aims to evaluate the within-country relevance of two classroom observation measures primarily based on a behavioral count approach focused on teacher and child behaviors; and to examine preschool practices in Sweden, Portugal, and the U.S., as they reflect each country's ECEC goals, organization, and educational philosophies. Participants are 78 preschool settings in Sweden, 42 in Portugal, and 168 in the U.S. Results show that the measures targeted culturally-relevant behaviors and provided inter-rater reliability for the behavior count variables in the three countries. Future collaborations may address additional culturally-specific variables. The behavioral descriptions yielded by combining behavioral counts of the measures are analyzed by researchers from the relevant country for insights to the country's values related to early childhood as well as current debates regarding care for children. Measures that provide comprehensive descriptions of classroom settings and apply minimal external or comparative value judgments on the behaviors observed are of practical utility for collaborative international work.
ER  - 

TY  - JOUR
T1  - Review of What is our current understanding of one-to-one computer projects: A systematic narrative research review
T2  - Educational Research Review
SN  - 1747-938X
A1  - Fleischer, Håkan
PY  - 2012
VL  - 2
IS  - 7
SP  - 107
EP  - 122
DO  - 10.1016/j.edurev.2011.11.004
LA  - eng
PB  - : Elsevier BV
KW  - one-to-one
KW  - ubiquitous computing
KW  - laptop
KW  - systematic narrative research review
KW  - pedagogik och utbildningsvetenskap
KW  - pedagogics and educational sciences
AB  - The aim of this article is to review cross-disciplinary accumulated empirical research on one-to-one computer projects in school settings as published in peer-reviewed journals between 2005 and 2010, particularly the results of teacher- and pupil-oriented studies. Six hundred and five research articles were screened at the abstract and title level, 36 were full-text mapped, and 18 of those were further analysed. The final analysis revealed two main themes of narration, which guided the further descriptions. The first theme, Pupil-Related Results, deals with classroom activities and learning experiences and the outcomes of one-to-one projects. The second theme, Teacher-Related Results, deals with how teachers comprehend and relate to one-to-one computer projects. The results show that the research field has not developed substantially since the previously published reviews. This paper discusses the reasons for this lack of development, as well as the need for political, scholarly and epistemological awareness when researching questions of one-to-one computer projects.
ER  - 

TY  - JOUR
T1  - Schools' need for information from the healthcare system when balancing between educational demands and the requirements of the child diagnosed with cancer: A qualitative study
T2  - European Journal of Oncology Nursing
SN  - 1462-3889
A1  - Lönnerblad, Malin
A1  - Sedem, Mina
A1  - Enskär, Karin
PY  - 2025
IS  - 74
EP  - 74
DO  - 10.1016/j.ejon.2025.102780
LA  - eng
PB  - : Elsevier
KW  - childhood cancer
KW  - educators
KW  - nurses
KW  - patient care
KW  - qualitative study
KW  - school
AB  - Purpose: To improve patient care by describing teachers' and school leaders' experiences in teaching children diagnosed with cancer, to better understand which information would be beneficial for schools to receive from the healthcare system.Methods: This qualitative study was based on semi-structured interviews with 15 teachers and six school leaders in primary, secondary, and high schools in Sweden (student ages 6-18). The data was analyzed with thematic analysis.Results: Three main themes were revealed: a different diagnosis from other diagnoses, meaning that the respondents in this study perceived the information about a cancer diagnosis differently compared to other diagnoses due to the uncertain outcome of the child's condition and survival; a balancing act, including a need to balance schools' educational demands with the child's needs; and a desire for more information, especially pedagogical and schoolrelated information.Conclusions: The emotional impact on teachers of teaching a child with cancer is significant, and the medical information provided by consultant nurses from the hospitals was very appreciated and helpful. However, educators also highlighted their need for pedagogical information. This information would preferably come from a person specialized in special educational needs for children with cancer, for example, a teacher or a special education teacher from the hospital school or the oncological team.
ER  - 

TY  - JOUR
T1  - Makerspace in school: Considerations from a large-scale national testbed
T2  - International Journal of Child-Computer Interaction
SN  - 2212-8689
A1  - Eriksson, Eva
A1  - Heath, Carl
A1  - Ljungstrand, Peter
A1  - Parnes, Peter
PY  - 2018
IS  - 16
SP  - 9
EP  - 15
DO  - 10.1016/j.ijcci.2017.10.001
LA  - eng
PB  - : Elsevier
KW  - pervasive mobile computing
KW  - distribuerade datorsystem
KW  - arctech learning lab
KW  - digital fabrication
AB  - Digital fabrication and making has received a growing interest in formal and informal learning environments. However, many of these initiatives often start from a grassroots perspective, with little coordination on a national level. This paper illustrates and discusses a study from an ongoing large-scale national testbed in Sweden named Makerspace in schools (Makerskola). The project embodies a series of considerations that arise when a maker approach is applied to a geographically widespread national education context. The results of this study are based on an analysis of the extensive project documentation and first-hand experiences from initiating and running a large-scale national testbed in Sweden, involving more than 30 formal actors and more than one thousand active partners in a national educational setting. The main contribution of this paper is the identification and discussion of five different considerations that have emerged during the project, and include Procurement practices, The teacher and leader perspective, Informing national policy making, Creating equal opportunities, and Progression in digital fabrication.
ER  - 

TY  - JOUR
T1  - Children's experiences of democracy, participation, and trust in school
T2  - International Journal of Educational Research
SN  - 0883-0355
A1  - Thornberg, Robert
A1  - Elvstrand, Helene
PY  - 2012
IS  - 53
SP  - 44
EP  - 54
DO  - 10.1016/j.ijer.2011.12.010
LA  - eng
PB  - : Elsevier BV
KW  - school democracy
KW  - student participation
KW  - pupil participation
KW  - democratic education
KW  - citizenship education
KW  - school rules
KW  - ethnography
KW  - values education
KW  - moral education
KW  - skoldemokrati
KW  - elevinflytande
KW  - delaktighet
KW  - etnografi
KW  - värdepedagogik
KW  - värdegrund
AB  - The aim of this paper is to investigate children's views and experiences of democracy and pupil participation in relation to everyday school life, and to let their voices be heard on these issues. The data for this paper was derived from two ethnographic research projects conducted in three elementary schools in Sweden. In the classes investigated at two of the three schools, the adults are those who make decisions about school and classroom rules. Pupils are seldom given any opportunity to create, modify or repeal formal rules through open negotiations. In contrast, at the third school, children's influence and their ability to have a say are an important explicit goal for the teachers. Nevertheless, as well as in the two other schools, even in this school with the declared goal of working with democracy in this way, we found obstacles and limitations that counteracted school democracy: (a) discontinuity, (b) the long-term interaction pattern of teacher power and pupil subordination in the school organisation, which in turned encouraged and educated compliance with authority rather than deliberative democratic participation, (c) naive trust in teachers, (d) the school process of suppressing children's voices, and (e) unfair inconsistencies constructed by teachers.
ER  - 

TY  - JOUR
T1  - Teachers' views on values education: A qualitative study in Sweden and Turkey
T2  - International Journal of Educational Research
SN  - 0883-0355
A1  - Thornberg, Robert
A1  - Oğuz, Ebru
PY  - 2013
VL  - 1
IS  - 59
SP  - 49
EP  - 56
DO  - 10.1016/j.ijer.2013.03.005
LA  - eng
PB  - : Elsevier BV
KW  - values education
KW  - moral education
KW  - citizenship education
KW  - values
KW  - teacher professionalism
KW  - teacher ethics
KW  - teacher beliefs
KW  - teacher knowledge
KW  - moral socialization
KW  - värdepedagogik
KW  - värdegrund
KW  - medborgarutbildning
KW  - medborgarfostran
KW  - fostran
KW  - socialisation
KW  - moral
KW  - lärare
KW  - värden
AB  - The aim of the current study was to examine Swedish and Turkish teachers’ perspectives on values education. Qualitative interviews with 52 teachers were conducted and analyzed. Values education was mostly about compliance with societal values and norms. The learning goals or values in values education were mainly on how to treat others and on self-responsibility. Teachers did not take a critical approach. A main method of values education reported by the teachers was to be a good role model in everyday interactions with students. Values education was largely described as an everyday practice embedded in the stream of social interactions. Furthermore, an everyday language was used when the teachers described values and values education. There was a lack of professional knowledge in this domain.
ER  - 

TY  - JOUR
T1  - Online teaching going massive: input and outcomes
T2  - Journal of Cleaner Production
SN  - 0959-6526
A1  - Leire, Charlotte
A1  - McCormick, Kes
A1  - Richter, Jessika Luth
A1  - Arnfalk, Peter
A1  - Rodhe, Håkan
PY  - 2016
IS  - 123
EP  - 123
DO  - 10.1016/j.jclepro.2015.12.014
LA  - eng
PB  - : Elsevier
AB  - The proliferation of massive open online courses is a recent phenomenon in higher education. At the International Institute for Industrial Environmental Economics at Lund University in Sweden, emerging pedagogical approaches in e-learning have long been embraced, allowing for valuable experience with new educational technologies applied in education for sustainability. In 2014, the Institute was given a formal task to develop a massive open online course on “Greening the Economy: Lessons from Scandinavia”, thereby utilizing existing capacities and experiences while experiencing new challenges revealed by courses of larger scale. This article presents the background to the Institute's undertaking with massive open online courses and the range of expectations from the main stakeholders. The article discusses massive open online courses as a novel venue for e-learning in sustainability education as regards learning activities, design and content. It concludes that while the initial experience of such a course has been positive, in order to better cater to the learner groups, continued attention needs to be paid to course design, teacher capacity and in particular an examination of learner motivations.
ER  - 

TY  - JOUR
T1  - Reading EAP: Investigating high proficiency L2 university students' strategy use through reading blogs
T2  - Journal of English for Academic Purposes
SN  - 1475-1585
A1  - McGrath, Lisa
A1  - Berggren, Jessica
A1  - Mežek, Špela
PY  - 2016
IS  - 22
SP  - 152
EP  - 164
DO  - 10.1016/j.jeap.2016.03.003
LA  - eng
PB  - : Elsevier BV
KW  - academic reading
KW  - blogs
KW  - high proficiency l2
KW  - novice academic readers
KW  - reading strategies
KW  - humaniora
KW  - humanities
AB  - This study investigates the reading strategies used by academically novice, but high proficiency L2 students of English enrolled in a teacher education programme at a major Swedish university. Data were obtained from personal reading blogs kept by the students as they undertook course reading at home. An analysis revealed that students employed various reading strategies; however, there was limited evidence to suggest that students employed these strategies routinely. The most common strategy reported was connecting to short-term writing task. While students reported reflecting on their reading, they did not appear to amend unsuccessful strategy use, or re-use successful strategies. The study reveals the difficulties and limitations of high proficiency L2 students who lack experience of reading academic literature in English, and discusses pedagogical implications for reading blogs.
ER  - 

TY  - JOUR
T1  - Male acoustic display in the sand goby – Essential cue in female choice, but unaffected by supplemental feeding
T2  - Journal of Experimental Marine Biology and Ecology
SN  - 0022-0981
A1  - Blom, Eva-Lotta
A1  - Wilson, Joanna R.
A1  - Kvarnemo, Charlotta
A1  - Amorim, M. Clara P.
A1  - Svensson, Ola
PY  - 2022
IS  - 556
EP  - 556
DO  - 10.1016/j.jembe.2022.151791
LA  - eng
PB  - : Elsevier
KW  - gobiidae
KW  - mating success
KW  - nest quality
KW  - sexual selection
KW  - teleost fish
KW  - vocalization
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Many teleost fishes use acoustic and visual signalling during courtship. Such displays may convey information about body condition. Here we experimentally altered body condition of sand goby (Pomatoschistus minutus) males to examine effects on acoustic and visual courtship and subsequent spawning decisions. Over two weeks, males fed in excess were fed daily, whereas food-deprived males were fed once a week. Females only spawned with males that produced courtship sound. However, there were no treatment effects on the occurrence of spawning and males fed in excess did not invest more in visual or acoustic courtship than food-deprived males. That said, males fed in excess built more well-covered nests, with more sand piled on top, compared to food-deprived males. Male condition measured as lipid content differed significantly between treatments. However, only males fed in excess differed in lipid content from wild caught males, indicating that in nature, males are of similar condition to males in the low condition treatment group. Apart from the importance of courtship sound, the only male or female behaviour predicting reproductive success was if male displayed in the nest opening. Males often produce courtship sounds together with a visual display in this position. A female dark-eye display did not associate with reproductive success which, together with previous results, suggest a non-ornamental function of this trait. We conclude that male courtship sounds appear to be crucial in female mate choice, but the information content of the courtship sounds and how it relates to male condition remains elusive.
ER  - 

TY  - JOUR
T1  - Community and the education market: A cross-national comparative analysis of ethnographies of education inclusion and involvement in rural schools in Spain and Sweden
T2  - Journal of Rural Studies
SN  - 0743-0167
A1  - Beach, Dennis
A1  - Arrazola, M. B. V.
PY  - 2020
IS  - 77
SP  - 199
EP  - 207
DO  - 10.1016/j.jrurstud.2020.05.007
LA  - eng
PB  - : Elsevier BV
KW  - rural schools
KW  - market governance
KW  - ethnography
KW  - meta-ethnography
KW  - mobile
KW  - modernity
KW  - out-migration
KW  - choice
KW  - family
KW  - geography
KW  - public administration
KW  - teacher education and education work
AB  - The present article uses 25 ethnographic publications as data for a cross-national meta-ethnographic analysis of school development in rural communities. The publications come from research in four research projects in two countries in the past decade that were ethnographically exploring different challenges in schools in rural areas in relation to changes in State regulation from bureaucratic and professional control to market governance. Different schools in different types of rural area with different types of pedagogical and leadership challenges have been identified. Two different types of school; communitas schools and magnet schools; have emerged from the investigation as two common, different and analytically important ways of responding to market pressures. Parental co-operation and community involvement characterizes the former whilst finding ways to competitively expand and exploit resources to refine and expand recruitment characterize the other. They are both contextual developments from market governance but the latter is also recognized as a default position for school development in market conditions. Both are described as adding value for or to rural communities but in very different ways. These different ways are presented and discussed in the article and based on this discussion, the development of markets in education is described as potentially very problematic in some rural areas. Schools with greater access to resources are benefitted at the expense of other schools in ways that undermine fundamentally important rural community values.
ER  - 

TY  - JOUR
T1  - Writing practices of recently immigrated adolescent emergent writers: A study from a language introductory school in Sweden
T2  - Journal of Second Language Writing
SN  - 1060-3743
A1  - Winlund, Anna
PY  - 2021
IS  - 51
EP  - 51
DO  - 10.1016/j.jslw.2021.100794
LA  - eng
PB  - : Elsevier BV
KW  - emergent writing
KW  - recently immigrated adolescents
KW  - swedish as a second
KW  - language
KW  - linguistics
AB  - The purpose of the present article is to shed light on the L2 writing practices of three students with emergent literacy at a Swedish language introductory school, where the students learn Swedish, develop alphabetic print literacy and prepare for further education. The research questions guiding the analysis are: What are the different ways that the students engage in analyzed writing practices? What are the students? challenges and assets in relation to these activities? Throughout the study, literacy is viewed as a complex set of social and interactive practices. The theoretical framework of Luke and Freebody?s four resources model (1990) is used in order to analyze a comprehensive set of data collected over a oneyear period, which includes field notes, audio recordings of classroom interactions, students? written material and interviews with students. The findings indicate that all three students seem motivated to learn, but that they engage in the L2 writing practices in different ways, according to their individual challenges and assets. They have in common that their writing often depends on the model texts written by the teacher, and shared experiences, such as field trips and interactions in the classroom, constitute the basis for the development of written text.
ER  - 

TY  - JOUR
T1  - Does grade configuration matter? Effects of school reorganisation on pupils' educational experience
T2  - Journal of Urban Economics
SN  - 0094-1190
A1  - Holmlund, Helena
A1  - Böhlmark, Anders
PY  - 2019
IS  - 109
SP  - 14
EP  - 26
DO  - 10.1016/j.jue.2018.11.004
LA  - eng
PB  - : Elsevier BV
KW  - grade configuration
KW  - school environment
KW  - school transitions
KW  - school size
KW  - educational achievement
AB  - This paper studies the effects of school organisation on pupils' school environment, travel patterns and educational outcomes, exploiting a policy change that reorganised Swedish middle school education. The reorganisation induced pupils to remain in small local schools throughout grades 1-9, as opposed to making a transition to large middle schools between grades 6 and 7. The reorganisation had large consequences for pupils' environments in the affected areas: travel distances to school decreased as well as the school cohort size; the composition of peers became more homogenous; and notably we find a reduction in teacher qualifications and experience. Despite that the previous literature has found that school transitions, school size and teacher experience are important inputs in the education production function, we find no evidence that remaining in a small local school had effects on educational outcomes. We reconcile our evidence using a survey which reveals that Swedish pupils do not perceive large differences in the psychosocial learning environment between schools of different grade configurations. Our results are important in informing policy makers and urban planners of the costs and benefits of different types of school organisations.
ER  - 

TY  - JOUR
T1  - Prevalence of Voice Symptoms and Risk Factors in Teacher Students
T2  - Journal of Voice
SN  - 0892-1997
A1  - Ohlsson, Ann-Christine
A1  - Andersson, Eva M.
A1  - Sodersten, M.
A1  - Simberg, S.
A1  - Barregård, Lars
PY  - 2012
VL  - 5
IS  - 26
SP  - 629
EP  - 634
DO  - 10.1016/j.jvoice.2011.11.002
LA  - eng
PB  - : Elsevier BV
KW  - teacher students
KW  - prevalence of voice symptoms
KW  - potential risk factors
KW  - screening instrument
KW  - voice
KW  - primary-school teachers
KW  - vocal symptoms
KW  - disorders
KW  - complaints
KW  - speech
KW  - career
KW  - impact
KW  - work
KW  - tool
AB  - Teacher students seem to have low awareness of the vocal demands in their future professions, and students with vocal symptoms are at risk for developing voice disorders during their professional careers. The purpose of the present study was to determine the prevalence of voice problems in teacher students at the very beginning of their education at the university. Of 1636 students approached in the first couple of days, 1250 (76%) answered two questionnaires about voice symptoms, Screen6 and Swedish Voice Handicap Index (Sw-VHI), and one questionnaire about potential risk factors. A majority of the students were women, and their mean age was 23 years (range, 18-52 years). The results showed that 208 of 1250 students (17%) had voice problems, defined as at least two symptoms weekly or more often in Screen6. The proportion of women was larger in the group with voice problems than in the group without voice problems. Significant risk factors for voice problems were vocal fold problems in childhood and adulthood, frequent throat infections, airborne allergy, smoking, hearing problems, previous work as teacher or leader, voice demanding hobbies, and previous speech therapy or voice training. There was a clear association between the number of potential vocal risk factors and the number of voice symptoms. There was also a strong association between the scores of the two questionnaires, the Sw-VHI and the Screen6. Students with voice problems according to Screen6 scored 23.1 (mean Sw-VHI) compared with 7.8 for students without voice problems.
ER  - 

TY  - JOUR
T1  - Is the Gender Gap in School Performance Affected by the Sex of the Teacher?
T2  - Labour Economics
SN  - 0927-5371
A1  - Holmlund, Helena
A1  - Sund, Krister
PY  - 2008
VL  - 1
IS  - 15
SP  - 37
EP  - 53
DO  - 10.1016/j.labeco.2006.12.002
LA  - eng
PB  - : Elsevier BV
KW  - economics of education
KW  - gender differences
AB  - Girls outperform boys in school. We investigate whether the gender performance gap can be attributed to the fact that the teacher profession is female dominated, that is, is there a causal effect on student outcomes from having a same-sex teacher? Using data on upper-secondary school students and their teachers from the municipality of Stockholm, Sweden, we find that the gender performance differential is larger in subjects where the share of female teachers is higher. We argue, however, that this effect can not be interpreted as causal, mainly due to teacher selection into different subjects and non-random student-teacher matching. Exploring the fact that teacher turnover and student mobility give rise to variation in teacher's gender within student and subject, we estimate the effect on student outcomes of changing to a teacher of the same sex. We find no strong support for our initial hypothesis that a same-sex teacher improves student outcomes.
ER  - 

TY  - JOUR
T1  - Communication in the virtual classroom in higher education: languaging beyond the boundaries of time and space
T2  - Learning, Culture and Social Interaction
SN  - 2210-6561
A1  - Messina Dahlberg, Giulia
A1  - Bagga-Gupta, Sangeeta
PY  - 2013
VL  - 3
IS  - 2
SP  - 127
EP  - 142
DO  - 10.1016/j.lcsi.2013.04.003
LA  - eng
PB  - : Elsevier BV
KW  - language learning
KW  - online synchronous environments
KW  - multilingualism
KW  - identities
KW  - technology mediated social interaction
KW  - education
KW  - utbildning och lärande
AB  - The empirical study presented here focuses upon naturalistic social interaction in online synchronous communities within higher education. Our interests here relate to accounting for the communicative strategies employed by participants who are dealing with a common task, and how these specific tasks are negotiated within the constraints and opportunities accorded in the multimodal multilingual virtual setting. Taking sociocultural theoretical points of departure, we focus on students' languaging and use of tools when they have access to a range of resources inside the online videoconferencing program. The study is based upon screen recordings of both student-only and teacher-lead meetings during one semester in the online course Italian for beginners offered by a Swedish university. The analysis is two-fold: we provide an overview of the interactional patterns at the general lesson level in the data complemented by a micro-interactional analysis of selected slices of everyday life from two meetings. Our findings indicate that students make use of several resources that dialectically shape how they get positioned within the virtual community culture. These identification processes function as ways of enriching and nurturing learning, both of appropriating the target language, as well as enabling ways of being in multimodal, multilingual communities of practices.
ER  - 

TY  - JOUR
T1  - The Swedish grade conference: A dialogical study of face-to-face delivery of summative assessment in higher education
T2  - Learning, Culture and Social Interaction
SN  - 2210-6561
A1  - Meyer-Beining, Janna
A1  - Vigmo, Sylvi
A1  - Mäkitalo, Åsa
PY  - 2018
VL  - 4
IS  - 19
SP  - 134
EP  - 145
DO  - 10.1016/j.lcsi.2018.05.004
LA  - eng
PB  - : Elsevier BV
KW  - assessment interaction summative assessment higher education dialogical studies communicative projects
AB  - This article explores a summative assessment delivery activity frequently encountered in Swedish higher education, the grade conference. Drawing on data from a Swedish module on Environmental Engineering, we analyze ten video recorded face-to-face meetings, each involving one student and one teacher discussing a grade awarded on the basis of a student written report. Utilizing Linell's concept of communicative projects, our dialogical study describes the interactional characteristics of this institutional activity type. In that context, we also discuss the interactional framing of each meeting, the issues considered talk-about-able within the activity, as well as the institutional and personal expectations made salient in this type of summative assessment interaction. We find that the activity involves a small set of characteristic communicative projects, which on the whole serve the activity's overarching purpose of delivering and achieving acceptance of a previously determined grade on a student written report. Teacher dominated, the activity provides occasion to discuss different aspects of student work, but participants also engage in subtle negotiations of institutional and personal accountabilities.
ER  - 

TY  - JOUR
T1  - Connected youth, connected classrooms. Smartphone use and student and teacher participation during plenary teaching
T2  - Learning, Culture and Social Interaction
SN  - 2210-6561
A1  - Sahlstrom, Fritjof
A1  - Tanner, Marie
A1  - Valasmo, Verneri
PY  - 2019
IS  - 21
SP  - 311
EP  - 331
DO  - 10.1016/j.lcsi.2019.03.008
LA  - eng
PB  - : Elsevier
KW  - classroom interaction
KW  - conversation analysis
KW  - participation
KW  - plenary teaching
KW  - smartphones
KW  - education
AB  - The aim of this article is to study how recent and rapid increase in students' use of smartphones in classrooms affects how participation is organized and carried out in teaching and learning situations, particularly in relation to plenary teaching in whole-class interaction. Smartphones are new artifacts in the classroom that afford changed possibilities for participation in social interaction. This raises questions about to what extent well-established and well-known patterns of classroom participation are still valid, in particular with respect to the fundamental turn-taking organization of plenary teaching. The empirical data consists of video recordings from multiple sources during 158 h of lessons in Swedish and Finnish upper secondary classrooms. Selected interactions involving smartphone use during plenary teaching were transcribed and represented with regard to multimodal aspects of both face-to-face and screenbased interactions. Analysis was carried out using conversation analysis (CA), drawing on the concept participation framework. The main conclusion of the article is that student smartphone use significantly alters participation patterns in whole-class interaction, but in different ways from the students' respective teachers' perspective. However, student phone use is not oriented to as interactionally problematic, or as threatening the basic participation organization of the dominance of IRE-patterns during plenary teaching.
ER  - 

TY  - JOUR
T1  - Teacher self-correction of conceptual error: Fictionalisation and shifting epistemological stance in early childhood education teaching
T2  - Learning Culture and Social Interaction
SN  - 2210-6561
A1  - Frejd, Johanna
A1  - Pramling, Niklas
PY  - 2023
IS  - 41
EP  - 41
DO  - 10.1016/j.lcsi.2023.100719
LA  - eng
PB  - : Elsevier BV
KW  - early childhood education
KW  - multimodality
KW  - science education
KW  - fictionalization
KW  - epistemological status
KW  - discourse
KW  - talk
KW  - play
KW  - education & educational research
AB  - Teachers making errors in explanation that require subsequent self-correction is presumably common in education. However, it may be difficult to capture in research. In this study, teacher self-correction in the context of early childhood science education within a fictive frame was captured on video when documenting science activities over a prolonged time. How the teachers address the error they discover in their teaching and work in correcting it in subsequent activities are analyzed. The error identified and addressed concerns the distinction between a tornado and a dust devil (dust vortex). The empirical data consist of video recordings of teachers-children interaction in Swedish preschool. The participating children are 4 to 5 years old. The findings clarify how the teachers in addressing and correcting the conceptual error uses different semiotic means, with a particular emphasis on the coordination of gesturing and verbal explication when contrasting and explaining the different phenomena. The analysis also clarifies how the fictive character employed leads to a shift in epistemic status of the teachers to becoming co-learners with the children. How addressing and amending errors in explanation may function in deepening meaning making rather than working detrimental to it is discussed.
ER  - 

TY  - JOUR
T1  - Convergence of control and affection in classroom management: affectionate and disciplining touch and talk
T2  - Learning, Culture and Social Interaction
SN  - 2210-6561
A1  - Cekaite, Asta
A1  - Bergnéhr, Disa
PY  - 2023
IS  - 41
EP  - 41
DO  - 10.1016/j.lcsi.2023.100733
LA  - eng
PB  - : Elsevier
KW  - social interactions
KW  - embodiment
KW  - touch
KW  - early childhood education
KW  - classroom management
KW  - education
AB  - The present study examines mundane social interactions in a Swedish preschool where teachers use affectionate touch for the purposes of classroom management. The data consists of observations of everyday activities, video-recorded at a regular Swedish early childhood educational institution, involving three-to-five-year-old children. Video-recorded data were analysed using Multimodal Conversation Analysis (Goodwin, 2000). The teachers used embodied configurations of touch and talk as ways to organise and rearrange mutual participation frameworks and achieve children's attentive participation in an ongoing activity, or to put their unsolicited initiatives on hold while sustaining the flow of the main classroom activity. The analysis suggests that the teachers, by using multimodal practices, attended to multiple concerns: they remedied problems in the children's conduct, socialised the children's attentive participation and attended to their social and emotional concerns while sustaining close social relations within the classroom community. By focusing analysis on the bodily features of teacher-child interactions, the study contributes to a broader understanding of classroom management and how teachers' social influence is exerted and negotiated in mundane social interactions in early childhood education settings.
ER  - 

TY  - JOUR
T1  - Negotiating agency in teacher-children triads of collaborative (re)storytelling: Empirical study and methodological implications
T2  - Learning, Culture and Social Interaction
SN  - 2210-6561
A1  - Pramling, Niklas
A1  - Myrendal, Jenny
A1  - Shengjergji, Sofije
PY  - 2024
IS  - 49
EP  - 49
DO  - 10.1016/j.lcsi.2024.100865
LA  - eng
PB  - : Elsevier BV
KW  - agency
KW  - analytical indicators of agency
KW  - early childhood education and care (ecec)
KW  - sociocultural perspective
KW  - storytelling
AB  - This study addresses the support and responsiveness towards children's agency within early childhood education and care (ECEC) in the context of collaborative storytelling. We analyze activities in which ECEC teachers together with pairs of children (re)tell a story that they know from a book. Like in any social activity, the matter theoretically referred to as ‘agency’ is actualized. In the case of storytelling, this is a matter that could be formulated in terms of ‘authoring’ and ‘what story’ or ‘whose story’ is (to be) told. Adopting a sociocultural/dialogical perspective, we analyze the interaction in these triads, paying particular attention to shifts in the authoring of stories and in manifestations of stancetaking. The empirical data were gathered from two internationally profiled preschools in Sweden, involving 10 children aged 4–5 years who engage in multiple languages. The results clarify the continuous negotiation of agency in the activities. The results are discussed in terms of methodology and the importance of studying agency in a manner that captures it as dynamic, changing and evolving, rather than as reified possession, is emphasized.
ER  - 

TY  - JOUR
T1  - Multimodality, embodiment, and language learning in bilingual early childhood education: Enskilment practices in a Swedish–English preschool
T2  - Learning, Culture and Social Interaction
SN  - 2210-6561
A1  - Anatoli Smith, Olga
PY  - 2025
IS  - 50
EP  - 50
DO  - 10.1016/j.lcsi.2024.100879
LA  - eng
PB  - : ELSEVIER SCI LTD
KW  - bilingualism
KW  - interaction
KW  - directives
KW  - requests
KW  - language socialization
KW  - transitional activities
KW  - autonomy
AB  - Institutions of early childhood education and care (ECEC) constitute an important environment for children's learning and development, yet little is known about language-supportive interactions in ECEC settings beyond teacher-led educational activities or children's peer play. This study on a bilingual Swedish-English preschool draws attention to teacher-child interactions during transitional activities as a space for situated learning and enskilment in practical tasks, e. g., dressing or cleaning. Specifically, the study describes how teachers and young children (1-2- and 3-4-year-olds) participate in embodied instructional exchanges amid a one-teacher/onelanguage policy. The study is based on multimodal conversation analysis of video-recordings collected during ethnographic fieldwork in Sweden. The analysis reveals the teachers' embodied and verbal strategies for instructing and scaffolding children's actions, socializing the children in the institutional interactional routines, and modeling linguistic patterns in two languages. The analysis describes how young children participate in the enskilment practices as agentive members in the preschool as a community of practice and a language learning ecology. The study supports research on the connection between children's participation, the development of embodied skills, and language learning, and highlights the pedagogical value of mundane encounters in ECEC.
ER  - 

TY  - JOUR
T1  - Beyond academics: Links from teaching practices in Swedish schools to students’ achievements and mental health complaints
T2  - Learning and instruction
SN  - 0959-4752
A1  - Bortes, Cristian
A1  - Giota, Joanna
PY  - 2024
IS  - 92
EP  - 92
DO  - 10.1016/j.learninstruc.2024.101937
LA  - eng
PB  - : Elsevier
KW  - teaching practices
KW  - schools
KW  - students
KW  - mental health
KW  - academic achievement
AB  - Background: Despite extensive research on the relationship between teaching practices and learning outcomes, limited attention has been given to their potential links with students’ mental health.Aims: This study investigates the relationships between three teaching practice types – teacher-centered, student-centered, and student-dominated – and both student mental health complaints and academic achievement. It furthers explores variations in these associations based on students’ socioeconomic status (SES).Sample: The analysis includes 4573 grade 9 students (aged 15–16 years) in the Swedish comprehensive school system.Methods: Employing structural equation modelling techniques, we analyze a dataset comprising students’cognitive test scores, their perceptions of classroom processes, self-reported mental health complaints, as well as register data on teacher-assigned grades and parental education.Results: Teacher-centered practices are positively associated with academic achievements but lack robust linkswith mental health complaints. Conversely, student-centered practices are positively associated with academicachievements and correlate with lower mental health complaint frequencies. However, student-dominated practices demonstrate poor relationships with both mental health and academic achievements. Limited variations based on students’ social background reveal only two differing associations between low and high SES students: teacher-centered teaching shows stronger academic achievement associations for low SES students, while student-dominated teaching is more adversely linked to low SES students’ mental health.Conclusions: The results affirm the benefits of both teacher- and student-centered teaching practices for academic achievement while cautioning against excessive self-directed teaching. Importantly, the study highlights the role of instructional approaches in shaping not only academic outcomes but also students’ mental health.
ER  - 

TY  - JOUR
T1  - "It was that Trolle thing" Negotiating history in Grade 6: A matter of teachers' text choice
T2  - Linguistics and Education
SN  - 0898-5898
A1  - Walldén, Robert
PY  - 2020
IS  - 60
EP  - 60
DO  - 10.1016/j.linged.2020.100884
LA  - eng
PB  - : Elsevier
KW  - classroom discourse
KW  - disciplinary literacy
KW  - history teaching
KW  - primary education
KW  - teaching material
AB  - A crucial issue for literacy research is how teaching practices are shaped to promote diverse learners’ en- gagement with content knowledge and use of disciplinary language. In this article, based on a classroom study in Sweden, I explore the teaching of two historical events where the participant Grade 6 teacher created opportunities for writing and peer interaction in the content area. Using discourse analysis in- formed by systemic-functional linguistics, the study contributes to existing research by highlighting the role of teachers’ text choices in the shaping of disciplinary literacy practices in the teaching of history. The texts chosen and rejected by the participant teacher are analyzed and put in relation to transcripts of peer interaction and samples of students’ writing. The results show that the texts chosen – unlike those rejected –largely relied on everyday linguistic resources. As the students’ peer interaction and writing closely mirrored the texts presented to them, their opportunities to use the resources of abstract language commonly associated with school history seemed restricted. Implications for teaching are discussed.
ER  - 

TY  - JOUR
T1  - Joining the adventures of Sally Jones: Discursive strategies for providing access to literary language in a linguistically diverse classroom
T2  - Linguistics and Education
SN  - 0898-5898
A1  - Walldén, Robert
A1  - Nygård Larsson, Pia
PY  - 2022
IS  - 72
EP  - 72
DO  - 10.1016/j.linged.2022.101121
LA  - eng
PB  - : Elsevier
KW  - classroom discourse
KW  - disciplinary literacy
KW  - discursive mobility
KW  - primary school
KW  - story reading
KW  - semantic shifts
KW  - comparative literature education
KW  - litteraturvetenskap med didaktisk inriktning
AB  - This study illuminates a teacher's discursive strategies for promoting understanding of literary language in a linguistically diverse Swedish classroom. By means of field notes and audio recordings, a Grade 4 teacher's read-aloud of the award-winning picture book The Legend of Sally Jones was documented and analyzed employing concepts from Systemic-Functional Linguistics and Legitimation Code Theory. Combining quantitative and qualitative approaches, the findings show that the teacher used a rich variety of discursive strategies to make specialized terms and literary descriptions available to the students. Apart from using question–answer strategies and commenting on the text in clarifying ways, the teacher made linguistic alterations to either expand or simplify the literary language. The expansive strategies were particularly salient, entailing clarifying paraphrases or subtly infused additions to expand literary meaning. The significance of the strategies to support students’ understanding of literary language and immersion in stories is discussed.
ER  - 

TY  - JOUR
T1  - Contextual elaborations and shifts when adult L2 learners present and discuss workplace-related vocabulary
T2  - Linguistics and Education
SN  - 0898-5898
A1  - Walldén, Robert
PY  - 2024
IS  - 80
EP  - 80
DO  - 10.1016/j.linged.2024.101272
LA  - eng
PB  - : Elsevier
KW  - adult education
KW  - knowledge-building interaction
KW  - second-language instruction
KW  - swedish for immigrants
KW  - vocabulary explanations
KW  - vuxenutbildning
KW  - kunskapsbyggande interaktion
KW  - andraspråksundervisning
KW  - svenska som andraspråk
KW  - ordförrådsundervisning
KW  - språkpraktik
KW  - svenska för invandrare
KW  - swedish as a second language
AB  - This study aims to contribute knowledge about how the meanings of words selected by students based on workplace experiences (placements) in basic adult L2 education were negotiated in classroom discourse. The study, conducted in the context of Swedish for Immigrants (SFI), drew inspiration from practice-based and ethnographic methodology. It focuses on a vocabulary assignment connected to students’ placements at preschools and a hotel. The analysis was based on transcribed audio recordings and underpinned by the theoretical perspective of knowledge-building interaction. As a theoretical contribution to the field, the study develops the concepts of contextual elaboration and shifts. The findings show that some students successfully used placement experiences to contextualize their chosen words, while others found it challenging to contextualize abstract words. In the follow-up discussions, the teacher, and the students collaboratively and multi-contextually expanded on word meanings by exploring different collocations and contexts of use.
ER  - 

TY  - JOUR
T1  - Disciplinary content and text structures communicated in the classroom: Pathways in science lessons
T2  - Linguistics and Education
SN  - 0898-5898
A1  - Bergh Nestlog, Ewa
A1  - Danielsson, Kristina
A1  - Jeppsson, Fredrik
PY  - 2024
IS  - 84
SP  - 1
EP  - 17
DO  - 10.1016/j.linged.2024.101343
LA  - eng
PB  - : Elsevier
KW  - disciplinary literacy
KW  - text structures
KW  - semiotic resources
KW  - classroom interaction
KW  - forces
KW  - primary science classroom
KW  - swedish didactics
KW  - svenska språket med didaktisk inriktning
KW  - science education
KW  - naturvetenskap med utbildningsvetenskaplig inriktning
KW  - naturvetenskapsämnenas didaktik
AB  - Making meaning about disciplinary knowledge involves both disciplinary content and relevant semiotic resources (e.g., text structures) for communicating the content, as two sides of a coin. The purpose of this study is to contribute to research in science education with a model for visualising how the two sides of the coin are elaborated in classroom interaction, aiming to support students’ disciplinary knowledge development. The model was developed based on data from a series of lessons in a primary science classroom where the teacher and her students negotiated and made meaning about action and reaction forces. We show how the model can be used to deepen the understanding of how the meaning making through classroom interaction forms a pathway, visualising different levels of disciplinary literacy and hence the model's usefulness for both research and for designing teaching practices.
ER  - 

TY  - JOUR
T1  - Implementing explicit and implicit narrative instruction in preschool: Insights from a language intervention study
T2  - Linguistics and Education
SN  - 0898-5898
A1  - Andersson Lilja, Peter
A1  - Skaremyr, Ellinor
A1  - Svensson, Ann-Katrin
A1  - Andersson, Ketty
PY  - 2025
IS  - 89
EP  - 89
DO  - 10.1016/j.linged.2025.101465
LA  - eng
PB  - : Elsevier
KW  - early childhood education
KW  - language intervention
KW  - narratives
KW  - explicit instruction
KW  - implicit instruction
KW  - implementation science
AB  - This study examines how two instructional conditions - explicit and implicit narrative instruction - were implemented in Swedish preschools, drawing on principles from implementation science. Data from 21 preschool departments—including video recordings, teacher interviews, and survey data - were analyzed using a mixed-methods approach. The implicit approach (HINT), focusing on shared reading and meaning making, was perceived as easier to integrate and adapt due to its alignment with established preschool practices. The explicit approach (SCAN) was more challenging to implement partly due to a new and more systematic approach. Both approaches were highlighted as beneficial by teachers. However, SCAN was emphasized as particularly beneficial for previously quiet or less engaged children. While most teachers reported feeling prepared, sustained fidelity to core instructions declined over time for both HINT and SCAN. The analysis also reveals a persistent monolingual norm: despite multilingualism being a stated goal, few departments integrated children’s first languages into practice. The findings also underscore the need for balancing scripts with adaptation in early childhood interventions. 
ER  - 

TY  - JOUR
T1  - An exploration of the clinical learning experience of nursing students in nine European countries
T2  - Nurse Education Today
SN  - 0260-6917
A1  - Warne, Tony
A1  - Johansson, Unn-Britt
A1  - Papastavrou, Evridiki
A1  - Tichelaar, Erna
A1  - Tomietto, Marco
A1  - Van den Bossche, Koen
A1  - Moreno, Maria Flores Vizcaya
A1  - Saarikoski, Mikko
PY  - 2010
IS  - 30
SP  - 809
EP  - 815
DO  - 10.1016/j.nedt.2010.03.003
LA  - eng
PB  - : Elsevier BV
KW  - nurse education
KW  - clinical placements
KW  - mentorship
KW  - professional development
KW  - caring sciences
AB  - The overall aim of the study was to develop a composite and comparative view of what factors enhance the learning experiences of student nurses whilst they are in clinical practice. The study involved students undertaking general nurse training programmes in nine Western European countries. The study focused on: (1) student nurse experiences of clinical learning environments, (2) the supervision provided by qualified nurses in clinical placements, and (3) the level of interaction between student and nurse teachers. The study utilised a validated theoretical model: the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) evaluation scale. The evaluation scale has a number of sub-dimensions: Pedagogical atmosphere on the ward; Supervisory Relationships; the Leadership Style of Ward Managers; Premises of Nursing; and the Role of the Nurse Teacher. Data (N = 1903) was collected from Cyprus, Belgium, England, Finland, Ireland, Italy, Netherlands, Spain and Sweden using web-based questionnaire 2007–2008. The findings revealed that respondents were generally satisfied with their clinical placements. There was clear support for the mentorship approach; 57% of respondents had a successful mentorship experience although some 18% of respondents experienced unsuccessful supervision. The most satisfied students studied at a university college, and had at least a seven week clinical placement supported by individualised mentorship relationships. Learning to become a nurse is a multidimensional process that requires both significant time being spent working with patients and a supportive supervisory relationship.
ER  - 

TY  - JOUR
T1  - Turning the tables: When the student teaches the professional - A case description of an innovative teaching approach as told by the students
T2  - Nurse Education Today
SN  - 0260-6917
A1  - Savage, C
A1  - Amanalibi, S
A1  - Andersson, A.
A1  - Löhr, S. C.
A1  - Eliasson, Z.
A1  - Eriksson, H.
A1  - Erlandsson, A.
A1  - Goobar, S.
A1  - Holm, J.
A1  - Johansson, C.
A1  - Langendahl, E.
A1  - Lindberg, A.
A1  - Lundin, J.
A1  - Uhrdin, A.
A1  - von Thiele Schwarz, Ulrica
PY  - 2011
VL  - 8
IS  - 31
SP  - 803
EP  - 808
DO  - 10.1016/j.nedt.2010.11.023
LA  - eng
PB  - : Elsevier BV
KW  - adaptive reflection
KW  - continuing professional education
KW  - e-learning
KW  - roles of the teacher
KW  - undergraduate nursing education
AB  - Background: Is it possible to increase the value, meaningfulness, and relevance of a course experience by integrating it with the healthcare context? Students and teachers from a course on organization, learning and leadership sought to explore this possibility through a collaborative effort with nurses from an affiliated teaching hospital. Methods: Working as teachers, students created continuing nursing education (CNE) courses using the Adaptive Reflection process. The students and teachers then researched the experience in terms of: 1) content analysis of student self-reflections (discussion notes and logbooks) on the learning process, 2) a student self-assessed outcome achievement survey, and 3) perceived relevance of the CNE courses by the clinical nurse educators. Results: Thirteen nursing students created three CNE courses together with sixteen nurses. Each course consisted of multiple 20-minute long web-based modules with automatic formative feedback. In the process, students exceeded course outcome-levels, journeyed from chaos to confidence and experienced new ways of viewing the group and their own capabilities. Conclusions: The innovative design of the course moved the focus from student-centered learning to learning by contributing to health care. Working in a real world context, the content of the students' efforts and the skills they developed not only met course requirements, but were also aligned with the needs of the wards. This contribution was valued by the students and the RNs which enhanced students' feelings of self-confidence. Further research lies in testing the model in other contexts. 
ER  - 

TY  - JOUR
T1  - Student nurses' experiences of the clinical learning environment in relation to the organization of supervision: A questionnaire survey
T2  - Nurse Education Today
SN  - 0260-6917
A1  - Sundler, Annelie Johansson
A1  - Bisholt, Birgitta
A1  - Ohlsson, Ulla
A1  - Björk, Maria
A1  - Kullén Engström, Agneta
A1  - Gustafsson, Margareta
PY  - 2014
VL  - 4
IS  - 34
SP  - 661
EP  - 666
DO  - 10.1016/j.nedt.2013.06.023
LA  - eng
PB  - : Churchill Livingstone
KW  - questionnaire
KW  - preceptors
KW  - supervision
KW  - clinical placement
KW  - clinical learning environment
KW  - clinical education
KW  - student nurses
KW  - hållbar vårdvetenskap
KW  - integrated caring science
KW  - integrerad vårdutveckling
KW  - medical sciences
AB  - Aim The aim was to investigate student nurses' experiences of the clinical learning environment in relation to how the supervision was organized. Background The clinical environment plays an essential part in student nurses' learning. Even though different models for supervision have been previously set forth, it has been stressed that there is a need both of further empirical studies on the role of preceptorship in undergraduate nursing education and of studies comparing different models. Method A cross-sectional study with comparative design was carried out with a mixed method approach. Data were collected from student nurses in the final term of the nursing programme at three universities in Sweden by means of a questionnaire. Results In general the students had positive experiences of the clinical learning environment with respect to pedagogical atmosphere, leadership style of the ward manager, premises of nursing, supervisory relationship, and role of the nurse preceptor and nurse teacher. However, there were significant differences in their ratings of the supervisory relationship (p < 0.001) and the pedagogical atmosphere (p 0.025) depending on how the supervision was organized. Students who had the same preceptor all the time were more satisfied with the supervisory relationship than were those who had different preceptors each day. Students' comments on the supervision confirmed the significance of the preceptor and the supervisory relationship. Conclusion The organization of the supervision was of significance with regard to the pedagogical atmosphere and the students' relation to preceptors. Students with the same preceptor throughout were more positive concerning the supervisory relationship and the pedagogical atmosphere.
ER  - 

TY  - JOUR
T1  - Factors associated with student learning processes in primary health care units: a questionnaire study
T2  - Nurse Education Today
SN  - 0260-6917
A1  - Bos (Sparén), Elisabeth
A1  - Alinaghizadeh, Hassan
A1  - Saarikoski, Mikko
A1  - Kaila, P
PY  - 2015
VL  - 1
IS  - 35
SP  - 170
EP  - 175
DO  - 10.1016/j.nedt.2014.09.012
LA  - eng
PB  - : Elsevier BV
KW  - clinical learning environment
KW  - nursing students
KW  - primary health care
KW  - motivation
KW  - satisfaction
KW  - professional role model
AB  - BACKGROUND: Clinical placement plays a key role in education intended to develop nursing and caregiving skills. Studies of nursing students' clinical learning experiences show that these dimensions affect learning processes: (i) supervisory relationship, (ii) pedagogical atmosphere, (iii) management leadership style, (iv) premises of nursing care on the ward, and (v) nursing teachers' roles. Few empirical studies address the probability of an association between these dimensions and factors such as student (a) motivation, (b) satisfaction with clinical placement, and (c) experiences with professional role models.OBJECTIVE: The study aimed to investigate factors associated with the five dimensions in clinical learning environments within primary health care units.DESIGN AND METHODS: The Swedish version of Clinical Learning Environment, Supervision and Teacher, a validated evaluation scale, was administered to 356 graduating nursing students after four or five weeks clinical placement in primary health care units. Response rate was 84%. Multivariate analysis of variance is determined if the five dimensions are associated with factors a, b, and c above.RESULTS: The analysis revealed a statistically significant association with the five dimensions and two factors: students' motivation and experiences with professional role models. The satisfaction factor had a statistically significant association (effect size was high) with all dimensions; this clearly indicates that students experienced satisfaction.CONCLUSIONS: These questionnaire results show that a good clinical learning experience constitutes a complex whole (totality) that involves several interacting factors. Supervisory relationship and pedagogical atmosphere particularly influenced students' satisfaction and motivation. These results provide valuable decision-support material for clinical education planning, implementation, and management.
ER  - 

TY  - JOUR
T1  - Nurse teacher models in clinical education from the perspective of student nurses: A mixed method study
T2  - Nurse Education Today
SN  - 0260-6917
A1  - Gustafsson, Margareta
A1  - Kullén Engström, Agneta
A1  - Ohlsson, Ulla
A1  - Sundler Johansson, Annelie
A1  - Bisholt, Birgitta
PY  - 2015
VL  - 12
IS  - 35
SP  - 1289
EP  - 1294
DO  - 10.1016/j.nedt.2015.03.008
LA  - eng
PB  - : Elsevier BV
KW  - nursing education
KW  - clinical education
KW  - mixed methods
KW  - nurse teacher
KW  - student nurse
KW  - triangulation
KW  - nursing science
KW  - caring sciences
KW  - medical sciences
KW  - människan i vården
AB  - Objectives: The aim was to describe and compare the clinical teacher's role in different models of clinical practice from the perspective of student nurses. Design and Settings: The study took place in collaboration with two Swedish universities that applied different educational models in clinical practice. A mixed method approach was used. The quantitative part had a comparative design and the qualitative part had a descriptive design. Participants: The study group consisted of 114 student nurses (response rate 87%). Fifty-three of them had met clinical teachers employed at the university and not participating in the daily clinical work (University Nurse Teachers, UNTs), whilst 61 had met clinical teachers dividing their time between teaching and nursing (Clinical Nurse Teachers, CNTs). Eight students participated in the qualitative part of the study. Methods: A questionnaire including the CLES + T scale was used to ascertain the students' perception of the clinical teacher's role, complemented by interviews directed towards an enrichment of this perception. Results: Students meeting CNTs agreed more strongly than those meeting UNTs that the teacher had the ability to help them integrate theory and practice. Whilst spontaneous meetings between students and CNTs occurred, students mostly met UNTs in seminars. Students meeting UNTs felt alone but did appreciate having someone outside the clinical environment to provide support if they did not get along with their preceptor. Conclusions: In the case of UNTs, it is important that they keep their knowledge of clinical issues updated and visit the clinical placement not only for seminars but also to give students emotional support. In the case of CNTs, it is important that they are members of the faculty at the university, take part in the planning of the clinical courses and are able to explain the learning goals to the students. (C) 2015 Elsevier Ltd. All rights reserved.
ER  - 

TY  - JOUR
T1  - Preceptors’ experiences of student supervision in the emergency medical services: a qualitative interview study
T2  - Nurse Education Today
SN  - 0260-6917
A1  - Wallin, Kim
A1  - Hörberg, Ulrica
A1  - Werkander Harstäde, Carina
A1  - Elmqvist, Carina
A1  - Bremer, Anders
PY  - 2020
IS  - 84
SP  - 1
EP  - 8
DO  - 10.1016/j.nedt.2019.104223
LA  - eng
PB  - : Elsevier
KW  - ambulance nurse
KW  - clinical placement
KW  - emergency medical services
KW  - learning environment
KW  - preceptor
KW  - specialist nurse
KW  - supervision
KW  - caring science
AB  - BackgroundClinical placements play a central part in the education of future emergency medical services (EMS) staff and their development of clinical skills and competence. A key aspect of students' integration of theory and praxis and development into an independent clinician is a supportive mentorship with the preceptor. However, students report barriers for learning within the EMS, while the preceptors' experiences of their role have received scant attention in research.ObjectivesTo describe preceptors' experiences of student supervision in the EMS during clinical placements.DesignA descriptive qualitative design was used.Participants and settingTwenty specialist nurses were recruited among EMS staff from all parts of Sweden.MethodsData were collected using individual interviews and analyzed with latent qualitative content analysis.FindingsEMS preceptors develop a competence in combining caring and learning adapted to individual student needs when facing students with varying needs in an ever-changing healthcare setting. A trustful relationship between student and preceptor is fundamental when coping with a dual responsibility for student and patient needs. However, several aspects in the EMS setting hinders the preceptors' ability to support the development of the students' independence. Surrounding support structures are important if the preceptors are to feel safe and secure in their role as assessor, teacher and ambulance nurse.ConclusionsPreceptors need to develop a didactic flexibility through preceptor courses adapted to the complex premises found in the EMS. Ambulance services and universities should recognize the importance of preceptors´ colleagues, student continuity, university support and cooperation for improving quality and clarity in supervision during clinical placements.
ER  - 

TY  - JOUR
T1  - Encountering children with suspected neurodevelopmental disorders in Child Health Services: Swedish nurses' experiences
T2  - Journal of Pediatric Nursing
SN  - 0882-5963
A1  - Höglund, Lina Carlsson
A1  - Jakobsson, Ulf
A1  - Sivberg, Bengt
A1  - Lundqvist, Pia
PY  - 2025
IS  - 81
EP  - 15
DO  - 10.1016/j.pedn.2025.01.001
LA  - eng
PB  - : Elsevier
AB  - Purpose: To describe nurses' experiences encountering children with suspected neurodevelopmental disorders in Child Health Services. Design and methods: This qualitative inductive study was conducted in Sweden. Twenty nurses were interviewed individually on a virtual platform using a semi-structured interview guide with open-ended and explorative questions. Interviews were audio recorded and transcribed verbatim and analyzed using qualitative content analysis. Results: Nurses expressed responsibility for finding deviations in children but described an equilibrium of giving children time to develop without delaying referrals. Nurses had profound competence and intuition, but subjective intuition of assessment evoked a feeling of uncertainty. Nurses were sensitive and open-minded to different and contradictory parental reactions. Reactions were difficult and frustrating to manage, and communication needed to be versatile and flexible to achieve a partnership. When uncertain in an assessment they obtained complementary additional information from the child's preschool teacher. Nurses had several collaborators inside and outside the Child Health Services team and felt successful when correctly referred but frustrated with extended waiting times and protracted interplay. Conclusions: The results suggest further education for nurses about neurodevelopmental disorders and communication tools like Motivational Interviewing. Furthermore, screening for assessing neurodevelopmental disorders, guidelines in referral management and a care coordinator for multiple referrals should be implemented. Practice implications: Improvements in Child Health Services nurses' competence, screening methods and referral management could lead to more efficient care interventions and support that can promote health and well-being in the short and long-term for children and families.
ER  - 

TY  - CONF
T1  - CONALI Ontology. A Framework for Design and Evaluation of Constructively Aligned Courses in Higher Education: Putting in Focus the Educational Goal Verbs
T2  - Procedia CIRP
SN  - 2212-8271
A1  - Maffei, Antonio
A1  - Daghini, Lorenzo
A1  - Archenti, Andreas
A1  - Lohse, N.
PY  - 2016
SP  - 765
EP  - 772
DO  - 10.1016/j.procir.2016.06.004
LA  - eng
PB  - : Elsevier
KW  - constructive alignment
KW  - knowledge base
KW  - ontology
KW  - birds
KW  - computer simulation languages
KW  - education
KW  - education computing
KW  - knowledge based systems
KW  - modeling languages
KW  - semantics
KW  - constructive alignments
KW  - constructivism theories
KW  - design and evaluations
KW  - intended learning outcomes
KW  - royal institute of technology
KW  - semantic relationships
KW  - teaching and learning
KW  - teaching
AB  - An increasing number of Higher Education professionals have embraced the Constructivism theory in contrast with the traditional transmissive pedagogy approach where the focal figure is the teacher. Constructivists emphasizes that the learners acquire, or construct, knowledge through their own activities and previous knowledge. Teacher role is to set up an environment that can provide a good learning experience for the students. In view of this the alignment of the intended learning outcome (ILO) with the teaching and learning activity (TLA) and the assessment task (AT) of the course becomes an important requirement for good learning. The driver of the alignment is the educational goal verb (EGV) that represents the educational goal underling a specific intended learning outcome (ILO). This verb should be elicited by the course's TLA and be the base for the consequent AT. The convergence of constructivism with this concept generates the constructive alignment pedagogical paradigm. The CONALI ontology answers the requirement for a structured framework to describe the vast body of knowledge developed in such a field. The salient aspects of constructive alignment have been extracted and classified in a comprehensive taxonomy. The following description of the semantic relationships among the different classes resulted in the CONALI ontology. The chosen modelling language is OWL: this provides the possibility to describe in a computer understandable way a higher education courses to an unprecedented level of detail. OWL enables also the creation of a specific knowledge base by populating the model. The knowledge base can then be analysed and interrogated on many important issues concerning the alignment of the instantiated course. The CONALI ontology becomes an important tool to design and synthesize the related domain knowledge. This paper proves the usability of CONALI ontology as tool to represent the courses in an engineering program and evaluate the alignment of their activities. The specific instantiation is based on the Industrial Engineering program at KTH Royal Institute of Technology in Stockholm, Sweden.
ER  - 

TY  - JOUR
T1  - Internationalisation at home and its possible development in nursing education: A qualitative descriptive study of nursing faculties' views in two European countries
T2  - Journal of Professional Nursing
SN  - 8755-7223
A1  - From, Ingrid
A1  - Bjuresäter, Kaisa
A1  - Blaževičiene, Aurelija
A1  - Unis, Brian
A1  - Gesar, Berit
PY  - 2025
IS  - 61
SP  - 62
EP  - 68
DO  - 10.1016/j.profnurs.2025.08.010
LA  - eng
PB  - : W.B. Saunders
KW  - focus group discussions
KW  - global health
KW  - intercultural competence
KW  - internationalisation at home
KW  - nurse education
KW  - adult
KW  - article
KW  - awareness
KW  - clinical article
KW  - competence
KW  - home
KW  - human
KW  - male
KW  - nursing education
KW  - teacher
KW  - teaching
AB  - Background: Introducing Internationalisation at Home (IaH) means integrating international perspectives into curricula in higher education in order to develop students' intercultural and international competence. Introducing international learning objectives in a purposeful way into higher education curricula provides the opportunity for all students to assimilate international skills. Objective: The objective of this study was to explore teachers' views about Internationalisation at Home and its possible development within nursing education. Method: Focus group discussions were carried out at one Lithuanian and two Swedish universities. The transcribed text from the discussions was analysed using qualitative inductive analysis. Results: The analysis generated two main categories: teachers' international competence needs to be improved in order for IaH to be introduced; and, implementing IaH should involve the entire university to be effective. Conclusion: Improvement of IaH in higher education is needed. Teachers should be introduced to the concept of IaH and given training in how to work to promote it. Students will receive the pedagogical benefit of an increased global awareness. This generic competence should prepare them to work internationally. It is essential that higher education institutions prioritise IaH and, via natural progression, incorporate the concept into their teaching and administrative practices.
ER  - 

TY  - JOUR
T1  - Inequalities in early childhood education and care by immigrant background
T2  - Research in Social Stratification and Mobility
SN  - 0276-5624
A1  - Ljungström, Andreas
A1  - Mood, Carina
PY  - 2025
IS  - 100
EP  - 100
DO  - 10.1016/j.rssm.2025.101110
LA  - eng
KW  - ecec
KW  - educational policy
KW  - enrolment
KW  - integration
KW  - quality
KW  - sweden
AB  - Children with foreign-born parents attend early childhood education and care (ECEC) to a lower extent than native-background children in most European countries. This enrolment gap persists even in countries with universal right to ECEC, suggesting that structural constraints alone cannot explain it. This article examines (1) whether lower ECEC enrolment in Sweden is particularly pronounced among immigrant-origin groups known to experience later educational disadvantages, and (2) whether immigrant-background children face disadvantages in ECEC quality. We use data from the Swedish pre-school register 2014–2023, linked to parents’ sociodemographic characteristics. Enrolment differences are examined using longitudinal competing risk models, considering emigration as a competing risk. ECEC quality indicators are assessed using descriptive statistics and OLS models. We find that the enrolment gap is primarily driven by lower enrolment among non-refugee migrant children who subsequently emigrate before compulsory school. The conclusion is that increasing ECEC enrolment in Sweden is unlikely to reduce later educational inequalities as those not enrolled will rarely attend Swedish schools. More generally, in contexts with high levels of temporary migration, lower ECEC participation should not automatically be seen as a risk factor for later inequality. Moreover, we find that structural indicators of ECEC quality—such as teacher density, qualifications, and turnover—are similar between immigrant- and native-background children. However, children of immigrant background attend ECEC centres with more immigrant-background peers and foreign-born teachers, which can potentially affect their language development and later outcomes.
ER  - 

TY  - CONF
T1  - Interest and Recruitment in Science: A Reform, Gender and Experience Perspective
T2  - The XVI International Organisation for Science and Technology Education Symposium (IOSTE Borneo 2014)
A1  - Jidesjö, Anders
A1  - Danielsson, Åsa
A1  - Björn, Annika
PY  - 2015
SP  - 211
EP  - 216
DO  - 10.1016/j.sbspro.2014.12.664
LA  - eng
PB  - : Elsevier
KW  - interest
KW  - recruitment
KW  - stem education
KW  - out of school experience
AB  - This paper reports on Swedish results from a worldwide research project concerned with the Interest and Recruitment in Science Education (the IRIS-International study) together with results from a longitudinal national study on girl's views on out of school experience in science and technology in upper secondary education. The studies are framed in the structural situation of the Swedish educational system. The results show that there are reform and policy effects to consider in the discussion of recruiting more students in STEM. Interest in the subject, earlier school experience, achievement and teacher feedback is found to be important for educational choice in STEM. Specifically girls point out societal relevance as important. In addition there are elements outside the school setting with importance for educational choice. Moreover, girls point out visits to a museum and watching films and boys popularized forms of science and computer games. All students consider TV and activities outside school as important for their educational choice in STEM. When trying to implement outside school experience with girls in a longitudinal study in upper secondary education the interplay with school subject teaching is identified as missing. The friction between subject teaching in schools and connections with the surrounding world is proposed as important for future studies.
ER  - 

TY  - JOUR
T1  - Anthropogenic noise disrupts early-life development in a fish with paternal care
T2  - Science of the Total Environment
SN  - 0048-9697
A1  - Blom, Eva-Lotta
A1  - Dekhla, Isabelle K.
A1  - Bertram, Michael G.
A1  - Manera, Jack L.
A1  - Kvarnemo, Charlotta
A1  - Svensson, Ola
PY  - 2024
IS  - 935
EP  - 935
DO  - 10.1016/j.scitotenv.2024.173055
LA  - eng
PB  - : Elsevier BV
KW  - noise pollution
KW  - egg development
KW  - filial cannibalism
KW  - gobiidae
KW  - larvae developmental rate
KW  - paternal care
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Anthropogenic noise is a global pollutant but its potential impacts on early life-stages in fishes are largely unknown. Here, using controlled laboratory experiments, we tested for impacts of continuous or intermittent exposure to low-frequency broadband noise on early life-stages of the common goby (Pomatoschistus microps), a marine fish with exclusive paternal care. Neither continuous nor intermittent noise exposure had an effect on filial cannibalism, showing that males were capable and willing to care for their broods. However, broods reared in continuous noise covered a smaller area and contained fewer eggs than control broods. Moreover, although developmental rate was the same in all treatments, larvae reared by males in continuous noise had, on average, a smaller yolk sac at hatching than those reared in the intermittent noise and control treatments, while larvae body length did not differ. Thus, it appears that the increased consumption of the yolk sac reserve was not utilised for increased growth. This suggests that exposure to noise in early life-stages affects fitness-related traits of surviving offspring, given the crucial importance of the yolk sac reserve during the early life of pelagic larvae. More broadly, our findings highlight the wide-ranging impacts of anthropogenic noise on aquatic wildlife living in an increasingly noisy world.
ER  - 

TY  - JOUR
T1  - Teachers’ descriptions of education for sustainability at eco-certified and non-eco-certified preschools: A comparative study
T2  - Sustainable Futures
SN  - 2666-1888
A1  - Ohlsson, Anders
A1  - Borg, Farhana
A1  - Gericke, Niklas
PY  - 2025
IS  - 10
EP  - 10
DO  - 10.1016/j.sftr.2025.101113
LA  - eng
PB  - : Elsevier
KW  - education for sustainable development
KW  - early childhood education
KW  - eco-certification
KW  - teaching practices
KW  - teaching strategies
KW  - biology
KW  - subject-specific education
KW  - ämnesdidaktik
AB  - This study presents a comparative content analysis of how teachers at eco-certified and teachers at non-eco-certified preschools in Sweden describe their education for sustainability (EfS). Sixteen teachers, eight from eco-certified preschools and eight from non-eco-certified preschools, were selected through a randomised sampling process. Semi-structured interviews were conducted, and the transcripts were analysed thematically, then comparatively. The thematic analysis generated four EfS practices: children’s opportunity for agency, actively present teachers, children’s experiences as a basis for learning, and communication between children and teachers and three teaching strategies: planned, semi-spontaneous, and spontaneous. These practices and strategies form the basis for a comparative quantitative and qualitative content analysis together with the three sustainability dimensions: economic, environmental, and social. In overall terms, the comparative quantitative content analysis shows only minor differences between the two teacher groups related to three aspects of their EfS. First, teachers at eco-certified preschools consider children’s experiences in planned and semi-spontaneous teaching more often than teachers at non-eco-certified preschools. Second, teachers at eco-certified preschools create more adapted learning environments and materials to enable semi-spontaneous teaching, which lead to a more structured EfS with pluralistic elements is apparent among teachers at eco-certified preschools. These differences could be due to the profile of the preschools or the fact that they more often have relevant continuing professional education for teachers. Complementary studies are needed to demonstrate whether these differences are generalisable and to investigate the underlying causes. 
ER  - 

TY  - JOUR
T1  - Perspectives of the degree project: Small-scale action research in Swedish higher education
T2  - Social sciences and humanities open
SN  - 2590-2911
A1  - Sandberg, Ylva
A1  - Fröjdendahl, Birgitta
PY  - 2023
VL  - 1
IS  - 7
EP  - 1
DO  - 10.1016/j.ssaho.2023.100429
LA  - eng
PB  - : Elsevier BV
KW  - degree project
KW  - inquiry
KW  - task design
KW  - academic literacies
KW  - action research
KW  - subject learning and teaching
KW  - ämnesdidaktik
KW  - språkdidaktik
KW  - language education
AB  - The degree project in educational sciences constitutes the pre-service teacher students' final academic achievement in the Bridging Teacher Education Programme at a university in Sweden. The degree project is complicated or a possibility because this university thesis constitutes only one part of the professional degree. The other part of the thesis project, a BA/BSc or MA/MSc, has been acknowledged as previous academic achievement, a required academic qualification for enrolment in the programme. A further difficulty or opportunity is that students' previous theses were achieved in academic disciplines not typically related to teacher education, sometimes several decades ago. This study aimed to visualise the notion of degree project in bridging teacher education. Our initial questions were: Could the transition between academic disciplines be facilitated? Could knowledge of degree project genres be visualised to enhance academic achievement? What is professional development for student teachers? In the actual study, the scope was limited to perspectives of the degree project and suggestions for improvement of degree project design. Thus, in participatory inquiry conversations, small groups of students and lecturers shared their perspectives of the degree project, and provided suggestions for improvement of the project design. Findings from qualitative analysis of the audio recorded data revealed students’ difficulties in conceptualising the writing assignment, mainly due to unpreparedness. Means of addressing the unpreparedness emerged as task-sequencing throughout the study programme, applying an academic literacies approach. Implications for further action research and teaching are participatory inquiry conversations as continual components in the study programme. A further area of potential investigation is application of instructional design theory to degree project supervision.
ER  - 

TY  - JOUR
T1  - Teacher inquiry of using assessments and recommendations in teaching early reading
T2  - Studies in Educational Evaluation
SN  - 0191-491X
A1  - Nordström, Thomas
A1  - Andersson, Ulrika
A1  - Fälth, Linda
A1  - Gustafson, Stefan
PY  - 2019
IS  - 63
SP  - 9
EP  - 16
DO  - 10.1016/j.stueduc.2019.06.006
LA  - eng
PB  - : Elsevier
KW  - early reading instruction
KW  - assessment use
KW  - adapted teaching
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - Previous research point to difficulties for teachers to interpret reading assessment data with regard to instructional decisions. This study explored Swedish primary teachers' use of assessments and recommendations, in order to be able to target individual needs. Eight teachers participated in a reading program and were interviewed in focus-group meetings. The analysis of teacher narratives stemming from assessment use resulted in three themes: Awareness of student learning, Changes in the organization of teaching, but not regarding individualized content and Strengthened teacher role, but modest professional growth. The themes indicated that the teachers had become aware of their students’ learning, had employed teaching based on informed decisions, and showed initial professional growth.However, the assessment details and the recommendations allowed for more adjustments than was evident in the teachers’ narratives. The results point to the relative difficulty of targeting individual needs in the general classroom education, and to the challenges of changing teaching practices.
ER  - 

TY  - JOUR
T1  - School democratic meetings Pupil control discourse in disguise
T2  - TEACHING AND TEACHER EDUCATION
SN  - 0742-051X
A1  - Thornberg, Robert
PY  - 2010
VL  - 4
IS  - 26
SP  - 924
EP  - 932
DO  - 10.1016/j.tate.2009.10.033
LA  - eng
PB  - : Elsevier Science B.V., Amsterdam.
KW  - democracy
KW  - citizenship education
KW  - pupil participation
KW  - deliberative communication
KW  - classroom communication
KW  - power structure
KW  - discipline
KW  - technology
AB  - The aim of this qualitative case study is to investigate how learning in "democratic participation" is constituted by the social interaction and conversation pattern in school democratic meetings in a Swedish primary school. According to the findings, a pupil control discourse and the Initiation-Response-Evaluation pattern dominates the conversations. The teacher initiates by asking a question, the pupils respond by answering the question, and then the teacher evaluates that response. The findings show no discursive shift from traditional classroom talk to democratic deliberative talk. Instead there is an emphasis on the "right answers" and subordinating authorities rather than deliberative dialogue and democratic participation, which influences pupils to adopt a naive or a cynical attitude to democracy.
ER  - 

TY  - JOUR
T1  - Human Dignity within Teacher Education: A Matter of Individualism, Competitiveness, and Strategic Rationality
T2  - Teaching and Teacher Education
SN  - 0742-051X
A1  - Tapola, Anna
PY  - 2011
VL  - 8
IS  - 27
SP  - 1245
EP  - 1254
DO  - 10.1016/j.tate.2011.07.004
LA  - eng
PB  - : Elsevier BV
KW  - human dignity
KW  - teacher education
KW  - strategic rationality
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - Human dignity is a grand concept that is assumed to play an important role in education. However, no widely accepted universal definition of human dignity exists. The aim of this study was to examine the Discourse of Human Dignity within teacher education, especially with respect to how Swedish teacher educators make meaning of the concept of human dignity. Findings show that four subdiscourses are involved in the Discourse of Human Dignity within teacher education. These discursive constructions are influences by outcomes of, for example, life-science research, and British and/or American media discourses.
ER  - 

TY  - JOUR
T1  - A question of trustworthiness?: Teachers' perceptions of knowledge sources in the continuing professional development marketplace in Germany and Sweden
T2  - Teaching and Teacher Education
SN  - 0742-051X
A1  - Wermke, Wieland
PY  - 2012
VL  - 4
IS  - 28
SP  - 618
EP  - 627
DO  - 10.1016/j.tate.2011.12.006
LA  - eng
PB  - : Elsevier BV
KW  - teacher
KW  - teacher education
KW  - continuing professional development
KW  - trust
KW  - germany
KW  - sweden
AB  - This article aims to investigate teachers' perception of sources of knowledge in their continuing professional development (CPD). It investigates whether the perceived importance of a source can be related to its trustworthiness. Knowledge sources comprise institutions and colleagues, who produce knowledge for teachers' development. The issues are examined by analysis of questionnaire studies on teachers' CPD with a sample size of 711 teachers in Germany and Sweden. The results show that a knowledge source's trustworthiness is a relevant and significant predictor for its importance in teachers' CPD. However, the national context in which teachers work also has a considerable influence.
ER  - 

TY  - JOUR
T1  - Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policy making and educational changes
T2  - Teaching and Teacher Education
SN  - 0742-051X
A1  - Beach, Dennis
A1  - Bagley, Carl
A1  - Eriksson, Anita
A1  - Player-Koro, Catarina
PY  - 2014
IS  - 44
SP  - 160
EP  - 167
DO  - 10.1016/j.tate.2014.08.011
LA  - eng
PB  - : Elsevier Ltd.
KW  - bernstein
KW  - meta-ethnography
KW  - policy
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - meta ethnography
AB  - This article derives from policy ethnographic research on teacher-education change in Sweden concerning the development of a unified profession with a common professional-knowledge base. This was a social democratic government policy for teacher education from the 1950s up until 2007, when the newly elected right wing government turned away from unification and toward re-traditionalisation. Based on a meta-ethnographic analysis of the policy ethnographies the article illustrates resistance toward unification and raises critical questions concerning the intellectual foundations and integrity of reform processes. Attempts are also made to locate the disclosures in relation to international research.
ER  - 

TY  - JOUR
T1  - Moral and citizenship educational goals in values education: A cross-cultural study of Swedish and Turkish student teachers' preferences
T2  - Teaching and Teacher Education
SN  - 0742-051X
A1  - Thornberg, Robert
A1  - Oğuz, Ebru
PY  - 2016
IS  - 55
SP  - 110
EP  - 121
DO  - 10.1016/j.tate.2016.01.002
LA  - eng
PB  - : Elsevier
KW  - values education
KW  - moral education
KW  - citizenship education
KW  - ethics education
KW  - character education
KW  - teacher ethics
KW  - teacher beliefs
KW  - student teacher
KW  - teacher education
KW  - värdepedagogik
KW  - värdegrund
KW  - värdegrundsarbete
KW  - lärare
KW  - lärarstudenter
KW  - lärarutbildning
AB  - The aim of the present study was to examine Swedish and Turkish student teachers' moral educational and citizenship educational goal preferences in values education. The participants were 198 Swedish and 190 Turkish student teachers. While Turkish student teachers seemed to be more morally committed and eclectic than Swedish student teachers, hypothesized gender differences could only be found in the Swedish sample. Whereas there was no difference in their commitment towards critical-progressive goals, Turkish student teachers expressed a stronger commitment to traditional-conservative goals than Swedish student teachers.
ER  - 

TY  - JOUR
T1  - Resolving feelings of professional inadequacy: Student teachers’coping with distressful situations
T2  - Teaching and Teacher Education: An International Journal of Research and Studies
SN  - 0742-051X
A1  - Lindqvist, Henrik
A1  - Weurlander, Maria
A1  - Wernerson, Annika
A1  - Thornberg, Robert
PY  - 2017
IS  - 64
SP  - 270
EP  - 279
DO  - 10.1016/j.tate.2017.02.019
LA  - eng
PB  - : Elsevier
KW  - student teacher
KW  - teacher education
KW  - professional inadequacy
KW  - teacher identity
KW  - coping
AB  - Student teachers face various difficult situations during their teacher education. The aim of this studywas to examine how student teachers perceive coping with distressful situations during their teachertraining. Focus groups and individual interviews were conducted. The results show that student teachersfeel professionally inadequate, characterized by powerlessness, limited means of action and uncertainty.In resolving professional inadequacy, they use concepts connected to the social process of becomingteachers: modifying professional ideals, dependence on future colleagues and continuing to buildexperience. These concepts lead to acceptance and postponing strategies for learning from distressfulsituations.
ER  - 

TY  - JOUR
T1  - Predictors and mediators of European student teacher attitudestoward autism spectrum disorder
T2  - Teaching and Teacher Education
SN  - 0742-051X
A1  - Lindblom, Anne
A1  - Dindar, Katja
A1  - Soan, Sue
A1  - Kärnä, Eija
A1  - Roos, Carin
A1  - Carew, Mark T.
PY  - 2020
IS  - 89
EP  - 89
DO  - 10.1016/j.tate.2019.102993
LA  - eng
PB  - : Elsevier
KW  - student teachers’ perceptions
KW  - inclusive education
KW  - asd
KW  - contact
KW  - social norms
KW  - affective intergroup anxiety
KW  - special education
KW  - specialpedagogik
AB  - Little is known about student teacher attitudes towards pupils with autism spectrum disorder (ASD). We explored the predictors and mediators of attitudes toward ASD across three groups of European student teachers (N=704), within three national settings (Sweden N=262, Finland N=251, England N=191).  Key findings suggest greater contact quality, perceptions of positive social norms towards ASD, and perceptions of competence of people with ASD individually predict more positive attitudes, whereas greater affective intergroup anxiety predicts more negative attitudes. Contact quantity or perceptions of course knowledge, were not associated with attitudes.  Implications for teacher training in the three national settings are discussed.
ER  - 

TY  - JOUR
T1  - Teachers’ work in the Swedish School Inspectorate’s quality audits in a time of accountability
T2  - Teaching and Teacher Education
SN  - 0742-051X
A1  - Sahlén, Patric
A1  - Edman Stålbrandt, Eva
A1  - Svärdemo Åberg, Eva
PY  - 2020
IS  - 96
EP  - 96
DO  - 10.1016/j.tate.2020.103181
LA  - eng
PB  - : Elsevier BV
KW  - teachers' work
KW  - school inspection
KW  - subject position
KW  - legitimation
KW  - critical discourse analysis
KW  - education
AB  - This article explores how the teacher is positioned and legitimised in the Swedish Schools Inspectorate’squality audit reports. Using Foucauldian discourse analysis, two main subject positions are identified:activity-based subject positions where the teacher is constructed as an active actor, and competence- and responsibility-based subject positions where the teacher is constructed both as important for the students’results, and as an individual in need of guidance. The teacher is positioned as a professional with limited competence. The reports show ambivalence regarding teachers’position, which could be considered as delegitimising the teaching profession.
ER  - 

TY  - JOUR
T1  - Consensus and discrepancies on quality: Mentor and student teacher statements on work placement mentoring
T2  - Teaching and Teacher Education
SN  - 0742-051X
A1  - Manderstedt, Lena
A1  - Anderström, Helena
A1  - Florin Sädbom, Rebecka
A1  - Bäcklund, Johan
PY  - 2022
IS  - 116
EP  - 116
DO  - 10.1016/j.tate.2022.103762
LA  - eng
PB  - : Elsevier
KW  - mentoring
KW  - preservice teacher education
KW  - work placement
KW  - interpersonal relationships
KW  - role expectations
KW  - discourse analysis
KW  - svenska med didaktisk inriktning
KW  - swedish and education
AB  - Although work placement mentoring has been examined extensively in research, there are no studies drawing on critical discourse analysis combined with discourse theory, aiming to examine the discursive construction of quality aspects. Seven mentor pairs in Swedish teacher training schools were interviewed individually during student work placement. Focus group interviews were conducted with eleven student teachers. The results reveal a consensus on a general level. The significant discrepancies are intertwined to different subject positions among student teachers and mentors, thus linked to different role expectations. A likely explanation can be found in the differences between professional and academic knowledge traditions.
ER  - 

TY  - JOUR
T1  - “When you get out there, you don't have a toolbox”. A comparative study of student teacher's identity development in Swedish and Danish teacher education
T2  - Teaching and Teacher Education : An International Journal of Research and Studies
SN  - 0742-051X
A1  - Rinne, Ilona
A1  - Lundqvist, Ulla
A1  - Johannsen, Björn Friis
A1  - Yildirim, Ali
PY  - 2023
VL  - 122
EP  - 122
DO  - 10.1016/j.tate.2022.103958
LA  - eng
PB  - : Elsevier BV
KW  - teacher identity developmentteacher educationstudent teacherhermeneutic phenomenologyidentity trajectory
AB  - This study explores student teachers’ development of professional identity in two teacher education programmes in Sweden and Denmark. Interviews were conducted with ten students in a comparative case study. Data were analysed by employing conceptual approaches of hermeneutic phenomenology and identity trajectories. The results indicate that student teachers attribute professional identity development to teacher education to a limited extent. Despite the different organization of Danish and Swedish teacher education, informants from both settings interpret the qualities of a good teacher mostly through personal beliefs and previous experiences, and refer to ethnicity, social segregation, and discrimination in characterizing themselves as teachers.
ER  - 

TY  - JOUR
T1  - Teaching with simulators in vocational education and training – From a storing place to a new colleague
T2  - Teaching and Teacher Education
SN  - 0742-051X
A1  - Nyström, Sofia
A1  - Ahn, Song-ee
PY  - 2024
IS  - 138
EP  - 138
DO  - 10.1016/j.tate.2023.104409
LA  - eng
PB  - : Elsevier
KW  - vet teacher
KW  - teaching practice
KW  - simulation
KW  - practice theory
AB  - This study investigates the formation of VET teaching practice when using simulation as a teaching method to support students’ vocational learning at upper secondary schools in Sweden. The study is based on repeated interviews with twelve VET teachers from two schools over the course of three years. Drawing upon practice theory, the findings show that the use of simulators brought about both new knowledge and new relationships in teaching practice, as well as side effects such as dependency on other relatings outside the school. A new practice for vocational learning emerged, which required rearrangement of teachers’ work, roles and relatings.
ER  - 

TY  - JOUR
T1  - In pursuit of social emotional learning in a Swedish pre-service teacher education programme: A qualitative study of intended curriculum
T2  - Teaching and Teacher Education
SN  - 0742-051X
A1  - Rósa, Blanka
PY  - 2024
IS  - 142
EP  - 142
DO  - 10.1016/j.tate.2024.104527
LA  - eng
PB  - : Elsevier BV
KW  - social emotional learning
KW  - pre-service teacher education
KW  - teacher readiness
KW  - social emotional development
KW  - intended curriculum
KW  - sweden
AB  - This study aimed to investigate the intended curriculum of a K-3 pre-service teacher education programme at a large university in Sweden and its focus on social emotional learning. Regulatory documents and semi-structured interviews with course leaders were examined through abductive content analysis. An implicit focus on pre-service teachers' social learning was identified. Further research is needed to examine a) how successful social learning can be without an explicit focus on the development of emotional skills; and b) what pre-service teachers' own social emotional learning means when it comes to their readiness and ability to support pupils’ social emotional development.
ER  - 

TY  - JOUR
T1  - What matters for competent teaching? A multinational comparison of teaching practicum assessment rubrics
T2  - Teaching and Teacher Education
SN  - 0742-051X
A1  - Rusznyak, Lee
A1  - Österling, Lisa
PY  - 2024
IS  - 151
EP  - 151
DO  - 10.1016/j.tate.2024.104745
LA  - eng
PB  - : Elsevier BV
KW  - work-integrated learning
KW  - preservice teacher
KW  - teaching practicum
KW  - assessment rubrics
KW  - legitimation code theory
KW  - teacher education
KW  - subject learning and teaching
KW  - ämnesdidaktik
AB  - Practicum assessment rubrics have a backwash effect on preservice teachers' learning through the criteria they transmit. This article presents a documentary analysis of ten rubrics used across six countries: South Africa, India, England, Singapore, Canada, and Sweden. We compare the dispositions, knowledge, outcomes, and reasoning. We use Legitimation Code Theory (LCT) to show how practicum assessments are legitimated differently. Some rubrics emphasise preservice teachers’ dispositions and whether they implement protocols correctly. Others emphasise their capacity for reasoning in context. These positions call for teacher educators and policymakers to interrogate where the emphasis is in their own assessments.
ER  - 

TY  - JOUR
T1  - Critical thinking in preparation for student teachers’ professional practice: A case study of critical thinking conceptions in policy documents framing teaching placement at a Swedish university
T2  - Teaching and Teacher Education
SN  - 0742-051X
A1  - Cananau, Iulian
A1  - Edling, Silvia
A1  - Haglund, Björn
PY  - 2025
IS  - 153
EP  - 153
DO  - 10.1016/j.tate.2024.104816
LA  - eng
PB  - : Elsevier
KW  - critical thinking
KW  - teacher education
KW  - placement
KW  - teacher profession
KW  - concept
KW  - policy documents
KW  - innovative learning
KW  - innovativt lärande
AB  - This paper explores the conceptions of critical thinking in national and local policy documents for teaching placement, using the case of teacher education programs at a Swedish university. The concept under scrutiny is based on three contemporary theoretical models of critical thinking in education: critical thinking movement, critical pedagogy, and “criticality” movement. In Sweden, the teacher profession is framed with a broader socio-ethical scope than the focus on individual cognitive skills of the critical thinking movement. Critical reflection and self-reflection, two conceptions identified with the criticality ideal of education for critical being, prevail in the analyzed documents.
ER  - 

TY  - JOUR
T1  - The effectiveness of the Conversation Analytic Role-Play Method (CARM) on teachers' and classroom assistants' self-efficacy and interactional awareness: Identifying and responding to aided-speaking students' questions in whole class interaction
T2  - Teaching and Teacher Education
SN  - 0742-051X
A1  - Tegler, Helena
A1  - Melander Bowden, Helen
A1  - Skovholt, Karianne
A1  - Sikveland, Rein Ove
PY  - 2025
IS  - 156
EP  - 156
DO  - 10.1016/j.tate.2025.104944
LA  - eng
PB  - : Elsevier
KW  - interactional awareness
KW  - self-efficacy
KW  - conversation analysis
KW  - augmentative and alternative communication
KW  - students' questions
KW  - carm
AB  - This study investigates the effect of communication skills training concerning aided-speaking students' questions in classroom interaction. Eighty-two Swedish teachers and classroom assistants working with students using augmentative and alternative communication (AAC) participated. The study was based on the Conversation Analytic Role-play Method (CARM) and implemented as a pre-post intervention design. The results show significant change on self-efficacy but not on interactional awareness. Level of education in combination with firsthand contact with students was significant. The correlation between self-efficacy and interactional awareness indicated interdependency. The study highlights how AAC topics can be included in teacher education and communication skills training for professionals.
ER  - 

TY  - JOUR
T1  - Aspects of quality teaching for L2 students in Nordic lower secondary classrooms
T2  - Teaching and Teacher Education
SN  - 0742-051X
A1  - Gunnþórsdóttir, Hermína
A1  - Ahlholm, Maria
A1  - Lindholm, Anna
A1  - Andersen, Line Krogager
A1  - Peskova, Renata Emilsson
A1  - Slotte, Anna
PY  - 2026
IS  - 172
EP  - 172
DO  - 10.1016/j.tate.2026.105406
LA  - eng
PB  - : Elsevier
KW  - language arts
KW  - multilingual students
KW  - language awareness
KW  - scaffolding
KW  - powerful disciplinary knowledge
AB  - This study investigates quality teaching practices in lower secondary Nordic classrooms from the perspective of students who use Nordic languages as second languages (L2). The research question is: In what ways are Lan-guage Art Classrooms in Nordic schools supportive of L2 students? Grounded in multilingual education research, language awareness, scaffolding, and powerful disciplinary knowledge, the study employs the PLATO analytical tool to scrutinize highly scored examples of teaching segments in Denmark, Finland, Iceland, and Sweden. Findings emphasize the significance of context, modelling, and accommodations for language learning. Given growing linguistic diversity, teacher education must prioritize multilingual pedagogy to prepare educators to effectively support L2 learners.
ER  - 

TY  - JOUR
T1  - Executive function skills and their importance in education: Swedish student teachers' perceptions
T2  - Thinking Skills and Creativity
SN  - 1871-1871
A1  - Nyroos, Mikaela
A1  - Wiklund-Hörnqvist, Carola
A1  - Löfgren, Kent
PY  - 2018
IS  - 27
SP  - 1
EP  - 12
DO  - 10.1016/j.tsc.2017.11.007
LA  - eng
PB  - : Elsevier
KW  - working memory
KW  - inhibition
KW  - shifting
KW  - special education
AB  - Executive function (EF) skills are crucial for pupils' learning. Therefore, incorporating well-considered instructional strategies may reduce the EF demands placed on pupils with insufficient EF skills in the classroom. Hence, educators are critically positioned. In the present study, 303 student teachers answered the Mathematics Skills Questionnaire. The aim of the study was to (a) examine how student teachers rated the importance of EF skills and EF-related skills involved in pupils' learning and (b) investigate whether there were any differences in rating between regular student teachers and special needs student educators. The results of a two-way mixed ANOVA showed a significant main effect of skill in the total sample. Follow-up tests revealed that skills such as reasoning and proof, inhibition, shifting, and creativity were rated as more important when compared to other skills. Follow-up comparison of the significant interaction effect between skill and student teacher group revealed that the special needs student teachers regarded working memory skills as more important, while the regular student teachers rated EF-related skills that are grounded in core EF skills to have higher importance. The science of learning and its educational implications are discussed.
ER  - 

TY  - JOUR
T1  - Intercultural education and teacher education in Sweden
T2  - Teaching and Teacher Education
SN  - 0742-051X
A1  - Norberg, Katarina
PY  - 2000
VL  - 4
IS  - 16
SP  - 511
EP  - 519
DO  - 10.1016/S0742-051X(00)00008-1
LA  - eng
PB  - : Elsevier
AB  - The Swedish school is a meeting place for different cultures. Gender and class variations have been recognized for many years. More recently, ethnic, religious and linguistic diversity has also entered Swedish classrooms. This article examines these new educational circumstances in three parts. The first section defines some multicultural terms in Swedish context and briefly describes Sweden as a multicultural society. The second section discusses different pedagogical strategies in Swedish multicultural classrooms where cultural diversity problematizes traditional education. The final section addresses the need for an intercultural perspective in teacher education.
ER  - 

TY  - CONF
T1  - DESIGN for TEACHER TRAINING - To FACILITATE STUDENT TEAMS WORKING with REAL-LIFE SUSTAINABILITY CHALLENGES
T2  - Proceedings of the Design Society
SN  - 2633-7762
A1  - Nilsson, Susanne
A1  - Norell Bergendahl, Margareta
PY  - 2020
SP  - 1785
EP  - 1794
DO  - 10.1017/dsd.2020.163
LA  - eng
PB  - : Cambridge University Press (CUP)
KW  - challenge-driven education
KW  - design education
KW  - sustainability
KW  - teamwork
KW  - personnel training
KW  - botswana
KW  - collaboration skills
KW  - design and implementations
KW  - student teams
KW  - teacher training
KW  - students
AB  - The aim of the study is to contribute to the knowledge on how to develop students' skills and capabilities required when addressing complex societal challenges in practice. In this paper we are investigating the design and implementation of a teacher training module focusing on improving teacher's ability to facilitate students' teams learning and collaboration skills. The feedback and learning from the design and implementation of the module at universities in Botswana, Kenya and Sweden is presented and discussed in this paper.
ER  - 

TY  - JOUR
T1  - Music education – a personal matter?: Examining the current discourses of music education in Sweden
T2  - British Journal of Music Education
SN  - 0265-0517
A1  - Georgii-Hemming, Eva
A1  - Westvall, Maria
PY  - 2010
VL  - 1
IS  - 27
SP  - 21
EP  - 33
DO  - 10.1017/S0265051709990179
LA  - eng
PB  - Cambridge, United Kingdom : Cambridge University Press
KW  - informal learning
KW  - music education
KW  - inclusion and participation
KW  - music and democracy
KW  - musicology esp. musical education
KW  - musikvetenskap med musikpedagogisk inriktning
AB  - The embedding of informal practises in music education in school relates to significant issues concerning students’ engagement, participation, inclusion and the role of the teacher. This article addresses these issues by presenting and discussing current music education in compulsory comprehensive schooling in Sweden. It does so by drawing upon music pedagogical research, music education studies conducted during the last ten years and national evaluations. Examples of practice from upper secondary schools are also used to clarify and illustrate the issues under consideration. It has been said that Swedish music education has gone from ‘School Music’ to ‘Music in School’. This development has been characterised by greater influence of students on curriculum content resulting in increased use of popular music, and, consequently, teaching strategies acquired from informal music playing contexts. The curriculum states that the core of the subject is practical music playing, through which personal development can occur – both musically and socially. Music education in several other countries is developing a more practical approach, and the role of popular music in schools and what is sometimes called informal learning is featured in international music pedagogy debates. This article considers the musical, pedagogical and democratic consequences of this pedagogy from a Swedish perspective. As a result of a sharp focus on personal social development and individual students’ musical interests, music education has become relatively limited in terms of repertoire, content and teaching methods. Recent evaluations and studies also demonstrate that music education lacks direction, and is short of creative engagement with music. The role of the teacher is unclear and sometimes lacks in validity in a practical music education situation. Viewed from an international perspective, the kind of music education that has developed in Sweden is relatively unique. Thus, when the possibilities and limitations of music education in Sweden are discussed, it has the prospective to be of interest to international music education research.
ER  - 

TY  - JOUR
T1  - Making space for singing in the 21st century classroom: A focus group interview study with primary school music teachers in Sweden
T2  - British Journal of Music Education
SN  - 0265-0517
A1  - Bojner Horwitz, Eva
A1  - Thorarinn Johnson, David
A1  - Lyberg-Åhlander, Viveka
A1  - Sahlén, Birgitta
A1  - Laukka, Petri
A1  - Bygdéus, Pia
PY  - 2023
VL  - 2
IS  - 41
SP  - 209
EP  - 223
DO  - 10.1017/s0265051723000360
LA  - eng
PB  - : Cambridge University Press (CUP)
KW  - singing activities
KW  - primary school
KW  - music teacher
KW  - education
KW  - sånghälsa
AB  - The present study aimed to increase understanding of how singing activities may be initiated in primary school, and what support and assistance teachers require to conduct singing activities as an integrated part of the school day. Five music teachers participated in a focus group interview. The following main themes were identified: 1) pedagogical and methodological flexibility, 2) the role of routines and familiarity, 3) the embodied and multimodal dimensions of singing, 4) the importance of accompaniment and instruments, 5) the experience of insecurity and obstacles and 6) the perceived synergies between singing and other learning activities. This knowledge may be important to integrate within music teacher education in order to secure singing’s place in schools.
ER  - 

TY  - JOUR
T1  - Making space for singing in the 21st century classroom - A focus group interview study with primary school music teachers in Sweden
T2  - British Journal of Music Education
SN  - 0265-0517
A1  - Bojner, Horwitz E
A1  - Thorarinn Johnson, David
A1  - Lyberg-Ahlander, Viveka
A1  - Sahlen, Birgitta
A1  - Laukka, Petri
A1  - Bygdéus, Pia
PY  - 2024
VL  - 2
IS  - 41
SP  - 209
EP  - 223
DO  - 10.1017/S0265051723000360
LA  - eng
PB  - : Cambridge University Press
KW  - singing activities
KW  - primary school
KW  - music teacher education
KW  - sanghalsa
KW  - music education
KW  - musikpedagogik
AB  - The present study aimed to increase understanding of how singing activities may be initiated in primary school, and what support and assistance teachers require to conduct singing activities as an integrated part of the school day. Five music teachers participated in a focus group interview. The following main themes were identified: 1) pedagogical and methodological flexibility, 2) the role of routines and familiarity, 3) the embodied and multimodal dimensions of singing, 4) the importance of accompaniment and instruments, 5) the experience of insecurity and obstacles and 6) the perceived synergies between singing and other learning activities. This knowledge may be important to integrate within music teacher education in order to secure singing's place in schools.
ER  - 

TY  - JOUR
T1  - Developmental trajectories of conduct problems from childhood to adolescence: Early childhood antecedents and outcomes in adolescence
T2  - Development and psychopathology (Print)
SN  - 0954-5794
A1  - Colins, Olivier F.
A1  - Fanti, Kostas A.
A1  - Hellfeldt, Karin
A1  - Frogner, Louise
A1  - Andershed, Henrik
PY  - 2025
VL  - 5
IS  - 37
SP  - 2416
EP  - 2431
DO  - 10.1017/S0954579424001949
LA  - eng
PB  - : Cambridge University Press
KW  - adolescent outcomes
KW  - antecedents
KW  - conduct problems
KW  - cumulative risk
KW  - developmental trajectories
AB  - Children and adolescents display varying trajectories of conduct problems (CP), but it is unclear if these CP trajectories can be distinguished by childhood antecedents and adolescent outcomes. Therefore, we tested if child- and environmental-level risk factors predict CP trajectory membership and if CP trajectories are associated with developmental outcomes in adolescence. Six waves of data (teacher-, parent- and child self-reports) were used from 2,045 children. General growth mixture modeling identified four CP trajectories (waves 2-5): childhood-persistent, childhood-limited, adolescent-onset, and low CP. Relative to the adolescent-onset CP trajectory, wave 1 child- and environmental-level risk factors increased the likelihood of being in the childhood-persistent CP trajectory, though all but two (callous-unemotional traits and non-intact family) antecedents lost significance after controlling for wave 1 conduct problems. Few significant differences emerged in risk factors when comparing childhood-persistent and childhood-limited CP trajectories. Individuals identified in the adolescent-onset and childhood-persistent CP trajectories faced a higher risk for later maladjustment than those in the childhood-limited CP trajectory, whereas the adolescent-onset and childhood-persistent CP trajectories only differed in three out of 13 outcomes. Overall, findings indicate that individuals with CP are at risk for later maladjustment, but predicting the childhood-persistent trajectory of CP in young children is difficult.
ER  - 

TY  - JOUR
T1  - Critically Examining the Use of Blog-Based Fan Fiction in the Advanced Language Classroom
T2  - ReCALL
SN  - 0958-3440
A1  - Sauro, Shannon
A1  - Sundmark, Björn
PY  - 2019
VL  - 1
IS  - 31
SP  - 40
EP  - 55
DO  - 10.1017/S0958344018000071
LA  - eng
PB  - : Cambridge University Press
KW  - fan fiction
KW  - fanfiction
KW  - blogs
KW  - affordances
KW  - bridging activities
KW  - task-based language teaching
KW  - teacher training
AB  - This paper critically examines the integration of online fanfiction practices into an advanced university English language classroom. The fanfiction project, The Blogging Hobbit, was carried out as part of a course in the teacher education program at a Swedish university for students who were specializing in teaching English at the secondary school level. Participants were 122 students who completed the course in 2013 and 2014. In both classes, students were organized into groups of three to six to write collaborative blog-based role-play fanfiction of a missing moment from JRR Tolkien’s fantasy novel The Hobbit. The 31 resulting pieces of collaborative fanfiction, the online formats they were published in, the 122 reflective essays produced by the two classes, and interviews with a focal group of participants were used to explore how technology and learners’ experience with this technology may have mediated the resulting stories. In addition, the classroom fanfiction texts were compared with comparable online writing published in the fanfiction site Archive of Our Own (Ao3) to identify thematic and stylistic differences. The results showed that students’ lack of familiarity with publishing in blogs often posed a challenge that some groups were able to overcome or exploit to facilitate or enhance the readability of their completed stories. Compared to online fanfiction, the classroom fanfiction was less innovative with respect to focal characters yet more collective in its focus, with stories being told from multiple characters’ perspectives.
ER  - 

TY  - JOUR
T1  - Gender assignment in six North Scandinavian languages: Patterns of variation and change
T2  - Journal of Germanic Linguistics
SN  - 1470-5427
A1  - Sapir, Yair
A1  - Carling, Gerd
A1  - van Epps, Briana
PY  - 2021
VL  - 3
IS  - 33
SP  - 264
EP  - 315
DO  - 10.1017/S1470542720000173
LA  - eng
PB  - : Cambridge University Press
AB  - This study addresses gender assignment in six North Scandinavian varieties with a three-gender system: Old Norse, Norwegian (Nynorsk), Old Swedish, Nysvenska, Jamtlandic, and Elfdalian. Focusing on gender variation and change, we investigate the role of various factors in gender change. Using the contemporary Swedish varieties Jamtlandic and Elfdalian as a basis, we compare gender assignment in other North Scandinavian languages, tracing the evolution back to Old Norse. The data consist of 1,300 concepts from all six languages coded for cognacy, gender, and morphological and semantic variation. Our statistical analysis shows that the most important factors in gender change are the Old Norse weak/strong inflection, Old Norse gender, animate/inanimate distinction, word frequency, and loan status. From Old Norse to modern languages, phonological assignment principles tend to weaken, due to the general loss of word-final endings. Feminine words are more susceptible to changing gender, and the tendency to lose thefeminine is noticeable even in the varieties in our study upholding the three-gender system. Further, frequency is significantly correlated with unstable gender. In semantics, only the animate/inanimate distinction significantly predicts gender assignment and stability. In general, our study confirms the decay of the feminine gender in the Scandinavian branch of Germanic.
ER  - 

TY  - JOUR
T1  - Didactic Reasoning about Using Chemicals in Teaching Upper Secondary Chemistry
T2  - Journal of Chemical Education
SN  - 0021-9584
A1  - Olander, Jenny
A1  - Stenberg, Cecilia
A1  - Stenlund, Sofie
A1  - Andrée, Maria
PY  - 2022
VL  - 1
IS  - 100
SP  - 45
EP  - 52
DO  - 10.1021/acs.jchemed.2c00511
LA  - eng
PB  - : American Chemical Society (ACS)
KW  - high school/introductory chemistry
KW  - chemical education research
KW  - safety
KW  - hazards
KW  - hands-on learning
KW  - manipulatives
KW  - laboratory management
KW  - green chemistry
AB  - Chemicals are characteristic of chemistry education practices at all educational levels. The aim of this study is to explore teachers‘ didactic rationales when reasoning about the use of chemicals in their teaching practice. Experienced upper secondary chemistry teachers in Sweden were interviewed about their considerations regarding why, when, and how they use (or do not use) chemicals, in particular, hazardous chemicals. A qualitative content analysis was conducted. The results reveal that the teachers’ reasoning about their uses of chemicals is multifaceted and draws on student learning, teacher perspectives, traditions, and practical conditions. The results may be used to support teachers’ didactic analysis when planning practical work in chemistry education, both in preservice teacher education and continuous professional development. 
ER  - 

TY  - JOUR
T1  - ICT in the Classroom: Is Doing More Important than Knowing?
T2  - Education and Information Technologies
SN  - 1360-2357
A1  - Jedeskog, Gunilla
A1  - Nissen, Jörgen
PY  - 2004
VL  - 1
IS  - 9
SP  - 37
EP  - 45
DO  - 10.1023/B:EAIT.0000024260.17501.e6
LA  - eng
PB  - : Springer-Verlag New York
KW  - ict
KW  - internet
KW  - classroom
KW  - individualization
KW  - responsibility
AB  - The introduction of ICT in Swedish compulsory schooling and related changes in the curriculum include a greaer focus on pupil activity and responsibility. At the same time the role of the teacher is expected to change. What changes are occurring under these ICT-related initiatives? This paper is based on an empirical study of the work with ICT in nine different schools. It points to at least two on-going trends. Firstly, a shifting of focus in education from content to form. Secondly, a dissolution of boundaries in terms of room, time and activity. This makes it even more difficult for teachers to exercise control over the learning process. This has created a situation where "to do" something with the computer seems to be more important than to understand the content in different subjects.
ER  - 

TY  - JOUR
T1  - The Child Problematic Traits Inventory in a Dutch General Population Sample of 3- to 7-Year-Old Children
T2  - European Journal of Psychological Assessment
SN  - 1015-5759
A1  - Colins, Olivier
A1  - Veen, Violaine
A1  - Veenstra, Margot
A1  - Frogner, Louise
A1  - Andershed, Henrik
PY  - 2018
VL  - 5
IS  - 34
SP  - 336
EP  - 343
DO  - 10.1027/1015-5759/a000347
LA  - eng
PB  - : Hogrefe
KW  - psychopathy
KW  - assessment
KW  - child problematic traits inventory (cpti)
KW  - children
KW  - conduct problems
KW  - callous-unemotional
AB  - The Child Problematic Traits Inventory (CPTI) is a new teacher rated instrument to assess psychopathic personality traits in children. This is the first study to test the psychometric properties of the Dutch CPTI. Teachers completed the CPTI for 287 3- to 7-year old-children. Results from confirmatory factor analysis supported the proposed 3-factor structure of the CPTI. The CPTI total score and three factor scores were internally consistent and showed the expected correlations with external criterion measures that have been linked to psychopathic personality, including conduct problems, proactive and reactive aggression, and temperament. This study also provides novel evidence that CPTI factor scores were positively related to an alternative measure of callous-unemotional traits, thereby supporting the criterion validity of the CPTI scores. In conclusion, this study replicates and extends prior tests of the CPTI in Sweden and suggests that the Dutch version of the CPTI holds promise as a teacher rated tool for assessing psychopathic traits in childhood.
ER  - 

TY  - JOUR
T1  - Maternal adiposity prior to pregnancy is associated with ADHD symptoms in offspring: evidence from three prospective pregnancy cohorts
T2  - International Journal of Obesity
SN  - 0307-0565
A1  - Rodriguez, Alina
A1  - Miettunen, J
A1  - Henriksen, TB
A1  - Olsen, J
A1  - Obel, C
A1  - Taanila, A
A1  - Ebeling, H
A1  - Linnet, KM
A1  - Moilanen, I
A1  - Järvelin, MR
PY  - 2007
VL  - 3
IS  - 32
SP  - 550
EP  - 557
DO  - 10.1038/sj.ijo.0803741
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - smoking
KW  - confounding
KW  - prenatal
KW  - child behaviour
KW  - adhd
KW  - medicine
AB  - Objectives: We examine whether pregnancy weight (pre-pregnancy body mass  index (BMI) and/or weight gain) is related to core symptoms of attention deficit  hyperactivity disorder (ADHD) in school-age offspring. Design: Follow-up of prospective pregnancy cohorts from Sweden, Denmark and  Finland within the Nordic Network on ADHD. Methods: Maternal pregnancy and delivery data were collected prospectively.  Teachers rated inattention and hyperactivity symptoms in offspring. High scores  were defined as at least one core symptom rated as 'severe' and two as 'present'  (approximately 10% of children scored in this range). Logistic regression and  latent class analyses were used to examine maternal pregnancy weight in relation  to children's ADHD core symptoms. Results: Teacher rated 12 556 school-aged children. Gestational weight gain  outside of the Institute of Medicine guidelines was not related to ADHD symptoms  (below recommendations: odds ratio (OR): 0.96; 95% confidence interval (CI):  0.81, 1.14; above recommendations: OR: 0.98; 95% CI: 0.82, 1.16). To examine  various patterns of pre-pregnancy BMI and weight gain, we used latent class  analysis and found significant associations between classes that included  pre-pregnancy overweight or obesity and a high ADHD symptom score in offspring,  ORs ranged between 1.37 (95% CI: 1.07, 1.75) and 1.89 (95% CI: 1.13, 3.15)  adjusted for gestational age, birth weight, weight gain, pregnancy smoking,  maternal age, maternal education, child gender, family structure and cohort  country of origin. Children of women who were both overweight and gained a large  amount of weight during gestation had a 2-fold risk of ADHD symptoms (OR: 2.10,  95% CI: 1.19, 3.72) compared to normal-weight women. Conclusions: We show for the first time that pre-pregnancy BMI is  associated with ADHD symptoms in children. Our results are of public health  significance if the associations are causal and will then add ADHD symptoms in  offspring to the list of deleterious outcomes related to overweight and obesity  in the prenatal period.
ER  - 

TY  - JOUR
T1  - How primary school students use their disciplinary drawings to navigate between everyday and scientific discourses of water
T2  - Chemistry Education Research and Practice
SN  - 1756-1108
A1  - Sundberg, Bodil
A1  - Andersson, Johanna
A1  - Areljung, Sofie
A1  - Hermansson, Carina
A1  - Skoog, Marianne
PY  - 2025
VL  - 3
IS  - 26
SP  - 631
EP  - 646
DO  - 10.1039/d4rp00080c
LA  - eng
PB  - : Royal Society of Chemistry
KW  - biology education
KW  - social semiotics
KW  - species knowledge
KW  - teaching strategies
KW  - visual representations
KW  - teacher education and education work
AB  - In this study, we investigate how young students can make use of their own disciplinary drawings to support transitions between everyday and scientific discourses of water. The empirical data consists of video-recorded stimulated recall interviews with six student pairs (age 8 years), conducted six months after they had been introduced to a water theme that included disciplinary drawing techniques. During the interviews, we provided students with their drawings as recall material. To stimulate a stalled discussion further or to support a new line of thought, we also asked supporting questions and provided the students with plastic models of water molecules, and a bottle of water. To trace their reasoning over time during the interview, the empirical material was used to construct semantic profiles for all student pairs underpinned by Legitimation Code Theory (LCT). Our findings show that most students used their drawings to bridge everyday experiences and scientific explanations of phenomena involving water. The plastic models and the water bottle however had varying effects, sometimes leading to adding a scientific discourse, and sometimes leading to off-topic reasoning. The students generally needed adult guidance to use their own drawings for navigating between everyday and scientific reasoning. However, our findings also show that some students were able to independently use their drawings to move between everyday and scientific discourse, in a way that suggests a gradual deepening of their understanding of the chemical properties of water. Based on these findings, we advocate for emergent disciplinary drawing, in combination with guided discussions, as an age-appropriate method for supporting primary students to navigate between everyday and scientific discourses in chemistry class. This approach could ensure that the educational value of students’ creative efforts when drawing extends beyond the moment of creation, to also foster a richer language that can open for new ways of understanding and making sense of the world.
ER  - 

TY  - JOUR
T1  - Physical education teacher training in Sweden-challenges and possibilities for a future re-orientation
T2  - Movement and Sports Sciences - Science et Motricite
SN  - 2118-5735
A1  - Lundvall, Suzanne
PY  - 2025
IS  - 130
EP  - 130
DO  - 10.1051/sm/2024035
LA  - eng
KW  - connaissances professionnelles
KW  - développement durable
KW  - educative
KW  - physical education
KW  - professional knowledge
KW  - re-orientation
KW  - réorientation
KW  - sustainable development
KW  - éducatif
KW  - éducation physique
AB  - The rationale for teaching Physical Education (PE) in the Swedish school system has, like in other countries, changed over time, from solely including physical cultures like sport, gymnastics, outdoor life, and dance, to acquiring a broader role following society's changing needs. The paper's overall aim is to contribute to the discussion about strategies and content for future quality in PETE and PE by using the Swedish PETE training, PE-practice, and international literature as a fond. The paper gives a short historical background of the development of the PETE field. Since mid-1990s the name of the subject changed to Physical Education and Health (PEH), an amendment triggered by young peoples'growing physical inactivity. Since then several curricula reforms have continued to be implemented to find solutions to problems often formulated by external stakeholders. But PETE-training and the PEH have remained surprisingly unchanged in form and content. By highlighting critique and tensions within the PE field, the educative role of PETE and PEH is discussed in the frame of didactical questions and aspects of professional knowledge. The paper ends with an example of a possible re-orientation of PETE and PE with a forward-looking perspective: PEH and sustainable development.
ER  - 

TY  - JOUR
T1  - Physical education teacher training in Sweden − challenges and possibilities for a future re-orientation: Formation des enseignants d’éducation physique en Suède − défis et possibilités pour une réorientation future
T2  - Movement and Sports Sciences - Science et Motricite
SN  - 2118-5735
A1  - Lundvall, Suzanne
PY  - 2025
IS  - 130
SP  - 41
EP  - 51
DO  - 10.1051/sm/2024035
LA  - eng
KW  - educative
KW  - physical education
KW  - professional knowledge
KW  - re-orientation
KW  - sustainable development
AB  - The rationale for teaching Physical Education (PE) in the Swedish school system has, like in other countries, changed over time, from solely including physical cultures like sport, gymnastics, outdoor life, and dance, to acquiring a broader role following society’s changing needs. The paper’s overall aim is to contribute to the discussion about strategies and content for future quality in PETE and PE by using the Swedish PETE training, PE-practice, and international literature as a fond. The paper gives a short historical background of the development of the PETE field. Since mid-1990s the name of the subject changed to Physical Education and Health (PEH), an amendment triggered by young peoples’ growing physical inactivity. Since then several curricula reforms have continued to be implemented to find solutions to problems often formulated by external stakeholders. But PETE-training and the PEH have remained surprisingly unchanged in form and content. By highlighting critique and tensions within the PE field, the educative role of PETE and PEH is discussed in the frame of didactical questions and aspects of professional knowledge. The paper ends with an example of a possible re-orientation of PETE and PE with a forward-looking perspective: PEH and sustainable development.
ER  - 

TY  - JOUR
T1  - The Exploitation of Academic Work: Women in Teaching at Swedish Universities
T2  - Higher Education Policy
SN  - 0952-8733
A1  - Angervall, Petra
A1  - Beach, Dennis
PY  - 2017
VL  - 1
IS  - 31
SP  - 1
EP  - 17
DO  - 10.1057/s41307-017-0041-0
LA  - eng
PB  - London : Palgrave Macmillan
KW  - academic work
KW  - governance
KW  - division of labour
KW  - gender teaching
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - academic work governance division of labour gender teaching
AB  - This study concerns some of the implications of the increasing commodification of the higher education sector. It tries to highlight how higher education institutions have developed in the late 2000s through the reform path that was introduced to transform programmes and employees into marketable products. New forms of governance that change institutional contexts and concrete practices accompany this change. Based on interviews with a group of female academic lecturers and teachers, we look in particular at how the work structure is organized and practised at Swedish universities. The results illustrate a greater division of labour and a fragmentation of academic work that can be explained by recent developments. More specifically, it appears as if female academics in teaching-intensive departments do work that serves the interests of others (often men), foremost in areas and practices such as research.
ER  - 

TY  - JOUR
T1  - Academic Career Mobility: Career Advancement, Transnational Mobility and Gender Equity
T2  - Higher Education Policy
SN  - 0952-8733
A1  - Angervall, Petra
A1  - Hammarfelt, Björn
PY  - 2023
DO  - 10.1057/s41307-023-00322-3
LA  - eng
PB  - : Springer
KW  - higher education
KW  - policy discourse
KW  - academic career
KW  - transnational mobility
KW  - gender equity
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This study explores how policy discourses on academic career are articulated in Swedish higher education. Discourses on academic career are often expressing meritocracy and the necessity of competition, but also include demands for flexibil-ity and global participation. Recent decades of higher education policy have also stressed the importance of gender equity, which is particularly evident in the Nordic countries. Yet, how these discourses interact and impact on contemporary ideas on academic career remains unclear. We analyse a selection of Swedish government bills to explore present policy discourses on academic career mobility, and how these discourses express and create tensions for different staff groups. The findings shows that the notion, and promotion of career mobility in Swedish higher education features tensions between career advancement, transnational mobility and work life stability. It is also clear that some scholars are defined as more career mobile and successful than others. Hence, discourses on career mobility tend to give legitimacy to already existing work divisions and hierarchies partly undermining gender equity. In conclusion, our findings show tensions and contradictions in these policies, which give base for further nuanced and critical discussions on the current conditions and possibilities in Swedish higher education and academic career.
ER  - 

TY  - JOUR
T1  - Policy Tensions Between Discourses on Internationalisation and Gender in Swedish Higher Education.
T2  - Higher Education Policy
SN  - 0952-8733
A1  - Angervall, Petra
A1  - Simonsson, Angelica
PY  - 2025
DO  - 10.1057/s41307-024-00395-8
LA  - eng
PB  - : Springer Nature
KW  - higher education policy
KW  - internationalisation
KW  - gender
KW  - discourse
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - One emphasised discourse in Swedish higher education policy is internationalisation, which is in line with EU recommendations to ensure a sustainable knowledge system. This knowledge system, perhaps especially in Sweden, also emphasises the importance of gender equity. In this study, we are interested in the recontextualisation between discourses of internationalisation and gender in Swedish higher education (HE) at both national and local levels. We use critical discourse analysis to examine two different examples: (1) discourses in national HE policy, and, (2) discourses at a Swedish university and one of its departments. Overall, we find that government discourses on HE are recontextualised in ways that support national, standardised interests rather than local university needs. Although these discourses emphasise the importance of both internationalisation and gender through articulations of mobility, sustainability and equity, there are strong individualistic aspirations in line with a meritocratic system. These patterns are even more pronounced at the local university level, where these discourses join to promote certain successful departments and academic subjects. In conclusion, the findings illustrate how the recontextualisation between internationalisation and gender discourses legitimises the prevailing gender divide — not the other way around — but also that this recontextualisation can create tensions and changes
ER  - 

TY  - JOUR
T1  - Swedish immersion in Finland and Swedish as a second-language subject in Sweden: Teacher perspectives from two primary schools.
T2  - Journal of Immersion and Content Based Language Education
SN  - 2212-8433
A1  - Hedman, Christina
A1  - Magnusson, Ulrika
PY  - 2023
VL  - 2
IS  - 11
SP  - 255
EP  - 282
DO  - 10.1075/jicb.21032.hed
LA  - eng
PB  - : John Benjamins Publishing Company
KW  - immersion
KW  - language policy
KW  - material ecology in education
KW  - multilingualism
KW  - second language pedagogy
KW  - swedish as a second language
KW  - andraspråksdidaktik
KW  - flerspråkighet
KW  - materiell ekologi i undervisning
KW  - språkbadsprogram
KW  - språkpolicy
KW  - svenska som andraspråk
KW  - språkdidaktik
KW  - language education
AB  - Based on fieldwork and interviews, we explore five teachers’ views abouttheir teaching of Swedish as a second language in an early immersion schoolin Finland (Larch) and a linguistically heterogeneous primary school inSweden (Chestnut). Drawing from ecological perspectives, we aim tocontribute new knowledge on how second language teachers express theirgoals, teacher experiences and expertise depending on language andeducation policy as discursive-material reality. We discuss how societal,discursive and material differences were entangled with the teachers’discourses, for example, the fact that Swedish immersion at Larch enjoyed ahigher social status than Swedish as a second language at Chestnut.Concomitantly, the teachers adhered to pedagogical principles and thevalue of students’ linguistic and cultural repertoires in similar ways. Wespecifically discuss teacher autonomy as entwined with prevailingdiscursive-material realities, including distinct language education policies.
ER  - 

TY  - CHAP
T1  - In search of subjective meaning in Swedish pseudocoordination: Chapter 9
T2  - Pseudo-Coordination and Multiple Agreement Constructions
SN  - 0166-0829
A1  - Blensenius, Kristian
A1  - Andersson Lilja, Peter
PY  - 2022
SP  - 213
EP  - 230
DO  - 10.1075/la.274.09ble
LA  - eng
PB  - Amsterdam,  Philadelphia : John Benjamins Publishing Company
KW  - pseudocoordination
KW  - motion verb
KW  - posture verb
KW  - subjective meaning
KW  - swedish
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This study provides a discussion of the development of subjective meaning associated with the motion-verb pseudocoordination gå och V ‘go/walk and V’ and the posture-verb pseudocoordination sitta och V ‘sit and V’, using historical and present-day linguistic data. It is claimed that an interpretation in terms of item-based analogy and entrenchment of frequent meaning clusters is the most plausible analysis for the development of subjective (and pejorative) meaning associated with gå och V. The study of sitta och V is preliminary, but the results indicate that the subjective meaning of this construction is less entrenched that that of the gå och V construction and that the subjective overtone of subjectivity may be a result of the combination of the social/cultural meaning of the posture and certain intrinsically pejorative verbs, together with certain locatives.
ER  - 

TY  - JOUR
T1  - Preschool teaching in Sweden - a profession in change
T2  - Educational Research
SN  - 0013-1881
A1  - Sheridan, Sonja
A1  - Williams, Pia
A1  - Sandberg, Anette
A1  - Vuorinen, Tuula
PY  - 2011
VL  - 4
IS  - 53
SP  - 415
EP  - 437
DO  - 10.1080/00131881.2011.625153
LA  - eng
PB  - : Informa UK Limited
KW  - preschool
KW  - teacher
KW  - competence
KW  - education
KW  - children
AB  - Background Historically, the meaning of teacher competence has changed and is continuously being re-constructed along with changes in society as well as with shifting values and intentions in preschool guidelines and curricula. Over the past decade, Swedish preschool has been incorporated as a part of the educational system, and has received its own national curriculum, which recently, has been revised. A new preschool teacher education has been initiated. All these changes influence preschool practice, conditions for teachers’ pedagogical work and children’s learning, and as a consequence, the meaning that teachers ascribe to teacher competence.  Purpose The aim of this study is to investigate the meaning given to preschool teacher competence by Swedish preschool teachers. Focus is directed towards teachers’ descriptions of their approach and their communication and interaction with children in relation to the overall goals of the preschool curriculum. Sample The study was carried out in Sweden and the sample consist of 15 preschools in the country’s two major cities, Stockholm and Gothenburg, and 15 preschools from the rural area of Mälardalen in mid-Sweden. Both of the urban regions and the rural area are stratified to represent districts that differ geographically, demographically, ethnically, and which include varied socioeconomic structures. From each of the 30 preschools, one preschool class/group and one preschool teacher were recruited as participants. All except one of the teachers were women.  Design and method The study is based on interactionist perspectives and draws on Bronfenbrenner’s ecological systems theory and a critical ecology of the early childhood profession. To study teacher competence the method chosen was individual and semi-structured interviews that lasted 60 – 120 minutes, were recorded and transcribed verbatim. The analysis is qualitative and focuses on key questions that were asked of all participants. The analyses aimed to discern similarities and differences, and distinguished between competences teachers said that they have and competences they wanted to develop, such as knowledge, skills and attitudes and whether these competences were understood as static, situational and/or dynamic. Result  Three intertwined dimensions of teacher competences emerged. These dimensions are mutually interdependent, inseparable and constitute the meaning given by the teachers to teacher competence as a whole. These are: Competence of knowing what and why, Competence of know-how, and Interactive, relational and transactional competence. These dimensions highlight teacher competence as a complex, multidimensional and relational phenomenon, constituted from interacting abilities. The participating teachers have a broad multidisciplinary knowledge, which needs to be deepened within specific areas such as, mathematics, ICT, science etc.  Conclusion Being a part of complex ecological system with increasingly global dimensions, preschool teaching is a profession in change. Preschool teacher competence is constituted in the intersection of values, knowledge and ideologies on different system levels. In line with changing policy and curriculum intentions teachers create shared understandings of the meaning of teacher competence both for today and tomorrow. Based on these beliefs teachers create conditions for children’s learning in preschool practice.
ER  - 

TY  - JOUR
T1  - Group size and organisational conditions for children’s learning in preschool: a teacher perspective.: Educational Research
T2  - Educational Research
SN  - 0013-1881
A1  - Sheridan, Sonja
A1  - Williams, Pia
A1  - Pramling Samuelsson, Ingrid
PY  - 2014
VL  - 4
IS  - 56
SP  - 379
EP  - 397
DO  - 10.1080/00131881.2014.965562
LA  - eng
PB  - : Informa UK Limited
KW  - preschool
KW  - preschool teachers
KW  - group size
KW  - structural aspects
KW  - organisation
AB  - Background: There is a limited amount of research about group size in preschool, and how it impacts on teachers’ working conditions and their ability to support children’s learning and knowledge development in line with curriculum intentions. Purpose: From a perspective on quality, this article examines the organisational conditions for children’s learning in preschool in relation to group size. The questions at issue are: how do teachers explain how they organise the child group and the learning environment in preschool, and why? Sample: The sample consists of 12 preschools from different parts of Sweden. The preschools selected for the study are stratified in order to represent small and large group sizes in Swedish preschools as defined by the Swedish National Agency for Education. The sample contains both urban and rural regions and represents districts that differ geographically, demographically, ethnically, and which include varied socioeconomic structures. The 12 preschools had children in three age groupings: 1–3, 3–5 or 1–5. The number of children in the participating preschools ranged from 12 children to 45 children, with seven of the preschools having more than 30 children in their groups. Design and method: The article is based on interactionist perspectives, Bronfenbrenner’s ecological systems theory, a critical ecology of the early childhood profession, theories of children’s learning, and four dimensions of pedagogical quality. Together, these theoretical perspectives contribute to an understanding of the relationships between policy issues, educational goals, group size and teachers’ competence in organising and creating conditions for children’s learning. Semi-structured interviews were conducted with two teachers from each of the 12 preschools. The interviews lasted between 40–60 minutes and were recorded and transcribed verbatim. The analytical process was conducted in three steps and can be described as an analytical process of abduction. The four dimensions of pedagogical quality were used as analytical lenses to discern and understand critical aspects related to the teachers’ understanding of group size. Result: Irrespective of group size, most of the children participate in different group constellations throughout the day, some organised by the teachers and some by the children themselves. Teachers’ competence to organise the children in such ways that good conditions for learning were created, differed between preschools, and depended on the teachers’ approach, which can be described as either intentional or unintentional learning. Conclusion: Teachers’ organisational approaches influence the quality of the preschool and conditions for children’s learning in distinct ways.
ER  - 

TY  - JOUR
T1  - Knowledge outside the box: Sustainable development education in Swedish schools
T2  - Educational research (Windsor. Print)
SN  - 0013-1881
A1  - Gyberg, Per
A1  - Löfgren, Håkan
PY  - 2016
VL  - 3
IS  - 58
SP  - 283
EP  - 299
DO  - 10.1080/00131881.2016.1207871
LA  - eng
PB  - : Taylor & Francis Group
KW  - curriculum
KW  - multidisciplinary
KW  - sustainable development
KW  - knowledge instrumentalism
KW  - teaching
AB  - Background: Sustainable development, as an area of knowledge, appears in several different places in the curriculum and does not fit neatly within the scope of traditional subject areas. In many countries, including Sweden, it has long been upheld as an important tool for increasing understanding of, and dealing with, environmental problems. It is not clear, however, what role education can actually have in the making of a more sustainable future. Even though there are several potential ways for sustainable development to be involved in education, the concept raises many questions when transferred to the school context.Purpose: This paper investigates how teachers deal with the difficulty of defining and approaching sustainable development as an area of knowledge in Swedish schools.Sample: This article is based on semi-structured interviews with 40 teachers, 13 of whom were lower secondary school teachers (pupil age 12–15) and 27 were upper secondary school teachers (pupil age 15–18). The study involves teachers in all subjects where sustainable development is a goal in the syllabus. The study is also based on participant observation in one upper secondary class. A total of 17 different schools were involved, from a wide range of locations in Sweden.Design and methods: The paper builds on qualitative data and the analysis of transcribed interviews and group interviews with teachers in Swedish lower and upper secondary schools. Group interviews, involving three or more people, were conducted on eight occasions. The pupils at an upper secondary school were also observed while they were working on a course called ‘policy and sustainable development’. Data were transcribed and analysed thematically.Findings: The analysis suggests that, according to the teachers’ experiences, the demands of equivalence and measurability in school have increased and that this affects how sustainable development is approached in teaching and learning. Three main categories of knowledge were identified. The study also presents two representations that model how teachers may approach knowledge about sustainable development – metaphorically termed ‘the Accountant’ and ‘the Adventurer’ – and their different effects on knowledge.Conclusions: There is a tendency for complex knowledge areas such as sustainable development, which do not fit seamlessly into traditional curriculum subjects, to become oversimplified when translated into teaching situations. According to the representations that we described metaphorically, the teacher, as an accountant, is characterised by ‘knowledge instrumentalism’, which means that teachers administer knowledge and the pupils consume it. In this transactional model, the accountant is also very dependent on external governance and control. Alternatively, the teacher, as an adventurer, is characterised by authority, knowledge and self-control. In this model, knowledge sometimes grows in an unpredictable way in the meeting between people who share common experiences. For adventurers, sustainable development is a matter of commitment and awareness, and it involves an explicit stance. The metaphors can be placed on a continuum which describes how teachers manage the demands of the school system in relation to the knowledge area of sustainable development.
ER  - 

TY  - JOUR
T1  - A qualitative study of primary teachers' classroom feedback rationales
T2  - Educational research (Windsor. Print)
SN  - 0013-1881
A1  - Eriksson, Elisabeth
A1  - Björklund Boistrup, Lisa
A1  - Thornberg, Robert
PY  - 2018
VL  - 2
IS  - 60
SP  - 189
EP  - 205
DO  - 10.1080/00131881.2018.1451759
LA  - eng
PB  - : Informa UK Limited
KW  - classroom assessment
KW  - feedback rationales
KW  - grounded theory
KW  - interview study
KW  - primary school
AB  - BackgroundAs part of teachers' everyday classroom assessment practice, feedback can be seen as connected to the formative function of assessment, with the aim of helping students in their learning processes. Much research on teacher feedback focuses precisely on the feedback's formative quality. However, in order to strengthen our understanding about the nature of teacher feedback, we also need to understand more about teachers' rationales for giving feedback to their students, especially in primary school settings.PurposeThe present study aimed to explore and conceptualise primary school teachers' rationales for giving students feedback.SampleThirteen Swedish primary school teachers (10 women and 3 men) with 4 to 40 years of teaching experience working with students aged 7-9years-old (grades 1-3), participated in the study. An open sampling procedure was adopted to recruit the teachers.Design and methodsData were collected using a semi-structured interview approach. We employed a constructivist grounded theory design for the coding and analysis of the transcribed data.ResultsAnalysis indicated that two main concerns emerged as regulating teachers' assessment practices. These addressed what the teachers perceived as (1) students' academic needs and (2) students' behavioural and emotional needs. According to the findings, the teachers' rationales for giving students feedback were based on those needs, and dependent on factors such as situation, relationships, time and effort. This resulted in a constant comparison and weighing of different needs by the teachers. Some needs were described as prioritised before others, which caused some rationales to be identified as taking precedence over others.Discussion and conclusionsBased on a systematic analysis of - and thus grounded in - interview data from primary teachers, the current qualitative study offers a framework for surveying, understanding and discussing teacher feedback. Overall, the study showed how everyday practices of classroom assessment and classroom management overlapped, thus underlining the importance in teacher education of understanding classroom assessment, classroom management and the relationships between the two.
ER  - 

TY  - JOUR
T1  - Can motivational interviewing be a helpful professional tool?: Investigating teachers' experiences
T2  - Educational research (Windsor. Print)
SN  - 0013-1881
A1  - Svensson, Martina
A1  - Wagnsson, Stefan
A1  - Gustafsson, Henrik
PY  - 2021
VL  - 4
IS  - 63
SP  - 440
EP  - 455
DO  - 10.1080/00131881.2021.1989318
LA  - eng
PB  - : Taylor & Francis
KW  - communication skills
KW  - motivation
KW  - motivational interviewing
KW  - relational work
KW  - school
KW  - teachers' professional development
AB  - Background: Motivational interviewing (MI) is a collaborative communication style used to enhance behaviour change, and there is increasing support for using MI in schools. However, little is known about school-based MI from a teacher perspective and how MI is applied by teachers in their daily work. Understanding teachers' use and experiences of MI could provide valuable information for future school development and teacher education. Purpose: This study aimed to explore teachers' experiences and perceptions of applying MI in Swedish compulsory schools (grades 1-9; 7-15 years). Methods: Interviews were conducted with 13 teachers, who taught different subjects in grades 4-9 (10-15 years). The teachers were from five schools in five different municipalities. They all had received a three- or four-day intensive training programme in MI. A qualitative content analysis approach was used to analyse the data. Findings: Our analysis indicated that teachers perceived MI to be a useful method that provided concrete tools to apply in their daily work. The teachers thought that MI facilitated their relational work, and helped them to become more guiding and autonomy-supportive than before. Hence, the teachers expressed a wish that MI should be included in teacher education. In addition, some teachers felt that MI could be effective in conflict management, to respond to pupils with challenging behaviour and to strengthen pupils' motivation, as well as in conversations with parents. However, teachers considered that lack of time was an obstacle to the application of MI in school and noted that MI requires ongoing training and continuity in order to be effective. Conclusions: This small-scale study draws attention to MI's potential as a supportive tool. Further research is needed to determine how far it may help teachers in a range of educational settings as they seek to foster collaborative relationships in school and facilitate relational work with their pupils.
ER  - 

TY  - JOUR
T1  - Work-based learning partnerships: mentor-teachers’ perceptions of student teachers’ challenges
T2  - Educational research (Windsor. Print)
SN  - 0013-1881
A1  - Lindqvist, Henrik
A1  - Weurlander, Maria
A1  - Barman, Linda
A1  - Wernerson, Annika
A1  - Thornberg, Robert
PY  - 2023
VL  - 3
IS  - 65
SP  - 392
EP  - 407
DO  - 10.1080/00131881.2023.2234384
LA  - eng
PB  - : Informa UK Limited
KW  - engagement
KW  - pre-service teachers
KW  - mentor-teacher
KW  - teacher education
KW  - teaching practice
KW  - work-based learning
KW  - educational science
AB  - Background: For prospective teachers, the school-based learning component of their teacher education programme is a crucial, and often demanding, part of becoming a teacher. During this time, mentor-teachers work in close collaboration with student teachers, who are often teaching in an actual school setting for the first time. As the relationship between mentor-teacher and student teacher is pivotal to the quality of work-based learning and to supporting the professional development of prospective teachers, more needs to be understood about this complex dynamic. Purpose: Our study aimed to contribute to this area by investigating, from the viewpoint of mentor-teachers, how student teachers respond to the demands of work-based learning. It had a particular focus on mentor-teachers’ perceptions of student teachers’ emotional challenges associated with teaching and engagement. Methods: Data consisted of interviews with 22 experienced mentor -teachers from five different municipalities. Data were analysed qualitatively, using tools aligned with a constructivist grounded theory approach. Findings: Describing teaching as a complex practice, the mentor-teachers regarded proactive engagement in developing professionalism, and ability to make appropriately differentiated adjustments to their teaching as important criteria in their evaluation of student teacher progression. The mentor-teachers described student teachers’ emotional challenges in relation to these and discussed support strategies. Conclusions: The findings of the study highlight the complex dynamic of work-based learning and the key role that mentor-teachers can play in supporting the development of prospective teachers entering the profession, including the navigation of emotionally challenging situations.
ER  - 

TY  - JOUR
T1  - Twelve years of upper-secondary education in Sweden: the beginnings of a neo-liberal policy hegemony?
T2  - Educational review (Birmingham)
SN  - 0013-1911
A1  - Beach, Dennis
A1  - Dovemark, Marianne
PY  - 2011
VL  - 3
IS  - 63
SP  - 313
EP  - 327
DO  - 10.1080/00131911.2011.560249
LA  - eng
PB  - : Routledge
KW  - social reproduction
KW  - social class
KW  - education
KW  - learner identities
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - policy changes
AB  - In this article we discuss data produced about learning practices and learner identities during the past 12 years of upper-secondary school development in Sweden based on ethnographic fieldwork that has examined these issues with respect to two sets of pupils from these schools: one successful, one unsuccessful. Two things are considered in particular. One is how these pupils and their school activities are described and positioned by teachers. Another is how pupils describe their own activities and position themselves. Some policy changes have been noted across the researched period. Questions relating to participation are considered in relation to them and there is also an attempt to make a connection to a possible social-class relationship. Our main concern however, is for how recent policy changes have been enacted in schools and classrooms and what effects this enactment seems to have had on learner subjectivity and learner identities.
ER  - 

TY  - JOUR
T1  - Students’ perspectives on raising achievement through inclusion in Essunga, Sweden
T2  - Educational review (Birmingham)
SN  - 0013-1911
A1  - Persson, Elisabeth
A1  - Allan, Julie
PY  - 2015
VL  - 1
IS  - 68
SP  - 82
EP  - 95
DO  - 10.1080/00131911.2015.1058752
LA  - eng
PB  - : Routledge
KW  - children
KW  - sen/disability
KW  - equality/inequality
KW  - inclusion/exclusion
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - JOUR
T1  - Ideas about occupational roles and inclusive practices among special needs educators and support teachers in Sweden
T2  - Educational review (Birmingham)
SN  - 0013-1911
A1  - Göransson, Kerstin
A1  - Lindqvist, Gunilla
A1  - Möllås, Gunvie
A1  - Almqvist, Lena
A1  - Nilholm, Claes
PY  - 2016
VL  - 4
IS  - 69
SP  - 490
EP  - 505
DO  - 10.1080/00131911.2016.1237477
LA  - eng
PB  - : Informa UK Limited
KW  - special needs educators
KW  - support teachers
KW  - jurisdictional control
KW  - occupational roles
KW  - inclusion
KW  - work tasks
KW  - education
KW  - utbildning och lärande
KW  - special education
AB  - Special needs educators and their counterparts are expected to play a significant role in schools' work towards inclusive practices. Studies do, however, indicate a rather diversified picture regarding the occupational groups assigned to work with special support and their workroles, within and between different countries. In Sweden, one can differentiate between two such occupational groups, special needs educators (SNEs) with qualifications in special educational needs at advanced level and support teachers (SuTs) with varying teacher education and education in special educational needs. The aims of this paper are to investigate the occurrence of SNEs and SuTs within the compulsory school system in ten municipalities in Sweden and the occupational roles of those SNEs and SuTs in relation to the inclusion agenda. A questionnaire was sent out in 2012 to all SNEs and SuTs in ten municipalities (n=511, response rate 61.6%). Main results indicate that: a) there is wide variation between municipalities regarding the extent to which SNEs or SuTs are assigned to work with special support; b) the characteristics of the occupational role of SNEs are more in line with inclusive practices than those of the role of SuTs; c) there is consensus between the two occupational groups regarding what they think should characterize the occupational role of SNEs; and d) SNEs consider, more than do the SuTs themselves, that the role of SuTs should be more in line with that of a ‘traditional special-education teacher’. Results are discussed in relation to Skrtic’s (1991, 1995) theoretical accounts of inclusive education and Abbott’s (1988) notion of jurisdictional control.
ER  - 

TY  - JOUR
T1  - School choice and implications for equity: the new political geography of the Swedish upper secondary school market
T2  - Educational review
SN  - 0013-1911
A1  - Fjellman, Anna Maria
A1  - Yang Hansen, Kajsa
A1  - Beach, Dennis
PY  - 2018
VL  - 4
IS  - 71
SP  - 518
EP  - 539
DO  - 10.1080/00131911.2018.1457009
LA  - eng
PB  - : Informa UK Limited
KW  - teacher education and education work
ER  - 

TY  - JOUR
T1  - Human rights education: developing a theoretical understanding of teachers’ responsibilities
T2  - Educational review (Birmingham)
SN  - 0013-1911
A1  - Robinson, Carol
A1  - Phillips, Louise
A1  - Quennerstedt, Ann
PY  - 2018
VL  - 2
IS  - 72
SP  - 220
EP  - 241
DO  - 10.1080/00131911.2018.1495182
LA  - eng
PB  - : Routledge
KW  - human rights
KW  - teacher responsibilities
KW  - human rights education
KW  - hre
KW  - education
AB  - The United Nations (UN) asserts that children and young people should have access to human rights education (HRE) and that schools are one of the key means through which HRE should be made available. However, there is currently limited knowledge about the presence and form of HRE in school contexts, and there is no established means through which HRE provision within schools is evaluated. This paper proposes a theoretical framework to support the classification of teachers’ responsibilities in relation to HRE and argues that systemic change is needed within education systems if HRE provision is to be realised in more extensive and consistent ways. The curriculum documents of three nations – Australia, England and Sweden – were analysed to determine teacher responsibilities for educating pupils about human rights. The viability of the developed framework was then tested through applying it to the outcomes of these analyses. The theoretical contribution made by the paper deepens knowledge and understandings about the nature of responsibilities placed on teachers to educate pupils about human rights, and provides a foundation from which to stimulate debate about what constitutes effective school-based HRE practices.
ER  - 

TY  - JOUR
T1  - Teacher job satisfaction: the importance of school working conditions and teacher characteristics
T2  - Educational Review
SN  - 0013-1911
A1  - Toropova, Anna
A1  - Myrberg, Eva
A1  - Johansson, Stefan
PY  - 2020
VL  - 1
IS  - 73
SP  - 71
EP  - 97
DO  - 10.1080/00131911.2019.1705247
LA  - eng
PB  - : Informa UK Limited
KW  - teacher job satisfaction
KW  - school working conditions
KW  - teacher retention
KW  - teacher characteristics
KW  - timss
KW  - self-efficacy
KW  - workplace conditions
KW  - engagement
KW  - turnover
KW  - burnout
KW  - quality
KW  - stress
KW  - life
KW  - profession
KW  - education & educational research
AB  - Given that teacher shortage is an international problem, teacher job satisfaction merits closer attention. Not only is job satisfaction closely related to teacher retention, but it also contributes to the well-being of teachers and their students, overall school cohesion and enhanced status of the teaching profession. This study investigates the relations between teacher job satisfaction, school working conditions and teacher characteristics for eighth grade mathematics teachers. The study employs TIMSS 2015 (Trends in International Mathematics and Science Study) data from Sweden. Confirmatory factor analysis and structural equation modelling are used as main methods. Results demonstrate a substantial association between school working conditions and teacher job satisfaction. More specifically, teacher workload, teacher cooperation and teacher perceptions of student discipline in school were the factors most closely related to teacher job satisfaction. As to teacher characteristics, female teachers, teachers with more exposure to professional development and more efficacious teachers tended to have higher levels of job satisfaction. In addition, it was found that the relationship between the extent of teacher cooperation and job satisfaction was more pronounced for male teachers, while student discipline was more important for job satisfaction of teachers with lower self-efficacy beliefs. Implications for policy are further discussed.
ER  - 

TY  - JOUR
T1  - Teachers’ perspectives on homework: manifestations of culturally situated common sense
T2  - Educational review (Birmingham)
SN  - 0013-1911
A1  - Sayers, Judy
A1  - Petersson, Jöran
A1  - Marschall, Gosia
A1  - Andrews, Paul
PY  - 2020
VL  - 5
IS  - 74
SP  - 905
EP  - 926
DO  - 10.1080/00131911.2020.1806786
LA  - eng
PB  - : Routledge
KW  - homework
KW  - england
KW  - sweden
KW  - year-one mathematics
KW  - common sense
KW  - teacher perspectives
KW  - mathematics education
KW  - matematikens didaktik
AB  - This paper presents an exploratory study of English and Swedish teachers’ perspectives on the role of homework in year-one children’s learning of number. In order to ensure cultural integrity, data were analysed independently by two colleagues in each context. Analyses yielded three broad but cross-culturally common themes reflecting culturally situated notions of common sense. These concerned the existence of homework, the purpose of homework and the role of parents in homework’s completion. While homework was unproblematic for all English teachers, half the Swedish cohort spoke against it, arguing that variation in home background would compromise principles of equity. All teachers who set homework, whether English or Swedish, spoke of homework as a means of supporting children at risk of falling behind their peers, a process by which children practice routine skills. English teachers’ homework-related justifications were located in a discourse of target setting that was invisible in the Swedish.
ER  - 

TY  - JOUR
T1  - Learning, unlearning and redefining teachers’ agency in international private education: a Swedish education company operating in India
T2  - Educational review (Birmingham)
SN  - 0013-1911
A1  - Alexiadou, Nafsika
A1  - Holm, Ann-Sofie
A1  - Rönnberg, Linda
A1  - Carlbaum, Sara
PY  - 2023
VL  - 3
IS  - 77
SP  - 731
EP  - 749
DO  - 10.1080/00131911.2023.2228507
LA  - eng
PB  - : Routledge
KW  - teacher agency
KW  - international schools
KW  - local teachers
KW  - private education
KW  - india
KW  - sweden
AB  - Private international education is on the rise, but we still have limited knowledge on how different commercial actors operate in this field and how it affects local teachers and their work in the schools abroad. Swedish school companies have been active in exporting schooling in the international arena, including “Swedish” education models. In this article, we examine one company and their operations in India. We explore the interpretations of the company education model by teachers in the Indian schools, and how this affects their professional capacity. Mixed qualitative methods of interviews, on-site school visits and documentary reviews, were used to examine the possibilities for teachers to exercise professional agency within their working environment. Our findings show that teachers operate within a highly structured pedagogical environment characterised by a given curriculum, a centralised learning platform and training programme, and a set of dominant discourses around values and teaching practices. Teachers are expected to embrace a new professional identity in a process of discarding past experiences and adopting the new professional language given by the company's particular education model. In willingly embracing the company discourses and expectations, teachers’ agency tends to be constrained.
ER  - 

TY  - JOUR
T1  - Teachers’ Facebook rebellion groups: Sites for professional collegial deliberation?
T2  - Educational review (Birmingham)
SN  - 0013-1911
A1  - Hultman, Annica Löfdahl
A1  - Bergh, Andreas
PY  - 2024
VL  - 6
IS  - 77
SP  - 1815
EP  - 1830
DO  - 10.1080/00131911.2024.2362187
LA  - eng
PB  - : Routledge
KW  - teachers
KW  - facebook rebellion groups
KW  - curriculum theory
KW  - deliberative communication
KW  - teachers’ collective professionalism
AB  - This study examines conversations in a Swedish teachers’ School Rebellion (SR) group on Facebook, a group that attracts members who wish to engage in activism for a different and better Swedish school system and improved conditions for teachers. The phenomenon of teachers’ Rebellion Facebook groups is relatively new. It has emerged in several countries over the past decade and clearly differs from traditional online teacher collaboration and professional development groups. Placing the Swedish SR initiative in the context of discussions on changing teacher professionalism over the last decade, the aim of this study is to examine what content is given presence in SR posts and how it is discussed by members and to determine the extent to which the communication between the participating teachers has the potential to strengthen collective professionalism. To this end, curriculum theory and the concept of deliberative communication are combined to address questions of content and various relations between actors and levels, such as power and responsibility issues. The analysis shows that many topics related to teaching and education appear in the conversations, deliberative approaches vary from what is termed pre-deliberative to deliberative and even counter-deliberative. Although all participants have a voice, the administrators’ role is shown to be of special interest. Based on these findings, the administrators’ responsibility to maintain professional collegial deliberation is discussed as a complex mission of deliberation over political, pedagogical, and practical issues.
ER  - 

TY  - JOUR
T1  - Comparing mathematics education lessons for primary school teachers: case studies from Japan, Finland and Sweden
T2  - International Journal of Mathematical Education in Science and Technology
SN  - 0020-739X
A1  - Asami-Johansson, Yukiko
A1  - Attorps, Iiris
A1  - Winsløw, C.
PY  - 2020
VL  - 5
IS  - 51
SP  - 688
EP  - 712
DO  - 10.1080/0020739X.2019.1614688
LA  - eng
PB  - : Taylor & Francis
KW  - anthropological theory of the didactic
KW  - didactic organization
KW  - mathematical organization
KW  - paradidactic infrastructure
KW  - praxeology
KW  - teacher education
KW  - teaching knowledge
KW  - innovative learning
KW  - innovativt lärande
AB  - The aim of this paper is to investigate and compare lessons given in primary school teacher education in Japan, Finland and Sweden. We analyse one lesson from each country and compare them using a common framework. Chevallard’s anthropological theory of the didactic (ATD) is used to frame this analysis and in particular to model teacher educators' didactic organization of the lessons. The focus is on how the didactic organizations of the teacher educators relate to the mathematical and didactic organizations of primary school. Based on official documents and viewpoints of the teacher educators, we also discuss how the contents and descriptions of the national curricula, and the different traditions of the teaching practices in each country, influence the didactic organizations found in the lessons. 
ER  - 

TY  - JOUR
T1  - English and Swedish year-one teachers’ number-related learning goals: the influence of intended and received curricula
T2  - International Journal of Mathematical Education in Science and Technology
SN  - 0020-739X
A1  - Andrews, Paul
A1  - Petersson, Jöran
A1  - Sayers, Judy
A1  - Rosenqvist, Eva
PY  - 2024
VL  - 7
IS  - 56
SP  - 1309
EP  - 1339
DO  - 10.1080/0020739x.2024.2337937
LA  - eng
PB  - : Taylor & Francis
KW  - year-one children
KW  - number-related learning
KW  - teacher goals
KW  - england
KW  - sweden
KW  - intended curriculum
KW  - received curriculum
KW  - semi-structured interview
KW  - matematikens didaktik
KW  - mathematics education
AB  - In this paper, drawing on semi-structured interviews with generalist teachers of year-one children in England and Sweden, we examine comparatively the influence of the intended curriculum (teachers in both countries work within mandated national curricula) and the received curriculum (the collectively assumed efficacious practices and goals handed down from one generation of teachers to the next) on teachers’ expressed number-related learning goals. Analyses, framed by a literature-derived and curriculum-independent set of eight forms of number-related competence each implicated in later mathematical learning, identified both similarities and differences in the two groups’ expressed goals. Key similarities concerned expectations that all children should become additively competent, supported by supplementary goals concerning systematic counting, number bonds, the number line and an appropriate mathematical terminology. Key differences concerned English teachers’ strongly-expressed emphasis on place value and a desire for children to learn to multiply. Overall, the strongly-framed English curriculum appears to influence teachers’ goals more than the weakly-framed Swedish, while Swedish teachers seem to draw on a received curriculum more closely aligned with the literature-derived developmental goals than the English. Finally, when set against the literature-derived and curriculum-independent developmental goals, the English curriculum, unlike the Swedish, expects year-one children to learn much age-inappropriate material.
ER  - 

TY  - JOUR
T1  - Sharpening the gaze, sharpening the pencil: supporting observational drawing in primary education
T2  - Journal of Biological Education
SN  - 0021-9266
A1  - Skoog, Marianne
A1  - Areljung, Sofie
A1  - Andersson, Johanna
A1  - Hermansson, Carina
A1  - Sundberg, Bodil
PY  - 2025
DO  - 10.1080/00219266.2025.2452188
LA  - eng
PB  - : Routledge
KW  - biology education
KW  - social semiotics
KW  - species knowledge
KW  - teaching strategies
KW  - visual representations
KW  - didactics of natural science
KW  - naturvetenskapens didaktik
KW  - science education
AB  - This article explores how teachers can support students’ observational drawing skills in the biology classroom. The article is based on classroom data from a collaborative project involving primary school teachers, arts educators, and researchers. Together, we have planned and implemented classroom interventions, aiming to contribute knowledge about the pedagogical potentials of drawing in science. In this article, we analyse one teacher’s way of teaching observational drawing to 8-year-old students. Our analysis reveals two main teaching emphases: (1) the interplay between observing and drawing and (2) the visual characteristics of natural objects, particularly the shape, colour, and specific details of different species. Our findings provide valuable insights for educators who seek to integrate observational drawing into science education. First, we highlight the significance of the teacher’s content knowledge in biology, as it corresponds to the ability to guide students’ attention to specific details in natural objects. Second, we show the pedagogical potential of providing explicit feedback during the drawing process in terms of encouraging students to make detailed and realistic drawings while also making them visually engaging. Lastly, we show that the teacher makes use of verbal, bodily, and visual resources to create a collaborative space for communication around student drawings.
ER  - 

TY  - JOUR
T1  - A survey-based study of lower secondary school teachers' perceptions reveals widespread literacy challenges in Swedish biology classrooms
T2  - JOURNAL OF BIOLOGICAL EDUCATION
SN  - 0021-9266
A1  - Lennartsdotter, Charlotte
A1  - Nilsson, Henrik
A1  - Nordqvist, Ola
A1  - Sanders, Dawn
PY  - 2025
DO  - 10.1080/00219266.2025.2574566
LA  - eng
KW  - literacy in biology
KW  - literacy instruction
KW  - language-oriented initiatives
KW  - lower secondary school
KW  - teachers' perception
AB  - Recent national and international assessments of student performance have highlighted the need for improved supportive literacy teaching. Initiatives undertaken to counter diminishing levels of student performance have largely fallen short of their goals, particularly in science, although the lack of data on literacy in the individual sciences complicates interpretations of these results. The present study seeks to assess the state of literacy in biology in Swedish lower secondary school (13-15-year-olds) through a digital survey targeted at teachers. One hundred and twenty-one biology teachers from all provinces in Sweden answered the survey. The results show that Swedish lower secondary school teachers perceive their students to struggle with literacy in biology and that the teachers do what they can under time-depleted conditions to assist their students. There were no significant differences between teachers who have, and have not, participated in governmental language-oriented initiatives. Teacher experience measured as years of service similarly did not indicate striking differences in the choice of teaching methods or perceived student performance. Our data argue for subject-specific literacy instruction of students and teachers alike and call for a greater awareness of subject-specific literacy at all organisational levels in education.
ER  - 

TY  - JOUR
T1  - The lesson as a pedagogic text: a case study of lesson designs
T2  - Journal of Curriculum Studies
SN  - 0022-0272
A1  - Linné, Agneta
PY  - 2001
VL  - 2
IS  - 33
SP  - 129
EP  - 156
DO  - 10.1080/00220270010000204
LA  - eng
PB  - : Informa UK Limited
KW  - education
AB  - In the 19th century, a shift in classroom technology from monitoring to recitation was staged in several European countries. The analysis draws on late 19th- and early 20th century lesson plans that were produced as part of the final teacher examination by students at two Swedish teacher training colleges, in order to explore how the lesson was restructured as a pedagogic text in the course of this transformation. The argument focuses upon the structure and transformation of the lesson designs, the discursive pattern of the text, the narrative involved, and the message or moral reflected in the text. The inquiry demonstrates that a classroom technology originally advocated in order to enhance the teacher's control of pupils and to influence children's minds, thoughts and morality became one instrument in the creation of a school for symbolic representation and meaning-making in a rapidly changing world of modernity.
ER  - 

TY  - JOUR
T1  - The interplay between subject recontextualizers: Social reproduction through critical reading
T2  - Journal of Curriculum Studies
SN  - 0022-0272
A1  - Norlund, Anita
PY  - 2011
VL  - 5
IS  - 43
SP  - 659
EP  - 678
DO  - 10.1080/00220272.2011.585180
LA  - eng
PB  - : Routledge
KW  - recontextualization
KW  - social class
KW  - discourses
KW  - literacy
KW  - vocational
KW  - academic
KW  - utbildningssociologi
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This article uses a Bernsteinian approach to explore, examine, and theorize about an activity in the upper-secondary curriculum within the Swedish Language subject. Based on an examination of the interplay between different educational actors in this recontex- tualization process the possibilities for pupils with different social backgrounds and their possibilities to gain access to valuable knowledge are delineated. The analysis is con- ducted in relation to a specific classroom activity called ‘reading critically’, of which four different aspects are described, each of which in its own way illustrates how didactic choices are justified in general and also specifically for pupils from different social back- grounds. Finally, an attempt is made to examine the findings in light of the recent neo- liberal turn in education in Sweden.
ER  - 

TY  - JOUR
T1  - Does social justice count?: 'Lived democracy' in mathematics classes in diverse Swedish upper secondary programmes
T2  - Journal of Curriculum Studies
SN  - 0022-0272
A1  - Hjelmér, Carina
A1  - Rosvall, Per-Åke
PY  - 2016
VL  - 2
IS  - 49
SP  - 216
EP  - 234
DO  - 10.1080/00220272.2016.1138326
LA  - eng
PB  - : Taylor & Francis
KW  - student participation
KW  - teacher response
KW  - vocational education
KW  - social stratification
AB  - This article analyses what students attending four Swedish upper secondary school programmes with different social class profiles tried and wanted to influence in relation to mathematics teachers' pedagogic practice and responses during the year 2008/9. The theoretical framework is based on Bernstein's theories regarding power and control. The analyses draw on ethnographic observations of classes taking the Natural Science and Social Science academic programmes, and the Vehicle and Child & Recreation vocational programmes, at two Swedish upper secondary schools. Students attending different programmes tried to influence the teaching. However, what the students taking the academic and vocational programmes were able to influence considerably differed. Generally the vocational students exerted influence more successfully when they wanted to reduce the pace and difficulty of teaching, than when they wished to get more out of their education, while the opposite applied to the academic, especially Natural Science, students. Thus, the power relations reflected the programmes' social class profiles and the students' expected positions in society, despite policies at the time to promote democracy and reduce social reproduction in education. The findings support the importance of analysing not only students' voices, but also their voices in relation to the pedagogic practice they encounter.
ER  - 

TY  - JOUR
T1  - Governing teachers by professional development: State programmes for continuing professional development in Sweden since 1991
T2  - Journal of Curriculum Studies
SN  - 0022-0272
A1  - Kirsten, Nils
A1  - Wermke, Wieland
PY  - 2016
VL  - 3
IS  - 49
SP  - 391
EP  - 411
DO  - 10.1080/00220272.2016.1151082
LA  - eng
PB  - : Informa UK Limited
KW  - teachers’ continuing professional development
KW  - teacher professionalism
KW  - teaching profession
KW  - school governance
KW  - school development
KW  - curriculum studies
KW  - education
AB  - The purpose of this article is to analyse how teachers’ continuing professional development (CPD) contributes to the government of the teaching profession. This is done by examining the CPD initiatives organised by two Swedish national educational agencies since 1991 involving the school subjects of Swedish (standard language education) and mathematics. Four programmes of professional development are identified in the investigated material, each motivated by specific conceptions of teachers and professional development. One important trend is that agency engagement in teachers’ CPD and school development has increased over time and that CPD programmes have become more prescriptive and elaborate in their use of evaluations. While this may result in a more standardised and centrally governed teaching profession, centrally governed initiatives could also provide teachers with professional arenas for developing ideas without being influenced by local school management. 
ER  - 

TY  - JOUR
T1  - Local enactment of the Swedish ‘advanced teacher reform’
T2  - Journal of Curriculum Studies
SN  - 0022-0272
A1  - Bergh, Andreas
A1  - Löfdahl, Annica
A1  - Englund, Tomas
PY  - 2018
VL  - 3
IS  - 51
SP  - 326
EP  - 341
DO  - 10.1080/00220272.2018.1436195
LA  - eng
PB  - : Routledge
KW  - career reform
KW  - teacher
KW  - professionalism
KW  - governing
KW  - enactment
KW  - sweden
KW  - education
AB  - This article focuses on a new form of governing that targets a selected group of teachers. Specifically, it analyses how the Swedish so-called advanced teacher reform is enacted at the local level and discusses its implications for teachers’ professionalism. The methodological approach enables a local analysis in a broader international policy context. Using characteristic elements from curriculum theory to analyse the relationship between different levels and elaborating on the linguistic turn of curriculum theory, three concepts are central in the analysis: enactment, linguistic criteria and professionalism. Empirically, the study draws on material from a two-year application process in a medium-sized municipality. The result demonstrates that the local enactment process is clearly influenced by transnational policy trends and that less allowance is made for teachers’ own experience-based knowledge in the second studied year. The linguistic analysis shows how the applicants using the ‘right concepts’ were selected to become ‘advanced teachers’. As complex and qualitative aspects disappeared from the agenda, this type of governing, with its standardized use of language, may reduce schools’ educational potential. Changes like this raise new questions about how schools can maintain and develop democratic and professional values whilst being exposed to new policy trends.
ER  - 

TY  - JOUR
T1  - Challenging traditional classroom practices: Swedish teachers’ interplay with Finnish curriculum materials
T2  - Journal of Curriculum Studies
SN  - 0022-0272
A1  - Hemmi, Kirsti
A1  - Kryzwacki, Heidi
A1  - Liljekvist, Yvonne
PY  - 2018
VL  - 3
IS  - 51
SP  - 1
EP  - 20
DO  - 10.1080/00220272.2018.1479449
LA  - eng
PB  - : Taylor & Francis Group
KW  - curriculum materials
KW  - primary teachers
KW  - primary mathematics
KW  - cross-cultural studies
KW  - professional development
KW  - matematikdidaktik
KW  - mathematics didactics
KW  - education
AB  - In the current paper, we present an analysis of a case study in which we have followed Swedish primary teachers who voluntarily began using translated Finnish curriculum materials, i.e. a textbook and teacher guide, in order to reform their mathematics teaching. The multifaceted data, consisting of questionnaires, interviews, protocols from collegial meetings and classroom observations, were gathered during the period 2010–2014. The analysis of the interplay within this cross-cultural setting reveals the special characteristics and the challenges existing in practice. Both the experienced and inexperienced teachers offloaded a great deal of their agency to the materials in order to become familiar with the ideas they mediated. Yet, the lack of a clear rationale behind the organization of the materials, as well as the suggested activities connected to taken-for-granted features of the Finnish teaching tradition, made fruitful interaction problematic. The changes teachers made in their classroom practice were tightly connected to the support offered in the materials, without which the teachers abandoned their new classroom patterns. Based on the results of this study, we suggest a number of general aspects that we regard as important to consider when implementing curriculum materials developed within another cultural-educational context.
ER  - 

TY  - JOUR
T1  - Decision-making and control: perceived autonomy of teachers in Germany and Sweden
T2  - Journal of Curriculum Studies
SN  - 0022-0272
A1  - Wermke, Wieland
A1  - Rick, Sigrid Olason
A1  - Salokangas, Maija
PY  - 2018
VL  - 3
IS  - 51
SP  - 306
EP  - 325
DO  - 10.1080/00220272.2018.1482960
LA  - eng
PB  - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
KW  - teacher autonomy
KW  - control
KW  - decision-making
KW  - sweden
KW  - germany
AB  - Teacher autonomy has become an increasingly popular research topic over the past decade, reflecting wider national and global education trends. In this light, this article investigates and compares the perceptions of German and Swedish teachers concerning their professional autonomy. We analyse teachers' perceptions using a grid, and view teacher autonomy as a multidimensional phenomenon taking place in different domains (educational, social, developmental and administrative) and at different levels (classroom, school, profession). The findings show that the teachers interviewed in Germany and Sweden value autonomy in various domains and dimensions differently, even if there also are many similarities. In instruction, that is, the educational autonomy domain, they perceive themselves to be very autonomous, in particular in relation to choices of content and method. Autonomous work in the classroom arena is also seen as the very core of the teaching profession. Overall, German teachers perceive themselves to be significantly involved in more areas of their work, and they refer much more to decisions which are to be made, whereas their Swedish colleagues are more concerned about control. Finally, we discuss the findings in relation to different nation-specific forms of extended or restricted autonomy teacher autonomy.
ER  - 

TY  - JOUR
T1  - A scientific approach in the assessment of the school-based part of the teacher education programme in Sweden
T2  - Journal of Curriculum Studies
SN  - 0022-0272
A1  - Jedemark, Marie
PY  - 2019
VL  - 3
IS  - 51
SP  - 420
EP  - 436
DO  - 10.1080/00220272.2019.1567820
LA  - eng
PB  - : Routledge
KW  - educational assessment
KW  - preservice teacher education
KW  - teacher education curriculum
KW  - teacher educator
KW  - teacher qualifications
AB  - This article aims to highlight how a scientific and critical approach is used in assessment dialogues during the last period of a practical, school-based teacher education programme. The result is based on 13 assessment dialogues conducted in a course at a Swedish university, where one of the course objectives is to, ‘in a scientific way, analyse teaching situations based on learning theories’. The assessment dialogues were analysed drawing from Bernstein’s concepts of ‘classification’, ‘framing’, ‘horizontal knowledge’ and ‘vertical knowledge’. The result shows that only in a minority of the assessment dialogues are students expected to use theory as an analytical tool and to critically examine their teaching practice. The theory is used in a more instrumental way to legitimize what is considered the ‘right way’ to teach. One conclusion is that the critical tradition of academia is seldom observed despite being clearly stated in the learning goals. The link between general academic knowledge and more school-based contextual knowledge is often missing or not made visible by the students or the teacher educators, and normative content is still clearly prominent.
ER  - 

TY  - JOUR
T1  - Tracing the moving 'target' in Didaktik of vocational classroom instruction
T2  - Journal of Curriculum Studies
SN  - 0022-0272
A1  - Wyszynska Johansson, Martina
PY  - 2020
VL  - 6
IS  - 52
SP  - 870
EP  - 883
DO  - 10.1080/00220272.2020.1795270
LA  - eng
PB  - : Informa UK Limited
AB  - Reconciling broad educational goals of job-readiness with specific work task-related qualifications or competences poses challenges for vocational teachers. To assist efforts to address these challenges, this article explores knowledge practices of project-based vocational instruction in Swedish upper secondary vocational education and training, particularly how the teacher ' s intentionality (expressed through choice of atarget) responds to needs to develop integrative knowledge. Two specific research questions are addressed, using a conceptual framework incorporating Didaktik and Legitimation Code Theory. First, how do vocational teachers in this setting repurpose vocational knowledge during project work? Second, what educational goals do they target during project work? Secondary analysis of participant observation data indicates that fragmentation of occupation-specific knowledge into disparate work processes and work products resulted in a split target. Pursuing the split target, observed teachers enacted knowledge practices centred on student accountability for generic but highly restricted work processes. For example, the tangible taskDevising a safety and security planwas recast as the more intangible task of social collaboration in group work. Targeting collaboration appeared to provide limited integrative knowledge-building opportunities, raising concern that qualifications-based curricula may offer insufficient structure for vocational teachers to plan their instruction accordingly, at least in the observed setting.
ER  - 

TY  - JOUR
T1  - Practice before policy?: Unpacking the black box of progressive teaching in Swedish secondary schools
T2  - Journal of Curriculum Studies
SN  - 0022-0272
A1  - Samuelsson, Johan
A1  - Gericke, Niklas
A1  - Olin-Scheller, Christina
A1  - Melin, Åsa
PY  - 2021
VL  - 4
IS  - 53
SP  - 482
EP  - 499
DO  - 10.1080/00220272.2021.1881166
LA  - eng
PB  - : Routledge
KW  - archive research
KW  - curriculum reform
KW  - progressive teaching practices
KW  - secondary school teachers
KW  - teacher narratives
KW  - education
AB  - The aim of the article is to deepen the knowledge of progressivism and how it was manifested in practice in Swedish secondary schools from a teacher perspective before it was prescribed in policy during the reforms of the 1950s. In the current educational debate, progressivism is blamed by some for being the root of a permissive style of education in decline that no longer provides any knowledge to students, and regarded by others as the starting point for the modern form of democratic schooling. The question we pursue is in what way progressive teaching practice existed before policy. We do that by investigating teacher narratives describing their own teaching practices found in a historical archive from 1946. Hence, rather than looking at the policy level as in most studies, we are unpacking the black box of progressive teaching. Through thematic analysis, we investigate 209 secondary teacher narratives from teachers of History, Biology and Mother tongue. We found that the theme of student participation was very frequently reported in 76% of the accounts, while student interaction (33%) and extended classroom (37%) were somewhat less reported. Hence, our study shows that progressive teaching existed in different ways before it appeared in policy.
ER  - 

TY  - JOUR
T1  - The relationship between past and history in teachers' theoretical understandings and professional practice
T2  - Journal of Curriculum Studies
SN  - 0022-0272
A1  - Åström Elmersjö, Henrik
A1  - Lundberg, Simon
A1  - Zanazanian, Paul
PY  - 2025
DO  - 10.1080/00220272.2025.2476940
LA  - eng
PB  - : Routledge
KW  - epistemology
KW  - teachers
KW  - quebec
KW  - sweden
KW  - historia med utbildningsvetenskaplig inriktning
KW  - history of education
KW  - historia med didaktisk inriktning
KW  - history and history teaching
AB  - Perceived inconsistencies in history teachers’ epistemological beliefs have been a recurring theme in research on epistemic cognition. In this article, we explore how teachers discuss history's epistemology when presented with different scenarios where epistemology might be an issue. A study design aimed at capturing teachers thinking in different contexts was adopted, and through semi-structured interviews with history teachers in Quebec and Sweden we could follow changes in nuance by analyzing teacher statements in relation to their ideas about the relationship between the past itself and the (teachable) history about the past, when discussing these issues in relation to different scenarios. The results point to teachers articulating rather well-adjusted and consistent epistemological beliefs when discussing the matter at a theoretical level while tending to adapt these beliefs — probably for pedagogical and practical reasons — when they discuss their own teaching and specific classroom situations. We argue that the teachers rarely seem to be notice the changes in their epistemological reasoning, but changes tend to go from complicated thought to more straightforward when complexity in context increases.
ER  - 

TY  - JOUR
T1  - School principal re-positioning in a system of professional relations: the case of newly appointed principals in Sweden
T2  - Journal of Educational Administration & History
SN  - 0022-0620
A1  - Jerdborg, Stina
PY  - 2023
VL  - 4
IS  - 55
SP  - 456
EP  - 480
DO  - 10.1080/00220620.2023.2217086
LA  - eng
PB  - : Informa UK Limited
KW  - school leadership
KW  - principal
KW  - professional project
KW  - professional relations
KW  - education history
KW  - professional practice
AB  - International research has focused on changing the criteria for being considered a successful school leader. Principals’ recent professionalisation project, accelerated through education within the framing of New Public Management, might engender a role in conflict with teacher roles and needs further focus. This empirical study approaches newly appointed principals in how they experience their role and relate to other school professionals in an attempt to explicate historical traces of principals’ positioning. The findings revealed principals’ social contract to be resilient across time as their position within a system of relations changed. In practice, this meant becoming marginalised in attempts to fulfil their social contract. Embracing the position as a social agent of the teachers made new alliances possible. Principals’ professional project is understood as linked to a system of relations and principals’ role-taking over time, providing an analytical generalisation of how a ‘war of position’ might function concerning school professionals.
ER  - 

TY  - JOUR
T1  - Are teachers and students ready for the new middle school geography syllabus in Sweden?: Traditions in geography teaching, current teacher practicies, and student achievement
T2  - Norsk Geografisk Tidsskrift
SN  - 0029-1951
A1  - Molin, Lena
A1  - Grubbström, Ann
PY  - 2013
VL  - 3
IS  - 67
SP  - 142
EP  - 147
DO  - 10.1080/00291951.2013.803209
LA  - eng
PB  - : Routledge
KW  - geography teaching
KW  - middle school
KW  - selective traditions
KW  - subject didactics
KW  - subject skills
KW  - geography
KW  - geografi
AB  - The article examines the relationship between selective traditions in geographical education, what middle school teachers choose to emphasise in geographical education, and student achievement. The study, conducted in Sweden, is based on observations made by students in teacher training programmes, interviews with teachers, and analyses of a test administered to middle school students. It shows that selective traditions in geographical education are strong, resulting in a focus on country-related knowledge and map-reading skills. Both teachers and students seem unclear about what other subject-specific skills geography teaching provides. Furthermore, students have difficulty achieving a high level of geographic reasoning. The authors argue that a subject-specific language in geography is important in both teaching and assessment. They stress that students need more practice in geographic reasoning, since this is required by the new curriculum and in the national test in geography for Year 6 (i.e. pupils in the age range 12–13 years). The study adds to earlier research by highlighting Swedish middle school teaching, which is a neglected field within curriculum studies, and by using a combination of methods to analyse the impact of selective traditions.
ER  - 

TY  - JOUR
T1  - “What does this have to do with everything else?”: An ecological reading of the impact of the 1918–19 influenza pandemic on education
T2  - Paedagogica historica
SN  - 0030-9230
A1  - Van Gorp, Angelo
A1  - Collelldemont, Eulàlia
A1  - Félix, Inês
A1  - Grosvenor, Ian
A1  - Norlin, Björn
A1  - Padrós Tuneu, Núria
PY  - 2022
VL  - 5
IS  - 58
SP  - 728
EP  - 747
DO  - 10.1080/00309230.2022.2053555
LA  - eng
PB  - : Routledge
KW  - at risk
KW  - pandemic
KW  - 1918-19 influenza
KW  - spanish flu
KW  - education
KW  - historia med utbildningsvetenskaplig inriktning
KW  - history of education
AB  - The question “What does this have to do with everything else?” refers to ecological thinking. In this article, we use an ecological approach to explore the interrelationships between the incidence of the influenza pandemic of 1918–19, its trajectories and impacts on education. Our emphasis on children and their environment, as specific ecological arrangements, allows the mapping of associated social, institutional, cultural and material contexts and relations, alongside axes of experiences, behaviours and choices during a life-threatening crisis. To achieve this we apply the multiple perspectives that an ecological approach demands and use four different sources of evidence, from Sweden, Portugal, England and Spain, respectively: a teacher obituary, a magazine article, a school Log Book and an artist’s drawing. Each piece of evidence helps to identify lines of articulation and strands of entanglements projected in time and space. Their joint ecological reading enables the grasping of glocal connections, uncovering a few tesserae of a much larger mosaic, and pointing to the inherent potential of an educational-ecological approach to the study of past pandemics.
ER  - 

TY  - JOUR
T1  - Constructing professional identities: Montessori teachers' voices and visions
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Malm, Birgitte
PY  - 2004
VL  - 4
IS  - 48
SP  - 397
EP  - 412
DO  - 10.1080/0031383042000245799
LA  - eng
PB  - : Informa UK Limited
KW  - collaborative research
KW  - life stories
KW  - life histories
KW  - montessori
AB  - In this study, occupational life histories of Montessori teachers in Sweden have been constructed in collaboration with a group of them. Data exploration and analysis have included journals, interviews, written reflections and conversations. Of interest has been to shed light on underlying values, ways in which professional roles reflect personal values and teachers’ reflections on the present and future perspectives of Montessori education. Life histories make it possible for each individual teacher to be presented in the light of his/her own personal attributes and unique qualities as well as in relation to a wider (historical, cultural) context. The overall aim has been to come to a better understanding of what it means to be a Montessori teacher, by getting a group of Montessori teachers to reflect on their lives and work. Valuable insights have been gained concerning the changing roles of teachers in contemporary educational settings.
ER  - 

TY  - JOUR
T1  - The price of participation: Teacher control versus student participation in classroom interaction
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Emanuelsson, Jonas
A1  - Sahlström, Fritjof
PY  - 2008
VL  - 2
IS  - 52
SP  - 205
EP  - 223
DO  - 10.1080/00313830801915853
LA  - eng
PB  - : Informa UK Limited
KW  - interaction
KW  - education
AB  - The aim of this article is to further the understanding of how content is learned in classrooms, using conversation analysis (CA) and variation theory for the analysis. Classroom video materials from two mathematics classrooms in Sweden and the USA are analysed. A result of the study is the empirical explication of the tension between the need for teacher content control and the simultaneous contradictory need for student participation in educational interaction. The article also develops variation theory toward a more sensitive understanding of the sequential implications of interaction and suggests CA can benefit from more systematic understandings of content orientation in interaction. In doing so, the presumed gulf between acquisitionist and participation understandings of learning is challenged.
ER  - 

TY  - JOUR
T1  - Conditions for Boundary Crossing: Social Practices of Newly Qualified Swedish Teachers
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Andersson, Ingrid
A1  - Andersson, Sven B
PY  - 2008
VL  - 6
IS  - 52
SP  - 643
EP  - 660
DO  - 10.1080/00313830802497307
LA  - eng
PB  - : Informa UK Limited
KW  - newly qualified teachers
KW  - boundary crossing
KW  - social practice
KW  - social space
AB  - The purpose of this study is to gain knowledge about conditions for boundary crossing between academic and vocational practices and to identify dimensions of social practice within workplaces. The data consist of 28 questionnaires and 14 in-depth interviews with newly qualified secondary school teachers in their first year of teaching. We use the lens of sociocultural theory to analyse qualitatively what we can learn from newcomers talk about their experiences and whether theories provided during their teacher education helped them to meet challenges in their new workplaces. Theoretically, notions of participation in social practices in terms of social space are in focus. In the findings, such space is identified as social adjustment, social distance, social inclusion and social expansion. Drawing on these concepts, we suggest that professional development depends strongly on the way new teachers boundary crossing is supported by collaboration and to what extent they belong to professional dialogues in settings with inclusive and expansive relationships.
ER  - 

TY  - JOUR
T1  - The making of the ordinary child in preschool.
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Markström, Ann-Marie
A1  - Alasuutari, Maarit
PY  - 2011
VL  - 5
IS  - 55
SP  - 517
EP  - 535
DO  - 10.1080/00313831.2011.555919
LA  - eng
PB  - London, UK : Routledge
KW  - preschool
KW  - parent-teacher conferences
KW  - institutional order
KW  - ordinary child
AB  - The article examines parent-teacher conferences in Finnish and Swedish preschools. Previous research has shown that the conferences are mostly about the evaluation of the child. Based on qualitative data, the article studies how this evaluation is done. It asks how the institutional order regarding children is constructed in parent-teacher conferences and what the ordinary child is like that this order presumes. The theoretical framework is adopted from social constructionist research on childhood and institutions. The analysis applies a discourse analytic framework. The results suggest that being and becoming social is the key expectation for a child in Finnish and Swedish preschools; formal education and learning are not often mentioned. In addition, the results show that generational and gendered assumptions are important elements in the institutional order of preschool.
ER  - 

TY  - JOUR
T1  - Discourses about school-based mathematics teacher education in Finland and Sweden
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Ryve, Andreas
A1  - Hemmi, Kirsti
A1  - Börjesson, Mats
PY  - 2013
VL  - 2
IS  - 57
SP  - 132
EP  - 147
DO  - 10.1080/00313831.2011.623178
LA  - eng
PB  - : Informa UK Limited
KW  - finland
KW  - school-based teacher education
KW  - sweden
AB  - In this cross-case study we focus on school-based teacher education in Sweden and Finland. Through the use of focus-group interviews with mathematics teacher educators in Finland and Sweden, the study shows that there are substantial differences in how school-based teacher education is introduced and portrayed in the discourse about teacher education and prospective teachers' learning. The school-based teacher education among the Finnish groups is made relevant in relation to several aspects of prospective teachers' learning. In the Swedish groups, school-based teacher education is portrayed as an organizational problem and few aspects of prospective teachers' learning are brought into the discourse. The results cannot be generalized to the two countries but show interesting conceptualizations of school-based education potentially useful for teacher educators and scholars
ER  - 

TY  - JOUR
T1  - Formal Teacher Competence and its Effect on Pupil Reading Achievement
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Johansson, Stefan
A1  - Myrberg, Eva
A1  - Rosén, Monica
PY  - 2014
VL  - 5
IS  - 59
SP  - 564
EP  - 582
DO  - 10.1080/00313831.2014.965787
LA  - eng
PB  - : Informa UK Limited
KW  - teacher judgement
KW  - structural equation modeling
KW  - pirls 2001
KW  - teacher competence
KW  - reading literacy
KW  - golden rules
KW  - fit indexes
KW  - academic-achievement
KW  - student-achievement
KW  - model fit
KW  - judgments
KW  - perspective
KW  - performance
KW  - knowledge
KW  - education & educational research
AB  - The main aim of this study was to investigate the impact of formal teacher competence on pupils' reading achievement. The data comes from the Swedish participation in PIRLS 2001 in grade 3. Information was obtained from pupils (n = 5271) and teachers (n = 351). The analyses were conducted using 2-level structural equation modeling. Teacher competence was operationalized with multiple observed indicators and defined as a latent variable. Two measures of achievement were used: PIRLS 2001 reading test results and teacher judgement of pupil performance in the Swedish language. The results reveal that teacher competence was positively and similarly related to both achievement measures. No selection effects in terms of pupil socioeconomic status were found. The current study provides evidence for a strong impact of teacher competence on pupil reading achievement.
ER  - 

TY  - JOUR
T1  - Does performance in digital reading relate to computer game playing?: A study of factor structure and gender patterns in 15-year-olds’ reading literacy performance.
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Rasmusson, Maria
A1  - Åberg-Bengtsson, Lisbeth
PY  - 2014
VL  - 6
IS  - 59
SP  - 691
EP  - 709
DO  - 10.1080/00313831.2014.965795
LA  - eng
PB  - : Informa UK Limited
KW  - digital reading literacy
KW  - gender differences
KW  - computer game playing
KW  - the pisa literacy assessment
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Data from a Swedish PISA-sample were used (1) to identify a digital reading factor, (2) toinvestigate gender differences in this factor (if found), and (3) to explore how computergame playing might relate to digital reading performance and gender. The analyses wereconducted with structural equation modeling techniques. In addition to an overall readingfactor, the hypothesized digital reading factor was identified. When the overall readingperformance was taken into account, a relative difference in favor of the boys fordigital reading was indicated. This effect was mediated by a game-playing factorcomprising the amount of time spent on playing computer games. Thus, the boys’better performance in digital reading was explained by the computer game-playing factor.
ER  - 

TY  - JOUR
T1  - Professional content knowledge of grades one – three teachers in Sweden for reading and writing instruction: language structures, code concepts, and spelling rules
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Alatalo, Tarja
PY  - 2015
VL  - 5
IS  - 60
SP  - 477
EP  - 499
DO  - 10.1080/00313831.2015.1024734
LA  - eng
PB  - : Taylor & Francis Group
KW  - code concepts
KW  - language structure
KW  - spelling rules
KW  - reading and writing instruction
KW  - teacher competence
KW  - teacher content knowledge
KW  - utbildning och lärande
KW  - education and learning
AB  - In this study, Swedish teachers of grades 1-3, with various teacher-training backgrounds, were tested to determine if they have the requisite awareness of language elements and the way these elements are represented in writing. The results were poor, yet the indication was that teachers with a good educational background in literacy and a good deal of teaching experience know significantly more than teachers whose teacher training included fewer or no courses in literacy instruction and who had less experience. The results indicate that it may be difficult for many teachers in the sample to provide adequate instruction in basic reading and writing. However, the study did not investigate how knowledge is used in practice, on which further research is needed. The importance of professional content knowledge is discussed.
ER  - 

TY  - JOUR
T1  - Teachers’ Pedagogical Mathematical Awareness in Swedish Early Childhood Education
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Björklund, Camilla
A1  - Barendregt, Wolmet
PY  - 2015
VL  - 3
IS  - 60
SP  - 359
EP  - 377
DO  - 10.1080/00313831.2015.1066426
LA  - eng
PB  - : Informa UK Limited
KW  - developmental pedagogy
KW  - early childhood education
KW  - pedagogical content knowledge
AB  - Revised guidelines for Swedish early childhood education that emphasize mathematics content and competencies in more detail than before raise the question of the status of pedagogical mathematical awareness among Swedish early childhood teachers. The purpose of this study is to give an overview of teachers’ current pedagogical mathematical awareness. A questionnaire was distributed to 147 teachers, asking them to respond to their habits of working with mathematics. The survey is based on theoretical conjectures of teacher professionality (pedagogical content knowledge), integrated with the idea of developmental pedagogy. Results from the questionnaire show that teachers account for mathematics as learning content but limitations are discerned concerning teachers’ awareness of spatial aspects of mathematics and problematization of mathematical content in goal-oriented manners. The results also point out areas for further stimulation in teacher training.
ER  - 

TY  - JOUR
T1  - The changing nature of autonomy: Transformations of the late Swedish teaching profession
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Wermke, Wieland
A1  - Forsberg, Eva
PY  - 2016
VL  - 2
IS  - 61
SP  - 155
EP  - 168
DO  - 10.1080/00313831.2015.1119727
LA  - eng
PB  - : Taylor & Francis Group
KW  - teacher autonomy
KW  - teaching profession
KW  - teacher professionalism
KW  - educational reform
KW  - school governance
KW  - sweden
KW  - education
AB  - This article discusses teacher autonomy in the case of the Swedish teaching profession since the 1980s. It is argued that deregulation, decentralization, and marketization reforms of the 1990s have indeed increased teacher autonomy, but in some respects also led to a increase of complexity in the Swedish school system. In order to handle this complexity, the state intensified a standardization of schooling, which restricts teacher autonomy today. Relevant the paper's understanding is that teacher autonomy is always about control, exerted internally by the profession itself and facilitated externally by state standards. The article argues that the restriction of teacher autonomy in recent times is also related to a simplified understanding of the phenomenon in the reforms of the 1990s.
ER  - 

TY  - JOUR
T1  - What are we aiming for?—A Delphi study on the development of civic scientific literacy in Sweden
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Chang Rundgren, Shu-Nu
A1  - Rundgren, Carl-Johan
PY  - 2016
VL  - 2
IS  - 61
SP  - 224
EP  - 239
DO  - 10.1080/00313831.2015.1120231
LA  - eng
PB  - : Informa UK Limited
KW  - delphi study
KW  - lower secondary school
KW  - science education
AB  - Based on the EU FP 7 project PROFILES, this article presents our findings from a three-round Delphi study conducted in Sweden which aimed at establishing a consensus on how science education should be developed for citizens to enhance civic scientific literacy. A total of 100 stakeholders (9th graders, school teachers, scientists and science education researchers) were involved in our Delphi study in 2012–13. The results revealed that there were some highly ranked consensus ideas: environmental issues, inquiry skills, motivation/interest and holistic comprehension were all in line with conclusions drawn elsewhere in the literature and ideas within the PROFILES project itself. However, we also found that there were some mismatched aspects of our Delphi study and the Swedish curriculum. The conclusions of our research imply the importance of involving different stakeholders in the educational reconstruction process; we suggest that the school teacher in particular should play a vital role.
ER  - 

TY  - JOUR
T1  - Teaching Poetry Reading in Secondary Education: Findings From a Systematic Literature Review
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Sigvardsson, Anna
PY  - 2016
VL  - 5
IS  - 61
SP  - 584
EP  - 599
DO  - 10.1080/00313831.2016.1172503
LA  - eng
PB  - : Routledge
KW  - svenska med didaktisk inriktning
KW  - swedish and education
AB  - The aim of this study is to review research on poetry reading pedagogy in secondary education from 1990 to 2015. Today there is little research on poetry teaching in Sweden and thus little guidance for secondary teachers. Therefore, this study thematically analyses peer-reviewed articles from English language international journals. Articles were retrieved through a systematic literature review. The results show that many researchers suggest personal response pedagogies mainly developed from Louise M. Rosenblatt’s work. Further, a progression of poetry interpretations seems to require explicit teaching throughout the years of secondary education. Also, current educational politics, heavily influenced by neoliberalism, impose high-stakes examinations that challenge poetry curricula. Teacher education needs to address this issue. Minor themes found were: ontologies in relation to teaching poetry reading, and poetry reading as identity formation/tool for social critique. These could be possible areas for future research.
ER  - 

TY  - JOUR
T1  - Making Sure It’s the Right One: Induction Programme as a Gatekeeper to the Teaching Profession
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Gerrevall, Per
PY  - 2017
VL  - 4
IS  - 62
SP  - 631
EP  - 648
DO  - 10.1080/00313831.2016.1261043
LA  - eng
PB  - : Taylor & Francis
KW  - assessment
KW  - teacher certification
KW  - teacher education
KW  - induction programme
KW  - education
AB  - Induction programmes including assessments of suitability were introduced in Sweden 2011 and were in use for three years. The purpose of this study is to examine the conditions for and the consequences of giving the induction programme a gatekeeper function to the teaching profession. The empirical basis consists of a web-based survey, which involves approximately 100 school principals and preschool heads. The study shows that the conditions for a fair assessment of suitability were not established. The assessment task was complex; those responsible for the assessments were not sufficiently prepared. The induction employments varied in coherence and in demands. The results support bringing the gatekeeper-function back into teacher education and focusing the induction programme on support and development. 
ER  - 

TY  - JOUR
T1  - Teaching Traditions in Science Teachers’ Practices and the Introduction of National Testing
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Lidar, Malena
A1  - Karlberg, Martin
A1  - Almqvist, Jonas
A1  - Östman, Leif
A1  - Lundqvist, Eva
PY  - 2017
VL  - 5
IS  - 62
SP  - 754
EP  - 768
DO  - 10.1080/00313831.2017.1306802
LA  - eng
PB  - : Taylor & Francis Group
KW  - teaching traditions
KW  - science education
KW  - standardized tests
KW  - teacher survey
KW  - educational change
KW  - curriculum studies
AB  - Our main interest in this article is to explore whether Swedish teachers changed their teaching and assessment practices in relation to the new national tests in science education that were introduced 2009. Data was collected using a web-distributed questionnaire, which was answered by 407 teachers. The concept of teaching traditions is used to capture patterns of what is emphasised by teachers in terms of goals and content in teaching and the design of the questionnaire was based on the concept of curriculum emphases. The results show two distinct groups of focus, which is compared with two traditions within science education: the Academic and the Moral tradition. The main content where teaching have been changed is in making science more applied than before, where applied not only mean the application of science knowledge to practical technical issues but also to moral and political issues.
ER  - 

TY  - JOUR
T1  - The Relation between Teacher Specialization and Student Reading Achievement
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Myrberg, Eva
A1  - Johansson, Stefan
A1  - Rosén, Monica
PY  - 2018
VL  - 5
IS  - 63
SP  - 744
EP  - 758
DO  - 10.1080/00313831.2018.1434826
LA  - eng
PB  - : Informa UK Limited
KW  - pirls
KW  - reading achievement
KW  - teacher education
KW  - teacher specialization
AB  - This study investigates the relationship between teacher specialization and the reading achievement of fourth-grade students in Sweden. The empirical base is data from PIRLS 2011. The main method of analysis is a two-level regression. Results revealed a positive relationship between reading achievement and teacher education relevant for subject and grade level while there was no relationship between reading achievement and teaching experience. The relation between reading achievement and teacher specialization remained significant when the influence of parents’ educational levels and students’ early reading abilities were controlled for. A tendency of compensatory effects could be observed, with teacher specialization having a stronger effect in low-performing classrooms. The findings support the conclusion that relevant teacher education is of importance for teacher effectiveness.
ER  - 

TY  - JOUR
T1  - ECEC students’ writing trajectories: academic discourse and "Professional Habitus"
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Erixon, Per-Olof
A1  - Erixon Arreman, Inger
PY  - 2018
VL  - 6
IS  - 63
SP  - 968
EP  - 983
DO  - 10.1080/00313831.2018.1476403
LA  - eng
PB  - : Routledge
KW  - academic literacies
KW  - early childhood education and care
KW  - final degree project sweden
KW  - teacher education
KW  - writing trajectory
AB  - In Sweden and many other countries, the academisation of teacher education goes along with increased emphasis on a student thesis, in Sweden formally entitled the final degree project. This study deals with students’ writing trajectories in Early Childhood Education and Care aimed at work in the preschool or the recreation centre. The study indicates that student writing, shaped by a variety of academic literacies, is primarily based on values of the vocational field, parallel to an emerging critical academic approach. The study suggests that academic writing is largely perceived among the students as a means to underpin the vocational field with theory, and see critical thinking and reflective practice as relevant to their future career.
ER  - 

TY  - JOUR
T1  - Teachers' Understandings of Emerging Conflicts
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Hakvoort, Ilse
A1  - Larsson, Kristoffer
A1  - Lundström, Agneta
PY  - 2018
VL  - 1
IS  - 64
SP  - 37
EP  - 51
DO  - 10.1080/00313831.2018.1484800
LA  - eng
PB  - : Routledge
KW  - emerging conflicts
KW  - primary school teachers
KW  - phenomenography
KW  - teachers' understandings
KW  - teachers’ understandings
AB  - Scholars in the field of conflict resolution in schools theoretically argued that minor distractions and disturbances are conflicts. In the present study, we refer to them as emerging conflicts. The study has been carried out within the phenomenographic research tradition and used semi-structured interviews. We addressed the professionals – the teachers – who deal with emerging conflicts every day, investigating their different ways of understanding an emerging conflict. The 9 different ways we found make the collective and shared understandings of emerging conflicts visible and form a professional language with which to discuss these kinds of conflicts. These nine could be divided into three groups, the social practice of the classroom, something that stems from outside the classroom, and something that characterises all human interaction. The awareness of the existing understandings could further be discussed in relation to what is actually taught in teacher education in Sweden.
ER  - 

TY  - JOUR
T1  - An Inferentialist Perspective on How Note-taking can Constrain the Orchestration of Math-Talk
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Nilsson, Per
PY  - 2018
VL  - 7
IS  - 63
SP  - 1121
EP  - 1133
DO  - 10.1080/00313831.2018.1520740
LA  - eng
PB  - : Routledge
KW  - note-taking
KW  - math-talk
KW  - inferentialism
KW  - teacher control
KW  - mathematical education
KW  - matematikdidaktik
AB  - The aim of this study is to investigate relationships between note-taking and the orchestrating of math-talk in whole-class teaching. A lesson on (average) velocity in a Swedish Grade 6 has been observed. Taking an inferentialist stance on human understanding, the study conceptualizes teaching and learning from the perspective of how students come to be engaged in the language practice of giving and asking for reasons. The study shows how note-taking supports a teacher-student relationship where the teacher produces content and the students’ participation is reduced to consume content. It shows how note-taking can support descriptive math-talk of concepts and symbols and step-by-step procedural math-talk, connected to the goal of providing students examples of tasks, similar to the tasks in their textbook.
ER  - 

TY  - JOUR
T1  - Don't fear poetry! Secondary teachers' key strategies for engaging pupils with poetic texts
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Sigvardsson, Anna
PY  - 2019
VL  - 6
IS  - 64
SP  - 953
EP  - 966
DO  - 10.1080/00313831.2019.1650823
LA  - eng
PB  - : Taylor & Francis
KW  - poetry pedagogy
KW  - aesthetic experience
KW  - secondary education
KW  - teacher education
KW  - svenska med didaktisk inriktning
KW  - swedish and education
AB  - Poetry is a key element of many literature curricula but poetry teaching is something with which many teachers struggle. Research indicates that teachers lack experience of poetry as well as subject knowledge and that current high-stakes testing poses challenges. While previous research has investigated teachers’ experiences through large quantitative studies, this study focuses on what teachers who are keen readers of poetry regard as key elements of pedagogy. The material comprises 15 interviews with secondary school teachers of Swedish. A thematic analysis identified four themes: drawing on personal engagement, discussing pupils’ conceptions from the outset, creating a safe classroom atmosphere, and scaffolding pupils’ interpretations. The study highlights the centrality of the aesthetic experience and suggests that attention should be paid within research regarding how aesthetic content should be taught and that teacher educators should scaffold pre-service teachers’ individual exploration of poetry to help them become confident teachers of poetry.
ER  - 

TY  - JOUR
T1  - Pedagogic Discourses in the Swedish Primary Teacher Education Programme From a Subject Perspective
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Sjöberg, Lena
PY  - 2020
VL  - 4
IS  - 65
SP  - 537
EP  - 551
DO  - 10.1080/00313831.2020.1739127
LA  - eng
PB  - : Informa UK Limited
KW  - primary teacher education
KW  - pedagogic discourses
KW  - knowledge base
KW  - vertical and horizontal discourses
AB  - This study directs attention to the ways in which pre-service teachers'€™ knowledge base are constructed in and through the examination practice in the various subjects of the Primary teacher education programme in Sweden. The empirical material consists of policy material (course plans, study guides and examination tasks). The results show differences between the pedagogic discourses, in the various subjects, concerning examination forms, what is examined in terms of content, and which generic competencies are given importance in and through the examinations. Finally, the result shows that pedagogic discourse primarily shape the primary teacher students into a horizontal discourse, which can make it difficult for them to handle complex teaching situations in their future professional lives. © 2020, © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
ER  - 

TY  - JOUR
T1  - To See or Not to See: Juridification and Challenges for Teachers in Enacting Policies on Degrading Treatment in Sweden
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Lindgren, Joakim
A1  - Hult, Agneta
A1  - Carlbaum, Sara
A1  - Segerholm, Christina
PY  - 2020
VL  - 6
IS  - 65
SP  - 1052
EP  - 1064
DO  - 10.1080/00313831.2020.1788150
LA  - eng
PB  - : Routledge
KW  - juridification
KW  - degrading treatment
KW  - teacher professionalism
KW  - policy enactment
AB  - This article examines the juridification of education in Sweden with a particular focus on changes in the legal regulation of schools' measures to combat degrading treatment. In Swedish schools, any degrading treatment must be reported to the head teacher who, in turn, has an obligation to report it to the governing body. Based on interviews with municipal officials, school leaders, teachers and other school staff in seven schools in two municipalities, we describe and analyse how expanding bureaucratic layers of formalisation and documentation, as well as insecurity and pressures from external accountability, have transformed pedagogical challenges in terms of what teachers see and how they act on what they see.
ER  - 

TY  - JOUR
T1  - “You know, the world is pretty unfair”: Meaning perspectives in teaching social studies to migrant language learners
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Walldén, Robert
PY  - 2021
VL  - 1
IS  - 66
SP  - 179
EP  - 191
DO  - 10.1080/00313831.2020.1869073
LA  - eng
PB  - : Taylor & Francis
KW  - critical discourse analysis
KW  - critical pedagogy
KW  - classroom discourse
KW  - colonialism
KW  - second-language learners
KW  - social studies education
KW  - sociology of education
KW  - writing instruction
KW  - education
AB  - This contribution explores how subject positions and perspectives are negotiated in the discursive practices of teaching social studies. The study involved a teacher and a group of second-language learners in Grade 6, the data being gathered by observations, voice recordings, and collection of teaching materials throughout seven weeks. The analysis, drawing upon discourse theory and sociological theories of education, is conducted from the perspective of Critical Discourse Analysis. The result, highlighting a curriculum area about living conditions, shows how Western-centric beliefs about a divided world were perpetuated both during introductory activities and in the searching for information about different countries. This mainstream meaning perspective was also sustained when the teacher modelled ways of using language for expressing content knowledge. Throughout, the migrant language learners were positioned as privileged Swedish citizens. Implications for shaping discursive practices of teaching in ways which builds on students’ diverse knowledges and experiences are discussed. 
ER  - 

TY  - JOUR
T1  - Teachers’ Rights-Teaching Mentalities: What Teachers Do and Why
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Isenström, Lisa
PY  - 2021
VL  - 2
IS  - 66
SP  - 275
EP  - 289
DO  - 10.1080/00313831.2020.1869075
LA  - eng
PB  - : Informa UK Limited
KW  - children's rights
KW  - human rights
KW  - education
KW  - teacher
KW  - human rights education
AB  - Framed by a Foucauldian governmentality perspective, this article shows teachers' different rights-teaching mentalities active in human rights education for children. The article draws on observation and interview data from fieldwork in three Year 1 classes in Swedish primary schools. In the holistic approach adopted, rights-learning is understood as learning about human rights as well as developing rights-conscious values and behaviours for human rights. This is enacted through human rights. Six rights-teaching mentalities were identified: Competent children learn rights from each other; Equal value in focus; Participation is a right; Respect is essential; Adult voices and interpretations are superior; and Competence and maturity determine access to rights. The analysis shows how the different rights-teaching mentalities support different forms of rights-learning.
ER  - 

TY  - JOUR
T1  - Regional Differences in Educational Achievement among Swedish Grade 9 Students
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Boman, Björn
PY  - 2021
VL  - 4
IS  - 66
SP  - 610
EP  - 625
DO  - 10.1080/00313831.2021.1897880
LA  - eng
PB  - : Informa UK Limited
KW  - sweden
KW  - educational achievement
KW  - socioeconomic status
KW  - grades: national test scores
KW  - education
AB  - The current article examined educational achievement at lower-secondary level in Sweden (Grade 9), using grades and national test results (NTR) as the dependent variables. Linear regressions and bivariate correlations indicated that the proportion of highly-educated individuals in each municipality was positively associated with grades and NTR and that the proportion of welfare recipients and non-natives, as well as rural location, had negative associations. In relation to two case studies with fewer observations, teacher certification rates were more strongly correlated with higher achievement measures. Overall, the NTR of Swedish as a second language (SVA) pupils lowered the overall results in most municipalities. For instance, in low-performing municipalities the native students’ NTR was virtually identical to that of the “high-performing” or “best” municipalities when SVA scores were removed. Thus, it seems misguided to highlight “successful” school municipalities whose performance is only average. 
ER  - 

TY  - JOUR
T1  - Exploring the Other: Analysing Programme Formations, Recruitment Patterns, and Gender in Swedish Upper Secondary School
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Mellén, Johanna
A1  - Angervall, Petra
PY  - 2021
DO  - 10.1080/00313831.2021.1910562
LA  - eng
PB  - : Informa UK Limited
KW  - gender
KW  - policy
KW  - recruitment
KW  - assemblage
KW  - upper secondary education
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - education & educational research
AB  - The aim for this study is to investigate the role of large-scale data in the formation of Swedish upper secondary programme structures, in relation to gender. In the analysis we draw from theories of hegemonic power relations and the concept of assemblage. The results suggest that large-scale evaluations have taken part in forming a two-by two recruitment matrix, where the science and technology areas are valued over “other” areas. By our policy analysis together with our analysis of Swedish registry data, we suggest that the continuous re-organisation of Swedish upper secondary programmes as either “science or social” contributes to the persistent gender biases in student recruitment, and that this should be accounted for in future reforms.
ER  - 

TY  - JOUR
T1  - The quality of instruction in Swedish lower secondary language arts and mathematics
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Tengberg, Michael
A1  - van Bommel, Jorryt
A1  - Nilsberth, Marie
A1  - Walkert, Michael
A1  - Nissen, Anna
PY  - 2021
VL  - 5
IS  - 66
SP  - 760
EP  - 777
DO  - 10.1080/00313831.2021.1910564
LA  - eng
PB  - : Taylor & Francis
KW  - instructional quality
KW  - language arts
KW  - plato
KW  - teaching
KW  - education
AB  - Instructional quality is a research topic that has received increased attention over the past decades. However, despite evidence for its importance to student learning, few studies are designed to examine patterns of prevalent instruction. The present study aimed to enhance the understanding of instructional quality in Swedish lower secondary school by examining patterns of instruction in 7th grade language arts and mathematics. 274 lessons from 73 separate classrooms were video-recorded and analyzed using the Protocol for Language Arts Teaching Observation (PLATO). Findings of the study show that lessons were largely organized through either whole-class instruction or individual seatwork. Mathematics included significantly more explicit teacher scaffolding and mathematics teachers scored higher than language arts teachers on nearly all instructional dimensions. However, in both subjects, there were substantial differences between teachers, meaning that students in different classrooms received systematically different kinds of instruction. Implications for instructional development and future research are discussed.
ER  - 

TY  - JOUR
T1  - On Teachers’ Professionalism When Colleagues Express Racism: Challenges and Choices
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Arneback, Emma
A1  - Bergh, Andreas
A1  - Tryggvason, Ásgeir
PY  - 2021
VL  - 1
IS  - 67
SP  - 169
EP  - 180
DO  - 10.1080/00313831.2021.1990123
LA  - eng
PB  - : Routledge
KW  - teachers
KW  - professionalism
KW  - racism
KW  - anti-racism
KW  - colleagues
KW  - narrative
KW  - education
AB  - The aim of this article is to shed light on teachers’ actions to counter racism expressed by their colleagues. Based on qualitative interviews with teachers in Swedish upper secondary schools, the article presents a narrative analysis of three teachers. The article highlights the complexity of what it means to be a colleague in anti-racist work and argues that this brings different risks and possibilities for White teachers and for teachers of colour. By relating the narratives to research on racism and teacher professionalism, the article contributes to a better understanding of the prevalence and character of racism expressed by colleagues, and points at the need for further research.
ER  - 

TY  - JOUR
T1  - Teaching Creatively in Higher Education: The Roles of Personal Attributes and Environment
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Ismayilova, Khayala
A1  - Bolander Laksov, Klara
PY  - 2022
VL  - 4
IS  - 67
SP  - 536
EP  - 548
DO  - 10.1080/00313831.2022.2042732
LA  - eng
PB  - : Informa UK Limited
KW  - creative teaching
KW  - environmental factors
KW  - personal attributes
KW  - university teacher
AB  - The aim of this study was to explore university teachers’ perceptions of creative teaching and other factors that may influence academics’ efforts to teach creatively in higher education in Sweden. A qualitative case study was employed, interviewing 14 university teachers in three focus group interviews. The results show that the university teachers’ perceptions of creative teaching differed slightly, yet were interconnected. They perceived creative teaching as an ability to engage students in learning, to solve problems in challenging teaching situations and introduce innovation or novelty into their teaching. The results also show that apart from personal attributes (e.g., imagination), environmental factors (e.g., departmental structure and culture) play an important role in enabling creative teaching practices. 
ER  - 

TY  - JOUR
T1  - A scaled-up mathematics intervention in preschool classes
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Sterner, Görel
A1  - Nagy, Caroline
A1  - Nyström, Peter
PY  - 2023
VL  - 7
IS  - 68
SP  - 1371
EP  - 1381
DO  - 10.1080/00313831.2023.2250352
LA  - eng
PB  - : Informa UK Limited
KW  - preschool class
KW  - professional development
KW  - scaling up
KW  - teaching programme
KW  - early numeracy interventions
KW  - children
KW  - risk
KW  - trajectories
KW  - achievement
KW  - curriculum
KW  - students
KW  - education & educational research
AB  - We report on a scaled-up mathematics intervention in preschool classes (children age six) in Sweden. In the intervention, teachers at seven schools in four municipalities implemented the Thinking, Reasoning and Counting in Preschool Class (TRC) teacher guide in their teaching of 254 students. Results are compared to a previous randomized experimental small-scale intervention based on TRC showing a significant positive effect on students' learning. Pre- and post-test scores for the present scaled-up intervention indicate even higher learning gains compared to the original small-scale intervention. Low-performing students were given extra tutoring time in the scaled-up intervention, but the learning gains for this group cannot be shown to be significantly higher compared to the treatment group in the small-scale study.
ER  - 

TY  - JOUR
T1  - School-age-educare teachers in an ambivalent school practice - empirical examples in the wake of policy changes in Sweden
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Kjellsdotter, Anne
A1  - Erlandson, Peter
PY  - 2023
VL  - 7
IS  - 68
SP  - 1439
EP  - 1452
DO  - 10.1080/00313831.2023.2250372
LA  - eng
PB  - : Taylor & Francis Group
KW  - school-age-educare teachers
KW  - policy changes
KW  - ambivalent positions
KW  - dual identities
KW  - sweden
KW  - education
AB  - In recent decades, there have been policy changes affecting School-Age Educare (SAE) teachers in Sweden. Today, SAE teachers must be aware of the historical underpinnings, educational policy aims, and a 'new' undergraduate teacher education program. The aim of the present article is to explore in what way SAE teachers, graduated from the basic teacher program in 2020, describe their professional roles and experiences, during their first year in school practice. In order to analyze how SAE teachers experience structural tensions in school practice, Merton's [(1976). Sociological ambivalence and other essays. The Free Press] concept of sociological ambivalence will be employed. The findings show examples of the ambivalent positions for SAE teachers within the school organization as well as outside schools. Consequently, the ambivalent positions for SAE teachers, along with the reform aim to transform the 'traditional' SAE teacher into ideas focusing on compulsory school teaching need attention when it comes to recruiting SAE teachers for future practice.
ER  - 

TY  - JOUR
T1  - Teacher profiles concerning upper secondary school teachers' views on and use of digital learning resources for teaching – a cluster analysis
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Gleisner Villasmil, Lena
A1  - Lindvall, Jannika
A1  - Sund, Louise
A1  - Sert, Olcay
PY  - 2023
VL  - 7
IS  - 68
SP  - 1596
EP  - 1613
DO  - 10.1080/00313831.2023.2262495
LA  - eng
PB  - : Routledge
KW  - digital learning resources
KW  - teacher profiles
KW  - cluster analysis
KW  - upper secondary school teachers
AB  - The aim of this study is to characterize upper secondary school teachers’ views on and use of digital learning resources (DLR) for teaching and explore whether there are differences between teachers’ profiles in relation to demographic aspects. The data was collected through an online survey from a sample of 243 teachers from 23 upper secondary schools in Sweden. The survey included questions on why and how teachers used DLR for teaching. The data was analysed using exploratory factor, cluster, and post hoc analyses. Five different teacher profiles were identified: high, high general, medium, medium general, and low DLR capacity. These profiles differed significantly concerning self-reported skills, use, and purposes of DLR. Moreover, the five profiles also differ significantly on demographic factors such as teacher degree. These findings have important implications for the design of in-service teacher training and pre-service teacher education programs concerning teachers’ skills, didactic purposes, and use of DLR.
ER  - 

TY  - JOUR
T1  - Grammar coming alive: Swedish L1 teachers’ reflections on using authentic texts when teaching grammar
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Strandberg, Agnes
PY  - 2023
VL  - 1
IS  - 69
SP  - 108
EP  - 121
DO  - 10.1080/00313831.2023.2263530
LA  - eng
PB  - : Taylor & Francis
KW  - contextualized grammar teaching
KW  - authentic texts
KW  - l1
KW  - teacher reflection
KW  - upper secondary school
KW  - svenska med didaktisk inriktning
KW  - swedish and education
AB  - As teachers’ experiences are a prerequisite for developing an understanding of the challenges of teaching, their reflections on the potential of using authentic text in L1 grammar teaching deserves closer attention. This paper presents a focus-group study with six Swedish L1 teachers at upper secondary level during an intervention, in which they adopted contextualized grammar teaching in their classrooms. The results show that, according to the teachers, using authentic texts can create connections between grammar and language in use, which motivates the students to learn grammar. However, due to the complexity that characterizes authentic texts they also seem to complicate the instruction of a grammatical phenomenon. The conclusion of the study is that if the teachers have something to connect the grammatical content to, both manipulated and non-manipulated linguistic materials remain relevant in making a grammatical phenomenon comprehensible to the students.
ER  - 

TY  - JOUR
T1  - What graduates want in teacher education
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Bengmark, Samuel
A1  - Fainsilber, Laura
A1  - Gustafsson, Tommy
PY  - 2024
VL  - 3
IS  - 69
SP  - 524
EP  - 536
DO  - 10.1080/00313831.2024.2318651
LA  - eng
PB  - : Informa UK Limited
KW  - theory
KW  - alumni
KW  - practice
KW  - teacher education
KW  - leadership
AB  - To understand what to improve in initial teacher education to better prepare teachers for their profession, we asked alumni (N = 93) from three Swedish initial teacher education programs, what in their education they thought had benefited them the most in preparing them for a teaching career, and what they thought was lacking given their professional needs. Questionnaire responses yielded seven categories: leadership, practicum, didactics, teaching methods, assessment, and personal development. Our results show that the practicum is seen as very valuable and that alumni wish they had been taught more about leadership in the classroom, and teaching methods. On the other hand, there is little evidence that the alumni value the theoretical parts of their programs, including scientific inquiry, in contrast to what research says is essential and what national regulations demand. Differences in replies between the three programs are also discussed and related to the features of the programs.
ER  - 

TY  - JOUR
T1  - Scientific basis and teaching of values: a survey of politicians’, central bureaucrats’, and teachers’ interpretations
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Friberg-Fernros, Henrik
A1  - Andersson, Klas
PY  - 2024
VL  - 3
IS  - 69
SP  - 623
EP  - 635
DO  - 10.1080/00313831.2024.2322968
LA  - eng
PB  - : Informa UK Limited
KW  - central bureaucrats
KW  - legislator
KW  - science
KW  - street-level bureaucrats
KW  - value education
AB  - The study examined how legislators, central bureaucrats, and teachers interpret the Swedish School Act's formulation that education should be based on science. A special focus was on education about values. The study was conducted using informant interviews with representatives of the political, central bureaucratic, and teacher level. The results show that there are conflicting conclusions both within and between representatives as to whether the legal requirement, that education should be based on science, is relevant to value education. The lack of clarity about how the legal requirement should be interpreted in relation to value education is problematic for at least two reasons. Firstly, it is problematic if the meaning of a law, which is the state's strongest form of regulation, is unclear. Secondly, the unclarity can threaten the legitimacy of the state's exercise of power.
ER  - 

TY  - JOUR
T1  - Teachers’ ethical responsibility in teaching; to guide the children about right and wrong
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Cronqvist, Marita
PY  - 2024
SP  - 1
EP  - 14
DO  - 10.1080/00313831.2024.2360901
LA  - eng
PB  - : Informa UK Limited
KW  - professional ethics
KW  - ethical responsibility
KW  - professionalism
KW  - phenomenology
KW  - democracy
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Teaching involves an ethical dimension that tends to remain unspoken and thus difficult to reflect on and discuss. From the perspective of professionalism, professional ethics and a common knowledge base are important to the quality and status of the teaching profession. This descriptive phenomenological study was motivated by the need to know more about how teachers understand their own professional ethics and how this is expressed through their teaching. The essence of the phenomenon is formulated through the analysis of interviews with nine teachers in Sweden who teach children from the age of 1–16. The results show that the teachers’ main ethical responsibility is to guide the children about right and wrong. The guidance, a safe learning environment, and relationships with and between the children are dependent on each other. The surrounding society affects the guidance of the children, as well as opportunities for collaboration with guardians and colleagues.
ER  - 

TY  - JOUR
T1  - Towards constructive ambiguity: changing views during secondary mathematics teacher education?
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Erixon, Eva-Lena
A1  - Christiansen, Iben Maj
PY  - 2024
SP  - 1
EP  - 17
DO  - 10.1080/00313831.2024.2360916
LA  - eng
PB  - : Informa UK Limited
KW  - changed views
KW  - pre-service teacher
KW  - teacher education
KW  - views of mathematics
KW  - views of mathematics teaching
KW  - naturvetenskapernas och teknikens didaktik
AB  - Previous research on whether pre-service teachers change their views of mathematics and its teaching during their education has mixed results. We pursued a descriptive understanding of the effect of teacher education on the views of teacher education graduates, through using data from ten interviews with Swedish secondary mathematics pre-service teachers. The soon-to-be graduates’ views of mathematics had not changed substantially, and they rarely communicated clear views. The static and dynamic groupings of views coexisted, although dynamic views dominated. We further found indications of a communication view of mathematics. Respondents generally displayed a multifaceted view of mathematics teaching, to which teacher education had contributed. Their views corresponded more frequently with images of the desired teacher as knowledge-transforming and interested. We argue that a multifaceted view of teaching is a welcome outcome for teacher education.
ER  - 

TY  - JOUR
T1  - Pedagogical content knowledge in prospective elementary teachers’ descriptions of teaching and learning of fractions
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Tossavainen, Anne
PY  - 2024
VL  - 5
IS  - 69
SP  - 958
EP  - 972
DO  - 10.1080/00313831.2024.2362928
LA  - eng
PB  - : Taylor & Francis
KW  - fractions
KW  - mathematical knowledge for teaching
KW  - pedagogical content knowledge
KW  - prospective elementary teacher
KW  - teacher education
KW  - mathematics and science education
KW  - matematikens och naturvetenskapernas didaktik
AB  - This study investigates the pedagogical content knowledge identified in six prospective elementary teachers’ written teacher practicum reports. Focusing on the three categories of pedagogical content knowledge included in the Mathematical Knowledge for Teaching framework, the study analyzes the prospective teachers’ descriptions and combines their knowledge of fraction content with knowing about students, teaching, and curriculum. The results indicate that prospective teachers describe teaching and learning of fractions mainly on a general pedagogical level. Moreover, they do not differentiate characteristics for elementary students’ fraction difficulties and misunderstandings as well as fraction core contents in the curriculum. The findings are discussed in relation to the Swedish teacher education context in which the study was conducted. Implications for teacher education are also discussed.
ER  - 

TY  - JOUR
T1  - A cluster-randomized controlled trial of a teacher-coaching intervention: a pilot study aimed at supporting classroom climate and student development
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Wikman, Carina
A1  - Westling Allodi, Mara
A1  - Ferrer-Wreder, Laura
PY  - 2024
VL  - 5
IS  - 69
SP  - 1063
EP  - 1079
DO  - 10.1080/00313831.2024.2369893
LA  - eng
PB  - : Informa UK Limited
KW  - classroom climate
KW  - social climate
KW  - social-emotional learning
KW  - whole child approach
KW  - self-concept
KW  - prosocial behaviors
KW  - well-being
KW  - intervention
KW  - practice-based coaching
KW  - elementary school
KW  - specialpedagogik
KW  - special education
AB  - This pilot study examined the utility of a practice-based coaching (PBC) intervention in Swedish elementary schools designed to support the classroom climate and benefit students. The intervention involved activities, self-assessment, observation, and coaching to the teachers, with the aim of improving the classroom climate and students’ self-concept, prosocial behavior, well-being, and academic achievement. The design was a cluster randomized trial with the school as the assignment unit. Participants in the intervention were 66 students in four classes, and in the control, four classes with 77 students. The duration of the intervention was five months. An autoregressive structural equation model was estimated. The correlations between the latent variables at pre-test ranged from low to high. There were significant standardized path coefficients concerning all the latent variables pre- and post-test. The estimates of the intervention at the post-test were non-significant. The results suggested a longer duration of the intervention with more frequent coaching sessions, which may enhance its effect.
ER  - 

TY  - JOUR
T1  - Trendlines in research methodology and topics in teacher education: big data analysis of theses in Swedish teacher education between 2005 and 2023
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Skau, Simon
A1  - Börjesson, Mattias
A1  - Nyman, Rimma
A1  - Thompson, William Hedley
PY  - 2025
SP  - 1
EP  - 16
DO  - 10.1080/00313831.2025.2506378
LA  - eng
PB  - : Routledge
KW  - teacher education
KW  - theses
KW  - degree project
KW  - research method
KW  - research topics
AB  - The paper aims to map and analyse changes over time for the research methods used and topics of theses in Swedish teacher education between 2005 and 2023. The titles, abstracts, and keywords of 32,199 theses from 29 universities were analysed. The results indicated no large change in either methodological approach, methods used, or topic areas investigated depending on university. The trend lines show an extreme increase in qualitative, but not quantitative, approaches. Interviews were most prevalent with 47% of theses and for theses mentioning multiple methods, most involved interviews. In contrast, the use of surveys has decreased (from 25% to 10%), while document analysis, phenomenography and interventions have increased, although with just a few percentage points. With regard to topic areas, learning and instruction was the most prevalent, accounting for 26% of all theses. The topic areas special education, multiculturalism and citizenship, and relational pedagogy did also increase.
ER  - 

TY  - JOUR
T1  - "It feels a little like fumbling in the dark" - teachers' experiences of working with students with developmental language disorder in Swedish mainstream middle school and high school
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Chepngeno, Mercy
A1  - Joyce, Ellen
A1  - York, Alana
A1  - Sandgren, Olof
A1  - Ekström, Anna
PY  - 2025
DO  - 10.1080/00313831.2025.2506386
LA  - eng
PB  - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
KW  - developmental language disorder
KW  - teachers' experiences
KW  - mainstream education
KW  - dld
KW  - educational situation
KW  - communication disorders
AB  - Developmental language disorder (DLD) affects around 7.5 percent of students. The risks of DLD for reduced educational progress are well documented but teachers often do not feel adequately prepared to support this student group. This study aims to broaden the understanding of teachers' experiences of working with students with DLD in Swedish mainstream secondary schools. Five focus group interviews with teachers from 17 municipalities were conducted and the analysis resulted in four main perspectives. DLD was described as a complex disorder that is challenging to understand and notice in the classroom. The teachers expressed concern for the educational and social development of students with DLD but at the same time reported feeling unprepared to support this student group. Without adequate knowledge teachers cannot be expected to provide appropriate support for students with DLD. The results indicate a need to give priority to this student-group in teacher-education and the allocation of resources within secondary schools.
ER  - 

TY  - JOUR
T1  - The control of time in teachers' work: How teachers co-construct narratives about their profession in social media groups
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Paulsrud, David
A1  - Bergh, Andreas
A1  - Löfdahl, Annica
PY  - 2025
DO  - 10.1080/00313831.2025.2550256
LA  - eng
PB  - : Routledge
KW  - teacher professionalism
KW  - responsibility
KW  - accountability
KW  - social media
KW  - narrative research
AB  - This paper explores how teachers in a Swedish teacher "rebellion" group on Facebook discuss institutional expectations related to the use of time in teachers' work. Drawing on a narrative research tradition, group discussions are analyzed as negotiations where teachers co-construct their own narratives about the teaching profession. In this endeavor, the analytical focus is turned towards how the teachers' discussions relate to notions of professional responsibility and accountability. The results highlight that the teachers emphasize a desire to be trusted, but also that they need to deserve such trust by acting responsibly towards the needs of the whole school. Group discussions on these matters illustrate a tension between teachers' individual autonomy and collective responsibility. While the teachers emphasize teaching-related duties as the core part of their work, their narratives about the professional teacher were constructed in argumentations where the room for discussing social and relational aspects of education was limited.
ER  - 

TY  - JOUR
T1  - Transforming hands-on chemistry curriculum into middle school chemistry teaching practices: case studies of teacher agency
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Dunne, Charlotte
A1  - Andrée, Maria
PY  - 2025
DO  - 10.1080/00313831.2025.2587957
LA  - eng
PB  - : Informa UK Limited
KW  - chemistry education
KW  - curriculum resource
KW  - ecological model
KW  - educational policy
KW  - primary science
KW  - teacher agency
KW  - naturvetenskapsämnenas didaktik
AB  - Teachers interpret and enact policy of various sources from national steering documents to local policy and curriculum resources. This study targets the curriculum resource of Naturvetenskap och teknik för alla (NTA), a resource developed to strengthen middle school science education in Swedish schools. This study examines how use of NTA mediates teachers’ didactic considerations when navigating issues of standardisation and professional autonomy. The research question targets how teachers achieve professional agency in this process. This study is based on case studies with four teachers using observations and semi-structured interviews. Theoretically, the analysis is guided by the ecological model of teacher agency. The findings show that the teachers adapt resources to reflect their instructional goals and objectives, and their students’ needs. The results reveal that the NTA resource both contribute to and constrain teachers’ agency but also that the teachers emphasise the projective dimension when reflecting on their work.
ER  - 

TY  - JOUR
T1  - Regulating language for preschool: Studying a language support program for preschool teachers in Sweden
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Eliaso Magnusson, Josefina
A1  - Angervall, Petra
PY  - 2026
DO  - 10.1080/00313831.2026.2623285
LA  - eng
PB  - : Routledge
KW  - policy analysis
KW  - discourse
KW  - language support
KW  - governmentality
KW  - preschool staff
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - teacher education and education work
KW  - policy implementation
KW  - professional discourses
AB  - This study examines Swedish government policy regarding language proficiency among preschool staff and their role in supporting the language development of multilingual children. The government has allocated resources to strengthen the language proficiency of welfare professionals, identifying preschool staff as a key target group. Using critical discourse analysis, we investigate a government language support program, focusing on its implementation through two private facilitators who invite preschools across Sweden to participate in language development courses. The results illustrate how the directive is recontextualized between the Swedish National Agency for Education and its language program, highlighting specific discourses that underscore partially counterproductive intentions. For instance, the program is marked by ambiguity in terms of objectives, pedagogy, and practical implementation, potentially reinforcing hierarchies among staff groups. Furthermore, it reflects an emphasis on individual responsibility and educational values based more on professional ‘know-how’ than on scientific knowledge. 
ER  - 

TY  - JOUR
T1  - The shaping of preschool care in textbooks: tensions between ethics of care, system criticism, learning and neoliberal governing
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Bredlöv Eknor, Eleonor
A1  - Fejes, Andreas
PY  - 2026
DO  - 10.1080/00313831.2026.2623288
LA  - eng
PB  - : Taylor & Francis
KW  - preschool care
KW  - preschool teacher education
KW  - textbook analysis
KW  - foucault
KW  - neoliberal governing
KW  - learning discourse
KW  - ecec
AB  - This study scrutinises the shaping and discursive effects of care in preschool teacher education textbooks in Sweden. Drawing on a poststructural approach, regularities of description were analysed, deepening our understanding of how textbooks shape ideas about preschool care practices and preschool teacher professionalism, and how these processes are informed by dominant discourses operating in this field. The study shows how three dominant regularities emerge in the shaping of preschool care: how it is shaped as existing in its own right; how it is shaped through system criticism; and how it is shaped as a societal benefit, aligning with neoliberal views. The study shows how predominant discourses dictate the conditions for preschool care to be shaped, but it also shows possibilities for resistance.
ER  - 

TY  - JOUR
T1  - The assessment of student teachers' academic and professional knowledge in school-based teacher education
T2  - Scandinavian Journal of Educational Research
SN  - 0031-3831
A1  - Hegender, Henrik
PY  - 2010
VL  - 2
IS  - 54
SP  - 151
EP  - 171
DO  - 10.1080/00313831003637931
LA  - eng
PB  - London : Routledge
KW  - education
KW  - educational science
KW  - academic and professional teacher knowledge
KW  - assessment of student teachers
KW  - school-based teacher education
KW  - pedgogical work
AB  - The aim of this study was to scrutinize the assessment of teacher knowledge in a school‐based course at one Swedish pre‐service teacher education program. In a general education school‐based course, teacher educators visited the student teachers at their school placements and met them and their school mentors in student‐teaching conferences to assess their teacher knowledge. The findings primarily show that the assessment procedures are influenced by teacher educators’ organization of the school visits and conferences. Secondly, the organization of the school visits and conferences influences who the potential and actual assessors at the conferences can be and are. Thirdly, the assessed student teacher knowledge at the conferences is described as procedural knowledge in a knowledge‐in‐practice perspective, almost exclusively in the area of relational, emotional, and caring learning objectives and aspects of teaching activities. Fourthly, the findings show that propositional knowledge in a knowledge‐for‐practice perspective is hardly mentioned or assessed.
ER  - 

TY  - JOUR
T1  - Scientists, teachers and the 'scientific' textbook: Interprofessional relations and the modernisation of elementary science textbooks in 19th century Sweden
T2  - History of Education
SN  - 0046-760X
A1  - Hultén, Magnus
PY  - 2016
VL  - 2
IS  - 45
SP  - 143
EP  - 168
DO  - 10.1080/0046760X.2015.1060542
LA  - eng
KW  - interprofessional relations
KW  - carriers of science
KW  - elementary
KW  - teachers
AB  - In research on the development of a nineteenth-century ‘science for the people’, initiatives by scientists or people well-trained in science has been emphasised, while the writings, roles and initiatives of elementary teachers are normally just mentioned in passing. In this study the development of nineteenth-century elementary science textbooks is analysed. While practitioners and popularisers of science established the genre as such, writing the first textbooks on elementary science and arguing for its place in elementary education, elementary teachers were prime movers in developing the genre both pedagogically and scientifically. In doing this they not only contributed to further strengthening the cultural status of science in late nineteenth-century Sweden but most probably strengthened the elementary teaching profession as a whole, formulating the expertise of the teacher in relation to elementary science.
ER  - 

TY  - JOUR
T1  - ‘Cheap, efficient, and easy to implement’?: Economic aspects of monitorial education in Swedish elementary schools during the 1820s
T2  - History of Education
SN  - 0046-760X
A1  - Larsson, Esbjörn
PY  - 2016
VL  - 1
IS  - 45
SP  - 18
EP  - 37
DO  - 10.1080/0046760X.2015.1066882
LA  - eng
PB  - : The History of Education Society
KW  - monitorial education
KW  - elementary school
KW  - costs
AB  - This article investigates the economic aspects of monitorial education in Sweden during the 1820s. In contrast to previous research, which has often emphasised monitorial education as a cheap method of education, this article shows that this was rarely the case. Monitorial education could in fact lead to increased costs, especially during the initial stage of implementation. By analysing the minutes and accounts of some 30 Swedish schools which introduced monitorial education during the 1820s, it is shown that the new method did not result in any real savings in terms of expenditure on teachers, school premises or school supplies. The method's only real potential for savings was lowering the total cost per pupil by increasing the number of children per teacher. However, this was possible only in cities, where the population concentration was high. Overall, monitorial education was not cheap, efficient and easy to implement from an economic perspective.
ER  - 

TY  - JOUR
T1  - Classes in themselves and for themselves: The practice of monitorial education for different social classes in Sweden, 1820-1843
T2  - History of Education
SN  - 0046-760X
A1  - Larsson, Esbjörn
PY  - 2016
VL  - 5
IS  - 45
SP  - 511
EP  - 529
DO  - 10.1080/0046760X.2016.1161081
LA  - eng
KW  - monitorial education
KW  - elementary school
KW  - grammar school
KW  - class
KW  - discipline
AB  - This article investigates the monitorial system of education in Sweden between 1820 and 1843. In contrast to previous research, which has emphasised monitorial education as a method for disciplining poor children, this article compares the use of the method in schools for the working classes and in academic schools. Using concepts such as segmentation and discipline, the article analyses sources from 30 schools for the working classes and 40 academic schools to show how monitorial education was used in different schools. The mechanical exercises used in schools for the working classes were not implemented in the academic schools, where the role of monitors was more that of a teacher than a monitor. As this article demonstrates, these distinctions correspond to the different purposes of the schools. The schools for the working classes were directed towards instilling obedience, while the academic schools sought to awaken self-activity.
ER  - 

TY  - JOUR
T1  - How did teachers make a living?: The teacher occupation, livelihood diversification and the rise of mass schooling in nineteenth-century Sweden
T2  - History of Education
SN  - 0046-760X
A1  - Westberg, Johannes
PY  - 2019
VL  - 1
IS  - 48
SP  - 19
EP  - 40
DO  - 10.1080/0046760X.2018.1514660
LA  - eng
PB  - : Routledge
KW  - history of education
KW  - teachers
KW  - labour
KW  - profession
KW  - livelihood
KW  - education
AB  - Drawing inspiration from the new social history of livelihood, this article examines how rural nineteenth-century teachers made a living by engaging in livelihood diversification. By using a wide variety of source materials from nineteenth-century Sweden, this article shows that, far from specialising exclusively in teaching, teachers were often engaged in multiple occupations as late as the year 1900, and that teachers’ work ranged from activities that were encouraged to those that were frowned upon or even illegal. As a result, this article sheds new light on teaching as an occupation in the nineteenth century and contributes to the discussion of the social and economic positions of teachers. By investigating how teachers earned their livelihoods, this article also addresses the role of teachers’ multiple occupations in the expansion of mass schooling during the nineteenth century.
ER  - 

TY  - JOUR
T1  - Making Testers out of Teachers: the work of a Swedish State Research Institute 1946–1956
T2  - History of Education
SN  - 0046-760X
A1  - Lundahl, Christian
PY  - 2019
VL  - 5
IS  - 48
SP  - 646
EP  - 663
DO  - 10.1080/0046760X.2019.1565422
LA  - eng
PB  - : Routledge
KW  - intelligence testing
KW  - teacher assessments
KW  - research-based education
KW  - school reform
KW  - sweden
KW  - education
AB  - Between 1946 and 1956, the Swedish Psychological and Pedagogical Institute (SPPI) organised several summer courses for the purpose of training teachers in intelligence testing. The aim of the courses was to make these teachers the first gatekeepers who would meet and direct the youngest pupils into ordinary classes or into special classes. This paper investigates the course leaders and the participants in these courses, as well as the content taught. It is argued that these testing courses are examples of a shift in assessment in education from trusting teachers’ ‘judgements’ of pupils’ skills and abilities to externally standardising the ‘measure’ of these merits. It is also argued that researchers and teachers were part of a larger change in the politics of IQ. SPPI’s role within this process was that of a new and modern institution serving society: making IQ testing a public familiarity and the stratification of children that often followed from it.
ER  - 

TY  - JOUR
T1  - The ideal teacher: orientations of teacher education in Sweden and Finland after the Second World War
T2  - History of Education
SN  - 0046-760X
A1  - Furuhagen, Björn
A1  - Holmén, Janne
A1  - Säntti, Janne
PY  - 2019
VL  - 6
IS  - 48
SP  - 784
EP  - 805
DO  - 10.1080/0046760X.2019.1606945
LA  - eng
PB  - : Routledge
KW  - teacher education
KW  - ideal teacher
KW  - teacher education orientations
KW  - sweden
KW  - finland
KW  - östersjö- och östeuropaforskning
KW  - baltic and east european studies
AB  - There are many similarities between the Nordic countries of Sweden and Finland, but they have made different decisions regarding their teacher-education policies. This article focuses on how the objectives of teacher education, particularly the vision of the ideal teacher, have changed in Sweden and Finland in the period after the Second World War. In Finland, the period since the 1960s can be described as a gradual scientification of teacher education. The image of the ideal teacher has transformed according to a research-based agenda, where teachers are expected to conduct minor-scale research in the classroom. In Sweden since the 1980s, on the other hand, teacher education has oscillated between progressivist and academic orientations, following shifts in government between the Social Democratic Party and the centre-right. Since the turn of the millennium, however, a consensus in favour of a strengthened research base of teacher education has also emerged in Sweden.
ER  - 

TY  - JOUR
T1  - Who was going to become a teacher?: The socio-economic background of primary school teachers in northern Sweden 1870–1950
T2  - History of Education
SN  - 0046-760X
A1  - Marklund, Emil
PY  - 2021
VL  - 1
IS  - 50
SP  - 27
EP  - 49
DO  - 10.1080/0046760X.2020.1760946
LA  - eng
PB  - : Routledge
KW  - socio-economic background
KW  - rural primary teachers
KW  - gender
KW  - teacher recruitment
KW  - sweden
KW  - historia med utbildningsvetenskaplig inriktning
KW  - history of education
KW  - historical demography
KW  - historisk demografi
AB  - By exploring demographic data on teachers through a Bordieusian lens, this study aims to analyse the socio-economic background of primary school teachers in northern Sweden depending on gender and type. The rural area under study follows a national development where the number of primarily female teachers and junior school teachers increased rapidly between 1870 and 1910. The results show an occupational reproduction of teachers between mother and daughter that is not present to the same extent in other parent–child combinations. Furthermore, almost half of the teachers born within the region came from a farming background, yet children of higher professionals showed the highest probability of becoming a teacher. The other group in the upper stratum, higher managers, instead had a very low probability of becoming a teacher. This thus suggests that the teacher track was more associated with a social background representing higher cultural capital rather than economic capital.
ER  - 

TY  - JOUR
T1  - School inspection and state-initiated professionalisation of elementary school teachers in Sweden, 1861–1910
T2  - History of Education
SN  - 0046-760X
A1  - Evertsson, Jakob
PY  - 2022
VL  - 4
IS  - 51
SP  - 500
EP  - 521
DO  - 10.1080/0046760X.2021.2002434
LA  - eng
PB  - : Taylor & Francis
KW  - school inspection
KW  - professionalisation
KW  - elementary school
KW  - nineteenth century
KW  - sweden
AB  - This paper examines the role of school inspection in the early (1861–1910) professionalisation of Swedish elementary school teachers. International research on school inspection has focused oneducational reform, but rarely on the role of inspection in teachers’ theoretical and practical development. The paper’s theoretical assumption is that school inspection was initiated by the Swedish state as part of its effort to professionalise teaching in the 1860s. Using inspectors’ reports, the paper examines two specific areas: (1) the quality of teaching observed in the classroom and inspectors’ recommendations for improvement, and (2) the development of teachers’ seminars and continuous pedagogic development. The results demonstrate that, although faced with various challenges, inspectors contributed to teacher development, indicating the benefitof state intervention in elementary school education.
ER  - 

TY  - JOUR
T1  - “For Teaching Them to Read”: The Village Teacher in Eighteenth-Century Popular Education
T2  - History of Education
SN  - 0046-760X
A1  - Åhlman, Christoffer
PY  - 2025
VL  - 2
IS  - 54
SP  - 156
EP  - 174
DO  - 10.1080/0046760X.2024.2422932
LA  - eng
PB  - : Taylor & Francis
KW  - village teacher
KW  - popular education
KW  - eighteenth century
KW  - sweden
AB  - This article studies the role of the village teacher in three rural parishes in eighteenth-century western Sweden. Earlier research has shown that the clergy and parents were important in reaching high literacy rates in early modern Sweden. However, many parishes were sparsely populated, and many villages were far from the church, affecting teaching access. The Church of Sweden also had to use other educational strategies in these parishes. By studying traces in church accounts, visitation protocols and other handwritten sources, this article helps us better understand the village teacher’s role and the different sources of income this role could provide. It becomes clear that popular education had different strategies and was much more developed than existing research has shown. The role of the village teacher is part of the explanation of why Sweden successfully spread literacy.
ER  - 

TY  - JOUR
T1  - Safe spaces or a pedagogy of discomfort? Senior high-school teachers’ meta-emotion philosophies and climate change education
T2  - The Journal of Environmental Education
SN  - 0095-8964
A1  - Ojala, Maria
PY  - 2020
VL  - 1
IS  - 52
SP  - 40
EP  - 52
DO  - 10.1080/00958964.2020.1845589
LA  - eng
PB  - : Routledge
KW  - climate change education
KW  - esd
KW  - emotions
KW  - teacher’s beliefs
KW  - meta-emotion philosophies
KW  - coping
AB  - The aim of this study is to explore senior high-school teachers’ beliefs about the role of emotions in climate change education and their perception of how they deal with emotional reactions in the classroom. The theoretical framework consists of meta-emotion philosophies, teachers’ beliefs, and critical emotion theories. Sixteen Swedish teachers were interviewed. Four overarching emotion beliefs were identified: a disapproving view, a danger-oriented view, a partial acceptance view, and a complexity view. Four overarching coaching themes were found: avoidance, action-based and reappraisal-based coaching, strategies to approach negative emotions, and flexibility and adjustment-based coaching. Implications for teacher education are discussed.
ER  - 

TY  - JOUR
T1  - Representation and safe space: conflicting discourses in RE teacher education supervision
T2  - British Journal of Religious Education
SN  - 0141-6200
A1  - Carlsson, David
PY  - 2018
VL  - 1
IS  - 42
SP  - 36
EP  - 44
DO  - 10.1080/01416200.2018.1556600
LA  - eng
PB  - : Routledge
KW  - religious education
KW  - representation
KW  - safe space
KW  - supervision
KW  - innovative learning
KW  - innovativt lärande
AB  - This article explores supervision conferences in RE teacher education in Sweden. Two discourses that are often articulated in supervision conferences are ‘representation’ and ‘safe space’. These are investigated and presented as necessary components for becoming a competent teacher of upper secondary school RE in Sweden. The empirical material consists of observations of six RE supervision trialogues and interviews with the participants–student teachers, upper secondary school supervisors and university-based teacher educators. Based on the analysis of the empirical material, representation and safe space emerge as essential ‘RE teacher knowledge’. Furthermore, the antagonism between representation and safe space that emerges in the supervision trialogues is explored and highlighted. By way of conclusion, the presented discursive struggle is reflected on as a battle over power within the supervision triad.
ER  - 

TY  - JOUR
T1  - Whose Christianity? The influence of a majority culture in Swedish textbooks
T2  - British Journal of Religious Education
SN  - 0141-6200
A1  - Liljestrand, Johan
A1  - Carlsson, David
A1  - Jonsson, Linda
A1  - Thalén, Peder
PY  - 2024
VL  - 2
IS  - 47
SP  - 171
EP  - 181
DO  - 10.1080/01416200.2024.2369283
LA  - eng
PB  - : Routledge
KW  - christianity
KW  - plural society
KW  - social cohesion
KW  - textbooks
AB  - Christian plurality is challenging for a religious education teacher in a classroom of students with different orientations of Christianity, not least due to immigration. As Christianity represents an essential component of the majority culture in many European countries, in this study we examine how it is represented in religious education textbooks used in upper secondary schools in Sweden. The purpose is to examine how liberal Christianity is shaped in the textbooks and the possible implications for educating citizens in a plural society. The selection of books is based on those used by religious education teachers in Sweden. The results show a tendency towards a modernised liberal Christianity, the implications of which are discussed in relation to the significance of religions and worldviews in education for social cohesion.
ER  - 

TY  - JOUR
T1  - Bridging the divide: casuistry and the integration of religious and philosophical ethics in RE
T2  - British Journal of Religious Education
SN  - 0141-6200
A1  - Lindström, Niclas
PY  - 2026
DO  - 10.1080/01416200.2026.2614594
LA  - eng
PB  - : Routledge
KW  - casuistry
KW  - religious ethics
KW  - philosophical ethics
KW  - moral education
KW  - ethics education
KW  - teacher educatioon
AB  - Religious traditions encompass integrated norms and values that shape individual and societal life, often expressed through beliefs and behaviours with moral and ethical implications. In Swedish schools, however, the treatment of these normative dimensions in non-confessional religious education has been widely criticised. Studies point to three core issues: a lack of theoretical grounding in moral discussions, a disconnection between ethical content and religious worldviews, and reliance on the reductive World Religions Paradigm. This paper explores these challenges as arising from the intersection of religious education and philosophy, particularly the tension between the lived realities of religious traditions and abstract ethical theories. Inspired by a reflective practitioner methodology, I explore casuistry—an ethical approach grounded in practical cases and narratives—as an alternative pedagogical model. Casuistry respects the internal complexity and interpretive richness of religious traditions while facilitating analytic and structured ethical reasoning. By integrating narrative-based moral deliberation into religious education, this approach can address key shortcomings in current curricula and foster deeper ethical engagement without reducing religious ethics to simplified philosophical categories.
ER  - 

TY  - JOUR
T1  - From Learning to Labour to Learning for Marginality: School  Segregation and Marginalisation in Swedish Suburbs
T2  - British Journal of Sociology of Education
SN  - 0142-5692
A1  - Beach, Dennis
A1  - Sernhede, Ove
PY  - 2011
VL  - 2
IS  - 32
SP  - 257
EP  - 274
DO  - 10.1080/01425692.2011.547310
LA  - eng
PB  - : Taylor & Francis
KW  - marginality
KW  - ethnography
KW  - symbolic violence
KW  - stigmatization
KW  - segregation
KW  - curtailed citizenship
KW  - teacher education and education work
AB  - In this article, using data from ethnographic research, we try to present some glimpses of the way education is described as an experience and possibility ‘from below’, by pupils who grow up and study in schools in the most segregated and territorially stigmatized suburbs on the outskirts of our major cities. What we feel they describe is an experience of schooling for surviving the social and economic consequences of curtailed citizenship in a post‐industrial society rather than one of schooling that offers possibilities of integration and full citizenship or social transformation. Our findings have significant policy implications in this respect. Sweden has historically pursued projects aimed at educational inclusion but has recently taken a significant turn toward neo‐liberalism and educational consumerism, since which time various disadvantaged groups have become increasingly concentrated compared with others in under‐achieving schools in an economically threatened public sector. The article discusses some aspects and possible consequences of this development.
ER  - 

TY  - JOUR
T1  - Qualification paths of adult educators in Sweden and Denmark
T2  - Studies in Continuing Education
SN  - 0158-037X
A1  - Andersson, Per
A1  - Köpsén, Susanne
A1  - Larson, Anne
A1  - Milana, Marcella
PY  - 2013
VL  - 1
IS  - 35
SP  - 102
EP  - 118
DO  - 10.1080/0158037X.2012.712036
LA  - eng
PB  - : Routledge
KW  - adult educator
KW  - professionalisation
KW  - qualification
KW  - learning trajectory
AB  - The qualification of adult educators is a central aspect of the quality of adult education. However, within current policy discourses and adult education research on the professional development of prospective adult educators, little attention is paid to teacher qualification when compared to other fields of education and training. In this study, we analyse the qualification paths, or learning trajectories, of prospective adult educators in Sweden and Denmark. The analysis is based on narrative interviews with 29 students in training to become adult educators. The career paths of adult educators are often long and winding roads. Becoming an adult educator could be their primary desire, but it could also be their ‘Plan B’, a second choice. Individual motives and external demands interact in the professionalisation process. A shift in focus from teaching subject and methods to teaching context and the relation to the learners is part of the professional development. Finally, we argue that both academic studies and hands-on work in the adult education community are crucial parts of the adult educator’s qualification path.
ER  - 

TY  - JOUR
T1  - Nostalgia, the future, and the past as pedagogical technologies
T2  - Discourse. Studies in the Cultural Politics of Education
SN  - 0159-6306
A1  - Petersson, Kenneth
A1  - Olsson, U.
A1  - Popkewitz, T.S.
PY  - 2007
VL  - 1
IS  - 28
SP  - 49
EP  - 67
DO  - 10.1080/01596300601073598
LA  - eng
PB  - : Informa UK Limited
AB  - This article provides a genealogical perspective on narratives about the past and the future as governmental discourses in teacher education, public health, and criminal justice in Sweden. Contemporary governmental strategies bring nostalgic memories of the past and visions and fears about the future back to life in the present. The past (history) is a technology of the present to re-memorialize who "we" are and have been. The future is a spatial concept, a technology to shape and nurture the "future oriented" subject bent on the pursuit of lifelong learning. The notions of history and future in the construction of the lifelong learner function to link and harmonize the interest of the individual with that of society. As technologies of government these are not new. Similar technologies were operating in the discourses about the future, society, and the citizen in the first part of the 20th century. What is new is the particular capabilities and capacities of the individual as an agent of the future and the collective principles in which life is lived. © 2007 Taylor & Francis.
ER  - 

TY  - JOUR
T1  - Global questions in the classroom: The formulation of Islamic religious education at Muslim schools in Sweden
T2  - Discourse. Studies in the Cultural Politics of Education
SN  - 0159-6306
A1  - Berglund, Jenny
PY  - 2011
VL  - 4
IS  - 32
SP  - 497
EP  - 512
DO  - 10.1080/01596306.2011.601549
LA  - eng
PB  - London : Routledge
KW  - muslim schools
KW  - islamic religious education
KW  - interpretations of islam
AB  - This article focuses on the formulation of Islamic Religious Education (IRE) at two Swedish Muslim schools where fieldwork was conducted in 2005-2008. Its aim is to contribute knowledge to ways in which IRE is formed as a confessional school subject within the framework and under the jurisdiction of the Swedish school system. Even though the general content of the classrooms was fundamentally the same, specific variations were clearly evident. The paper shows that global discussions on matters such as ‘authentic Islam’, gender inequality, and Muslim minority life have influenced the teaching that has been offered in these classrooms. These discussions have developed out of the many ways in which contemporary Muslims can choose to express their faith. And although each teacher deals with these issues in her own unique way, they all attempt to connect them to the pupils’ situation as Muslims in Swedish society as well as to the national curriculum and local school syllabi. This leads to the concept of glocalisation, meaning that just as local conditions adapt to the influences of the global, so do global influences adapt to the conditions of the local. The paper demonstrates how the influences of interpretative tradition, local school context, situational perceptions and globally discussed issues work together to affect the content of IRE, meaning the type of interpretation of Islam that is provided in these schools.
ER  - 

TY  - JOUR
T1  - Teachers’ democratic assignment: a critical discourse analysis of teacher education policies in Ireland and Sweden
T2  - Discourse. Studies in the Cultural Politics of Education
SN  - 0159-6306
A1  - Mooney Simmie, Geraldine
A1  - Edling, Silvia
PY  - 2018
VL  - 6
IS  - 40
SP  - 832
EP  - 846
DO  - 10.1080/01596306.2018.1449733
LA  - eng
PB  - : Taylor & Francis
KW  - eacher education
KW  - democracy
KW  - critical discourse analysis
KW  - policy documents
KW  - teachers’ democratic assignment
KW  - innovative learning
KW  - innovativt lärande
AB  - Abstract: The needs of a globalized economy are rapidly changing what is legitimated as school knowledge and values in Europe and calling up a new understanding of teachers’ role in stimulating democratic spaces, which we have termed teachers’ democratic assignment. In this study we examined changing notions of teachers’ democratic assignment using a Critical Discourse Analysis grounded in the methodology of Fairclough (1995, 2004, 2013) and philosophical worldviews of education and democracy (Dewey 1959/1916; Edling, 2012, 2015; Englund, 2016). We tested our hypothesis that teachers’ democratic assignment has changed in rapid and unprecedented ways using a critical analysis of four public policy documents in teacher education in Ireland and Sweden. Our findings, albeit limited to only two policy documents in each country, reported a substantive and converging paradigm shift from a predominantly progressive (reconstructivist) discourse in the early years of this century to a more essentialist (perennialist) discourse in recent times. The findings will have interest for a wider audience and have implications for society and teacher education as a social responsibility for democracy and emancipation in turbulent times.
ER  - 

TY  - JOUR
T1  - School knowledge and teacher authority - politicisation and depoliticisation of compulsory education instigated by a right-wing nationalist parental intervention
T2  - DISCOURSE-STUDIES IN THE CULTURAL POLITICS OF EDUCATION
SN  - 0159-6306
A1  - Reimers, Eva
A1  - Martinsson, Lena
PY  - 2026
VL  - 1
IS  - 47
SP  - 42
EP  - 53
DO  - 10.1080/01596306.2025.2491384
LA  - eng
KW  - school knowledge
KW  - teacher authority
KW  - objectivity
KW  - depoliticisation
KW  - neoliberalism
KW  - right wing nationalist movement
AB  - The article explores differing conceptions of, or a struggle concerning, the role of compulsory education, the understanding of knowledge, and the authority of teachers. It is based on a discourse theoretical analysis of emails, online media, and parliamentary data from Sweden, initiated by a parent who is active in the nationalist party, the Sweden Democrats. He criticised a teacher for being leftist by not representing the storming of the US Capitol in a neutral and objective manner. The analysis reveals that the discussion not only concerns what should characterise teaching and knowledge but also reflects a struggle over who should hold authority and determine what takes place in schools. The study demonstrates how the critique of teaching as biased gains momentum through the intersections of populist demands for so-called objective teaching and the Swedish school market system. Together, these factors contribute to the subversion of teacher professionalism, authority, and trust.
ER  - 

TY  - JOUR
T1  - Surfing Semantic Waves: Using Semantic Profiling to Focus on Knowledge in Practicum Lessons
T2  - Action in Teacher Education
SN  - 0162-6620
A1  - Hipkiss, Anna Maria
A1  - Windsor, Sally
PY  - 2022
VL  - 1
IS  - 45
SP  - 68
EP  - 85
DO  - 10.1080/01626620.2022.2158389
LA  - eng
PB  - : Informa UK Limited
KW  - knowledge-building
KW  - lesson planning
KW  - practicum
KW  - semantic profiling
KW  - student teachers
KW  - observation
AB  - In Sweden, although all teacher education programs require the completion of the practicum, little focus has been placed on consistent evaluation of how content knowledge is included and built during practicum lessons, or how lesson planning and teaching are aligned. This article presents a novel method for teacher educators, mentors, and student teachers to engage in knowledge focused post-lesson conversations as well as for supervisors to understand student teachers’ lesson planning and subsequent teaching in the practicum period. This research utilized semantic profiling as a method to provide a knowledge-focus for learning during the practicum period. Semantic profiling provides a visualization of how student teachers’ lesson plans and delivered lessons allow for cumulative knowledge-building. The plotting and analysis of 54 semantic profiles, based on lesson plans and in-situ observations, suggest that the more knowledge-driven lesson plans also provided better opportunities for school students to engage in cumulative knowledge-building during delivered lessons. The semantic profiling tool made visible how planned content knowledge was delivered in class to both teacher educator observers and student teachers and stimulated rich practice-focused conversations, suggesting the method to be used across teacher education departments for a shared approach to practicum discussions and evaluations.
ER  - 

TY  - JOUR
T1  - Freedom, Integrity, and Sociability: Children’s Perspectives on Teacher (Non)participation in Swedish School-Age Educare Centers
T2  - Journal of Research in Childhood Education
SN  - 0256-8543
A1  - Hjalmarsson, Maria
A1  - Hedrén, Sanna
PY  - 2025
SP  - 1
EP  - 13
DO  - 10.1080/02568543.2025.2514769
LA  - eng
PB  - : Routledge
KW  - childism
KW  - extended education
KW  - extra curriculum
KW  - meaningful leisure
KW  - play
AB  - This study presents an analysis of children’s perspectives on teacher (non)participation in Swedish school-age educare centers, which portray teachers as facilitators of freedom, integrity, and sociability. Group interviews with 51 children, age 6–9 years old, were conducted and analyzed. The results challenge adult assumptions about children’s needs and preferences, highlighting the importance of balancing self-determination with guidance. Children desire both freedom and support from teachers, emphasizing the importance of teacher presence when needed while allowing space for independent decision-making. Teacher participation is crucial for children’s social development and safety, contributing to their sense of meaningful leisure and personal growth. 
ER  - 

TY  - JOUR
T1  - “What do I say Now?”: Teacher vulnerability and professional judgment in civic adult education
T2  - International Journal of Lifelong Education
SN  - 0260-1370
A1  - Westberg, Frej
PY  - 2026
DO  - 10.1080/02601370.2026.2618256
LA  - eng
PB  - : Taylor & Francis
KW  - controversial issues
KW  - civic adult education
KW  - professional judgment
AB  - This study explores how teachers navigate the emotional, moral, and professional challenges that arise when spontaneous controversial issues (SCIs) surface in adult education. Drawing on interviews with 24 teachers in Swedish Municipal Adult Education (MAE), a thematic narrative analysis identified a recurring experience of ‘being at a loss’ when responding to unexpected classroom controversies. To illustrate this, a detailed narrative of Linda, an experienced Swedish for Immigrants (SFI) teacher, shows how experiences of teacher vulnerability and uncertainty are inherent in such moments. Her stories, centred on spontaneous classroom discussions of COVID-19 and Iran’s veiling laws, show how professional judgment and decision-making emerge from a liminal ‘in-between’ space where personal values, professional beliefs, and institutional discourses intersect. The analysis reframes ‘gatekeeping’ when addressing SCIs as an ethico-political practice of professional judgment within conditions of uncertainty and vulnerability. Accordingly, rather than treating teacher vulnerability and SCIs as problems to be solved, the study argues that narrative case-reflection on such liminal spaces offers opportunities for civic adult education to cultivate teachers’ capacity for wise professional judgment about ‘what matters’ in educational life.
ER  - 

TY  - JOUR
T1  - Validity of admission decisions based on assessment of prior learning in higher education
T2  - Assessment & Evaluation in Higher Education
SN  - 0260-2938
A1  - Stenlund, Tova
PY  - 2013
VL  - 1
IS  - 38
SP  - 1
EP  - 15
DO  - 10.1080/02602938.2011.596924
LA  - eng
PB  - : Taylor & Francis
KW  - validity
KW  - admission decisions
KW  - assessment
KW  - higher education
KW  - vocational teacher education
KW  - didactics of educational measurement
KW  - beteendevetenskapliga mätningar
AB  - Assessment of prior learning (APL) refers to the process of validating individuals’ learning in a variety of contexts, representing a relatively new practice in many countries. In higher education APL is used to receive access and credits based on skills and knowledge acquired mainly outside of formal academic settings. This paper focuses on validity of admission decisions based on this type of assessment in higher education. The study examines decisions made by higher education institutions for approximately 600 applicants who have used APL in order to receive admission to, and credits in the vocational teacher education program in Sweden. The results are analysed and presented in relation to a validity discussion. A conclusion is that the existing practice of APL needs improvements in order to obtain validity and trustworthiness in the decisions made in relation to APL.
ER  - 

TY  - JOUR
T1  - Same grade for different reasons, different grades for the same reason?
T2  - Assessment & Evaluation in Higher Education
SN  - 0260-2938
A1  - Rinne, Ilona
PY  - 2023
VL  - 2
IS  - 49
SP  - 220
EP  - 232
DO  - 10.1080/02602938.2023.2203883
LA  - eng
PB  - : Informa UK Limited
KW  - undergraduate thesis
KW  - analytic and holistic assessment
KW  - rubrics
KW  - grades
KW  - teacher education
AB  - It is widely acknowledged in research that common criteria and  aligned standards do not result in consistent assessment of such  a complex performance as the final undergraduate thesis. Assessment  is determined by examiners’ understanding of rubrics and their  views on thesis quality. There is still a gap in the research literature  about how analytic and holistic judgments are made and how they  are integrated in decisions about the final grade. This interview  study aims to identify the sources of inconsistency in analytic and  holistic assessment. Ten examiners assessed three final undergraduate theses from a primary school teacher education programme  at a Swedish university. The analytic assessment focused on two  parts: theoretical framework and academic language style, which  revealed inconsistencies in assessment. The analysis of the holistic  assessment showed how examiners weighted different dimensions  of the thesis and how they made judgements for the final grade  awarded. The findings reveal several sources of inconsistency, such  as examiners’ own constructs, their interpretations and expectations  about students’ ability to manage academic work. The study calls  for further discussion about whether it is possible to make  criterion-based assessment reliable.
ER  - 

TY  - JOUR
T1  - New wine in old skins: Changing patterns in the governing of the adult learner in Sweden
T2  - International Journal of Lifelong Education
SN  - 0260-1370
A1  - Fejes, Andreas
PY  - 2005
VL  - 1
IS  - 24
SP  - 71
EP  - 86
DO  - 10.1080/026037042000317356
LA  - eng
PB  - : Informa UK Limited
KW  - adult education
KW  - sweden
KW  - foucault
KW  - governmentality
KW  - genealogy
AB  - This paper investigates students' initial encounters with the seminar as a working form in higher education. The main interest was to explore how the communication pattern, the aim of the seminar and meaning were negotiated. The results originate from an ethnographic field study where we followed a group of students in a Masters program in Social Science during their first five weeks. Data were analyzed from a socio-cultural perspective and the concepts of participation and reification. We found that there was an implicit negotiation of the communication pattern, what to discuss and the function of the seminar. In these processes, the students and teacher participated in the negotiation of meaning. Different objects were created through a reification process, around which the negotiation of meaning took place.
ER  - 

TY  - JOUR
T1  - Research as power and knowledge: struggles over research in teacher education
T2  - Journal of Education for Teaching
SN  - 0260-7476
A1  - Erixon Arreman, Inger
PY  - 2007
VL  - 3
IS  - 31
SP  - 215
EP  - 235
DO  - 10.1080/02607470500169055
LA  - eng
PB  - : Informa UK Limited
AB  - This article explores discourses of research in the ‘academisation' of Swedish teacher education. It takes as its theoretical framework Foucauldian concepts of power and knowledge to analyse the moves to incorporate teacher education in the university. The study draws on a case study of teacher education in Sweden which used documentary and interview analyses to explore institutional history, and structures and shifts in teacher education and research from the 1950s onwards. The study shows how struggles over power and knowledge were constitutive of the development of a research-oriented teacher education that emerged in a multilayered process involving a variety of actors at different levels. It also shows the tensions in the emergence and construction of a new research discipline. The article should be understood in the context of current international discourses where there is a need for a research base for teacher education.
ER  - 

TY  - JOUR
T1  - Towards a new professionalism: enhancing personal and professional development in teacher education
T2  - Journal of Education for Teaching
SN  - 0260-7476
A1  - Malm, Birgitte
PY  - 2009
VL  - 1
IS  - 35
SP  - 77
EP  - 91
DO  - 10.1080/02607470802587160
LA  - eng
PB  - : Informa UK Limited
KW  - competences
KW  - emotions of teaching
KW  - personal development
KW  - professional development
KW  - teachers’ belief systems
KW  - teacher education
KW  - teacher training programmes
AB  - The diversity and complexity of the post-modern era places new and important challenges on teacher education. The crucial role that personal dispositions have for professional learning needs to be better understood and acknowledged. Teacher training programmes need to focus more on objectives such as promoting conflict literacy, self-awareness, empathy, leadership and collaborative skills, i.e. taking into account not only the cognitive but also the social and emotional aspects of human development. In this article, Swedish lecturers’ descriptions of what they consider to be competences and qualities necessary for future teachers constitute the starting point for a wider discussion on the decisive role of beliefs and emotions in being and becoming a teacher. Issues raised here should be able to contribute to a better understanding of what it means to be a teacher and, consequently, result in improvements in the planning of teacher training programmes.
ER  - 

TY  - JOUR
T1  - Authoritative knowledge in initial teacher education: studying the role of subject textbooks through two ethnographic studies of mathematics teacher education
T2  - Journal of Education for Teaching
SN  - 0260-7476
A1  - Beach, Dennis
A1  - Player-Koro, Catarina
PY  - 2012
VL  - 2
IS  - 38
SP  - 115
EP  - 125
DO  - 10.1080/02607476.2012.656439
LA  - eng
PB  - : Informa UK Limited
KW  - ethnography
KW  - teacher education
KW  - education policy
KW  - teacher education and education work
AB  - Two related ethnographic research projects on mathematics teacher education in Sweden are presented in this paper. They represent a response to recent policy developments that reaffirm the value of authoritative subject studies content as the central and most important component in the professional knowledge base of would-be teachers and concomitant increases in the amount of subject studies in teacher education. These policy changes, in Sweden at least, lack scientific research support and the article argues that these policies need to be seriously rethought, as the increased emphasis on subject content may undermine the development of key professional skills.
ER  - 

TY  - JOUR
T1  - Preschool teacher competence viewed from the perspective of students in early childhood teacher education
T2  - Journal of Education for Teaching
SN  - 0260-7476
A1  - Lillvist, Anne
A1  - Sandberg, Anette
A1  - Sheridan, Sonja
A1  - Williams, Pia
PY  - 2014
VL  - 1
IS  - 40
SP  - 3
EP  - 19
DO  - 10.1080/02607476.2013.864014
LA  - eng
PB  - : Routledge
KW  - preschool teacher competence
KW  - early childhood teacher education
KW  - student perspective
KW  - interactionist theories
KW  - quantitative method
AB  - This paper examines contemporary issues in early childhood teacher education in Sweden. The aim of the study was to explore dimensions of the construct of preschool teachers' competence as reported by 810 students enrolled in early childhood teacher education at 15 Swedish universities. The results showed that students' definitions of preschool teacher competence were composed of six different dimensions: a general pedagogical competence, specific content competence, distinct teacher competence, play competence, competence of child perspective, and collaborative and social competence. In general, there were quite large variations in how students perceived the concept of preschool teacher competence and the extent to which they believed they developed these competences during the course of their education. The different dimensions of preschool teacher competence are discussed in relation to the content of the early childhood teacher education in Sweden, the curriculum for the preschool and the concept of professionalism in Early Childhood Education and Care.
ER  - 

TY  - JOUR
T1  - Why do student teachers enrol for a teaching degree? A study of teacher recruitment in Portugal and Sweden
T2  - Journal of Education for Teaching
SN  - 0260-7476
A1  - Assuncao Flores, Maria
A1  - Niklasson, Laila
PY  - 2014
VL  - 4
IS  - 40
SP  - 328
EP  - 343
DO  - 10.1080/02607476.2014.929883
LA  - eng
PB  - : Informa UK Limited
KW  - initial teacher education
KW  - recruitment
KW  - student teachers
AB  - This paper reports on findings from an exploratory study carried out in Portugal and Sweden, concerning student teacher recruitment to Initial Teacher Education (ITE) programmes. It addresses issues such as the motivations and expectations of the student teachers regarding the teaching profession. Drawing upon existing related literature, a questionnaire was designed and sent to student teachers in Portugal and in Sweden. In total, 112 and 157 student teachers participated in the study, respectively. Data suggest a given profile of a student teacher making it possible to analyse some of key characteristics in both countries. The comparison between countries in combination with suggestions and recommendations from student teachers indicate that the recruitment process may be supported if the information about the design, content and the aims of ITE programmes are clarified and made explicit.
ER  - 

TY  - JOUR
T1  - Strategies to cope with emotionally challenging situations in teacher education
T2  - Journal of Education for Teaching
SN  - 0260-7476
A1  - Lindqvist, Henrik
PY  - 2019
VL  - 5
IS  - 45
SP  - 540
EP  - 552
DO  - 10.1080/02607476.2019.1674565
LA  - eng
PB  - : Routledge
AB  - Learning to teach is an emotional endeavour and student teachers challenging emotions are recurrently created in teacher education. The aim of this study was to investigate student teachers' coping with emotionally challenging situations in teacher education. In the study, 22 student teachers studying their last year of teacher education participated through semi-structured interviews. The data were analysed using constructivist grounded theory methodology. The findings revealed that coping with emotionally challenging situations was connected to student teachers' main concern of the discrepancies between idealistic conceptions and experiences. This included wanting to have an extensive impact on future pupils as a student teacher and experiencing the ambition as potentially exhausting. In coping with this discrepancy, three strategies were used: change advocacy, collective sharing and responsibility reduction. The coping strategies are discussed in the light of existing literature and potential implications are addressed.
ER  - 

TY  - JOUR
T1  - On the complexities of educating student teachers: Teacher educators' views on contemporary challenges to their profession
T2  - Journal of Education for Teaching
SN  - 0260-7476
A1  - Malm, Birgitte
PY  - 2020
VL  - 3
IS  - 46
SP  - 351
EP  - 364
DO  - 10.1080/02607476.2020.1739514
LA  - eng
PB  - : Informa UK Limited
KW  - personal development
KW  - professional development
KW  - teacher education
KW  - teacher educators
KW  - teacher training program
AB  - Recent research emphasises significant interconnections between teacher educators’ normative beliefs, their relations with student teachers and their teaching methods. In an attempt to better understand how teacher educators perceive of their work task, interviews were conducted with twelve Early Childhood teacher educators at a Swedish University. Four dimensions are in focus: (1) What in your work situation are you most satisfied with? (2) Describe your approach to students. (3) Describe any personal or professional dilemmas you may have experienced. (4) How do you think we can best maintain quality in teacher education? Results of the study show that teacher educators’ professional development is largely determined by intrinsic motivation. Positive aspects relate to feelings of self-esteem, nurturing meaningful relationships, and caring for students; negative aspects relate to concerns about a heavy workload, professional ambiguity and a lack of time for scholarly pursuits. Developing a professional identity involves a conscious choice of pedagogical methods (teaching), self-cultivation and sharing of knowledge through research (scholarship), and administrative responsibilities (service). The complexities and challenges involved in being a teacher educator are many.Understanding how teacher educators’ normative beliefs influence their work and relationships is an essential component for future research on teacher education professionalism.   
ER  - 

TY  - JOUR
T1  - Emotional responses to challenges to emerging teacher identities in teacher education: student teachers’ perspectives on suitability
T2  - Journal of Education for Teaching
SN  - 0260-7476
A1  - Lindqvist, Henrik
A1  - Weurlander, Maria
A1  - Wernerson, Annika
A1  - Thornberg, Robert
PY  - 2022
VL  - 5
IS  - 49
SP  - 798
EP  - 811
DO  - 10.1080/02607476.2022.2152982
LA  - eng
PB  - : Informa UK Limited
KW  - peer learning
KW  - teacher education
KW  - teacher identity
KW  - grounded theory
KW  - education
AB  - The following paper aims to investigate how student teachers relate to the suitability of their student teacher peers after experiencing challenges to their emerging teacher identity, resulting in emotional responses. A constructivist grounded theory study was conducted in which 18 student teachers participated. Data from 14 individual interviews and one focus group were analysed. Findings revealed that encounters between student teachers sometimes resulted in emotional responses. When the student teachers were emotionally challenged by their peers, their emerging teacher identity was challenged. In addition, the student teachers compared themselves with those peers whom they judged as unsuitable and constructed a self-image of being suitable. This comparative process was connected to three suitability norms: (1) being perceived as having the right values (2) being perceived as having social skills and (3) being perceived as committed to in-depth learning as a teacher.
ER  - 

TY  - JOUR
T1  - The Purposes of Internationalisation – Future Teachers’ Perspectives
T2  - Journal of Education for Teaching
SN  - 0260-7476
A1  - Haley, Aimee
A1  - Uusimäki, Liisa
PY  - 2024
VL  - 1
IS  - 51
SP  - 158
EP  - 172
DO  - 10.1080/02607476.2024.2421866
LA  - eng
PB  - : Informa UK Limited
KW  - higher education
KW  - internationalisation
KW  - covid-19
KW  - international education
KW  - teacher education
KW  - sweden
AB  - This research investigates the purposes of internationalisation from the perspective of a group of international prospective teachers studying at a Swedish university. The results show that the prospective teachers’ understanding of internationalisation corresponds to three ideologies of internationalisation – idealism, instrumentalism, and educationalism – but there is also evidence of a more complex and multifaceted understanding of internationalisation. We propose that a new internationalisation ideology may be emerging that corresponds to ideas about ‘responsible internationalisation’ and is connected to the Covid-19 pandemic and changing geopolitics. The importance of taking future teachers’ viewpoints into account, as well as a considering changes to global and local educational contexts, is emphasised when formulating internationalisation strategies in teacher education.
ER  - 

TY  - JOUR
T1  - Myths in teacher education and the use of history in teacher education research
T2  - European Journal of Teacher Education
SN  - 0261-9768
A1  - Linné, Agneta
PY  - 2010
VL  - 1
IS  - 24
SP  - 35
EP  - 45
DO  - 10.1080/02619760120055871
LA  - eng
PB  - : Informa UK Limited
KW  - education
AB  - In the paper, I discuss some myths regarding history and education. I argue that research in educational history may be excellent and even necessary for teacher education and for professional educators. The discussion draws upon two case studies: one is a study of lesson plans produced by students at two teacher training institutes in Sweden in the late 19th and early 20th centuries; the other is a study of teachers' professional knowledge as represented by female teacher educators in the same time period. The aim is to inquire into some themes regarding the relations between yesterday's teaching practices and rationales and today's immanent thoughts and actions-and maybe into some of the myths that transform history into nature.
ER  - 

TY  - JOUR
T1  - E-portfolios in teacher education 2002-2009: the social construction ofdiscourse, design and dissemination
T2  - European Journal of Teacher Education
SN  - 0261-9768
A1  - Granberg, Carina
PY  - 2010
VL  - 3
IS  - 33
SP  - 309
EP  - 322
DO  - 10.1080/02619761003767882
LA  - eng
PB  - London : Routledge
KW  - e-portfolio
KW  - teacher education
KW  - social construction
KW  - discourse
AB  - This paper reports on a study of the experiences of teacher educators in the introduction and development of e-portfolios over an eight-year period from 2002 to 2009 at a Swedish university. The study was conducted with 67 teacher educators in order to investigate how e-portfolios have been discussed, designed, used and disseminated during this period. Research methods involved 25 narrative interviews and a questionnaire that was completed by 42 participants. The theoretical framework of Basil Bernstein, particularly his concepts of classification, framing, educational codes and pedagogical devices, was used to analyse the data. The paper presents a discussion of the contextual circumstances in relation to classification, framing and codes that affect the social construction of e-portfolios. The results point to parallel processes resulting in a variety of discourses and designs of e-portfolios and highlighting the importance of the social construction of e-portfolios across the teacher education faculty, rather than merely their implementation
ER  - 

TY  - JOUR
T1  - Mentors assessing mentees?: An overview and analyses of the mentorship role concerning newly qualified teachers
T2  - European Journal of Teacher Education
SN  - 0261-9768
A1  - Fransson, Göran
PY  - 2010
VL  - 4
IS  - 33
SP  - 375
EP  - 390
DO  - 10.1080/02619768.2010.509426
LA  - eng
PB  - : Informa UK Limited
KW  - professional development
KW  - newly qualified teachers
KW  - teacher certification
KW  - teacher induction
KW  - teacher qualification
KW  - education
AB  - Sweden has no tradition of mentors participating in the formal summative assessment of newly qualified teachers. However, an Inquiry Committee Report proposed that mentors should have some involvement in this process. This article reports on the results of an examination of 108 official responses to the Inquiry Report submitted to the Ministry of Education and provides a research overview. The results show that only 23 of the 108 responses mention assessment, and none of these are positive to the proposed expansion of the mentor’s duties. Only four responses include an explicit discussion of the relationship between mentors and mentees. These results are discussed in the light of research into relations between mentors and mentees and whether or not mentors should participate in the assessment of their mentees. One conclusion is that answers to this question need to relate to the prerequisites, values and objectives of the educational context.
ER  - 

TY  - JOUR
T1  - Inclusion seen by student teachers in special education: differences among Finnish, Norwegian and Swedish students
T2  - European Journal of Teacher Education
SN  - 0261-9768
A1  - Takala, Marjatta
A1  - Sarromaa Haussttätter, Rune
A1  - Ahl, Astrid
A1  - Head, George
PY  - 2012
VL  - 3
IS  - 35
SP  - 305
EP  - 325
DO  - 10.1080/02619768.2011.654333
LA  - eng
PB  - : Taylor & Francis
KW  - inclusive education
KW  - teacher education
KW  - student teacher attitudes
AB  - This article describes various views of special teacher students towards inclusion. In order to examine these, we analysed a series of statements made by students in Finland, Norway and Sweden. The specific aims were to see how these views can be seen as supportive or challenging for inclusion in schools. A questionnaire with one closed question and two open-ended questions was used in all countries. The results show that students in similar Nordic countries have different views about inclusion. Norwegian students mostly supported inclusion while Finnish students expressed the most reservations. The arguments about inclusion by Norwegian students were the most pupil-focused; those by Finns were teacher-focused, with Swedes being in between. The results seem to reflect the educational policy in these countries. Discussions, more information, as well as good models of inclusion seem to be needed. The implications of these findings for special and regular teacher education are also discussed.
ER  - 

TY  - JOUR
T1  - Changing professional discourses in teacher education policy back towards a training paradigm: a comparative study
T2  - European Journal of Teacher Education
SN  - 0261-9768
A1  - Beach, Dennis
A1  - Bagley, Carl
PY  - 2013
VL  - 4
IS  - 36
SP  - 379
EP  - 392
DO  - 10.1080/02619768.2013.815162
LA  - eng
PB  - : Routledge
KW  - educational policy
KW  - teacher education
KW  - teacher education curriculum
KW  - teacher education and education work
AB  - Modern definitions of professions connect professional knowledge to scientific studies and higher education. In the present article we examine the changing nature of this relationship in initial teacher education in two European countries: Sweden and England. The article is based on policy analyses from recent decades of teacher education reforms. The findings suggest a policy convergence through a shared policy return that has moved teacher education back toward a teacher training paradigm.
ER  - 

TY  - JOUR
T1  - In-service training programmes for mathematics teachers nested in transnational policy discourses
T2  - European Journal of Teacher Education
SN  - 0261-9768
A1  - Erixon, Eva-Lena
A1  - Wahlström, Ninni
PY  - 2015
VL  - 1
IS  - 39
SP  - 94
EP  - 109
DO  - 10.1080/02619768.2015.1101062
LA  - eng
PB  - : Informa UK Limited
KW  - in-service training
KW  - mathematics education
KW  - education policy
KW  - recontextualisation
KW  - pedagogics
KW  - education and learning
AB  - Results in mathematics on international knowledge surveys like Programme forInternational Student Assessment and Trends in International Mathematics andScience Study have become one of the most important factors for the perceivedsuccess or failure of schools and even entire education systems in the policyarena. In this article, we explore the complex recontextualising processes thatoccur when translating educational policy into actual programmes for teachers’education. First, the transnational education policy discourse(s) of teachers’in-service training with a focus on mathematics will be explored. Second, weexamine how this transnational discourse is recontextualised in a national policydiscourse resulting in a national reform programme for in-service training ofmathematics teachers in Sweden. In a third step, concrete teacher trainingcourses in mathematics are examined. The result shows a convergence betweenthe official policy discourse and the pedagogic recontextualising field in terms ofa broad teaching repertoire and peer discussions about reflections on certaincommon objects of learning.
ER  - 

TY  - JOUR
T1  - Pre-service teachers´questions about the profession during mentoring group conversations
T2  - European Journal of Teacher Education
SN  - 0261-9768
A1  - Eriksson, Anita
PY  - 2016
DO  - 10.1080/02619768.2016.1251901
LA  - eng
PB  - : Taylor & Francis Group
KW  - teacher education
KW  - professional development
KW  - student teacher
KW  - mentors
KW  - sweden
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The use of mentoring group conversations as a tool to support pre-service teachers’ professional development has become more common. However, there is still a lack of research that shows how conversations are used to develop knowledge. The present paper is based on ethnographical observations of mentoring group conversations, and describes how pre-service teachers who participate in an obligatory mentoring model use their conversations as an arena in their search for professional knowledge. Three areas were focused upon during the conversations: the teachers’ role and teaching practice, conditions for professional development and conditions related to the profession. The pre-service teachers mainly used conversations to question, discuss, share and reflect over pedagogical and didactical dilemmas related to teaching activities in the classroom and to their own as well as other teachers’ behaviour and attitudes in different situations. The paper provides an insight into how a mentoring model can contribute to professional preparation.
ER  - 

TY  - JOUR
T1  - Why become a teacher?: Student teachers’ perceptions of the teaching profession and motives for career choice
T2  - European Journal of Teacher Education
SN  - 0261-9768
A1  - Bergmark, Ulrika
A1  - Lundström, Stefan
A1  - Manderstedt, Lena
A1  - Palo, Annbritt
PY  - 2018
VL  - 3
IS  - 41
SP  - 266
EP  - 281
DO  - 10.1080/02619768.2018.1448784
LA  - eng
PB  - : Taylor & Francis
KW  - teacher education
KW  - student teachers
KW  - teaching profession perceptions
KW  - career choice motives
KW  - discourse analysis
KW  - education
KW  - svenska med didaktisk inriktning
KW  - swedish and education
AB  - The aim of the study is to discursively identify student teachers’ perceptions of the teaching profession early in their education and their motives for this career choice. Students wrote a letter sharing thoughts on why they want to become a teacher, how they regard the teaching profession and if someone inspired them in their career choice. The empirical data consists of 259 student texts from three Swedish teacher education programmes. The study employed a qualitative method denoting different categorizations compared to previous studies, emphasising the idea of multiple motives for career choice and the link to student teachers’ evolving pedagogical identity. Major differences can be distinguished among the programmes, emphasising different main motives and shifting incipient pedagogic identities. The results indicate the value of organising teacher education programmes drawing on multiple motives, which is expected to contribute positively to completion of teacher education and teacher retention in future profession.
ER  - 

TY  - JOUR
T1  - The shaping of pre-service teachers’ professional knowledge base through assessments
T2  - European Journal of Teacher Education
SN  - 0261-9768
A1  - Sjöberg, Lena
PY  - 2018
VL  - 5
IS  - 41
SP  - 604
EP  - 619
DO  - 10.1080/02619768.2018.1529751
LA  - eng
PB  - : Informa UK Limited
KW  - primary teacher education
KW  - examination practices
KW  - pedagogic discourses
KW  - vertical and horizontal knowledge structures
KW  - educational science
AB  - In an age when knowledge has become a competitive aspect in society, teachers and their professional knowledge base have become all the more important, both in terms of policy and practice. This study investigates what sort of content, knowledge, and competencies are included in the examination practice of the Swedish primary teacher education programme, and thereby legitimatized as a primary teacher’s professional knowledge base. The results show that Swedish primary school teachers are primarily trained to work with subject didactics, and focus is placed on being able to plan, carry out, and evaluate teaching in light of descriptive and normative learning theories, as well as current regulatory documents. One possible effect of this strong subject didactic focus is that teachers are not sufficiently trained to critically analyse the conditions that they work under, especially in view of current, global and local policy trends.
ER  - 

TY  - JOUR
T1  - Is teacher attrition a poor estimate of the value of teacher education? A Swedish case.
T2  - European Journal of Teacher Education
SN  - 0261-9768
A1  - Carlsson, Rickard
A1  - Lindqvist, Per
A1  - Nordänger, Ulla Karin
PY  - 2019
VL  - 2
IS  - 42
SP  - 243
EP  - 257
DO  - 10.1080/02619768.2019.1566315
LA  - eng
PB  - : Taylor & Francis
KW  - teacher attrition
KW  - teacher education
KW  - teacher career
KW  - education
AB  - Far from all who complete teacher education end up working as teachers throughout their entire career. At first sight the value of teacher education, in terms of efficiency, seems to be a failure. In the present article we argue that teacher attrition, when defined as whether one is working as teacher or not, is a too blunt measure to gauge whether teacher education has been valuable. With a unique dataset, where we have detailed information on 87 Swedish teacher graduates’ working life across 23 years, we can consider whether activities and/or experiences point to an apparent use of teacher education. In conclusion, we find that in order to get informative estimates of its value it is important to consider it from different perspectives and to consider attrition related to the total working time spent in educational settings across a career rather than percentage leaving teaching after a set of years.
ER  - 

TY  - JOUR
T1  - Teachers' academic achievement: evidence from Swedish longitudinal register data
T2  - European Journal of Teacher Education
SN  - 0261-9768
A1  - Alatalo, Tarja
A1  - Hansson, Åse
A1  - Johansson, Stefan
PY  - 2021
VL  - 1
IS  - 47
SP  - 60
EP  - 80
DO  - 10.1080/02619768.2021.1962281
LA  - eng
PB  - : Informa UK Limited
KW  - teachers' final grades
KW  - compulsory school
KW  - status of the teaching
KW  - profession
KW  - recruitment
KW  - teacher quality
KW  - knowledge
KW  - competence
KW  - quality
KW  - grades
KW  - tests
KW  - education & educational research
KW  - teachers’ final grades
AB  - The difficulty recruiting competent teachers is widespread, and the status of the teaching profession is on the decline. Sweden is just one country with these problems. Using longitudinal register data for every teacher in Sweden born between 1972 and 1998, the present study investigates changes in teachers' own school grades to clarify patterns of recruitment to the teaching profession. The main methods were regression analysis and descriptive statistics. Results showed a significant decline in teachers' grade average between 1996 and 2016, with certified teachers having a higher grade average than uncertified teachers throughout this period. Grades of primary school teachers were lower compared with those of secondary school teachers. Higher grade average for secondary school teachers of natural science subjects compared with teachers of other subjects was also observed. The decline in teachers' grades is a factor characterising changed recruitment patterns and one likely to affect teacher quality.
ER  - 

TY  - JOUR
T1  - Opportunities to learn mathematics pedagogy and learning to teach mathematics in Swedish mathematics teacher education: A survey of student experiences
T2  - European Journal of Teacher Education
SN  - 0261-9768
A1  - Christiansen, Iben Maj
A1  - Erixon, Eva-Lena
PY  - 2021
VL  - 1
IS  - 47
SP  - 159
EP  - 177
DO  - 10.1080/02619768.2021.2019216
LA  - eng
PB  - : Informa UK Limited
KW  - mathematics teacher education
KW  - opportunity to learn
KW  - student experience
KW  - pre-service teachers
KW  - mathematics pedagogy
KW  - mathematics education
KW  - matematikämnets didaktik
AB  - A research-based teacher education rests on research on the practices of teacher education. We undertook a survey of the opportunities to learn mathematics pedagogy and to teach mathematics perceived by students in their last year of teacher education. Questionnaires were distributed to 753 students graduating in June 2020 from 13 Swedish universities, and the response rate was 11.2%. Overall, new graduates perceived good opportunities to learn mathematics pedagogy, but there were substantial variations in opportunities to learn specific competencies of teaching, such as analysing learners’ answers or leading a mathematical discussion. A similar unevenness in perceived opportunities to learn from the practicum experience was found. These results point to less-than-optimal opportunities to learn core practices of mathematics teaching. We recommend that institutions take a more systematic approach to programme coverage, and to create opportunities to use theory/research to deconstruct practice and to inform rehearsing ‘approximations of practice’ in campus-based activities. 
ER  - 

TY  - JOUR
T1  - Teacher education: student teachers’ ethics-related experiences from their placements in Uganda
T2  - European Journal of Teacher Education
SN  - 0261-9768
A1  - Häggström, Margaretha
PY  - 2022
VL  - 3
IS  - 47
SP  - 599
EP  - 614
DO  - 10.1080/02619768.2022.2109460
LA  - eng
PB  - : Informa UK Limited
KW  - teacher education
KW  - internationalisation
KW  - professional training
KW  - action readiness
KW  - photo-elicitation
AB  - Practical experience and first-hand insight into the school systems of other countries enables student teachers to cultivate global understanding. Teacher education programme in Sweden has four placements. Student teachers are encouraged to complete one of these abroad. The aim with this study is to examine student teachers’ experiences of teaching primary school pupils in Uganda. The study underpins by the concepts of ethical literacy, the other and action readiness. Student teachers’ reflections on their experiences deal with the emotions that are aroused in their process work of becoming a teacher. The results show that the experiences from teaching in a postcolonial school system were overwhelming for the student teachers involved. The study raises concerns about the incentives to develop future teacher qualities versus arranging internships abroad to develop students’ personal growth.
ER  - 

TY  - JOUR
T1  - Motives for becoming a teacher, coping strategies and teacher efficacy among Swedish student teachers
T2  - European Journal of Teacher Education
SN  - 0261-9768
A1  - Thornberg, Robert
A1  - Wänström, Linda
A1  - Lindqvist, Henrik
A1  - Weurlander, Maria
A1  - Wernerson, Annika
PY  - 2023
VL  - 2
IS  - 48
SP  - 365
EP  - 383
DO  - 10.1080/02619768.2023.2175665
LA  - eng
PB  - : Informa UK Limited
KW  - student teacher
KW  - motives for becoming a teacher
KW  - coping
KW  - teacher efficacy
KW  - teacher education
KW  - educational science
KW  - pedagogik med inriktning mot utbildningsvetenskap
AB  - The current study examined whether different motives for entering teacher education and different coping strategies in distressful situations during teacher training were associated with teacher efficacy among student teachers. A sample of 517 Swedish student teachers completed a questionnaire. According to the findings from multivariate regression analysis, student teachers who scored higher in intrinsic and altruistic motives and cognitive restructuring, and lower in self-criticism, tended to show greater teacher efficacy.
ER  - 

TY  - JOUR
T1  - Developing student teachers’ critical awareness of information and communications technology in primary teacher education
T2  - European Journal of Teacher Education
SN  - 0261-9768
A1  - Elm, Annika
A1  - Liljestrand, Johan
PY  - 2024
DO  - 10.1080/02619768.2024.2407540
LA  - eng
PB  - : Taylor & Francis
KW  - added pedagogical value
KW  - critical awareness
KW  - digital technology
KW  - primary teacher education
KW  - teaching
KW  - innovative learning
KW  - innovativt lärande
AB  - This article focuses on Swedish primary teacher education and the conditions for student teachers’ development of digital competence. Previous research has pointed to the importance of preparing teachers to use digital technology to support pupils’ learning. The aim of this study is to examine the development of course content to enhancing student teachers’ critical awareness of information and communications technology in primary teacher education. Data was collected from groups of primary student teachers consisting of anonymised course materials, a survey and course assignments. The results show that primary student teachers experience that digital technology facilitates the planning and organising of their teaching, digital technology can support the children’s learning and critical pedagogical reasoning is important when using digital technology in the teaching situation. The results have relevance internationally for teacher educators and highlight the importance of promoting a critical awareness of the pedagogical use of digital technology in the classroom.
ER  - 

TY  - JOUR
T1  - University supervisors’ conversation strategies for triadic supervision in teacher education
T2  - European Journal of Teacher Education
SN  - 0261-9768
A1  - Nehez, Jaana
A1  - Wennergren, Ann-Christine
PY  - 2025
SP  - 1
EP  - 18
DO  - 10.1080/02619768.2025.2465303
LA  - eng
PB  - Abingdon : Routledge
KW  - disciplining strategi
KW  - exploring strategi
KW  - social learning space
KW  - teacher students
AB  - The study presented in this article explores what conversation strategies university supervisors at a Swedish university used when leading triadic supervision in the final phase of teacher students’ education. Social learning theory framed the analyses of four audio-recorded triadic supervision conversations. The findings show four different conversation strategies: corrective, information-seeking, reflective, and experimental conversation strategy. Of these, the first two strategies are centred on disciplining teacher students’ teaching, and the latter two explore teaching itself. This article discusses the characteristics of the identified strategies. The study contributes to enable university supervisors to understand how different conversation strategies affect the possibilities for teacher students’ learning and professional growth. Overall, the findings highlight a problem with equity in triadic supervision. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
ER  - 

TY  - JOUR
T1  - Student Teachers’ Beliefs and a Changing Teacher Role
T2  - European Journal of Teacher Education
SN  - 0261-9768
A1  - Wright, Moira von
PY  - 2006
VL  - 3
IS  - 20
SP  - 257
EP  - 266
DO  - 10.1080/0261976970200305
LA  - eng
PB  - : Informa UK Limited
AB  - This article discusses the encounters between the changing expectations on the teacher role, teacher education and Swedish student teachers' beliefs about their role as teachers, with special emphasis on the socialisation process of the pupils and the teacher's possible influence on it. The discussion is based on two empirical studies among Swedish compulsory school student teachers (M. von Wright, (1996) Propedeusis? Om motet mellan lärarstuderande och lärarutbildningen, in: Grundskollärarutbüdningen 1995. En utvärdering. Högskoleverkets rapportserie 1996:1 R.; M. von Wright (1997) Socialisationsprocessen. Metaforer och synsätt hos blivande lärare. Licentiatuppsats. Lärarhögskolan i Stockholm). The results show that student teachers when they enter their education on the one hand tend to carry with them explicit expectations which strongly reflect the values of what is considered pedagogically correct. At the same time students express implicit beliefs and underlying conceptions of human development, which in many cases are incoherent. During teacher education the pedagogically correct beliefs might become replaced, but implicit beliefs as affinity to certain pedagogical discourses are not changed or brought to awareness unless they are seriously challenged and problematised. Yet these beliefs direct the students' attention. Changing demands on the teacher role bring about expectations on a shift in thinking about teaching and learning. Teacher education and educators can play important roles in making the students aware of their everyday beliefs and eventually change them.
ER  - 

TY  - JOUR
T1  - Rhetorical Meta-language to Promote the Development of Students’ Writing Skills and Subject Matter Understanding
T2  - Research in Science & Technological Education
SN  - 0263-5143
A1  - Pelger, Susanne
A1  - Sigrell, Anders
PY  - 2015
DO  - 10.1080/02635143.2015.1060410
LA  - eng
PB  - : Taylor & Francis
AB  - Background: Feedback is one of the most significant factors for students’ development of writing skills. For feedback to be successful, however, students and teachers need a common language – a meta-language – for discussing texts. Not least because in science education such a meta-language might contribute to improve writing training and feedback-giving. Purpose: The aim of this study was to explore students’ perception of teachers’ feedback given on their texts in two genres, and to suggest how writing training and feedback-giving could become more efficient. Sample: In this study were included 44 degree project students in biology and molecular biology, and 21 supervising teachers at a Swedish university. Design and methods: The study concerned students’ writing about their degree projects in two genres: scientific writing and popular science writing. The data consisted of documented teacher feedback on the students’ popular science texts. It also included students’ and teachers’ answers to questionnaires about writing and feedback. All data were collected during the spring of 2012. Teachers’ feedback, actual and recalled – by students and teachers, respectively – was analysed and compared using the so-called Canons of rhetoric. Results: While the teachers recalled the given feedback as mainly positive, most students recalled only negative feedback. According to the teachers, suggested improvements concerned firstly the content, and secondly the structure of the text. In contrast, the students mentioned language style first, followed by content. Conclusions: The disagreement between students and teachers regarding how and what feedback was given on the students texts confirm the need of improved strategies for writing training and feedback-giving in science education. We suggest that the rhetorical meta-language might play a crucial role in overcoming the difficulties observed in this study. We also discuss how training of writing skills may contribute to students’ understanding of their subjectmatter.
ER  - 

TY  - JOUR
T1  - Swedish Technology Teachers’ Attitudes to their Subject and its Teaching
T2  - Research in Science & Technological Education
SN  - 0263-5143
A1  - Nordlöf, Charlotta
A1  - Höst, Gunnar
A1  - Hallström, Jonas
PY  - 2017
VL  - 2
IS  - 35
SP  - 195
EP  - 214
DO  - 10.1080/02635143.2017.1295368
LA  - eng
PB  - London : Taylor & Francis Group
KW  - attitudes
KW  - technology education
KW  - technology teachers
AB  - Background: From previous research among science teachers itis known that teachers’ attitudes to their subjects affect important aspects of their teaching, including their confidence and the amount of time they spend teaching the subject. In contrast, less is known about technology teachers’ attitudes.Purpose: Therefore, the aim of this study is to investigate Swedish technology teachers’ attitudes toward their subject, and how these attitudes may be related to background variables.Sample: Technology teachers in Swedish compulsory schools(n = 1153) responded to a questionnaire about teachers’ attitudes,experiences, and background.Methods: Exploratory factor analysis was used to investigate attitude dimensions of the questionnaire. Groupings of teachers based on attitudes were identified through cluster analysis, and multinomial logistic regression was performed to investigate the role of teachers’ background variables as predictors for cluster belonging.Results: Four attitudinal dimensions were identified in the questionnaire, corresponding to distinct components of attitudes.Three teacher clusters were identified among the respondents characterized by positive, negative, and mixed attitudes toward the subject of technology and its teaching, respectively. The most influential predictors of cluster membership were to be qualified for teaching technology, having participated in in-service-training, teaching at a school with a proper overall teaching plan for the subject of technology and teaching at a school with a defined number of teaching hours for the subject.Conclusions: The results suggest that efforts to increase technology teachers’ qualifications and establishing a fixed number of teaching hours and an overall teaching plan for the subject of technology may yield more positive attitudes among teachers toward technology teaching. In turn, this could improve the status of the subject as well as students’ learning.
ER  - 

TY  - JOUR
T1  - The influence of textbooks on teachers’ knowledge of chemical bonding representations relative to students’ difficulties understanding
T2  - Research in Science & Technological Education
SN  - 0263-5143
A1  - Bergqvist, Anna
A1  - Chang Rundgren, Shu-Nu
PY  - 2017
VL  - 2
IS  - 35
SP  - 215
EP  - 237
DO  - 10.1080/02635143.2017.1295934
LA  - eng
PB  - : Informa UK Limited
KW  - textbook
KW  - chemical bonding models
KW  - upper secondary school teacher
KW  - students’ learning difficulties
KW  - representations
KW  - pedagogik med inriktning mot utbildningsvetenskap
KW  - educational science
KW  - naturvetenskapsämnenas didaktik
KW  - science education
KW  - chemistry
AB  - Background: Textbooks are integral tools for teachers’ lessons. Several researchers observed that school teachers rely heavily on textbooks as informational sources when planning lessons. Moreover, textbooks are an important resource for developing students’ knowledge as they contain various representations that influence students’ learning. However, several studies report that students have difficulties understanding models in general, and chemical bonding models in particular, and that students’ difficulties understanding chemical bonding are partly due to the way it is taught by teachers and presented in textbooks.Purpose: This article aims to delineate the influence of textbooks on teachers’ selection and use of representations when teaching chemical bonding models and to show how this might cause students’ difficulties understanding.Sample: Ten chemistry teachers from seven upper secondary schools located in Central Sweden volunteered to participate in this study.Design and methods: Data from multiple sources were collected and analysed, including interviews with the 10 upper secondary school teachers, the teachers’ lesson plans, and the contents of the textbooks used by the teachers.Results: The results revealed strong coherence between how chemical bonding models are presented in textbooks and by teachers, and thus depict that textbooks influence teachers’ selection and use of representations for their lessons. As discussed in the literature review, several of the selected representations were associated with alternative conceptions of, and difficulties understanding, chemical bonding among students.Conclusions: The study highlights the need for filling the gap between research and teaching practices, focusing particularly on how representations of chemical bonding can lead to students’ difficulties understanding. The gap may be filled by developing teachers’ pedagogical content knowledge regarding chemical bonding and scientific models in general.
ER  - 

TY  - JOUR
T1  - Assessment of the ability of game-based science learning to enhance genetic understanding
T2  - Research in Science & Technological Education
SN  - 0263-5143
A1  - Casanoves, Marina
A1  - Solé-Llussà, Anna
A1  - Haro, Juan
A1  - Gericke, Niklas
A1  - Valls, Cristina
PY  - 2022
VL  - 4
IS  - 41
SP  - 1496
EP  - 1518
DO  - 10.1080/02635143.2022.2044301
LA  - eng
PB  - : Taylor & Francis
KW  - conceptual knowledge
KW  - game-based science learning (gbsl)
KW  - game-based learning (gbl)
KW  - genetic education
KW  - pre-service teacher training
KW  - serious educational games (seg)
KW  - biology
AB  - Background Game-based science learning (GBSL) provide an alternative route for learning genetics, but its effects on students' conceptual learning is contested. In this paper we assess the utility, in primary teacher education, of Recal: a game designed to promote participants' learning of key genetic concepts through acting as detectives investigating a case. Purpose The purpose of the study was to analyse and compare teacher students' learning of genetics through the game, and both their attitudes towards and experiences of it. Tests were conducted in Spanish and Swedish contexts to assess its potential utility in contrasting cultural and educational contexts to obtain indications of the potential breadth of its application. Samples Participants included 120 pre-service teacher students from a university in north-eastern Spain and 51 from a university in western Sweden. Design and methods The research involved an intervention, in which students played the game, and assessment of its efficacy by questionnaires designed to investigate students' knowledge of genetics before and after the game, their expectations and experience of it, and their satisfaction with it. The results were analysed statistically. Results The game appeared to enhance both Spanish and Swedish participants' knowledge of genetics, and they reportedly found it both educationally beneficial and engaging. It was also assessed in terms of the following characteristics of GBSL, based on experiential data: contextualisation, authenticity, collaboration, problem-solving, guided paths and competition. Conclusion The results clearly indicate that the game has utility in different countries and educational contexts. The article discusses how the six characteristics of GBSL facilitate or hinder learning, and implications (for educational professionals and researchers) of the findings.
ER  - 

TY  - JOUR
T1  - Teachers’ self-efficacy and role when teaching STEM in high-tech informal learning environments
T2  - Research in Science & Technological Education
SN  - 0263-5143
A1  - Boeve-de Pauw, Jelle
A1  - De Loof, Haydée
A1  - Walan, Susanne
A1  - Gericke, Niklas
A1  - Van Petegem, Peter
PY  - 2022
VL  - 2
IS  - 42
SP  - 255
EP  - 275
DO  - 10.1080/02635143.2022.2089873
LA  - eng
PB  - : Taylor & Francis
KW  - informal learning environments secondary teachers
KW  - self-efficacy
KW  - stem
KW  - teacher role
KW  - technology use
KW  - biology
AB  - BACKGROUND Informal learning environments (ILEs) like Fablabs and Makerspaces have potential to facilitate development of STEM skills. However, these environments might be difficult for teachers to adopt in their teaching because of teaching approaches grounded in constructionism where the role of the teacher changes from a transmissive instructor to an active co-creator, and using high-tech equipment not normally found in schools.PURPOSE The aim is to investigate teachers’ self-efficacy and perceived role when teaching STEM in Fablabs and Makerspaces. This is investigated related to teaching in ILEs and using high-tech equipment. The study was conducted in two countries/regions, Flanders (Belgium) and Sweden We also compare differences between teachers depending on nationality, gender, and years of teaching experience.SAMPLE A total of 347 secondary school teachers completed an online survey. Quantitative analyses was used for all questions in the survey, except one open-ended question, which was analysed through inductive thematic coding.RESULTS The teachers reported moderate self-efficacy for teaching in ILEs , and low self-efficacy for using high-tech equipment. Some teachers described themselves as having active roles as a coach or as co-learner during visits with their students. Others saw themselves as having a passive role. Many teachers did not know what kind of role to take. The teachers who perceived an active role as a teacher in high-tech ILEsreported higher self-efficacy to teach in these environments than other teachers.CONCLUSIONS This study shows that a constructionist approach to teaching is important if teachers are to develop self-efficacy to teach in high-techILEs. Thus, developing teacher practices in line with constructionism in relation to teaching in high-techILEsis imperative, in teacher education. The results also highlight that staff in Fablabs and Makerspaces are important for handling high-tech equipment. Hence, collaboration between staff in ILEs and teachers is of importance.
ER  - 

TY  - JOUR
T1  - Claiming the relational space: educational paraprofessionals’ occupational identity work in Swedish schools
T2  - Pastoral Care in Education
SN  - 0264-3944
A1  - Casely-Hayford, J
A1  - Ackesjö, Helena
A1  - Lindqvist, Per
PY  - 2025
SP  - 1
EP  - 15
DO  - 10.1080/02643944.2025.2593471
LA  - eng
PB  - : Informa UK Limited
KW  - occupational rhetorics
KW  - relational labour
KW  - teaching assistants
KW  - pastoral care
KW  - student wellbeing
KW  - education
AB  - The number of teacher assistants and other support staff, commonlyreferred to as educational paraprofessionals, has grownsubstantially over the past decade in Swedish compulsory schools.Despite their widespread presence, paraprofessionals’ roles in theSwedish school context is characterised by a high degree of ambiguityas they carry out a diverse range of tasks. Given this ambiguity,we explore the construction of 58 educationalparaprofessionals’ occupational identity in a compulsory schoolsetting in Sweden. Drawing on Gary Fine’s notion of occupationalrhetorics, we argue that the rhetorics and imagery used by theseparaprofessionals to define and frame their work functions asa keyhole into their occupational identity. By analysing the occupationalrhetorics expressed in their written responses to open-endedsurvey questions about their work tasks, task preferences, andperceived illegitimate tasks we identified three distinct framingsof their work (i.e., rhetorical patterns). These distinct rhetoricalpatterns, which we describe as the rhetorics of the RelationalAnchor, Operational Facilitator and Supportive Educator, illustratehow their occupational identity is not a comprehensive whole butrather constructed through imagery that frames and defines theirwork. Delving into the rhetorics embedded in their descriptions oftheir preferred and illegitimate tasks, we find that their preferredoccupational identity and occupational positioning is tied to performingrelational tasks and inhabiting the relational space inschools. Our results illustrate the tensions paraprofessionals navigatein their construction of a meaningful occupational identity andhighlight the need to clarify the professional territory that theyoperate in within the school context.
ER  - 

TY  - JOUR
T1  - Conflicts viewed through the micro-political lens: beginning teachers' coping strategies for emotionally challenging situations
T2  - Research Papers in Education
SN  - 0267-1522
A1  - Lindqvist, Henrik
A1  - Weurlander, Maria
A1  - Wernerson, Annika
A1  - Thornberg, Robert
PY  - 2019
DO  - 10.1080/02671522.2019.1633559
LA  - eng
PB  - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
KW  - student teachers
KW  - beginning teachers
KW  - coping
KW  - micro-politics
KW  - grounded theory
AB  - The aim of the present study was to use the narratives of beginning teachers to investigate the emotionally challenging situations they face, with a focus on how their perspectives and definitions of such situations guided their actions and made coping possible. A short term longitudinal qualitative interview study was adopted. Twenty participants were interviewed at the outset of their last year of teacher education and then followed up with an interview at their first year of teaching. In between self-reports were written in addition to the interviews. The material was analysed using constructivist grounded theory tools. The findings show that new teachers experienced conflicts that were both interpersonal (with students, parents and colleagues) and intrapersonal (being 'good enough'; establishing boundaries related to time and engagement; suppression of emotions) as they started out in teaching. In order to cope with these challenges, the beginning teachers used various strategies including collaboration, conformity, influencing and autonomy. It was found that the strategy chosen could have an effect on turnover or attrition intentions among beginning teachers. Practical implications of the research are discussed.
ER  - 

TY  - JOUR
T1  - Privatisation of public education?: The emergence of independent upper secondary schools in Sweden
T2  - Journal of education policy
SN  - 0268-0939
A1  - Erixon Arreman, Inger
A1  - Holm, Ann-Sofie
PY  - 2011
VL  - 2
IS  - 26
SP  - 225
EP  - 243
DO  - 10.1080/02680939.2010.502701
LA  - eng
PB  - London : Routledge, Taylor & Francis Group
KW  - upper secondary education
KW  - independent schools
KW  - sweden
KW  - privatisation
KW  - marketisation
KW  - education funding
KW  - profit-maximisation
KW  - discourse
KW  - teacher education and education work
AB  - This article explores the upper secondary (or post-16) school market. The study on which it is based, funded by the Swedish Research Council, was entitled 'Upper-secondary education as a market'. Empirical data include official statistics, policy documents, school publications, company reports and school visits. Printed and other news media were also scrutinised to identify how the marketisation of education is represented in public discourse. A number of themes emerged from the study which included mapping the expansion of the school market, chains of ownership and influence, marketing strategies, choice and the school market and issues raised in the media. These imply that there is a new market discourse which represents a clear break with previous social democratic education policies primarily aimed at enhancing citizenship and wider democratic values within an inclusive public school. However, critiques have also emerged including a call for strengthened regulations of and control over independent schools and concern about an education market equated more with shares and profits rather than pedagogy and student citizenship. Keywords: upper secondary education; independent schools; Sweden; privatisation; marketisation; education funding; profit-maximisation; discourse
ER  - 

TY  - JOUR
T1  - Changing higher education: converging policy-packages and experiences of changing academic work in Sweden
T2  - Journal of Education Policy
SN  - 0268-0939
A1  - Beach, Dennis
PY  - 2013
VL  - 4
IS  - 28
SP  - 517
EP  - 533
DO  - 10.1080/02680939.2013.782426
LA  - eng
PB  - : Informa UK Limited
KW  - critical analysis
KW  - actors institutions
KW  - globalization
KW  - university
KW  - students
KW  - identity
KW  - quality
KW  - ethnography
KW  - teacher education and education work
AB  - The past two decades of international higher education reform are often described by researchers as having produced new managerial and neoliberal policy turns that have brought about a fundamental global shift in the way institutions of higher education are defined, run and justify their institutional existence and practices. Universities in Sweden were felt able to offer some possible resistance and based on ethnographic research at three Swedish universities this idea is explored in the present article. The article suggests however that resistance has been circumscribed through a coordinated collection of policies and that as elsewhere, the proliferation of competition based on quasi-markets and the standardisation of quality assurance through new accountability systems predominates, with significant effects on universities, their interactions and agents, and the relative social positions, influence, status and relationships of these agents.
ER  - 

TY  - JOUR
T1  - A quest for legitimacy: on the professionalization policies of Sweden's Teachers' Unions
T2  - Journal of education policy
SN  - 0268-0939
A1  - Lilja, Peter
PY  - 2013
VL  - 1
IS  - 29
SP  - 86
EP  - 104
DO  - 10.1080/02680939.2013.790080
LA  - eng
PB  - : Taylor & Francis
KW  - institutional theory
KW  - professionalization
KW  - teacher professionalism
KW  - teacher unions
AB  - The aim of this article is to contribute to the ongoing discussion on teacher professionalism by analyzing the professional strategies of Sweden’s two teachers’ unions from an organizational perspective. Drawing on institutional theory, the article argues that the teachers’ unions’ focus on strategies of professionalization has as much to do with questions of legitimacy in the eyes of the public, as with any specific effort at transforming the practice of teaching in a professional direction. Against the background of two recent Swedish education reforms, the article shows that the unions are ‘trapped’ within a normative order emphasizing professionalization as the primary way of organizational development and legitimacy, resulting in a need for the unions to adopt professional attributes. In the case of the Swedish unions, this is accomplished through mimetic processes whereby union policies, aimed at the improvement of teaching, are modeled upon the medical profession, regardless of the differences between the technologies and practices of the occupations. In this way, the professional rhetoric of the unions is decoupled from the practice of teaching in order to maximize the public legitimacy needed for improving the declining societal status of teaching.
ER  - 

TY  - JOUR
T1  - Local quality work in an age of accountability - between autonomy and control
T2  - Journal of education policy
SN  - 0268-0939
A1  - Bergh, Andreas
PY  - 2015
VL  - 4
IS  - 30
SP  - 590
EP  - 607
DO  - 10.1080/02680939.2015.1017612
LA  - eng
PB  - : Informa UK Limited
KW  - control
KW  - accountability
KW  - quality work
KW  - autonomy
KW  - sweden
KW  - teacher
KW  - education
AB  - This article analyses a specific part of the actions taken to improve the quality of Swedish education, namely the expectations formulated in national policy documents for the quality work that local authorities, schools and teachers are supposed to undertake. For the empirical analysis of how these expectations have changed over the last two decades, two sets of theoretical concepts have been combined: management of placement and management of expectation and autonomy and control. The specific research question is: How can local systematic quality work be understood in an age of accountability and what are the implications for teachers' practices? The results show that expectations for local quality work have changed radically during the studied period. There has been a significant change in the language used, the content of education has been recontextualised and there are obvious changes in the relation between local autonomy and national control. It is argued that these changes are a consequence of the changed design of the education system, rather than an answer to a content-related question of what is educationally desirable. As a consequence, paradoxical expectations land at the local level and have to be resolved by teachers.
ER  - 

TY  - JOUR
T1  - Teacher or friend?: consumer narratives on private supplementary tutoring in Sweden as policy enactment
T2  - Journal of education policy
SN  - 0268-0939
A1  - Hallsén, Stina
A1  - Karlsson, Marie
PY  - 2018
VL  - 5
IS  - 34
SP  - 631
EP  - 646
DO  - 10.1080/02680939.2018.1458995
LA  - eng
PB  - : Informa UK Limited
KW  - homework support
KW  - supplementary tutoring
KW  - policy enactment
KW  - consumer narratives
KW  - positioning theory
AB  - Private supplementary tutoring (PST) is a worldwide enterprise that comes in a variety of forms and with a growing number of students. Sweden, together with the other Nordic countries, has a relatively short history of large-scale organised supplementary education, which can be explained by its confidence in regular mainstream education. In recent years though, this picture has partly changed, and today families in Sweden are offered different kinds of education services outside the ordinary school system. This paper targets how PST is legitimized and justified through marketing as a solution to problems related to the education of children. Through a positioning analysis of three consumer narratives published online by a PST company, this paper aims to further our understanding of which functions PST fills within the Swedish education system. Results show that private tutors appear in the consumer narratives as compensating for shortcomings in schools and families as well as complementing the support that parents and teachers can offer children. These findings signal that PST marketing creates demands for different kinds of support which may, in the long run, rewrite the map of the Swedish education landscape.
ER  - 

TY  - JOUR
T1  - Gender and choice: Differentiating options in Upper secondary STEM programmes.
T2  - Journal of education policy
SN  - 0268-0939
A1  - Mellén, Johanna
A1  - Angervall, Petra
PY  - 2020
DO  - 10.1080/02680939.2019.1709130
LA  - eng
PB  - : Informa UK Limited
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The extensive reforms of Sweden’s education system during the last few decades have resulted in deregulation and individualization of schools. In upper secondary education, a distinct flexible course structure with multiple options was introduced in order to enhance school effectiveness and equity. This study departs in some of the previously outlined tensions in educational research between market interests and a ‘free choice discourse’ in relation to processes of differentiation. The purpose of this article is to investigate the ways gender patterns may be reproduced in relation to the emergence of multiple options and the re-organization of subject matters within Swedish upper secondary science, technology, engineering and mathematics (STEM) education. Our case addresses relations between discourses of choice and gender articulated in policy incentives, and large-scale enrolment patterns. Our results show how multiple options reproduce gender orders by 1) changing the system in accordance with a general market logic emphasizing ‘freedom of choice’, and 2) distinguishing predominantly gendered subject matters. Also, our results point to the importance of studying the STEM domain at a non-aggregated level to further understand the mechanisms behind gender gaps in STEM education.
ER  - 

TY  - JOUR
T1  - Teacher-led issue networks in Swedish ed-tech policymaking – the case of generative AI
T2  - Journal of Education Policy
SN  - 0268-0939
A1  - Selwyn, Neil
A1  - Ljungqvist, Marita
A1  - Sonesson, Anders
PY  - 2025
SP  - 19
EP  - 19
DO  - 10.1080/02680939.2025.2600328
LA  - eng
PB  - : Taylor & Francis
AB  - Policymaking around educational technology (ed-tech) is increasingly influenced by networks of public and private actors ranging from Big Tech corporations and international organisations through to ed-tech evidence brokers and consultants. This paper considers a relatively unexplored facet of contemporary ed-tech policy work – public-facing (ex)teachers advocating for technological change through various publicity, lobbying and market-building activities. In particular, the paper considers how such actors have recently been promoting the take-up of generative artificial intelligence (AI) technologies within Swedish schools as a policy issue. Drawing on interviews with 13 prominent ‘AI advocates’, we detail how these actors are centrally involved in an issue network looking to shape policy imperatives around school AI in the absence of clear leadership from national government, state agencies and local ed-tech industry. Despite being motivated by ideas of AI-driven pedagogical and societal change, the paper examines how this issue network is largely reproducing conservative forms of onto-epistemic governance by replicating valuations of generative AI in familiar corporatised terms of efficiency, utility and solutionism.
ER  - 

TY  - JOUR
T1  - Ethical competence: a comparison between the Swedish and the Icelandic curricula and some teachers' views
T2  - Education 3-13
SN  - 0300-4279
A1  - Lilja, Annika
A1  - Franck, Olof
A1  - Osbeck, Christina
A1  - Sporre, Karin
PY  - 2017
VL  - 5
IS  - 46
SP  - 506
EP  - 516
DO  - 10.1080/03004279.2017.1284249
LA  - eng
PB  - : Routledge
KW  - ethical competence
KW  - re
KW  - policy documents
KW  - teacher interviews
AB  - The aim of this article is to highlight some conceptions of ethical competence identified in interviews with teachers in religious education in Sweden, and within analyses of policy documents in a Swedish and an Icelandic educational context. As a starting point we take seven interviewed teachers’ comments about what they view as important ethical competences for their pupils to have. A comparative analysis of Swedish and Icelandic policy documents with regard to the conceptual understandings of ethical competence is made, as well as a comparison between the policy documents and teachers’ comments. The Icelandic curriculum is chosen because it differs from the Swedish one in a sense relevant to an analysis of the teacher interviews. The analyses imply a tension between theoretical and analytical conceptions of ethical competence and an action competence. Finally, some possible threads to consider in developing a broadened and deepened understanding of ethical competence are outlined.
ER  - 

TY  - JOUR
T1  - Learning and knowledge development in preschool teacher education and practicum
T2  - Early Child Development and Care
SN  - 0300-4430
A1  - Johansson, Inge
A1  - Sandberg, Anette
PY  - 2012
VL  - 7
IS  - 182
SP  - 907
EP  - 920
DO  - 10.1080/03004430.2011.592188
LA  - eng
PB  - London : Routledge
KW  - preschool
KW  - preschool teacher education
AB  - In Swedish teacher education, all preschool teacher students have to include a school-based element and to take part in a local educational practice, in a preschool or in another form of educational setting, such as a preschool class or after-school recreation centre. In this study, we have asked a group of supervisors about their perception of the content in learning, knowledge development and supervision and also what is going on in learning and knowledge development situations in practice. The theoretical bases for our analysis are theories of interaction and intersubjectivity. The results show that the content of learning and knowledge development is highly integrated with the situation and practice. A preschool teacher student's learning is understood by the supervisors as something that occurs in interaction, where children and preschool teachers are of great importance. The content of learning is related to practical exercise, observation and reflection together with other preschool teachers. Trying new theories and being curious are also associated with learning.
ER  - 

TY  - JOUR
T1  - Communication with young children in preschool: the complex matter of a child perspective
T2  - Early Child Development and Care
SN  - 0300-4430
A1  - Jonsson, Agneta
A1  - Williams, Pia
PY  - 2013
VL  - 5
IS  - 183
SP  - 589
EP  - 604
DO  - 10.1080/03004430.2012.678488
LA  - eng
PB  - : Taylor and Francis Ltd.
AB  - This article discusses results obtained from a study on the contribution of the preschool teacher as a curriculum-maker in preschool. The research question addressed is ‘what is the characteristic for the curriculum offered, as it appears in one teacher's verbal communication with 1–3-year-old children?’ The research area is motivated by the need for knowledge about the implications that a goal-oriented preschool curriculum and broad discretion for teachers might imply for activities in preschool. This study was carried out in Sweden, and the empirical data consist of videotaped observations of communication between a single teacher and a number of children aged between one and three during one morning in preschool. The results show that the teacher frequently uses questions as a means of communication, where a large number of shifts between different children and different issues are particularly characteristic. Although this contributes to a child perspective, it also implies a teacher-centred position and a fragmented way of exercising the discretion vis-à-vis the curriculum. The findings are discussed and related to curriculum theory and to early childhood perspectives.
ER  - 

TY  - JOUR
T1  - Challenges of teaching mathematics within the frame of a story – a case study
T2  - Early Child Development and Care
SN  - 0300-4430
A1  - Björklund, Camilla
A1  - Pramling Samuelsson, Ingrid
PY  - 2013
VL  - 9
IS  - 183
SP  - 1339
EP  - 1354
DO  - 10.1080/03004430.2012.728593
LA  - eng
PB  - : Informa UK Limited
AB  - This article will focus on early childhood education and pedagogy in the new millennium. The context is Sweden and Swedish preschool, where a change in the school law a few years ago also resulted in a revision of the preschool curriculum. ‘Teaching’ is one of the new notions that has not previously been used in the preschool context. In this empirical article, we will look specifically at what happens in a teaching situation where the teacher has an intended object of learning and manages to involve all five children in an active dialogue about the mathematical notions of half and whole. From the analysis, we discern three features important in the teacher's use of a story as a basis for teaching children: (1) shared attention, (2) reasoning about meaning, and (3) creating a demarcated space for learning a specific content.
ER  - 

TY  - JOUR
T1  - Challenges and dilemmas expressed by teachers working in toddler groups in the Nordic countries
T2  - Early Child Development and Care
SN  - 0300-4430
A1  - Alvestad, Torgeir
A1  - Bergem, Helen
A1  - Eide, Brit
A1  - Johansson, Jan-Erik
A1  - Os, Ellen
A1  - Pálmadóttir, Hrönn
A1  - Pramling Samuelsson, Ingrid
A1  - Winger, Nina
PY  - 2013
VL  - 5
IS  - 184
SP  - 671
EP  - 688
DO  - 10.1080/03004430.2013.807607
LA  - eng
PB  - : Informa UK Limited
KW  - toddler groups
KW  - young children
KW  - preschools
KW  - caring
AB  - This article is based on a collaborativestudy in Iceland, Sweden and Norway of the youngest children in institutional settings, such as preschools. At the present time, preschool curricula and frameworks are changing to include increased learning. However, preschool teacher education lacks sufficient focus on this age group. New preschool organisations depend both on the increased number of very young children in the system and on new versions of pedagogical approaches. This study is based on the voices of preschool staff who work with very young children. The results showed the dilemmas and challenges that these teachers experience in their everyday work.
ER  - 

TY  - JOUR
T1  - Student teacher views of text in early learning environments: images from Sweden and New Zealand
T2  - Early Child Development and Care
SN  - 0300-4430
A1  - Mellgren, Elisabeth
A1  - Margrain, Valerie
PY  - 2015
VL  - 9
IS  - 185
SP  - 1528
EP  - 1544
DO  - 10.1080/03004430.2014.1003554
LA  - eng
PB  - : Taylor & Francis
KW  - higher education
KW  - early literacy
KW  - cross-cultural sweden-new zealand
KW  - early childhood education
KW  - cross-cultural sweden–new
AB  - A total of 659 photographs of text in early childhood environments were gathered by student teachers in New Zealand and Sweden, replicating an earlier Swedish study [Gustafsson, K., & Mellgren, E. (2002). Using text in pre-school: A learning environment. Early Child Development and Care, 172(6), 603-624]. The findings of this study support us in understanding student teachers' conceptions of literacy and the influence of cultural values. The text most photographed reflected traditional artefacts such as alphabet charts, use of labels and organisation of children. Richer aspects of literacy including children making meaning by reading and writing and use of information communication technology were photographed less often. The implication for higher education is that student teachers may need more time and support than assumed to develop deep and embedded understandings of literacy as a meaningful activity and experience for children. Universities, and the settings in which student teachers complete practicum, provide important and complementary contexts within which student teachers can develop this learning.
ER  - 

TY  - JOUR
T1  - Preschool student teachers, technology, and gender: positive expectations despite mixed experiences from their own school days
T2  - Early Child Development and Care
SN  - 0300-4430
A1  - Hedlin, Maria
A1  - Gunnarsson, Gunilla
PY  - 2014
VL  - 12
IS  - 184
SP  - 1948
EP  - 1959
DO  - 10.1080/03004430.2014.896352
LA  - eng
PB  - : Taylor & Francis Group
KW  - preschool
KW  - student teachers
KW  - technology education
KW  - masculinity
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - The Swedish preschool curriculum emphasises preschool teachers' task to stimulate children's interest in science and technology. Technology education, however, has not always had a given place in Swedish early childhood education, and this has been associated with female preschool teachers' fear of technology. This qualitative study explores how students training to be teachers in Swedish preschool view both the technology education they themselves received during their school days and their future task of teaching technology in preschool. The study's empirical material is an assignment that the students did within their Preschool Teacher Programme. Seventy-nine students, including 77 women and 2 men, described their experiences in writing. Many students describe a boring technology education which made them, as girls, feel marginalised. However, there were also those who felt quite at ease with their technology classes. Nevertheless, the students, regardless of their former experiences, have a positive attitude towards the task of teaching technology. Technology education in preschool is viewed as something quite different from the technology education they themselves had in school. The students stress that technology in early childhood education should be something that children and preschool teachers explore together.
ER  - 

TY  - JOUR
T1  - Integration of interactive whiteboard in Swedish preschool practices
T2  - Early Child Development and Care
SN  - 0300-4430
A1  - Bourbour Hosseinbeigi, Maryam
A1  - Vigmo, Sylvi
A1  - Pramling Samuelsson, Ingrid
PY  - 2014
VL  - 1
IS  - 185
SP  - 100
EP  - 120
DO  - 10.1080/03004430.2014.908865
LA  - eng
PB  - : Routledge
KW  - preschool
KW  - interactive whiteboard
KW  - preschool teacher
KW  - mathematics education
AB  - This paper aims at exploring the roles preschool teachers give technologies in mathematics education and the ways they structure their mathematics learning activities using interactive whiteboard (IWB) as a technological artefact. Data collected from observations of three preschool teachers embedding IWB in a preschool practice in Sweden provided the primary data sources. The findings suggest that the use of IWB in preschool can be viewed as 'Multisensory resources to engage young children's reasoning', 'Challenging young children to engage in problem-solving activities' and 'Taking the child's interest as a point of departure'. This study also highlights the importance of preschool teachers' pedagogical and technological knowledge that shape and mediate the ways they embed IWB in preschool pedagogical practices.
ER  - 

TY  - JOUR
T1  - Male preschool teacher students negotiating masculinities: a qualitative study with men who are studying to become preschool teachers
T2  - Early Child Development and Care
SN  - 0300-4430
A1  - Heikkilä, Mia
A1  - Hellman, Anette
PY  - 2016
VL  - 7
IS  - 187
SP  - 1208
EP  - 1220
DO  - 10.1080/03004430.2016.1161614
LA  - eng
PB  - : Informa UK Limited
KW  - masculinities
KW  - male student
KW  - negotiation
KW  - preschool
KW  - early childhood education
KW  - gender
AB  - The overall interest is to understand how men who study preschool teaching negotiate masculinities. Earlier research shows how male teachers negotiate masculinities when being in and entering a predominantly feminine work area, such as early childhood education [see, for example, Brody, D. L. (2015). The construction of masculine identity among men who work with young children, an international perspective. European Early Childhood Education Research Journal, 23(3), 351–361; Pirard, F., Schoenmaeckers, P., & Camus, P. (2015). Men in childcare services: From enrolment in training programmes to job retention. European Early Childhood Education Research Journal, 23(3), 362–369; Simpson, R. (2014). Doing gender differently. Men in caring occupations. In S. Kumra, R. Simpson, & R. J. Burke (Eds.), The Oxford handbook of gender in organizations (1st ed.). Oxford: Oxford University Press)]. It this article Connell's notion on hegemonic masculinity is reflected on in terms of negotiation. Semi-structured interviews were conducted with 38 men attending the preschool teacher-training programmes at three Swedish universities. The result shows two main themes for negotiation that were called ‘Becoming and being a “breaker”’ and ‘Coping with sticking out’.
ER  - 

TY  - JOUR
T1  - Practise what you preach: the Interactive Whiteboard in preschool mathematics education
T2  - Early Child Development and Care
SN  - 0300-4430
A1  - Bourbour, Maryam
A1  - Masoumi, Davoud
PY  - 2016
VL  - 11
IS  - 187
SP  - 1819
EP  - 1832
DO  - 10.1080/03004430.2016.1192617
LA  - eng
PB  - : Informa UK Limited
KW  - preschool teacher
KW  - mathematics education
KW  - interactive whiteboard (iwb)
KW  - children
KW  - digital technology
AB  - The Interactive Whiteboard (IWB) is now a common technological artefact in Swedish preschools and schools. This study examines preschool teachers’ thinking behind the embedding of IWB in the early years’ mathematics classroom and how preschool teachers structure their mathematical activities when using IWB. Two complementary empirical studies, that is, interviews and video observations, were conducted with four preschool teachers. The findings demonstrate that (just) having a positive attitude to technological artefacts like IWB is less likely to enrich the learning environment and lead to pedagogical change. This suggests that teachers’ IWB use is mostly informed by their pedagogical knowledge.
ER  - 

TY  - JOUR
T1  - Working to bring more men into preschools: What are Swedish municipalities doing?
T2  - Early Child Development and Care
SN  - 0300-4430
A1  - Heikkilä, Mia
PY  - 2016
VL  - 10
IS  - 188
SP  - 1454
EP  - 1467
DO  - 10.1080/03004430.2016.1266620
LA  - eng
PB  - : Informa UK Limited
KW  - early childhood education
KW  - male teacher
KW  - gender
KW  - organizational work
KW  - development
AB  - The focus of this study has been to examine a number of municipalities that work to recruit more men to work in preschools. The aim of the study has been to identify ways of working conducted by municipalities aiming to recruit more men to work in preschools. The study includes seven municipalities, all included in one network specifically aiming at the raising the number of men working in preschool. Interviews and discussions were carried out with key persons involved in the local work to recruit more men to preschools. This analysis can show trends in initiating the concrete work. The results show that an organization is needed and the formulation of objectives provides the organization. The organization and objectives contribute to continuity in the work, something that long-term areas for change often need.
ER  - 

TY  - JOUR
T1  - Leisure-time teachers’ reflections on systematic quality work: Approaches and challenges
T2  - Early Child Development and Care
SN  - 0300-4430
A1  - Hjalmarsson, Maria
PY  - 2018
VL  - 13
IS  - 189
SP  - 2197
EP  - 2205
DO  - 10.1080/03004430.2018.1445731
LA  - eng
PB  - : Routledge
KW  - care
KW  - leisure-time centres
KW  - neoliberalism
KW  - quality
KW  - article
KW  - child
KW  - documentation
KW  - human
KW  - professional development
KW  - skill
KW  - teacher
KW  - education
AB  - In times of global tendencies on governance of the public sector, ‘quality’ has become a keyword, an ideal. In Sweden, all municipalities, school heads and teachers are required to carry out systematic quality work to meet the demand on goal attainment. Working with documentation is a crucial aspect of this process. The Swedish leisure-time centre aimed for younger school children has goals to strive towards but not goals to attain. This study aims to gain knowledge of leisure-time teachers’ reflections on their work with documentation. Based on written reflections from 22 groups of leisure-time teachers engaged in a continuing professional development course, the article call for a discussion on meanings of ‘quality’ and what effect systematic quality work has on views of valued activities, content and professional skills, and on the holistic notion of pupil’s learning and development.
ER  - 

TY  - JOUR
T1  - English and Swedish teachers’ perspectives on the role of parents in year one children’s learning of number: manifestations of culturally-conditioned norms
T2  - Early Child Development and Care
SN  - 0300-4430
A1  - Sayers, Judy
A1  - Marschall, Gosia
A1  - Petersson, Jöran
A1  - Andrews, Paul
PY  - 2019
VL  - 5
IS  - 191
SP  - 760
EP  - 772
DO  - 10.1080/03004430.2019.1646741
LA  - eng
PB  - : Informa UK Limited
KW  - parental involvement
KW  - year one children
KW  - sweden
KW  - england
KW  - number
KW  - teacher interviews
KW  - matematikämnets didaktik
KW  - mathematics education
AB  - This paper presents an exploratory study of English and Swedish teachers' perspectives on the role of parents in year one children's learning of number. Drawing on the results of semi-structured interviews, data from each cohort were analysed independently to ensure the cultural integrity of any response categories and the results of this process compared. Two broad themes were identified concerning implicit and explicit forms of parental involvement. The former, manifested similarly across the two cohorts, concerned the importance of parents presenting children with positive attitudes towards mathematics. The latter, incorporating three comparable subthemes, focused on the creation of number-rich home environments, home–school communication and parents' role in the completion of homework. All three subthemes differentiated the cohorts in ways that highlighted teachers' culturally situated perspective on teaching and learning. Some implications are discussed, particularly with respect to the challenge this study poses for developers of cross-cultural survey instruments.
ER  - 

TY  - JOUR
T1  - Teaching excellence programmes - lessons learnt at two universities
T2  - European Journal of Engineering Education
SN  - 0304-3797
A1  - Poortman, Cindy L.
A1  - Edström, Kristina
A1  - Pereira, Priyanka D.
A1  - Magnell, Marie
PY  - 2025
VL  - 6
IS  - 50
SP  - 1373
EP  - 1390
DO  - 10.1080/03043797.2025.2585124
LA  - eng
PB  - : Informa UK Limited
KW  - teaching excellence
KW  - academic career
KW  - fellowship
KW  - international comparison
KW  - engineering education research
AB  - Teaching excellence initiatives are emerging internationally, as universities seek ways to strengthen the educational competence of faculty and to raise the status of educational merits. This study compares the experiences of initiatives for promoting teaching excellence in one Swedish and one Dutch technical university. In both programmes, participants work on their own project for an extended time, while also being part of a community with meetings and coaching. The main differences are the programme duration, number of participants, and whether the projects address a given theme or are formulated by the participants. In both programmes, participants were generally highly satisfied, despite tension regarding diverse goals and backgrounds. While participants were positive about their own learning, they were cautious about the results at the organisational level. We reflect on findings at the individual and organisational levels, and provide recommendations for programmes for teaching excellence in higher education.
ER  - 

TY  - JOUR
T1  - Parents, a Swedish problem: on the marginalisation of democratic parental involvement in Swedish school policy
T2  - Comparative Education
SN  - 0305-0068
A1  - Dodillet, Susanne
A1  - Storck Christensen, Ditte
PY  - 2020
VL  - 3
IS  - 56
SP  - 379
EP  - 393
DO  - 10.1080/03050068.2020.1724489
LA  - eng
PB  - : Informa UK Limited
KW  - parents
KW  - parental involvement
KW  - school
KW  - sweden
KW  - professionalism
KW  - democracy
KW  - education
KW  - children
AB  - This article proposes that the scope for parental involvement is limited in the current Swedish school system, despite its claim to the highest level of democracy and its extensive marketisation and juridification. In order to define this deficit, we introduce the notion of democratic parental involvement. We further trace the history of the pronounced reluctance towards parents seeking to influence the education of their children in Swedish education policy since the 1940s. Three characteristic ideas in this policy are highlighted: (1) its concept of ‘democratic education’, (2) the idea of ‘the best interest of the child’ and (3) the concept of ‘the professional teacher’. We argue that these strands together make the idea of democratic parental involvement being a positive force in education virtually inconceivable.
ER  - 

TY  - JOUR
T1  - The weakening role of education studies and the re-traditionalisation of Swedish teacher education
T2  - Oxford Review of Education
SN  - 0305-4985
A1  - Beach, Dennis
A1  - Bagley, Carl
PY  - 2012
VL  - 3
IS  - 38
SP  - 287
EP  - 303
DO  - 10.1080/03054985.2012.692054
LA  - eng
PB  - : Informa UK Limited
KW  - teacher education
KW  - ethnography
KW  - vertical and horizontal discourse
KW  - re-traditionalisation
KW  - professions
KW  - europe
KW  - state
KW  - uk
KW  - education
KW  - teacher education and education work
AB  - Research suggests that certain common policy presuppositions can be identified regarding teacher education programmes in advanced knowledge-based economies, most notably the relationship between formal education (schooling) and economic production, and the role of teacher education in respect to this relationship. This article draws on the work of Basil Bernstein to engage theoretically and critique the nature of that evolving policy relationship within the context of Sweden. While the article concentrates on developments in one country, however, it is contended that the findings are symptomatic of a wider European or even global trend in which the scientific foundation of teacher education is under threat.
ER  - 

TY  - JOUR
T1  - Teachers’ work in complex times: the ‘fast policy’ of Swedish school reform
T2  - Oxford Review of Education
SN  - 0305-4985
A1  - Hardy, Ian
A1  - Rönnerman, Karin
A1  - Beach, Dennis
PY  - 2018
DO  - 10.1080/03054985.2018.1546684
LA  - eng
PB  - : Informa UK Limited
KW  - educational policy
KW  - teachers’ work
KW  - educational governance
KW  - teacher professional learning
KW  - sweden
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This paper analyses recent educational reforms on teachers’ work in Sweden following the 2010 Education Act, and up to the School Commission Report released in April 2017. We draw upon key policy texts and associated documents from the Ministry of Education, and the Swedish National Agency for Education (Skolverket). We consider the background to the reforms, their relations with one another and how they have played out in the Swedish educational policy context. We argue that these reforms exhibit features of ‘fast policy’ in terms of how they have taken on an increasingly centralised and neoliberal character, and the rapid-fire way they have been directed at teachers as individuals, rather than broader schooling structures. We show how the fast policy reforms have recentralised schooling and teachers’ work—effectively de-professionalising educators.
ER  - 

TY  - JOUR
T1  - Experiences of Beginning Teachers in a School-based Mentoring Program
T2  - Educational Studies
SN  - 0305-5698
A1  - Lindgren, Ulla
PY  - 2005
VL  - 3
IS  - 31
SP  - 251
EP  - 264
DO  - 10.1080/03055690500236290
LA  - eng
PB  - : Informa UK Limited
KW  - school-based mentoring
KW  - begining teachers professional development
KW  - pedgogical work
AB  - Even though teacher education has been successful in preparing students for their future profession, the classroom reality can differ greatly from the inservice training. Many novice teachers therefore find the transition from student teacher to inservice teacher overwhelming. To support beginning teachers, mentoring programs—where more experienced teachers support novice teachers—have become commonplace in many schools worldwide. In Sweden, mentoring for beginning teachers has been a frequent feature of support since 2001. This study, conducted in Sweden examines seven novice teachers and the impact the mentoring process had upon them during their first year teaching. Based on interviews, it was found that these experienced not only professional but also personal support from their mentors. The study also showed the significance of observant leaders within the mentorship program following up on the development of the mentor–mentee relationship.
ER  - 

TY  - JOUR
T1  - The effect of formal teacher education on reading achievement of 3rd-grade students in public and independent schools in Sweden
T2  - Educational Studies
SN  - 0305-5698
A1  - Myrberg, Eva
PY  - 2007
VL  - 2
IS  - 33
SP  - 145
EP  - 162
DO  - 10.1080/03055690601068311
LA  - eng
PB  - : Informa UK Limited
ER  - 

TY  - JOUR
T1  - Moral Aspects of Therapeutic Education: A case study of Life Competence Education in Swedish Education
T2  - Journal of Moral Education
SN  - 0305-7240
A1  - Irisdotter Aldenmyr, Sara
PY  - 2012
VL  - 1
IS  - 41
SP  - 23
EP  - 37
DO  - 10.1080/03057240.2011.638709
LA  - eng
PB  - : Taylor & Francis
KW  - therapeutic education
KW  - life competence education
KW  - utbildning och lärande
KW  - education and learning
AB  - Educational philosophers and sociologists have pointed out the potential risks of an educational trend of therapy, which seems to have connotations with Western macro-discourses of individualisation, popularised psychology and privatisation of the public room. The overall purpose of this article is to discuss potential risks and possibilities regarding moral aspects of therapeutic approaches in education from a teacher perspective. I will present the non-mandatory Swedish topic Livskunskap, life competence education (LCE), in a case study in the field of therapeutic education. The article is based on a small, qualitative empirical study of teachers’ experiences of teaching LCE and observations of LCE lessons. The empirical material is analysed through two theoretical lenses, the first being critical aspects of therapeutic education, the second being an educational theory of the ethics of care, mainly developed by Nel Noddings.
ER  - 

TY  - JOUR
T1  - Swedish teachers’ ethical reflections on a study visit to Central America
T2  - Journal of Moral Education
SN  - 0305-7240
A1  - Sund, Louise
A1  - Öhman, Johan
PY  - 2014
VL  - 3
IS  - 43
SP  - 316
EP  - 331
DO  - 10.1080/03057240.2014.920309
LA  - eng
PB  - : Taylor & Francis Group
KW  - teachers' professional development
KW  - ethical reflections
KW  - dewey
KW  - education
AB  - In this article we argue that culturally variable values and morals have a key role in educational initiatives that address a global dimension. The article suggests that looking at values and morals in relation to a teaching practice is a way of adding knowledge to this field. Our study inquires into how an intercultural experience can evoke ethical reflections on environmental and sustainability issues. The article is based on a qualitative empirical study of teachers’ experiences of a teacher development programme, where we analyse the variety of ethical reflections that emerge during a study visit to a Central American country. We build on a pragmatic analytical approach that takes John Dewey’s ethical thoughts on moral situations as a point of departure and deals with teachers’ ethical reflections in a way that takes the contextual and situated nature of morals into account.
ER  - 

TY  - JOUR
T1  - Hushing as a moral dilemma in the classroom
T2  - Journal of Moral Education
SN  - 0305-7240
A1  - Thornberg, Robert
PY  - 2006
VL  - 1
IS  - 35
SP  - 89
EP  - 104
DO  - 10.1080/03057240500495336
LA  - eng
PB  - : Institutionen för beteendevetenskap och lärande
KW  - school rules
KW  - moral education
KW  - values education
KW  - moral dilemma
KW  - classroom management
KW  - classroom rules
AB  - Life in the classroom is governed by a variety of rules. One typical classroom rule is the rule of silence or low noise. Teachers often deal with students' noise-making and conversations by hushing them. This article reports an investigation of how hushing can create moral dilemmas for students at their desks in the classroom. This study is part of a larger ethnographic research project on values education in the daily life of school, conducted in two primary schools in Sweden. The findings show that students think that by hushing, teachers are now and then acting in the wrong way and, in consequence, the students are forced to go against the teacher to act in accordance with their own moral standards, or to give up, in order to avoid the risk of getting a reprimand. The analyses revealed three categories of moral dilemmas or conflicts with rules: indiscriminate hushing as (a) a conflict between morality and social conventions; (b) a pure moral conflict; and (c) a conflict between morality and authority.
ER  - 

TY  - JOUR
T1  - Tolerance of intolerance: values and virtues at stake in education
T2  - Journal of Moral Education
SN  - 0305-7240
A1  - Orlenius, Kennert
PY  - 2008
VL  - 4
IS  - 37
SP  - 467
EP  - 484
DO  - 10.1080/03057240802399285
LA  - eng
PB  - : Routledge
KW  - tolerance
KW  - moral aspects
KW  - democracy
KW  - moral education
KW  - empirical ethics
KW  - humanities and social sciences
AB  - The article addresses the issue of the tolerance of intolerance in an educational context. It concerns a real case in a Swedish upper secondary school some years ago, when a student was suspended from school owing to his sympathies with Nazi ideas. One hundred and twenty student teachers' responses to this decision were analysed in respect of the idea of toleration as a crucial value and tolerance as a virtue in a liberal democratic society. The main findings show that the suspended student is seen as a democratic risk factor by a majority of the student teachers. On the other hand, those who disagree, maintain that the school's handling of the situation and the attitude towards Sven, the suspended student, could be a democratic risk factor. The findings are discussed in the light of different views of democracy and human rights and of ‘the ethos of the teacher’. The article considers the idea of zero tolerance and maintains that the findings are in line with the related tendency to consider youth as a risk, instead of being at risk.
ER  - 

TY  - JOUR
T1  - Teachers, performative techniques and professional values: How performativity becomes humanistic through interplay mechanisms
T2  - Cambridge Journal of Education
SN  - 0305-764X
A1  - Frostenson, Magnus
A1  - Englund, Hans
PY  - 2020
VL  - 6
IS  - 50
SP  - 695
EP  - 710
DO  - 10.1080/0305764X.2020.1761943
LA  - eng
PB  - : Routledge
KW  - performativity
KW  - profession
KW  - sweden
KW  - teacher
KW  - business studies
AB  - In recent years, research has pointed to the development of ‘post-performative’ teachers and cultures within the education system. This article provides explanations for how it is possible that teachers marked by performative rationality also hold and enact seemingly humanistic professional values. The study points to three interplay mechanisms that reconstitute teachers’ understandings of the role that the techniques and values play, including a reconstruction of professional values in performative terms. Thus, the article provides an explanation for the alignment of performativity and humanism in ambiguous school contexts.
ER  - 

TY  - JOUR
T1  - Collateral human rights learning situations: What are they?
T2  - Cambridge Journal of Education
SN  - 0305-764X
A1  - Isenström, Lisa
PY  - 2021
VL  - 3
IS  - 52
SP  - 271
EP  - 290
DO  - 10.1080/0305764x.2021.1977782
LA  - eng
PB  - : Informa UK Limited
KW  - children's rights
KW  - human rights
KW  - education
KW  - teacher
KW  - human rights education
AB  - This article furthers pedagogical knowledge on educating children about their human rights, specifically in school contexts, with the aim of elucidating the features and the collateral learning of educative situations through which children are supported to grow as rights-holders. The data, obtained from fieldwork in three Year 1 classes in Swedish schools, were analysed drawing on John Dewey ' s theory of experience, growth and collateral learning. The findings show that, in everyday classroom interactions, teachers' actions have implications for human rights learning. Four categories of collateral content were identified: a) Experience and respect equal value; b) Form, express and respect opinions; c) Take part and participate in individual and collective matters; d) Demonstrate understanding, and tolerance. It is argued that teachers' pedagogical actions support children's human rights learning in various everyday situations in the classroom, often in unintended and unplanned ways.
ER  - 

TY  - JOUR
T1  - Teacher expectations and equity groups: Preservice teacher views from Australia, Sweden and England
T2  - Cambridge Journal of Education
SN  - 0305-764X
A1  - Macqueen, Suzanne
A1  - Ferguson-Patrick, Kate
A1  - Persson, Anders
A1  - Nuttall, Amanda
PY  - 2025
VL  - 6
IS  - 55
SP  - 789
EP  - 807
DO  - 10.1080/0305764X.2025.2551544
LA  - eng
KW  - teacher expectations
KW  - preservice teachers
KW  - equity
KW  - de samhällsorienterande ämnenas didaktik
AB  - Teachers today must be able to cater for diversity in their class-rooms, so they can prepare all students to live and work in a globaleconomy. This requires teachers to have equitable expectations forstudents from diverse backgrounds. As part of a larger study onpreservice teacher cultural competence, this paper investigates thedeveloping teacher expectations of preservice teachers regardingstudents from equity groups. Survey respondents came from threeuniversities in Australia, Sweden and England (n = 351). Whileresults across the samples for the overall survey were mostly similar,there were some clear differences. The Teacher Expectations Scalewas the area of least development for all cohorts and received themost comments in the open responses. Preservice teachers weremore aware of teacher expectations’ importance for some groupsof students than others. The authors outline considerations forinitial teacher education (ITE) programmes regarding the develop-ment of preservice teacher knowledge about teacher expectations
ER  - 

TY  - JOUR
T1  - Labour-market orientation and approaches to studying — a study of the first Bologna Students at a Swedish Regional University
T2  - Studies in Higher Education
SN  - 0307-5079
A1  - Nelson, Anders
A1  - Sandberg, Mikael
PY  - 2015
VL  - 8
IS  - 42
SP  - 1545
EP  - 1566
DO  - 10.1080/03075079.2015.1007942
LA  - eng
PB  - Abingdon : Routledge
KW  - labour-market orientation
KW  - employability
KW  - approach to studying
KW  - differentiation
KW  - sweden
AB  - This study investigated labour-market orientations of students at a Swedish University with a dual/diverse focus on vocational/academic objectives. The aim was to investigate whether and how levels of students' labour-market orientation vary with social background, change during the study period, and are related to approaches to studying and achievements. The design was a multiple panel time-series study. Labour-market orientation was studied on the basis of locally designed questionnaires. Approaches to studying were analysed deductively in accordance with dimensions previously found by Study Process Questionnaires and inductively using a principal component analysis. Results suggest that labour-market orientations co-varied to a higher degree with the study programme than with social background. Contrary to what was hypothesized, being labour-market oriented was only moderately related to surface-oriented approaches to studying. It is suggested that future research should pay more attention to disciplinary traditions and local teacher and programme cultures in understanding developmental paths in labour-market orientation. © 2015 Society for Research into Higher Education
ER  - 

TY  - JOUR
T1  - Learning experiences from a time-geographic approach—commodity chains, globalization, everyday life, and sustainability in context
T2  - Journal of geography in higher education
SN  - 0309-8265
A1  - Westermark, Åsa
A1  - Jansund, Bodil
PY  - 2019
VL  - 4
IS  - 43
SP  - 486
EP  - 504
DO  - 10.1080/03098265.2019.1661368
LA  - eng
PB  - : Informa UK Limited
KW  - time geography
KW  - esd
KW  - contextual learning
KW  - teacher education
KW  - commodity chains
KW  - everyday life
AB  - Education for sustainable development demands teaching approaches that capture multidimensional and integrated aspects of environmental, social, economic, and political factors. In geography, additional aspects require attention, such as understanding how peoples’ everyday lives, living conditions, and business relations depend on contextual circumstances including place, time, and scales. This article presents a time-geographic teaching approach that enables systems thinking through contextual analysis. We present a time-geographically inspired educational approach which was implemented at a Swedish university in a yearly course, from 2007 to 2015 (9 years in total). Next, we review 48 student exam papers regarding how students performed a time-geographic contextual analysis of commodity chains and sustainability. We found that the teaching approach encouraged multiple descriptions and reflections by students. It developed students’ abilities to apply geographic concepts and to identify complex relationships in time and space that define sustainability challenges and strategies. Students linked everyday life to global and local processes.
ER  - 

TY  - JOUR
T1  - Looking into one's own practice: a Swedish study on gender in educational sciences
T2  - Journal of Further and Higher Education
SN  - 0309-877X
A1  - Nelson, Anders
PY  - 2008
VL  - 2
IS  - 32
SP  - 139
EP  - 149
DO  - 10.1080/03098770801911087
LA  - eng
PB  - London : Routledge
KW  - gender
KW  - achievement
KW  - education
AB  - This article reports on a study of gender differences in course experiences and achievement of students taking the introductory educational sciences course at Halmstad University in Sweden. Male and female students' completion rates and grades were analysed in relation to the students' grade point averages (GPAs) from upper secondary school and their experiences of the conditions for learning provided by the teachers as well as their own actorship in the course. Based on the idea that the subject of educational sciences and the characteristics of the educational context and setting are more feminine than masculine, the male students were expected to have lower completion rates and grades. A gender difference in completion rates was confirmed, in that 65% of the male and 80% of the female students completed the whole course. Male students also rated the conditions for learning provided by the teacher as well as their own actorship in the course lower than did their female peers. In order to reduce the drop-out of male students, it is suggested that the department/teachers should pay more attention to any gendered aspects of the teaching/learning practices as well as to the educational context in general.
ER  - 

TY  - JOUR
T1  - Student independence in undergraduate projects: different understandings in different academic contexts
T2  - Journal of Further and Higher Education
SN  - 0309-877X
A1  - Magnusson, Jenny
A1  - Zackariasson, Maria
PY  - 2019
VL  - 10
SP  - 1404
EP  - 1419
DO  - 10.1080/0309877X.2018.1490949
LA  - eng
PB  - : Routledge
KW  - higher education
KW  - undergraduate supervision
KW  - independence
KW  - russia
KW  - sweden
KW  - teacher education
KW  - journalism
KW  - utbildningsvetenskapliga studier
KW  - studies in the educational sciences
KW  - östersjö- och östeuropaforskning
KW  - baltic and east european studies
AB  - Independence is a concept of scholarly interest in relation to higher education, especially when it comes to undergraduate projects. At the same time independence is characterised by a certain conceptual ambiguity, and, consequently, tends to be understood differently in different academic contexts, both nationally, internationally and interdisciplinary. Based on the existing research in the field, we see a need for more studies on how supervisors of undergraduate projects handle this conceptual ambiguity. The aim of this article is, thus, to examine how supervisors from two different education programmes, teacher education and journalism, in two different countries, Sweden and Russia, understand the concept of independence within higher education in connection with the supervision of undergraduate projects. The analysis is based on 12 focus-group interviews with supervisors at different universities in the two countries. In our results, we highlight and discuss seven different understandings of independence that were recurrent in our material and in which phases of the undergraduate project they were seen as most significant. Using Wittgenstein’s ideas on family resemblances, we conclude with a discussion of how the concept independence may be understood in relation to some associated concepts that are also significant within higher education.
ER  - 

TY  - JOUR
T1  - Between the modelling and the engineering of learning: preservice teachers’ performance in course essays
T2  - Journal of Further and Higher Education
SN  - 0309-877X
A1  - R. Trostek, Jonas
PY  - 2020
VL  - 6
IS  - 44
SP  - 781
EP  - 794
DO  - 10.1080/0309877X.2019.1600665
LA  - eng
KW  - approaches to learning
KW  - essay writing
KW  - academic performance
KW  - teacher education
KW  - preservice education
KW  - education
AB  - The aim of this study is to explore Swedish preservice teachers’ performance in coursework essays about their observations and analyses of teaching situations. A total of 38 essays were analysed using practical inferences in which the students’ written utterances were interpreted as a means to an end. The results show that, in addition to the students who conducted their analyses in accordance with the normative way of understanding the task, there were students who engaged in ‘alternative performance’. This was done by negotiating the content of the course and explaining the observed actions of teachers in terms of the course’s theoretical perspectives. The results also indicate that, in addition to an analytical interest in understanding and explaining learning, the very engineering of learning becomes a prominent concern in students’ essays. It is argued that students who do not distinguish between these approaches face problems related to reductive and circular reasoning. To address these problems, it is suggested that educators mobilise students’ critical thinking and self-reflection, which may involve exceeding the administrative boundaries that frame single courses and unveiling the very foundations of teacher education.
ER  - 

TY  - JOUR
T1  - Homonationalism in teacher education - productions of schools as heteronormative national places
T2  - Irish Educational Studies
SN  - 0332-3315
A1  - Reimers, Eva
PY  - 2017
VL  - 1
IS  - 36
SP  - 91
EP  - 105
DO  - 10.1080/03323315.2017.1289703
LA  - eng
PB  - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
KW  - teacher education
KW  - homonationalism
KW  - lgbtqi
AB  - The paper interrogates how teacher education and schools are produced as places for simultaneous and intertwined norms of nationality and norms of sexuality. Drawing on data from observations at a Swedish teacher training programme, the concepts of banal nationalism, homonationalism, and precarity are used in order to discuss productions of sexual, national, and cultural subjects. The analysis indicates that homonationalism in education produces tolerable queers together with intolerant migrants. In this way Sweden is produced as a homonormative nation in opposition to nations and subjects that are considered other. The concluding section suggests using investigations of homonationalism as a tool in teacher education in order to bring about more inclusive schools.
ER  - 

TY  - JOUR
T1  - Teaching with technology in higher education: understanding conceptual change and development in practice
T2  - Higher Education Research and Development
SN  - 0729-4360
A1  - Englund, Claire
A1  - Olofsson, Anders D.
A1  - Price, Linda
PY  - 2016
VL  - 1
IS  - 36
SP  - 73
EP  - 87
DO  - 10.1080/07294360.2016.1171300
LA  - eng
PB  - : Routledge
KW  - conceptual change
KW  - conceptions of and approaches to teaching
KW  - educational technology
KW  - higher education
KW  - teaching with technology
AB  - Research indicates that teachers’ conceptions of and approaches to teaching with technology are central for the successful implementation of educational technologies in higher education. This study advances this premise. We present a 10-year longitudinal study examining teachers’ conceptions of and approaches to teaching and learning with technology. Nine teachers on an online Bachelor of Science in Pharmacy and a Master of Pharmacy programme at a Swedish university were studied using a phenomenographic approach. Results showed clear differences between novice and experienced teachers. Although novice teachers initially held more teacher-focused conceptions, they demonstrated greater and more rapid change than experienced colleagues. Experienced teachers tended to exhibit little to no change in conceptions. Supporting conceptual change should, therefore, be a central component of professional development activities if a more effective use of educational technology is to be achieved.
ER  - 

TY  - JOUR
T1  - Academic Career: On institutions, social capital and gender
T2  - Higher Education Research and Development
SN  - 0729-4360
A1  - Angervall, Petra
A1  - Gustafsson, Jan
A1  - Silfver, Eva
PY  - 2018
VL  - 6
IS  - 37
SP  - 1095
EP  - 1108
DO  - 10.1080/07294360.2018.1477743
LA  - eng
PB  - : Informa UK Limited
KW  - academic career
KW  - higher education
KW  - social capital
KW  - gender
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - institution
AB  - During decades of change in the Western higher education sector, new ways of understanding academic work have reinforced notions of the impact of social capital. The present study investigates researchers’ experiences of their own career making within two areas of Education Sciences in Swedish higher education: Childhood Studies (CS) and Science Education (SE). The structure at the CS departments is collaborative and integrated; teaching and research are seen as an entity. This structure creates a coherent career path where members of the collective group jointly produce and accumulate social capital; it also appears to be related to discourses of femininity. In the SE departments, the career structure is strategic and differentiated; the two career paths work in parallel through a differentiation between teaching and research. This appears to be related to discourses of masculinity. In conclusion, our analysis shows how social capital and gender mutually create different ways of doing an academic career.
ER  - 

TY  - JOUR
T1  - Student participation within teacher education: emphasising democratic values, engagement and learning for a future profession
T2  - Higher Education Research and Development
SN  - 0729-4360
A1  - Bergmark, Ulrika
A1  - Westman, Susanne
PY  - 2018
VL  - 7
IS  - 37
SP  - 1352
EP  - 1365
DO  - 10.1080/07294360.2018.1484708
LA  - eng
PB  - : Taylor & Francis
KW  - student participation
KW  - teacher education
KW  - democracy
KW  - engagement
KW  - teacher–student roles
KW  - education
AB  - The aim of this article is to explore student participation in teaching and learning, focusing on third-year students’ experiences in a Swedish teacher education programme. Student participation is here defined as students being active and engaged in the classroom; students impacting on curriculum design; and students’ feeling of belonging to a community. The research reported is based on an interview study and analyses processes, benefits and challenges of, as well as motivations for, student participation. The findings revealed that students have diverse understandings of student participation and that the degree of participation is dependent on students’ and teachers’ engagement, expectations and responsibility. Student teachers also connected student participation to their learning and future profession as teachers. The students mainly discussed intrinsic motivations (beneficial to learning) for student participation, but there were also traces of altruistic motivations (learning citizenship). Extrinsic motivations (university benefits), however, were absent. Voices of resistance to student participation were also present; these students preferred a more teacher-led education and were not used to a high degree of participation. Students’ understandings of student participation challenge teacher–student roles in teacher education specifically, but also in higher education generally. It is important to acknowledge students’ diverse understandings of student participation. Overall, based on students’ experiences, student participation creates engagement and motivation for learning here and now and for the future profession. The study indicates that student participation has an inherent value beyond benefitting measurable outcomes, where democratic values, engagement and learning for the future profession are promoted.
ER  - 

TY  - JOUR
T1  - Teaching university teachers to become better teachers: The effects of pedagogical training courses at six Swedish universities
T2  - Higher Education Research and Development
SN  - 0729-4360
A1  - Ödalen, Jörgen
A1  - Brommesson, Douglas
A1  - Erlingsson, Gissur Ó.
A1  - Karlsson Schaffer, Johan
A1  - Fogelgren, Mattias
PY  - 2018
VL  - 2
IS  - 38
SP  - 339
EP  - 353
DO  - 10.1080/07294360.2018.1512955
LA  - eng
PB  - : Informa UK Limited
KW  - approaches to teaching
KW  - mandatory pedagogical training
KW  - higher education
KW  - pedagogical training courses
KW  - university teachers
AB  - Do pedagogical training courses for university teachers have desirable effects on the participants? We set out to answer this question by following a panel of 183 university teachers from Sweden’s six largest universities, who participated in pedagogical training courses. Our study reveals that the participants’ self-reported confidence in their role as teachers increased slightly, and their self-assessed pedagogical skills increased notably after they had finished their courses. Even though the courses were rather short, we could also observe some changes in fundamental approaches to teaching in some of the subgroups of respondents, both toward more student-centeredness and, perplexingly, toward more teacher-centeredness. Additionally, most respondents (7 out of 10) found the courses useful or very useful. Course satisfaction was most notable among participants with less than three years of teaching experience. Considering the fact that we find the positive effects of pedagogical training courses to be present mainly in the group of participants with less than three years of teaching experience, we discuss whether a policy of making these courses mandatory for all university teachers implies an overestimation of their impact.
ER  - 

TY  - JOUR
T1  - Swedish primary-school teachers' attitudes to inclusion: the case of PE and pupils with physical disabilities
T2  - European Journal of Special Needs Education
SN  - 0885-6257
A1  - Jerlinder, Kajsa
A1  - Danermark, Berth
A1  - Gill, Peter
PY  - 2010
VL  - 1
IS  - 25
SP  - 45
EP  - 57
DO  - 10.1080/08856250903450830
LA  - eng
PB  - London : Routledge
KW  - attitudes
KW  - physical education
KW  - inclusion
KW  - primary teacher
KW  - education
KW  - pedgogical work
KW  - sports
KW  - disability research
KW  - handikappvetenskap
AB  - Teachers play a decisive role in making inclusive education a reality. The particular case of inclusion in physical education (PE) poses a specific challenge to teaching practice. How PE teachers view inclusion may provide special insights into teachers' general attitudes toward inclusion and inclusive practices in the general school curriculum. The aim of this study is to investigate Swedish PE teachers' attitudes to inclusion of pupils with physical disabilities in mainstream PE classes at primary school. The sampling frame was members of the Swedish Teachers' Union who had registered themselves as PE teachers and who indicated a current e-mail address (n = 560). Respondents were invited to complete an e-mail questionnaire with questions covering demographics, general attitudes, support from school management and staff, possible hindrances and personal experiences of inclusion. A total of 221 teachers (39%) responded, equal numbers of males and females with a bimodal age distribution (means of 28 and 44) with an average of eight years of service. On average, Swedish PE teachers are very positive to inclusion of pupils with physical disabilities into general PE. Gender, age, years of service and work satisfaction had no impact on general opinions of inclusive PE. PE teachers with actual previous experience of teaching pupils with physical disabilities were slightly more positive to inclusive PE. Stepwise multiple regressions were used to establish a predictive model of positive attitudes to inclusion based on: (1) having adequate training; (2) having general school support (from management and staff); and (3) demands on resources. This yielded an adjusted R2 that explained 33% of variation in attitudes.
ER  - 

TY  - JOUR
T1  - An inclusive classroom? A case study of inclusiveness, teacher strategies, and children's experiences
T2  - European Journal of Special Needs Education
SN  - 0885-6257
A1  - Nilholm, Claes
A1  - Alm, Barbro
PY  - 2010
VL  - 3
IS  - 25
SP  - 239
EP  - 252
DO  - 10.1080/08856257.2010.492933
LA  - eng
PB  - : Informa UK Limited
KW  - inclusion
KW  - classroom
KW  - case study
KW  - disability
KW  - teacher strategies
KW  - adhd
KW  - asperger
KW  - experience
KW  - education
AB  - A case study of what appears to be an inclusive classroom in Sweden is reported. The group of children in the class studied was very heterogeneous: five of the 15 children had a disability diagnosis at the time of the study. One aim of the study was to develop a methodology which can be used in order to investigate in what sense classrooms are 'inclusive', especially as regards the point of view of the pupils. It is argued that an explicit definition of characteristics of inclusive classrooms and clear-cut methods to study those characteristics are necessary prerequisites in order to reach valid conclusions concerning what teaching strategies are central to inclusive processes. The data consist of interviews with the teachers and children involved, sociograms, a questionnaire answered by the children, notes from participant observations and poetry by the children. The analyses suggest that the classroom seems to be inclusive, although it is emphasised that this is not an all-or-none phenomenon, especially children's experiences are complex phenomena. It is argued that the teachers try to create a learning community where differences are valued. Six teacher strategies emerged from the data.
ER  - 

TY  - JOUR
T1  - Different agendas? The views of different occupational groups on special needs education
T2  - European Journal of Special Needs Education
SN  - 0885-6257
A1  - Lindqvist, Gunilla
A1  - Nilholm, Claes
A1  - Almqvist, Lena
A1  - Wetso, Gun-Marie
PY  - 2011
VL  - 2
IS  - 26
SP  - 143
EP  - 157
DO  - 10.1080/08856257.2011.563604
LA  - eng
PB  - London : Informa UK Limited
KW  - special needs
KW  - inclusive education
KW  - occupational groups
KW  - views
KW  - collaboration
KW  - professional roles
KW  - education
KW  - utbildning och lärande
AB  - The purpose of the present paper is to investigate how different occupational groups explain why children have problems in school, how they believe schools should help these children and the role they believe that special educational needs coordinators (SENCOs) should have in such work. A questionnaire was distributed to all teaching and support staff in a Swedish municipality (N=1297). As a result, 938 persons (72.5%) answered the questionnaire. The answers given by (a) preschool teachers (b) teacher assistants (c) SENCOs (d) special teachers (e) class teachers and (f) subject teachers were compared. Several interesting patterns emerged from the data indicating that the occupational groups to a large extent have different ideas concerning how the school should work with children in need of special support. The SENCOs were, for example, the only group that believed that they should be involved in school development. The outcome of the study is discussed in relation to the notion of inclusive education.
ER  - 

TY  - JOUR
T1  - Social and individual aspects of classroom learning in students with Autism Spectrum Disorder: an action research pilot study on assessment.
T2  - European Journal of Special Needs Education
SN  - 1469-591X
A1  - Åsberg, Jakob
A1  - Zander, Ulla
A1  - Zander, E
A1  - Dahlgren Sandberg, Annika
PY  - 2012
VL  - 1
IS  - 27
SP  - 115
EP  - 127
DO  - 10.1080/08856257.2011.640488
LA  - eng
PB  - : Informa UK Limited
KW  - school
KW  - autism
KW  - asperger’s syndrome
KW  - literacy
KW  - action research
KW  - special education
AB  - The current paper reports on the outcome of an ongoing action research project at a school for higher-functioning students with Autism Spectrum Disorder (ASD) in Sweden. The overall aim of the study was to develop and evaluate a questionnaire that captures social and individual aspects of classroom learning suitable for use with students with ASD. Interview data is presented on the perceived utility of the questionnaire for understanding and planning classroom instruction for the children with ASD through the eyes of the students’ teachers and their parents, as assessed during an Individual Education Plan meeting. Further, teacher ratings obtained by means of the instrument were found to differentiate a group of students with ASD (n = 10) from a group of typically developing children matched with regard to grade year, word reading ability and receptive vocabulary (n = 10). Implications and future directions are discussed, as are limitations of this pilot study.
ER  - 

TY  - JOUR
T1  - Promoting inclusion?: "Inclusive" and effective head teachers´descriptions of their work
T2  - European Journal of Special Needs Education
SN  - 0885-6257
A1  - Lindqvist, Gunilla
A1  - Nilholm, Claes
PY  - 2013
VL  - 1
IS  - 29
SP  - 74
EP  - 90
DO  - 10.1080/08856257.2013.849845
LA  - eng
PB  - : Taylor & Francis
KW  - head teachers
KW  - inclusion
KW  - successful schools
KW  - leadership
KW  - strategies
KW  - methodological challanges
KW  - utbildning och lärande
KW  - education and learning
AB  - The purpose of the reported interview study from Sweden is to contribute to our understanding of how head teachers can promote inclusive practices. Five head teachers were selected from a larger sample of head teachers working in compulsory schools (6–16) according to specific criteria in order to obtain head teachers who work effectively and express inclusive values relative to a relational perspective. The interviews were semi-structured, and a thematic analysis was performed. Head teachers’ strategies were in focus. The theoretical point of departure is critical pragmatism. Overall the five head teachers reported similar strategies. The head teachers describe the importance of educational leadership through observation and participation in activities in the classrooms. They advocate flexibility in the solutions provided for students in need of special support preferring solutions carried out in the regular classroom by the class/subject teacher. Head teachers see special educational needs coordinators (SENCOs) as important partners in their work towards more inclusive practices. Head teachers express the importance of consensus among their staff. They seem to welcome government’s increasing demands and steering concerning how head teachers should manage their schools. Finally, it is discussed whether the head teachers can be said to work ‘inclusively’ and, more generally, the methodological challenges researchers must confront in studies concerning ‘inclusive’ education.
ER  - 

TY  - JOUR
T1  - Consultation in special needs education in Sweden and Finland: a comparative approach
T2  - European Journal of Special Needs Education
SN  - 0885-6257
A1  - von Ahlefeld Nisser, Désirée
A1  - Sundqvist, Christel
A1  - Ström, Kristina
PY  - 2014
VL  - 3
IS  - 29
SP  - 297
EP  - 312
DO  - 10.1080/08856257.2014.908022
LA  - eng
PB  - : Routledge
KW  - special education teachers
KW  - inclusive education
KW  - consultation
KW  - collaboration
KW  - collaborative consultation
KW  - utbildning och lärande
KW  - education and learning
AB  - The article compares the conditions and implementation of special education professionals’ consulting task in Sweden and Finland. The article first describes the background of the consulting teacher role and special education in Sweden and in Finland. Two different perspectives in the continuum on consultation are presented, followed by a description of how the consulting task is implemented and described in educational policy papers, and in research in the two countries. The analysis shows that while there are differences between the implementation of the consulting task in Sweden and Finland, there are also several similarities regarding the challenges faced. Differences can be understood according to traditions, education, and educational policy papers. The similarities shows that the consulting task must be clearly defined in policy documents, highlighted in education, and understood as a complex activity where both advice and reflection strategies are used. The consulting task can be more successful if the consultation is characterized by collaborative dialogues where the classroom teachers’ knowledge and the context are also taken in account.
ER  - 

TY  - JOUR
T1  - Teacher’s perspective on how to promote children’s learning in reading and writing
T2  - European Journal of Special Needs Education
SN  - 0885-6257
A1  - Sandberg, Gunilla
A1  - Hellblom-Thibblin, Tina
A1  - Garpelin, Anders
PY  - 2015
VL  - 4
IS  - 30
SP  - 505
EP  - 517
DO  - 10.1080/08856257.2015.1046738
LA  - eng
PB  - : Informa UK Limited
KW  - additional support
KW  - diversity
KW  - inclusive education
KW  - grade 1
KW  - reading and writing
KW  - teacher's perspective
AB  - The aim of the study is to deepen the understanding of teacher’s perspective on how to promote all children’s learning in reading and writing in grade 1 of primary school. Semi-structured interviews were conducted in a Swedish context with 18 primary school teachers, representing a large collective experience from working as teachers in grade 1. The result shows there is a lack of sharing information and experiences, between preschool class and grade 1, concerning reading and writing activities and instructions. The teachers’ perspectives on reading and writing instruction can be described as pluralistic, in the sense that each teacher refers to several strategies and approaches to promote learning and development related to reading and writing. The variation of children appears to give meaning to the work of the teachers in the study, though it also is associated with challenges e.g. the experience of being alone and not sufficient to support children’s different abilities, experiences and needs. According to teachers in the study, the additional support in schools is more remedial than preventive since the resources are mainly invested in older students.
ER  - 

TY  - JOUR
T1  - Enacting the role of special needs educator: six Swedish case studies
T2  - European Journal of Special Needs Education
SN  - 0885-6257
A1  - Klang, Nina
A1  - Gustafsson, Katarina
A1  - Möllås, Gunvie
A1  - Nilholm, Claes
A1  - Göransson, Kerstin
PY  - 2016
VL  - 3
IS  - 32
SP  - 391
EP  - 405
DO  - 10.1080/08856257.2016.1240343
LA  - eng
PB  - : Informa UK Limited
KW  - special needs educator
KW  - work tasks
KW  - professional role
KW  - case study
KW  - narratives
KW  - education
KW  - special education
AB  - With the increasing focus on inclusion, special needs educators (SNEs) are now expected to share responsibility for pupils with teacher colleagues and to lead school development, but it is a challenge to enact this role in schools. The aim of the study was to explore how professional roles of Swedish SNEs are enacted in local school contexts. From a survey of SNEs in 10 Swedish municipalities, six participants whose work tasks were expected to correspond to the degree ordinances for their university training were chosen. The participants were followed at work, and data were collected through observation of the participants at work, participants’ diaries and interviews with the participants, their teacher colleagues and their school principals. The analysis involved both quantitative and qualitative methods. First, based on the researchers’ observations of the participants at work, categories of SNEs’ tasks were discerned, and the amount of time devoted to those categories of tasks was summarised. Second, case study narratives of the SNEs’ work were constructed to describe how the participants, their teacher colleagues and their school principals view the SNE role and to describe how the work is enacted in various school contexts. The results revealed seven categories of work tasks practised to varying degrees by the six SNEs. The case study narratives exposed large variation in how the SNEs conceptualised their role and how it evolved in relation to local school contexts. The results of the study are discussed with regard to the role of the SNE in relation to policies of inclusion. 
ER  - 

TY  - JOUR
T1  - Complexities of preparing teachers for inclusive educationComplexities of preparing teachers for inclusive education: case-study of a university in Sweden
T2  - European Journal of Special Needs Education
SN  - 0885-6257
A1  - Miškolci, Jozef
A1  - Magnússon, Gunnlaugur
A1  - Nilholm, Claes
PY  - 2020
VL  - 4
IS  - 36
SP  - 562
EP  - 576
DO  - 10.1080/08856257.2020.1776983
LA  - eng
PB  - : Taylor & Francis
KW  - teacher education
KW  - inclusive education
KW  - diversity
KW  - course content
KW  - skills
KW  - special education
KW  - education
AB  - Sweden is internationally regarded as an inclusive educational system. This study explores how teacher education programmes in Sweden have been organised as regards inclusive education (IE). Specifically, the study examines how teacher candidates and staff perceive teacher pre-service training for IE in terms of its curriculum and pedagogical practices towards students. The question was explored through a case-study of a large, well-respected university in Sweden, using semi-structured interviews and group-discussions with teacher candidates and staff members, and document analyses. The study revealed that the university makes several purposeful efforts to prepare its teacher candidates to practise IE, e.g. all teacher education programmes have a specific course on inclusion, while this content is also infused into several other courses. Nonetheless, the study also demonstrates that teacher candidates lack a deeper understanding of relationship between special education and inclusion, which can probably be attributed to the wider socio-political context dominated by the special education narrative.
ER  - 

TY  - JOUR
T1  - Relational competence regarding students with ADHD: An intervention study with in-service teachers
T2  - European Journal of Special Needs Education
SN  - 0885-6257
A1  - Plantin Ewe, Linda
A1  - Aspelin, Jonas
PY  - 2021
VL  - 2
IS  - 37
SP  - 293
EP  - 308
DO  - 10.1080/08856257.2021.1872999
LA  - eng
PB  - : Routledge
KW  - video based intervention
KW  - relational competence
KW  - teacher-student relationship
KW  - students with adhd
AB  - Research suggests that supportive teacher-student relationships are a prerequisite for student development. Developing such relationships requires teachers to observe, interpret, and reflect on teacher-student interactions and on teachers' relational competence in practice. Although teacher-student relationships are especially challenging with students with attention deficit hyperactivity disorder (ADHD), few studies have examined how these relationships develop. In this qualitative study, teachers from two Swedish elementary schools comprising one intervention (n = 33) and one control group (n = 20) completed pre- and post-tests in which they analysed videos of teacher-student interactions. We explored how the teachers understood relational competence in relation to students with ADHD before and after the video-based intervention, which included a presentation on the concept of relational competence and a model for analysing such competence. Our findings suggest that the intervention promoted teacher development regarding relational competence. Compared with the pre-test period, participants i) used more nuanced relational language, ii) substantiated their claims with concrete cues regarding interpersonal communication, and iii) adopted both teacher and student perspectives regarding the relationship. Finally, new understanding regarding relational competence was combined with knowledge regarding the importance of teacher sensitivity and responsiveness when working with students with ADHD.
ER  - 

TY  - JOUR
T1  - Social validity and psychometric properties of Teacher Impression Scale – A pilot study
T2  - European Journal of Special Needs Education
SN  - 0885-6257
A1  - Gladh, Maria
A1  - Westling Allodi, Mara
A1  - Siljehag, Eva
A1  - Odom, Samuel L.
PY  - 2021
VL  - 3
IS  - 37
SP  - 461
EP  - 476
DO  - 10.1080/08856257.2021.1894401
LA  - eng
PB  - : Informa UK Limited
KW  - early childhood education
KW  - special educational needs
KW  - social play
KW  - observational assessment
KW  - psychometric properties
KW  - social validity
KW  - specialpedagogik
KW  - special education
AB  - Teachers of inclusive early childhood education (ECE) are responsible for monitoring children’s social skills achievement, and promoting social play between children with and without special educational needs (SEN). The Teacher Impression Scale (TIS) is an observational assessment developed for this purpose. This study aims to explore the social validity of the Swedish version of TIS, TIS-S, and to evaluate its effectiveness in identifying participants for peer-mediated interventions in Swedish preschools; by also testing the internal consistency, and the construct and criterion-related validity of the scale. The teachers (N = 16) observed children with SEN (n = 16) and without SEN (n = 16) in social play situations with TIS-S and subsequently answered a survey. Data were analysed quantitatively and qualitatively. Results demonstrate that the TIS-S has high internal reliability. The TIS-S also discriminated between the groups of children with and without SEN, which provided evidence of construct and criterion validity. Social validity was verified as the teachers reported that TIS-S was suitable for recognising individual children’s need for support in interactions with peers, planning for adaptations for all children in the social learning environment, and reflecting on the complexity of children’s social behaviour in play.
ER  - 

TY  - JOUR
T1  - A dilemmatic space: A qualitative study about teachers’ agency working with early identification of special needs
T2  - European Journal of Special Needs Education
SN  - 0885-6257
A1  - Westerholm, Kristin
A1  - Lindqvist, Henrik
PY  - 2023
SP  - 1
EP  - 15
DO  - 10.1080/08856257.2023.2263715
LA  - eng
PB  - : Informa UK Limited
KW  - special education
KW  - teacher agency
KW  - dilemmatic space
KW  - early identification of special needs
KW  - mathematics education
KW  - matematikämnets didaktik
AB  - The present study focuses on challenges to the work of teachers as a result of a Swedish educational reform that mandates schools guarantee pupils receive early learning support concerning reading, writing, and number sense. The outcome of reforms is connected to how teachers achieve agency in their work , and we use the ecolo-gical model of teacher agency as an overarching theoretical frame-work and analytical dimension. The study involved interviews with 14 teachers, and the focus was on a) how teachers identify pupils in need of support and how this support is carried out, (b) how teachers would like this identification to be carried out, and how teachers would like to support pupils with weak number sense. Teachers described a ‘dilemmatic space’ (cf. Fransson and Grannäs 2013), which affects how they achieved agency in developing pupils’ num-ber sense. The dilemmatic space described by teachers in this study is framed by necessary priorities pertaining to the cultural, structural, and material conditions of the current situation. According to the study’s results, whether teachers should perform the assessment merits discussion. The study concludes there is a risk that conducting assessments and offering support risks cancelling each other out.
ER  - 

TY  - JOUR
T1  - Collective teacher efficacy and its relationship to attitudes to inclusion of students with special educational needs in Sweden
T2  - European Journal of Special Needs Education
SN  - 0885-6257
A1  - Fohlin, Lisa
A1  - Westling Allodi, Mara
A1  - Sedem, Mina
PY  - 2024
VL  - 3
IS  - 40
SP  - 457
EP  - 472
DO  - 10.1080/08856257.2024.2380592
LA  - eng
PB  - : Informa UK Limited
KW  - collective teacher efficacy
KW  - attitudes to inclusion
KW  - special educational needs
KW  - specialpedagogik
KW  - special education
AB  - This study aimed to investigate the perceived collective teacher efficacy, teacher attitudes to inclusion of students with special educational needs, and the relationship between the constructs in a sample of Swedish teachers. The participants were 930 teachers involved in the Inclusive Behavioural Support in Schools implementation programme. The teachers answered the two questionnaires: The Teacher Attitudes to Inclusion Scale Swedish version (TAIS-Sw) and the Collective Teacher Efficacy Scale (CTES). The questionnaires were analysed and adapted to fit the sample adequately. This exploration identified a three-factor model for TAIS-Sw that is suitable for the data. The three latent variables related to classroom management, perception of the positive effects of inclusion for all students, and objections towards segregated special education. For CTES, a two-factor model showed a good fit for the data. The latent variables were related to aspects of teachers’ competence, including belief in competency and skills to teach all students. The questionnaires identified positive expressions of collective teacher efficacy but more hesitant attitudes to inclusion. Structural equation modelling was used to investigate the relationship between the constructs of collective teacher efficacy and attitudes to inclusion, revealing a small positive relationship. Further investigations could help identify factors supporting successful inclusive practices.
ER  - 

TY  - JOUR
T1  - Confronting the idealised ‘Nordic model’ in education with contemporary realities of special education in Sweden
T2  - European Journal of Special Needs Education
SN  - 0885-6257
A1  - Taneja Johansson, Shruti
A1  - Powell, Justin J.W.
PY  - 2024
VL  - 6
IS  - 39
SP  - 866
EP  - 881
DO  - 10.1080/08856257.2024.2425501
LA  - eng
PB  - : Informa UK Limited
KW  - inclusive education
KW  - nordic model
KW  - educational policy
KW  - sweden
KW  - neurodivergence
AB  - For decades, the Nordic countries have been admired for their inclusive education systems within egalitarian societies, bolstered by PISA studies and global calls to ensure inclusive education as a human right. This paper contrasts idealised perspectives on Nordic education with internal experiences, exploring recent challenges to the relationship between special and inclusive education. Using Sweden as a case study, it highlights internal diversity within the Nordic region, showing differing paths and gaps between research, policy and school realities. The risks of idealising past educational models are discussed, noting that Sweden, once known for its egalitarian education and low special education needs classification rates, now faces higher classification rates and more separate provision due to policy changes. Recent trends have shown a shift towards increased diagnosis and classification, influenced by marketisation and decentralisation policies. The paper focuses on neurodivergence, analysing shifts in government priorities, teacher education, school practices and research agendas. Analysis of recent policies, reports and educational data reveals winners and losers in school participation, providing insights into the implications for educational discourse, the future of the ‘Nordic model’, and Swedish education in a global context.
ER  - 

TY  - JOUR
T1  - Enhancing school professionals' capacity for inclusive education: interprofessional collaboration when using the Partnering for Change (P4C) in Sweden
T2  - European Journal of Special Needs Education
SN  - 0885-6257
A1  - Yngve, Moa
A1  - Bolic Baric, Vedrana
A1  - Wilder, Jenny
A1  - Borgestig, Maria
A1  - Klang, Nina
DO  - 10.1080/08856257.2026.2636726
LA  - eng
PB  - : Informa UK Limited
KW  - capacity development
KW  - collaboration in context
KW  - participation
KW  - teachers
AB  - Supporting inclusive education through interprofessional collaboration requires developing capacity among school professionals. Partnering for Change (P4C) fosters inclusive-learning environments through teacher-occupational therapist (OT) partnerships, but its capacity development process is underexplored outside of Canada. To explore capacity development to create inclusive learning environments among teachers and OTs during interprofessional collaboration within P4C in Sweden. An embedded mixed-methods design was used in this small exploratory study. Ten P4C-teachers and five OTs, along with eight control teachers, completed questionnaires on knowledge, beliefs, and skills for inclusion, analysed using descriptive statistics, Friedman's ANOVA, and parallel coordinates plots. Three focus groups with P4C-professionals were analysed to identify categories related to capacity development and collaboration. Self-reported inclusion-related knowledge, beliefs, and skills increased over time among participants, with larger changes among P4C-teachers compared to controls. P4C-professionals' experiences of capacity development included greater awareness of pupil diversity, class-wide adaptations, and differentiated teaching. Classroom-based collaboration supported shared learning and solution development. Key aspects of collaboration included valuing roles, open communication and shared goals. Findings suggest P4C supports capacity development for inclusion through interprofessional collaboration. Further research with larger samples is needed to confirm these results.
ER  - 

TY  - JOUR
T1  - Beyond the silver bullet: unveiling multiple pathways to school turnaround
T2  - School Effectiveness and School Improvement
SN  - 0924-3453
A1  - Arora-Jonsson, Stefan
A1  - Demir, Ema
A1  - Norgren, Axel
A1  - Wennberg, Karl
PY  - 2024
VL  - 2
IS  - 35
SP  - 214
EP  - 249
DO  - 10.1080/09243453.2024.2353626
LA  - eng
PB  - : Routledge
KW  - school turnaround
KW  - qualitative comparative analysis (qca)
KW  - school leadership
KW  - teacher collaboration
KW  - high academic expectations
AB  - Research on school improvement has accumulated an extensive list of factors that facilitate turnarounds at underperforming schools. Given that context or resource constraints may limit the possibilities of putting all of these factors in place, an important question is what is necessary and sufficient to turn a school around. We use qualitative comparative analysis (QCA) of 77 Swedish schools studied over 12 years to answer this question. Our core finding is that there is no "silver bullet" solution. Instead, there are several distinct combinations of factors that can enable school turnaround. The local school context is essential for which combinations of factors are necessary and sufficient for school turnaround. We discuss implications for research on school improvement and education policy.
ER  - 

TY  - JOUR
T1  - Girls' groups and boys' groups at a municipal technology centre
T2  - International Journal of Science Education
SN  - 0950-0693
A1  - Salminen-Karlsson, Minna
PY  - 2007
VL  - 8
IS  - 29
SP  - 1019
EP  - 1033
DO  - 10.1080/09500690600930998
LA  - eng
PB  - : Informa UK Limited
KW  - education
AB  - This article describes the Swedish initiative of municipal technology centres from a gender point of view. These centres provide after-school technology education for children aged 6-16. By means of an ethnographic study, the effects of the use of single-sex groups in increasing the interest of girls and boys in technical activities have been studied at one of the centres. The importance of the gender of the teacher relative to the gender of the pupils is also considered. The results show that single-sex groups meant different things to boys and girls, and that the teachers' way of "doing" femininity and masculinity, respectively, in the different groups was of some importance. The results indicate that single-sex groups alone do not break down gender barriers. However, there are lessons to be learnt from a leisure-time activity that provides a different setting from that of single-sex science education in ordinary schooling
ER  - 

TY  - JOUR
T1  - The Uses of the Term Hypothesis and the Inquiry Emphasis Conflation in Science Teacher Education
T2  - International Journal of Science Education
SN  - 0950-0693
A1  - Gyllenpalm, Jakob
A1  - Wickman, Per-Olof
PY  - 2011
VL  - 14
IS  - 33
SP  - 1993
EP  - 2015
DO  - 10.1080/09500693.2010.538938
LA  - eng
PB  - : Informa UK Limited
KW  - teacher education
KW  - hypothesis
KW  - focus groups
KW  - laboratory work
KW  - language
KW  - inquiry
KW  - naturvetenskapsämnenas didaktik
KW  - science education
AB  - This paper examines the use and role of the term 'hypothesis' in science teacher education as described by teacher students. Data were collected through focus group interviews conducted at seven occasions with 32 students from six well-known Swedish universities. The theoretical framework is a sociocultural and pragmatist perspective on language and learning, introducing the notion of pivot terms to operationalise language use as a habit and mediated action. We describe three different customs of using the term 'hypothesis' within four cultural institutions that can be said to constitute science teacher education in Sweden. Students were found to habitually use the term hypothesis as meaning a guess about an outcome. This is contrasted to the function of this term in scientific research as a tentative explanation. We also found differences in how this term was used between the pure science courses given by the science departments of universities and science education courses taken only by teacher students. Findings also included further support for school students hypothesis fear reported in an earlier study. It is discussed how these findings can obstruct learning and teaching about the nature of scientific inquiry. Constructivist theories of learning are suggested as a possible origin of these problems. The findings are also related to curricular reform and development.
ER  - 

TY  - JOUR
T1  - Progression in Ethical Reasoning When Addressing Socio-scientific Issues in Biotechnology
T2  - International Journal of Science Education
SN  - 0950-0693
A1  - Berne, Birgitta
PY  - 2014
VL  - 17
IS  - 36
SP  - 2958
EP  - 2977
DO  - 10.1080/09500693.2014.941957
LA  - eng
PB  - : Informa UK Limited
KW  - argumentation
KW  - biotechnology
KW  - qualitative research
KW  - socioscientific issues
KW  - science-education
KW  - knowledge
AB  - This article reports on the outcomes of an intervention in a Swedish school in which the author, a teacher-researcher, sought to develop students' (14-15 years old) ethical reasoning in science through the use of peer discussions about socio-scientific issues. Prior to the student discussions various prompts were used to highlight different aspects of the issues. In addition, students were given time to search for further information themselves. Analysis of students' written arguments, from the beginning of the intervention and afterwards, suggests that many students seem to be moving away from their use of everyday language towards using scientific concepts in their arguments. In addition, they moved from considering cloning and 'designer babies' solely in terms of the present to considering them in terms of the future. Furthermore, the students started to approach the issues in additional ways using not only consequentialism but also the approaches of virtue ethics, and rights and duties. Students' progression in ethical reasoning could be related to the characteristics of the interactions in peer discussions as students who critically and constructively argued with each other's ideas, and challenged each other's claims, made progress in more aspects of ethical reasoning than students merely using cumulative talk. As such, the work provides valuable indications for the importance of introducing peer discussions and debates about SSIs in connection to biotechnology into the teaching of science in schools.
ER  - 

TY  - JOUR
T1  - Teacher-Student Interaction in Contemporary Science Classrooms: Is Participation Still a Question of Gender?
T2  - International Journal of Science Education
SN  - 0950-0693
A1  - Eliasson, Nina
A1  - Sørensen, Helene
A1  - Karlsson, Karl Göran
PY  - 2016
VL  - 10
IS  - 38
SP  - 1655
EP  - 1672
DO  - 10.1080/09500693.2016.1213457
LA  - eng
PB  - : Informa UK Limited
KW  - teacher-student interaction
KW  - science education
KW  - gender
KW  - two-thirds rule
AB  - We show that boys still have a greater access to the space for interaction in science classrooms, which is unexpected since in Sweden today girls perform better in these subjects than boys. Results from video-recorded verbal communication, referred to here as interaction, show that the distribution of teacher–student interaction in the final year of lower secondary school follows the same patterns as in the 1980s. The interaction space for all kinds of talk continues to be distributed according to the two-thirds rule for communication in science classrooms as described by previous research. We also show that the overall interaction space in science classrooms has increased for both boys and girls when talk about science alone is considered. Another finding which follows old patterns is that male teachers still address boys more often than girls. This holds true both for general talk and for talk about science. If a more even distribution of teacher–student interaction is desirable, these results once again need to be considered. More research needs to be undertaken before the association between girls’ attitudes and interest in science in terms of future career choice and the opportunity to participate in teacher–student interaction is more clearly understood.
ER  - 

TY  - JOUR
T1  - Ways of dealing with science learning: a study based on Swedish early childhood education practice
T2  - International Journal of Science Education
SN  - 0950-0693
A1  - Gustavsson, Laila
A1  - Jonsson, Agneta
A1  - Ljung-Djärf, Agneta
A1  - Thulin, Susanne
PY  - 2016
VL  - 11
IS  - 38
SP  - 1867
EP  - 1881
DO  - 10.1080/09500693.2016.1220650
LA  - eng
PB  - : Taylor and Francis Ltd.
AB  - The Swedish school system offers curriculum-based early childhood education (ECE) organised as preschool (for 0–5-year-olds) and preschool class (for 6-year-olds). The intention to create a playful and educational environment based on children’s perspectives, interests, and questions is strongly based on historical and cultural traditions. This article develops knowledge of ECE teachers’ approaches to science-learning situations. The study applies a phenomenographic approach. The analysis is based on approximately 9.5 hours of video documentation of teacher-led and child-initiated Swedish ECE science activities. We identified two descriptive categories and four subcategories dealing with science-learning situations: (A) making anything visible, containing the three subcategories (Aa) addressing everyone, (Ab) addressing everything, and (Ac) addressing play and fantasy; and (B) creating a shared space for learning (Ba) addressing common content. These categories are related to how efforts to take advantage of children’s perspectives are interpreted and addressed in educational practice. The article discusses and exemplifies the use of various categories and their potential implications for ECE learning practice.
ER  - 

TY  - JOUR
T1  - The relation between students' communicative moves during laboratory work in physics and outcomes of their actions
T2  - International Journal of Science Education
SN  - 0950-0693
A1  - Andersson, Jan
A1  - Enghag, Margareta
PY  - 2017
VL  - 2
IS  - 39
SP  - 158
EP  - 180
DO  - 10.1080/09500693.2016.1270478
LA  - eng
PB  - : Informa UK Limited
KW  - communication
KW  - discourse analysis
KW  - interaction
KW  - laboratory work
KW  - physics education
KW  - practical work
KW  - talk-types
AB  - In this case study, we explore students' communication during practical work in physics at an upper secondary school in Sweden from a sociocultural perspective. We investigate the relation between the interaction and content of students' communication and outcomes of their actions, with the purpose of finding new knowledge for informing teachers in their choice of instruction. We make discourse analysis of how students interact but also of what students are discussing in terms of underlying content at a linguistic and cognitive level. Twenty students divided into five groups were video recorded while performing four practical tasks at different stations during laboratory work about motion. An analytical framework was developed and applied for one group to three parts of the transcripts in which three different talk-types occurred. Discursive, content, action and purposive moves in the process were identified for each talk-type at both linguistic and cognitive levels. These moves represent information concerning what the teacher actually assigns students to do, and how students make meaning of the activities. Through these different communicative moves, students experience how laboratory work can enhance their competence to collaborate in a scientific environment with complex practical and theoretical questions to solve quickly. Implications of the findings are discussed.
ER  - 

TY  - JOUR
T1  - Representations as mediation between purposes as junior secondary science students learn about the human body
T2  - International Journal of Science Education
SN  - 0950-0693
A1  - Olander, Clas
A1  - Wickman, Per-Olof
A1  - Tytler, Russell
A1  - Ingerman, Åke
PY  - 2017
VL  - 2
IS  - 40
SP  - 204
EP  - 226
DO  - 10.1080/09500693.2017.1407464
LA  - eng
PB  - : Informa UK Limited
KW  - biology education
KW  - epistemic practices
KW  - multiple representations
KW  - pragmatism
AB  - © 2017 Informa UK Limited, trading as Taylor  &  Francis Group The aim of this article is to investigate students’ meaning-making processes of multiple representations during a teaching sequence about the human body in lower secondary school. Two main influences are brought together to accomplish the analysis: on the one hand, theories on signs and representations as scaffoldings for learning and, on the other hand, pragmatist theories on how continuity between the purposes of different inquiry activities can be sustained. Data consist of 10 videotaped and transcribed lessons with 14-year-old students (N=26) in Sweden. The analysis focused instances where meaning of representations was negotiated. Findings indicate that continuity is established in multiple ways, for example, as the use of metaphors articulated as an interlanguage expression that enables the students (and the teacher) to maintain the conversation and explain pressing issues in ways that support of the end-in-view of the immediate action. Continuity is also established between every day and scientific registers and between organisation levels as well as between the smaller parts and the whole system.
ER  - 

TY  - JOUR
T1  - Expressions of agency within complex policy structures: Science teachers’ experiences of education policy reforms in Sweden
T2  - International Journal of Science Education
SN  - 0950-0693
A1  - Ryder, Jim
A1  - Lidar, Malena
A1  - Lundqvist, Eva
A1  - Östman, Leif
PY  - 2018
VL  - 5
IS  - 40
SP  - 538
EP  - 563
DO  - 10.1080/09500693.2018.1435921
LA  - eng
PB  - : Taylor & Francis Group
KW  - curriculum studies
AB  - We explore the experiences of school science teachers as they enact three linked national curriculum and assessment policy reforms in Sweden. Our goal is to understand teachers' differing responses to these reforms. A sample of 13 teachers engaged in 2 interviews over a 6-9-month period. Interviews included exploration of professional background and school context, perceptions of the aims of the policy reforms and experiences of working with these reforms in the classroom. Analysis was guided by an individual-oriented sociocultural perspective on professional agency. Here teaching is conceptualised as an ongoing interplay between teachers' knowledge, skills and personal goals, and the characteristics of the social, institutional and policy settings in which they work. Our analysis shows that navigating the ensuing continuities and contradictions results in many different expressions of teacher agency, e.g. loss of autonomy and trust, pushing back, subversion, transfer of authority, and creative tensions. Typically, an individual teacher's enactment of these reforms involved several of these expressions of agency. We demonstrate that the sociocultural perspective provides insights into teachers' responses to education policy reform likely to be missed by studies that focus largely on individual teacher knowledge/beliefs about reform or skills in implementing' reform practices.
ER  - 

TY  - JOUR
T1  - Jumping pepper and electrons in the shoe: Physical artefacts in a multilingual science class
T2  - International Journal of Science Education
SN  - 0950-0693
A1  - Ünsal, Zeynep
A1  - Jakobson, Britt
A1  - Wickman, Per-Olof
A1  - Molander, Bengt-Olov
PY  - 2019
VL  - 14
IS  - 42
SP  - 2387
EP  - 2406
DO  - 10.1080/09500693.2019.1650399
LA  - eng
PB  - : Informa UK Limited
KW  - english as a second/additional language
KW  - language in classroom
KW  - multiple representations
KW  - naturvetenskapsämnenas didaktik
KW  - science education
AB  - This article concerns how teachers can use physical artefacts as mediating means to support emergent bilingual students’ learning in science class. The data consist of non-participant observations in a Swedish 3rd grade (9-10 years old) science class. All students were bilingual, but in different minority languages, and the teacher was monolingual in Swedish. The study focused on four students, all of whom had Turkish as their minority language. During the observations, the science content was electricity and the lessons were conducted by using physical artefacts, such as wires, bulbs and batteries. The study takes its stance in the ideas of Dewey and sociocultural approaches, implying that students’ learning is viewed as situational. For the analysis, practical epistemology analysis (PEA) was used. The teacher used physical artefacts in two different ways. First, the physical artefacts implied that the students experienced the science content by actually seeing it. The students talked about their observations in everyday language, which the teacher then drew on to introduce how the phenomena or process in question could be expressed in scientific language. Second, when students’ proficiency in the language of instruction limited their possibilities to make meaning, using physical artefacts enabled them to experience unfamiliar words being related to the science content and thus learn their meaning. The study findings contribute to knowledge concerning how teachers can create learning contexts where physical artefacts are used to mediate scientific meaning. 
ER  - 

TY  - JOUR
T1  - Becoming a science teacher in the Anthropocene: scientific knowledge as 'matters of concern'
T2  - International Journal of Science Education
SN  - 0950-0693
A1  - Yavuzkaya, Merve
A1  - Hasslöf, Helen
A1  - Sjöström, Jesper
PY  - 2024
VL  - 12
IS  - 47
SP  - 1496
EP  - 1516
DO  - 10.1080/09500693.2024.2367174
LA  - eng
PB  - : Routledge
KW  - anthropocene
KW  - teacher education
KW  - qualitative research
KW  - science education
KW  - science teacher education
KW  - double didactic triangle
KW  - science teacher students
KW  - future science teachers
KW  - scientific knowledge
KW  - chemical knowledge
KW  - matters of concern
KW  - antropocen
KW  - lärarutbildning
KW  - lärarutbildningsdidaktik
KW  - dubbeldidaktisk triangel
KW  - lärarstudenter
KW  - kemikunskap
KW  - naturkunskap
KW  - naturvetenskapernas didaktik
AB  - In the Anthropocene, there is a significant need for new ways to educate about science and environmental problems, including climate issues. This article explores Swedish teacher students' discussions as they envision their future roles as science teachers in the light of the Anthropocene. At the beginning of their science teacher education, the teacher students are not fully immersed in the established discourses of the educational system as in-service teachers. In this study, we consider how these teacher students' 'fresh eyes' bring views of how knowledge (especially chemistry-related knowledge) matters in education and teaching. Through a lecture that centred planetary boundaries and the Great Acceleration as representations of some main scientific models in the field, the teacher students were introduced to the concept of Anthropocene. Five focus group discussions followed this introduction. Thematic analysis reveals how the acquired knowledge of the introductory lesson challenges the students to express 'matters of concern' differently: partly considering a personal, everyday level and partly reformulating their role as future science teachers. The interrelation of these positions is also a concern for the concluding discussion. Furthermore, the article discusses these results as both concerns and possibilities for science education, including science teacher education.
ER  - 

TY  - JOUR
T1  - Areas of tension in teaching climate change–conflicts between Swedish preservice science teachers’ beliefs
T2  - International Journal of Science Education
SN  - 0950-0693
A1  - Rydin, Mikael
A1  - Gericke, Niklas
A1  - Christenson, Nina
A1  - Haglund, Jesper
PY  - 2025
DO  - 10.1080/09500693.2025.2466771
LA  - eng
PB  - : Routledge
KW  - climate change education
KW  - preservice science teachers
KW  - teacher beliefs
KW  - biology
AB  - Introducing climate change education into the science curricula and the classroom requires science teacher education to prepare preservice science teachers to navigate political, ethical, and emotional dimensions. This study investigates Swedish preservice science teachers’ beliefs about teaching climate change, revealing tensions between traditional science teaching and climate change education. Using semi-structured interviews with six preservice science teachers from a Swedish university, we identified beliefs about teaching approaches, content, students, self, teaching strategies, and context relating to teaching climate change. Three tensions emerged between the preservice teachers’ held beliefs: (1) dealing with values in balancing teacher neutrality and passion for the topic, (2) dealing with emotions in giving students an understanding of the severity of climate change while managing negative impacts on students’ emotional wellbeing, and (3) aligning a view of climate change as an anthropocentric issue and a traditional focus on scientific concepts in science education. These findings indicate the need to develop science teacher education to address these tensions, as introducing climate change education into the science curricula requires navigating political, ethical, and emotional dimensions, diverging from traditional science teaching focused on facts and concepts. Finally, we offer recommendations for teacher education programmes. 
ER  - 

TY  - JOUR
T1  - A restricted curriculum for second language learners: a self-fulfilling teacher strategy?
T2  - Language and Education
SN  - 0950-0782
A1  - Wedin, Åsa
PY  - 2010
VL  - 3
IS  - 24
SP  - 171
EP  - 183
DO  - 10.1080/09500780903026352
LA  - eng
PB  - Oxfordshire, United Kingdom : Routledge
KW  - classroom interaction
KW  - academic lanugage
KW  - curriculum
KW  - engagement
KW  - challenging pedagogy
KW  - education
AB  - The focus of this article is on relations between classroom interaction, curricular knowledge and student engagement in diverse classrooms. It is based on a study with ethnographic perspective in which two primary school classes in Sweden are followed for three years. The analysis draws on Halliday’s Systemic Functional Linguistics. The results indicate that language use in the classrooms is on a basic everyday level and that high teacher control results in low demanding tasks and low engagement among students. Interaction in the classrooms consists mainly of short talk-turns with fragmentised language, frequent repairs and interruptions while writing and reading consists of single words and short sentences. Although the classroom atmosphere is friendly and inclusive, second language students are denied necessary opportunities to develop curricular knowledge and Swedish at the advanced level they will need higher up in the school system. The restricted curriculum that these students are offered in school thus restricts their opportunities to school success. Thus, I argue for a more reflective and critical approach regarding language use in classrooms. 
ER  - 

TY  - JOUR
T1  - Struggles for legitimacy in mother tongue instruction in Sweden
T2  - Language and Education
SN  - 0950-0782
A1  - Ganuza, Natalia
A1  - Hedman, Christina
PY  - 2014
VL  - 2
IS  - 29
SP  - 125
EP  - 139
DO  - 10.1080/09500782.2014.978871
LA  - eng
PB  - : Informa UK Limited
KW  - mother tongue instruction
KW  - teacher beliefs
KW  - literacy practices
KW  - heritage languages
KW  - ideology
KW  - structure and agency
KW  - bilingualism
KW  - tvåspråkighet
KW  - språkdidaktik
KW  - language education
AB  - This article focuses on the pedagogical beliefs, practices and ideological assumptions of 15 teachers who work with mother tongue instruction in Sweden. Despite support through provisions in Swedish laws, mother tongue instruction is clearly a marginalized subject, not least due to its non-mandatory status, the limited time allocated for it and the fact that the subject and its teachers are often contested in public debate. In this study, the teachers’ narratives center round issues of legitimacy, both for the subject per se and for the teachers’ right to be viewed as ‘real’ teachers. In this paper, we highlight how the teachers link mother tongue instruction to the notion of a ‘common heritage’ and how they see themselves as advocates and role models for the mother tongue. The teachers raise the status of mother tongue instruction in a transformational way, to a subject that is essential and can have a positive impact for a group of students who would otherwise be at a disadvantage in the school system. The undermining of mother tongue instruction was found to affect the pedagogical practices, as the teachers often took into consideration how their teaching would be viewed by parents and colleagues.
ER  - 

TY  - JOUR
T1  - Building a web in science instruction: using multiple resources in a Swedish multilingual middle school class
T2  - Language and Education
SN  - 0950-0782
A1  - Jakobson, Britt
A1  - Axelsson, Monica
PY  - 2017
VL  - 6
IS  - 31
SP  - 479
EP  - 494
DO  - 10.1080/09500782.2017.1344701
LA  - eng
PB  - : Informa UK Limited
KW  - multilingual students
KW  - multiple resources
KW  - middle school
KW  - pedagogical link-making
KW  - systemic functional linguistics
KW  - naturvetenskapsämnenas didaktik
KW  - science education
AB  - This study, on the unit measuring time, examines classroom use of different resources and their affordances for students' meaning-making. The data, comprising audio and video recordings, fieldnotes, photographs and student texts, were collected during a lesson in a multilingual Swedish grad 5 classroom (students aged 11-12). In order to analyse the connections between the different resources, such as talking, modelling, using bodily action and practical equipment, reading and writing, and their affordances for meaning-making, we used pedagogical link-making, Dewey's principle of continuity and Halliday's Systemic Functional Linguistics. Findings show that in using these multiple resources, the teacher builds a web by linking various modes of representation, affording the multilingual students several opportunities for making meaning of the science content. Talk holds the prominent position and is linked to the other mediating resources, which in turn are linked to each other in all possible constellations. Science content is hereby mediated and reinforced through the web of multiple resources.
ER  - 

TY  - JOUR
T1  - Negotiating science-building thematic patterns of the scientific concept sound in a Swedish multilingual lower secondary classroom
T2  - Language and Education
SN  - 0950-0782
A1  - Axelsson, Monica
A1  - Jakobson, Britt
PY  - 2020
VL  - 4
IS  - 34
SP  - 291
EP  - 310
DO  - 10.1080/09500782.2020.1740730
LA  - eng
PB  - : Informa UK Limited
KW  - multilingual students
KW  - thematic patterns
KW  - sound
KW  - physics education
KW  - lower secondary school
KW  - multiple resources
AB  - In this article we examine a teacher's and multilingual students' use of multiple resources and their potential for students' meaning-making of sound and sound transmission. Students were 14-15 years old, Swedish grade 8, speaking Swedish as a second language. We examine how different strategies and multiple resources interact in creating thematic patterns in a multilingual science classroom. Data comprise 64 hours of video- and audio recordings, digital photos, field-notes, textbooks, worksheets and student notebooks. As analytical tools we use thematic development strategies, control and social interaction strategies as well as strategies of bridging multiple resources. In co-constructing the content using various resources, thematic patterns were developed through a continuous shift between everyday and scientific language due to the teacher's awareness of the unit's abstract and technical content. Findings also reveal that a strategy of control performed by the teacher marked the importance of using 'physics words'. Strategies of social interaction accentuated by earlier experiences as well as personal and humorous connotations expressed in everyday language supported meaning-making. In addition, a number of multiple resources, such as models, gestures, bodily action, drawings, reading and writing were used.
ER  - 

TY  - JOUR
T1  - Teachers’ acts of legitimation in second language education in Swedish upper secondary schools
T2  - Language and Education
SN  - 0950-0782
A1  - Hedman, Christina
A1  - Magnusson, Ulrika
PY  - 2020
VL  - 6
IS  - 34
SP  - 535
EP  - 552
DO  - 10.1080/09500782.2020.1775245
LA  - eng
PB  - : Informa UK Limited
KW  - academic literacy
KW  - educational policy
KW  - language minority students
KW  - language teaching
KW  - scaffolding
KW  - second language acquisition
AB  - Drawing from an ethnographic project on the subject of Swedish as a second language (SSL1) in three linguistically diverse upper secondary schools, the aim of this study was to investigate how three SSL teachers, one from each school, discursively constructed SSL, and whether and how they legitimated their role as SSL teachers, in relation to previously analyzed academic and public discourses on the subject (Hedman and Magnusson 2018). The teachers both co-constructed discourses motivating SSL and contested discourses on SSL as a low status and inferior subject compared to the “real” Swedish subject, through expert authority (van Leeuwen 2008), with regard to scaffolding of advanced literacy. In addition, a role model authority embedded in a democratic professionalism was claimed, linked to the construction of the students as unprivileged. The paper contributes new knowledge on how teacher discourse and its legitimizing functions can be scrutinized in greater detail in order to gain a deepened understanding of the complexity of educational policy, where it is important to account for what educational practice is being scrutinized. Such visibilization of practice and teacher voice strengthens a participative framing for teachers on issues concerning their own practices.
ER  - 

TY  - JOUR
T1  - “And then what?” creating suspense in storytelling in accommodated language education for adults via a crip linguistics approach
T2  - Language and Education
SN  - 0950-0782
A1  - Hedman, Christina
A1  - Adams Lyngbäck, Liz
A1  - Paul, Enni
A1  - Rosén, Jenny
PY  - 2025
SP  - 1
EP  - 19
DO  - 10.1080/09500782.2025.2545916
LA  - eng
KW  - crip linguistics
KW  - epistemic (in)justice
KW  - language education
KW  - literacy
KW  - narratives
KW  - storytelling literacies
KW  - språkdidaktik
AB  - Drawing from linguistic ethnographic data in what is referred to asaccommodated language education for adults, including migrant learners with PTSD, migration stress, deafness, hearing impairment and/orintellectual disability, we here focus on the latter category of learners,and their teacher, in one Swedish language learning group. We analyzeand discuss their work with storytelling, which we relate to a crip linguistics approach, forming a site for disruption of an ableist discourseand logocentrism. Our close-up analyses show how aspects of suspenseand surprise are shaped via an assemblage of modalities and materialities in collective storytelling that build upon created fictive figures andunexpected events. The paper contributes empirical and theoreticalknowledge about this approach, embedded in crip theory, which isshown to provide opportunities for incorporating embodied, emotionaland creative aspects in work with narrative text of importance for epistemic justice in education. We foreground linguistic ethnography as apromising avenue for examining storytelling literacies in languageeducation among learners with ID, from a critical lens.
ER  - 

TY  - JOUR
T1  - From Ling Gymnastics to Sport Science: The Swedish School of Sport and Health Sciences, GIH, from 1813 to 2013
T2  - International Journal of the History of Sport
SN  - 0952-3367
A1  - Lundvall, Suzanne
PY  - 2015
VL  - 6
IS  - 32
SP  - 789
EP  - 799
DO  - 10.1080/09523367.2015.1023191
LA  - eng
PB  - : Informa UK Limited
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - In 2013, the former Royal Gymnastic Central Institute, now the Swedish School of Sport and Health Sciences (GIH), celebrated its bicentenary. The purpose of this paper is to describe, by means of a literature review, the holding blocks that have contributed to the continuity of the oldest institute for PE teacher education in the world. For the first hundred years Ling gymnastics represented a legitimate system for the schooling of the body, the promotion of health and the rehabilitation of the sick. This resulted in strong markers of exclusivity, keeping the institution together. The next hundred years saw the discontinuity of Ling gymnastics, including medical gymnastics, and a call for sport education. The new cornerstones were exercise science research and the establishment of the Institute as an autonomous university college with the assignment to meet society's continued need for knowledge of how to support healthy citizens. Today's challenges for GIH include dealing with a changing society, the conflicting dimensions of (competitive) sport, and the more philanthropic ideas of body and physicality.
ER  - 

TY  - JOUR
T1  - Gender, research and change in teacher education: a Swedish dimension
T2  - Gender and Education
SN  - 0954-0253
A1  - Erixon Arreman, Inger
A1  - Weiner, Gaby
PY  - 2007
VL  - 3
IS  - 19
SP  - 317
EP  - 337
DO  - 10.1080/09540250701295478
LA  - eng
PB  - : Informa UK Limited
KW  - teacher education
KW  - gender
KW  - professionalization
KW  - research
KW  - globalization
KW  - sweden
KW  - education
AB  - This paper explores the factors that are at present reconstructing teacher education in Sweden and in other European countries, including professionalization, inherited traditions, feminization and globalization. The authors use as a basis for the paper: documentary analysis and nearly 60 qualitative semi-structured interviews with management and teaching staff from teacher education at one Swedish higher education institution, Umeå University. Five overall themes emerged from the study: gender; teacher education cultures; organizational changes; collaboration; and research. It is argued that women and men in teacher education are positioned differently with regard to change. Women teacher educators identify more with research and accountability imperatives while their male colleagues tend to focus more on classroom knowledge and skills. The paper considers possible explanations and makes tentative extrapolations to other European sites in varying political contexts.
ER  - 

TY  - JOUR
T1  - Teacher talk: producing, resisting and challenging discourses about the science classroom
T2  - Gender and Education
SN  - 0954-0253
A1  - Nyström, Eva
PY  - 2009
VL  - 6
IS  - 21
SP  - 735
EP  - 751
DO  - 10.1080/09540250903119146
LA  - eng
PB  - : Routledge, Taylor & Francis
KW  - action research
KW  - secondary school
KW  - science subjects
KW  - practices
KW  - power relations
KW  - discourse analysis
KW  - genusvetenskap
AB  - The aim of the project which forms the basis of this article was to make the science classroom more inclusive by challenging discriminatory practices. Science teachers from two secondary schools in Sweden agreed to be involved in an action research project over one year. Each teacher was to carry out a study concerning their own teaching and regular meetings were held for planning, evaluation and discussion. These meetings were analysed and suggest that science subjects are gendered and female science teachers face more resistance than their male peers, sometimes even being positioned as unprofessional. However, the science discourse is continually negotiable with the analysis showing challenge both to science as a male field and to the content that makes up science. Power relations other than gender are also visible and make patterns more complex. The analysis will offer a conceptual framework for understanding how gender in education is produced and reproduced in practice.  The aim of the project which forms the basis of this article was to make the science classroom more inclusive by challenging discriminatory practices. Science teachers from two secondary schools in Sweden agreed to be involved in an action research project over one year. Each teacher was to carry out a study concerning their own teaching and regular meetings were held for planning, evaluation and discussion. These meetings were analysed and suggest that science subjects are gendered and female science teachers face more resistance than their male peers, sometimes even being positioned as unprofessional. However, the science discourse is continually negotiable with the analysis showing challenge both to science as a male field and to the content that makes up science. Power relations other than gender are also visible and make patterns more complex. The analysis will offer a conceptual framework for understanding how gender in education is produced and reproduced in practice.
ER  - 

TY  - JOUR
T1  - Slippage and/or symbolism: gender, policy and educational governance in Scotland and Sweden
T2  - Gender and Education
SN  - 0954-0253
A1  - Forbes, Joan
A1  - Öhrn, Elisabet
A1  - Weiner, Gaby
PY  - 2011
VL  - 6
IS  - 23
SP  - 761
EP  - 776
DO  - 10.1080/09540253.2010.527830
LA  - eng
PB  - Abingdon : Carfax
KW  - gender
KW  - social policy
KW  - education policy
KW  - educational governance
KW  - social capital
KW  - symbolic capital
KW  - teacher education and education work
AB  - This article provides an overview and analysis of the relationship between gender, educational policy, and governance in Scotland and Sweden and the two countries' response to European Union and global legislative and policy change. In Scotland, gender is mainly invisible in recent policies on inclusion, achievement beyond academic attainment, and the idealisation of the child. Gender is thus marginalised within a range of factors contributing to social in/equality. In Sweden, in contrast, gender has higher visibility in policy and governance as both an indicator of democracy and a means of preserving social democratic consensus and prosperity. However, recently its privileged position has come under attack. We draw on social capital, gender, and policy theory to analyse the range of influences on gender and educational governance in the two countries including that of the social capital of organised feminism.
ER  - 

TY  - JOUR
T1  - The game within the game: Girls' underperforming position in Physical Education
T2  - Gender and Education
SN  - 0954-0253
A1  - Fagrell, Birgitta
A1  - Larsson, Håkan
A1  - Redelius, Karin
PY  - 2012
VL  - 1
IS  - 24
SP  - 101
EP  - 118
DO  - 10.1080/09540253.2011.582032
LA  - eng
PB  - : Informa UK Limited
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - Since 1980 the Swedish compulsory school curriculum has stipulated that Physical Education (PE) should be taught co-ed and schools are legally required to promote gender equality. The latest evaluation of PE in Sweden shows that more boys than girls ranked the subject highly and that they had a higher level of activity during the PE lessons. Drawing on a case study, the aim of this article is to illuminate how games placed girls and boys in different subject positions. The logic governing the observed lessons was ‘proper game’, i.e. playing according to the official rules. Combined with hegemonic masculinity and the passivity of the teacher, this kind of logic resulted in the game being dominated by several dominant boys and by the ball-playing girls either being positioned or allowing themselves to be placed in situations in which they consistently underperformed. A gender category in late modernity, resting on hegemonic masculinity, can be seen as a cultural flashpoint that reflects problems in society rather than problems in the gym.
ER  - 

TY  - JOUR
T1  - Gender inclusion and horizontal gender segregation: stakeholders' strategies and dilemmas in Swedish teachers' education
T2  - Gender and Education
SN  - 0954-0253
A1  - Kreitz-Sandberg, Susanne
PY  - 2013
VL  - 4
IS  - 25
SP  - 444
EP  - 465
DO  - 10.1080/09540253.2013.772566
LA  - eng
PB  - : Routledge
KW  - teacher education
KW  - gender inclusion
KW  - horizontal gender segregation
KW  - gender mainstreaming
KW  - dilemma
KW  - higher education
KW  - lärarutbildning
KW  - lärarprogram
KW  - genusinkludering
KW  - genusintegrering
KW  - genuslektor
KW  - högre utbildning
KW  - universitet
AB  - This paper contributes to our knowledge of teacher educators' strategies for, and dilemmas with, working with gender inclusion in teachers' education. It illustrates how gender is constructed and reconstructed in teachers' education. The study revealed that teachers' education is not only – as earlier described – a highly feminised field, it is also a discipline that is permeated by horizontal and vertical segregation typical of higher education. The study analyses how university teacher educators experience and handle consequences of this horizontal segregation, building on interviews with subject representatives at a Swedish university. The results exemplify how university teachers reflect on gender policies and their own roles when working with teacher students. Heteronormative patterns also become visible in strategies meant to facilitate gender equality and desegregation. The author argues for the need to include university teachers' perspectives in future strategies for developing gender inclusion in university education.
ER  - 

TY  - JOUR
T1  - Dividing academic work: gender and academic career at Swedish universities
T2  - Gender and Education
SN  - 0954-0253
A1  - Angervall, Petra
A1  - Beach, Dennis
PY  - 2017
VL  - 3
IS  - 32
SP  - 347
EP  - 362
DO  - 10.1080/09540253.2017.1401047
LA  - eng
PB  - 347-362 : Informa UK Limited
KW  - academic work
KW  - collaboration
KW  - competition
KW  - divisions of labour
KW  - gender
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - higher education
AB  - Recent changes within the higher education system have affected the balance of academic labour. This article is based on interviews with 25 women lecturers in Education Faculties at Swedish Universities. It specifically addresses the shifting balance in terms of the increased separation between teaching and research in relation to gender, and the relationship between career advancement and gender this promotes. Distinctions concerning gender and academic labour and an enhancement of these power structures are identified, as well as how these affect possibilities of academic advancement. In conclusion, this study illustrates how women academics understand and navigate their academic career in relation to gendered attributes of academic work such as competitiveness, caretaking and responsibility are discussed. 
ER  - 

TY  - JOUR
T1  - In the middle of things: encountering questions about equality in social studies education
T2  - Gender and Education
SN  - 0954-0253
A1  - Gunnarsson, Karin
PY  - 2019
VL  - 1
IS  - 33
SP  - 33
EP  - 49
DO  - 10.1080/09540253.2019.1583321
LA  - eng
PB  - : Informa UK Limited
KW  - social studies equality
KW  - norms
KW  - categorizations
KW  - feminist posthumanism
AB  - This paper explores a teaching practice that considers equality in social studies in a Swedish upper secondary school. The questions explored were: What become produced within the teaching practice? and How to encounter these issues without reproducing them? To explore these questions I put to work a theoretical framework of feminist post-humanism and a participatory methodological approach. This meant that I collaborated with one teacher and participated in planning and teaching activities. The analysis of the teaching practice focuses on three events involving cries, lines and stairs; these events display the complex processes in which norms and categorizations are produced and revealed how both stabilizations and tensions became enacted within the teaching. In the concluding remarks, I further discuss these tensions in terms of troubles and hopes and elaborate on the encounter between social studies curriculum and a feminist post-humanist approach.
ER  - 

TY  - JOUR
T1  - 'I have neither his voice nor body': upper secondary school teacher students experiencing gendered division of labor
T2  - Gender and Education
SN  - 0954-0253
A1  - Persson, Magnus
PY  - 2020
VL  - 5
IS  - 33
SP  - 547
EP  - 561
DO  - 10.1080/09540253.2020.1825639
LA  - eng
PB  - : Taylor & Francis Group
KW  - authoritative work
KW  - gendered division of labor
KW  - habitus
KW  - profession
KW  - symbolic violence
KW  - upper secondary schoolteacher
AB  - For this study, Swedish upper secondary schoolteacher students were interviewed about their experiences and perceptions of teacher work in light of the traditional gendered division of labor in teaching. While female teaching has been signified by caring work, male teaching has been signified by distant teacher-pupil relations and the use of bodily resources to discipline pupils. In this study, both genders expressed feeling comforted when teacher practice corresponded to the traditional gendered division of labor and experiencing unease when it did not. Women expressed shortcomings in their ability to perform authoritative work because of their lack of male bodily resources. This subordination has been understood as symbolic violence, processed by a gendered habitus that structures women to prefer a special type of teacher work. Despite a small female majority in the profession and in teacher education, male domination still permeates the professional properties of the upper secondary schoolteacher work.
ER  - 

TY  - JOUR
T1  - Language alternation and language norm in vocational content and language integrated learning
T2  - Language Learning Journal
SN  - 0957-1736
A1  - Kontio, Janne
A1  - Sylvén, Liss Kerstin
PY  - 2015
VL  - 3
IS  - 43
SP  - 271
EP  - 285
DO  - 10.1080/09571736.2015.1053279
LA  - eng
PB  - : Informa UK Limited
KW  - clil
KW  - classroom interaction
KW  - language alternation
KW  - linguistic ethnograpy
KW  - microanalysis
KW  - vocational education
AB  - The present article deals with language choice as communicative strategies in the language learning environment of an English-medium content and language integrated learning (CLIL) workshop at an auto mechanics class in a Swedish upper secondary school. The article presents the organisation and functions of language alternations (LAs) which are learner-initiated and teacher-impelled [Üstünel, E. and P. Seedhouse. 2005. Why that, in that language, right now? Code-switching and pedagogical focus. International Journal of Applied Linguistics 15: 302–25]. The data are drawn from ethnography combined with audio and video recordings of learners in a beginner's level workshop and in an English as a foreign language classroom. A close analysis of languages chosen locally is combined with ethnographic knowledge of the broader social context of the alternations, and in both theory and method, the article combines the research fields of sociolinguistics and ethnography. The study demonstrates that LA in vocational CLIL classrooms is orderly, it is related to the evolution of communicative strategies and it is in accordance with and reproduces local language norms. Thus, English-medium education does not by definition mean that English is the only language employed. On the contrary, students play around with language and use different strategies, including the use of another language, to make themselves understood.
ER  - 

TY  - JOUR
T1  - The fading of a teaching profession? Reforms of early childhood teacher education in Sweden
T2  - Early Years: an international journal of research and development
SN  - 0957-5146
A1  - Karlsson Lohmander, Maelis
PY  - 2004
VL  - 1
IS  - 24
SP  - 23
EP  - 34
DO  - 10.1080/0957514032000179034
LA  - eng
PB  - : Informa UK Limited
KW  - pre-school teacher
KW  - swedish reforms
KW  - integrated teacher education
AB  - In Sweden, working with young children in institutions outside the home dates back to the late nineteenth century when public child care provision developed in a context of industrialization, urbanization and democratization. Out of the charitable work of unmarried women in these early institutions, pre-schools and teacher education programmes developed. Over the years, pre-school teacher education has undergone major changes, the most recent reform being the move into a system within which the previous eight distinctive teacher education programmes, pre-school teacher education being one of them, have been replaced by one integrated teaching degree. This article addresses some major features of the development of pre-school teacher education and concludes with a discussion of the most recent reform and its consequences for the early childhood teaching profession.
ER  - 

TY  - JOUR
T1  - Preschool's new suit: Care in terms of learning and knowledge
T2  - Early years
SN  - 0957-5146
A1  - Löfdahl, Annica
A1  - Folke-Fichtelius, Maria
PY  - 2015
VL  - 3
IS  - 35
SP  - 260
EP  - 272
DO  - 10.1080/09575146.2014.995600
LA  - eng
PB  - : Informa UK Limited
KW  - care
KW  - quality documentation
KW  - professional strategies
KW  - education
AB  - This article focuses on aspects of the notion of care in relation to the work of quality documentation in the Swedish preschool. Questions deal with how teachers enact pedagogy in relation to the documentation work; how they handle the demands of visibility; and which aspects of the teacher profession are exposed and which are silenced. Data consist of observations from staff meetings at a preschool and interviews with preschool teachers and their managers while discussing the work of documenting quality in the preschool. Our analytical tools are based on theories of teacher professionalism, combined with education policy. Our results show that the preschool staff rarely talk about care and that difficulty in describing and documenting the meaning of care leads them to use various professional strategies whereby they escape the challenges and transform care into children's learning and knowledge.
ER  - 

TY  - JOUR
T1  - Bridging ‘the gap’ – linking workplace-based and university-based learning in preschool teacher education in Sweden
T2  - Early years
SN  - 0957-5146
A1  - Karlsson Lohmander, Maelis
PY  - 2015
VL  - 2
IS  - 35
EP  - 2
DO  - 10.1080/09575146.2015.1025712
LA  - eng
PB  - : Informa UK Limited
KW  - preschool teacher education
KW  - workplace-based learning
KW  - university-based learning
KW  - theory to practice
KW  - collaboration/integration
ER  - 

TY  - JOUR
T1  - A noisy silence about care: Swedish preschool teachers’ talk about documentation
T2  - Early years
SN  - 0957-5146
A1  - Löfgren, Håkan
PY  - 2015
VL  - 1
IS  - 36
SP  - 4
EP  - 16
DO  - 10.1080/09575146.2015.1062744
LA  - eng
PB  - : Routledge
KW  - preschool
KW  - documentation
KW  - profession
KW  - policy
KW  - sweden
AB  - This article investigates what happens to institutional narratives of care in Swedish preschool when a policy on increased documentation is introduced. Questions deal with preschool teachers’ professionalism as expressed through the teachers’ talk about documentation. The analysis is based on theories in education policy, teacher professionalism and institutional narratives. The findings show that the few references made by the teachers to narratives of care are subordinated to narratives of learning. A major conclusion is that narratives of care are in a process of becoming a ‘noisy silence’, which influences teachers’ professionalism as well as shaping our common society.
ER  - 

TY  - JOUR
T1  - Re-mediation in Early Childhood Teachers’ Reasoning about their Role in Play: An Empirical Study of the Learning Process of a Work Team
T2  - Early Years
SN  - 0957-5146
A1  - Stavholm, Emelie
A1  - Lagerlöf, Pernilla
A1  - Wallerstedt, Cecilia
PY  - 2022
VL  - 2
IS  - 44
SP  - 341
EP  - 355
DO  - 10.1080/09575146.2022.2131741
LA  - eng
PB  - : Informa UK Limited
KW  - teacher professional learning
KW  - mediation
KW  - re-mediation
KW  - early childhood education and care
KW  - teachers’ role in play
AB  - This study focuses on teacher professional learning in early childhood education and care (ECEC) in response to the contemporary challenge of understanding the role of teachers in play. It explores the learning process of teachers when investigating how an ECEC work team in Sweden collaboratively changes their way of reasoning regarding their role in play when introduced to a theoretical framework that takes on this topic. This study is part of a combined research and development project, including focus group conversations (FGC) with video-stimulated recall. From a sociocultural perspective, the findings show how the participants’ reasoning is mediated and re-mediated at two levels. The first level includes the re-mediation of the concept of steering (from a more negative connotation to a more positive one). The second level explores how this shift re-mediates the team’s reasoning regarding their role in children’s play, from uncertainties regarding the risk of over steering the play to reasoning about the teacher’s key role in play for teaching to take place. Another finding focuses on the nonlinear progression of learning, as reasoning evident in the first FGC remained in the last but to a lesser extent. Implications for professional development training are discussed.
ER  - 

TY  - JOUR
T1  - Pathways to educational integration: affordances and constraints on migrant children's participation in Swedish preschool teaching activities
T2  - Early years
SN  - 0957-5146
A1  - Styrenius Löthman, Charlotte
A1  - Puskas, Tünde
PY  - 2024
DO  - 10.1080/09575146.2024.2412717
LA  - eng
PB  - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
KW  - integration
KW  - newly arrived migrant children
KW  - participation
KW  - teaching activities
KW  - dialogic teaching
AB  - This study explores the integration of newly arrived migrant children in Swedish preschools, focusing on their participation in teaching activities. The research is part of a larger project examining how these children, who experience a double transition into both a new cultural and educational environment, become integrated into early childhood education and care (ECEC). The study investigates how different teaching activities either facilitate or constrain migrant children's democratic participation. The research was conducted in two rural preschools with predominantly Swedish-speaking children and practitioners. The findings reveal that migrant children are more engaged during musical and physical activities, which rely less on verbal communication, compared to linguistically based activities. Teacher-controlled events, which consistently link language with resources, help maintain migrant children's attention, while dialogic teaching practices often result in their disengagement. The study highlights the importance of structured and inclusive teaching practices to support the educational integration of migrant children.
ER  - 

TY  - JOUR
T1  - Reconsidering school politics: Educational controversies in Sweden
T2  - The Curriculum Journal
SN  - 1469-3704
A1  - Fredholm, Axel
PY  - 2017
VL  - 1
IS  - 28
SP  - 5
EP  - 21
DO  - 10.1080/09585176.2016.1191361
LA  - eng
PB  - : Taylor & Francis
AB  - School politics in Sweden has recently moved in a conservative direction, emphasising the importance of conventional school subjects, stronger teacher authority and more discipline in the classroom. At the same time, consensus on the utility of such measures is lacking in the school debate. The conservative approach is often criticised as misleading and behind the times in relation to contemporary knowledge demands. This article examines and discusses the relevance of this critique. The main argument is that the conservative approach has a better matching with a previous phase in the history of Swedish school politics and that conventional schooling is difficult to combine with two of the major goals of schooling today – the diffusion of democracy and multipurpose skills. From this perspective, the political notion of schooling seems decoupled from the broader domain of public demands on education. To alleviate this problem school politics should draw less on the pedagogical ideas of essentialism and more on the historical legacy of progressivism in the Swedish education system.
ER  - 

TY  - JOUR
T1  - Conflicting goals of educational action: a study of teacher agency from a transactional realism perspective
T2  - Curriculum Journal
SN  - 0958-5176
A1  - Bergh, Andreas
A1  - Wahlström, Ninni
PY  - 2018
VL  - 1
IS  - 29
SP  - 134
EP  - 149
DO  - 10.1080/09585176.2017.1400449
LA  - eng
PB  - London : Routledge
KW  - curriculum
KW  - teacher agency
KW  - transactional realism
KW  - educational reform
KW  - sweden
KW  - education
AB  - This study focuses on the different ways in which teachers relate their situational agency and professional assignment to the national curriculum content and curriculum dilemmas. It builds theoretically on transactional realism and empirically on analyses of interviews with teachers, exploring the nature of teacher agency during the enactment of a new Swedish curriculum reform. To uphold a dual perspective of teachers’ relation to the curriculum as both collectively and individually experienced and as both an ideal and realistic–practical relation, we term the future as ‘projective experiences’, the presence as ‘practical-evaluative experiences’ and the past ‘iterational experiences’ in relation to agency. Especially, we are interested in the ‘what’ in the curriculum – what the teachers find intriguing, important or impossible and what affects how they relate to the curriculum as part of the multidimensional structures influencing their agency. This approach reveals that the crucial issue of teacher agency is related to the policy discourse on knowledge and equity as standards and the uniformity of assessment and its pedagogical consequences.
ER  - 

TY  - JOUR
T1  - Teachers’ curriculum agency in teaching a standards-based curriculum
T2  - Curriculum Journal
SN  - 0958-5176
A1  - Alvunger, Daniel
PY  - 2018
VL  - 4
IS  - 29
SP  - 479
EP  - 498
DO  - 10.1080/09585176.2018.1486721
LA  - eng
PB  - : Taylor & Francis
KW  - curriculum
KW  - curriculum theory
KW  - secondary teachers
KW  - subject knowledge
KW  - content
KW  - education
AB  - In 2011, Sweden introduced explicit standards for the curriculum used in compulsory schooling through the implementation of ‘knowledge requirements’ that align content, abilities and assessment criteria. This article explores and analyses social science teachers’ curriculum agency through a theoretical framework comprised of ‘teacher agency’ and Bernstein’s concepts of ‘pedagogic device’, ‘hierarchical knowledge structure’ and ‘horizontal knowledge structure’. Teachers’ curriculum agency, in recontextualisation of the curriculum, is described and understood through three different ‘spaces’: a collective space, an individual space and an interactive space in the classroom. The curriculum and time are important for the possibilities of agency – the teachers state that the new knowledge requirements compel them to include and assess a lot of content in each ‘curriculum task’. It is possible to identify a recontextualisation process of ‘borrowing’ and combining content from curriculum tasks across the different subjects. This process is explained by the horizontal knowledge structure and ‘weak grammar’ of the social sciences. Abilities, on the other hand, stand out as elements of a hierarchical knowledge structure in which a discursive space is opened for knowledge to transcend contexts and provides opportunities for meaning-making. The space gives teachers room for action and for integrating disciplinary content.
ER  - 

TY  - JOUR
T1  - Role of transnational and national education policies in realisation of critical thinking: the cases of Sweden and Kosovo
T2  - Curriculum Journal
SN  - 0958-5176
A1  - Tahirsylaj, Armend
A1  - Wahlström, Ninni
PY  - 2019
VL  - 4
IS  - 30
SP  - 484
EP  - 503
DO  - 10.1080/09585176.2019.1615523
LA  - eng
PB  - : Taylor & Francis Group
KW  - competence-based curricula
KW  - critical thinking
KW  - transnational education policies
KW  - teacher education
KW  - mother tongue
KW  - sweden
KW  - kosovo
KW  - education
AB  - Against the backdrop of the push from the European Commission and the Organisation for Economic Cooperation and Development for competence-based curricula, this article problematises the complexity of developing 21st century skills, such as critical thinking, by addressing the role transnational and national policy contexts play in realising critical thinking in the national contexts of Sweden and Kosovo. The article distinguishes between policy-critical thinking and civic-critical thinking. Relying on analyses of curriculum and policy documents, it is concluded that while in the Swedish context critical thinking competence (or ability) seems to be much more implicit than explicit, in Kosovo, the national curriculum makes explicit references to thinking competences as a form of policy-critical thinking and civic competencies as a form of civic-critical thinking. Thus, students in both contexts have opportunities to develop critical thinking skills. Further, Sweden emerges as a divergent case and Kosovo as a convergent case with regard to transnational policy flow research paradigms. 
ER  - 

TY  - JOUR
T1  - How critical thinking, multicultural education and teacher qualification affect anti-immigrant attitudes
T2  - International Studies in Sociology of Education
SN  - 0962-0214
A1  - Hjerm, Mikael
A1  - Johansson Sevä, Ingemar
A1  - Werner, Lena
PY  - 2018
VL  - 1
IS  - 27
SP  - 42
EP  - 59
DO  - 10.1080/09620214.2018.1425895
LA  - eng
PB  - Abingdon : Taylor & Francis
KW  - anti-immigrant attitudes
KW  - education
KW  - critical thinking
KW  - multicultural education
KW  - teacher qualification
KW  - sweden
AB  - Previous studies identify a relationship between education and anti-immigrant attitudes. There is, however, uncertainty regarding the underlying explanations linking education to attitudes. In this article, we examine whether a relationship exists between exposure to teaching about critical thinking as well as multiculturalism (measured as religions/cultures as well as xenophobia/racism), and anti-immigrant attitudes among adolescents. In addition, we examine whether teacher qualification matters for attitudes. The analysis is based on survey data collected from high school students in Sweden. The results show an association between exposure to teaching about critical thinking as well as multiculturalism (both indicators) and anti-immigrant attitudes among students, i.e. higher exposure is related to lower levels of anti-immigrant attitudes. However, we find that teaching about xenophobia/racism affects attitudes, but not when simultaneously controlling for teaching about critical thinking and religions/cultures. In terms of teacher qualification, we find that students in schools with a high proportion of certified teachers tend to have lower levels of anti-immigrant attitudes.
ER  - 

TY  - JOUR
T1  - Discrimination against students with foreign backgrounds: evidence from grading in Swedish public high schools
T2  - Education Economics
SN  - 0964-5292
A1  - Hinnerich, Björn Tyrefors
A1  - Höglin, Erik
A1  - Johannesson, Magnus
PY  - 2014
VL  - 6
IS  - 23
SP  - 660
EP  - 676
DO  - 10.1080/09645292.2014.899562
LA  - eng
PB  - : Informa UK Limited
KW  - discrimination
KW  - education
KW  - grading
KW  - teacher bias
AB  - We rigorously test for discrimination against students with foreign backgrounds in high school grading in Sweden. We analyse a random sample of national tests in the Swedish language graded both non-blindly by the student's own teacher and blindly without any identifying information. The increase in the test score due to non-blind grading is significantly higher for students with a Swedish background. This discrimination effect is sizeable, about 10% of the mean or 20% of the standard deviation of the blind test score.
ER  - 

TY  - JOUR
T1  - Teacher-researcher collaboration in a Grade Four mathematics classroom: Restoring equality to students usage of the '=' sign
T2  - Educational action research
SN  - 0965-0792
A1  - Gade, Sharada
PY  - 2012
VL  - 4
IS  - 20
SP  - 553
EP  - 570
DO  - 10.1080/09650792.2012.727644
LA  - eng
PB  - London : Routledge
KW  - action research cycle
KW  - actionable knowledge
KW  - cultural-historical and activity theory perspectives
KW  - equality sign
KW  - mediated and semiotic activity
KW  - narrative inquiry
KW  - reflexivity
KW  - relational knowing
KW  - teacher-researcher collaboration
AB  - This article portrays action research conducted in relation to students’ faulty use of the equality sign at a Grade four mathematics classroom in Sweden. Substantial background on teacher-researcher collaboration that prepares ground for the action research is offered. Drawing on CHAT perspectives the conduct of activities mediated by diagrammatic objects (lappar) as cultural artefacts and students' inscriptions in these is also provided. As semiotic activity the action research cycle allows students to reflect on signs, meanings and their interrelationships while working with knowledgeable others. A three stage conclusion discusses relevant research in mathematics education, the nature of practical theory realised, and actionable knowledge thereby possible in terms of trustworthiness.
ER  - 

TY  - JOUR
T1  - Facilitating a culture of relational trust in school-based action research: recognising the role of middle leaders
T2  - Educational Action Research
SN  - 0965-0792
A1  - Edwards-Groves, Christine
A1  - Grootenboer, Peter
A1  - Rönnerman, Karin
PY  - 2016
VL  - 3
IS  - 24
SP  - 369
EP  - 386
DO  - 10.1080/09650792.2015.1131175
LA  - eng
PB  - : Informa UK Limited
KW  - communicative spaces
KW  - facilitation
KW  - middle leading
KW  - partnerships
KW  - practice architectures
KW  - recognition
KW  - relational trust
KW  - site-based education development
AB  - Practices such as formal focused professional dialogue groups, coaching conversations, mentoring conversations and professional learning staff meetings have been taken up in schools and pre-schools as part of long-term action research and development activities to improve the learning and teaching practices. The development of relational trust has long been described in the literature as pivotal for the ongoing ‘success’ of such research and development in sites. In this article, we attempt to re-characterise relational trust as it is accounted for by participants in action research. We present data from a cross-nation study of middle leaders from Australian primary schools and Swedish pre-schools. Middle leaders are those teachers who ‘lead across’; they have both an acknowledged position of leadership or responsibility for the practice development of colleagues and a significant teaching role. The larger study examined the practices of middle leaders; and in this article we draw on interview data from one of the case-study sites that illustrate how colleagues in schools recognise the role middle leaders have for facilitating action research and teaching development. This article specifically presents excerpts from semi-structured interviews with 25 teachers, three principals, three executive teachers and three district consultants. Interviewees described how nourishing a culture of relational trust and mutual respect are critical features in the change endeavour. For them, the practices of the middle leader who facilitated the action research were instrumental in developing trust for teacher development. Analysis of participant accounts revealed five dimensions of trust: interpersonal trust, interactional trust, intersubjective trust, intellectual trust, and pragmatic trust.
ER  - 

TY  - JOUR
T1  - The role of action research in teachers’ efforts to develop research-based education in Sweden: intentions, outcomes, and prerequisite conditions
T2  - Educational action research
SN  - 0965-0792
A1  - Bergmark, Ulrika
PY  - 2020
VL  - 3
IS  - 30
SP  - 427
EP  - 444
DO  - 10.1080/09650792.2020.1847155
LA  - eng
PB  - : Taylor & Francis
KW  - action research
KW  - teacher research
KW  - motivations
KW  - teacher competency
KW  - evidence-based teaching
KW  - evidence-informed teaching
KW  - education
AB  - This paper analyzes teachers’ motivations and expectations when engaging in action research and relates these to the process outcomes and to the broader evidence movement in education. The theoretical framework builds on research on motivations for teaching and engaging in action research. The empirical data consisted of 50 written teacher reflections completed on two occasions within the action research and teachers’ oral presentations using PowerPoint slides. The outcomes regarding individual and collegial professional learning corresponded well to the teachers’ expectations. However, the relationships with their principal, and also with the researcher, developed more than had been expected. Also, the teachers saw evidence of student/child learning in line with the intentions, but the fact that social and emotional learning was, ultimately, more visible, was unexpected. This study shows that action research, based on an evidence-informed perspective, plays an important role when teachers are building a research-based education, in a context where evidence-based teaching is promoted. Implications of this study include: the importance of establishing fair conditions for teachers’ voluntary engagement in action research; highlighting intentions in the beginning, and throughout the process, which increases the probability of achieving the expected outcomes; and promoting teacher-driven processes.
ER  - 

TY  - JOUR
T1  - To recognize oneself and others in teacher-researcher collaboration
T2  - Educational action research
SN  - 0965-0792
A1  - Olin, Anette
A1  - Almqvist, Jonas
A1  - Hamza, Karim
PY  - 2021
VL  - 2
IS  - 31
SP  - 248
EP  - 264
DO  - 10.1080/09650792.2021.1897949
LA  - eng
PB  - : Taylor & Francis
KW  - teacher-researcher collaboration
KW  - recognition
KW  - teaching dilemmas
KW  - practice-based research
KW  - dialogue
KW  - curriculum studies
AB  - Research is needed to explain in more depth what happens and why in teacher-researcher collaboration. Previous research on collaboration points out issues such as asymmetric power relations and cultural differences between professions that can potentially cause problems. This paper examines a Swedish action research project in which teachers and researchers worked together to write a textbook for pre-service teacher education. To study the collaboration, theory on recognition was used to interpret how teachers and, to some extent, researchers understand and value themselves and each other’s participation and contribution. Data was collected from a two-day dialogue meeting in the middle of the process where teachers and researchers met to discuss their on-going writing. The result shows that, through well-structured dialogues, the participants transformed their understanding and valuing of both themselves and others in relation to the task of producing new didactical knowledge. This is interpreted as transformed self-recognition for the teachers, who started to acknowledge themselves as knowledge producers. This transformation was crucial for developing the mutual recognition through which new didactical knowledge emerged as a result of the collaboration.
ER  - 

TY  - JOUR
T1  - Teachers' professional transformation in teacher-researcher collaborative didactic development projects in Sweden and Finland
T2  - Educational Action Research
SN  - 0965-0792
A1  - Olin, Anette
A1  - Pörn, Michaela
PY  - 2021
VL  - 4
IS  - 31
SP  - 821
EP  - 838
DO  - 10.1080/09650792.2021.2004904
LA  - eng
PB  - : Informa UK Limited
KW  - teacher-researcher collaboration
KW  - teachers' professional development
KW  - didactic development
KW  - action research
KW  - practice architectures
KW  - education & educational research
AB  - To what extent can teachers' involvement in knowledge-producing activities be enhanced through collaboration with researchers? This article reports on two teacher-researcher collaborative didactic development projects in Sweden and Finland. By using the theory of practice architectures, the aim is to explore how teachers' knowledge contribution and participation may be transformed through collaboration in two action research-based projects. Even though the practices of collaboration are different, one aiming for book production and the other for didactic development in the classroom, the findings regarding the teachers' professional transformation seem to have similarities. The norms of how teachers initially understand themselves are transformed through the collaboration. The teachers start out by stating that they feel unsure of their own capacity, but through collaboration they start to see themselves as knowledge producers when they understand the value of their contribution of knowing-in-action. The teachers' professional transformation is made possible through time given and the set-up of collaboration through dialogues. As the teachers develop agency in the collaborative process of producing knowledge with the researchers, the relationships of power and solidarity change. The findings contribute to the research field emphasising teachers' important role in knowledge production and practice development processes.
ER  - 

TY  - JOUR
T1  - Leading with care: four mentor metaphors in collaboration between teachers and researchers in action research (Translated from the Swedish and revised by the authors)
T2  - Educational action research
SN  - 0965-0792
A1  - Bergmark, Ulrika
A1  - Dahlbäck, Ann-Charlotte
A1  - Hagström, Anna-Karin
A1  - Viklund, Sara
PY  - 2023
VL  - 3
IS  - 32
SP  - 475
EP  - 492
DO  - 10.1080/09650792.2023.2229870
LA  - eng
PB  - : Taylor & Francis
KW  - action research
KW  - collaboration
KW  - mentoring
KW  - teacher-researcher relationship
KW  - ethics of care
KW  - metaphors
KW  - education
AB  - Mentoring is a central aspect of action research processes and raises ethical issues concerning roles and responsibilities, particularly when teachers and researchers collaborate. The purpose of the study is to explore mentoring and the roles of mentors in action research from an ethical stance. The theoretical basis is the philosophy of care ethics developed by the American educational philosopher, Nel Noddings. Participants in the study included one researcher and three teachers with experience serving as mentors in action research. Data collection included written reflections and collegial conversations on mentoring. Thematic analysis and the domain interactional model were used in the analysis, where four mentor metaphors in action research emerged: the gardener, the shepherd, the teacher and the bridge-builder. All roles can be practiced at the same time; sensitivity determines when a mentor moves in and out of different roles. The study finds that care ethics can contribute to an increased understanding of mentoring as something situated and relational, where a symmetrical approach between mentor and mentee is emphasized. The goal of mentoring should not be to treat everyone equally, but instead to build relationships on the individual level in order to establish mutual trust based on individual needs. The study shows that the four mentor metaphors can serve as a useful tool for critical reflection on the complexity of the mentor role and accordingly, the renegotiation of stereotypical mentor roles in relation to the quality of teaching.
ER  - 

TY  - JOUR
T1  - Value creation through teacher–researcher collaboration in action research: engagement, agency and knowledge co-production
T2  - Educational action research
SN  - 0965-0792
A1  - Bergmark, Ulrika
A1  - Löfgren, Maria
A1  - Manderstedt, Lena
A1  - Palo, Annbritt
PY  - 2025
DO  - 10.1080/09650792.2025.2604653
LA  - eng
PB  - : Routledge
KW  - action research
KW  - value  creation
KW  - teacher  professional learning
KW  - teacher-researcher collaboration
KW  - agency
KW  - knowledge co-production
KW  - education
KW  - language
KW  - litterature and education
KW  - språk och litteratur med didaktisk inriktning
AB  - This study is part of a larger action research (AR) project aimed at improving students’ engagement with fiction and reading skills in Swedish and Swedish as a second language. In this paper, a theoretical framework of value creation in social learning spaces is used to critically explore teachers’ professional learning and experienced value in AR in literature teaching. In total, 15 teachers from primary, secondary and upper secondary schools participated. Data included written teacher reflections and recorded focus group conversations. Reflections were collected at the start and end of the project. Focus group conversations were carried out once a month for three terms. The findings reveal that value was created through collaborative engagement of teachers and researchers, expanding teachers’ professional knowledge on challenges, practice-informed adaptation of teaching and collective learning and shared knowledge. The study emphasises value creation in educational AR through sustained teacher-researcher collaboration, mutual engagement, agency and knowledge co-production. It highlights the role of long-term partnerships and calls for future research to challenge consensus, to include both quantitative and qualitative measures of learning and knowledge, and to engage with scientific texts as well as systematically explore professional learning throughout.
ER  - 

TY  - JOUR
T1  - “Words are picked up along the way”: Swedish EFL teachers’ conceptualizations of vocabulary knowledge and learning
T2  - Language Awareness
SN  - 0965-8416
A1  - Bergström, Denise
A1  - Norberg, Cathrine
A1  - Nordlund, Marie
PY  - 2021
VL  - 4
IS  - 31
SP  - 393
EP  - 409
DO  - 10.1080/09658416.2021.1893326
LA  - eng
PB  - : Taylor & Francis
KW  - english as a foreign language
KW  - teacher cognition
KW  - vocabulary development
KW  - vocabulary learning
KW  - vocabulary teaching
KW  - english and education
KW  - engelska med didaktisk inriktning
AB  - Vocabulary is a core feature of language proficiency, requiring explicit attention in the language classroom. As teachers’ conceptualizations influence their teaching, their understanding of vocabulary deserves closer attention. Yet, few teacher cognition studies focus on vocabulary, and even fewer on non-native teachers’ conceptualizations of vocabulary. This paper presents an interview study with Swedish EFL teachers at secondary school level. Fourteen teachers were interviewed about their beliefs and practices in relation to vocabulary development in the classroom. The study shows that despite a general understanding of the importance of vocabulary in language learning among the teachers, vocabulary was not seen as a learning objective in its own right. Closely connected to this understanding, the teachers showed a great reliance on incidental vocabulary learning, where words were understood as “picked up along the way” while doing other things, such as reading and playing games. It was also found that although the teachers showed an awareness of the many aspects involved in word knowledge, they mentioned few methods to work with them. The study suggests a need for a more explicit focus on vocabulary instruction in the language learning classroom.
ER  - 

TY  - JOUR
T1  - Accommodating beginner language learners in level-based language introduction
T2  - Language Awareness
SN  - 0965-8416
A1  - Hedman, Christina
A1  - Cunningham, Una
PY  - 2024
VL  - 2
IS  - 34
SP  - 396
EP  - 413
DO  - 10.1080/09658416.2024.2394664
LA  - eng
PB  - : Informa UK Limited
KW  - collaborative dialogue
KW  - language introduction
KW  - language scaffolding
KW  - migration
KW  - multilingualism
KW  - flerspråkighet
KW  - kollaborativ dialog
KW  - språkintroduktion
KW  - språklig stöttning
KW  - språkdidaktik
KW  - language education
AB  - The paper builds on ethnographic fieldwork in a Language Introduction program for recently arrived students in an upper secondary school in Sweden. In a short period of time, this program prepares students for using Swedish as an academic language, in order to enter a national program. One response to this challenge is that schools allocate the recently arrived students to level-based groups. We contribute new knowledge about this practice by focusing on the nature of teacher support in one beginner group and one more advanced group, based on ethnographic data from classroom observations and interviews. Drawing from language scaffolding theory, we show how the teachers in both groups initiated collaborative dialogue. This dialogue was most prominent in peer work in the advanced group, affording space for flexible language use and affective-relational dimensions. The peer work seemingly compensated for less teacher bridging to students’ previous language resources, less explicit feedback, and less use of multimodality. The findings contribute new knowledge about how teachers accommodate beginner learners in their everyday teaching, although accommodating all students was not feasible. Other possible ways of grouping and supporting learners while closely attending to learner development could be explored further.
ER  - 

TY  - JOUR
T1  - Adult-initiated touch and its functions at a Swedish preschool: Controlling, affectionate, assisting and educative haptic conduct.
T2  - International Journal of Early Years Education
SN  - 0966-9760
A1  - Bergnehr, Disa
A1  - Čekaitė, Asta
PY  - 2017
VL  - 3
IS  - 26
SP  - 312
EP  - 331
DO  - 10.1080/09669760.2017.1414690
LA  - eng
PB  - : Informa UK Limited
KW  - adult–child interactions
KW  - touch
KW  - early childhood education
KW  - educare
KW  - embodiment
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The present study examines adult–child touch and its functions in a Swedish preschool (for 1 to 5-year-old children). The data are naturalistic observations and video-recorded data of everyday preschool activities. The study describes the frequently occurring functions of educators’ haptic conduct (control, affectionate, affectionate-control, assisting and educative touch), discussing them in relation to the children's age, gender and type of the preschool activity. It reveals the complexity of touch, demonstrating that physical contact is used for a variety of purposes in the educators’ daily work. The educators employed touch without force, and the children did not respond with explicit and forceful resistance (such as pushing back or otherwise protesting). Adult-initiated haptic behaviour served a continuum of social purposes – from social–relational work, such as establishing and building affectively positive, caring, social relations, to practical and educative organisational efforts to manage the complex and busy preschool life. The distribution of adult–child touch categories brings attention to the bodily aspects of the early childhood educational setting and highlights some of the ways in which the requirements of the Swedish curriculum for Preschool and its focus on educare are actualised in the educators’ embodied conduct.
ER  - 

TY  - JOUR
T1  - Teachers’ and children’s use of words during early childhood STEM teaching supported by robotics
T2  - International Journal of Early Years Education
SN  - 0966-9760
A1  - Fridberg, Marie
A1  - Redfors, Andreas
PY  - 2021
VL  - 2
IS  - 32
SP  - 405
EP  - 419
DO  - 10.1080/09669760.2021.1892599
LA  - eng
PB  - : Routledge
AB  - With science and digitalisation emphasised further in the new Swedish preschool curriculum, there is a need to clarify teachers’ role in educating children in and about these areas. With research pointing out the importance of a conscious language use in STEM teaching, we here focus on words used by teachers and children during inquiry-based STEM activities in five different preschools. Bers’ powerful ideas about early childhood computational thinking (Bers 2018. Coding as a Playground. New York: Routledge.) were used for analysis and results highlight how digital programming and use of robots can promote a more versatile use of robotic words, compared to analogue, ‘unplugged’, programming without robots. Furthermore, it is also found that use of precise decontextualised language by the teacher seems to stimulate children’s use of words related to STEM and the object of learning. The findings add to the discussion about how teachers can scaffold children’s learning by inquiry teaching of STEM supported by robotics.
ER  - 

TY  - JOUR
T1  - Nordic preschool student teachers’ views on early writing in preschool
T2  - International Journal of Early Years Education
SN  - 0966-9760
A1  - Magnusson, Maria
A1  - Hofslundsengen, Hilde
A1  - Jusslin, Sofia
A1  - Mellgren, Elisabeth
A1  - Svensson, Ann-Katrin
A1  - Heilä-Ylikallio, Ria
A1  - Hagtvet, Bente E.
PY  - 2021
VL  - 4
IS  - 30
SP  - 714
EP  - 729
DO  - 10.1080/09669760.2021.1948820
LA  - eng
PB  - : Taylor & Francis
KW  - education
KW  - early writing
KW  - preschool student teacher
KW  - professional competence
KW  - early literacy
KW  - support
AB  - This study investigates preschool student teachers? views on how early writing should be supported in preschool. The sample consists of 66 preschool student teachers from Finland, Norway, and Sweden, who participated in the study by responding to open-ended questions on a written questionnaire. Results show that the respondents? answers were underpinned by holistic views on children?s learning; they value children?s own initiative as a decisive learning factor. Further, the responses underscore the importance of a writing-inviting environment and the preschool teachers acting as role models. The respondents rarely offered explicit theoretical reasons and arguments for why they would encourage early writing. Based on the findings, it appears critical to discuss within the profession the issue why early writing should be encouraged.
ER  - 

TY  - JOUR
T1  - Language as context: A case of early literacy practices in New Zealand and Sweden
T2  - International Journal of Early Years Education
SN  - 0966-9760
A1  - Bateman, Amanda
A1  - Čekaitė, Asta
PY  - 2022
VL  - 1
IS  - 30
SP  - 55
EP  - 70
DO  - 10.1080/09669760.2022.2029365
LA  - eng
PB  - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
AB  - Globally, there has been increasing adaptation of curricula frameworks in early childhood education, providing overarching principles of practice rather than subject specific templates for teaching and learning. While such a movement is to be commended as supporting a socio-cultural approach in meeting each childs unique social and cultural needs, the implementation of frameworks is not straightforward (Bateman 2022). By applying an ethnomethodological approach to child-teacher interactions, this article explores how early childhood curricula frameworks in Sweden and New Zealand are implemented in everyday talk-in-interaction between children and teachers. We use an ethnomethodological (EM) approach (Garfinkel 2002) and conversation analysis (CA) (Sacks, Schegloff, and Jefferson 1974) approach (EMCA) to situate language as context. This approach offers a move away from the broader perspective of context being a static environmental space, to context as co-constructed by the participants through their immediate interactions (Goodwin and Duranti 1992). Contextual resources involve the concrete social situations, background cultural knowledge, language, activity and situation types, participants knowledge about topics talked about and about each other and their interactional biographies (Linell 2009, 17).
ER  - 

TY  - JOUR
T1  - The child in the Swedish preschool photograph versus the child in the curriculum: a comparison of contemporary notions
T2  - International Journal of Early Years Education
SN  - 0966-9760
A1  - Wahlgren, Catarina
A1  - Andersson, Kristina
PY  - 2022
VL  - 2
IS  - 32
SP  - 374
EP  - 388
DO  - 10.1080/09669760.2022.2061924
LA  - eng
PB  - : Routledge
KW  - curriculum
KW  - documentation
KW  - gender equality
KW  - performativity
KW  - preschool
KW  - genusvetenskap
AB  - Photographs constitute an important visual language in contemporary Swedish preschool, as they are legible to young children themselves. This article aims to examine which notions of the child are represented in preschool photographs, and how these notions correlate to notions of the child expressed in Swedish preschool curriculum. The analysis uses Fairclough's critical discourse analyses and the critical concepts of performativity and celebrated subject positions. First, the curriculum's descriptions of the child and modes of learning in preschool are analysed. Second, photographs from four preschools are thematised, analysed and theorized, with a focus on the performances and subject positions repeatedly displayed. Results show that while the curriculum promotes holistic performances where play and care are interwoven with education, the photographs celebrate performances within teacher-led educational situations, and invisibilize care as well as play. The focus on education in the photographs corresponds with international trends regarding the professionalization and "schoolification" of early childhood education. Crucially this is connected to gendered meanings linked to care and education, respectively.
ER  - 

TY  - JOUR
T1  - Evaluating a large-scale implementation of Assessment for Learning in Sweden
T2  - Assessment in education
SN  - 0969-594X
A1  - Jönsson, Anders
A1  - Lundahl, Christian
A1  - Holmgren, Anders
PY  - 2015
VL  - 1
IS  - 22
SP  - 104
EP  - 121
DO  - 10.1080/0969594X.2014.970612
LA  - eng
PB  - : Routledge
KW  - assessment for learning
KW  - formative assessment
KW  - teacher professional development
KW  - teacher learning communities
KW  - education
AB  - This study reports on a large-scale implementation of Assessment for Learning (AfL) in a Swedish municipality. The implementation was founded on two principles: (1) teaching should be informed by educational research; (2) to be successful teachers' professional development needs to be based in everyday classroom practice. From these principles, AfL was chosen as a strand of educational research to inform teaching and 'Teacher Learning Communities' were chosen as a vehicle for professional development and for implementing AfL practices. Findings indicate that the project has been successful in bringing about a change in how teachers talk about teaching and learning and in changing teachers' pedagogical practice towards AfL. Findings also suggest that AfL practices are mostly teacher-centred, which means that the teachers still take most of the responsibility for the assessment. This leads to high workload for the teachers and may also hinder students from taking responsibility for their learning.
ER  - 

TY  - JOUR
T1  - Instructional Practices for Pupils with an Intellectual Disability in Mainstream and Special Educational Settings
T2  - International journal of disability, development and education
SN  - 1034-912X
A1  - Klang, Nina
A1  - Göransson, Kerstin
A1  - Lindqvist, Gunilla
A1  - Nilholm, Claes
A1  - Hansson, Susanne
A1  - Bengtsson, Karin
PY  - 2020
VL  - 2
IS  - 67
SP  - 151
EP  - 166
DO  - 10.1080/1034912X.2019.1679724
LA  - eng
PB  - : Taylor & Francis
KW  - inclusion
KW  - instruction
KW  - intellectual disability
KW  - mainstream educational settings
KW  - special educational settings
AB  - The inclusion agenda has influenced education systems around the world, resulting in better access to mainstream education for pupils with special educational needs (SEN). While numerous studies have compared outcomes of pupils with SEN in mainstream and special educational settings, research on the specific characteristics of these settings remains scarce. In this study a survey was conducted with teachers of pupils with an intellectual disability in mainstream (N?=?254) and special educational settings (N?=?392) in Sweden to investigate differences in instructional practices between these settings. The results showed that teachers? in the two settings devoted approximately similar amount of time to learner- centred and teacher-centred activities respectively, which slightly more focus on teacher-centred activities in both settings. The results of a Mann-Whitney U-test revealed that teachers in mainstream educational settings, in comparison with teachers in special educational settings, reported significantly higher expectations of pupils? performance but lower focus on supporting pupils? social participation. Support of pupils? social participation may be an important characteristic of special educational settings, and there is a need to further explore how knowledge of teacher practices in special educational settings may be used to support pupil?s social participation in mainstream settings.
ER  - 

TY  - JOUR
T1  - Smartbands and Behavioural Interventions in the Classroom: Multimodal Learning Analytics Stress-Level Visualisations for Primary Education Teachers
T2  - International journal of disability, development and education
SN  - 1034-912X
A1  - Gunnars, Fabian
PY  - 2024
VL  - 1
IS  - 73
SP  - 176
EP  - 195
DO  - 10.1080/1034912x.2024.2355625
LA  - eng
PB  - : Informa UK Limited
AB  - Students’ stress levels may affect their well-being, attentiveness and learning outcomes in primary education classrooms. Positive behavioural interventions and support actions conducted by teachers may alleviate students’ stress levels, especially when addressing special educational needs. In this multimodal learning analytics study, students in a classroom were all given a smartband for their wrist during regular curriculum activities. Data comprised the semester of a single subject as a part of a research project conducted in Sweden. Biobehavioural stress-related arousal of students’ autonomic nervous system was visualised and analysed through distinguished behavioural modes. Additional data include naturalistic observational notes and two short teacher interviews. Research methodology and strategies for innovative implementation were presented and discussed alongside contextual details. For example, stress-level visualisations can aid actionable adjustments of behavioural intervention intensity and provide students’ attentiveness overview for teachers that sequence curricular activities during planning. Findings show an interdisciplinary basis for cost effective real-time dynamic solutions that involve visual dashboards with advantages to understanding student learning, both at a school-wide system level and for the classroom, if viewed optimistically. However, research on the topic is still in its infancy, notably with ethical risks as a growing pain.
ER  - 

TY  - JOUR
T1  - GeoCapabilities and curriculum leadership: Balancing the priorities of aims-based and knowledge-led curriculum thinking in schools
T2  - International Research in Geographical and Environmental Education
SN  - 1038-2046
A1  - Uhlenwinkel, Anke
A1  - Béneker, Tine
A1  - Bladh, Gabriel
A1  - Tani, Sirpa
A1  - Lambert, David
PY  - 2016
VL  - 4
IS  - 26
SP  - 327
EP  - 341
DO  - 10.1080/10382046.2016.1262603
LA  - eng
PB  - : Taylor & Francis
KW  - geocapabilities
KW  - human capabilities
KW  - powerful disciplinary knowledge
KW  - geographical thinking
KW  - curriculum making
KW  - european teachers and teacher educators
KW  - geography
KW  - geografi
AB  - The small-scale research presented in this paper was conducted as part of the GeoCapabilities project. Though originating in the Anglophone world, the project attempts to address the purposes and values of geography education internationally. Using the idea of “powerful disciplinary knowledge” the project asks what geography has to offer that helps young people develop the human capabilities they need in order to live a life that they consider valuable. In this paper, we explore the challenges and opportunities presented by GeoCapabilities in several European national contexts. We asked selected teachers and teacher educators in four different countries (Finland, Germany, The Netherlands and Sweden) what role they thought geography plays in enhancing students’ “human potential.” Despite marked differences relating to the legal and structural background in each country we found major similarities in teachers’ and teacher educators’ curriculum thinking in relation to geography's contribution to the future well-being of their students.
ER  - 

TY  - JOUR
T1  - Profiles of state and trait engagement of preschool children
T2  - Early Education and Development
SN  - 1040-9289
A1  - Ritoša, Andrea
A1  - Almqvist, Lena
A1  - Danielsson, Henrik
A1  - Granlund, Mats
PY  - 2023
VL  - 8
IS  - 35
SP  - 1758
EP  - 1772
DO  - 10.1080/10409289.2023.2297656
LA  - eng
PB  - : Taylor & Francis
AB  - Research Findings: This study examined the engagement of 494 preschool children in Sweden (M = 53.44 months, SD = 10.64) using both teacher questionnaires to measure global engagement (trait) and observations to measure momentary engagement (state). Using a person-oriented approach with cluster analysis, we identified five distinct profiles of global and momentary engagement, with four of them showing discrepancies between global and observed engagement levels. We found that age, hyperactivity, and second language learner (SLL) status were related to a specific engagement profile. Specifically, children high in hyperactivity tended to be in clusters with higher momentary engagement than global engagement, whereas second language learners were overrepresented in clusters with lower momentary engagement.Practice or Policy: The findings suggest that global and observed measures of engagement capture different aspects of children’s engagement and should not be used interchangeably. Children with low engagement ratings on both measures of engagement are more likely to have an extreme score on the global engagement measure, indicating that difficulties they experience will be more noticeable in their global engagement. On the other hand, displays of high levels of momentary engagement could signal children’s inherent potential, prompting tailored encouragement and support within Early Childhood Education and Care (ECEC) settings and promoting their overall engagement levels.
ER  - 

TY  - JOUR
T1  - Engagement in Activity Settings of First and Second Language Learners in Preschool – The Role of Qualified Preschool Teachers and Classroom Structure
T2  - Early Education and Development
SN  - 1040-9289
A1  - Almqvist, Lena
A1  - Finnman, Johannes
PY  - 2024
VL  - 3
IS  - 36
SP  - 744
EP  - 765
DO  - 10.1080/10409289.2024.2423388
LA  - eng
PB  - : Informa UK Limited
AB  - Research Findings: In Swedish preschools, second-language learners often display lower engagement in activity settings than first-language learners. This study used a multilevel model to examine the association between children’s language status, classroom structure, teacher qualifications, and engagement in preschool activity settings. The sample included 148 children, aged three to five, from classrooms with varying proportions of first and second-language learners. The Child Observation in Preschool (COP) instrument measured engagement levels. Our findings reveal that the presence of highly qualified teachers significantly increased the duration of high engagement for all children, regardless of language status. While second language learners initially appeared to show lower engagement, this difference was insignificant in the full model after accounting for classroom structure and teacher qualifications. Classrooms with a higher proportion of qualified teachers demonstrated improved engagement across the board. Policy and Practice: These findings underscore the importance of ensuring a high proportion of qualified teachers in early childhood education and care settings. Creating a supportive, high-quality educational environment is essential for fostering engagement among all children but may be particularly crucial in classrooms with diverse language backgrounds.
ER  - 

TY  - JOUR
T1  - Nordic student teachers' views on the importance of species and species identification
T2  - Journal of Science Teacher Education
SN  - 1046-560X
A1  - Palmberg, Irmeli
A1  - Hermans, Mikaela
A1  - Jeronen, Eila
A1  - Kärkkäinen, Sirpa
A1  - Persson, Christel
A1  - Yli-Panula, Eija
PY  - 2018
VL  - 5
IS  - 29
SP  - 397
EP  - 419
DO  - 10.1080/1046560X.2018.1468167
LA  - eng
PB  - : Taylor and Francis Ltd.
AB  - People’s knowledge about nature, their interest in nature, their nature experiences, and their values and emotions regarding nature are factors that promote people’s positive views on environmental issues and sustainability. Knowing the variation and patterns in teachers’ and student teachers’ views is an essential step in considering the ways in which sustainability might be interpreted and enacted in schools and in teacher education. The aim of this study is to analyze student teachers’ views on the importance of species and species identification in general and as a part of their professional development regarding their understanding of biodiversity and sustainability. A total of 426 student teachers in Finland, Norway, and Sweden answered a questionnaire consisting of fixed and open-ended questions. Mixed methods were used: t test and analysis of variance for quantitative data and inductive and deductive, model-based content analysis for qualitative data. According to the majority of student teachers (85%), both species identification and biodiversity are important for sustainability; species identification in general was important to 58% of them. Their statements about importance contained mostly ecological views (46%), followed by emotional (17%), educational (16%), and utilitarian (11%) views. The remainder of the student teachers’ statements (10%) contained negativistic or indifferent views. The reasons for the low percentage of educational views are discussed. The implications of the results for teacher education worldwide are emphasized, especially the importance of those teaching methods that have the potential to increase student teachers’ understanding of sustainability.
ER  - 

TY  - JOUR
T1  - Swimming Against the Tide: Five Assumptions about Physics Teacher Education Sustained by the Culture of Physics Departments
T2  - Journal of Science Teacher Education
SN  - 1046-560X
A1  - Larsson, Johanna
A1  - Airey, John
A1  - Lundqvist, Eva
PY  - 2021
VL  - 8
IS  - 32
SP  - 934
EP  - 951
DO  - 10.1080/1046560X.2021.1905934
LA  - eng
PB  - : Informa UK Limited
KW  - teacher education
KW  - physics
KW  - discourse
KW  - identity
KW  - physics with specialization in physics education
KW  - fysik med inriktning mot fysikens didaktik
AB  - This study explores the culture of physics departments in Sweden in relation to physicsteacher education. The commitment of physics departments to teacher education iscrucial for the quality of physics teacher education and the way in which physicslecturers’ talk about teacher education is significant, since it can affect trainees’ physicslearning and the choice to become a physics teacher. We analysed interviews witheleven physicists at four Swedish universities, looking for assumptions in relation toteacher training that are expressed in their talk. We found five tacit assumptions aboutphysics teacher training, that together paint a picture of trainee physics teachersmoving in the "wrong" direction, against the tide of physics. These are the PhysicsExpert Assumption: the purpose of all undergraduate physics teaching is to createphysics experts. The Content Assumption : the appropriate physics content for futureschool physics teachers is the same as that for future physicists. The GoalAssumption: the role of a school physics teacher is to create new physicists. TheStudent Assumption: students who become physics teachers do not have the abilityto make it as successful physicists. The Teaching Assumption: If you know physicsthen it’s not difficult to teach it. We suggest that these five assumptions, if perpetuatedwithout reflection, risk working against high quality physics teacher education. Forphysics teacher educators, our results can be used as a lens to reflect on the localdepartmental culture and its effect on teacher education.
ER  - 

TY  - JOUR
T1  - Developing Pre-service Teachers' Competence in Assessing Socioscientific Argumentation
T2  - Journal of Science Teacher Education
SN  - 1046-560X
A1  - Christenson, Nina
A1  - Walan, Susanne
PY  - 2023
VL  - 1
IS  - 34
SP  - 1
EP  - 23
DO  - 10.1080/1046560X.2021.2018103
LA  - eng
PB  - : Taylor & Francis Group
KW  - argumentation
KW  - assessment
KW  - pre-service teachers
KW  - ssi
AB  - Research has revealed that teachers find teaching and assessing socioscientific argumentation (SSA) to be challenging. In this study, ten preservice science teachers (PSTs) tested a new Practical Assessment of Socioscientific Argumentation Model (PASM) that was developed to enhance skills in assessing SSA. The models' design is based on the Teacher oriented Assessment Framework. Here, we present the characteristics of PASM and examine how PSTs perceive that the use of PASM effects competences in assessing SSA. PASM is divided into multiple phases and requires PSTs to perform three roles: arguing for and against a given socioscientific issue, and assessing other PSTs' argumentation. It also includes group discussion and individual reflection phases. Two cycles of the model were performed, focusing on different issues (GMOs and nuclear power). Data were collected in the form of audio-recordings of group discussions, field notes from whole class discussions and the PSTs' written individual reflections. Thematic data analysis revealed that the PSTs discussed and reflected on four main themes: the focus of the assessment, the tools in PASM, the nature of PASM, and coping strategies. The nature of PASM, with iterative cycles and repeated reflections, expanded their views on assessing this kind of argumentation, making PSTs aware of quality criteria that should be included in assessment of SSA. We conclude that it is important to include training on assessing SSA in teacher education and that PASM could be a valuable tool for this purpose.
ER  - 

TY  - JOUR
T1  - University Teachers’ Experiences of Teaching Hands-On Components in Science and Technology in Primary Teacher Education during COVID-19
T2  - Journal of Science Teacher Education
SN  - 1046-560X
A1  - Hallström, Jonas
A1  - Frejd, Johanna
PY  - 2023
VL  - 8
IS  - 34
SP  - 841
EP  - 860
DO  - 10.1080/1046560x.2023.2165999
LA  - eng
PB  - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
KW  - emergency remote teaching (ert)
KW  - primary teacher education
KW  - science education
KW  - technology education
AB  - Teacher education programs have the dual task of teaching specific subject content while also providing examples of how this content can be taught in schools. This task is especially important, and also problematic, when it comes to technology and science education, where hands-on components such as design/construction exercises, laboratory exercises, and excursions are central epistemic practices. When COVID-19 hit, Swedish universities were forced to change from campus-based teaching to online distance education, termed “emergency remote teaching (ERT).” The present study aims to investigate university teachers’ experiences of how hands-on components in science and technology education worked in the ERT mode that arose during the COVID-19 pandemic. The analysis was performed with a social semiotics and community of inquiry framework, and shows that both the type of instruction and the subject content were impacted. In particular, the reduced opportunities for students to apply scientific and technical methods and the reduced ability of teachers to determine whether the students had understood their instruction generated new ways of communicating and supporting the students’ learning. Therefore, analysis of meaning making in science and technology online-learning contexts needs to address the topics of the nature of science (NOS) and the nature of technology (NOT). An extended, three-dimensional model of meaning making is suggested.
ER  - 

TY  - JOUR
T1  - “Why Am I Going to Teach Science?”: Pre-Service Science Teachers` Perspectives on Science Education
T2  - Journal of Science Teacher Education
SN  - 1046-560X
A1  - Ates, Kardelen Azra
A1  - Lundqvist, Eva
A1  - Almqvist, Jonas
PY  - 2025
VL  - 6
IS  - 36
SP  - 781
EP  - 802
DO  - 10.1080/1046560x.2025.2452070
LA  - eng
PB  - : Routledge
AB  - The study delves into the perspectives of pre-service science teachers in Sweden regarding science education and how these perspectives influence their learning process to teach science. By utilizing visions of scientific literacy and curriculum emphases as an analytical framework, interviews were conducted to gain insights into how pre-service teachers reflect on what is essential to teach in science and how they approach it. Thereby, the present study contributes to the knowledge of science teacher education regarding how pre-service science teachers` perspectives on science education guide their future teaching. The study found that the pre-service teachers described science education primarily in terms of learning scientific facts and concepts. Being able to make use of scientific facts for everyday issues was also part of their goal of teaching. Scientific engagement in relation to society and taking action were absent in their talk about scientific literacy and future teaching plans. The findings are discussed in terms of implications for research and teacher education and underscore that teacher education is central to the students’ perspectives. Those perspectives are important to foster scientific literacy of the pupils who are engaged in society.
ER  - 

TY  - JOUR
T1  - A Fast Track course for newly arrived immigrant teachers in Sweden
T2  - Teaching Education
SN  - 1047-6210
A1  - Economou, Catarina
PY  - 2020
VL  - 2
IS  - 32
SP  - 208
EP  - 233
DO  - 10.1080/10476210.2019.1696294
LA  - eng
PB  - : Taylor & Francis
KW  - newly arrived immigrant teachers
KW  - sweden
KW  - integration
KW  - labour market
AB  - The Swedish welfare state has social protection policies focusing on labour market participation. Initiatives have been introduced after the increase of asylum seekers in 2015, focusing on so-called ‘fast tracks’. In this paper I consider one of these fast track courses aimed at newly arrived teachers wishing to continue their teaching career in Sweden. Based on interviews and observational data I have followed one cohort throughout their course. The research aims for an understanding of the teachers’ experiences from their own perspective as well as from the stakeholders’. The theoretical framework is mainly taken from the concepts of the capital market introduced by Bourdieu. In light of the findings, while the education the participants receive may be useful in order to understand the educational system, many are disappointed to find that fast track courses do not give them a clear advantage in terms of finding a faster way into the Swedish labour market. In addition, there are tendencies for local teacher communities to devalue the qualifications of this group. Generally, the emphasis on ‘fast tracks’ may ignore the need of individuals to complete formal Swedish education and to navigate complex processes of nationally set standards of professional requirements, which impede a fast integration process.
ER  - 

TY  - JOUR
T1  - Learning to teach as a two-sided endeavor: mentors' perceptions of paired practicum in initial teacher education
T2  - Teaching Education
SN  - 1047-6210
A1  - Jederud, Sandra
A1  - Rytzler, Johannes
A1  - Lindqvist, Per
PY  - 2021
VL  - 4
IS  - 33
SP  - 454
EP  - 469
DO  - 10.1080/10476210.2021.1978967
LA  - eng
PB  - : Taylor & Francis Group
KW  - education
AB  - In this article, mentors’ perceptions of paired practicum in initial teacher education in Sweden are studied. Taking the mentors’ perspective, we describe the potentials and the pitfalls of paired practicum. The pros and cons of the model are analyzed from a  perspective of learning the vocation of teaching as a two-sided endeavor. Inspired by a modified Aristotelian perspective, we use the terms participant knowledge and spectator knowledge to conceptualize the learning of two different forms of knowledge. Qualitative data were gathered through interviews with five mentors and analyzed using an abductive process. The analysis reveals that paired practicum facilitates a potential for learning mainly a distanced and propositional spectator knowledge while the learning of a contextual and practical participant knowledge seems to be obstructed. For instance, paired practicum seems to prolong the peripheral position of the students and their opportunities to gain participatory knowledge. Results also show that there is a discrepancy between the pedagogical intentions of paired practicum and the concrete possibilities for realizing these in practice. The limitations of the paired practicum model, and how these can be overcome, both at individual and organizational level, are highlighted.
ER  - 

TY  - JOUR
T1  - Integrating digital technology in mathematics education: A Swedish case study
T2  - Interactive Learning Environments
SN  - 1049-4820
A1  - Viberg, Olga
A1  - Grönlund, Åke
A1  - Andersson, Annika
A1  - Andersson, Anna
PY  - 2020
VL  - 1
IS  - 31
SP  - 232
EP  - 243
DO  - 10.1080/10494820.2020.1770801
LA  - eng
PB  - : Routledge
KW  - technology integration
KW  - k-12 education
KW  - information system artifact
KW  - structuration
KW  - informatics
KW  - informatik
AB  - Integrating digital technology in education is challenging. This study reports on three high school mathematics classes where teachers attempted to improve their teaching and student learning by using a digital tool. For analysis we use the Information System Artifact model Lee et al. (2015) which distinguishes between three integrated sub-artifacts, the technological, the informational and the social and the Structurational Practice Lens to educational technology Halperin (2017). Using interviews and observations we find the major obstacle for student learning is a less developed social artifact. Students have difficulties using the tool effectively when teachers do not work to develop shared practices in technology use. When teachers do not themselves use the tool actively, they do not fully understand how students can learn from it, neither can they help them in synthesizing teacher- and tool instructions. Students end up having "two masters" competing rather than integrated teacher instruction and technology assistance.
ER  - 

TY  - JOUR
T1  - Early academic drift in teacher education in esthetic school subjects from the 1940s to 1970s: a Swedish case
T2  - Arts education policy review
SN  - 1063-2913
A1  - Erixon, Per-Olof Arne
A1  - Wikberg, Stina
PY  - 2023
VL  - 4
IS  - 125
SP  - 249
EP  - 263
DO  - 10.1080/10632913.2023.2225789
LA  - eng
PB  - : Routledge
KW  - academisation
KW  - knowledge forms
KW  - media ecology
KW  - “academic drift” vocationalisation
AB  - The “academic drift” of professional education is an international phenomenon typically associated with the 1960s and 1970s and reflects an approach to problem-solving whereby science is regarded as the single-most important element while solving practical problems. Specifically, we focus on how esthetic school subjects from our media ecology perspective are challenged when some mediations, both theory- and script-based, are rewarded at the expense of action-based knowledge forms. In the study, we consider Official Reports of the Swedish Government (SOU), a type of authoritative policy text intended to influence an activity, but which govern less formally than “governing policy texts”, such as bills, which are legislative in nature. Our study shows that scientifically based content obtained greater space in various Techer Education programmes, while at the same time practical issues were theorized and given greater prominence. We conclude that the mentioned reforms have challenged the subject paradigm, and future subject ecology, involving changed recruitment patterns of teacher educators and shorter preparation studies for teacher students in the practical/esthetic subjects but also opportunities to develop new content and new methods.
ER  - 

TY  - JOUR
T1  - "It will take time": visual arts teachers’ professional freedom in policy enactment
T2  - Arts education policy review
SN  - 1063-2913
A1  - Ahrenby, Hanna
PY  - 2023
VL  - 3
IS  - 126
SP  - 161
EP  - 174
DO  - 10.1080/10632913.2023.2291207
LA  - eng
PB  - : Routledge
KW  - governmentality
KW  - policy enactment
KW  - professional freedom
KW  - visual arts education
AB  - The paper aims to add to what is known about how contextual prerequisites and governance systems affect art teachers’ professional freedom, a topic of global significance. Previous research shows that Visual Arts education has not been aligned with current syllabi. This discrepancy is partly explained by ‘a lag’ in the teachers’ subject conceptions given that visual arts teachers traditionally enjoy considerable professional freedom while designing their teaching. That is only one explanation; in contrast, this article, set in the Swedish educational context, enhances understanding of policy enactment in the visual art subject, with relevance for global educational policies. To understand how contextual conditions and patterns of governance determine the level of teacher autonomy, in-depth semi-structured interviews with ten art teachers in the Swedish 9-year compulsory school were conducted over 10 months in 2022, coinciding with the implementation of a new curriculum. In addition, staff from the National Agency for Education (NAfE) were interviewed, and NAfE materials were analyzed. Employing policy enactment theory, the analysis shows that contextual factors significantly influence the prerequisites of policy enactment. Further, the goals- and results-based management of schools challenges art teachers’ professional freedom as teachers adapt to the principles of governmentality. This, in turn, makes enacting new art policy challenging and time-consuming.
ER  - 

TY  - JOUR
T1  - The Swedish “problem” of evidence-resistant policymakers—music teacher organizations enacting policy for research-based education into legitimation work
T2  - Arts Education Policy Review
SN  - 1063-2913
A1  - Larsson, Christer
PY  - 2025
DO  - 10.1080/10632913.2025.2525261
LA  - eng
KW  - music teaching
KW  - policy as discourse
KW  - policy problematization
KW  - professionalization
KW  - scientific foundation
AB  - Sweden’s formalized policy demands for scientifically founded educational content and teaching practices have been incorporated into the Education Act since 2010. This makes the Swedish education policy landscape an ideal case for a policy study that contributes to international research on the mobilization of research in education policy work, and on the implications thereof for the professionalization of music teachers. This study deploys a post-structural policy as discourse framework and Bacchi’s What’s the problem represented to be? approach to analyze how prevailing policy debates on research-based education are enacted in texts published by three organizations representing the professional interests of Swedish music teachers. The analysis shows how an emerging evidence-resistant policymaker (ERP) discourse mobilizes professional opposition against perceived threats to the legitimacy of music teaching in Swedish schools. The ERP discourse revolves around a discursive problem construct, framing an (assumed) disregard of research evidence among Swedish policymakers as a policy problem that endangers not only future music teaching in Sweden but also the future prosperity of Swedish citizens and Sweden as a knowledge nation. The result connects to global research conversations on the ways mobilization of research in policy and political discourse affects music teacher professionalization, indicating that the ERP discourse may reinforce current tendencies to depoliticize debates on the professional legitimacy of music teaching by framing it as an empirical issue primarily concerned with policy objectives outside music curricula.
ER  - 

TY  - JOUR
T1  - From Drama Text to Stage Text: Transitions of Text Understanding in a Student Theatre Production
T2  - Mind, Culture and Activity
SN  - 1074-9039
A1  - Göthberg, Martin
A1  - Björck, Cecilia
A1  - Mäkitalo, Åsa
PY  - 2018
VL  - 3
IS  - 25
SP  - 247
EP  - 262
DO  - 10.1080/10749039.2018.1480633
LA  - eng
PB  - : Informa UK Limited
KW  - theatre education
KW  - role-play
KW  - sociocultural
KW  - text understanding
KW  - video.
KW  - sociocultural theory
KW  - perezhivanie
KW  - video data
AB  - ABSTRACT: Exploring how text understanding evolves through interaction in a drama-text based student theatre production, the present study takes its theoretical point of departure in sociocultural and dialogical approaches to meaning making and creativity. Video data from a Swedish upper secondary school allowed us to follow transitions of text understanding in the artistic shaping of characters from drama text to stage text. We analyze a special kind of communicative side projects; short, recurrent student-initiated role-plays, embedded in teacher-led activities. The joint text understanding that was established
ER  - 

TY  - JOUR
T1  - Reflecting on Field studies in Teacher Education - Experiences From Student Teachers in Sweden
T2  - Journal of Early Childhood Teacher Education
SN  - 1090-1027
A1  - Niklasson, Laila
A1  - Sandberg, Anette
PY  - 2012
VL  - 3
IS  - 33
SP  - 287
EP  - 299
DO  - 10.1080/10901027.2012.705807
LA  - eng
PB  - : Informa UK Limited
AB  - The aim of this article is to describe how field studies can be useful in teacher education. While participating in a specialty area called Play, learning and development, student teachers collected data about their own and young children's experience and perception of the outdoor environment. They observed, carried out interviews from a questionnaire, took photos, and drew pictures. After their own data collection, they were asked about their experiences of using these methods. The results showed that the student teachers were positive about the involvement of children, teachers, and parents in the data collection process. They also perceived that their knowledge had increased about children's ways of using the outdoor space. They did, however, find the questionnaire difficult to understand; and they thought it was hard to complete the assignment because of the time restraints. The authors conclude that field studies with varied methods are useful in teacher education. The way data were collected added to the student teachers' knowledge about children's outdoor environments and gave young children a chance to be involved.
ER  - 

TY  - JOUR
T1  - The conflict within the role: a longitudinal study of preschool student teachers' developing competence in and attitudes towards science teaching in relation to developing a professional role
T2  - Journal of Early Childhood Teacher Education
SN  - 1090-1027
A1  - Sundberg, Bodil
A1  - Ottander, Christina
PY  - 2013
VL  - 1
IS  - 34
SP  - 80
EP  - 94
DO  - 10.1080/10901027.2013.758540
LA  - eng
PB  - London : Taylor & Francis Group
KW  - preschool
KW  - science
KW  - teacher education
KW  - förskola
KW  - lärarutbildning
KW  - science education
KW  - naturvetenskap med utbildningsvetenskaplig inriktning
KW  - education
KW  - didactics of natural science
AB  - The aim of this exploratory, longitudinal study was to describe an overall picture ofhow perceptions of the teacher role and attitudes toward science and science teachingdevelop and interact during preschool teacher education, and how this in turn influencesbehavior when students are engaged in teaching science. Sixty-five students enrolled in apreschool teacher education program at a Swedish university were followed throughouttheir teacher education. The study used a phenomenographic approach within a theoreticalframework of sociocultural and situated learning perspective. Questionnaires withopen and closed questions were combined with interviews. The results show that in spiteof growing competence and confidence, many of the students still found science activitiesto be awkward in preschool, mainly due to a wish to protect the children from schoolculture. The results have implications for teacher education and the preschool community,showing a need to problematize the purpose of teaching science in preschool andthe meaning of pedagogical content knowledge in this context.
ER  - 

TY  - JOUR
T1  - Exploring descriptions of mentoring as support in Swedish preschools
T2  - Journal of Early Childhood Teacher Education
SN  - 1090-1027
A1  - Ståhle, Ylva
A1  - Edman-Stålbrandt, Eva
PY  - 2020
VL  - 1
IS  - 43
SP  - 54
EP  - 68
DO  - 10.1080/10901027.2020.1817814
LA  - eng
PB  - : Informa UK Limited
KW  - supportive mentoring
KW  - preschool mentors
KW  - education
AB  - This article contributes to knowledge about mentoring in preschool, which is important as research on mentoring of preschool teachers is limited. The study examines how in-service preschool teachers perceive their assignment as a mentor. The aim is to develop the understanding of mentoring as support among pre-school teacher mentors in Swedish preschools (children’s age 1–5). The data consists of 75 in-service preschool teachers’ self-reflective texts from a university mentoring course. A phenomenographic approach was adopted and three qualitatively different categories were identified. Mentoring as support was experienced as: mentoring as personal, professional and team support. Apart from the finding that the mentor’s role is complex, the preschool settings present other challenges and place different demands on the mentor because they comprise a team including preschool teachers, childcare attendants and parents, when compared to their counterparts in compulsory school settings. The paper has implications for how to reflect on and problematize concepts of mentoring, and it could also have an impact on mentoring in school, on mentoring education, and on induction programmes internationally. Mentor support for professional practices directed at team building should influence early childhood teacher preparation for pre-and in-service teachers.
ER  - 

TY  - JOUR
T1  - Are newly qualified preschool teachers ready for today’s mandate? Principals' views in Sweden
T2  - Journal of Early Childhood Teacher Education
SN  - 1090-1027
A1  - Lundberg, Adrian
A1  - Lindh, Christina
A1  - Collberg, Philippe
PY  - 2024
VL  - 3
IS  - 45
SP  - 352
EP  - 370
DO  - 10.1080/10901027.2024.2349050
LA  - eng
PB  - Oxon : Taylor and Francis Ltd.
AB  - The purpose of this study is to contribute to the discussion concerning adaptations and improvements of preschool teacher education. Such changes are crucial, because many newly qualified preschool teachers struggle to live up to the requirements the profession places upon them. This study is conducted in Sweden, where early childhood education has a long tradition and is well established. Simultaneously, Swedish preschool education follows the international tendency of schoolification in early childhood education. A Q methodological study design was selected to investigate the views of preschool principals on newly qualified preschool teachers. Q method results were enriched with qualitative data from a written questionnaire and findings reveal a consensus among the 55 participants. This confirms previous research stating that newly qualified preschool teachers are perceived as competent in planning teaching and adhering to curriculum intentions. At the same time, this study shows that the increasingly academicized preschool teacher education does not seem to sufficiently prepare the next generation of preschool teachers to build relationships with guardians and colleagues. The study suggests the need for a comprehensive understanding of the profession and intensified collaborations between various stakeholders to better support newly qualified preschool teachers in Sweden and beyond.
ER  - 

TY  - JOUR
T1  - Preschool teachers' and student preschool teachers' thoughts about professionalism in Sweden
T2  - European Early Childhood Education Research Journal
SN  - 1350-293X
A1  - Kuisma, Maria
A1  - Sandberg, Anette
PY  - 2008
VL  - 2
IS  - 16
SP  - 186
EP  - 195
DO  - 10.1080/13502930802141618
LA  - eng
PB  - : Informa UK Limited
KW  - professionalism
KW  - preschool
KW  - student teachers
KW  - preschool teachers
KW  - recreational pedagogues
KW  - education
AB  - This article discusses the different ways in which students and preschool teachers at two Swedish universities interpret the concept of professionalism. Data for this article are drawn from a study conducted in two different urban areas of Sweden which explored the following four questions: (1) What does the concept of professionalism imply for preschool teachers and students? (2) What does a professional teacher do in a preschool/school/after-school recreation centre? (3) How is professionalism developed? (4) What does preschool teachers' professionalism mean in comparison with professionalism in other closely related professions such as day-care attendants or recreational pedagogues? The survey was conducted using a questionnaire that students completed during a lesson at the university and by their supervisors at preschools. Data from the study are interpreted against a theoretical background that problematises the concept of 'professionalism' within the societal context of preschools in Sweden.
ER  - 

TY  - JOUR
T1  - Learning and participation: two interrelated key-concepts in the preschool
T2  - European Early Childhood Education Research Journal
SN  - 1350-293X
A1  - Johansson, Inge
A1  - Sandberg, Anette
PY  - 2010
VL  - 2
IS  - 18
SP  - 229
EP  - 242
DO  - 10.1080/13502931003784560
LA  - eng
PB  - : Informa UK Limited
KW  - participation
KW  - preschool
KW  - preschool teacher
KW  - preschool teacher student
AB  - At the European Early Childhood Education Research Association (EECERA) conference in Prague in autumn 2007, an international network of teacher trainers and researchers was formed to discuss and investigate what learning and participation meant for preschool teacher students and staff who work with young children. In Sweden, the first of these exploratory studies was conducted at Malardalen University and Stockholm University, and 56 preschool teachers and 56 preschool teacher students participated. The study was carried out with the critical-incident method. The participants were asked in a critical-incident questionnaire about how they understood the concepts of and relationship between learning and participation. Questions also were constructed so that the participants had the opportunity to link the concepts of learning and participation in a real situation in preschool. The results show that preschool teachers and preschool teacher students define the meaning of learning and participation in a similar way. It also showed that learning and participation are clearly related to each other.
ER  - 

TY  - JOUR
T1  - Preschool teachers' view on learning in preschool in Sweden and Denmark
T2  - European Early Childhood Education Research Journal
SN  - 1350-293X
A1  - Broström, Stig
A1  - Johansson, Inge
A1  - Sandberg, Anette
A1  - Frokjaer, Thorleif
A1  - Frøkjær, Thorleif
PY  - 2014
VL  - 5
IS  - 22
SP  - 590
EP  - 603
DO  - 10.1080/1350293X.2012.746199
LA  - eng
KW  - participation
KW  - curriculum
KW  - professional competence
KW  - preschool teacher
KW  - preschool
AB  - The aim of this study was to examine how preschool teachers in Sweden and Denmark perceive children's learning in preschool. The study aimed to answer the following questions: What is 'learning'? How do children learn? What are the best conditions for children's learning? What is the role of participation in children's learning? The results show that from the teacher's perspectives, children's learning is connected to children's social interaction and development in which the children's initiatives are crucial. Learning, to a great extent, results from children's active involvement. There are many similarities between how Danish and Swedish preschool teachers think of learning and participation. This supports earlier assumption about the coherence of Nordic preschool beliefs which unites education and care.
ER  - 

TY  - JOUR
T1  - Children’s meaning-making of nature in an outdoor-oriented and democratic Swedish preschool practice
T2  - European Early Childhood Education Research Journal
SN  - 1350-293X
A1  - Klaar, Susanne
A1  - Öhman, Johan
PY  - 2014
VL  - 2
IS  - 22
SP  - 229
EP  - 253
DO  - 10.1080/1350293X.2014.883721
LA  - eng
PB  - : Routledge
KW  - swedish preschool
KW  - pragmatism
KW  - democracy
KW  - culture
KW  - outdoor
KW  - meaning-making
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - education
AB  - Previous research has shown that the Swedish preschool educational tradition is characterised by outdoor-oriented and democratic approaches. The purpose of this study is to empirically investigate what consequences these approaches have for preschool children's meaning-making of nature, when studied in practice, in children's spontaneous outdoor activities. The methodology is based on John Dewey's pragmatism with a specific focus on transaction, habits and customs. A transactional analysis method has been developed to fulfil the purpose of the investigation. The analysis illuminates relations between: (1) the Swedish preschool's educational tradition in terms of national customs; and (2) the local customs expressed in practice. Fifty-seven events were chosen for further analysis including play with water and sand, and sliding on snow. Consequences for children's meaning-making of nature are shown as possibilities for experience-based inquiry based on children's own choices and also for enjoying and feeling good in nature. The results show fewer possibilities for scientific concept learning. The results can thus be seen as a contribution to the early childhood educational discussion about how to arrange learning situations of natural phenomena and processes in preschools and at the same time maintain their democratic/outdoor-oriented characteristics.
ER  - 

TY  - JOUR
T1  - Affectionate touch and care: Embodied intimacy, compassion and control in early childhood education
T2  - European Early Childhood Education Research Journal
SN  - 1350-293X
A1  - Cekaite, Asta
A1  - Disa, Bergnehr
PY  - 2018
DO  - 10.1080/1350293X.2018.1533710
LA  - eng
PB  - : Taylor & Francis
KW  - early childhood education
KW  - touch
KW  - relational care
KW  - intimacy
KW  - compassion
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Relational care, interpersonal intimacy and emotional attunement are crucial for children’s development and wellbeing in ECEC. The present study examines how they are enacted in a Swedish preschool (for 1–5-year-olds) through recurrent adult-child physical conduct, i.e. affectionate and affectionate-controlling touch. The data consist of 24 hours of video-recorded observations of everyday activities. The study shows that educators’ Affectionate-Comforting touch was used for emotion regulation as compassionate response to children’s distress; Amicable touch engaged children in spontaneous affection; and, Affectionate-Controlling touch was used to mildly control and direct the child’s bodily conduct and participation in preschool activities, or to mitigate the educators’ verbal disciplining. The study demonstrates the emotional complexity of ECEC enacted through the practices of haptic sociality. It supports the holistic policies arguing that embodied relational care should be integrated in ECEC, contrary to ideas that connect professionalism with emotional distance and lack of physical contact.
ER  - 

TY  - JOUR
T1  - Familiar play: age-coded heteronormativity in Swedish early childhood education
T2  - European Early Childhood Education Research Journal
SN  - 1350-293X
A1  - Sotevik, Lena
A1  - Hammarén, Nils
A1  - Hellman, Anette
PY  - 2019
VL  - 4
IS  - 27
SP  - 520
EP  - 533
DO  - 10.1080/1350293x.2019.1634239
LA  - eng
PB  - : Informa UK Limited
KW  - age categorization
KW  - early childhood education
KW  - heteronormativity
KW  - play
KW  - queer theory
AB  - Focusing on children’s play, the present article explores how 3- to 6-year-old children (re)produce, (re)negotiate and challenge heteronormativity in a Swedish Early Childhood Education setting. The article is based on ethnographic data, focusing on (re)production of heteronormativity in a particular kind of idealized, often feminine-coded and peer-group play with a low degree of teacher participation, labelled ‘Mum, Dad, Child play’ by the children. Our results show that children’s play is structured by certain themes, such as family and home, and certain gendered and/or age-coded positions, such as mother, father, child or baby. Age difference (child/adult) proves to be the cornerstone of the heteronormative family metaphor of the play, where the child/baby position is central. To describe the intersections of age, gender and sexuality in our analysis, we suggest the use of the concept of age-coded heteronormativity.
ER  - 

TY  - JOUR
T1  - Familiar play: age-coded heteronormativity in Swedish early childhood education
T2  - European Early Childhood Education Research Journal
SN  - 1350-293X
A1  - Sotevik, Lena
A1  - Hammarén, Nils
A1  - Hellman, Anette
PY  - 2019
VL  - 4
IS  - 27
SP  - 520
EP  - 533
DO  - 10.1080/1350293X.2019.1634239
LA  - eng
KW  - age categorization
KW  - early childhood education
KW  - heteronormativity
KW  - play
KW  - queer theory
AB  - Focusing on children’s play, the present article explores how 3- to 6-year-old children (re)produce, (re)negotiate and challenge heteronormativity in a Swedish Early Childhood Education setting. The article is based on ethnographic data, focusing on (re)production of heteronormativity in a particular kind of idealized, often feminine-coded and peer-group play with a low degree of teacher participation, labelled ‘Mum, Dad, Child play’ by the children. Our results show that children’s play is structured by certain themes, such as family and home, and certain gendered and/or age-coded positions, such as mother, father, child or baby. Age difference (child/adult) proves to be the cornerstone of the heteronormative family metaphor of the play, where the child/baby position is central. To describe the intersections of age, gender and sexuality in our analysis, we suggest the use of the concept of age-coded heteronormativity.
ER  - 

TY  - JOUR
T1  - ECE as an educative and multifaceted practice for growth:: to assess and evaluate teaching and learning by documenting children's actions and re-actions
T2  - European Early Childhood Education Research Journal
SN  - 1350-293X
A1  - Klaar, Susanne
A1  - Wank, Ann-Charlott
PY  - 2022
VL  - 4
IS  - 30
SP  - 557
EP  - 571
DO  - 10.1080/1350293X.2022.2070649
LA  - eng
PB  - : Taylor & Francis
KW  - documentation
KW  - evaluation
KW  - assessment
KW  - transaction
KW  - methodology
AB  - Preschool teachers in Sweden are expected to document children's learning and assess their learning outcomes, for the purpose of long-term evaluation and to develop the educational preschool practice. Previous research shows that the tools for documenting individual learning are particularly focusing on children's cognitive knowledge, while the tools for evaluating the preschool practice are developed for standardized assessment and teachers' self-reflection. The purpose of this study is to present and illustrate an action-based tool that (i) facilitates documentation and assessment of children's multifaceted learning and (ii) combine and interweave individual learning with situated teaching approaches and evaluation of the preschool practice at institutional level. The action-based methodological framework takes a starting point in John Dewey's pragmatism, transactions and functions of education including qualification, socialization and person-formation. Two analytical approaches; Practical Epistemology Analysis (PEA) and Epistemological Move Analysis (EMA) are used to clarify and illustrate individual, social and institutional dimensions of learning from four sequences of one preschool activity including four children and one teacher talking about a fairy tale. We argue that this tool for assessment and evaluation facilitates action-based reflection and discussion about relations between children's individual learning and institutional norms and values.
ER  - 

TY  - JOUR
T1  - Preschool teachers’ conceptualizations of spontaneous teaching: relational and balancing interactions
T2  - European Early Childhood Education Research Journal
SN  - 1350-293X
A1  - Rönnlund, Maria
PY  - 2025
DO  - 10.1080/1350293X.2025.2487594
LA  - eng
PB  - : Taylor & Francis Group
KW  - goal-oriented teaching
KW  - play-based teaching
KW  - preschool
KW  - relational pedagogy
KW  - spontaneous teaching
KW  - teacher approach
AB  - This article delves into conceptualizations of spontaneous teaching within Early Childhood Education and Care (ECEC). Despite its frequent occurrence in ECEC settings, where educators engage in teaching activities for significant portions of the day, spontaneous teaching has not been extensively researched, nor is it often documented or assessed in practice. Empirically, this study draws on data from a one-year project in which Swedish preschool teachers documented and analyzed spontaneous teaching in their daily practice. Records of group discussions during the project and complementary interviews are used to examine how the teachers discussed and conceptualized spontaneous teaching, and identifies the characteristics of spontaneous teaching in terms of teacher–child interactions. The findings highlight the relational nature of preschool teaching in general, and spontaneous teaching particularly, emphasizing the responsiveness required to balance predetermined curricular goals with children's interests and self-initiated play. In response to previous studies highlighting the difficulty of achieving such balance, the findings indicate a seemingly seamless integration of educators’ and children's intentions and interests.
ER  - 

TY  - JOUR
T1  - Documenting special educational needs in digital systems: professional practice and agentic possibilities
T2  - European Early Childhood Education Research Journal
SN  - 1350-293X
A1  - Vretblom, Hanna
PY  - 2025
DO  - 10.1080/1350293X.2025.2523036
LA  - eng
PB  - : Routledge
KW  - digital systems documentation
KW  - early childhood education
KW  - special educational needs
KW  - teacher agency
KW  - work teams
AB  - This article explores how work teams in early childhood education and care (ECEC) describe their digital documentation practices regarding special educational needs (SEN), and the professional practice possibilities within digital systems. Drawing on the concept of teacher agency, group interviews with 18 staff members within work teams in ECEC were conducted across three Swedish municipalities. The findings show how the different designs and concepts of digital systems provide facilitating and limiting work contexts that in turn shape the work teams’ interactions. The article highlights the significance of variable levels of access different professionals have in different systems that may restrict their participation with the documentation process and reinforce divisions within the work teams. Furthermore, it illustrates the constraining context of time and pacing in the digital documentation processes that leads some work teams to devise alternative options and, in the process, assert professional autonomy.
ER  - 

TY  - JOUR
T1  - The progressive development of environmental education in Sweden and Denmark
T2  - Environmental Education Research
SN  - 1469-5871
A1  - Breiting, Sören
A1  - Wickenberg, Per
PY  - 2010
VL  - 1
IS  - 16
SP  - 9
EP  - 37
DO  - 10.1080/13504620903533221
LA  - eng
PB  - : Carfax Publishing
AB  - Our paper traces the history and progressive development of environmental education and education for sustainable development (ESD) in Sweden and Denmark. Our main focus is on work in primary and lower secondary schools as part of a search for trends of international interest related to the conceptualisation and practice of environmental education and ESD in both countries, as well as the role and significance of democratic perspectives to their development. Traditionally, Sweden has a more centralised approach to change compared to a more decentralised approach in Denmark. Accordingly, the interplay between the State, the individual and private initiatives has differed over the past half-century, and this has given rise to interesting effects on the development of environmental education as well as ESD. The discussion of their development in Sweden draws on historical, political and organisational perspectives, while for Denmark, we focus on how these perspectives relate to a series of challenges; for example, the epistemological challenge of the development of environmental education that resulted in ‘the new generation of environmental education’, and the effects of taking an action competence approach to environmental education. In both countries the links between the development of environmental education and ESD and the discourse of environmental protection and democracy are highlighted, as are the interplays between the State’s agenda on education, the actions of research institutions, and the provision of in-service teacher training. Sweden has become a world leader in initiatives for ESD promotion and joint efforts to spur innovations and clarification of ESD, while Denmark has mainly put its efforts into developing science education, and in this regard, has sacrificed the development of ESD.
ER  - 

TY  - JOUR
T1  - Experienced ESD schoolteachers’ teaching – an issue of complexity
T2  - Environmental Education Research
SN  - 1350-4622
A1  - Sund, Per
PY  - 2013
VL  - 1
IS  - 21
SP  - 24
EP  - 44
DO  - 10.1080/13504622.2013.862614
LA  - eng
PB  - : Taylor & Francis
KW  - education for sustainable development
KW  - teaching and learning approach
KW  - sustainability
KW  - teachers’ objects of responsibility
KW  - complexity
AB  - In educational settings, sustainable development (SD) is often handled with the aim of reducing the contested aspects of the concept. Issues like trade, conservation, public health and international relations are often presented in a simplified way so that they are easier for students to grasp. However, in education, this tendency to simplify sustainability issues can be a disadvantage. This study explores how Swedish upper secondary schoolteachers’ education for sustainable development (ESD) in award-winning ‘ESD-schools’ supports students to become informed and autonomous democratic citizens by appreciating the complexity of the concept of SD. This empirical study is part of a larger research project studying progressive upper secondary schools and is a development of earlier research on teachers’ starting points for long-term purposes beyond the teaching – which we have termed objects of responsibility. In interviews of five teachers from two schools, experienced in ESD issues and working in teacher teams, an interesting commonality in their arguments for teaching sustainability emerged during the analytical process. The implications of the study’s results are important for EE/ESD research into teaching continuity as well as for teachers in practice. 
ER  - 

TY  - JOUR
T1  - Young primary students making sense of text and illustrations about how refuse can become soil
T2  - Environmental Education Research
SN  - 1350-4622
A1  - Åberg-Bengtsson, Lisbeth
A1  - Beach, Dennis
A1  - Ljung-Djärf, Agneta
PY  - 2015
IS  - 23
SP  - 1150
EP  - 1168
DO  - 10.1080/13504622.2015.1118750
LA  - eng
PB  - : Informa UK Limited
KW  - environmental education
KW  - illustrations as support to text
KW  - making of meaning composting refuse
KW  - young primary students
KW  - teacher education and education work
AB  - © 2016 Taylor  &  Francis. Explanatory pictures and models are frequently used in teaching and learning situations. However, it seems to be simply assumed that they are always beneficial. In this article results from an investigation with 16 Swedish pupils aged 7–9year are presented based on an analysis that has examined how well this assumption holds up. Concepts from multi-modal theory have been used to investigate how young learners deal with illustrations and text from an early reader booklet about composting domestic refuse. The analysis suggests that expectations that illustrations facilitate the meaning-making of young pupils may be exaggerated. Although the booklet claimed to provide interactive support between image and text most of the examples show pupils ignoring pictures or misinterpreting vital information about composting in both the verbal and non-verbal material. The illustrations did not compensate for the most crucial deficiencies in the written text.
ER  - 

TY  - JOUR
T1  - ESD implementation at the school organisation level, part 1 – investigating the quality criteria guiding school leaders’ work at recognized ESD schools
T2  - Environmental Education Research
SN  - 1350-4622
A1  - Mogren, Anna
A1  - Gericke, Niklas
PY  - 2016
VL  - 7
IS  - 23
SP  - 972
EP  - 992
DO  - 10.1080/13504622.2016.1226265
LA  - eng
PB  - : Taylor & Francis Group
KW  - esd implementation
KW  - quality criteria
KW  - school leadership
KW  - school organisation
KW  - biology
AB  - Research on Education for Sustainable Development (ESD) implementation tends to focus primarily on student and teacher outcomes, and there have been few studies on leadership practices at the school organisation level that provide information on how quality in education contributes to ESD implementation. To address this issue, we conducted an empirical mixed methods study of existing practices in 10 highly ESD-active upper secondary schools in Sweden. The schools’ principals, who were responsible for implementing ESD, were interviewed to obtain information on the quality criteria they used to guide their work. Twenty-six criteria were identified and grouped into four main principal quality criteria on the basis of statistical analysis: Collaborative interaction and school development; Student centred education; Cooperation with local society; and Proactive leadership and continuity. This categorization both supports existing research on ESD quality criteria and highlights new criteria that are important but were previously unrecognized. Trends in the identified quality criteria are discussed and related to prior research in order to identify potentially fruitful school leadership and management for implementing ESD at the school organisational level. Research on Education for Sustainable Development (ESD) implementation tends to focus primarily on student and teacher outcomes, and there have been few studies on leadership practices at the school organisation level that provide information on how quality in education contributes to ESD implementation. To address this issue, we conducted an empirical mixed methods study of existing practices in 10 highly ESD-active upper secondary schools in Sweden. The schools’ principals, who were responsible for implementing ESD, were interviewed to obtain information on the quality criteria they used to guide their work. Twenty-six criteria were identified and grouped into four main principal quality criteria on the basis of statistical analysis: Collaborative interaction and school development; Student centred education; Cooperation with local society; and Proactive leadership and continuity. This categorization both supports existing research on ESD quality criteria and highlights new criteria that are important but were previously unrecognized. Trends in the identified quality criteria are discussed and related to prior research in order to identify potentially fruitful school leadership and management for implementing ESD at the school organisational level.
ER  - 

TY  - JOUR
T1  - Transdisciplinary teaching for sustainable development in a whole school project
T2  - Environmental Education Research
SN  - 1350-4622
A1  - Nordén, Birgitta
PY  - 2016
VL  - 5
IS  - 24
SP  - 663
EP  - 677
DO  - 10.1080/13504622.2016.1266302
LA  - eng
PB  - : Taylor & Francis
KW  - transdisciplinary teaching approaches
KW  - deep approaches to learning
KW  - education for sustainable development
KW  - esd
KW  - teacher collaboration
KW  - motivation
AB  - The study investigates the transdisciplinary teaching of education for sustainable development (ESD) with a global dimension at an upper secondary school in Sweden. The purpose was to analyse and describe variations in how nine teachers in different subject matters experienced collaborative teaching in the context of a whole school educational development project. A total of 27 semi-structured interviews were conducted and analysed using phenomenographic method and contextual analysis. Two main approaches to transdisciplinary teaching were identified among the teachers: one where teachers contributed but struggled with transdisciplinarity, and the other where they displayed ownership and were able to reconceptualise the project as a whole. Overall, teachers worked in the project with deep-level processing for learning ESD in an integrated manner in the transdisciplinary framework. However, they also experienced tensions between their resources and capabilities, and the challenges they faced in the project.
ER  - 

TY  - JOUR
T1  - More of the same: A critical analysis of the formations of teacher students through education for sustainable development
T2  - Environmental Education Research
SN  - 1350-4622
A1  - Sjögren, Hanna
PY  - 2019
VL  - 11
IS  - 25
SP  - 1620
EP  - 1634
DO  - 10.1080/13504622.2019.1675595
LA  - eng
PB  - : Taylor & Francis
KW  - education for sustainable development (esd)
KW  - teacher education
KW  - good intentions
KW  - subjectivity
KW  - focus groups
AB  - Despite the good intentions in policies promoting education for sustainable development (ESD), this paper shows that, as university scholars and teachers, we need to critically engage with how student subjectivities are formed when global initiatives materialise in local educational practices. The analysis in this paper is based on focus groups with teacher instructors in Sweden, where the participants discuss how they work with education for sustainable development. The analysis focuses on how the teacher instructors discuss their students. The analysis shows that the preferred teacher student has an active lifestyle, participates in public debates, is happy, and consumes eco-friendly goods, often in line with the teacher instructors themselves. In conclusion, the author argues that those engaging with education for sustainable development should seek to widen its scope by critically engaging with how those under education are formed through taken for granted norms of good intentions and education for sustainable development in the present.
ER  - 

TY  - JOUR
T1  - Teaching contributions from secondary school subject areas to education for sustainable development: a comparative study of science, social science and language teachers
T2  - Environmental Education Research
SN  - 1350-4622
A1  - Sund, Per
A1  - Gericke, Niklas
PY  - 2020
VL  - 6
IS  - 26
SP  - 772
EP  - 794
DO  - 10.1080/13504622.2020.1754341
LA  - eng
PB  - : Taylor & Francis
KW  - education for sustainable development
KW  - environmental and sustainability education
KW  - teacher teams
KW  - cross-curricular teaching
KW  - subject-specific education
KW  - ämnesdidaktik
KW  - biology
AB  - In many countries' policy documents and curricula, teachers in the subject areas of science, social science and language are encouraged to collaborate on cross-curricular issues such as sustainable development (SD). This study is conducted in secondary schools (compulsory years 7-9) in Sweden and investigates the similarities and differences in the responses of ten teacher groups (forty-three teachers in total) to questions about their teaching contributions in their own subject areas to education for sustainable development (ESD). The overall aim is to understand how teachers of these three subject areas can contribute to cross-curricular teaching in teacher teams in the context of ESD. This is done by analysing the group responses from data collected in group discussions concerning the teaching dimensions what (content), how (methods) and why (purposes) in relation to ESD. We first analyse the teacher group responses and arguments regarding their contribution to ESD teaching from each subject area separately. Thereafter, we comparatively analyse how the different subject areas' contributions overlap or complement each other in a potential collaborative ESD teaching. The results show that teachers from different subject areas stress different yet complimentary dimensions of teaching and perspectives of ESD. The implications for cross-curricular teaching in ESD are also discussed.
ER  - 

TY  - JOUR
T1  - Teachers' ESD self-efficacy and practices: a longitudinal study on the impact of teacher professional development
T2  - Environmental Education Research
SN  - 1350-4622
A1  - Boeve-de Pauw, Jelle
A1  - Olsson, Daniel
A1  - Berglund, Teresa
A1  - Gericke, Niklas
PY  - 2022
VL  - 6
IS  - 28
SP  - 867
EP  - 885
DO  - 10.1080/13504622.2022.2042206
LA  - eng
PB  - : Taylor & Francis
KW  - education for sustainable development
KW  - self-efficacy
KW  - longitudinal analyses
KW  - professional development
KW  - teaching practices
KW  - environmental science
AB  - This longitudinal quantitative study investigated teachers' development of self-efficacy and teaching practices relating to education for sustainable development (ESD) in four compulsory schools in a Swedish municipality. The teachers participated in a professional development program over three school years designed to support them in implementing ESD. The program was based on five seminars that supported teachers to discuss and experiment with the principles, complexities and challenges of ESD. Data was collected at five different time points strategically planned at key moments in the program, using a questionnaire including scales measuring teachers' self-efficacy for ESD and their self-reported ESD practices. Descriptive and inferential statistics were used to follow the teachers evolution across a time span of about three years. Results show that the teachers' self-efficacy was boosted early in the program, but fell back to initial levels after confrontation with practice. Through further experimentation in practice, the teachers' self-efficacy increased back to the initial level toward the end of the program. Furthermore, teachers started self-reporting ESD practices as the program progressed, and the correlation between self-efficacy for ESD and ESD practices grew. These results highlight the importance of providing teachers with long-term opportunities for bringing ESD into their own educational practice. The results also caution against using self-efficacy as an outcome measure in short-term professionalization initiatives.
ER  - 

TY  - JOUR
T1  - Identifying capital for school improvement: recommendations for a whole school approach to ESD implementation
T2  - Environmental Education Research
SN  - 1350-4622
A1  - Gericke, Niklas
A1  - Torbjörnsson, Tomas
PY  - 2022
VL  - 6
IS  - 28
SP  - 803
EP  - 825
DO  - 10.1080/13504622.2022.2045256
LA  - eng
PB  - : Routledge
KW  - capacity building
KW  - education for sustainable development
KW  - school improvement
KW  - teacher professional development
KW  - whole school approach
KW  - biology
AB  - The present study explores how school improvement in combination with a teacher professional development (TPD) project influenced the implementation of education for sustainable development (ESD) in five Swedish schools, when employing a whole school approach. Interviews were conducted with three teachers from each school. Shulman and Shulman's four forms of capital for capacity building were used as a framework for the data analysis. The impact of the project on the schools' pedagogical activities varied considerably between the schools. The transformative potential in ESD was realized to a greater extent in the schools characterized by high levels of moral capital - i.e. trust - than in the schools characterized by more individual and traditional ways of working. Three general conclusions concerning ESD implementation are drawn: 1) Prior to launching a whole school project for ESD, it is desirable to make an inventory of the capacity building capital at participating schools, and to identify contextual factors constituting external pressure on the building of capital. 2) The school improvement project and the TPD need to be locally adjusted to the available capital. 3) A strategy for adapting the project to the various external pressures needs to be developed.
ER  - 

TY  - JOUR
T1  - ‘Facting or Acting’ in sustainable development teaching? Science Studies teachers’ didactical choices in Swedish upper-secondary schools
T2  - Environmental Education Research
SN  - 1350-4622
A1  - Brommesson, Sara
A1  - Jönsson, Anders
A1  - Lundegård, Iann
A1  - Einarsson, Elisabeth
PY  - 2025
VL  - 6
IS  - 31
SP  - 1275
EP  - 1294
DO  - 10.1080/13504622.2025.2471996
LA  - eng
PB  - : Carfax Publishing Ltd.
KW  - didactic choices
AB  - This study uses the Swedish Science Studies course to examine teaching approaches in sustainability education. Science Studies is an interdisciplinary course that aims to educate scientifically literate and active citizens, who are committed to environmental care and sustainability. Based on a survey of 155 teachers, the study explores the teachers’ didactic choices in sustainability teaching. Findings indicate that teachers primarily emphasise the transmission of scientific knowledge, but also aim for critical reflection, holistic perspectives on sustainability, and encouraging students’ awareness and interest in sustainability issues. Additionally, teachers may engage students in democratic processes, but not necessarily in a pluralistic manner. The study also reveals a lack of opportunities for students to take sustainable action, highlighting the need for more interdisciplinary and hands-on approaches in teaching. Supporting teachers in implementing interdisciplinary approaches and hands-on engagement aresuggested as ways to enhance students’ ability to address sustainability challenges more effectively.
ER  - 

TY  - JOUR
T1  - Hope, care, action, and relations: Nordic early childhood education and care teacher students describing what drives their future work with sustainability
T2  - Environmental Education Research
SN  - 1350-4622
A1  - Furu, Ann-Christin
A1  - Manni, Annika
A1  - Knekta, Eva
A1  - Svens, Maria
A1  - Sjoblom, Pia
A1  - Nordin, Pia
PY  - 2026
VL  - 1
IS  - 32
SP  - 149
EP  - 168
DO  - 10.1080/13504622.2025.2523963
LA  - eng
PB  - : Taylor & Francis Group
KW  - hope
KW  - action
KW  - sustainability
KW  - early childhood education and care
KW  - education
AB  - Early childhood education and care (ECEC) is a vital arena for addressing sustainability issues, since values, attitudes, and behaviors are founded during the early years. As sustainability crises intensify, research has shown that eco-anxiety is growing among children and youth. Besides sustainability knowledge and skills, ECEC teachers also need to support children's notions of hope and how to be change makers. In this way, they need to mobilize their own hopes and action competence. In this study, we explore what drives ECEC student teachers' future work with sustainability and how they build hope and action competence. The study was conducted within a qualitative paradigm with an online questionnaire directed at student teachers (n = 50) at two universities in Finland and Sweden. A reflexive thematic analysis was adopted. The results show six different themes that illustrate the professional, personal, external, and internal aspects that drive them to work for Early Childhood Education for Sustainability (ECEfS). Furthermore, through a theoretical lens, the results can be understood as an issue of care and of the relationship with oneself, the children, and the world. The results suggest some rethinking of how we can better prepare future student teachers in ECEC to engage in sustainability education.
ER  - 

TY  - JOUR
T1  - Teaching controversial sustainability issues at the junior high-school level: an explorative study of teaching traditions and associations with ways of teaching
T2  - Environmental Education Research
SN  - 1350-4622
A1  - Ojala, Maria
A1  - Östman, Leif
A1  - Van Poeck, Katrien
A1  - Bengtsson, Stefan L.
A1  - Håkansson, Michael
A1  - Hansson, Petra
PY  - 2025
SP  - 1
EP  - 22
DO  - 10.1080/13504622.2025.2538031
LA  - eng
PB  - : Routledge
KW  - ese
KW  - education for sustainable development (esd)
KW  - controversial sustainability issues
KW  - teaching traditions
KW  - teaching practices
AB  - Education about controversial sustainability issues is vital for society’s ability to handle problems like climate change in a democratic manner. How teachers educate about these issues should, ideally, be evidence-based. However, teachers’ ideals and attitudes about education also play a role in how they teach. The aim of this questionnaire study with Swedish junior high-school teachers’ (n=378) was to explore whether, and how, different teaching traditions – culturally shared ideals regarding education – are associated with reported ways of teaching – i.e., various concrete teaching practices – regarding controversial sustainability issues. Four teaching traditions were identified: A fact-based, - against values tradition was negatively related to, while a pluralistic tradition was positively related to, all ways of teaching, i.e., encouraging sustainable actions, rational reflection, perspective-taking, emotional awareness, and using conflicts for learning among students. A fact-based science orientation was foremost positively associated with promoting rational reflection among students. A normative tradition was positively related to encouraging rational reflection, perspective-taking, and emotional awareness. We also investigated differences between teaching traditions regarding gender and subject identification. We discuss the results in relation to theories and earlier studies about teaching traditions. Practical implications for teacher education and already-active teachers are elaborated upon.
ER  - 

TY  - JOUR
T1  - Unequal opportunities for citizenship in vocational and academic sustainability education? – A critical study of teaching approaches in Swedish upper secondary subject ‘Science Studies’
T2  - Environmental Education Research
SN  - 1350-4622
A1  - Brommesson, Sara
A1  - Lundegård, Iann
PY  - 2025
DO  - 10.1080/13504622.2025.2551808
LA  - eng
PB  - : Carfax Publishing Ltd.
KW  - action competence
KW  - citizenship education
KW  - socialisation
KW  - subjectification
KW  - sustainability education
KW  - vocational-academic divide
AB  - This paper critically examines the sustainability education offered within the compulsory Science Studies subject in Swedish upper secondary schools, comparing citizenship and sustainable action addressed in vocational education and training (VET) and higher education preparatory (HEP) programmes. Framed by the concepts of citizenship-as-achievement, citizenship-as-practice, and action competence, the study explores the interplay between qualification, socialisation, and subjectification in teaching. Using a questionnaire and quantitative analysis, the study examines the knowledge, values and skills taught in sustainability education, as well as the teaching offered in citizenship and action skills. The study reveals both common patterns and important differences. HEP teaching promotes analytical thinking and reflective engagement, aligning with subjectification-oriented teaching. VET teaching focuses on behaviour modification and context-specific knowledge, reflecting a socialisation-oriented teaching. The findings reveal that, despite shared content, teaching may shape differences in students’ citizenship engagement, raising concerns about equity, democracy, and the educational purpose of sustainability education.
ER  - 

TY  - JOUR
T1  - Being a Swedish teacher in practice: analysing migrant teachers' interactions and negotiation of national values
T2  - Social Identities
SN  - 1350-4630
A1  - Ennerberg, Elin
PY  - 2021
VL  - 3
IS  - 28
SP  - 296
EP  - 314
DO  - 10.1080/13504630.2021.2003772
LA  - eng
PB  - : Routledge
KW  - migrant teachers
KW  - social codes
KW  - rituals
KW  - integration
AB  - National values or imagined communities are often reflected in a country's educational system. In this paper, a teaching course for migrant teachers in Sweden is used to reflect on how some of these national values and practices are presented and subsequently negotiated by course leaders and course participants. While measures that emphasise national values are often criticised as assimilationist, building partly on Goffman's work it is argued that a discussion of national values can also serve to unveil hidden rituals that are otherwise taken for granted, while also pointing both to the potential usefulness and pitfalls of civic education. For example, while course teachers try to avoid presenting the Swedish value system as superior to that of other countries, certain 'sacred' national values, such as a commitment to gender equality, are seen as non-negotiable. For participants, their previous teaching identity can be used both as a resource in navigating the course and for work practice. But for some participants, their previous teaching identity is seen as in need of adjustment in order for them to follow Swedish teaching and school 'rituals'.
ER  - 

TY  - JOUR
T1  - Where does time go?: teaching and time use from the perspective of teachers
T2  - Teachers and Teaching
SN  - 1354-0602
A1  - Nyroos, Mikaela
PY  - 2008
VL  - 1
IS  - 14
SP  - 17
EP  - 33
DO  - 10.1080/13540600701837616
LA  - eng
PB  - : Routledge Taylor & Francis
KW  - change
KW  - teacher autonomy
KW  - teacher work
KW  - time allocation
KW  - time use
KW  - pedgogical work
KW  - education
AB  - During the last three decades Swedish education has undergone radical decentralisation involving increased school autonomy. One aspect of this change is the gradual weakening of the state regulation of teaching time. Thus, Sweden is somewhat of an extreme in the EU. This is accentuated by a five-year experiment, where 900 compulsory schools were allowed more freedom in the allocation of school hours. Thirty teachers from three compulsory schools participating in the experiment were interviewed and team meetings observed during a two-year period. The article explores and analyses changes in time-distribution, classification and framing of the curricula and teachers' work in the three teams and their classes, and analyses teachers' experiences of the changes. A major trend towards weakened classification and framing was found. A majority of the teachers were positive to more flexible time use, teamwork and cross-disciplinary studies. However, despite the experiment a majority still felt inhibited by the national time schedule and too little time for development work. Variations between the three cases are discussed in terms of different team cultures. The school characterised by development-oriented culture had changed their work and teaching most.
ER  - 

TY  - JOUR
T1  - Handling challenge and becoming a teacher: An anlysis of teachers' narration about Life Competence Education
T2  - Teachers and Teaching
SN  - 1354-0602
A1  - Irisdotter Aldenmyr, Sara
PY  - 2013
VL  - 3
IS  - 19
SP  - 344
EP  - 357
DO  - 10.1080/13540602.2012.754164
LA  - eng
PB  - : Informa UK Limited
KW  - teacher narratives
KW  - teacher role
KW  - educational change
KW  - social and emotional development
KW  - teacher-student relations
KW  - education
KW  - utbildning och lärande
AB  - This article takes an interest in how teachers handle new challenges. The challenge in focus is a nonmandatory yet widespread subject in Swedish education called Livskunskap, Life Competence Education (LCE). The purposes of the present study are to identify and discuss notions of being a teacher actualized in teachers' narratives about the challenge of LCE, and to discuss how narration may help teachers to handle and reflect upon professional challenges. Seven teachers were interviewed about their experiences from teaching LCE. The analysis showed how acts of defending, exploring, presenting, or resisting LCE were performed in the teachers' narratives. LCE seems to actualize a narrative tension between two dominant aspects of teacher identity. On the one hand, there is an image of a socially committed teacher who cares about the emotional well-being of and relations to his/her students. On the other hand, there is an image of a knowledge-oriented teacher who connects with the students mainly by focusing on subject matters. Drawing upon the theoretical work, mainly by Michalinos Zembylas, I found that the teachers had opportunities to use narration as an arena for personal agency, but these opportunities were not necessarily taken in the present narratives.
ER  - 

TY  - JOUR
T1  - Doing Good?: Interpreting teachers’ given and felt responsibilities for pupils’ well-being in an age of measurement
T2  - Teachers and Teaching
SN  - 1354-0602
A1  - Edling, Silvia
A1  - Frelin, Anneli
PY  - 2013
VL  - 4
IS  - 19
SP  - 419
EP  - 432
DO  - 10.1080/13540602.2013.770234
LA  - eng
PB  - : Informa UK Limited
KW  - moral responsibility
KW  - social responsibility
KW  - teacher responsibility
KW  - teachers’ work
KW  - value issues
KW  - ansvar
KW  - lärare
KW  - professionalitet
KW  - värden
KW  - utbildningssociologi
KW  - sociology of education
AB  - The purpose of this paper is to theoretically discuss a specific aspect of teachers’ responsibilities: their responsibility for pupils’ or children’s well-being. We ask two interrelated questions: firstly, how might (Swedish) teachers’ sense of responsibilities for their pupils’ well-being be understood in relation to ethical theory? Secondly, what does this insight bring to the discussion of teachers’ professional responsibility within the global discourse of educational policy that increasingly stresses accountability and efficiency in an “age of measurement?´ Education can be described as an intervention in a pupil’s life, motivated by the idea that it will somehow improve it. When one implements this intervention, from a legal/political perspective it boils down to a series of responsibilities assigned to teachers, as expressed in current policy documents. However, an exploration of empirical examples in a Swedish context of teachers’ sense of responsibility for their pupils’ or children’s well-being, expressed in everyday situations, indicates that the matter is complex. In order to find tools with which to better understand such expressions, we turn to the field of SNIP ethics. A thorough inquiry into the various reasoning regarding responsibility reveals that responsibility as socially defined and given is not sufficient to capture the intimacy and relational uncertainties of the teachers’ stories, which is why we turn to the writings of Emmanuel Lévinas and his ethics of responsibility. His ethical language helps to capture relational processes that cannot be predefined and that are based on an infinite sense of responsibility for the other person. We continue by discussing and problematising the increasing importance of measurability and accountability in the field of teachers’ professionalism. Here we illuminate the risks involved with the movement towards the fixed and calculable, since they overlook the intricate ways in which teachers’ given and felt responsibilities are woven together.
ER  - 

TY  - JOUR
T1  - Research-based teacher education? Exploring the meaning potentials of Swedish teacher education
T2  - Teachers and Teaching
SN  - 1354-0602
A1  - Alvunger, Daniel
A1  - Wahlström, Ninni
PY  - 2017
VL  - 4
IS  - 24
SP  - 332
EP  - 349
DO  - 10.1080/13540602.2017.1403315
LA  - eng
PB  - : Routledge
KW  - teacher education
KW  - research-based education
KW  - pedagogic discourse
KW  - pedagogic identity
KW  - meaning potentials
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - In this article, we explore the meaning potentials of teacher education in terms of the significance of a research-based approach and the different pedagogic identities that such an approach implies. The study’s aim is to examine the important factors for education to be considered research-based and to identify and analyse the research base of teacher education in Sweden. The results from the analysis of a large number of course documents and from a survey administered to teachers and students in four teacher education programmes indicate that the emerging potential meaning is that teacher education is generally a strongly framed professional education with a relatively weak and adapted research base. The analysis of the classification and framing of disciplinary content and pedagogy in the Swedish teacher education curriculum points at different pedagogic identities emerging from the different meaning potentials that are made available to the students. We argue that a thorough understanding of research-based teacher education needs to be grounded in both course content and its research base as well as other possible pedagogical aspects of research-based education; the education as a whole must be included in the concept of research-based education.
ER  - 

TY  - JOUR
T1  - Becoming an anti-racist teacher: countering racism in education
T2  - Teachers and Teaching
SN  - 1354-0602
A1  - Arneback, Emma
PY  - 2022
VL  - 3
IS  - 28
SP  - 357
EP  - 368
DO  - 10.1080/13540602.2022.2062725
LA  - eng
PB  - : Routledge
KW  - racism
KW  - anti-racist education
KW  - anti-racist teachers
KW  - pragmatism
AB  - This article focuses on the who of anti-racism education by examining who the teachers are that are doing anti-racist work and what experiences influenced them to counter racism in their education practices. Taking a pragmatic approach, I use data on racism and anti-racism in schools from interviews with 27 upper secondary school teachers in Sweden to capture notions of becoming. To that end, I present five types of experiences: 1) personal experiences of racism, 2) personal experiences of other forms of oppression, 3) political socialisation, 4) encounters with anti-racism in education, and 5) experiences of racism in the professional teaching context. This plurality of experiences offers different paths to becoming an anti-racist teacher and emphasises the need to situate questions of anti-racist education in the day-to-day struggle of teachers' lives.
ER  - 

TY  - JOUR
T1  - Pathways to professional digital competence to teach for digital citizenship: social science teacher education in flux
T2  - Teachers and Teaching
SN  - 1354-0602
A1  - Örtegren, Alex
A1  - Olofsson, Anders D.
PY  - 2024
VL  - 4
IS  - 30
SP  - 526
EP  - 544
DO  - 10.1080/13540602.2024.2342860
LA  - eng
PB  - : Routledge
KW  - digital citizenship
KW  - professional digital competence
KW  - social science teacher education
KW  - teacher educators
AB  - Increasingly pervasive digital technologies in societies are placing complex demands on the development of young people’s digital citizenship and digital competence. Social science education and teacher education (TE) play important, but poorly understood, roles in this development. Through reflexive thematic analysis of semi-structured interviews, this paper explores 15 Swedish teacher educators’ (TEDs) views of teaching for digital citizenship, particularly social science TE’s role. We also consider organisational and personal conditions that may influence TEDs’ views of professional digital competence (PDC) for such teaching. Their views are examined through a postdigital lens, with a focus on democratic implications in evolving socio-technical environments. The results indicate that TEDs acknowledge the importance of social science TE in teaching for digital citizenship, but find maintaining responsiveness to societal changes challenging. Challenges are also posed by the multidisciplinary character of social science education, including how personal trajectories shape TEDs’ views of their dual-didactic task of teaching to teach for digital citizenship. This paper contributes knowledge of how TEDs, as ‘street-level bureaucrats’ in social science TE, navigate between written and performed education policy in teaching for digital citizenship, with specific attention to the dynamic character of PDC in social science education.
ER  - 

TY  - JOUR
T1  - Heteronormativity in Swedish schools: making a difference as an LGBT teacher
T2  - Teachers and Teaching
SN  - 1354-0602
A1  - Lundin, Mattias
PY  - 2024
VL  - 6
IS  - 31
SP  - 975
EP  - 992
DO  - 10.1080/13540602.2024.2381045
LA  - eng
PB  - : Taylor & Francis Group
KW  - lgbt
KW  - teacher
KW  - heteronormativity
KW  - subjectification.
KW  - education
AB  - In various respects, policy has been enhanced to support lesbian, gay, bisexual, and transgender (LGBT) individuals in Sweden, with improvements extending to the school environment and the circumstances faced by LGBT teachers. Nonetheless, research emphasises that legislative measures and policy documents serve as an initial step, necessitating supplementary comprehensive efforts to address negative attitudes and implement proactive measures within educational institutions. Research suggests that intensified initiatives focusing on norms and anti-oppressive education could improve the situation of LGBT teachers. This article delves into the educational endeavour to promote diversity by analysing written narratives provided by LGBT educators. The aim is to elucidate their contributions, using a second order perspective, to challenge heteronormativity and advancing educational objectives across three distinct functions of education. The LGBT teachers’ contributions move education forward by facilitating their colleagues’ learning about LGBT identities and thereby enhancing their colleagues’ acquisition of knowledge. Moreover, these educators pointed to facilitating students’ autonomy regarding LGBT identity by demonstrating the possibility for students to define independently and be acknowledged accordingly. To conclude, by analysing the LGBT teachers’ accounts of the heterosexual norm in the educational setting, it has been possible to discern empowering dynamics in otherwise overlooked situations.
ER  - 

TY  - JOUR
T1  - Sharing teacher power: exploring teaching practices in innovative learning environments through mixed methods analysis
T2  - Teachers and Teaching
SN  - 1354-0602
A1  - Bergström, Peter
A1  - Wiklund-Engblom, Annika
A1  - Lindfors, Maria
PY  - 2025
DO  - 10.1080/13540602.2025.2528819
LA  - eng
KW  - innovative learning environment
KW  - mixed methods
KW  - power and control
KW  - prototype classrooms
KW  - ttpc framework
AB  - The present study explores teaching practices and how teachers navigate the transition to Innovative Learning Environments (ILEs), focusing on the interplay between the physical learning environment and teachers’ practices. The study is situated within a Swedish municipality that embarked on the construction of a new school designed as an ILE. The theoretical foundation of this study relies on the Typology of Teacher Power and Control (TTPC), an analytical tool based on Bernstein’s (2000) theory, offering perspectives on power and control dynamics in the classroom. The study integrates convergent mixed methods, combining classroom observations and retrospective teacher interviews, providing both objective and subjective insights into teachers’ practices. The analysis reveals varied teaching practices in ILEs. Classroom data show teachers clustering based on power and control distribution. Communication patterns reveal distinct teaching practices: Cluster I, identified as the authoritarian mitigator, is teacher-centred, Cluster II, the conservative explorer, exhibits mixed control, Cluster III, the empowering coach, emphasises student autonomy with teacher support, and Cluster IV, the flexible facilitator, promotes broad student empowerment. Interview insights corroborate these findings. The findings may interest researchers investigating teachers’ transition to ILEs and support professional development in teacher education and municipal ILE planning.
ER  - 

TY  - JOUR
T1  - For Free: Continuity and Change by Team Teaching
T2  - Teaching in Higher Education
SN  - 1356-2517
A1  - Liebel, Grischa
A1  - Burden, Håkan
A1  - Heldal, Robgardt
PY  - 2016
VL  - 1
IS  - 22
SP  - 62
EP  - 77
DO  - 10.1080/13562517.2016.1221811
LA  - eng
PB  - : Informa UK Limited
KW  - teacher training
KW  - pair lecturing
KW  - team teaching
KW  - co-teaching
KW  - course improvement
AB  - Team teaching is advocated in education to offer students multiple explanations to complex concepts and to improve teacher development. However, team teaching is typically associated with high staff cost due to the increased amount of teachers involved. The authors argue that team teaching can be conducted in a cheap way by including novice teaching assistants in the lectures and train them ‘on the job’. Additionally, novice assistants cause reflection on action and prevent a mechanization of the course. The authors use Brookfield’s four lenses to reflect on the application of team teaching in a Swedish undergraduate course on software modeling over three years, involving 3 teachers and collecting evaluation data from close to 400 students. The reflection shows that team teaching can be used as a cost-effective way to introduce novice teachers to a course, while at the same time receiving benefits from their participation in lectures and course development.
ER  - 

TY  - JOUR
T1  - What is valued in friluftsliv within PE teacher education?: Swedish PE teacher educators' thoughts about friluftsliv analysed through the perspective of Pierre Bourdieu
T2  - Sport, Education and Society
SN  - 1357-3322
A1  - Backman, Erik
PY  - 2008
IS  - 13
SP  - 61
EP  - 76
DO  - 10.1080/13573320701780522
LA  - eng
PB  - London : Informa UK Limited
KW  - friluftsliv
KW  - sport
KW  - physical education teacher education
KW  - field
KW  - symbolic capita
KW  - education
AB  - The value assigned to friluftsliv (activities similar to outdoor education) in Physical Education Teacher Education (PETE) and in the PE syllabus in Sweden does not seem to result in the implementation of friluftsliv in the practice of teaching in Swedish schools. This study investigates how the identified values of friluftsliv, expressed in interviews with 17 PE teacher educators in Sweden, reflect struggles for legitimate and privileged knowledge in PETE. The exploration of friluftsliv within PETE reveals positions that appear to be an effect of the dominating logic of sport within Swedish PETE and the limited influence of the academic field. The educational consequences of the identified values are analysed and discussed from a socio-cultural perspective.
ER  - 

TY  - JOUR
T1  - Analysing the direction of socialisation from a power perspective
T2  - Sport, Education and Society
SN  - 1357-3322
A1  - Öhman, Marie
PY  - 2010
VL  - 4
IS  - 15
SP  - 393
EP  - 409
DO  - 10.1080/13573322.2010.514735
LA  - eng
PB  - : Informa UK Limited
KW  - foucault
KW  - methodology
KW  - power
KW  - governance
KW  - socialisation content
KW  - video recordings
KW  - subject didactics
KW  - ämnesdidaktik
AB  - The purpose of this article is to describe and illustrate an approach that facilitates a study of power and governing processes in teachers' and students' interactive actions and dealings. This approach is inspired by Foucault's work on power and the research field emanating from the concept of governmentality. The approach is illustrated through an analysis of texts of teacher and student interactions derived from video-recorded physical education lessons conducted in Swedish nine-year compulsory schools. This analysis is used to demonstrate how governing processes appear in Physical Education practices, and the socialisation content of this governance. Here the term socialisation content refers to the direction of governance, which constitutes a discursive resource for the constitution of particular forms of subjectivity.
ER  - 

TY  - JOUR
T1  - Shepherds in the gym: employing a pastoral power analytic on caring teaching in HPE
T2  - Sport, Education and Society
SN  - 1357-3322
A1  - McCuaig, Louise
A1  - Öhman, Marie
A1  - Wright, Jan
PY  - 2013
VL  - 6
IS  - 18
SP  - 788
EP  - 806
DO  - 10.1080/13573322.2011.611496
LA  - eng
PB  - : Informa UK Limited
KW  - health and physical education
KW  - caring teaching
KW  - pastoral power
KW  - normalization
KW  - foucault
KW  - sports science
AB  - Drawing on research conducted in Australian Health' and Physical Education (HPE) and Swedish Physical Education and Health (PEH), this paper demonstrates the analytic possibilities of Foucault's notion of pastoral power to reveal the moral and ethical work conducted by HPE/PEH teachers in producing healthy active citizens. We use the pastoral power analytic to make visible the consequences of caring HPE/PEH teaching practices which appear unassailable as producing a general good' for all students. In so doing we undertake the challenge posed by Nealon to be attuned to those social practices that appear beyond reproach as power becomes more effective while offering less obvious potential for resistance'. From this Foucauldian perspective we argue that caring HPE/PEH teachers employ a wide range of normalization tools to interpellate young people into a specific model of normal' healthy living, simultaneously determining those who represent problematic deviations from the norm. We further argue that instead of discarding or ignoring these students, such deviations call upon the HPE/PEH teacher to care more fervently, to employ more intense strategies of individualization such as togetherness, encouragement and familiarity. In conclusion, we highlight the tensions and implications that may result for HPE/PEH teachers and their students.
ER  - 

TY  - JOUR
T1  - Teachers in school sports: Between the fields of education and sport?
T2  - Sport, Education and Society
SN  - 1357-3322
A1  - Ferry, Magnus
PY  - 2014
IS  - 21
SP  - 907
EP  - 923
DO  - 10.1080/13573322.2014.969228
LA  - eng
PB  - London : Informa UK Limited
KW  - bourdieu
KW  - coach competence
KW  - special sports
KW  - sweden
KW  - symbolic capital
KW  - teacher competence
KW  - samhällsvetenskap/humaniora
AB  - © 2014 Taylor  &  Francis. According to the cultural sociologist Pierre Bourdieu, gaining access to a social space or a position within a social space requires a specific capital. For teachers, this is normally indicated by a valid teaching certificate with relevant subject knowledge. However, when no qualified teachers are available, which is the case for the subject of school sports in Sweden, other assets gain recognition. Drawing on Bourdieu's conceptual framework, this paper examined the conditions for school sports in Sweden, and based on questionnaires answered by 109 teachers, explored the competencies, education and backgrounds teachers in upper secondary school sports possess. The paper address the question: what valuable resources are required to become a teacher of school sports and gain recognition as symbolic capital? The results show that while school sports in Sweden are carried out through a school subject and thus regulated by the government, it is influenced by both the fields of education and sport. Furthermore, the questionnaire results show that a majority of the teachers are employed as coaches instead of teachers and that less than half of them (45%) have a teacher education background, while 95% have a coaching education background. However, the results also show that teachers assessed their competencies for teaching school sports as high, especially with regard to competencies in specific sport skills. In conclusion, this paper shows how coaching education and experience in competitive sports are an important resource required to become a teacher in school sports and is thus recognized as symbolic capital. Therefore, school sports cannot be viewed as a legitimate part of the field of education but can be viewed as a part of the field of sport.
ER  - 

TY  - JOUR
T1  - Health(y) Education in Health and Physical Education, Sport, Education and Society
T2  - Sport, Education and Society
SN  - 1357-3322
A1  - Schenker, Katarina
PY  - 2016
VL  - 3
IS  - 23
SP  - 229
EP  - 243
DO  - 10.1080/13573322.2016.1174845
LA  - eng
PB  - : Routledge
KW  - health and physical education
KW  - hpe
KW  - physical education teacher education
KW  - pete
KW  - thesis
KW  - equity
KW  - bildung
KW  - sport science
AB  - Teachers in the school subject Health and Physical Education (HPE) need to be able both to teach health and to do so in a healthy (equitable) way. The health field has, however, met with difficulties in finding its form within the subject. Research indicates that HPE can be excluding, meaning that it may give more favours to some pupils (bodies) than to others [cf. Webb, L. A., Quennerstedt, M., & Öhman, M. (2008). Healthy bodies: Construction of the body and health in physical education. Sport, Education and Society, 13(4), 353–372.; Webb, L., & Quennerstedt, M. (2010). Risky bodies: Health surveillance and teachers’ embodiment of health. QSE. International Journal of Qualitative Studies in Education, 23(7), 785–802; Williamson, B. (2015). Algorithmic skin: Health-tracking technologies, personal analytics and the biopedagogies of digitized health and physical education. Sport, Education and Society, 20(1), 133–151], and thereby being unhealthy for unfavoured pupils. The purpose of this study is therefore to investigate how HPE teacher education students in Sweden interpret health in HPE and discuss possible implications for future education in the school subject. The study involves 81 Bachelor/Master theses, connected to the HPE school subject and examined at six different Swedish universities. All the student theses were examined in 2012. Of the identified theses, 30 can be related more or less directly to health in physical education. These are the ones further scrutinized here. The contents of the selected essays may be categorized on the basis of tests as tools to measure health/ill health/performance, the knowledge required to teach health and also health as part of pedagogy. In sum, the theses display a reproductive approach to the subject, which involves the risk that the subject will subsequently function as disciplining, standardizing and excluding for some pupils, especially for those who do not engage in sports in their leisure time. In order to develop HPE’s potential into becoming healthier and more equal, researchers, teacher education and teachers do not primarily need to perceive health from the activity and individual perspectives, but rather from a power relations and equity perspective aiming towards equality.
ER  - 

TY  - JOUR
T1  - Physical education teaching as a caring act: techniques of bodily touch and the paradox of caring
T2  - Sport, Education and Society
SN  - 1357-3322
A1  - Andersson, Joacim
A1  - Öhman, Marie
A1  - Garrison, Jim
PY  - 2016
VL  - 6
IS  - 23
SP  - 591
EP  - 606
DO  - 10.1080/13573322.2016.1244765
LA  - eng
PB  - : Routledge
KW  - caring
KW  - body pedagogics
KW  - corporeal realism
KW  - non-touch
KW  - technique
KW  - teaching intention
KW  - idrott med inriktning mot didaktik
KW  - physical education and sport pedagogy
AB  - In this article, we investigate “no touch policies” as a practical teacher concern that includes the body as a location, a source, and a means in educational activity. We argue that to understand issues regarding physical touch within school practice we must conceive it as deeply associated with specific teaching techniques. Thus, the didactical challenge is not found in argumentations about the pro and cons of physical touch, but through analysis of how teachers handle student interaction and teaching intentions.We consider teaching as a caring profession. Caring, as a practical teacher concern, requires wisdom regarding the right time to use bodily touch and to refrain from such use. This wisdom involves the ability to discern people’s needs, desires, interests, and purposes in particular situations and act appropriately. From a body pedagogical perspective we approach intergenerational touch not only as a discursive and power related question but as an essential tension in the intersection of the; ambiguity attendant to any intentional act such as teaching, the conflict between the ethics of care and the ethics of justice, and finally, the paradox of caring.We draw on interviews with PE-teachers in Swedish primary, secondary, and upper-secondary schools and analyses of a collection of techniques of bodily touch that are established and practiced with specific pedagogical purposes. The results shows PE teacher’s competence in handling different functions of intergenerational touch in relation to three different techniques of bodily touch; 1) Security touch, which is characterized by intentions to handle the fragile; 2) Denoting touch, which is characterized by intentions to handle learning content; 3) Relational touch, which is characterized by caring intentions. Each of these is of importance for the teachers in carrying out their call to teach and each of these relies on professional assessments whether or not it meets its intended purpose. 
ER  - 

TY  - JOUR
T1  - Touching the didactic contract: a student perspective on intergenerational touch in PE
T2  - Sport, Education and Society
SN  - 1357-3322
A1  - Caldeborg, Annica
A1  - Maivorsdotter, Ninitha
A1  - Öhman, Marie
PY  - 2017
VL  - 3
IS  - 24
SP  - 256
EP  - 268
DO  - 10.1080/13573322.2017.1346600
LA  - eng
PB  - Oxon, UK : Routledge
KW  - intergenerational touch
KW  - physical education
KW  - student perspective
KW  - didactic contract
KW  - physical contact
KW  - idrott med inriktning mot didaktik
KW  - physical education and sport pedagogy
KW  - individual and society vidsoc
AB  - A growing anxiety around intergenerational touch in educational settings has both emerged and increased in recent years. Previous research reveals that Physical Education (PE) teachers have become more cautious in their approaches to students and they avoid physical contact or other behaviour that could be regarded as suspicious (Fletcher, 2013; Öhman, 2016; Piper, Garratt, & Taylor, 2013). Some also feel anxious about how physical contact might be perceived by the students. The purpose of this article is to investigate physical contact between teachers and students in PE from a student perspective. This is understood through the didactic contract. For this purpose, focus group interviews using photo elicitation have been conducted with upper secondary school students in Sweden. One of the major findings is that intergenerational touch is purpose bound, that is, physical contact is considered relevant if the teacher has a good intention with using physical contact. The main agreements regarding physical contact as purpose bound are the practical learning and emotional aspects, such as learning new techniques, preventing injury, closeness and encouragement. The didactic contract is in these aspects stable and obvious. The main disagreements are when teachers interfere when the students want to feel capable or when teachers interfere when physical contact is not required in the activity. In these aspects the didactic contract is easily breached. It is also evident that personal preference has an impact on how physical contact is perceived. In conclusion, we can say that physical contact in PE is not a question of appropriate or inappropriate touch in general, but rather an agreement between the people involved about what is expected. Consequently, we should not ban intergenerational touch, but rather focus on teachers’ abilities to deal professionally with the didactic contract regarding physical contact.
ER  - 

TY  - JOUR
T1  - ‘You do it in your own particular way.’: Physical education, gender and (dis)ability
T2  - Sport, Education and Society
SN  - 1357-3322
A1  - Apelmo, Elisabet
PY  - 2018
VL  - 7
IS  - 24
SP  - 702
EP  - 713
DO  - 10.1080/13573322.2018.1452198
LA  - eng
PB  - : Taylor & Francis
KW  - body
KW  - youth
KW  - gender
KW  - disability
KW  - disabled students
KW  - physical education
KW  - sport
KW  - phenomenology
KW  - de beauvoir
KW  - the other
AB  - The aim of this article was to explore, from a gender perspective, how young sporting women with physical impairments experience physical education (PE), and which strategies they use to manage situations that arise in the everyday interaction in connection with those lessons. Phenomenology provides a theoretical framework that includes the body. Ten semi-structured interviews were conducted with the women, aged 15–28. In addition, semi-structured interviews were held with three boys, aged between 10 and 15, and with one male coach. Those latter interviews are used in the article as material for comparison. The young women had a strong aspiration to appear normal. However, in relation to PE, the participants highlighted issues dealing with experiences of exclusion and special treatment. It appeared to be difficult for teachers to see these women as the sports-interested youths that they were. The young women used different strategies of resistance. Some of them did not participate in certain aspects of PE, or chose to quit the whole course. To receive a higher grade, another participant showed the teacher her medals from the Swedish national swimming championship, thus stressing her competence. When the women finally described the stigmatization that they had been subjected to, they avoided positioning themselves as victims, by downplaying the seriousness of a discriminatory situation or by using in the interview the word ‘we’ instead of ‘I’, thus describing the incident in collective terms. Previous research supports the suggestion that the students’ opportunities to show their capacities and strength during PE are dependent on the students’ gender. While one of the boys and a male coach gave examples of experiences of more inclusive PE, with a potential to challenge the able-bodied norm within the subject, the gender norm remained unquestioned.
ER  - 

TY  - JOUR
T1  - Caring teaching and the complexity of building good relationships as pedagogies for social justice in health and physical education
T2  - Sport, Education and Society
SN  - 1357-3322
A1  - Moen, Kjersti Mordal
A1  - Westlie, Knut
A1  - Gerdin, Göran
A1  - Smith, Wayne
A1  - Linnér, Susanne
A1  - Philpot, Rod
A1  - Schenker, Katarina
A1  - Larsson, Lena
PY  - 2019
VL  - 9
IS  - 25
SP  - 1015
EP  - 1028
DO  - 10.1080/13573322.2019.1683535
LA  - eng
PB  - : Taylor & Francis Group
KW  - caring
KW  - relationships
KW  - social justice
KW  - pedagogies
KW  - physical education
KW  - education
KW  - sport science
AB  - The Health and Physical Education (HPE) profession has increasingly advocated for caring teacher-student relationships. In this paper, we draw on data from an international research project called 'EDUHEALTH' [Education for Equitable Health Outcomes - The Promise of School Health and Physical Education] to explore caring teaching and the complexity of building good relationships as pedagogies for social justice in HPE. The data reported on in this paper were generated through 20 HPE lesson observations and interviews with 13 HPE teachers across schools in Sweden, Norway and New Zealand. In our analysis of the data, we employed Nel Noddings 'Care Theory' [(1984. Caring, a feminine approach to ethics & moral education. Berkeley, CA: University of California Press; 1997). Pedagogisk filosofi [Philosophy of education]. Oslo: Ad Notam Gyldendal] to study the constitution of relationships and caring teaching in HPE practice. The findings demonstrate that caring teaching is inevitably built on developing good relationships, and that developing such good relationships is a complex process influenced by three key elements. First, teachers have to develop knowledge about their students on a societal, group and personal level; second, teachers have to reflect on the individual, environmental and relational aspects required for building good relationships; and third, teachers have to implement caring teaching strategies, such as planning, caring actions and doing 'the little things'. Drawing on Nodding's care theory, we conclude that pedagogies for social justice are enacted when teachers use their own knowledge and knowledge about the students, together with reflection and caring teaching strategies, to arrange a learning environment that promotes inclusion and equitable outcomes for all students.
ER  - 

TY  - JOUR
T1  - Physical contact in physical education: immigrant students' perspectives
T2  - Sport, Education and Society
SN  - 1357-3322
A1  - Caldeborg, Annica
PY  - 2020
VL  - 1
IS  - 27
SP  - 72
EP  - 84
DO  - 10.1080/13573322.2020.1816539
LA  - eng
PB  - : Routledge
KW  - physical contact
KW  - physical education
KW  - intergenerational touch
KW  - touch
KW  - immigrant students
KW  - sports science
AB  - Physical contact is common in physical education (PE) and is often also perceived as necessary in the subject. At the same time, no-touch discourses in sport and PE affect both teachers and students in many western countries. Teachers in the subject have for example become increasingly reluctant to touch their students due to risks of allegations. In addition, many European countries have recently experienced a great influx of immigrants from non-western countries, which has resulted in more multicultural classrooms across Europe. This can be problematic in PE due to cultural differences regarding physical contact, especially with the opposite sex. The purpose of this study is to investigate physical contact between teachers and students in PE from an immigrant student perspective. This is understood through the didactic contract. For this purpose, interviews using photo elicitation have been conducted with immigrant upper secondary school students in Sweden. The major findings suggest that the following negotiation aspects determine whether physical contact can be regarded as legitimate by the students: the professionalism of the teacher, the teacher-student relationship, teachers’ instructive skills, the emotionally engaged teacher, opposite sex issues and teachers and students with similar immigrant backgrounds. These aspects are also part of the process of developing a didactic contract regarding physical contact between teachers and students. In conclusion, it is clear that some of the aspects legitimise physical contact and build trust between the teachers and the students, while others challenge this legitimisation and trust.
ER  - 

TY  - JOUR
T1  - The enactment of social justice in HPE practice: how context(s) comes to matter
T2  - Sport, Education and Society
SN  - 1357-3322
A1  - Linnér, Susanne
A1  - Larsson, Lena
A1  - Gerdin, Göran
A1  - Philpot, Rod
A1  - Schenker, Katarina
A1  - Westlie, Knut
A1  - Moen, Kjersti Mordal
A1  - Smith, Wayne
PY  - 2020
VL  - 3
IS  - 27
SP  - 228
EP  - 243
DO  - 10.1080/13573322.2020.1853092
LA  - eng
PB  - : Taylor & Francis Group
KW  - physical education
KW  - health
KW  - social justice
KW  - equity
KW  - institutional theory
KW  - sport science
AB  - For more than 40 years, health and physical education (HPE) academics in universities and teacher education colleges have drawn attention to issues of social justice specific to the context of PE and advocated for teachers in fields, gymnasiums and other physical activity spaces to do a better job of promoting more equitable outcomes for all students. Building on this advocacy, in the late 1990s, countries such as Sweden, Norway and New Zealand designed HPE curricula that address social justice. However, limited research has focused specifically on the enactment of social justice in HPE practice. Drawing on a larger international project involving Sweden, Norway and New Zealand the aim of this article is therefore to explore the constitution of social justice pedagogies across these three different HPE contexts and more specifically how HPE teaching practice may be understood from regulative, normative and cultural perspectives on social justice. The data reported on in this paper were generated from educational acts, curriculum documents, observations of HPE lessons in each of the three countries and follow-up teacher interviews. In order to analyse the data, we employed Scott's (2008. Institutions and organizations: Ideas and interests (3rd ed). Sage) institutional theory to further understand and discuss the enactment of social justice across the three different countries in HPE practice. In our representation and analysis of the findings we draw attention to how social justice pedagogies are informed differently by institutionalised governing systems and therefore they may be enacted differently by teachers in different societies. In particular, we highlight the influence of (i) regulative; (ii) normative; (iii) cultural-cognitive elements on practice. We conclude by pointing out the complex interplay between regulative, normative and cultural-cognitive elements that both enable and constrain HPE teachers' enactments of social justice in HPE practice.
ER  - 

TY  - JOUR
T1  - What Is the Problem?: Dis/Ability in Swedish Physical Education Teacher Education Syllabi
T2  - Sport, Education and Society
SN  - 1357-3322
A1  - Apelmo, Elisabet
PY  - 2021
VL  - 5
IS  - 27
SP  - 529
EP  - 542
DO  - 10.1080/13573322.2021.1884062
LA  - eng
PB  - : Taylor & Francis
KW  - physical education teacher education
KW  - syllabus
KW  - policy analysis
KW  - inclusive education
KW  - disability
KW  - ableism
KW  - cripistemologies
KW  - hälsa och samhälle
KW  - health and society
AB  - This article discusses dis/ability and physical education teacher education (PETE). The aim is twofold. First, I explore how dis/ability is problematised in PETE syllabi from nine Swedish universities. Bacchi's What's the problem represented to be? approach for analysing policy texts is used. The centre of attention thus shifts from a problem and its solution, to how a phenomenon is made into a problem and to the effects of this problematisation. Second, a theoretical framework that corresponds better with the aims of the steering documents advising Swedish compulsory schools and PETE is proposed.In the analysis, two dominant problem representations were discerned. First, pupils with impairment or special needs are constructed as the problem. When pupils with impairment are problematised, they risk being constructed as deviant and marginal in PE. This is reinforced by the fact that, in some cases, the subject is dealt with in only a few pages of text and as part of a single course. Second, power relations, norms or inequality are constructed as the problem. Thus, the focus shifts from the pupils’ reduced physical, cognitive or neuropsychiatric ability to the interactions with able-bodied teachers and peers. Bacchi also asks where the silences are in the texts. The notion of disability, caused by social barriers such as inaccessibility and prejudices, is completely missing. Moreover, ableism – discrimination that favours being able-bodied – is not explicitly dealt with, not even when the syllabi bring up power relations or norms.A change within PETE is required, with inclusive education as the goal. I suggest that both the effects of impairment and ableism, which lead to disabilities, need to be taken into account. Cripistemologies – that is, the knowledge of disabled people – would be useful in this process, as a way to dismantle ableism and appreciate differences.
ER  - 

TY  - JOUR
T1  - ‘But in PEH it still feels extra unfair’: students’ experiences of equitable assessment and grading practices in physical education and health (PEH)
T2  - Sport, Education and Society
SN  - 1357-3322
A1  - Modell, Nina
A1  - Gerdin, Göran
PY  - 2021
VL  - 9
IS  - 27
SP  - 1047
EP  - 1060
DO  - 10.1080/13573322.2021.1965565
LA  - eng
PB  - : Taylor & Francis Group
KW  - physical education
KW  - assessment
KW  - equity
KW  - institutional theory
KW  - vignettes
KW  - sport science
AB  - Assessment has been identified as an ongoing problem in physical education (PE). Since the student perspective on assessment is often neglected in research, in this paper, we will report on a study that explored students’ experiences of assessment in the Swedish school subject physical education and health (PEH). In particular, the aim of this study was to examine the students’ experiences of having equal opportunities to demonstrate their knowledge and skills when being assessed in PEH. Data was collected by conducting focus group interviews with a total of 38 students from four different upper secondary schools in southern Sweden. Data analysis was conducted by drawing on Scott’s (2008) institutional theory in order to demonstrate how regulative, normative and cultural-cognitive conditions shape assessment practices and students’ experiences of these in PEH. The results show that both teaching and assessment/grading practices in PEH are shaped more by cultural-cognitive conditions as associated with the norms and values of competitive and club sports rather than the regulative and normative conditions outlined in the Swedish Education Act and PEH curriculum that put emphasis on equal opportunities, equitable learning outcomes and explicit assessment criteria. The results also demonstrate how both teachers and students are actively involved in reproducing such teaching and assessment practices in PEH. To conclude, we therefore call for further work to be done with students, teachers and teacher educators of PEH to draw more attention to and more successfully implement the learning and achievement objectives of the curriculum. In addressing the ongoing problem of assessment in PEH we in particular need to better align assessment processes with the curriculum intentions of an equal quality education and teaching for equity.
ER  - 

TY  - JOUR
T1  - Logics in play: what 'rules of the game' regulate Swedish PE teachers’ decision-making processes?
T2  - Sport, Education and Society
SN  - 1357-3322
A1  - Lindkvist, Louise
PY  - 2022
VL  - 7
IS  - 28
SP  - 842
EP  - 854
DO  - 10.1080/13573322.2022.2071254
LA  - eng
PB  - : Routledge
KW  - organisational change
KW  - institutional analysis
KW  - policy reform
KW  - pe teacher interpretation
KW  - institutional logics
KW  - physical education
AB  - Research suggests that physical education (PE) needs to adapt to meet societies’ changing needs and increased diversity amongst pupils. However, despite growing pressure from often competing sectoral interests, educational reforms, and new curricula directed at PE to bring about such changes, research has not seen a more profound impact. Many policy initiatives often impact PE teachers, which means they are responsible for implementing desired changes. Therefore, it is somewhat surprising how research has paid limited attention to PE teachers’ decision-making processes regarding the envisaged change. To address this shortfall of understanding, this study’s aim is to explore PE teachers’ decision-making processes and how they relate to external pressures, interests, and reforms. To meet this aim, this article draws on an institutional logics perspective and uses data collected from semi-structured interviews with 16 PE teachers. Findings show how four institutional logics guide PE teachers’ decision-making processes: (a) a democracy logic, (b) an investment logic, (c) a professional logic, and (d) a bureaucracy logic. The results also show that, beyond the fact that logics legitimise certain decisions, they delegitimise other decisions, which requires PE teachers to navigate between logics in their decision-making processes. This navigating process requires PE teachers to handle multiple and incompatible ideas about what good PE is and how to conduct it. This knowledge, if utilised, can increase alignment between policy content and implementers’ interpretations, which may mitigate resistance to policy reforms and stimulate intended implementation.
ER  - 

TY  - JOUR
T1  - Moving online in physical education teacher education
T2  - Sport, Education and Society
SN  - 1357-3322
A1  - Nyberg, Gunn
A1  - Backman, Erik
A1  - Tinning, Richard
PY  - 2022
VL  - 3
IS  - 29
SP  - 358
EP  - 370
DO  - 10.1080/13573322.2022.2142776
LA  - eng
PB  - : Routledge
AB  - In this paper, we consider the challenges for Physical Education Teacher Education (PETE) that were presented during the COVID-19 pandemic in regard to preservice teachers’ knowledge in and about movement and their developing movement capability. Historically, learning about movement as well as learning in movement has always been central for physical education and PETE. The question this paper addresses is how the teaching and learning of movement capability are experienced by PETE educators and preservice teachers when taught online. We specifically ask what are the gains and losses when movement knowledge is taught online in PETE compared to when taught in face-to-face teaching? Movement knowledge in this study is firstly inspired by Arnold’s (1991. The preeminence of skill as an educational value in the movement curriculum. Quest, 43(1), 66–77) conceptualisation of knowing in and about movement. Our conception of the meaning of knowing in movement is also informed by the concept of movement capability as outlined by recent research. We argue that movement capability offers some additional unique perspectives to our research question. Educators and preservice teachers at two PETE institutions in Sweden were interviewed in order to investigate their experiences of teaching and participating respectively in movement courses as full online education due to restrictions imposed by the COVID-19 pandemic. The informants were asked questions about their experiences of having participated in movement courses face-to-face as well as online. The combination of Arnold’s framework (knowledge in and about movement) with movement capability in this study increases the understanding of the meaning of movement knowledge for future physical education teachers. The results show that possibilities to develop movement capability at the one hand seem to be reduced with regard to opportunities to interact face-to-face with other people whilst at the other hand, possibilities to develop movement capability seem to be increased when learners can practise specific ways of moving without an audience.
ER  - 

TY  - JOUR
T1  - The meanings of friluftsliv in Physical Education Teacher Education
T2  - Sport, Education and Society
SN  - 1357-3322
A1  - Sjödin, Karin
A1  - Quennerstedt, Mikael
A1  - Öhman, Johan
PY  - 2023
VL  - 6
IS  - 29
SP  - 744
EP  - 757
DO  - 10.1080/13573322.2023.2187770
LA  - eng
PB  - : Routledge
KW  - outdoor education
KW  - friluftsliv
KW  - physical education teacher education
KW  - meanings and values of friluftsliv
KW  - transaction
KW  - samhällsvetenskap/humaniora
AB  - The aim with this article is to contribute knowledge about the meanings of friluftsliv in educational practice. This is done by investigating what friluftsliv becomes in the ongoing practices of PETE in Sweden and how these meanings are established in the studied activities. The empirical material consists of different kinds of material from friluftsliv activities in PETE programmes: study guides, field trip plans, students' vlogs from overnight stays outdoors, video recordings from two longer field trips, audio recordings from evening seminars during the field trips and students' written reflections after them. In order to identify meanings of friluftsliv and how these are established we used a transactional analysis based on Dewey. Five different ways of what friluftsliv becomes in PETE practice were identified in this study. The different meanings reflect the complex picture of contradictions and lack of common ground for the content and motives identified in the outdoor education field. Our study also confirms how the meaning of friluftsliv as skills is established by putting up tents, lighting fires, building wind shelters and so on, and how this contributes to a focus on the instrumental values in PETE. On the other hand, our study shows that other meanings of friluftsliv are established in the ongoing practice, where more intrinsic values are at stake even if they are often overshadowed in PETE practice. In conclusion the results also point to the potential of fritluftsliv in terms of a suggested move away from an activity-based personal and social development discourse in favour of experiences of educating for environmentally sustainable human-nature relations. The challenge is how to make these experiences educational in PETE and how to guide students in transforming experiences in more exclusive friluftsliv into pedagogical competence as future teachers using friluftsliv for different purposes in school PE.
ER  - 

TY  - JOUR
T1  - A PE teacher’s tale: journeying from teacher education to teaching practice in physical education
T2  - Sport, Education and Society
SN  - 1357-3322
A1  - Tolgfors, Björn
A1  - Quennerstedt, Mikael
A1  - Backman, Erik
A1  - Nyberg, Gunn
PY  - 2023
VL  - 1
IS  - 30
SP  - 29
EP  - 41
DO  - 10.1080/13573322.2023.2281389
LA  - eng
PB  - : Routledge
KW  - transitions
KW  - narrative inquiry
KW  - occupational socialisation theory
KW  - assessment for learning
KW  - physical education teacher education
KW  - teaching
KW  - idrott med inriktning mot didaktik
KW  - physical education and sport pedagogy
KW  - utbildning och lärande
KW  - samhällsvetenskap/humaniora
AB  - As part of a longitudinal research project on the transition from physical education teacher education (PETE) to school physical education (PE) in Sweden and exploring whether and how PETE matters, this article uses narrative inquiry to ‘represent’ a PE teacher’s professional journey from PETE to the induction phase of PE teaching. The study focuses on his use of, and reflections on, ‘assessment for learning’ (AfL) at different stages of his teaching experience. The purpose of the study is to contribute knowledge about how positive experiences of AfL during PETE can enable the use of AfL in school PE for a newly qualified teacher. This is done by analysing one male PETE student’s reflections on AfL in the context of a campus-based course on PE assessment, his use of and reflections on AfL during his practicum, and in school PE as a newly qualified teacher. The data generation consisted of recordings of a PETE seminar, a stimulated recall interview with the participant during his final school placement, and two interviews with him in his role as a newly qualified PE teacher at two different schools. Through the PE teacher’s tale, we show how the campus-based course on PE assessment in PETE and the student teacher’s positive experience of using AfL during his practicum seem to have inspired him in his later positions. The results are discussed in relation to the perspective of occupational socialisation theory. This narrative inquiry suggests that PETE can make a difference for student teachers who are prepared to face the challenges of the induction phase of PE teaching and are able to navigate between the barriers that get in their way. We conclude the paper with some considerations regarding the study’s potential strength (trustworthiness), sharing (transferability) and service (usefulness).
ER  - 

TY  - JOUR
T1  - Disciplinary literacy and verbal language in physical education
T2  - Sport, Education and Society
SN  - 1357-3322
A1  - Lindberg, Matilda
PY  - 2024
VL  - 3
IS  - 30
SP  - 368
EP  - 382
DO  - 10.1080/13573322.2024.2318394
LA  - eng
PB  - : Routledge
KW  - disciplinary literacy
KW  - verbal language
KW  - physical education
KW  - exploratory circus assignments
KW  - biesta
KW  - language
KW  - circus
AB  - Supporting pupils’ development regarding subject knowledge and disciplinary literacy is a complex and challenging task for teachers. Research shows that language-integrated physical education (PE) can assist children’s language development. However, it tends to reduce the time for physical activity, which is problematic since youth’s physical inactivity is a growing problem. This article examines how teachers can emphasize disciplinary literacy and stimulate pupils’ use of verbal language to enhance their learning in PE in a culturally and linguistically diverse context in Sweden. In this practice-based research study grounded in action research methodology, 20 ten-year-old pupils with culturally and linguistically diverse backgrounds participated with a teacher-researcher in 10 PE lessons in which disciplinary literacy and verbal language were intertwined with exploratory circus assignments. The theoretical framework is based on Biesta’s concept of risk. Data were collected through participant observation, video observation, interviews, and field diary. The data analysis was abductive, oscillating between the theory and the data. A thematic analysis was carried out. The results show that the exploratory circus assignments offered opportunities to emphasize disciplinary literacy and stimulate pupils’ use of verbal language. Focusing on language to ensure all pupils could partake and develop knowledge required time, which encroached on the pupils’ opportunity to be physically active. This was resolved through adding time before the PE lesson to activate the pupils’ background knowledge, anchor the language, and create pre-understanding. Further, including all pupils was challenging, and the pupils had different expectations regarding PE. The findings suggest that inviting pupils to speak involves an embedded risk in communication, but also carries dialogical potential. In collaboration with teaching colleagues, PE teachers can support and strengthen the pupils’ literacy development. 
ER  - 

TY  - JOUR
T1  - ‘Level the playing field’ – pupils’ experiences of inclusion and social justice in physical education and health
T2  - Sport, Education and Society
SN  - 1357-3322
A1  - Gerdin, Göran
PY  - 2024
VL  - 4
IS  - 30
SP  - 397
EP  - 412
DO  - 10.1080/13573322.2024.2323495
LA  - eng
PB  - : Taylor & Francis Group
KW  - physical education
KW  - inclusion
KW  - social justice
KW  - freire
KW  - dialogical pedagogy
KW  - sport science
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - School physical education and health (PEH) has an important role to play in the physical, cognitive, emotional and social development of young people (Opstoel et al., 2020) which, in turn, can enhance interpersonal relations and help build more socially cohesive and just societies (Benn et al., 2011; Smith et al., 2021). Unfortunately, research continues to highlight the inability of PEH to realise these important outcomes and the pervasiveness of practices that instead contribute to exclusion and inequality. The aim of this study was to add our understanding of school PEH practices by exploring pupils’ experiences of inclusion and social justice. Data was generated through a survey, observations, interviews and critical reflective texts. Participants in the study were pupils from three different upper-secondary schools (age 16-19) located in southern Sweden. The analysis of data involved a six-phase thematic analysis approach (Braun & Clarke, 2013) informed by theories of critical and dialogical pedagogy (Freire, 1970). The results are presented in relation to four central themes: (1) care and relationships, (2) pupil involvement, (3) use of modified and non-traditional activities and spaces; and (4) learning about and acting on social inequities. In order to promote more inclusive and socially just PEH practice, a Freirean (1970) analysis of the pupils’ experiences draws attention to the importance of: establishing horizontal teacher-pupil relationships built on trust and love: engaging pupils in an ongoing dialogue where the pupils practice choice and decision-making with their peers; inviting the pupils into critically reflecting on issues of positionality and power and; pupils learning to act on social inequities. To conclude, the paper calls for future studies where teachers and pupils collaborate to develop PEH practices underpinned by inclusion and social justice.
ER  - 

TY  - JOUR
T1  - Spanish and Swedish Pre-Service Teachers’ ELF User Attitudes Towards English and its Users
T2  - Changing English
SN  - 1358-684X
A1  - Jeong, Hyeseung
A1  - Sánchez Ruiz, Raquel
A1  - Wilhelmsson, Georgia
PY  - 2022
VL  - 2
IS  - 29
SP  - 189
EP  - 201
DO  - 10.1080/1358684x.2021.2022976
LA  - eng
PB  - : Informa UK Limited
KW  - english as a lingua franca (elf)
KW  - pre-service teachers as elf users
KW  - teacher education
KW  - elf user attitude
KW  - arbetsintegrerat lärande
AB  - English as a lingua franca (ELF) is a well-known concept for Englishused as an international contact language among people fromdiverse linguacultural backgrounds. Using a questionnaire, weexplored the attitudes of Spanish and Swedish pre-service primaryschool teachers towards English and its users after their collabora-tion on a virtual platform, during which they were ELF users. Thefindings showed that the ELF user attitudes of the two Europeanstudent cohorts tended to be ambivalent, mixed, and self-contradictory. After discussing factors for participants’ attitudinaltendencies, we conclude that the ambivalence in their overallattitudes seems to mirror the ambivalence of the ‘double’ defini-tions of English in educational policy documents, which may affectthe goals of teaching English in the classroom. We suggest thatuniversity teaching help pre-service teachers develop critical per-spectives towards English and English users, as well as reflecting onwhy they teach English to their future pupils. 
ER  - 

TY  - JOUR
T1  - The passion of teaching at the border of order
T2  - Asia-Pacific Journal of Teacher Education
SN  - 1359-866X
A1  - Säfström, Carl Anders
PY  - 2014
VL  - 4
IS  - 42
SP  - 337
EP  - 346
DO  - 10.1080/1359866X.2014.956045
LA  - eng
KW  - teaching
KW  - passion
KW  - equality
KW  - order
AB  - In this text, which was originally delivered as a speech, I discuss the massive critique of teachers in the public discourse on education in Sweden over the last decade. I speak in defence of teachers, and since I am a teacher I speak in defence of myself. The critique of teachers, schooling, and teacher education has been so overbearing that a purely rational response is simply not possible. Therefore, my response is rhetorical in tone. In highlighting the passion of teaching, I lift something central for teachers, which is seldom or never taught about teaching in teacher education. Neither is the passion of teaching present in the public discourse on education. Passion, I argue in the article, is that which adds excess or an overflow of meaning that cannot be contained within the order of discourse and which therefore puts this discourse out of balance. Finally, I discuss a new balance beyond this order in the context of a classroom. In a concluding section, I highlight the struggle over borders which define who can speak and think in "good" order and who cannot.
ER  - 

TY  - JOUR
T1  - Let’s talk about teacher education!: Analysing the media debates in 2016-2017 on teacher education using Sweden as a case
T2  - Asia-Pacific Journal of Teacher Education
SN  - 1359-866X
A1  - Edling, Silvia
A1  - Liljestrand, Johan
PY  - 2020
VL  - 3
IS  - 48
SP  - 251
EP  - 266
DO  - 10.1080/1359866X.2019.1631255
LA  - eng
KW  - teacher education
KW  - sweden
KW  - the media
KW  - naming and framing
KW  - teacher professionalism
KW  - content analysis
KW  - innovative learning
KW  - innovativt lärande
AB  - The purpose of the paper is to contribute to research on themedia’s role in naming and framing the debate about teachereducation using Sweden as a case study. This is done by analysinghow articles published in four major Swedish newspapers from2016–2017 define: a) the challenges/strengths of current teachereducation and b) the kind of teacher professionalism that thedescriptions give rise to. Using content analysis, the study showsthat the media mainly emphasises the negative aspects of teachereducation and, in particular, scepticism of the scientific basiswhere postmodernism is regarded as problematic and needingto be replaced by cognitive science due to the insufficient knowledgeof teachers and student teachers, the shortage of teachers inthe country as a whole and disciplinary problems in the classroom.The debate is primarily fuelled by those outside the field ofeducational research, who argue that psychology and neurosciencescholars should have the power to define the contentof education, which indicates a view of professionalism as insideout-professionalism. There are more nuanced approaches to teachereducation as well, but these are marginalised.
ER  - 

TY  - JOUR
T1  - Co-creating curriculum in higher education: promoting democratic values and a multidimensional view on learning
T2  - International journal for academic development
SN  - 1360-144X
A1  - Bergmark, Ulrika
A1  - Westman, Susanne
PY  - 2016
VL  - 1
IS  - 21
SP  - 28
EP  - 40
DO  - 10.1080/1360144X.2015.1120734
LA  - eng
PB  - : Taylor & Francis
KW  - education
AB  - This paper discusses a case study in teacher education in Sweden, focusing on creating spaces for student engagement through co-creating curriculum. It highlights democratic values and a multidimensional learning view as underpinning such endeavors. The main findings are that co-creating curriculum is an ambiguous process entailing unpredictable, thought-provoking, motivational, collaborative, and transformative aspects. The conclusion points to the importance of challenging traditional roles of students and teachers as well as organizational structures and regulations, and argues that academic developers have a vital role in supporting teachers in creating spaces for larger-scale student engagement initiatives.
ER  - 

TY  - JOUR
T1  - Students with reading difficulties/dyslexia: a longitudinal Swedish example
T2  - International Journal of Inclusive Education
SN  - 1360-3116
A1  - Heimdahl Mattson, Eva
A1  - Fischbein, Siv
A1  - Roll-Pettersson, Lise
PY  - 2010
VL  - 8
IS  - 14
SP  - 813
EP  - 827
DO  - 10.1080/13603110902721662
LA  - eng
PB  - London : Routledge
KW  - reading  difficulties
KW  - decoding  ability
KW  - teacher  competence
KW  - student experiences
KW  - parental involvement
KW  - segregation
KW  - specialpedagogik
KW  - special education
AB  - The aim of this study was to investigate the longitudinal development of studentshaving difficulties with reading and their decoding ability in Swedish compulsoryschool. Another aim was to relate this to the experiences of educational activitiesexpressed by students and parents. The decoding ability was assessed by a wordchain test given at three occasions and was compared with results on a letter chaintest.  Retrospective  interviews  were  performed  with  students  and  parents.  Thedecoding ability tended to improve for most of the students over time, althoughsome of them failed to improve or even decreased their scores, indicating a lackof  environmental  adjustment.  Special  educational  support  was  according  tostudents  and  parents  organised  in  small  and  often  very  heterogeneous  groupswhere  the  students  sometimes  received  adequate  support  but  often  felt  deviantfrom friends in their regular classes. The responsibility for helping the childrenwith  their  schoolwork  was  allocated  to  the  parents.  Research  in  this  areademonstrates the necessity of a well-structured and stimulating learning situation.Yet, the development of these students’ decoding abilities, personal experiences,and  parental  involvement  indicate  that  competence  and  resources  at  schoolregarding children at risk for developing reading difficulties are often lacking in  the Swedish educational system.
ER  - 

TY  - JOUR
T1  - Raising achievement through inclusion
T2  - International Journal of Inclusive Education
SN  - 1360-3116
A1  - Persson, Elisabeth
PY  - 2013
VL  - 11
IS  - 17
SP  - 1205
EP  - 1220
DO  - 10.1080/13603116.2012.745626
LA  - eng
PB  - : Routledge
KW  - inclusion
KW  - teacher work
KW  - successful schools
KW  - goal fulfilment
KW  - specialpedagogik
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - In 2007, Swedish authorities introduced open publication of comparisons of students' results at the end of compulsory school. In this study, we investigated a municipality that had succeeded in breaking a negative trend from a bottom position in the ranking in 2007 to a top position in 2010, apparently through inclusive practices. The purpose of this study is to examine and isolate key elements that make a difference in schools and classrooms in the work with all students. Data were collected through interviews and classroom observations. Mary Douglas' cultural–cognitive perspective of institutional theory and the work of Ludwik Fleck are used to identify and analyse factors of importance to the increased goal fulfilment. The school's decision to end all segregated small group activities and to include all children in the normal classroom activity is examined. Moreover, the emphasis on teachers’ reading and discussing of national and international research and focusing on all children's right to succeed in the classroom is analysed. The analysis suggests that focusing on goal fulfilment through inclusion gave a wider definition to the concept of successful schooling and changed the traditional thought style of the school.
ER  - 

TY  - JOUR
T1  - Academic work on a back-burner: Habituating students in the upper-secondary school towards marginality and a life in the precariat.
T2  - International Journal of Inclusive Education
SN  - 1360-3116
A1  - Dovemark, Marianne
A1  - Beach, Dennis
PY  - 2014
VL  - 6
IS  - 19
SP  - 583
EP  - 594
DO  - 10.1080/13603116.2014.961676
LA  - eng
PB  - : Informa UK Limited
KW  - ethnography
KW  - freedom of choice
KW  - differentiation
KW  - upper secondary school
KW  - precariat
KW  - teacher education and education work
AB  - This article takes its point of departure in ethnographic data from what in Sweden is called the Individual Programme (IP). This programme was for upper-secondary school pupils who were not eligible for one of the country’s academic or vocational programme. Its main formally expressed goal was to enable students to become eligible for these programmes. Our data show that this aim risks going unfulfilled as attending the kind of programme represented by the IP increases the likelihood of marginalisation and a precarious existence. The policy of freedom of choice was a problem. This policy allowed the students to opt out of academic work and staff to encourage students to opt for easy study options and activities that took them away from academic routes.
ER  - 

TY  - JOUR
T1  - Segregated education as a challenge to inclusive processes: a total population study of Swedish teachers' views on education for pupils with intellectual disability
T2  - International Journal of Inclusive Education
SN  - 1360-3116
A1  - Göransson, Kerstin
A1  - Bengtsson, Karin
A1  - Hansson, Susanne
A1  - Klang, Nina
A1  - Lindqvist, Gunilla
A1  - Nilholm, Claes
PY  - 2020
VL  - 14
IS  - 26
SP  - 1367
EP  - 1382
DO  - 10.1080/13603116.2020.1810789
LA  - eng
PB  - : Taylor & Francis
KW  - inclusion
KW  - teacher beliefs
KW  - education
KW  - intellectual disability
KW  - curriculum ideology
AB  - Many pupils with disabilities receive schooling in segregated contexts, such as special classes or special schools. Furthermore, the percentage of pupils educated in segregated settings has increased in many European countries. Studies suggest that there is high commitment to the general ideology of inclusive education among teachers in 'regular' education in many countries. This survey study investigates the views of teachers in segregated types of school about education. A questionnaire was sent out, in 2016, to all Swedish teachers (N = 2871, response rate 57.7%) working full time in special classes for pupils with intellectual disability (ID). On a general level results show that there is a strong commitment to preserving a segregated school setting for pupils with ID, a limited desire to cooperate with colleagues from 'regular schools' and a view that schooling and teaching are not quite compatible with the idea of inclusive education. The results highlight the importance of investigating processes of resistance within segregated schools to the development of inclusive schools and education systems. We argue that, while research and debate about inclusive education are important, both are insufficient without analyses of existing types of segregated schooling.
ER  - 

TY  - JOUR
T1  - Comparing student teachers’ attributions of success or failure of educational interactions involving pupils on the autism spectrum in England, Finland and Sweden
T2  - International Journal of Inclusive Education
SN  - 1360-3116
A1  - Lindblom, Anne
A1  - Soan, S.
A1  - Kärnä, E.
A1  - Dindar, K.
A1  - Carew, M. T.
PY  - 2026
DO  - 10.1080/13603116.2026.2625153
LA  - eng
PB  - : Routledge
KW  - attribution theory
KW  - autism spectrum
KW  - empathy stories
KW  - inclusion
KW  - student teacher perceptions
AB  - The prevalence of autism is rising. Inclusive education is promoted in England, Finland and Sweden, which means that many pupils on the autism spectrum are taught in the regular classroom. Student teachers’ attributions of success or failure of educational interactions with pupils were sought. Data were collected from student teachers in England (n = 191), Finland (n = 251) and Sweden (n = 262), using the method of empathy stories, in which the students produced imaginary texts based on short frame stories. Drawing on attribution theory, a qualitative deductive analysis was conducted. Causes related to teacher actions and child skills or behaviours were perceived to be the primary causes of success or failure. A key cross-national difference is that the Swedish and English student teachers attributed the causes to teacher actions and child skills in a binary manner, whilst the Finnish student teacher attributions were more diverse. Additionally, the Finnish student teachers wrote longer stories with more detailed descriptions, indicating a more complex understanding of educational interactions with pupils on the autism spectrum. 
ER  - 

TY  - JOUR
T1  - What motivates students? A study on the effects of teacher leadership and students’ self-efficacy
T2  - International Journal of Leadership in Education
SN  - 1360-3124
A1  - Öqvist, Anna
A1  - Malmström, Malin
PY  - 2017
VL  - 2
IS  - 21
SP  - 155
EP  - 175
DO  - 10.1080/13603124.2017.1355480
LA  - eng
PB  - : Taylor & Francis
KW  - education
KW  - entreprenörskap och innovation
KW  - entrepreneurship and innovation
AB  - Students’ educational motivation is significant for performance and achieving learning, but little is known about what fuels such motivation. Educational motivation is regarded as the drive and inner state that energise educational activities, facilitate learning and channel behaviour towards achieving educational goals. Educational motivation paves the way for students to learn and acquire the knowledge that is essential for successful study outcomes. This article aims to explore what determines students’ educational motivation. Building on the self-determination theory, we modelled the influence of teachers’ leadership and students’ self-efficacy on students’ educational motivation. We used survey data from a sample of upper secondary school students in Sweden; we received a total of 993 answers, equal to a response rate of 74%. The results show that students’ self-efficacy and teacher leadership are of extreme importance for students’ educational motivation, and that highly efficacious students lose most educational motivation when the teacher’s leadership is poor. The results thus support the importance of teachers’ leadership for encouraging student learning.
ER  - 

TY  - JOUR
T1  - Positive and Negative Facets of Formal Group Mentoring: Preservice Teacher Perspectives
T2  - Mentoring & Tutoring
SN  - 1361-1267
A1  - Eriksson, Anita
PY  - 2013
VL  - 3
IS  - 21
SP  - 272
EP  - 291
DO  - 10.1080/13611267.2013.827834
LA  - eng
PB  - : Routledge
KW  - mentorship
KW  - formal group mentorship
KW  - preservice teacher
KW  - teacher education
KW  - mentoring
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The use of mentoring within teacher education has become more common in recent years, however, there still seems to be a lack of research about formal group mentorship models as a pedagogical process. In my study, I presented knowledge about how a formal group mentorship model used during a teacher education program at a Swedish university has affected the student teachers’ professional development. The findings suggest that nearly all the student teachers describe the mentoring group conversations as beneficial as they have contributed to a strengthened socialization, identity and/or teacher role, a possibility to share experiences, hear others perspectives, and get support in the process of linking theoretical educational content and teaching activities. A few students expressed that the mentoring program has not contributed at all to their professional development.
ER  - 

TY  - JOUR
T1  - Meeting eye to eye: the power relations in triadic mentoring of the degree project in teacher education
T2  - Mentoring & Tutoring
SN  - 1361-1267
A1  - Manderstedt, Lena
A1  - Viklund, Sara
A1  - Palo, Annbritt
A1  - Lillsebbas, Hanna
PY  - 2023
VL  - 4
IS  - 31
SP  - 512
EP  - 531
DO  - 10.1080/13611267.2023.2224256
LA  - eng
PB  - : Taylor & Francis Group
KW  - teacher education
KW  - degree project
KW  - triadic mentoring
KW  - third space
KW  - power relations
KW  - critical discourse analysis
KW  - svenska med didaktisk inriktning
KW  - swedish and education
AB  - This study highlights and discusses power aspects within discourses discerned in articulations on triadic mentoring in degree projects in teacher education in Sweden. Each mentoring triad consisted of a pre-service teacher, a professional teacher acting as co-mentor, and a university mentor. As teacher education is to be based on a scientific foundation and proven experience, a symmetrical and complementary approach was to be implemented. Data from interviews, logbooks, and observations of mentoring were analysed discursively using CDA. Two main discourses were distinguished: The hegemony of science, and A gateway to the profession and science: The potential third space. The study shows that the academic paradigm tends to overshadow the symmetrical and complementary approach, but that the third space, the metaphorical meeting outside of the participants’ comfort zone, potentially balances up the mentoring triads through the pre-service teachers’ ownership of the process.
ER  - 

TY  - JOUR
T1  - Mentor teachers’ descriptions of preferred actions related to scenarios describing emotionally challenging episodes in work-based learning
T2  - Mentoring & Tutoring
SN  - 1361-1267
A1  - Lindqvist, Henrik
A1  - Weurlander, Maria
A1  - Barman, Linda
A1  - Wernerson, Annika
A1  - Thornberg, Robert
PY  - 2024
VL  - 2
IS  - 32
SP  - 144
EP  - 164
DO  - 10.1080/13611267.2024.2313841
LA  - eng
PB  - : Informa UK Limited
KW  - work-based learning
KW  - practicum
KW  - teacher education
KW  - constructivist grounded theory
KW  - educational science
KW  - pedagogik med inriktning mot utbildningsvetenskap
AB  - Work-based learning is an influential period of teacher education, where a mentor teacher is assigned to support the student teacher. Mentoring conversations between the mentor teachers and student teacher seldom cover how student teachers cope with emotional challenges. Therefore, we aimed to investigate mentor teachers’ perspectives on student teachers’ reports of emotional challenges. The study had a particular focus on actions the mentor teachers described as preferable in reacting to scenarios of emotional challenges reported by student teachers. We conducted a constructivist grounded theory study and interviewed 22 mentor teachers. The findings of the study show that mentor teachers’ main concern revolved around student teachers’ understanding of challenges as learning opportunities. According to mentor teachers’ descriptions, the preferred actions in their role as mentor teachers were to regulate, engage/help, be exemplary, and take charge. Thus, our study shows that mentor teachers intended to aid student teachers in navigating emotional challenges.
ER  - 

TY  - JOUR
T1  - Learning from the outsiders-within: wearing the niqab in Swedish teacher profession and training
T2  - Race Ethnicity and Education
SN  - 1361-3324
A1  - Fattali, Hoda
A1  - Wahlström Smith, Åsa
PY  - 2023
VL  - 6
IS  - 28
SP  - 1044
EP  - 1058
DO  - 10.1080/13613324.2023.2183515
LA  - eng
PB  - : Informa UK Limited
KW  - niqab
KW  - higher education
KW  - teacher profession
KW  - anti-muslim racism
KW  - sweden
KW  - muslim women
KW  - veil
KW  - education & educational research
KW  - ethnic studies
AB  - This article discusses how the politics of the niqab manifests in educational settings by drawing on interviews with niqabi Swedish teachers and teachers-in-training. Participants contested dominant discourse on niqabi wearers as 'unassimilated' and out-of-place in multicultural education. They built on their marginal positions as outsiders-within education to affirm children's cultural identities and religious rights neglected by mainstream educators. Contrary to the preconception that the niqab "hides teachers' face", participants wore the niqab up when alone with children and introduced it to pupils in intimate and hands-on interactions. Suggestively, through unfolding pupil-teacher relationships, children gained a child-centric view of the niqabi teachers, to which adults in the public space are exempt. Participants were arbitrarily included in Muslim and mainstream schools as individual educators saw fit, illustrating lack of institutional rights in the schools and universities participants attended.
ER  - 

TY  - JOUR
T1  - Organising and leading systematic quality work in the preschool: Preschool managers' perspectives
T2  - School Leadership and Management
SN  - 1363-2434
A1  - Håkansson, Jan
PY  - 2016
VL  - 3
IS  - 36
SP  - 292
EP  - 310
DO  - 10.1080/13632434.2016.1247043
LA  - eng
PB  - London : Routledge
KW  - preschool
KW  - preschool manager
KW  - leadership
KW  - management
KW  - systematic quality work
KW  - education
AB  - Preschool managers’ responsibility for and leadership of systematic quality work has come to the fore in connection with changes made to the Swedish preschool curriculum. The aim of this study is to contribute to the understanding of preschool managers’ leadership and management of the systematic quality work in Swedish preschools with reference to three specific domains: (i) governance, leadership/management and organisation, (ii) content and methods and (iii) development work and collegiate learning. Using qualitative methods, 18 preschool managers’ perspectives of leading systematic quality work have been analysed in relation to previous research. The results show a tension between linear and interactive forms of governance in the systematic quality work, but also that knowledge gaps among the staff can lead to uncertainties that the preschool manager has to address. At the same time, the results show the diversity of and variation in how children’s development and increased proficiency are documented, while the documentation of the quality of the work focuses on learning environments rather than on teaching and teacher competence. In the study, there are traces of what can be characterised as leadership for learning. This needs to be investigated more closely using other methods in future research.
ER  - 

TY  - JOUR
T1  - Framing and classifying the theoretical and practical divide: how young men’s positions in vocational education are produced and reproduced
T2  - Journal of Vocational Education and Training
SN  - 1363-6820
A1  - Niemi, Anna-Maija
A1  - Rosvall, Per-Åke
PY  - 2013
VL  - 4
IS  - 65
SP  - 445
EP  - 460
DO  - 10.1080/13636820.2013.838287
LA  - eng
PB  - : Routledge
KW  - vocational education
KW  - youth transitions
KW  - theory and practice
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Research material from ethnographic studies of vocational upper secondary educational programmes in Finland and Sweden presented here indicates that the discourse of schoolwork as being either theoretical or practical is firmly fixed. However, the students on the researched programmes were aware of recent changes in the labour market that raise a need for generalisation, or at least knowledge of both practical and theoretical aspects of their programme-specific subjects. They referred to the changes with notions suggesting that a practical and theoretical divide was neither meaningful nor helpful for their education. We discuss how a stereotyped idea of what was thought of as ‘man’s work’ made it difficult for students who wanted to accomplish tasks considered as theoretical and how the teachers’ framing of pedagogic practice intensified or ameliorated this difficulty. We also address the dichotomy between theoretical and practical by contemplating students’ positions within different pedagogical practices. We suggest that some kinds of practices might diminish the dichotomy and could improve the students’ possibilities for fully engaging in their studies.
ER  - 

TY  - JOUR
T1  - How vocational teachers describe their vocational teacher identity
T2  - Journal of Vocational Education and Training
SN  - 1363-6820
A1  - Köpsén, Susanne
PY  - 2014
VL  - 2
IS  - 66
SP  - 194
EP  - 211
DO  - 10.1080/13636820.2014.894554
LA  - eng
PB  - Abingdon : Routledge
KW  - vocational teaching
KW  - vocational teacher identity
KW  - vocational teachers’competence
KW  - sociocultural perspective
KW  - vocational education
AB  - Given the current demands of Swedish vocational education and the withdrawal of the requirement for formal teacher competence in vocational subject teachers, the aim of this article is to develop knowledge of what it means to be a vocational subject teacher in an upper secondary school, i.e., how vocational subject teachers describe their vocational teacher identity. Drawing on a sociocultural perspective, this study analysed data from 22 interviews. The vocational subject teachers describe their relationship with students and the fostering work of teaching for studies, life and work as distinctive characteristics of vocational teacher identity. The fostering work is focused on students’ behaviour, i.e., the relational and normative aspects of a social practice. The study results suggest that the identity of vocational teachers includes guiding students towards memberships in various social practices. The benefit of both high-quality teacher competence and vocational competence in vocational teachers is discussed
ER  - 

TY  - JOUR
T1  - Project-based vocational education and training: opportunities for teacher guidance in a Swedish upper secondary school
T2  - Journal of Vocational Education and Training
SN  - 1363-6820
A1  - Fjellström, Magnus
PY  - 2014
VL  - 2
IS  - 67
SP  - 187
EP  - 202
DO  - 10.1080/13636820.2014.983957
LA  - eng
PB  - : Informa UK Limited
KW  - vet and development
KW  - learning in the professions
KW  - vocational education and training
KW  - vocational and educational guidance
KW  - workplace learning
AB  - Project-based vocational education and training (PBVET) is a way to conduct vocational education in Swedish construction programmes. The educational settings used include projects ranging from minor construction to advanced houses. Due to limited research on this kind of educational setting, it is important to further develop knowledge on affordances in a PBVET. The aim of this study is to describe and analyse teachers’ perception on opportunities for teacher guidance provided in a PBVET. From this broad aim, the following research question is addressed: how do teachers view PBVET as (a) framing possibilities for their practice, (b) affecting students’ learning and (c) presenting challenges in this learning environment? Adopted methods for this study are observations and interviews. Observations were made at a PBVET worksite, which were then used in stimulated recall interviews. The findings show that this PBVET affects both teachers’ opportunities to perform teacher guidance as well as students’ possibilities for learning. This appears to be related to the structure in this PBVET which can be seen as operating within different activity systems. Hence, an interaction between these systems is likely the most important issue that needs to be resolved when conducting vocational education as a PBVET.
ER  - 

TY  - JOUR
T1  - Integration of learning for refugee and migrant students: VET teachers’ practices through practice theory lens
T2  - Journal of Vocational Education and Training
SN  - 1363-6820
A1  - Choy, Sarojni
A1  - Wärvik, Gun-Britt
PY  - 2018
VL  - 1
IS  - 71
SP  - 87
EP  - 107
DO  - 10.1080/13636820.2018.1518921
LA  - eng
PB  - : Informa UK Limited
KW  - vocational education & training
KW  - adult learning
KW  - workplace learning
KW  - teacher development
AB  - The study reported here used a practice theory lens to understand vocational education and training (VET) teachers’ current practices in supporting integration of learning in educational institutions and workplaces – specifically for refugee and migrant students. A case study was conducted with 10 teachers delivering aged care programmes in South East Queensland, Australia and in a municipality in West Sweden. During in-depth interviews teachers explained the enabling and challenging aspects of their practice, and specific strategies they used to support students with integration of learning in the two main sites. Analyses of data concentrated on understanding three types of arrangements in the practice architectures at the two learning sites. Teachers extended their everyday pedagogical approaches to support integration of learning and meet the specific needs of refugee and migrant students. Their teaching comprised interdependent practices of VET and aged care in two settings, each with distinct ecologies of practice. Their narratives reflect contestations between practice traditions of aged care practices in Australia and Sweden, and students’ understandings and reflections of practices in their birth countries. We conclude that teacher training and adjustments to these arrangements can bridge contestations between the enacted and experienced curriculum in the two sites.
ER  - 

TY  - JOUR
T1  - The impact of a preparation phase on the development of practical knowledge in police education: A comparison of two conditions for preparing a practical scenario training
T2  - Journal of Vocational Education and Training
SN  - 1363-6820
A1  - Söderström, Tor
A1  - Lindgren, Carina
A1  - Sjöberg, David
A1  - Söderlund, Roger
A1  - Åström, Elisabeth
A1  - Widing, Mats
PY  - 2020
VL  - 3
IS  - 74
SP  - 355
EP  - 372
DO  - 10.1080/13636820.2020.1786441
LA  - eng
PB  - : Routledge
KW  - computer-based training
KW  - higher education
KW  - scenario training
KW  - simulation-based training
KW  - virtual case
KW  - vocational education and training
KW  - utbildningsvetenskapliga studier
KW  - studies in the educational sciences
AB  - This article examines how a virtual case that prepares students for practical scenario training affects police students’ performance in a practical scenario training. This study included 69 Swedish police students at the Basic Training Programme for Police Officers–35 assigned to a virtual police case (VCASE) and 34 assigned to a conventional teacher-led (CON) lesson. A questionnaire captured how students experience training conditions and a blind assessment by police officers evaluated the students’ performance in the practical scenario training. The results show that both the VCASE and CON participants thought that the training they received before the practical training was meaningful and motivating. However, to a significantly higher degree than the CON students, the VCASE students thought that their preparation helped them during the practical training. The expert assessment of one practical scenario (stopping a suspected stolen car) showed that the VCASE participants performed better than the CON participants in three out of five criteria. In conclusion, the VCASE and the CON training had different effects on the students’ performance in the practical scenario: compared to the CON training, the VCASE training seemed to more effectively help the police students solve the situations presented in the practical scenario training.
ER  - 

TY  - JOUR
T1  - Creating continuity between school and workplace: VET teachers in-school work to overcome boundaries
T2  - Journal of Vocational Education and Training
SN  - 1363-6820
A1  - Mårtensson, Åsa
PY  - 2020
VL  - 4
IS  - 74
SP  - 682
EP  - 700
DO  - 10.1080/13636820.2020.1829009
LA  - eng
PB  - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
KW  - vocational education
KW  - vocational teacher
KW  - workplace learning
KW  - boundary crossing
AB  - VET typically takes place at two educational sites: in VET school and at the workplace. The focus of this article is to analyse how Swedish VET teachers from three different VET programmes create sameness and continuity between in-school training and work-based learning (WBL). Based on qualitative interviews with teachers, their work in connecting these two educational sites is analysed. The article presents findings suggesting that VET teachers overcome the gap between in-school training and WBL by using the boundaries between them in different ways. One category of teachers states that they have everything connected to the intended community of practice (the workplace) in their workshop, and their teaching is embedded in practice. Another group compartmentalises the boundaries between school and workplace as they make students aware of differences between the two sites. The final category of VET teachers consists of those who do not have a workshop as classroom and must therefore actively create connections in their teaching practice, without the intended community of practice being represented at school except through the teachers and students own experience. This study can contribute to VET teachers awareness of the resources available to facilitate learning at the boundary between school and the workplace.
ER  - 

TY  - JOUR
T1  - Introducing the object of learning in interaction: Vocational teaching and learning in a plumbing workshop session
T2  - Journal of Vocational Education and Training
SN  - 1363-6820
A1  - Kilbrink, Nina
A1  - Asplund, Stig-Börje
A1  - Asghari, Hamid
PY  - 2021
VL  - 2
IS  - 75
SP  - 323
EP  - 348
DO  - 10.1080/13636820.2020.1850512
LA  - eng
PB  - : Taylor & Francis
AB  - In vocational education, the learning content is often considered as concrete and specific, and the vocational learning involves physical work and interactions between participants and artefacts. Furthermore, one teacher has the overall responsibility for several students during classes in the vocational workshop at school, which means that the teacher has limited time for every single student and that the few minutes they meet become very important. However, the documented knowledge about how vocational learning is constituted in the vocational classroom and what learning content is focused on in the interaction between teachers and students is very sparse. In this study, we focus on how the enacted object of learning and its critical aspects are made relevant, when a student and teacher in a plumbing workshop session negotiate the conducting of a task in Swedish vocational education. This will be done by using CAVTA (Conversation Analysis and Variation Theory Approach) to make a close and detailed analysis of video recordings of the interaction between the student and teacher when a task is introduced in the workshop session. The results show a complex process, where the teacher alternates between parts and wholeness, using several semiotic resources at hand when highlighting the learning content.
ER  - 

TY  - JOUR
T1  - Civic education in VET: concepts for a professional language in VET teaching and VET teacher education
T2  - Journal of Vocational Education and Training
SN  - 1363-6820
A1  - Rosvall, Per-Åke
A1  - Nylund, Mattias
PY  - 2022
VL  - 3
IS  - 76
SP  - 684
EP  - 703
DO  - 10.1080/13636820.2022.2075436
LA  - eng
PB  - : Routledge
KW  - vocational education teachers
KW  - citizenship education
KW  - critical thinking
KW  - educational development
KW  - vocational subjects
AB  - This paper discusses how Bernsteinian concepts (‘pedagogic rights’, ‘discursive gaps’ and ‘pedagogic code’) from the field of sociology of education can be used as didactic tools to illuminate how different ways of organising teaching in VET has implications for citizenship preparation. The paper is based on results from a five-year research project investigating the extent and nature of learning processes that can be characterised as civic education in Swedish VET. Results from the project show how VET often contributes to social reproduction through provision of class-, gender-, and ethnicity-based access to knowledge with different powers to students. However, we also identified many variations in the VET-contexts studied. In the paper at hand, examples of when and how students got access to different types of knowledge through different ways of organising teaching, and how different ways of teaching prevented or promoted different types of questions with implications for the kind of citizenship preparation the students were offered, is discussed. Our hope is that these discussions contribute to a conversation on how to make a language accessible to VET-teachers that is helpful to problematise and plan their teaching to offer greater access to an active citizenship for students in vocational programmes.
ER  - 

TY  - JOUR
T1  - Vocational teachers' identity formation through boundary crossing
T2  - Journal of Education and Work
SN  - 1363-9080
A1  - Fejes, Andreas
A1  - Köpsén, Susanne
PY  - 2012
VL  - 3
IS  - 27
SP  - 265
EP  - 283
DO  - 10.1080/13639080.2012.742181
LA  - eng
PB  - : Taylor & Francis Group
KW  - vocational education
KW  - vocational teachers
KW  - identity
KW  - sociocultural theory
AB  - Vocational teachers’ prior occupational experiences are construed as those that will guarantee high-quality teaching in vocational education, although individuals are no longer required to have formal teaching qualifications to be employed as teachers in Sweden. This lack of strict requirements raises the issue of the preparedness of vocational teachers to teach their subject matter. Drawing on a socio-cultural understanding of identity, and based on twenty semi-structured interviews with vocational teachers in different subject areas, this article addresses vocational teachers’ identity formation through boundary crossing; these individuals cross boundaries between the community of the prior occupation’s practice, the teaching occupation and the community of teacher training. The analysis illustrates how teachers who manage to balance their teacher identities with their occupational identities by maintaining their participation in the different communities seem to be the best prepared to teach their vocational subjects. As many of those we interviewed do not manage to keep such a balance, we argue for the need for in-service training for vocational teachers to help them keep up to date with, participate in and continue to belong to the communities of their former occupations.
ER  - 

TY  - JOUR
T1  - Reformation of VET and demands on teachers’ subject knowledge: Swedish vocational teachers’ recurrent participation in a national CPD initiative
T2  - Journal of Education and Work
SN  - 1363-9080
A1  - Köpsén, Susanne
A1  - Andersson, Per
PY  - 2015
VL  - 1
IS  - 30
SP  - 69
EP  - 83
DO  - 10.1080/13639080.2015.1119259
LA  - eng
PB  - : Routledge
KW  - vocational teachers
KW  - continuing professional development
KW  - dual professionalism
KW  - sociocultural theory
KW  - vocational subject
AB  - This study investigates continuing professional development (CPD) of vocational teachers, with a focus on recurrent participation. Vocational teachers need to be competent as teachers and in relation to their vocational teaching subject. Reformation of Swedish vocational education in order to strengthen the working-life connection imposes demands on teachers to have up-to-date knowledge about the vocations related to their vocational subjects. To support the reform, vocational teachers have been o ered to participate in a new national CPD initiative targeting their vocational competence. The study concerns participation in this initiative. Drawing on a socio-cultural perspective, vocational teachers’ CPD implies boundary- crossing between school and working-life. Theory concerning adults’ participation in education is considered relevant to understand conditions for such boundary-crossing, and learning, among vocational teachers. The article speci cally investigates patterns in vocational teachers’ recurrent participation, which is expected to clarify the factors in uencing further participation in professional development. The strongest predictor of recurrent participation, when adjusting for the in uence of other factors, is the type of municipality that the teacher comes from, with low populated municipalities having the lowest likelihood of participation. Furthermore, recurrent participation is more likely by participating teachers from adult education or from privately owned schools, and by male teachers. 
ER  - 

TY  - JOUR
T1  - VET teachers between school and working life: boundary processes enabling continuing professional development
T2  - Journal of Education and Work
SN  - 1363-9080
A1  - Andersson, Per
A1  - Köpsén, Susanne
PY  - 2019
VL  - 6
IS  - 2
SP  - 537
EP  - 551
DO  - 10.1080/13639080.2019.1673888
LA  - eng
PB  - : Routledge
KW  - boundary process
KW  - initial occupation
KW  - vet teacher identity
KW  - professional development
AB  - Changes in working life require development in vocational education and training (VET) to retain industrial currency. VET teachers are key actors in VET, and their continuing professional development (CPD) in vocational subjects is central to the currency of VET. This study is situated in Sweden, with a mainly school-based VET system where VET teachers have the main responsibility for students’ school-based and workplace learning, and they typically have a background in an initial occupation which they now teach their students. The study applies a situated learning perspective, with a particular focus on boundary processes between VET schools and working life, and how the modes of identification of engagement, imagination, and alignment are enacted and influence the identity formation and CPD of VET teachers. The findings are based on interviews with 30 Swedish VET teachers. The qualitative study shows how different forms of boundary encounter between VET teachers and working life, brokering of occupational knowledge, and reconstruction of occupational practices at schools provide opportunities for teachers’ CPD and influencing vocational teaching. It is important for the quality of VET teachers’ CPD to include and integrate the different modes of identification, to allow for updating of different aspects of the occupational identity.
ER  - 

TY  - JOUR
T1  - Competence importance and acquisition: comparing qualified and non-qualified vocational teachers
T2  - Journal of Education and Work
SN  - 1363-9080
A1  - Antera, Sofia
PY  - 2023
VL  - 2
IS  - 36
SP  - 109
EP  - 124
DO  - 10.1080/13639080.2023.2167956
LA  - eng
PB  - : Informa UK Limited
KW  - non-qualified teachers
KW  - vocational teachers
KW  - teacher training
KW  - competence
KW  - vet in sweden
AB  - Experiencing a teacher shortage, Sweden has allowed vocational teachers to gain employment without teaching qualifications. In this context, a population of non-qualified vocational teachers has emerged, a group of people rarely captured by national statistics and previous research. This study aims to shed light on the profile of non-qualified vocational teachers. By highlighting the potential differences between qualified and non-qualified teachers, with reference to competence, this study identifies competence they perceive as important (importance scale), as well as competence they think they have developed during their work (achievement scale). The data collection was realised with a questionnaire, focusing on a 27-item competence set that teachers evaluated. According to findings and concerning importance, statistically significant differences were found for nine items, with the majority of them being direct learning outcomes of formal teacher education. Regarding achieved competence, statistically significant differences were reported for 17 items. Non-qualified teachers evaluated these items lower than qualified ones, showing that they perceive these competencies as underdeveloped. In conclusion, non-qualified vocational teachers expressed underdeveloped competence in comparison to qualified, which can have implications in the formation of their teacher identity and the values they promote to their students. 
ER  - 

TY  - JOUR
T1  - Between obundu and praxis: intersubjective positionality in shaping cross-cultural research and researcher identity
T2  - International Journal of Social Research Methodology
SN  - 1364-5579
A1  - Kitooke, Amoni
PY  - 2025
DO  - 10.1080/13645579.2025.2564128
LA  - eng
KW  - positionality
KW  - obundu
KW  - praxis
KW  - global south
KW  - researcher identity
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - teacher education and education work
AB  - Researcher subjectivity influences knowledge generation, which necessitates reflexivity. This paper inquires into how a researcher’s worldview(s) shape their positionality concerning research topics, contexts, and participants. I examine my sociocultural encounters as a Global South (Ugandan) doctoral researcher in the Global North (Sweden) and demonstrate how my epistemic disposition becomes intersubjective and shapes my research and researcher identity development. Two epistemologies coalesce: obundu, a worldview from my upbringing in Uganda; and praxis, a concept from European experience that influences my research environment. A key conclusion is that researching across contexts entails transcending epistemic boundaries in an intersectional rather than polarising way, resulting in an inbetweener rather than an outsider or insider researcher positionality. Because my experience is hardly peculiar, this conclusion is potentially relevant for other Global South researchers in the Global North and, hopefully, vice versa.
ER  - 

TY  - JOUR
T1  - Relational competence in teacher education: concept analysis and report from a pilot study
T2  - Teacher Development
SN  - 1366-4530
A1  - Aspelin, Jonas
A1  - Jönsson, Anders
PY  - 2019
VL  - 1
IS  - 23
EP  - 1
DO  - 10.1080/13664530.2019.1570323
LA  - eng
PB  - : Routledge
AB  - A supportive relationship between teachers and students has been shown to have positive effects on students’ performance and social development. Preservice teachers’ relational competence is, however, an unexplored area. The purpose of this study is to contribute to educational research about relational competence in teacher education by introducing a Swedish project which focuses on interpersonal aspects. The study has three parts. In the theoretical part, a conceptualization of teachers’ relational competence using Thomas Scheff’s theory of interpersonal relationships is outlined. In the empirical (pilot) part, a methodology for prompting preservice teachers’ analyses of teacher–student relationships is described, as well as a thematic analysis of their responses. The theoretical conceptualization is then used together with the empirical data in the third part, in order to identify development needs of preservice teachers in terms of relational competence. According to the conceptualization, relational competence includes three sub-concepts: communicative, differentiation, and socio-emotional competence. From the analysis of preservice students’ texts, the article identifies development needs in relation to the three sub-concepts. The concluding discussion focuses on lessons learned from the study regarding how to promote teacher students’ relational competence.
ER  - 

TY  - JOUR
T1  - The school–university intersection as a professional learning arena: evaluation of a two-year action research project
T2  - Teacher Development
SN  - 1366-4530
A1  - Kellner, Eva
A1  - Attorps, Iiris
PY  - 2020
VL  - 3
IS  - 24
SP  - 366
EP  - 383
DO  - 10.1080/13664530.2020.1773522
LA  - eng
PB  - : Taylor & Francis
KW  - action research
KW  - evaluation
KW  - primary school
KW  - professional learning community
KW  - teachers’ work identity
KW  - innovative learning
KW  - innovativt lärande
AB  - This article presents the evaluation of a two-year action research project in biology and mathematics teaching involving a primary school and a university in Sweden. The aim of the study was to contribute knowledge about a school–university intersection as a professional learning arena. The teachers’ conceptions about the project implementation, the impact on their learning, teaching practices and pupil learning were made explicit by focus group interview. The evaluation revealed that several motivating factors in this specific learning community – the relevance of the project and connection to the continuing education course, mentors from university, planning tools and time for collaboration – were critical for project implementation and for professional learning to occur. Furthermore, it indicated how teacher learning and teaching practices were related to pupil learning in the professional learning community. The results are also discussed in the light of new research on teachers’ work identity and self-reported health.
ER  - 

TY  - JOUR
T1  - Lack of progression is the dividing line: mentoring teachers’ perspectives on student teachers’ emotional challenges during work placement education
T2  - Teacher Development
SN  - 1366-4530
A1  - Lindqvist, Henrik
A1  - Weurlander, Maria
A1  - Barman, Linda
A1  - Wernerson, Annika
A1  - Thornberg, Robert
PY  - 2023
VL  - 1
IS  - 28
SP  - 1
EP  - 18
DO  - 10.1080/13664530.2023.2229788
LA  - eng
PB  - : Informa UK Limited
KW  - mentoring
KW  - teacher education
KW  - emotional challenges
KW  - constructivist grounded theory
KW  - educational science
KW  - pedagogik med inriktning mot utbildningsvetenskap
AB  - Student teachers commonly report encountering emotional challenges in work placements during teacher education. Even so, the perspective of mentoring teachers has been given little attention regarding the student teachers’ emotional challenges. In this study, the authors’ aim is to investigate what mentoring teachers perceive to be the emotional challenges student teachers face and what support they think they can offer student teachers. A sample of 25 Swedish mentoring teachers participated in an interview study. According to the findings, the mentoring teachers reported three main emotional challenges that they perceived that student teachers encounter: conflicts with/among pupils, encountering diverse pupil populations and dealing with failure. Mentoring teachers’ reports can be understood in the light of their idea of what work placement should be. Their rationales included the need for student teachers to be either exposed to ‘reality’ or protected from worst-case scenarios. 
ER  - 

TY  - JOUR
T1  - CLIL in Sweden - why does it not work? A metaperspective on CLIL across contexts in Europe
T2  - International Journal of Bilingual Education and Bilingualism
SN  - 1367-0050
A1  - Sylvén, Liss Kerstin
PY  - 2013
VL  - 3
IS  - 16
SP  - 301
EP  - 320
DO  - 10.1080/13670050.2013.777387
LA  - eng
PB  - : Informa UK Limited
KW  - clil
KW  - policy documents
KW  - teacher education
KW  - age of implementation
KW  - extramural english
AB  - Many studies show positive correlations between content and language integrated learning (CLIL) and the learning of English as a foreign language. However, findings from CLIL research in Sweden do not match those obtained elsewhere. The aim of this article is to show that some explanations for discrepancies in results obtained across CLIL contexts in Europe may be found in nation-specific contextual factors. Four such factors are focused on: policy framework, teacher education, age of implementation, and extramural exposure to English. The article gives an overview of these factors in four European countries: Finland, Germany, Spain, and Sweden. A coordinate system is created using four quadrants: the policy framework factor is paired with amount of research; the age factor is combined with amount of CLIL; the teacher education factor includes pre-service and in-service programs; and extramural English is considered in amount and range. From this coordinate system, nation-specific CLIL profiles emerge. It is argued that such national profiles will serve as an essential theoretical point of departure for comparisons of research results across nations. Furthermore, the profiles will facilitate policy-level discussions on CLIL implementation in individual countries.
ER  - 

TY  - JOUR
T1  - Performative functions of multilingual policy in second language education in Sweden
T2  - International Journal of Bilingual Education and Bilingualism
SN  - 1367-0050
A1  - Hedman, Christina
A1  - Magnusson, Ulrika
PY  - 2019
VL  - 2
IS  - 25
SP  - 452
EP  - 466
DO  - 10.1080/13670050.2019.1693956
LA  - eng
PB  - : Informa UK Limited
KW  - second language instruction
KW  - swedish as a second language
KW  - student perspectives
KW  - equality in education
KW  - contrastive insights
KW  - språkdidaktik
KW  - language education
AB  - This paper targets the aim of 'strengthening the students' multilingualism' in a second language subject in Sweden, Swedish as a second language (SSL), which represents a relatively rare L2 design internationally. The study investigates how ideological space for multilingualism with regard to this aim opens implementational space at the classroom level [Hornberger. 2002. "Multilingual Language Policies and the Continua of Biliteracy: An Ecological Approach." Language Policy 1 (1): 27-51]. We draw on ethnographic fieldwork in three linguistically diverse upper secondary schools in Sweden, where SSL is a parallel subject to Swedish, free of choice, and is taught by qualified teachers. Ideological and implementational space was found to be primarily for empowering students and valorizing their multilingualism and less for learning functions and pedagogical multilingual practices. Some students emphasized multilingual aspects as being empowering and as a reason for choosing SSL, indexing the performative function [Fairclough. 2014. "Semiotic Aspects of Social Transformation and Learning." In The Discourse Studies Reader. Main Currents in Theory and Analysis, edited by Johannes Angermuller, Dominique Maingueneau, and Ruth Wodak, 378-387. Amsterdam: John Benjamins] of macro-level policy in combination with teacher agency. We argue that in spite of the brevity of the formulated multilingual macro policy and its restricted 'potential space' [Johnson 2011. "Implementational and Ideological Spaces in Bilingual Education Language Policy, Practice, and Research." In Bilingual Education and Bilingualism: Educational Linguistics in Practice: Applying the Local Globally and the Global Locally, edited by Frances M. Hult and Kendall A. King, 126-139. Bristol, GBR: Multilingual Matters], it still had a significant bearing at the local level. This finding reinforces the importance of researching established macro-multilingual policies in situ in education.
ER  - 

TY  - JOUR
T1  - Is there a shared social work signature pedagogy cross nationally? Using a case study methodology to explore signature pedagogy in England, Israel, Finland, Spain and Sweden: Finns det en ‘signatur-pedagogik' för hur socialt arbete lärs ut i olika länder? - Att använda en case study metodik för att utforska ‘signatur-pedagogik' för socialt arbete i länderna England, Israel, Finland, Spanien och Sverige
T2  - European Journal of Social Work
SN  - 1369-1457
A1  - Wallengren-Lynch, Michael
A1  - Chen, H. L.
A1  - Muurinen, H.
A1  - Segev, E.
A1  - Hollertz, Katarina
A1  - Bengtsson Ryan, Anna
A1  - Thomas, R.
A1  - Carrasco, M. B.
PY  - 2020
VL  - 2
IS  - 25
SP  - 316
EP  - 328
DO  - 10.1080/13691457.2020.1760795
LA  - eng
PB  - : Taylor & Francis
KW  - social work education
KW  - signature pedagogy
KW  - education
KW  - teacher as researcher
AB  - While there is an international definition of social work as a profession, little is known about whether there is also a shared pedagogy in social work cross-nationally. To our knowledge, this paper is the first empirical study which aims to fill this gap by applying the concept of signature pedagogy in social work education to explore the commonality of social work pedagogy across countries. The study uses a multi-site case study (six universities in five European countries) through applying a ‘critical teacher-researcher’ approach in generating the data, followed by a two-phased thematic analysis. The study evidenced a shared principle of social work pedagogy which nurtures social work student to think and perform like a social worker and develop the professional self through developing relationships and dialogue, professional practice, group work, self-reflection and critical thinking. It is argued from, this exploratory study, that even between countries which have different welfare ideology as well as social work history and education systems, there is some common ground in social work pedagogy where one can learn from another through the use of ‘teacher as researcher’ methodologically.
ER  - 

TY  - JOUR
T1  - Facing the validity gap. Perspectives on the final degree project
T2  - Educational Research and Evaluation
SN  - 1380-3611
A1  - Fröjdendahl, Birgitta
A1  - Sandberg, Ylva
PY  - 2024
VL  - 1
IS  - 29
SP  - 50
EP  - 68
DO  - 10.1080/13803611.2024.2310859
LA  - eng
PB  - : Informa UK Limited
KW  - validity
KW  - teacher cognition
KW  - grounded theory
KW  - document analysis
KW  - degree project
KW  - utbildningsvetenskap med inriktning mot praktiska kunskapstraditioner
KW  - educational sciences in arts and professions
AB  - This study detected patterns in teacher educators’ and pre-service teachers’ beliefs and practices regarding the degree project. Requirements in policy documents were also considered. The analysis centred on validity, teacher cognition and grounded theory. Conversations were conducted with instructors and students at three departments for teacher education in Sweden. Findings showed inadequacies with regard to construct- and consequential validity for instruction and learning, timing, pre-service teachers’ prior knowledge and attitudes to educational research. Recommendations for improvement involved having teaching practice and the project run parallel and part-time during a term. Further proposals tallied with national regulations about autonomy and academic literacy for teachers. For example, the pre-service teachers responded positively to introducing crash courses and providing opportunities for supervision prior to the course. Improved validity was deemed imperative for developing long-term literacy and motivation towards incorporating science and empirical data in the teaching profession.
ER  - 

TY  - JOUR
T1  - Vocational teacher students’ critical reflections in site-based education
T2  - International Journal of Training Research
SN  - 1448-0220
A1  - Berglund, Ingrid
A1  - Gustavsson, Susanne
A1  - Andersson, Ingela
PY  - 2020
VL  - 1
IS  - 18
SP  - 22
EP  - 36
DO  - 10.1080/14480220.2020.1747784
LA  - eng
PB  - : Informa UK Limited
KW  - swedish vocational teacher education
KW  - teaching profession
KW  - site-based education
KW  - practicum courses
KW  - critical reflection
KW  - theory of practice architectures
AB  - Critical reflection is an essential element in the professional teacher’s practice. This article investigates vocational teacher education (VTE) students´ ability to reflect when engaged in site-based education and considers how arrangements in vocational teacher education enable or constrain this ability. The study was conducted at one Swedish university, where 78 VTE students’ written self-evaluation reports from three practicum courses were analyzed on the basis of the concept of critical reflection and the theory of practice architectures. The findings emphasize the value of a strong relationship between the learning at university and in the teaching workplace, and the progression of critical reflection throughout the education. These findings support the conclusion that practice architectures that improve VTE students’ ability to critical reflection need to include tasks that focuse on both reflection and on bridging the contexts of research-based and experience-based knowledge and practice.
ER  - 

TY  - JOUR
T1  - Obstacles to progress: Swedish vocational teachers using digital technology to connect school and workplaces
T2  - International Journal of Training Research
SN  - 1448-0220
A1  - Enochsson, Ann-Britt
A1  - Kilbrink, Nina
A1  - Andersén, Annelie
A1  - Ådefors, Annica
PY  - 2021
VL  - 2
IS  - 20
SP  - 111
EP  - 127
DO  - 10.1080/14480220.2021.1979623
LA  - eng
PB  - : Routledge
KW  - teacher agency
KW  - vocational education
KW  - digital technology
KW  - interviews
KW  - boundary objects
AB  - Digital technology has been found useful in bridging the gap between school and work placements. In earlier studies we have interviewed vocational teachers with creative ideas on addressing this issue, but they encountered obstacles and could not always proceed as they wanted. The aim of this study is to provide a deeper understanding of the obstacles encountered by Swedish vocational teachers when using digital technology to bridge the gap between school and work placements. The study is based on a theoretical understanding of teacher agency, and also presents a hierarchical model developed from our research. Ten in-depth interviews were conducted with five purposively selected vocational teachers. The teachers provided detailed examples of a range of problems stemming from structural, cultural and material aspects, and how these problems forced them to take steps backwards when trying to develop their teaching practices.
ER  - 

TY  - JOUR
T1  - Teaching music in our time: student music teachers' reflections on music education, teacher education and becoming a teacher
T2  - Music Education Research
SN  - 1461-3808
A1  - Georgii-Hemming, Eva
A1  - Westvall, Maria
PY  - 2010
VL  - 4
IS  - 12
SP  - 353
EP  - 367
DO  - 10.1080/14613808.2010.519380
LA  - eng
PB  - Oxfordshire, United Kingdom : Routledge
KW  - music education
KW  - student music teachers
KW  - school-based in-service education
KW  - democracy
KW  - musicology esp. musical education
KW  - musikvetenskap med musikpedagogisk inriktning
AB  - This article concerns students of music education in Sweden. It investigates the student teachers’ perceptions of their ongoing music teacher education, with a particular focus on the task of teaching music today. It considers whether they believe their teacher education prepares them for this undertaking, and in that case, how. Their various experiences from their school-based in-service education are considered, and the findings lead to a discussion of ideological issues with a bearing on democracy, the value of music and the function of music as a curriculum subject.
ER  - 

TY  - JOUR
T1  - A pandemic as the mother of invention? Collegial online collaboration to cope with the COVID-19 pandemic
T2  - Music Education Research
SN  - 1461-3808
A1  - Thorgersen, Ketil
A1  - Mars, Annette
PY  - 2021
VL  - 2
IS  - 23
SP  - 225
EP  - 240
DO  - 10.1080/14613808.2021.1906216
LA  - eng
PB  - : Informa UK Limited
KW  - music education
KW  - online learning
KW  - collegial learning
KW  - facebook
KW  - covid-19
KW  - musikpedagogik
AB  - This article aims to present how music teachers in Sweden used the facebook group Musiklärarna in the first two months of the COVID-19 pandemic (March and April, 2020) to cope with challenges related to teaching music. The study is based on Biesta’s perspective on the teacher profession. With the consent of the participants, we have analysed the 303 posts (and their comments) that directly addressed the COVID-19 situation during that period. We found that the group works as an important collegial forum and that the teachers pragmatically use the group to solve educational problems; further, the posts concerning work-conditions get the most engagement. The most frequent types of posts concerned how to design teaching situations under the new conditions. Specifically, asking questions, sharing material, asking for material and letting off steam were the most common types. Music teachers seem to be loyal, collegial and intent on solving any challenge to facilitate students’ learning as regulated in the syllabus. We hope this article can motivate other researchers to perform similar studies or build on our results. We conclude by speculating about what the new normal will be for music teachers when the pandemic is over.
ER  - 

TY  - JOUR
T1  - Mapping the applicants’ learnability: a discourse analysis of assessors’ talk of admission tests for Swedish specialist music teacher education
T2  - Music Education Research
SN  - 1461-3808
A1  - Sandberg Jurström, Ragnhild
A1  - Lindgren, Monica
PY  - 2022
VL  - 5
IS  - 24
SP  - 599
EP  - 610
DO  - 10.1080/14613808.2022.2098263
LA  - eng
PB  - : Taylor & Francis
KW  - admission tests
KW  - assessment
KW  - music teacher education
KW  - stimulated-recall interviews
KW  - discourse analysis
KW  - learnability
KW  - education
AB  - This article concerns assessors’ use of predictions of applicants’ ability to learn when assessing admission tests for specialist music teacher education in Sweden. The data consist of stimulated-recall interviews with video-recorded admission tests as stimuli, and the analyses are based on discourse psychology with a focus on the variations, functions, and effects of the assessors’ statements about learning opportunities. The results highlight several ways of talking about applicants’ learnability, based on the view that learnability is a matter of teacher help, learning time, applicant age, and talent. Based on these results, learnability can be considered a selection tool, legitimised with reference to the assessors as experts able to foresee and make decisions about applicants’ future development opportunities. In this sense, the test contexts can be seen as permeated by educational traditions in which discourses about learnability govern the assessors’/masters’ decisions.
ER  - 

TY  - JOUR
T1  - Reflective and appreciative actions that support the building of ethical places and spaces
T2  - Reflective Practice
SN  - 1462-3943
A1  - Bergmark, Ulrika
A1  - Alerby, Eva
A1  - Ghaye, Anthony
PY  - 2007
VL  - 4
IS  - 8
SP  - 447
EP  - 466
DO  - 10.1080/14623940701649688
LA  - eng
PB  - : Informa UK Limited
KW  - education
AB  - This reflective account discusses the ‘creative renderings' that surfaced as a consequence of a workshop about ethical issues in education, with school staff in a Municipality in Northern Sweden. The paper is part of a longer, on-going conversation in that community about building and sustaining an ethical place and space called ‘school'. The focus for the conversation on this particular day was around every child and every teacher being valued in school. We worked alongside 30 school staff throughout that day with two appreciative activities - The Show-and-share activity and The Building blocks activity. During the day we also made field notes of teacher's shared experiences, we analysed their writing on the Building Blocks and documented the process with a digital camera. After the workshop we invited teachers to write some reflective notes. In the paper we share our collective reflections on what we felt we learnt. The workshop was guided by the principles of participatory and appreciative action research or PAAR.
ER  - 

TY  - JOUR
T1  - Growing student teachers' reflective practice: explorations of an approach to video-stimulated reflection
T2  - Reflective Practice
SN  - 1462-3943
A1  - Thorén Williams, Alexina
PY  - 2020
VL  - 5
IS  - 21
SP  - 699
EP  - 711
DO  - 10.1080/14623943.2020.1798917
LA  - eng
PB  - : Informa UK Limited
KW  - video-stimulated reflection
KW  - student teachers
KW  - reflective cycle
KW  - small
KW  - group reflection
KW  - education
KW  - education & educational research
AB  - In Swedish teacher education, student teachers commonly work with assignments in small groups. To enable student teachers to grow, both personally and professionally, they need to reflect both individually and collectively with their teacher educators and fellow student teachers. However, research shows that there is a risk in teacher education to narrow reflection into a tool for teacher learning, and not recognizing it as an activity that challenges thought. To avoid this risk, the approach to video-stimulated reflection (VSR) explored in this study, considers not only the notion of reflection, but also the reflective process itself, and its potential for growing student teachers to create a reflective space collaboratively. Three groups of student teachers participated in the VSR on a field practice at a local science center. Two of the groups were preparing for teaching science in lower and upper primary school. The third group was preparing for teaching science in secondary school. A reflective cycle analysis was applied to detect reflection in the VSR interviews. The results demonstrate that the approach to VSR enabled a reflective process in all three groups. The affordances and constraints of the VSR and the role of the facilitator are discussed.
ER  - 

TY  - JOUR
T1  - Dance teachers: a review of a profession in transition
T2  - Research in Dance Education
SN  - 1464-7893
A1  - Styrke, Britt-Marie
PY  - 2013
VL  - 2
IS  - 14
SP  - 92
EP  - 103
DO  - 10.1080/14647893.2012.722615
LA  - eng
PB  - : Routledge Taylor & Francis group
KW  - professionalization
KW  - dance education
KW  - dance teaching
KW  - turning points
KW  - historia med utbildningsvetenskaplig inriktning
KW  - history of education
AB  - In light of the strengthened position of dance in forthcoming changes in Swedish upper secondary school and teacher education, the present article deals with issues tied to the professionalization and education of dance teachers. Particular attention is paid to specific instances which eventually led to the establishment of a government-sponsored educational program in 1964. My aim is to highlight the changes, here understood as turning points, within the dance teaching area during parts of the twentieth century. These changes can be described in the form of three major themes: initiation, expansion, and establishment. The context under study is the Swedish one, but in close connection to international work in the area of dance and education.
ER  - 

TY  - JOUR
T1  - 'Expression' and Verbal Expression: on Communication in an Upper Secondary Dance Class
T2  - Research in Dance Education
SN  - 1464-7893
A1  - Englund, Boel
A1  - Sandström, Birgitta
PY  - 2015
VL  - 3
IS  - 16
SP  - 213
EP  - 229
DO  - 10.1080/14647893.2015.1046427
LA  - eng
PB  - : Informa UK Limited
KW  - dance education
KW  - upper secondary school
KW  - dance as "expression'
KW  - verbal communication
AB  - The aim of the study is to examine how dance teachers express themselves verbally in teaching situations where movement training is combined with expression'. The empirical material consists of films and tapes from a 130min long dance class at upper secondary school, and a taped conversation with the teacher about episodes from the class. The findings show that insights regarding the expressive values of movement are communicated verbally to a certain extent, but then in a very vague manner and in a way that is difficult for outsiders to interpret. Alternatively, metaphorical language is used. However, non-verbal modes of communications are used as well. During the conversation with the teacher it becomes clear that expression' can be a question of a particular state, a desirable state that is however not verbalised. One possible explanation of the findings is that dance is a very young school subject compared to music and art education in Sweden, thus not having had the time to establish a didactic language. Another is that when looking for work or applying for higher education in dance, the student will need to demonstrate her bodily abilities. It's not enough to describe them in speech or writing.
ER  - 

TY  - JOUR
T1  - Making space for assessment: dance teachers’ experiences of learning and teaching prerequisites
T2  - Research in Dance Education
SN  - 1464-7893
A1  - Andersson, Ninnie
PY  - 2018
VL  - 3
IS  - 19
SP  - 274
EP  - 293
DO  - 10.1080/14647893.2018.1523380
LA  - eng
PB  - : Taylor & Francis
KW  - dance education
KW  - life-world phenomenology
KW  - upper secondary school
KW  - assessment
KW  - education
KW  - dance
AB  - The aim of this study is to illuminate and discuss assessment within dance education in Swedish upper secondary schools through teachers’ reflections. The study investigates how teachers reflect upon the range of possibilities explored and difficulties encountered in their assessment practice. In order to be able to comprehend the phenomenon of teachers’ reflections regarding their assessment practice, both written and verbal teacher reflections were gathered by means of seven interviews with four teachers, and one trilateral talk. Four teachers participated in the study. In the analytical process, the phenomenon was seen, broadened, varied, and then condensed into two themes: Conditions for assessment for learning and Making space for assessment. Both themes have aspects, which are intertwined: both include conditions for assessment as seen through various modalities, methods and tools.
ER  - 

TY  - JOUR
T1  - Dancing as searching with Deleuze - a study of what students in physical education teacher education express and experience in creative dance lessons
T2  - Research in Dance Education
SN  - 1464-7893
A1  - Engdahl, Christopher
A1  - Lundvall, Suzanne
A1  - Barker, Dean
PY  - 2022
DO  - 10.1080/14647893.2022.2144195
LA  - eng
PB  - : Informa UK Limited
KW  - creativity
KW  - creative dance
KW  - physical education teacher education
KW  - deleuze
KW  - experimentation
KW  - palpation
KW  - movement
KW  - dance
KW  - samhällsvetenskap/humaniora
AB  - Physical education (PE), and specifically the teaching area of dance, has been identified as an important pedagogical setting within which young people develop creativity. Creativity is thus an important aspect of schooling. Several studies have suggested however, that dance is seldom taught in PE in ways that acknowledge creative aspects of movement learning, and that students in physical education teacher education (PETE) receive insufficient training in the area of dance. Very little research has been conducted specifically on how teachers and PETE students understand the subject tradition of creative dance. The aim of this paper is to create insights into what PETE students express and experience in creative dance lessons where we specifically explore a pedagogy based on imitation. To address this aim, empirical material was generated through observations and logbooks during a pedagogical sequence of creative dance at a Swedish PETE institution. Deleuzian concepts of palpation and experimentation were used to guide our analysis. The results of this study show alternative ways of understanding what can happen when students participate in creative dance lessons. Our findings contribute to researchers' and teacher educators' understandings of students' experiences of working with spaces of creativity in PETE, and how these experiences can be used in teaching of creative dance.
ER  - 

TY  - JOUR
T1  - 'I did not know that the pupils loved dancing … until the projector came': constructions of dance as learning activity in school-age educare
T2  - Research in Dance Education
SN  - 1464-7893
A1  - Mattsson, Torun
A1  - Pastorek Gripson, Märtha
PY  - 2024
DO  - 10.1080/14647893.2024.2359112
LA  - eng
PB  - Abingdon : Routledge
KW  - children
KW  - dance education
KW  - digital tools
KW  - school-age educare
KW  - teacher competence
KW  - m4hp
KW  - trains
AB  - Interest in school-age educare has been growing internationally. School-age educare in Sweden emphasises learning and participation in aesthetic and creative learning activities. This study aims to critically examine how dance as a learning activity is constructed by educators in Swedish school-age educare. Discourse analysis is used to shed light on discursive constructions made by school-age educators when they reason about dance and learning in their educational practices. The empirical material consists of six focus-group interviews with 18 school-age educators. Three discourses are identified: (1) dance as a joy-filled activity, (2) digital tools as prerequisites for dancing, and (3) pre-choreographed dances as a preference. The results show that there is a lack of aesthetic and creative aspects in dance in school-age educare. School-age educators include dance because it is fun and is carried out by imitating movements without a focus on learning. The educators who appreciate dance lack the know-how to develop pupils' dance skills beyond what they already know. There are holistic ambitions in school-age educare to let care, play, and learning intersect, but creative dance still has an untapped potential to engage pupils in cultural activities and to contribute to gender repositioning. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
ER  - 

TY  - JOUR
T1  - Segregated femininities?: Creating female fandom through social media in Sweden
T2  - Soccer & Society
SN  - 1466-0970
A1  - Radmann, Aage
A1  - Hedenborg White, Manon
A1  - Hedenborg, Susanna
PY  - 2022
VL  - 3
IS  - 23
SP  - 298
EP  - 313
DO  - 10.1080/14660970.2022.2037213
LA  - eng
PB  - : Taylor & Francis
AB  - The study analyses female fandom in Sweden, focusing on female football supporters' self-presentation on social media. We found social media to function as a forum for empowerment, where the female football fans construct and express solidarity between girls and women and challenge hegemonic notions of femininity. Female football supporters are actively involved in formulating and shaping their own agenda and self-presentation and are drawn to the supporter culture for many of the same reasons as their male peers: group community, thrill and excitement, and the love for their team. The contribution of the study is two-fold: it fills a knowledge gap regarding Swedish female fans, while also making a conceptual intervention in the study of female fandoms more broadly, demonstrating the usefulness of critical theorization on femininities and indicating how social media enables female football supporters to 'play' with different conceptions of femininity to create space within the supporter milieu.
ER  - 

TY  - JOUR
T1  - Citizenship in the Classroom: Transferring and transforming transcultural values
T2  - Intercultural Education
SN  - 1467-5986
A1  - Sandström Kjellin, Margareta
A1  - Stier, Jonas
PY  - 2008
VL  - 1
IS  - 19
SP  - 41
EP  - 51
DO  - 10.1080/14675980701852384
LA  - eng
PB  - : Informa UK Limited
AB  - The aim of the paper is to present and discuss a Report from a Comenius 2.1 project, aimed at developing teachers’ interpersonal, intercultural, social and civic competence. The study presented in the report was a multiple case study, and the methods for collecting data were focus group dialogues (with 34 teacher students), one video recording in each country and a document analysis of a European overview of citizenship education in Europe. Five countries participated in the study (the Netherlands, Portugal, Poland, the UK and Sweden) and the study focused on 12 year‐old pupils. One conclusion was that teacher education needs to focus more on horizontal classroom dialogue if goals for citizenship education are to be reached.
ER  - 

TY  - JOUR
T1  - Parental involvement in the development of a culture-based school curriculum
T2  - Intercultural Education
SN  - 1467-5986
A1  - Johansson, Gunilla
PY  - 2009
VL  - 4
IS  - 20
SP  - 311
EP  - 319
DO  - 10.1080/14675980903351946
LA  - eng
PB  - : Informa UK Limited
KW  - education
AB  - This study focuses on parental involvement in Smi schools when developing a culturally sensitive school curriculum. The research recognizes a number of competing and complementary interests that play a role when constructing structures and policies in curriculum development. Two Smi schools in Sweden with 115 pupils, their parents and 27 teachers were included in a longitudinal three-year study. Interviews, school visits, videotapes and document analysis were used to gather information. The results indicate the invisible existence of culture-based school practice and curriculum texts. The lack of contact among homes, schools and community culture was obvious. Parents and teachers expressed an interest in developing a culture-based local curriculum through a process of reflecting on and creating an education incorporating the past, the present and the future. The study showed that parents, pupils and teachers experienced increased awareness in culture-based schoolwork. The study pointed to a desire for cooperation between home and school in the development of a culture-based school curriculum and a school practice supported by a culturally responsible teacher.
ER  - 

TY  - JOUR
T1  - Teachers' silences about racist attitudes and students' desires to address these attitudes
T2  - Intercultural Education
SN  - 1467-5986
A1  - Rosvall, Per-Åke
A1  - Öhrn, Elisabet
PY  - 2014
VL  - 5
IS  - 25
SP  - 337
EP  - 348
DO  - 10.1080/14675986.2014.967972
LA  - eng
PB  - : Informa UK Limited
KW  - racism
KW  - upper secondary school
KW  - teaching
KW  - educational ethnography
KW  - racism upper secondary school teaching educational ethnography
AB  - In this article, we use ethnographic data to explore school-based perceptions of racism. We draw on the findings of a one-year study conducted in two upper secondary classes in a Swedish school. The starting point of the analysis was student discussions of racism in the school and the surrounding neighbourhood, which prompted an examination of teacher and student responses to racist and nationalist ideas. We concluded that the school seldom acted in line with recommended approaches for promoting non-racist and intercultural education. We suggest that the response is related to educational ideals that emphasise learning ‘objective’ facts (as opposed to values) and a de-contextualised view of teaching.
ER  - 

TY  - JOUR
T1  - Critical aspects of cultural diversity in music education: examining the established practices and cultural forms in minority language schools in Finland
T2  - Intercultural Education
SN  - 1467-5986
A1  - Mansikka, Jan-Erik
A1  - Westvall, Maria
A1  - Heimonen, Marja
PY  - 2018
VL  - 1
IS  - 29
SP  - 59
EP  - 76
DO  - 10.1080/14675986.2017.1404784
LA  - eng
PB  - : Routledge
KW  - finland
KW  - minority language schools
KW  - music education
KW  - cultural diversity
KW  - teacher perceptions
KW  - musikvetenskap med musikpedagogisk inriktning
KW  - musicology esp. musical education
AB  - This article addresses the role of general music education within the framework of cultural diversity. The empirical part of the article focuses on teachers in Swedish-speaking minority schools in Finland and their perceptions of the relationship between music and multicultural perspectives. The results showed that in some instances it took some time for teachers to discuss, define and grasp the concepts of multiculturalism and cultural diversity in relation to their teaching activities. While much was discussed on a theoretical and/or political level, it was not necessarily something that they would connect to their own practice.
ER  - 

TY  - JOUR
T1  - Intercultural Literacy Dialogue: International Assessment Moderation in Early Childhood Teacher Education
T2  - Intercultural Education
SN  - 1467-5986
A1  - Gilmore, Gwen
A1  - Margrain, Valerie
A1  - Mellgren, Elisabeth
PY  - 2020
VL  - 2
IS  - 31
SP  - 208
EP  - 227
DO  - 10.1080/14675986.2019.1702293
LA  - eng
PB  - : Informa UK Limited
KW  - intercultural literacy
KW  - intercultural praxis
KW  - assessment moderation
KW  - curriculum
KW  - internationalisation
KW  - teacher educators’ reflexivity
AB  - This research offers opportunities for intercultural dialogue of meaning-making in literacy by international early childhood, teacher educator (TE) staff, engaged with an assessment moderation process. The purpose of the dialogue was inform pedagogical and conceptual knowledge in their courses. The research question is how does intercultural dialogue inform TE literacy practices? Few studies offer the opportunities to examine literacy assessment across such diverse Western contexts as Sweden, New Zealand and Australia. Sweden and New Zealand are valuable early childhood in that they are both regarded as leaders in early childhood practices. Methods include a TE blind assessment review process using 30 examples from ‘high’ to ‘low’ exemplars of early childhood education (ECE) students’ literacy assessment annotations, some from each country,Textual analysis of intercultural student feedback by reviewing student forum comments and, semi-structured reflexive lecturer interviews on the assessment moderation process to elaborate on themes emerging from the paper. Literacy development contexts were examined and analysed against a moderation framework. Rich staff reflections have led to our recommendations that the conceptual framework of intercultural praxis could be applied in early childhood preservice teacher education practice (Sorrells 2016). Further, we suggest there are increased possibilities for the use of intercultural literacy to the attention of ECE preservice student teachers using virtual and explicit collaborations and texts as explained in this research.
ER  - 

TY  - JOUR
T1  - Swedish teacher education and migrant teachers
T2  - Intercultural Education
SN  - 1467-5986
A1  - Käck, Annika
PY  - 2020
VL  - 2
IS  - 31
SP  - 260
EP  - 264
DO  - 10.1080/14675986.2019.1702329
LA  - eng
PB  - : Informa UK Limited
KW  - swedish teacher education
KW  - migrant teachers
KW  - ways of thinking and practising
KW  - pedagogik med inriktning mot utbildningsvetenskap
KW  - educational science
ER  - 

TY  - CONF
T1  - Interculturalism, ethnicity, and multilingualism in upper secondary school: an analysis of social pedagogical identities during pedagogical work with students newly arrived in Sweden
T2  - Intercultural Education
SN  - 1467-5986
A1  - Kesak, Hennie
A1  - Basic, Goran
PY  - 2023
VL  - 2
IS  - 34
SP  - 180
EP  - 198
DO  - 10.1080/14675986.2023.2177623
LA  - eng
PB  - : Taylor & Francis Group
KW  - intercultural pedagogy
KW  - social pedagogical identity
KW  - education dynamic
KW  - intercultural education
KW  - social pedagogical recognition
KW  - social pedagogical monitoring
KW  - social pedagogical control
KW  - democracy
KW  - integration
KW  - democratic processes
KW  - democratic values
KW  - inclusion
KW  - social pedagogy
KW  - socialpedagogik
KW  - special education
KW  - specialpedagogik
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
KW  - sociologi med utbildningsvetenskaplig inriktning
KW  - sociology education
KW  - education
AB  - The aim of the present study is to attain new knowledge about interculturalism, ethnicity, and multilingualism in the upper secondary school context in conjunction with pedagogical work with students who are newly arrived in the country. The empirical material for the studies was collected in the upper secondary context in Sweden and consists of documents, field notes written up from fieldwork, and qualitative ethnographic interviews. Analysis shows that a distance relationship is created and recreated in the interactive flow between the newly arrived students and the teachers–institution when ethnic social pedagogical monitoring and control are represented in writing by the institution (the upper secondary school) and verbally in the observed and recounted situations. Social pedagogical identities are produced and reproduced in the interactive dynamic, in which the newly arrived student is represented as a successful student, developing in the social pedagogical meaning. However, the newly arrived student also is represented as a humiliated, weary, excluded student who, through demonstration of moral dissolution, displays an ethnified victim student identity that is in opposition to the teachers and institution (upper secondary school). This represented humiliation, weariness, and exclusion of the newly arrived student constructs and reconstructs the image of a disadvantaged student. The effect is likely a negative impact on the aims of the upper secondary school to include and integrate newly arrived students into the school community and society at large.
ER  - 

TY  - JOUR
T1  - Hardworking women: representations of lone mothers in the Swedish daily press
T2  - Feminist Media Studies
SN  - 1468-0777
A1  - Bergnehr, Disa
A1  - Wahlström Henriksson, Helena
PY  - 2020
VL  - 1
IS  - 21
SP  - 132
EP  - 146
DO  - 10.1080/14680777.2019.1704815
LA  - eng
PB  - : Taylor & Francis
KW  - lone mothers
KW  - single parenthood
KW  - representations
KW  - sweden
KW  - newspapers
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Lone mothers are a diverse group but it has been argued in the previous research that they tend to be homogenised. This article explores representations of single mothers in Swedish newspapers. Material from the two largest morning papers and the two largest tabloids was collected from the years 2015–2017. The results of the study suggest that although the newspaper representations do not fully reflect the diversity of social realities, there are indeed varying images of lone mothers in the sample. A recurring representation is as a comparatively poor and hardworking—even heroic—woman, who in political argumentation is referred to as someone in need of societal support and policy reforms. A less frequent representation, that often occurs in lengthy, in-depth pieces, is the affluent official person who despite her prosperity struggles with combining single (good) motherhood with her career, or the middle-class woman who becomes a lone mother via assisted reproductive technologies. Teenage motherhood (i.e., age), race/ethnicity, sexuality, and welfare dependence are seldom, if at all, alluded to. There is no vilification or condemnation of the lone mother, as has been found in research on other national contexts.
ER  - 

TY  - JOUR
T1  - Human–animal relations beyond the zoo: the quest for a more inclusive sustainability education
T2  - Pedagogy, Culture & Society
SN  - 1468-1366
A1  - Sjögren, Hanna
A1  - Gyberg, Per
A1  - Henriksson, Malin
PY  - 2015
VL  - 4
IS  - 23
SP  - 597
EP  - 615
DO  - 10.1080/14681366.2015.1081969
LA  - eng
PB  - : Taylor & Francis
KW  - human–animal relations
KW  - feminist posthumanities
KW  - sustainability education
KW  - focus groups
AB  - This paper investigates human–animal relations in sustainability education. To understand what educational relationships and boundaries are challenged and/or strengthened in education promoting future sustainable societies, we argue that educational theory and practice must move beyond the anthropocentric framework’s sole focus on relationships between humans. Drawing on focus group interviews with teacher instructors at eight Swedish universities, we discuss cases in which sustainability education benefits from being understood as crafted via human–nonhuman relations. By concentrating on human–animal relations, we discuss the political and ethical implications arising from relationships being created in certain ways and not others. The empirical examples illustrate how the relations between teacher instructors and various animals can be a critical starting point for understanding the limitations and possibilities fostered by sustainability education.
ER  - 

TY  - JOUR
T1  - Communicative learning spaces and learning to become a teacher
T2  - Pedagogy, Culture & Society
SN  - 1468-1366
A1  - Sjølie, Ela
A1  - Francisco, Susanne
A1  - Langelotz, Lill
PY  - 2018
DO  - 10.1080/14681366.2018.1500392
LA  - eng
PB  - : Taylor & Francis Group
KW  - communicative space
KW  - professional learning
KW  - collaborative learning
KW  - work-place learning
KW  - teacher education
KW  - communicative learning space
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This paper explores teacher learning. It focuses on access to ‘communicative learning spaces’ (a concept we coin and develop within this paper) and argues that the creation of such spaces can be a powerful enabler of teacher learning. We draw on the findings from three studies conducted in three different countries - Norway, Australia and Sweden. The studies focused on different stages of teacher learning - initial teacher education, the induction phase of teacher learning in the workplace, and the continuing professional learning of in-service teachers.  The paper considers the features that characterise communicative learning spaces and their development. Using the theory of practice architectures we examine what enabled and constrained the development of these communicative learning spaces in each of the three cases. 
ER  - 

TY  - JOUR
T1  - Too much, too little: Preschool teachers’ perceptions of the boundaries of adequate touching
T2  - Pedagogy, Culture & Society
SN  - 1468-1366
A1  - Hedlin, Maria
A1  - Åberg, Magnus
A1  - Johansson, Caroline
PY  - 2018
VL  - 3
IS  - 27
SP  - 485
EP  - 502
DO  - 10.1080/14681366.2018.1545246
LA  - eng
PB  - : Taylor & Francis Group
KW  - care
KW  - physical touch
KW  - emotional labour
KW  - feeling rules
KW  - preschool
KW  - preschool teachers
KW  - genusvetenskap
KW  - education
AB  - In the present study we focus on physical touch that is judged tobe just outside what is considered to be ‘normal’. We explore how preschool teachers describe and explain situations where educa-tors give children too much or too little touching. Semi-structured interviews have been conducted with 30 qualified preschool teachers working in Swedish preschools. When the informants talk about situations where educators give children too much touching, the descriptions involve a behaviour that does not lie within the preschool mission, teachers who do not set boundaries, and actions that have disadvantages for the children. On the other hand, situations where educators give children too little touching are described solely with reference to the teacher and that person’s fear or cold personality. The results have been interpreted inrelation to the discourse of preschool professionalisation and Hochschild’s theory of emotional labour
ER  - 

TY  - JOUR
T1  - Fiction reading in a practice where L1 and L2 learners are taught together
T2  - Pedagogy, Culture & Society
SN  - 1468-1366
A1  - Norlund, Anita
PY  - 2019
DO  - 10.1080/14681366.2019.1631208
LA  - eng
PB  - : Informa UK Limited
KW  - l1 learners
KW  - l2 learners
KW  - mainstreaming
KW  - fiction reading
KW  - theory of practice architectures
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This article deals with an educational practice that involved mainstreaming students taking Swedish as a second language and others taking Swedish as a first language. It explores the fiction-reading teaching practice in this mainstreaming framework, a matter of which has been intensely debated internationally. Three upper secondary classes and four teachers were involved and the empirical data consists of interviews and classroom observations. The analysis is built on the theory of practice architecture and captures a set of three arrangements; cultural-discursive, material-economic and social-political, and seeks to illuminate the associated opportunities and obstacles. The teachers’ balanced approaches were found to be enabling while constraining aspects emerged in relation to, among other things, unclear policy documents. The theory not only helped identifying the complexity of implementing a mainstreamed classroom, but also the benefits arising from teachers who took a praxis approach.
ER  - 

TY  - JOUR
T1  - The community function of schools in rural areas: normalising dominant cultural relations through the curriculum silencing local knowledge
T2  - Pedagogy, Culture & Society
SN  - 1468-1366
A1  - Beach, Dennis
A1  - Öhrn, Elisabet
PY  - 2023
SP  - 1
EP  - 18
DO  - 10.1080/14681366.2023.2298466
LA  - eng
PB  - : Informa UK Limited
KW  - rurality
KW  - structural domination
KW  - hegemony
KW  - ideology
KW  - normalisation
KW  - exploitation and abandonment
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - exploitation
KW  - and abandonment
AB  - Schools in rural places in European societies generally teach the same content and perform as well as other national schools do on national tests and international comparison assessments such as PISA. However, by doing this they may also marginalise local rural knowledge and expose rural populations to a (for them) culturally insensitive curriculum. Using a meta-ethnographic analysis this article identifies how rural educational ethnographic researchers working in Sweden have depicted this situation and the social and cultural interests in which it operates. It identifies how research articles often describe rural schools as fulfiling a local community function, but it also questions exactly what kind of function this is and whether we can really talk about rural schools operating in local community interests generally or even at all. Instead, it is rather more the case that schools in rural places contribute to some individual educational interests and possibilities along with a general cultural domination and marginalisation of rural consciousness and interests. 
ER  - 

TY  - JOUR
T1  - Strategies for inclusion and equality - 'norm-critical' sex education in Sweden
T2  - Sex Education : Sexuality, Society and Learning
SN  - 1468-1811
A1  - Bengtsson, Jenny
A1  - Bolander, Eva
PY  - 2019
VL  - 2
IS  - 20
SP  - 154
EP  - 169
DO  - 10.1080/14681811.2019.1634042
LA  - eng
PB  - : Informa UK Limited
KW  - sex education
KW  - inclusion
KW  - norms
KW  - norm-critical pedagogy
KW  - sweden
KW  - sexuality education
KW  - homotolerance
KW  - gender
KW  - education & educational research
KW  - public
KW  - environmental & occupational
KW  - health
AB  - This article examines the tactical (counter) politics of inclusive and 'norm-critical' approaches in Swedish sex education, focusing on the enactment of this critical agenda in sex education practices and how teachers interpret and negotiate the possibilities and pitfalls of this kind of work. The analysis draws on participant observation in sex education practices and in-service teacher training, as well as interviews with educators. Three recurrent strategies lie at the centre of the analysis: the sensitive use of language to achieve inclusion; the organisation and incorporation of 'sensitive' content to resist stigmatisation; and the use of different modalities to produce a specific knowledge order. The analysis shows how these strategies are grounded in norm-critical ideals, which become partly inflicted with tensions and discomforts when acted out in practice. The analysis further shows how an inclusive and norm-critical agenda runs the risk of becoming static, in the sense of providing students with the results of critique rather than engaging them in it.
ER  - 

TY  - JOUR
T1  - Experiences of teaching sexual and reproductive health to students with intellectual disabilities
T2  - Sex Education
SN  - 1468-1811
A1  - Nelson, Becky
A1  - Odberg Pettersson, Karen
A1  - Emmelin, Maria
PY  - 2020
VL  - 4
IS  - 20
SP  - 398
EP  - 412
DO  - 10.1080/14681811.2019.1707652
LA  - eng
PB  - : Routledge
AB  - There is growing awareness and international commitment to improving sexual and reproductive health for persons with intellectual disabilities. Despite this, people with intellectual disabilities continue to face stigma and have limited access to sexual health education and information. This qualitative phenomenological study uses data from 10 interviews to describe what it means to teach sexual and reproductive health and rights to students with intellectual disabilities at special-needs schools in southern Sweden. The meaning of teachers’ experience is described through their efforts to ‘accept the challenge to coach special-needs students into adulthood’. Findings show that sexual and reproductive health in special-needs schools covers a broad range of topics and that the teacher must adapt to students’ shifting needs. They also reveal that teachers are motivated and have access to the necessary resources to teach sexual and reproductive health but feel they lack the skills to address students’ particular sexual health issues, including questions of culture and religion. Schools are the main source of sexual health information in Sweden and therefore play a crucial role in providing equal education and promoting public health.
ER  - 

TY  - JOUR
T1  - Challenging ‘the elephant in the room’: the becomings of pornography education in Swedish secondary school
T2  - Sex Education
SN  - 1468-1811
A1  - Planting-Bergloo, Sara
A1  - Arvola Orlander, Auli
PY  - 2022
VL  - 1
IS  - 24
SP  - 16
EP  - 30
DO  - 10.1080/14681811.2022.2137487
LA  - eng
PB  - : Informa UK Limited
KW  - teaching
KW  - pornography
KW  - secondary school
KW  - donna haraway
KW  - string figuring
KW  - subject learning and teaching
KW  - ämnesdidaktik
AB  - This study was conducted among a group of Swedish teachers and a class of 14–15-year-old students and explored pornography education as part of secondary school sexuality education. Data were generated using mixed methods including teacher-researcher meetings, participant observation in class, student interviews, and teacher evaluation meetings, and were documented in the form of audio-recordings and notes. Donna Haraway’s work on string figuring was used to trace the threads constituting pornography education. A four-threaded string figure materialised how Swedish schools’ gender equality stance could provide a sound foundation for engaging with pornographic material. However, a gender-neutral approach to teaching frustrated these aims. The figure also foregrounded how normative societal debate makes it troublesome to acknowledge other than negative perspectives in teaching, problematised the engagement of students and a focus on pornography. Finally, the figure showed a discrepancy between the curriculum’s overall aim and the goals of subject-specific syllabi, making it troublesome to link the topic of pornography to specific school subjects. In summary, pornography education came into being as a complex figure in relation to adolescent sexuality and the school’s mission to provide a form of sexuality education that both problematises gendered sexual scripts and dominant norms with regards to pornography.
ER  - 

TY  - JOUR
T1  - Orienting teachers towards the pedagogical ideal of talking - the production of pedagogic objects in professional development
T2  - Sex Education
SN  - 1468-1811
A1  - Fingalsson, Rebecka
PY  - 2025
SP  - 1
EP  - 15
DO  - 10.1080/14681811.2025.2563891
LA  - eng
PB  - : Routledge
KW  - in-service education
KW  - pedagogic objects
KW  - pedagogical ideals
KW  - professional development
KW  - sexuality education
AB  - This paper contributes to research on in-service teachers’ professional development by exploring how pedagogical objects may facilitate an orienting of practice within sexuality education. The material analysed came from interviews and observations with teacher advisors working in four different municipalities in Sweden. These were thematically analysed and discussed using Sara Ahmed’s concepts of orientation and orientation device. Findings reveal how the professional development of in-service teachers is undertaken by teacher advisors through a process of recycling pedagogical objects. Because these pedagogical objects direct the practice of how to deliver sexuality education in school, the process of recycling contributes to maintenance of a pedagogical ideal of ‘talking’ within Swedish sexuality education, while at the same time, slowly adjusting the ‘how to talk’ so as to meet current needs. For teachers, this means that delivering a state-of-the-art or an up-to-date sexuality education, requires ongoing professional development.
ER  - 

TY  - JOUR
T1  - What controls teaching of friluftsliv? Analysing a pedagogic discourse in Swedish PE
T2  - Journal of Adventure Education and Outdoor Learning
SN  - 1472-9679
A1  - Backman, Erik
PY  - 2011
VL  - 1
IS  - 11
SP  - 51
EP  - 65
DO  - 10.1080/14729679.2010.532988
LA  - eng
PB  - : Taylor & Francis
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - Research indicates that outdoor teaching practices within a physical education (PE) context are controlled by several factors with the potential to weaken or strengthen PE teachers' communication of pedagogic messages. Drawing on 12 qualitative interviews with PE teachers in compulsory schools in Sweden, the findings in this study suggest that factors claimed to control teachers' pedagogic communication of friluftsliv (the Scandinavian equivalent to outdoor education) are based on the construction of a dominating pedagogic discourse for outdoor teaching in Swedish schools. Inspired by Basil Bernstein's theoretical concepts of the pedagogic device, the analysis of this discourse indicates that Swedish PE teachers and PE teacher education appear to reproduce friluftsliv as a teaching practice carried out in a remote wilderness setting involving specific equipment, financial resources and a certain amount of risk. In relation to these results, alternative ways to think of outdoor teaching in relation to the achievement of the national aims in Swedish PE are discussed.
ER  - 

TY  - JOUR
T1  - Constructing and governing freedom - physical environments as a discursive practice in Swedish early childhood education
T2  - Children's Geographies
SN  - 1473-3285
A1  - Andersson, Elsa
PY  - 2024
VL  - 5
IS  - 22
SP  - 747
EP  - 761
DO  - 10.1080/14733285.2024.2366827
LA  - eng
PB  - : Routledge
KW  - early childhood education
KW  - preschool
KW  - environment
KW  - material
AB  - This article problematizes the ideals and norms surrounding the organization of environments for children. It investigates the understanding of the arrangement and organization of Early Childhood Education (ECE) environments, aiming to offer an alternative perspective on taken-for-granted assumptions about ideal environments for children. Using Foucault's conceptualization of discourse and power, the article examines how discursive practices shape and reshape norms and ideals of what constitutes a 'good' physical environment in ECE. Based on 145 texts published between 1969 and 2021 in an influential Swedish preschool teacher journal, the study analyzes systematic discourses on preschool environments. Key findings concern the environment's role in the governing of children. The discursive construction of ideal environments emphasizes a 'toy-free' setting with minimal framing and instruction, pointing to a discursive shift in the desired type of freedom for children: from the freedom to become a part of culture, to the freedom to change culture.
ER  - 

TY  - JOUR
T1  - Implementing digital individual development planning in teacher education: the challenges of communication in relation to the development of ICT-supportedmethods
T2  - Technology, Pedagogy and Education
SN  - 1475-939X
A1  - Granberg, Carina
PY  - 2009
VL  - 2
IS  - 18
SP  - 123
EP  - 135
DO  - 10.1080/14759390902992543
LA  - eng
PB  - London : Routledge
KW  - teacher education
KW  - ict
KW  - individual development planning
KW  - diffusion of innovation
AB  - This paper presents a study of the experiences of a group of teacher educators during the 2006–2007 academic year, when they participated in a project to try out and implement digital individual development planning (which in Swedish is digital ‘Individuella Utvecklings-Planer’ or IUP) in a teacher education faculty at a Swedish university. The project group consisted of seven female teacher educators and three colleague mentors. They shared their experiences of the project and how they viewed their roles in the implementation process through individual narrative interviews. In order to illuminate how the attributes of digital IUP were perceived and how these attributes were communicated within the faculty, the data were analysed in the light of Rogers’ (2003) diffusion of innovation theory. Furthermore, concepts of symbolic capital from Bourdieu (1984) were used in analysing the teacher educators’ positions as change agents. The article presents a discussion of the circumstances in which digital IUP promotes reflective dialogue. Furthermore, it illuminates the change process and the participants as change agents from a power relations perspective, highlighting communication and shared pedagogical visions.
ER  - 

TY  - JOUR
T1  - Social software for reflective dialogue: questions about reflection and dialogue in student teachers' blogs
T2  - Technology, Pedagogy and Education
SN  - 1475-939X
A1  - Granberg, Carina
PY  - 2010
VL  - 3
IS  - 19
SP  - 345
EP  - 360
DO  - 10.1080/1475939X.2010.513766
LA  - eng
PB  - : Routledge
KW  - teacher education
KW  - educational blogs
KW  - dialogue
KW  - reflection
KW  - social interaction
AB  - This article presents a study of 57 Swedish pre-school student teachers' experiences and achievements in using blogs for reflective dialogue over the course of 2007–2008. In order to examine the extent to which students engaged in reflective dialogue, text analyses of their blogs were carried out. Furthermore, 13 narrative interviews were conducted to illuminate students' understanding of reflection, and to establish what circumstances influenced their engagement inreflective dialogue. The framework developed by Kreber and Cranton (2000) was used to analyse the blogs in order to determine the level of reflection, while that of Gorsky and Caspi (2005) was used to illuminate students' engagement in dialogue. The article presents a discussion of the circumstances in which students engaged in reflective dialogue. Furthermore, it illuminates the relationship between engagement in dialogue and level of reflection. The importance of students' understanding of reflection, social interaction, and the methods of assessment are highlighted. 
ER  - 

TY  - JOUR
T1  - Introducing AI education in school contexts: a 3D-literacy analysis of the Swedish AI subject
T2  - Technology, Pedagogy and Education
SN  - 1475-939X
A1  - Velander, Johanna
A1  - Örtegren, Alex
A1  - Sperling, Katarina
PY  - 2026
DO  - 10.1080/1475939x.2026.2619458
LA  - eng
PB  - : Routledge
KW  - 3d literacy
KW  - ai literacy
KW  - ai education
KW  - critical literacy
KW  - teacher education
AB  - This paper examines how AI literacy is conceptualised in Swedish upper secondary school policy documents that govern a newly introduced AI subject. Drawing on Green's 3D literacy model comprising operational, cultural and critical dimensions, the authors analyse the curriculum and support materials to explore how these dimensions are represented and what this implies for teachers, teacher educators and students. The analysis shows a strong emphasis on operational literacy, some presence of cultural literacy and a limited focus on critical literacy, particularly its agentive dimension. The authors argue that this imbalance may constrain students' opportunities to critically engage with AI as a sociotechnical phenomenon and limit teachers' ability to support such engagement. The study contributes to international discussions on AI education by highlighting the need for a more holistic and critical approach to AI literacy, with implications for curriculum design, teacher preparation and educational policy.
ER  - 

TY  - JOUR
T1  - Introducing AI education in school contexts: a 3D-literacy analysis of the Swedish AI subject
T2  - Technology, Pedagogy and Education
SN  - 1475-939X
A1  - Velander, Johanna
A1  - Ortegren, Alex
A1  - Sperling, Katarina
PY  - 2026
DO  - 10.1080/1475939X.2026.2619458
LA  - eng
PB  - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
KW  - 3d literacy
KW  - ai literacy
KW  - ai education
KW  - critical literacy
KW  - teacher education
AB  - This paper examines how AI literacy is conceptualised in Swedish upper secondary school policy documents that govern a newly introduced AI subject. Drawing on Green's 3D literacy model comprising operational, cultural and critical dimensions, the authors analyse the curriculum and support materials to explore how these dimensions are represented and what this implies for teachers, teacher educators and students. The analysis shows a strong emphasis on operational literacy, some presence of cultural literacy and a limited focus on critical literacy, particularly its agentive dimension. The authors argue that this imbalance may constrain students' opportunities to critically engage with AI as a sociotechnical phenomenon and limit teachers' ability to support such engagement. The study contributes to international discussions on AI education by highlighting the need for a more holistic and critical approach to AI literacy, with implications for curriculum design, teacher preparation and educational policy.
ER  - 

TY  - JOUR
T1  - Constructing solidarity through social justice in education: from collaboration and conflict to amalgamation between Swedish teacher unions
T2  - Globalisation, Societies and Education
SN  - 1476-7724
A1  - Milner, Alison L.
A1  - Bäckström, Pontus
A1  - Ernestam, Johan
PY  - 2024
VL  - 1
IS  - 23
SP  - 291
EP  - 309
DO  - 10.1080/14767724.2024.2319299
LA  - eng
PB  - : Taylor & Francis
KW  - teacher unions
KW  - inter-union collaboration
KW  - competitive unionism
KW  - amalgamation
KW  - social justice
KW  - sweden
AB  - Trade union collaboration on issues of social justice connects workers to each other and to their wider communities and is therefore considered a strategy of union renewal. Prior to their amalgamation on 1 January 2023, Lärarförbundet (Swedish Teachers’ Union) and Lärarnas Riksförbund (National Union of Teachers in Sweden) collaborated intermittently to challenge educational injustices in the highly segregated Swedish school market. Through documentary research, with dialogue as method, this case study explores the policies and politics of this inter-union collaboration. Using ‘framing’ and ‘intermediation’ as conceptual lenses, we argue that the two unions collaborated predominantly, but to varying degrees, on bargaining, political, and professional issues. However, these joint actions were conducted in the context of declining union membership, competitive national recruitment agendas, and the rise of grassroots teacher-led ‘rebellion’ groups campaigning for public education. External solidarity in organising was therefore limited by inter-organisational and intra-professional differentiation and both unions’ orientation towards a service model of unionism. Future research might explore the complexity of intra-union collaboration in the newly amalgamated Sveriges Lärare and the extent to which regional branch activism and broader alliances with social movements could promote a more democratic organising agenda.
ER  - 

TY  - JOUR
T1  - Meaning-making or heterogeneity in the areas of language and identity? The case of translanguaging and nyanlända (newly-arrived) across time and space
T2  - International Journal of Multilingualism
SN  - 1479-0718
A1  - Bagga-Gupta, Sangeeta
A1  - Messina Dahlberg, Giulia
PY  - 2018
VL  - 4
IS  - 15
SP  - 383
EP  - 411
DO  - 10.1080/14790718.2018.1468446
LA  - eng
PB  - : Taylor & Francis
KW  - decolonial
KW  - ethnographic
KW  - neologisms
KW  - nyanlända
KW  - sociocultural
KW  - translanguaging
AB  - The study presented here, theoretically framed at the crossroads of sociocultural and decolonial perspectives, draws attention to the sudden proliferation of two specific neologisms in the area of language, education and identity across time and space. It particularly highlights concerns regarding the ways in which these are deployed within scholarship and in schools and teacher education currently in the nation-state of Sweden. The analysis presented in this paper throws critical light on the ways in which the emergence and proliferation of neologisms like translanguaging and nyanlända (newly-arrived) contribute towards (or confounds) issues related to communication and diversity in the educational sector. This is done by juxtaposing the trajectory and deployment of neologisms in relation to social practices across institutional spaces. Such an enterprise is important, given recent calls for flexibility against the backdrop of concerns regarding heterogeneous populations in schools in geopolitical spaces like Sweden. Here expectations regarding both inclusion and learning goals for all students are prioritised agendas. We draw upon data from ethnographical projects at the CCD research group (www.ju.se/ccd) to make our case. This includes naturally occurring interactional data and textual data, for instance, current scholarship, directives from the national bodies in charge of schools and teacher education in Sweden.
ER  - 

TY  - JOUR
T1  - Attitudes and beliefs on multilingualism in education: voices from Sweden
T2  - International Journal of Multilingualism
SN  - 1479-0718
A1  - Paulsrud, BethAnne
A1  - Juvonen, Päivi
A1  - Schalley, Andrea C. C.
PY  - 2023
VL  - 1
IS  - 20
SP  - 68
EP  - 85
DO  - 10.1080/14790718.2022.2153851
LA  - eng
PB  - : Taylor & Francis
KW  - swedish primary school
KW  - teacher education
KW  - multilingualism
KW  - attitudes
KW  - beliefs
KW  - english
KW  - engelska
KW  - pedagogics and educational sciences
AB  - Sweden is often commended for the inclusion of home languages in the formal education system: both mother tongue instruction (where a pupil's home language is taught as an optional school subject) and study guidance (where a pupil is given content support in their home language or prior language of schooling) are offered. Still, while many national educational policies are supportive of multilingualism, their enactment on the ground is often problematic. The attitudes and beliefs of teacher educators, in-service teachers, and pre-service teachers are crucial here, yet few studies have investigated how these key actors in Sweden perceive their encounters with linguistic diversity. Furthermore, an understanding of the similarities and differences in the perspectives across these three cohorts is lacking. We have analysed interviews with five teacher educators, five in-service teachers, and eight pre-service teachers concerning their attitudes and beliefs on multilingualism. These interviews reveal orientations towards language and language use in teacher education and primary schools. Specifically, language is seen both as a problem and as a resource. Our results uncover tensions in the expressed attitudes and beliefs about multilingualism, as well as about multilingual pre-service teachers in teacher education and multilingual pupils in the Swedish school.
ER  - 

TY  - JOUR
T1  - Explicating professional modes of action for teaching preschool mathematics
T2  - Research in Mathematics Education
SN  - 1479-4802
A1  - Helenius, Ola
PY  - 2018
VL  - 2
IS  - 20
SP  - 183
EP  - 199
DO  - 10.1080/14794802.2018.1473161
LA  - eng
PB  - : Informa UK Limited
KW  - preschool education
KW  - preschool teachers
KW  - mathematics instruction
KW  - education
KW  - sweden
KW  - work
KW  - play
KW  - education & educational research
AB  - Play-based preschool pedagogy usually relies on informal teaching while policy trends and some research call for increased formalisation of the pedagogy. Using Bernstein's concepts of classification and framing, this article characterises mechanisms that link evaluation of preschool to the push towards the formalisation of teaching in preschool. Moreover, it is suggested how preschool teaching of mathematics can be conceptualised in a way that widens the pedagogical responsibilities of the teachers to include a broader range of social activities than typically expected. These responsibilities concern how teachers are involved in pedagogical situations, if situations are planned and if the mathematics is a pedagogical goal in the situation or instrumental in some other activity. It is argued that a practice built on these principles could both honour well-developed play-based preschool practices and provide a structure for teaching preschool mathematics in which using traditional child-teacher interaction is only one of many options.
ER  - 

TY  - JOUR
T1  - School district administrators' perspectives on special education policy and practice in Norway and Sweden
T2  - Scandinavian Journal of Disability Research
SN  - 1501-7419
A1  - Cameron, David Lansing
A1  - Nilholm, Claes
A1  - Persson, Bengt
A1  - Cameron, Lance
PY  - 2012
VL  - 3
IS  - 14
SP  - 212
EP  - 231
DO  - 10.1080/15017419.2011.558241
LA  - eng
PB  - : Stockholm University Press
KW  - special education
KW  - inclusion
KW  - norway
KW  - sweden
KW  - teacher education and education work
AB  - The purpose of this study was to examine special education policy and practice from the perspective of school district administrators in Norway and Sweden. Administrators from 266 Norwegian and 262 Swedish municipalities completed a survey concerning: (a) reasons children need special education, (b) common and desired organizational solutions, and (c) the influence of policy on practice. Despite a number of clear differences, findings suggest that Swedish and Norwegian administrators share similar attitudes regarding the provision of special education support. It appears that in both countries inclusive practices are seen as the ideal, yet, Norwegian administrators appear to have a stronger preference for categorical or segregated solutions. However, this finding must be viewed in light of current practices in each country. In particular, we take into consideration data indicating that 17% of Swedish students receive special educational support, as compared to approximately 6% in Norway.
ER  - 

TY  - JOUR
T1  - Framing Ethnicity in Initial Teacher Education: A Focus Group Study with Student Teachers
T2  - Identity - An international journal of theory and research
SN  - 1528-3488
A1  - Abdullahi, Amina K.
A1  - Berne, Sofia
A1  - Juang, Linda P.
A1  - Frisén, Ann
PY  - 2024
VL  - 4
IS  - 24
EP  - 4
DO  - 10.1080/15283488.2024.2366905
LA  - eng
PB  - : Informa UK Limited
KW  - ethnicity
KW  - ethnic-racial identity
KW  - social identity
KW  - othering
KW  - teacher education
AB  - This study aimed to explore how student teachers experienced the framing of ethnicity in initial teacher education in Sweden. Ten focus group discussions were conducted (N = 42; 21% minoritized ethnic background). An inductive thematic analysis was used. The findings showed that ethnicity was framed as mainly concerning "others" and that it was framed as sensitive. The current framing of ethnicity suggests that initial teacher education does not prepare student teachers to support positive youth ethnic-racial identity development. The findings highlight a need for student teachers, and teacher educators, to explore their own ethnic-racial identities through critical discussions that challenge notions of ethnicity as something that concerns "others". Furthermore, the findings highlight student teachers' and teacher educators' needs for structured support in how to critically engage in "sensitive" discussions. Further, the results illustrate how the framing of ethnicity resonates with aspects of social identity theory and with the postcolonial concept "othering".
ER  - 

TY  - JOUR
T1  - Critical Multilingual Language Awareness Among Migrant Students: Cultivating Curiosity and a Linguistics of Participation
T2  - Journal of Language, Identity & Education
SN  - 1534-8458
A1  - Hedman, Christina
A1  - Fisher, Linda
PY  - 2022
VL  - 1
IS  - 24
SP  - 87
EP  - 102
DO  - 10.1080/15348458.2022.2078722
LA  - eng
PB  - : Informa UK Limited
KW  - critical multilingual language awareness
KW  - migration
KW  - multilingualism
KW  - practices of curiosity
KW  - translanguaging
KW  - språkdidaktik
KW  - language education
AB  - This paper draws from a collaborative project in which we piloted a Critical Multilingual Language Awareness approach (CMLA) in a preparatory class for recently arrived secondary school students in Sweden. We adapted material on Language Awareness from We Are Multilingual (https://www.wamcam.org). This adapted approach followed the five principles of educational design for multilingual learners, which also relate to cognitive, performative, affective, social and power domains of Language Awareness. Data consist of audio- and video-recorded interactions from classroom observations, student/teacher interviews, and teaching/student-produced material. With a process-oriented focus, we discuss student participation in this co-learning design as contingent upon practices of curiosity. A focus is also on the co-learning process through reflection on activity, and how cultivating new ways of listening, involving multilingual study mentoring, may spur linguistic participation.
ER  - 

TY  - JOUR
T1  - Reinventing the Legitimate Speaker of Suburban Swedish: Negotiating Boundaries Through Linguistic Citizenship in a Swedish Classroom
T2  - Journal of Language, Identity & Education
SN  - 1534-8458
A1  - Femia, Nicolas
PY  - 2025
DO  - 10.1080/15348458.2025.2532519
LA  - eng
KW  - legitimate speaker
KW  - linguistic citizenship
KW  - linguistic ethnography
KW  - multilingual youth
KW  - suburban swedish
KW  - upper secondary school
AB  - While scholarship in the Global South has underscored the notion of linguistic citizenship as involved with the struggle for marginalized epistemologies of language, little research has focused on similar situations in the context of the Global North, such as Sweden. Drawing on linguistic ethnography to highlight emic perspectives, the study builds on a classroom interaction in which four female students at an upper secondary school in a suburb of Gothenburg engage in dialogue with their teacher concerning the (in)authenticity of the Swedish rapper Dogge Doggelito as a legitimate speaker of Suburban Swedish. By doing so, the students engage in an act of linguistic citizenship to resist dominant conceptualizations of Suburban Swedish and reinvent ideological boundaries of language following their own experiences of multilingualism in the suburbs. Thus, the study aims to explore the potential of linguistic citizenship as a tool for creating spaces for marginalized epistemologies of language in Swedish education.
ER  - 

TY  - JOUR
T1  - Social capital in intergenerational meetings in compulsory schools in Sweden.
T2  - Journal of Intergenerational Relationships
SN  - 1535-0770
A1  - Boström, Ann-Kristin
PY  - 2009
VL  - 4
IS  - 7
SP  - 425
EP  - 441
DO  - 10.1080/15350770903289009
LA  - eng
PB  - London : Routledge
KW  - social capital
KW  - intergenerational learning
KW  - compulsory schooling
KW  - pedgogical work
AB  - Intergenerational learning as an entity of lifelong learning and the creation of social capital in meetings between older men (class granddads) and the pupils within compulsory schools in Sweden is the focus of this paper. In a study of the class granddads project on behalf of the Association of Class Granddads and the Swedish National Agency for Education, 19 different schools in Greater Stockholm were studied. These men, who come to the school for the sake of the children, are to be considered as a human resource that is at the disposal of the school, the classes, and the teachers concerned. Questions were constructed to measure parts of social capital. One of these factors is security, which has been described as being where one feels secure in school, but also involves being provided with assistance by other persons in the organization. Norms and structures indicate whether there is peace and quiet in the classroom. Cooperation and solidarity and good communication between the various parties in the organization are also part of the social capital in a group or an organization. A total of 788 pupils have provided responses to the same questions. It is possible to construct indicators for social capital in the relationships between people in a school. The results show that the work of the class granddad, both together with the teacher and outside during the breaks, also influences, in a positive way, the social capital between the pupils and the teacher. the work of the teacher is very greatly influenced by the relationships between the pupils in the group. 
ER  - 

TY  - JOUR
T1  - Partnering with AI in teacher education?: Using an automatic question detection tool to reflect on classroom interaction
T2  - Journal of Research on Technology in Education
SN  - 1539-1523
A1  - Sert, Olcay
DO  - 10.1080/15391523.2025.2504355
LA  - eng
PB  - : Informa UK Limited
KW  - classroom discourse
KW  - teacher education
KW  - question bot
KW  - reflection
AB  - In this paper, I investigate a group of student-teachers' insights into an artificial intelligence (AI)-powered automatic question-detection tool designed for reflective practice: Question Bot (QBot). Six student-teachers (STs), who were enrolled in a secondary school teacher education program in Sweden, volunteered to use QBot to analyze their own classroom discourse and to reflect on their teaching. Findings based on the thematic analysis of interviews show that QBot promotes noticing and pattern identification. Furthermore, it facilitates reflection on and for action. STs reported that AI assistance is desirable, and some even argued that AI input should precede human feedback in post-observation feedback sessions. STs also reported a need to develop other AI features for detecting gaze, gestures, silence, feedback, voice pitch, and code-switching.
ER  - 

TY  - JOUR
T1  - A lot is at stake. On the possibilities for religion-related dialog in a school, in Sweden
T2  - Religion & Education
SN  - 1550-7394
A1  - Vikdahl, Linda
PY  - 2019
VL  - 1
IS  - 46
SP  - 81
EP  - 100
DO  - 10.1080/15507394.2019.1577713
LA  - eng
PB  - : Routledge
KW  - dialog
KW  - religion education
KW  - religious education
KW  - safe space
AB  - This article reports the experiences of religion-related dialog among 24 Swedish students and their teacher in religion education. All students had immigrant backgrounds from the Middle East and all of them had strong religious convictions. By using qualitative analysis to reveal their experiences with dialog in school, the concept of “safe space” is critically discussed. The students’ educational environment was not a “safe space” when it came to religion-related dialog, in part because historical and political conflicts in the Middle East have an impact on students’ willingness to open up. The case study provides an example of the effects of the wider political and societal context on the micro-structure of classroom-interaction.
ER  - 

TY  - JOUR
T1  - Multi-layered Analysis of Teacher-student interactions: Concepts and perspectives guiding video analysis with Tattoo, The Analytic Transcription Tool
T2  - Pedagogies: An international journal
SN  - 1554-480X
A1  - Tore, West
PY  - 2007
VL  - 3
IS  - 2
EP  - 3
DO  - 10.1080/15544800701366290
LA  - eng
PB  - : Informa UK Limited
KW  - videoanalys
KW  - interaktion
KW  - theory of science
KW  - vetenskapsteori
KW  - ethnography
KW  - etnografi
KW  - human communication
KW  - education
KW  - music education
KW  - musikpedagogik
AB  - This article describes the development of a video analysis software tool designed to make explicit and open the process of systematic analysis of video material on teaching – learning interactions. The need of an efficient and transparent way of transcribing and analyzing video materials was brought forth in a sequence of studies of interaction in music education in Sweden where spoken language, body language, gaze, music and the use of artifacts were studied as multimodal semiotic resources. The article focus decision making in building a coherent research design and analytic tool that reflects a progress from a close-up description of teachers’ and students’ interaction, to a systematic analysis of the patterns of interaction and learning opportunities. The theories and perspectives are chosen in order to give a broad understanding of experience and actions in teaching and learning at different levels of scale.
ER  - 

TY  - JOUR
T1  - Teachers’ discursive representations of pupils “low motivated” for physical education and health
T2  - European Journal for Sport and Society
SN  - 1613-8171
A1  - Åström, Peter
PY  - 2016
VL  - 1
IS  - 9
SP  - 119
EP  - 138
DO  - 10.1080/16138171.2012.11687892
LA  - eng
PB  - Münster : Informa UK Limited
KW  - physical education
KW  - low motivation
KW  - teacher beliefs
KW  - education
AB  - This inquiry draws on interviews, focus group discussions and dialogues with fourteen teachers of Physical Education and Health (PEH) in Sweden. The aim was to study what discursive beliefs these teachers hold regarding important learning objectives and general aims for the subject and how these can be understood. Furthermore, what implications do the discursive beliefs have and how do they conduct their teaching in order to reach all pupils? The results show that the type of learning objectives teachers consider and find essential in PEH create certain pupils who get labeled as low motivated for the subject. Norms and values from sports contexts outside school affect teachers' perceptions of important learning objectives, and pupils not involved in sports outside school are likely to be low motivated for PEH according to the teachers. Teachers refer the problem with motivation to the individual (the pupil) or the contextual level (social background, parents etc.) rather than to the situational level – their own teaching in the class.
ER  - 

TY  - JOUR
T1  - What should a Physical Education teacher know?: An analysis of learning outcomes for future Physical Education teachers in Sweden.
T2  - Physical Education and Sport Pedagogy
SN  - 1740-8989
A1  - Backman, Erik
A1  - Larsson, Håkan
PY  - 2014
VL  - 2
IS  - 21
SP  - 185
EP  - 200
DO  - 10.1080/17408989.2014.946007
LA  - eng
PB  - : Informa UK Limited
KW  - physical education teacher education
KW  - curriculum documents
KW  - learning outcomes
KW  - propositional knowledge
KW  - performance knowledge
KW  - epistemology.
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
KW  - utbildning och lärande
AB  - Research indicates that Physical Education Teacher Education (PETE) has only limited impact on how physical education (PE) is taught in schools. This paper offers possible explanations for the difficulties of influencing subject traditions in PE through analysing PETE curriculum documents. The purpose is show how knowledge is expressed through learning outcomes in local curriculum documents at six PETE institutions in Sweden. Inspired by Fenstermacher’s ideas about teacher knowledge, our ambition is to discuss the potential educational consequences of the epistemological assumptions underlying specific learning outcomes. From the total number of 224 learning outcomes described in the curriculum documents, different types of knowledge were identified and clustered together into the following themes: Teaching PE, Interpreting curriculum documents, Physical movement skills, Science, Social health, Pedagogy, Critical inquiry, and Research methods. In most of the identified themes, learning outcomes are formulated with an integrated perspective on so called performance knowledge and propositional knowledge. However, particularly in the themes Science and Physical movement skills, two very influential themes, the concept of knowledge is limited and unilateral in relation to ideas of different forms of teacher knowledge. Drawing on the work of Tinning, we offer an explanation as to how teacher knowledge in the themes Science and Physical movement skills, emanating from behaviouristic and craft knowledge orientations, is formulated.
ER  - 

TY  - JOUR
T1  - Exergames ‘as a teacher’ of movement education: exploring knowing in moving when playing dance games in physical education
T2  - Physical Education and Sport Pedagogy
SN  - 1740-8989
A1  - Nyberg, Gunn
A1  - Meckbach, Jane
PY  - 2015
VL  - 1
IS  - 22
SP  - 1
EP  - 14
DO  - 10.1080/17408989.2015.1112778
LA  - eng
PB  - : Routledge
KW  - capability to move
KW  - exergames
KW  - dance
KW  - movement education
KW  - knowing in moving
KW  - education and learning
KW  - utbildning och lärande
KW  - samhällsvetenskap/humaniora
AB  - Background: A fundamental dimension of school physical education (PE) is arguably movement and movement activities. However, there is a lack of discussion in the context of PE regarding what can be called the capability to move in terms of coordinative abilities, body consciousness and educing bodily senses.Purpose: This article explores and articulates what there is to know, from the mover’s perspective, when knowing how to move in specific ways when playing exergames (dance games). Taking different ways of moving as expressing different ways of knowing as a point of departure, the following questions are the focus of this article: i) How do students move when imitating movements in a dance game, and what different ways of knowing the movements can be described in the student group? ii) What aspects of the movements are discerned simultaneously through the different ways of knowing the movements? and iii) What aspects seem critical for the students to discern and experience in order to know the movements in as complex a way as possible?Design and analysis: The theoretical point of departure concerns an epistemological perspective on the capability to move as knowing how with no distinction between physical and mental skills, and also knowing as experiencing aspects of something to know. The data in this study comprises video recordings of students playing Nintendo Wii dance games in PE lessons in a compulsory school (for children aged between 7 and 16) in a small Swedish town. There were three PE lessons with four different stations, of which one was Nintendo Wii dance games (Just Dance 1 and 2). In total, the videoed material covers three 60-minute PE lessons, recorded during the autumn of 2012 and in which just over twenty students participated. In the study, we have used video observation as a data collection method. Jordan and Henderson (1995, 51) maintain that video observation removes the gap between ‘what people say they do and what they, in fact, do’. To conduct a systematic and thorough analysis of how the students experienced the avatar’s movements, we looked for moments where all the students and the avatar could be simultaneously observed. Two video sequences were chosen, showing four students imitating two distinct and defined movements which constituted the basis for a phenomenographic analysis.Conclusion: The result of the phenomenographic analysis shows different ways of knowing the movements as well as what aspects are discerned and experienced simultaneously by the students. In other words, these aspects also describe knowing in terms of discerning, discriminating and differentiating aspects of ways of moving. By examining a certain exergame’s role ‘as a teacher’, we have emphasized the capability to move, from the mover’s perspective, as an intrinsic educational goal of PE while highlighting the need for systematically planning movement education.   
ER  - 

TY  - JOUR
T1  - ‘It doesn't matter how they move really, as long as they move.’: Physical education teachers on developing their students’ movement capabilities
T2  - Physical Education and Sport Pedagogy
SN  - 1740-8989
A1  - Larsson, Håkan
A1  - Nyberg, Gunn
PY  - 2016
VL  - 2
IS  - 22
SP  - 137
EP  - 149
DO  - 10.1080/17408989.2016.1157573
LA  - eng
PB  - : Taylor & Francis
KW  - discourse analysis
KW  - learning and knowledge
KW  - movement capability
KW  - physical education teaching
KW  - education and learning
KW  - utbildning och lärande
KW  - samhällsvetenskap/humaniora
AB  - Background: Movement is key in physical education, but the educational value of moving is sometimes obscure. In Sweden, recent school reforms have endeavoured to introduce social constructionist concepts of knowledge and learning into physical education, where the movement capabilities of students are in focus. However, this means introducing a host of new and untested concepts to the physical education teacher community.Purpose: The purpose of this article is to explore how Swedish physical education teachers reason about helping their students develop movement capability.Participants, setting and research design: The data are taken from a research project conducted in eight Swedish secondary schools called ‘Physical education and health – a subject for learning?’ in which students and teachers were interviewed and physical education lessons were video-recorded. This article draws on data from interviews with the eight participating teachers, five men and three women. The teachers were interviewed partly using a stimulated recall technique where the teachers were asked to comment on video clips from physical education lessons where they themselves act as teachers.Data analysis: A discourse analysis was conducted with a particular focus on the ensemble of more or less regulated, deliberate and finalised ways of doing things that characterise the eight teachers’ approach to helping the students develop their movement capabilities.Findings: The interviews indicate that an activation discourse (‘trying out’ and ‘being active’) dominates the teachers’ ways of reasoning about their task (a focal discourse). When the teachers were specifically asked about how they can help the students improve their movement capacities, a sport discourse (a referential discourse) was expressed. This discourse, which is based on the standards of excellence of different sports, conditions what the teachers see as (im)possible to do due to time limitations and a wish not to criticise the students publicly. The mandated holistic social constructionist discourse about knowledge and learning becomes obscure (an intruder discourse) in the sense that the teachers interpret it from the point of view of a dualist discourse, where ‘knowledge’ (theory) and ‘skill’ (practice) are divided.Conclusions: Physical education teachers recoil from the task of developing the students’ movement capabilities due to certain conditions of impossibility related to the discursive terrain they are moving in. The teachers see as their primary objective the promotion of physical activity – now and in the future; they conceptualise movement capability in such a way that emphasising the latter would jeopardise their possibilities of realising the primary objective. Should the aim be to reinforce the social constructionist national curriculum, where capability to move is suggested to be an attempt at formulating a concept of knowledge that includes both propositional and procedural aspects and which is not based on the standards of excellence of either sport techniques or motor ability, then teachers will need support to interpret the national curriculum from a social constructionist perspective. Further, alternative standards of excellence as well as a vocabulary for articulating these will have to be developed. 
ER  - 

TY  - JOUR
T1  - Physical education preservice teachers’ perceptions of the subject and profession: development during 2005–2016
T2  - Physical Education and Sport Pedagogy
SN  - 1740-8989
A1  - Ferry, Magnus
PY  - 2018
VL  - 4
IS  - 23
SP  - 358
EP  - 370
DO  - 10.1080/17408989.2018.1441392
LA  - eng
PB  - : Routledge
KW  - acculturation
KW  - habitus
KW  - pete
KW  - sweden
AB  - Background: During the socialization process when becoming a physical education (PE) teacher, the knowledge, perceptions and expectations of what it means to work as a teacher are developed. In this socialization, the initial acculturation phase is shown to be of the most importance, since individual PE teachers’ experiences during this phase are shown to have a long-lasting influence on their approach to and perception of the subject and the profession. Furthermore, research shows that most physical education teacher education (PETE) programmes are ineffective in altering these initial perceptions and beliefs during the programme. This inertia to change may resemble Bourdieu’s concept of habitus.Purpose: The purpose of this study was to analyse the background of PE preservice teacher students (PSTs) and examine their embodied perceptions and beliefs related to the subject and profession when they enrol. Specifically, the study focuses on their background characteristics, perceptions of PE and PE teachers, and whether their background and perceptions changed between 2005 and 2016.Method: This study draws on a web-based questionnaire completed by 224 students (90 women and 134 men) enrolled in the PETE programme at a major university in Sweden between 2005 and 2016. The questionnaire used in this study addressed the PSTs’ experiences, views, beliefs and perceptions of PE and the PE profession, and it was completed during the first semester of respective students’ PE subject studies.Findings: PE PSTs are a homogeneous group of students with similar backgrounds, experiences and perceptions of PE and their future profession as PE teachers. Participants suggested that important characteristics for a good PE teacher include possessing subject knowledge, having pedagogical competence and being considerate. A good PE lesson should be fun and inspiring, consist of physical activity and be adapted to all. Important goals for PE are to develop pupils’ character and promote healthy behaviours. The PSTs’ background characteristics and perceptions do not seem to have changed during the studied period, in spite of the fact that the structure of the PETE programme did change.Conclusions: The homogeneous background among PSTs, with vast experience of sport and physical activity, implies that they will interact and engage with students with similar backgrounds and perceptions (i.e. habitus) during PETE. This may limit the potential influence of PETE and fail to prepare PSTs for the demands of their future profession. However, if the influences of acculturation were accounted for during PETE, the programmes could be better designed and better prepare PSTs for their future profession.
ER  - 

TY  - JOUR
T1  - Relationships between physical education (PE) teaching and student self-efficacy, aptitude to participate in PE and functional skills: with a special focus on students with disabilities
T2  - Physical Education and Sport Pedagogy
SN  - 1740-8989
A1  - Bertills, Karin
A1  - Granlund, Mats
A1  - Dahlström, Örjan
A1  - Augustine, Lilly
PY  - 2018
VL  - 4
IS  - 23
SP  - 387
EP  - 401
DO  - 10.1080/17408989.2018.1441394
LA  - eng
PB  - : Taylor & Francis
KW  - teaching skills
KW  - self-efficacy
KW  - disability
KW  - participation
KW  - physical education
AB  - Background: Students with disability show an increasing incidence of school failure. Quality teaching and appropriate support may foster high self-efficacy, a predictive factor for successful school outcomes. Physical Education (PE) can provide students with a context in which self-efficacy and participation are promoted leading to improved academic achievement. The transition into secondary school can be challenging for many students with increased educational demands, developmental changes and individual social identification coinciding. A disability may add to the challenge of success.Methods: Three groups of students, aged 13 years and enrolled in Swedish mainstream schools were targeted (n = 439). Groups included students with 1. A diagnosed disability, 2. Low grades in PE (D–F) and 3. High grades (A–C) in PE. Questionnaires were collected and analyzed from 30/439 students with a diagnosed disability (physical, neuro-developmental and intellectual) from 26 classes, their classmates and their PE-teachers (n = 25). Relationships between student self-reports and PE-teachers’ self-ratings were investigated. Also examined was the potential to which students’ functional skills could predict elevated general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. Results were compared with the total sample and between the three target groups (n = 121).Results: For students with disabilities, better self-rated teaching skills were related to lower student perceived general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. The impact of classroom climate in PE was more obvious among students with disabilities. Perceived functional skills were associated with elevated general school self-efficacy, PE specific self-efficacy and aptitude to participate in PE. Better socio-cognitive functional skills had an overall positive effect on all outcomes. Students with disabilities reported results similar to the total sample, the D–F group scored lower and the A–C group higher than the total sample and the disability group. Elevated self-efficacy in PE is six times less probable in students with disabilities, compared to the A–C group.Conclusions: Our findings that better teacher planning and grading skills, are detrimental to students disadvantaged by disability is contradictive. Improving the establishment and communication of adapted learning standards at the transition to secondary school is a crucial and a predictive factor for promoting positive school experiences for students with disability. Students with disabilities need to be assured that the intended learning outcomes can be reached by doing activities differently than their typically functioning peers. Consideration of class composition is suggested as a means of promoting a positive learning climate, which would particularly benefit students with disabilities. Allocation of resources to support student socio-cognitive skills would improve experiences for the D–F group and likely promote a positive learning environment.
ER  - 

TY  - JOUR
T1  - What physical education becomes when pupils with neurodevelopmental disorders are integrated: a transactional understanding
T2  - Physical Education and Sport Pedagogy
SN  - 1740-8989
A1  - Thorén, Anna
A1  - Quennerstedt, Mikael
A1  - Maivorsdotter, Ninitha
PY  - 2020
VL  - 6
IS  - 26
SP  - 578
EP  - 592
DO  - 10.1080/17408989.2020.1834525
LA  - eng
PB  - United Kingdom : Routledge
KW  - neurodevelopmental disorders
KW  - physical education
KW  - inclusion processes
KW  - exclusion processes
KW  - neuropsykiatriska funktionsnedsättningar
KW  - idrott och hälsa
KW  - inkluderingsprocesser
KW  - exkluderingsprocesser
KW  - sports science
KW  - individual and society vidsoc
KW  - teacher education and education work
AB  - Background: Previous research on inclusive physical education (PE) has often focused on pupils with visible physical disabilities and how best to facilitate and adapt PE so that they can play an active role in the educational situation. Many lessons about inclusion have emerged from this important field. However, less is known about more ‘invisible’ variations. In Sweden, many pupils who are diagnosed with neurodevelopmental disorders (NDD), such as Attention Deficit Hyperactivity Disorder (ADHD) or Autism Spectrum Disorder (ASD), are integrated into mainstream classes. These pupils are often more sensitive to demands and stressful situations and struggle to decode social interactions. When it comes to lessons in PE, little is known about how pupils with NDD experience the educational situation and what they need to do to be successful in PE.Purpose: The aim of this article is to explore what PE practices become in classes in which pupils with NDD are integrated in terms of inclusion or exclusion processes. Drawing on the work of John Dewey, we suggest a transactional perspective on inclusion. This facilitates a non-dualistic exploration of inclusive PE and makes it possible to take the experiences of pupils with NDD and their peers into account.Methods: In the article we use a transactional framework with a focus on experience, meaning-making and habits using the following analytical questions: (i) What are the experiences of integrated PE? (ii) How do these events appear as inclusive? (iii) How do they appear as exclusive? The data generation consisted of 9 field observations and 13 individual interviews with pupils aged between 10 and 11 years in three classes in two different schools in one municipality. The municipality was awarded a grant by the Swedish authorities to work towards the creation of more favourable school situations for pupils with NDD. Three classes in which pupils with NDD diagnoses were integrated in PE were selected.Findings: The study identified four PE practices in which inclusion and exclusion processes were prominent: (i) to organise, (ii) to cooperate, (iii) to sweat and (iv) to win. ‘To organise’ is a comprehensive practice that is transactionally identified and foregrounded by teachers’ actions. The other three are embedded in the practice ‘to organise’, which foregrounds pupils’ actions. The study shows that pupils are included in a certain kind of PE practice when it becomes an organised practice of sweating, competing and cooperating.Conclusion: The study reveals that some of the inclusive practices that are designed to support pupils with NDD exclude other pupils with or without NDD. Accordingly, working in an integrated way can be both inclusive and exclusive. It would thus seem that successful inclusive education in PE is as much about group dynamics as about ‘individual pupils with problems’. In order to achieve inclusion, teachers need to focus on actively communicating with pupils, colleagues and parents, on how and what to teach and on what students are supposed to learn.
ER  - 

TY  - JOUR
T1  - Taking action for social justice in HPE classrooms through explicit critical pedagogies
T2  - Physical Education and Sport Pedagogy
SN  - 1740-8989
A1  - Philpot, Rod
A1  - Gerdin, Göran
A1  - Smith, Wayne
A1  - Linnér, Susanne
A1  - Schenker, Katarina
A1  - Westlie, Knut
A1  - Mordal Moen, Kjersti
A1  - Larsson, Lena
PY  - 2021
VL  - 6
IS  - 26
SP  - 662
EP  - 674
DO  - 10.1080/17408989.2020.1867715
LA  - eng
PB  - : Taylor & Francis Group
KW  - critical pedagogy
KW  - health and physical education
KW  - critical incident technique
KW  - sport science
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - Background: A focus on equity, democracy and social justice in HPE is pertinent in an era where there are growing concerns about the impact of neoliberal globalisation and precariousness of society (Kirk 2020). Although there is advocacy for teaching approaches in HPE that address issues of social justice, there is limited empirical research of teachers enacting critical pedagogies in HPE classrooms.Purpose: To identify school HPE teaching practices that promote social justice through practical enactment across three different participating countries.Participants and Setting: The investigation involved classroom observations of and post-lesson interviews with 13 purposively selected high school health and physical education teachers from three different countries. A total of 20 HPE lessons were observed. The participants included seven male and six female teachers ranging in age from 25 to 55 years with between 3- and 25-years teaching experience. The setting for data collection was compulsory co-educational practical HPE classes with 13-15-year-old students in four schools in New Zealand, four schools in Sweden and three schools in Norway.Data Collection and Analysis: This study employed Critical Incident Technique (CIT) methodology (Flanagan 1954), involving data collection through exploratory observations and stimulated-recall interviews (Lyle 2003). The classroom observations focused on identifying incidents that appeared to be addressing issues of social justice. The use of a multi-national observer team was a key principle of the study and was based on the proposition that local researchers familiar with context come with taken-for-granted assumptions about teachers' practices. Data were analysed through a six-phase thematic analysis approach (Braun and Clarke 2013). This involved three stages: individually, collectively by the researchers in each country, and finally through the whole multi-national research team.Findings: The data analysis resulted in three primary themes; (1) relationships, (2) teaching for social cohesion, and (3) explicitly teaching about and acting on social inequities. This paper uses critical pedagogy as a lens to report on the third theme. In this paper, we present three subthemes; (1) Teaching as 'equity not equality', (2) promoting marginalised groups (3) and teacher critical reflection as examples of explicit critical pedagogies taking action for social justice in HPE.Conclusions/Implications: Although, the findings presented in this paper are examples of explicit teacher actions that aim to address social inequity, we suggest that teaching for social justice requires teachers to take action on social inequities and also to teach about social injustice to prepare students to become agents for change and act on social inequities themselves, beyond HPE.
ER  - 

TY  - JOUR
T1  - ‘The teacher makes us feel like we are a family’: Students from refugee backgrounds’ perceptions of physical education in Swedish schools
T2  - Physical Education and Sport Pedagogy
SN  - 1740-8989
A1  - Cseplö, Erica
A1  - Wagnsson, Stefan
A1  - Luguetti, Carla
A1  - Spaaij, Ramon
PY  - 2021
VL  - 5
IS  - 27
SP  - 531
EP  - 544
DO  - 10.1080/17408989.2021.1911980
LA  - eng
PB  - : Taylor & Francis
KW  - physical education
KW  - refugees
KW  - asylum seekers
KW  - resettlement
KW  - ethic of care
KW  - sense of coherence
KW  - idrott och hälsa
KW  - nyanlända
KW  - flyktingar
KW  - invandrarbakgrund
KW  - känsla av sammanhang
KW  - sports science
AB  - Background: Over the past five decades, the number of people from refugee backgrounds in developed countries has been on the constant rise. Although the field of refugee and forced migration studies in relation to education and sport has grown considerably in recent years, very little is known about refugee-background students’ perceptions of Physical Education (PE).Purpose: The aim of this study was to investigate refugee-background students’ perceptions of PE in Swedish high schools, using a salutogenic approach.Participants and settings: This qualitative study was conducted in two Swedish high schools and involved eleven students from refugee backgrounds aged 16–18 years (seven boys and four girls) who originated from a variety of countries including Afghanistan, Syria, Somalia, Ethiopia and Albania.Data collection/analysis: A total of 11 semi-structured interviews were conducted, and the interviews were systematically coded and analyzed using the sense of coherence (SOC) components as analytical tools.Findings: Three themes were identified that captured the students’ perceptions and experiences: (1) PE was perceived as more meaningful in Sweden than in their country of origin due to short-term benefits (e.g. social interaction with friends, and improving personal health and wellbeing) and long-term benefits (e.g. learning for the future); (2) understanding the rules and purpose of the activities helped students to better comprehend the experiences acquired in PE and communicate with others; and (3) constructive social relationships with teachers and classmates were an essential resource in order to make PE manageable.Implications: We suggest that strengths-based approaches should be recognized and incorporated into PE in order to facilitate health promoting factors and wellbeing among students from refugee backgrounds.
ER  - 

TY  - JOUR
T1  - Fit for the job? How corporeal expectations shape physical education teachers' understandings of content, pedagogy, and the purposes of physical education
T2  - Physical Education and Sport Pedagogy
SN  - 1740-8989
A1  - Barker, Dean
A1  - Quennerstedt, Mikael
A1  - Johansson, Anna
A1  - Korp, Peter
PY  - 2021
VL  - 1
IS  - 28
SP  - 29
EP  - 42
DO  - 10.1080/17408989.2021.1934664
LA  - eng
PB  - : Informa UK Limited
KW  - teachers
KW  - weight
KW  - bodies
KW  - content
KW  - health
KW  - body
KW  - education & educational research
AB  - Background: People often expect physical education teachers to look fit and athletic, to do lots of physical activity, and to eat well. While ample research exists on physical education teachers' bodies, relatively few scholars have investigated how physical educators relate corporeal expectations to broader ideas about subject content, pedagogy, and the purposes of the school subject. Aim: The specific aim of the paper is to identify the assumptions about content, pedagogy, and educational purposes that teachers make when they talk about a perceived need for physical educators to look fit and athletic. Method: To frame our work theoretically, we draw from a Swedish didaktik of physical education tradition and employ Bakhtin's concept of speech genres, and Wertsch's concept of privileging. Our empirical material consists of transcripts generated from 6 focus group and 6 individual interviews (24 teachers in total, average age of 40 years, average teaching experience 11 years). Findings: Data suggest that when teachers use an 'athletic-looking teacher as healthy role model' speech genre, they tend to privilege: (1) a particular version of health as subject content that involves not being too overweight and maintaining physical functionality in sports. This content is based on biomedical conceptions of health which foreground exercise, eating and weight, and a pathogenic reduction of risk; (2) particular pedagogies in PE that put the teacher at the centre of the pedagogical situation, and; (3) a certain educational purpose in PE, which is to educate citizens for healthy lives through participation in sport. With respect to this purpose, increasing body weight enters the genre as a potential obstacle for educational success. Discussion: The findings raise questions concerning appropriate curricular content and its relation to teacher identities. They suggest that learning possibilities may be missed when certain content, pedagogies, and outcomes are privileged. The findings also indicate how wider voices are implicated in the speech genre. Conclusion: The paper is concluded with reflections on the possibility for change regarding expectations of physical education teachers' bodies and pedagogies.
ER  - 

TY  - JOUR
T1  - 'Free but not free-free': teaching creative aspects of dance in physical education teacher education
T2  - Physical Education and Sport Pedagogy
SN  - 1740-8989
A1  - Engdahl, Christopher
A1  - Lundvall, Suzanne
A1  - Barker, Dean
PY  - 2021
VL  - 6
IS  - 28
SP  - 617
EP  - 629
DO  - 10.1080/17408989.2021.2014435
LA  - eng
PB  - : Routledge
KW  - creativity
KW  - dance
KW  - physical education teacher education
KW  - deleuze
KW  - experimentation
KW  - physical education teacher education  deleuze
KW  - samhällsvetenskap/humaniora
AB  - Background: There is a global consensus that stimulating and fostering children's creativity in education is crucial. Addressing creativity has become an imperative in educational policies and in school curricula internationally. School-based physical education (PE), and specifically the teaching area of dance, has been identified as an important pedagogical setting within which to develop creativity. Existing studies have suggested, however, that dance is seldom taught in PE in ways that acknowledge creative aspects of movement learning. Scholars have claimed that teaching pre-arranged dances with predetermined movement outcomes dominate dance teaching in PE. Furthermore, studies have asserted that the overarching regulative principles of PE and PETE that privilege sport skills and physical exercise hinder creative movement learning. Still, dance teaching is frequently seen as part of expressive dance teaching in PE and PETE and is regarded as holding potential in the area of education for creativity. Little scholarly attention has been given to how teacher educators approach creative aspects in dance teaching.Purpose: This article aims to create insights into how PETE teacher educators understand and work with creative aspects of dance in their educational practice.Method and theory: To address our aim, we investigate how teacher educators describe their teaching of creative aspects of dance. To do this, empirical material was generated through qualitative interviews with PE teacher educators from each of the PETE institutions in Sweden. The theoretical concepts of smooth and striated spaces and experimentation by Gilles Deleuze and Felix Guattari were used to guide the analysis of how the PETE educators described their teaching of creative aspects of dance. Deleuze and Guattari developed a framework that concerned questions of creativity and newness. Despite this conceptual framework having not yet been used in dance education in PE and PETE, their writing fits well when analysing questions of creativity in an educational context.Findings: We identified three major themes relating to creativity in the empirical material: (a) creative aspects of expressive dance; (b) challenges that teacher educators face when introducing movement exploration in expressive dance to their students, and; (c) the teacher educators' pedagogical work with students.Discussion: The results of this study show that teaching expressive dance can take teaching in PE and PETE in new directions. The results provide insights into alternative ways of teaching in these educational settings that can counter the dominant ways of teaching dance. Results suggest that teacher educators operate in various striated spaces that are shaped by expectations and conventions. In such spaces, the educators aim to create momentary passages of smoothening that open up for experimentation and the development of students' creativity. The results also suggest that expressive dance in PE and PETE emphasizes creative movement learning through which students learn to operate within new and unpredictable situations.
ER  - 

TY  - JOUR
T1  - Replay the game and teach for understanding: exploring the use of video tagging in an invasion games unit
T2  - Physical Education and Sport Pedagogy
SN  - 1740-8989
A1  - McKeever, Jenny T.
A1  - Runceanu, Laura Elena
PY  - 2022
VL  - 4
IS  - 29
SP  - 361
EP  - 375
DO  - 10.1080/17408989.2022.2097653
LA  - eng
PB  - : Taylor & Francis
KW  - video tagging
KW  - physical andhealth education
KW  - gamesense
KW  - tgfu
KW  - digitaltechnology
AB  - Background: Combining Game-Based Approaches, video feedback, and debate of ideas (débat d’idées) constitutes an emerging field within pedagogical literature in Physical and Health Education. Nevertheless, more work is needed to understand how this digital tool can be effectively integrated into the teaching and learning process.Purpose: This study sought to further investigate the effective implementation of video tagging in games lessons with 14–15-year-old students. The central aim was to explore how a Game Sense Approach can be effectively integrated with video tagging and student-led debates. The secondary aim was to investigate the emergence of so-called ‘action rules’ (game plans) which emerge from these verbal exchanges.Participants and Setting: Game Sense pedagogy and video tagging were used as a stimulus for student-led debates during seven lessons. A pragmatic epistemological approach underpinned iterative cycles of action research using recordings from student-led debates critical collegial discussions, and teacher reflections to inform the implementation of the approach. A post-hoc thematic analysis of the PHE teachers’ reflections and content analysis of student debates were then conducted.Findings: The results of the action research process revealed that organisation and what to tag were key considerations in the successful implementation of the approach. The results from student interactions showed a high level of team-based positive action rules, with a low level of negative feedback.Conclusion: This study highlights the importance of critically considering technology integration, the content of student interactions, and their pedagogical implications. The integration of video tagging in diverse game-based situations can provide pedagogical and organisational challenges. However, key considerations of organisation and what to tag may help PHE teacher identify appropriate learning situations to use video tagging as a stimulus for the debate of ideas.
ER  - 

TY  - JOUR
T1  - How ball games experts legitimate ball games knowledge within Swedish physical education teacher education
T2  - Physical Education and Sport Pedagogy
SN  - 1740-8989
A1  - Mustell, Jan
A1  - Geidne, Susanna
A1  - Barker, Dean
PY  - 2022
VL  - 6
IS  - 29
SP  - 621
EP  - 635
DO  - 10.1080/17408989.2022.2138305
LA  - eng
PB  - : Routledge
KW  - physical education teacher education
KW  - ball games
KW  - legitimate knowledge
KW  - pe curriculum
KW  - content knowledge
KW  - pedagogical content knowldge
AB  - Background: Various forms and types of knowledge have enjoyed legitimacy in physical education (PE) since sports techniques became the orienting idea for PE in economically advanced countries in the mid-twentieth century. The forms and types of knowledge granted legitimacy at any one moment are dependent on a range of socio-discursive factors. In this paper, we consider ball games knowledge within the Swedish PE teacher education context in the 2020s.Purpose: The specific aim of the paper is to generate insights into how ball games experts within PE teacher education define legitimate ball games knowledge. Our proposition is that by examining the ways these experts define ball games knowledge, physical education teacher educators may develop more nuanced understandings of how and why knowledge comes to be seen as legitimate.Methods: In order to conceptualize experts' knowledge of ball games, Shulman's concepts of content knowledge (CK) and pedagogical content knowledge (PCK) were employed. Semi-structured interviews were conducted with two teacher educators who specialized in ball games education from three different PETE institutions in Sweden (n = 6). The interviews focused on the PETE educators' understandings of ball games and how they prepared preservice teachers to teach ball games.Findings: The PETE educators defined ball games CK as: (1) understanding of games as a cultural phenomenon, (2) tactical understanding of games, and (3) embodied understanding of how to play ball games. The PETE educators defined ball games PCK as: (1) using ball games to meet different curricular goals, (2) focusing on tactical understanding with a small number of concepts, (3) adapting teaching so that all pupils are included, and (4) managing competition.Conclusions: Four issues related to the legitimacy of this knowledge are raised. The issues concern the ways in which: (1) a complementary sport discourse is permeated by educational discourse to achieve legitimacy; (2) CK and PCK are designed to achieve legitimacy with different stakeholders; (3) public health discourse is not used to develop legitimacy for ball games knowledge, and (4) historical factors continue to affect experts' understandings of ball games. The central conclusion drawn from the investigation is that ball games experts engage in a complex process of discursive negotiation when defining the knowledge with which they work.
ER  - 

TY  - JOUR
T1  - Exploring Movement Composition in the transition from physical education teacher education to school PE
T2  - Physical Education and Sport Pedagogy
SN  - 1740-8989
A1  - Tolgfors, Björn
A1  - Backman, Erik
A1  - Nyberg, Gunn
A1  - Quennerstedt, Mikael
PY  - 2022
VL  - 6
IS  - 29
SP  - 670
EP  - 684
DO  - 10.1080/17408989.2022.2153818
LA  - eng
PB  - : Routledge
KW  - choreography
KW  - movement learning
KW  - dance
KW  - gymnastics
KW  - recontextualisation
KW  - idrott med inriktning mot didaktik
KW  - physical education and sport pedagogy
KW  - samhällsvetenskap/humaniora
AB  - Background: Scholars have suggested that students’ views of what is important for them to know as Physical Education (PE) teachers are a result of what is assessed in Physical Education Teacher Education (PETE). Thus, there is a risk that students will reproduce content areas such as sports and assess sport-techniques without much critical consideration. In this study, however, the risk of reproducing what is prioritised in PETE is seen as an opportunity regarding the potential reproduction of other content areas than sports. Based on the regulative principles of PE and PETE that privilege sport skills and hinder creative movement learning, we focus on a content area in PETE that provides opportunities for students to engage in creative collaboration and examine how this content area is realised in school PE. Hence, we have chosen to explore ‘Movement Composition’, a content area which has a long tradition at one of the PETE universities in Sweden. Based on an overarching interest in whether and how PETE matters, this exploratory study focuses on the potential transferability of Movement Composition as a particular content area in the transition from PETE to PE.Purpose and research question: The purpose of this study is to explore Movement Composition as a content area undergoing the transition from PETE to school PE. The research question is: How is the pedagogic discourse of Movement Composition constructed, recontextualised and realised in the transition from PETE to school PE?Methods: Data was generated through an interview with one of the initiators of Movement Composition. Stimulated Recall interviews and Zoom interviews were also conducted with a group of five PETE students and three experienced PE teachers. In addition, documents such as the study guide, course literature, and written assignments associated with Movement Composition in the PETE programme were included in the empirical material. In the analysis, the combination of Bernstein’s pedagogic device and the Swedish didactics of PE research tradition was used to identify the pedagogic discourse of Movement Composition in the transition from PETE to school PE.Findings: The findings show how the pedagogic discourse of Movement Composition as a content area is constructed, recontextualised and realised in the transition from PETE to school PE. The construction of Movement Composition as a pedagogic discourse in PETE is about how the content area (the what) is selected and organised for pedagogical purposes. The recontextualisation of Movement Composition is about how the pedagogic discourse is interpreted and translated in relation to the PE syllabus. The realisation of Movement Composition involves how the content area in PETE is implemented in PE practice.Conclusions: This exploratory study has shown that what is articulated as a relevant content area and the way it is taught, learned, and assessed in PETE in many regards survives the transition to school PE. The transition from PETE to school PE does not only involve reproduction of sports and sport-techniques from one context to another. PETE also contributes to the use of creative, collaborative, and student-centred learning tasks in school PE.
ER  - 

TY  - JOUR
T1  - Flexibility, creativity, and imagination - a frame factor analysis of riding lessons for young children
T2  - Physical Education and Sport Pedagogy
SN  - 1740-8989
A1  - Torell-Palmquist, Gabriella
A1  - Hedenborg, Susanna
A1  - Linnér, Susanne
A1  - Rosén, Annika
A1  - Solenes, Oskar
PY  - 2025
DO  - 10.1080/17408989.2025.2474476
LA  - eng
PB  - : Taylor & Francis Group
KW  - riding teacher
KW  - equestrian education
KW  - riding school
KW  - horse riding
KW  - toddlers
KW  - sport science
KW  - sports science
AB  - BackgroundIn recent years, the traditional age limit for starting to learn horse riding has dropped from seven years to the ages of 4-6 years and, just like other sports, several riding schools offer activities for younger children. Riding school activities for younger children constitute an established practice today. This practice has gained popularity, yet there is a lack of knowledge about teaching younger children in many sports. The primary focus of these activities is safety.AimThe aim of this study is to explore, using frame factor theory, the possibilities, and limitations of riding teachers in planning and conducting riding lessons for younger children at riding schools in Sweden and Norway.MethodsA total of 11 interviews were conducted, 6 in Sweden and 5 in Norway. The interviews lasted between 30 and 60 minutes and were recorded and transcribed. The method was interviews analyzed through content analysis (Graneheim and Lundman 2004). The codes were filtered and categorised under four descriptive headings: Content of the activities, Purpose and goals, Prerequisites for the activities, and Challenges and solutions. The result was analysed using Imsen's (1999) five frame factors.ResultsThe findings indicated that younger children require a different form of pedagogy than what is traditionally provided in riding schools. The teachers express that there are several challenges involved in conducting activities with young children. Lessons with the young children can be eventful and require patience, creativity, and flexibility, according to the teachers. The teaching must be fun and playful, which is not really what a traditional riding lesson is based on, and variation is needed to prevent the children from being bored. Although there must always be a plan, teachers underline that it is necessary to adjust lessons based on how the children react. The teachers use their imagination to make riding lessons more interesting. The temperament of the horse is especially important in these activities as young children have difficulties controlling their needs and emotions.Discussion and conclusionsWith the help of frame factors, it became evident that there is a lack of knowledge about and guidelines for how this pedagogy should be carried out. This study demonstrates that riding teachers, within the framework of traditional riding instruction, have transformed exercises into a more playful approach through creativity and imagination. Riding teachers have also adjusted their teaching, making use of outdoor environments and available facilities. To further advance riding school activities for younger children, more knowledge based on adapted pedagogy is needed. The voices of the children themselves should also be given more space to facilitate learning through communication and exploration without compromising safety aspects.
ER  - 

TY  - JOUR
T1  - The ‘Good!’, the ‘Great!’ and the ‘Brilliant!’: Exclamations and teacher artwork in volleyball teaching
T2  - Physical Education and Sport Pedagogy
SN  - 1740-8989
A1  - Andersson, Joacim
A1  - Maivorsdotter, Ninitha
A1  - Risberg, Jonas
PY  - 2026
SP  - 1
EP  - 19
DO  - 10.1080/17408989.2026.2619834
LA  - eng
PB  - : Taylor & Francis Group
KW  - physical education
KW  - school education
KW  - teaching
KW  - ball games
KW  - aesthetic experience
KW  - research on citizen centered health
KW  - university of skövde (reacch us)
KW  - medborgarcentrerad hälsa (mech)
AB  - Background: Physical education (PE) research has contributed to learning-based perspectives on the why, what and how of teaching PE. Within this context, ball games have been criticized for reflecting the traditional sport discourse, which is not always conducive to a PE curriculum that focuses on equity and movement capability. Furthermore, research highlights the complexity of the teacher’s role in the gym, where clear and simple communication should clarify learning objectives and support enhanced student engagement. This article seeks to reinterpret a frequently observed behaviour in the teaching of ball games, namely teachers’ common use of exclamations like ‘good!’, ‘great!’ or ‘brilliant!’Purpose: This article aims to (1) describe and explain how teacher exclamations during a volleyball lesson are pertinent to the teacher's and students’ creation of purposeful contexts, and (2) identify how the use of exclamations can be conducive to students learning specific PE content and aesthetics during a volleyball lesson. This article adopts a transactional perspective of teaching, framing it as a creative action that shapes the learning environment.Method: The data consist of video recordings of volleyball lessons in Year 9. A video-ethnographic approach enables an in-depth analysis of teacher–student transactions throughout a full PE lesson. In addition to a fixed camera view of the gym, a wireless GoPro camera attached to the teacher provided a unique perspective, capturing the nuances of the teacher's verbal and non-verbal communication.Findings: The findings reveal that exclamations are not merely expressions of encouragement but integral to creating a cohesive and purposeful learning environment. Exclamations serve as confirmations of students’ actions and operate at individual, local and general levels to address diverse student needs. This helps students remain attuned to the flow of the lesson and contributes to the accumulation of meaning.Conclusions: By reinterpreting a frequently observed behaviour in PE teaching, namely teachers’ common use of exclamations, this analysis demonstrates that such exclamations can be important tools in the art of PE teaching and learning. Through voice, tone and timing, the teacher calls into existence an experience from multiple and durational educational transactions, guiding students towards ‘the good play’ rather than ‘the competitive play’.
ER  - 

TY  - JOUR
T1  - Educational gymnastics as objectual practice: reflections on content knowledge
T2  - Physical Education and Sport Pedagogy
SN  - 1740-8989
A1  - Larsson, Håkan
A1  - Barker, Dean
A1  - Ekberg, Jan-Eric
A1  - Nyberg, Gunn
PY  - 2026
DO  - 10.1080/17408989.2026.2640558
LA  - eng
PB  - : Routledge
KW  - educational gymnastics
KW  - content knowledge
KW  - epistemic culture
KW  - objectual practice
KW  - physical education teacher education
AB  - Background, purpose, and theoretical framework: According to Knorr-Cetina, the development of knowledge occurs in objectual practice within what she refers to as epistemic cultures. We assume this also applies to knowledge in movement. However, there is a lack of insight into the epistemic cultures of movement practices, which may be why physical education (PE) is sometimes reduced to recreational physical activity or 'correct technique' in predetermined movements. In this article, we explore educational gymnastics, a practice often perceived by PE teachers as 'difficult' to teach. The purpose of the article is to explore how the epistemic culture of gymnastics informs gymnastics educators' content knowledge (CK) when they teach educational gymnastics in a PETE context. How do experienced gymnastics educators use the tools that the epistemic culture offers in teaching to support objectual practice?Method: Four TEs specialising in educational gymnastics participated in a workshop with the authors of this paper, where TEs and authors jointly explored the epistemic culture of gymnastics through deliberation and practical examples about how teaching for the development of knowledge in movement is accomplished in gymnastics. Additionally, two gymnastics lessons conducted by one of the TEs were observed, during which ethnographic interviews were held with students and TEs. Knorr-Cetina's notion of epistemic cultures, along with Jeraj and colleagues' aspects of gymnastics feedback, framed the analysis.Results and conclusions: The analysis demonstrated how the TEs used aspects of feedback - visual perspective, visual experience, motor experience, personal relationship, methodological knowing, and biomechanical knowing - to create an objectual practice where the exploration of various gymnastic learning objects, in this case 'stability' and 'rotation' as they are expressed in a trampette jump with rotation, was the focus. The analysis indicated that the objectual practice oscillated between a convergent approach, which provided learners with a sense of direction, and a divergent approach, which provided learners with opportunities to explore different solutions to movement problems.
ER  - 

TY  - JOUR
T1  - Understanding the Theoretical Framework of Technological Pedagogical Content Knowledge: A collaborative self-study to understand teaching practice and aspects of knowledge
T2  - Studying Teacher Education
SN  - 1742-5964
A1  - Fransson, Göran
A1  - Holmberg, Jörgen
PY  - 2012
VL  - 2
IS  - 8
SP  - 193
EP  - 204
DO  - 10.1080/17425964.2012.692994
LA  - eng
PB  - : Informa UK Limited
KW  - information and communication technologies
KW  - self-study
KW  - teacher education
KW  - technological pedagogical content knowledge
KW  - theory
KW  - information society
KW  - informationssamhället
AB  - This paper describes a self-study research project that focused on our experiences when planning, teaching, and evaluating a course in initial teacher education. The theoretical framework of technological pedagogical content knowledge (TPACK) was used as a conceptual structure for the self-study. Our understanding of the framework in relation to our teaching practice was in focus. The principal educational goal of the course was to develop the pedagogical use of web 2.0 resources to support learning in the preschool/school context. As a result, the focus, content, form of distribution, teaching, and assessment of the course went beyond what is common in initial teacher training in Sweden. The potential of the different digital tools was explored by situated use in the design and teaching of the course. Analysis highlights the challenges and opportunities that teacher educators and student teachers may encounter while working with, and learning about, information and communication technologies to support learning. Some of the findings discussed are related to the identified challenges and opportunities for both teachers and students to integrate content knowledge, pedagogical knowledge, and technological knowledge into a TPACK. Taken-for-granted organizational and institutional assumptions about teaching, learning, and assessment in teacher education were identified in the study.
ER  - 

TY  - JOUR
T1  - The nature experiences and environmental identity of physical education teachers in Sweden and Switzerland
T2  - Sport in Society
SN  - 1743-0437
A1  - Jacot, Valerie
A1  - Larneby, Marie
PY  - 2025
VL  - 10
IS  - 28
SP  - 1559
EP  - 1583
DO  - 10.1080/17430437.2024.2438006
LA  - eng
PB  - London : Taylor & Francis Group
KW  - environmental sustainability
KW  - environmental identity
KW  - physical education
KW  - physical educationteacher education
KW  - physicaleducation teachers
KW  - education for sustainability
KW  - sustainable studies
KW  - hållbarhetsstudier
AB  - This paper explores environmental sustainability in the field of sport. Behaviour toward environmental sustainability can be influenced by nature experiences. We investigate how physical education (PE) teachers’ nature experiences contribute to their environmental identity by employing the pedagogical model of education for sustainability as a framework to analyze nature drawings, individual interviews, and focus group discussions. We investigate PE teachers in Sweden and Switzerland, countries sharing similar general curricula formulations on sustainable development but differing in PE curricula. The Swiss participants display a sport-focused interpretation of nature, likely due to sport-related experiences in PE teacher education. Conversely, Swedish participants exhibit transformative nature experiences with more focus on nature than on activities, fostering an environmental identity where they perceive themselves as part of nature. These findings contribute to the understanding of the role of nature experiences in PE teachers’ environmental identity development and its potential contribution to environmental sustainability in education.
ER  - 

TY  - JOUR
T1  - Microscopic relational analysis: a method for researching the teacher-student relationship
T2  - International Journal of Research and Method in Education
SN  - 1743-727X
A1  - Aspelin, Jonas
PY  - 2022
SP  - 14
EP  - 14
DO  - 10.1080/1743727X.2022.2042244
LA  - eng
PB  - : Taylor and Francis Ltd.
AB  - During the last decades, a large body of research has contributed to knowledge on the teacher-student relationship (TSR). However, more research is needed regarding TSR as constructed in interaction and on developing methods for investigating such processes. This paper outlines a method for detailed, close interpretation and analysis of TSR, tentatively labelled ‘Microscopic Relational Analysis’ (MRA). It discusses MRA’s relevance to studying TSR and how MRA can be conducted. The following five themes and principles are discussed and illustrated through previous and ongoing studies: (1) MRA focuses on TSR as a dynamic phenomenon, a social bond that continuously changes in interaction; (2) MRA explores connections between TSR and the microworld of the classroom, i.e. social processes beneath the surface of interaction; (3) MRA implies oscillation between smaller parts and greater wholes; it includes meticulous transcriptions of interaction, and interpretations about qualities of TSR; (4) MRA acknowledges teachers’ and students’ subjective experiences in TSR, i.e. their thoughts, feelings, and intentions; (5) MRA primarily uses video recordings; such material enables detailed descriptions, analyses, and interpretations of TSR as built sequence by sequence in interaction. Implications for researchers, teacher educators, and in-service teachers are provided.
ER  - 

TY  - JOUR
T1  - Hype, hope and ICT in Teacher Education. A Bernsteinian perspective.
T2  - Learning, Media & Technology
SN  - 1743-9884
A1  - Player-Koro, Catarina
PY  - 2012
VL  - 1
IS  - 38
SP  - 26
EP  - 40
DO  - 10.1080/17439884.2011.637503
LA  - swe
PB  - : Routledge
KW  - information and communication technology
KW  - learning technology
KW  - teacher education
KW  - ethnography
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - technology
KW  - integration
KW  - information
KW  - programs
AB  - This article draws from ethnographic data produced inside mathematics teacher education in Sweden. It explores and makes visible the ongoing process of education during workshops in information and communication technology (ICT) laboratory contexts in which student teachers were working with spreadsheet applications on the computer. The main finding is that, contrary to the intentions to renew and revitalise education, ICT in use seemed to operate as a relay in the reproduction of traditional ways of teaching and learning. However, the investigation is not one of the failures of education to make use of ICT but one that tries to distance itself from the traditional enthusiastic rhetoric, with the ambition to contribute to a more realistic discussion. Bernstein's concept of pedagogical discourse has been used. One education setting has been studied in detail.
ER  - 

TY  - JOUR
T1  - Designing and assessing digital games in a classroom: an emerging culture of critique
T2  - Learning, Media & Technology
SN  - 1743-9884
A1  - Melander Bowden, Helen
A1  - Aarsand, Pål
PY  - 2020
VL  - 4
IS  - 45
SP  - 376
EP  - 394
DO  - 10.1080/17439884.2020.1727500
LA  - eng
PB  - : Informa UK Limited
KW  - assessments
KW  - creative media production
KW  - design critique
KW  - digital literacy practices
KW  - ethnomethodology/conversation analysis
KW  - education
AB  - This study explores situated practices of game design critique in a Swedish 4th grade classroom. The analyses are based on video recordings of peer feedback activities within the context of a project on computational thinking using the software Scratch. Drawing on ethnomethodology and conversation analysis, the interactional and collaborative accomplishment of game design critique is examined, focusing on how the participants make relevant norms and values concerning what constitutes a ‘good’ game. The results of the study show that the children and teacher orient to different themes that concern aesthetic, functional, and ethical aspects of the games and the design process, at the same time as a moral order in and for the conduct of design critique is accomplished in interaction. The study sheds light on the emergence of a local culture of critique as the children learn to formulate and respond to peer feedback, thus negotiating and developing digital literacy.
ER  - 

TY  - JOUR
T1  - Google and the end of the teacher?: How a figuration of the teacher is produced through an ed-tech discourse
T2  - Learning, Media & Technology
SN  - 1743-9884
A1  - Ideland, Malin
PY  - 2020
VL  - 1
IS  - 46
SP  - 33
EP  - 46
DO  - 10.1080/17439884.2020.1809452
LA  - eng
PB  - : Taylor & Francis
KW  - platformization
KW  - network society
KW  - marketization of education
KW  - role of the teacher
KW  - edupreneurs
AB  - This article analyzes how a figuration of the teacher is made up within an ed-tech discourse and how it organizes how we think of teaching. It departs from an interview study with 25 ‘edupreneurs’ selling hardware, software, and/or professional development regarding digital tools to Swedish schools. The analysis illuminates how the ‘desired teacher’ is similar to what is conceptualized as a Silicon Valley culture, privileging characteristics valued in the IT sector. Such a teacher coaches rather than lectures, is flexible, and ready to work whenever and wherever. S/he customizes his/her work to the individual student and his/her needs of knowledge, location, and timeframes, emphasizing that education is a personal business. ‘Boring’ parts of the work (grading and assessment) are believed to be taken over by technology. The teacher should be the one promising fun and creativity in order to educate dreamers for the future and workers in a knowledge economy. With help from Castells’ theory of the network society, the study illuminates and discuss what this means for how we can think of school in terms of teacher authority, place and time. It also claims that a commercialized, neoliberal rationale is made possible in schools through the platforms.
ER  - 

TY  - JOUR
T1  - Same but different. Negotiating diversity in Swedish pre-school teacher training
T2  - Journal of Multicultural Discourses
SN  - 1744-7143
A1  - Rosén, Jenny
A1  - Wedin, Åsa
PY  - 2018
DO  - 10.1080/17447143.2018.1426589
LA  - eng
PB  - : Informa UK Limited
KW  - pre-school teacher training
KW  - cultural diversity
KW  - multilingualism
KW  - nexus analysis
KW  - identity construction
KW  - positioning
KW  - utbildning och lärande
KW  - education and learning
AB  - Due to migration, Swedish pre-schools are linguistically and culturally diverse settings where approximately one in five children is bi-/multilingual. Hence, pre-school teachers work in a diverse landscape in which they are expected to support the multilingual and multicultural development of the children. The aim of this article is to analyze the discourses of diversity in Swedish pre-school teacher training and, more specifically, how students are positioned and position themselves in relation to such discourses. The article takes its point of departure in an ethnographic four-year project that studied a group of students recruited to the pre-school teacher training by a municipality because of their migration background. The material analyzed consists of interviews and observations during the four years that the students participated in the program. Using the framework of nexus analysis, it reveals an ambivalence in attitudes in relation to diversity and in the positioning of certain students as other. Due to their historical bodies, the students are expected to add value to the pre-school teacher training program, but at the same time, they are expected to perform like everyone else in the program, reproducing a discourse of diversity as a positive asset.
ER  - 

TY  - JOUR
T1  - Recognition and Distance in Therapeutic Education: A Swedish case study on ethical qualities within Life Competence Education
T2  - Ethics and Education
SN  - 1744-9642
A1  - Irisdotter Aldenmyr, Sara
PY  - 2013
VL  - 2
IS  - 8
SP  - 140
EP  - 152
DO  - 10.1080/17449642.2013.842751
LA  - eng
PB  - : Informa UK Limited
KW  - teacher ethics
KW  - therapeutic education
KW  - recognition
KW  - distance
KW  - utbildning och lärande
KW  - education and learning
ER  - 

TY  - JOUR
T1  - Beyond stereotypes? Talking about gender in school booktalk
T2  - Ethnography and Education
SN  - 1745-7823
A1  - Eriksson Barajas, Katarina
PY  - 2008
VL  - 2
IS  - 3
SP  - 129
EP  - 144
DO  - 10.1080/17457820802062367
LA  - eng
PB  - : Taylor and Francis
KW  - booktalk
KW  - children’s literature
KW  - discursive psychology
KW  - gender
KW  - reader response
KW  - children
KW  - literature
AB  - The Swedish educational system states that work in schools should depict and mediate equality. One way of achieving this is through fiction, which according to the syllabus provides students with knowledge about the living conditions of women and men during different epochs and places. The present paper examines gender in a Swedish school, analysing ‘book club’ discussions, using a discursive approach. The data consist of video-recorded teacher-led booktalk sessions, involving small groups of pupils in grades 4_7. It was found that the teachers and/or the pupils invoked gender issues in all book club sessions. The fictive events were, at times, discussed in gender-stereotyped ways. Yet, the teachers and pupils also transcended gender stereotypes in several cases. In many of those cases, there was a generational pattern, in that the participants tended to apply less stereotyped thinking when talking about fictive characters of their own age.
ER  - 

TY  - JOUR
T1  - Teaching Islam with Music
T2  - Ethnography and Education
SN  - 1745-7823
A1  - Berglund, Jenny
PY  - 2008
VL  - 2
IS  - 3
SP  - 161
EP  - 175
DO  - 10.1080/17457820802062409
LA  - eng
PB  - : Routledge
KW  - islam
KW  - undervisning
KW  - friskola
AB  - We can note a varied use and attitudes to song and music in Islam. In the classroom of Sana – a primary school teacher of Islamic religious education (IRE) in a Muslim school in Sweden – music is an important but not uncontested part of IRE. The music not only supports themes discussed in the classroom but also gives variation to the education. A popular feature is when Sana shows music videos of Sami Yusuf, a young Muslim artist in the ‘Eurovision song contest’ genre, who sings Islamic pop songs. It happens that children comment and say that the pop music she plays in the classroom is haram, forbidden. Sana seldom touches upon the notion of music as forbidden or unlawful in the classroom, but nevertheless it is visible in her choices of music and the way she presents the music for the children. Outside the classroom, in discussion Sana talks about the necessity of finding Islamic role models that attract the young, instead of ‘bearded old men’ that might have interesting things to say but have neither ‘the looks nor the language’ to attract young people. Sana's use of music within IRE is discussed to seize the meanings associated with music and understand the educational choices Sana makes in relation to music. This paper is based on fieldwork that took place during 2005 and 2006.
ER  - 

TY  - JOUR
T1  - Marginalising students' understanding of mathematics through performative priorities: a Bernsteinian perspective
T2  - Ethnography and Education
SN  - 1745-7823
A1  - Player-Koro, Catarina
PY  - 2011
VL  - 3
IS  - 6
SP  - 325
EP  - 340
DO  - 10.1080/17457823.2011.610583
LA  - eng
PB  - : Routledge
KW  - teacher education
KW  - ethnography
KW  - mathematics teaching and learning
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This article draws from data produced during subject theory lectures and in conversional interviews with students from an ongoing ethnographic study of mathematics teacher education at a Swedish University. Using Bernsteins’ language of description of the pedagogic device the article describes how the aims of teacher education to re-contextualise mathematical education towards greater student subject knowledge is thwarted by a strongly classified and framed practice that obstructs student teachers from developing a vertical knowledge structure in mathematics due to performative priorities. The mathematical knowledge to which students are subjected takes more the form of a horizontal discourse and this is problematic for their knowledge development. A horizontal discourse reduces student access to important forms of knowledge by which they can challenge tradition and consciously change their practice.
ER  - 

TY  - JOUR
T1  - Performativity as pretence: A study of testing practices in a compulsory school in Sweden
T2  - Ethnography and Education
SN  - 1745-7823
A1  - Lunneblad, Johannes
A1  - Asplund Carlsson, Maj
PY  - 2012
VL  - 3
IS  - 7
SP  - 297
EP  - 309
DO  - 10.1080/17457823.2012.717198
LA  - eng
PB  - : Informa UK Limited
KW  - policy ethnografy
KW  - pedagogic device
KW  - performativity
KW  - standardised tests
KW  - pedagogics
KW  - teacher education and education work
AB  - Our aim in this paper is to analyse the impact of the standardised test on classroom practices in grade 5 in a compulsory school in western Sweden. In our analysis, the use of the concept of pedagogic device provides a framework for understanding hos high-stakes, standardised testing regulates classroom discourse and teachers' and students' classroom behaviours. The study was conducted during 2006-2007 as part of a larger ethnographic inquiry. The results reveal how the demands of the test impact upon the daily work in the classroom. In the neo-liberal apporach to governance, stnadardised tests have become an important measure of quality. School practices run the risk of being viewed as valuable, only relative to the performance of teachers and students at the individueal level. This view shifts the focus from a discussion about a societal responsibility to ensure that all children have equitable access to education, to a debate centred on the individualäs responsibility to perform. The analysis reveals that the test was not carried out as intended. However, both teacher and the students respond to the test situation and the results as if it had been and as if the test really mattered.
ER  - 

TY  - JOUR
T1  - How private "everyday racism" and public "racismdenial" contribute to unequal and discriminatory educational experiences.
T2  - Ethnography and Education
SN  - 1745-7823
A1  - Dovemark, Marianne
PY  - 2013
VL  - 1
IS  - 8
SP  - 16
EP  - 30
DO  - 10.1080/17457823.2012.717199
LA  - eng
PB  - : Informa UK Limited
KW  - everyday racism
KW  - ethnography
KW  - education
KW  - teacher education and education work
AB  - The study uses ethnographic research from four classes in secondary school as well as from two groups in upper secondary school, to examine everyday racism as an element of the daily institutional lives of students and teachers. The study is based on long-term participant observation and 89 interviews. These were all audio-recorded and transcribed. In Sweden the education of ethnic groups is couched in a discourse of integration and inclusion. However, the research presented shows that the aims of integration and inclusion were not achieved. Unequal and discriminatory educational experiences operated through two related actions: by private everyday racism and through public racism denial.
ER  - 

TY  - JOUR
T1  - Followership and leadership in different sorts of sloyd practices
T2  - Ethnography and Education
SN  - 1745-7823
A1  - Samuelsson, Marcus
PY  - 2013
VL  - 1
IS  - 8
SP  - 105
EP  - 117
DO  - 10.1080/17457823.2013.766437
LA  - eng
PB  - : Taylor & Francis Group
KW  - followership
KW  - leadership
KW  - sloyd club
KW  - school sloyd
KW  - yo-yo fieldwork
AB  - This study examined the extent to which students fully embrace sloyd activities. Sloyd is a form of adventurous education in Sweden where school students take more control of the content and methods of learning as part of their weekly education. Hands on activities are often part of the adventure and it sometimes takes place outdoors. The study focused on two sloyd groups, one led by their school teacher in school time and one group who volunteered for sloyd out of school hours. Students in the school context were expected to follow the sloyd teacher’s instructions and they were supposed to choose between an individual task or a group assignment at the beginning of the semester. The youngsters in the sloyd club context were expected to manage the sloyd activities themselves as and when they attended the voluntary sessions. That children and young people embrace sloyd is more or less taken for granted, whether it is part of students’ school activities or youngsters’ spare time activities. However, we found there was a variation in the extent to which students embraced sloyd from both the class based and voluntary groups. The class-based students’ willingness to embrace sloyd depended on whether their activity assigned to them by the teacher was interesting to them. Although the out of school students voluntarily chose their activity, some of them still declined to embrace fully the sloyd approach due to a general lack of interest in the activities. Our conclusion is that sloyd leaders or facilitators need to consider individual differences to ensure sloyd is fully embraced. 
ER  - 

TY  - JOUR
T1  - Personalisation and the education commodity: a meta-ethnographic analysis
T2  - Ethnography and Education
SN  - 1745-7823
A1  - Beach, Dennis
PY  - 2016
VL  - 2
SP  - 148
EP  - 164
DO  - 10.1080/17457823.2016.1247738
LA  - eng
PB  - Oxford : Routledge
KW  - ethnography
KW  - meta-ethnography
KW  - social reproduction
KW  - social class
KW  - race
KW  - hip-hop
KW  - policy
KW  - sweden
KW  - school
KW  - labor
KW  - education & educational research
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This article is based on a meta-ethnography of research about schools, school experiences and learning following the recent (post-market) introduction of personalisation policies in Swedish schools. It pays particular attention to issues of equity. Tensions between personalisation, privatisation and equity are discussed and it is noted that personalisation policies seem to have been unable to evade the pressures of commodification or overcome the difficulties of social reproduction in education.
ER  - 

TY  - JOUR
T1  - Change as technology in a Swedish secondary high school
T2  - Ethnography and Education
SN  - 1745-7823
A1  - Erlandson, Peter
A1  - Karlsson, Mikael R.
PY  - 2021
VL  - 2
IS  - 17
SP  - 91
EP  - 105
DO  - 10.1080/17457823.2021.2015608
LA  - eng
PB  - : Informa UK Limited
KW  - school change
KW  - neoliberalism
KW  - ethnography
KW  - embodiment
KW  - teacher
KW  - school
KW  - leaders
KW  - education
KW  - education & educational research
AB  - This article addresses the fact that local school practices in Sweden today seem to be under constant change as a consequence of the ongoing and forceful neoliberalisation of society that has been going on for about three decades. The pressure on teachers and school leaders has increased due to school rankings and quality assessment has become an important instrument for administrators and evaluators. In this ethnographic study, we describe and analyse school change; the reactions on change and the initiatives to employ school change within a secondary high school. Moreover, we develop our thinking on how this situation of constant school change may be viewed in the larger social scheme of things. Or to be more precise, this study focuses on school change that seems to have become one of the central features of the neoliberal educational system.
ER  - 

TY  - JOUR
T1  - Extramural English and English teaching. A survey study among primary school teachers in Sweden
T2  - Innovation in Language Learning and Teaching
SN  - 1750-1229
A1  - Casale, Angela
A1  - Olsson, Eva
PY  - 2025
DO  - 10.1080/17501229.2025.2563110
LA  - eng
KW  - extramural english teacher beliefs efl pedagogical knowledge english proficiency gap primary school
AB  - Purpose: Young people’s access to English beyond the classroom has increased substantially in the last decades and there is strong evidence that extramural English, EE, may have a positive effect on students’ English proficiency. There is, however, limited research into the impact of EE on English education practices, particularly at primary level. This study explores primary school teachers’ perceptions and views on students’ EE with regard to English teaching. Methodology: A digital survey, in the form of a questionnaire, was administered to a random sample of schools and answered by 113 English teachers in school years 4–6. Descriptive statistics were used for analysing quantifiable data. For teacher comments, a thematic analysis was undertaken. Findings: Our findings clearly indicate that having pupils in the classroom who encounter and use English daily outside school may provide great opportunities for teaching. But there are also challenges, as teachers note a widening gap in English competence between students with frequent versus infrequent EE. The results show that most teachers find it important to differentiate instruction and to acknowledge and relate to students’ EE when teaching, but also that enhanced pedagogical competence – how to do this – is required. Value: The study contributes to insights into primary teachers’ experiences and perceptions of EE in relation to their English teaching, of relevance in a globalised and increasingly digital world. The results have implications for teacher education as broad repertoires of pedagogical knowledge and methods are required for addressing the great variation in students’ competence levels entailed by EE
ER  - 

TY  - JOUR
T1  - Writing Practices in Swedish Teacher Education and the Inclusion/Exclusion of Subjectivities.
T2  - Critical Studies in Education
SN  - 1750-8487
A1  - Lenz Taguchi, Hillevi
PY  - 2009
VL  - 2
IS  - 50
SP  - 144
EP  - 158
DO  - 10.1080/17508480802072921
LA  - eng
PB  - : Informa UK Limited
KW  - akademic writing
KW  - higher education
KW  - critical and feminist pedagogy
KW  - education
AB  - Against the background of an increasing drop‐out rate of students with ethnic minority and working‐class backgrounds, the aim of this paper is to discuss the ways in which writing practices in Swedish teacher education produce power and include/exclude subjectivities. A conventional academic writing practice will be compared to a hybrid writing practice that has been experimented with for several years at the Stockholm Institute of Education. This hybrid writing practice is characterized by two intertwined features: a divergent complicity that combines diverse subjectivities and multiple theories in a multigenre text; and a convergent and reductive shift that makes academic writing accessible. As the paper will show, a hybrid writing practice can strengthen the inclusion of students with ethnic minority and working‐class backgrounds and, in turn, help them finish their programs. It is, however, not bereft of all exclusionary tendencies.
ER  - 

TY  - JOUR
T1  - (Re)configurations of public education: marketisation, teacher professionalism, and individual rights of students and educators in Norway and Sweden
T2  - Critical Studies in Education
SN  - 1750-8487
A1  - Hall, Jeffrey B.
A1  - Møller, Jorunn
A1  - Rönnberg, Linda
PY  - 2024
SP  - 1
EP  - 19
DO  - 10.1080/17508487.2024.2420340
LA  - eng
PB  - : Routledge
KW  - marketisation
KW  - policy
KW  - teacher professionalism
KW  - students' rights
AB  - This article studies the (re)configurations of 'public education' in Norway and Sweden by empirically unpacking connections between marketisation, teacher professionalism and schools' mandate to secure the individual rights of students and teachers. These countries share considerable common cultural and political history; however, they display varying trajectories and configurations in both educational policy and practice. This makes these cases particularly useful for comparing how 'publicness' and 'public education' are (re)configured in the two Nordic welfare states. This comparative exploration is framed by four dimensions of public schooling regarding national policy set-ups expressed through control, access, funding, and teaching. The data includes official policy documents, such as legislation and government reports. We unpack and discuss commonalities and differences by relating them to multiple issues of (re)configured 'publicness' and its implications. Moreover, we argue that the differences in the degrees to which inflows have shaped the Norwegian and Swedish education systems (despite their similarities) offer valuable opportunities for exploring (re)configurations of the notion of publicness.
ER  - 

TY  - JOUR
T1  - A newcomer’s spontaneous translanguaging in lower-secondary physics education
T2  - International Multilingual Research Journal
SN  - 1931-3152
A1  - Uddling, Jenny
A1  - Reath Warren, Anne
PY  - 2023
SP  - 1
EP  - 19
DO  - 10.1080/19313152.2023.2208508
LA  - eng
PB  - : Informa UK Limited
KW  - newcomers in mainstream classrooms
KW  - translanguaging
KW  - peer dialogue
KW  - private speech
KW  - physics education
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Research indicates that encouraging translanguaging can enhance learning in a range of contexts. However, there are few studies examining translanguaging for learning among newcomers in science education. This case study fills this research gap by examining in what ways a newcomer to the school uses translanguaging practices with his classmate to participate more fully in a linguistically diverse physics classroom, where neither the teacher nor a majority of the students share the same home language. The data comprises transcriptions of video and audio recordings and photographs from nine physics lessons (students aged 14–15 years). Translanguaging practicesFootnote1 were identified and analyzed from a sociocultural perspective. Benito, the newcomer, spontaneously used English, Swedish, Spanish and Portuguese and prior knowledge in creative ways in interactions with his classmate during pair work, something that was not possible in whole class instruction. Multilingual peer dialogue, multilingual private speech and the use of multilingual artifacts increased learning opportunities. Moreover, Benito and his classmate Edin engaged in exploratory talk and demonstrated metalinguistic awareness. This study indicates that teachers who actively facilitate the use of students' multiple linguistic resources for sensemaking can contribute to a more egalitarian education and increase opportunities for learning in linguistically diverse classrooms.
ER  - 

TY  - JOUR
T1  - Experiences of Dutch and Swedish Occupational Therapists and Teachers of Their Context-Based Collaboration in Elementary Education
T2  - Journal of Occupational Therapy, Schools, & Early Intervention
SN  - 1941-1243
A1  - Meuser, S.
A1  - Borgestig, Maria
A1  - Lidström, Helene
A1  - Hennissen, P.
A1  - Dolmans, D.
A1  - Piskur, B.
PY  - 2022
VL  - 1
IS  - 17
SP  - 37
EP  - 53
DO  - 10.1080/19411243.2022.2143465
LA  - eng
PB  - : Taylor & Francis
KW  - context-based collaboration
KW  - elementary education
KW  - participation
KW  - occupational therapist
KW  - teacher
KW  - partnering for change model
AB  - Context-based collaboration between teachers and occupational therapists has shown promise as a strategy to enhance teachers' capacity to enable the participation of children in elementary schools. In this study, we applied the Canadian Partnering for Change (P4C) model as a collaborative, coaching- and context-based approach in the Netherlands and Sweden. The aim was to gain insight into teachers' and occupational therapists' experiences of their collaboration applying P4C within their specific European elementary school context. To this end, we held semi-structured interviews with 4 teachers and 4 occupational therapists and performed a conventional, inductive content analysis of the ensuing interview transcripts. We found that participants' collaboration in the classroom context was a continuous, multi-stage process that we defined as a unique mastery journey toward collaborative learning and trustful partnership. Participants indicated that they needed time to become familiar with the new collaboration, how they learned from each other, and that they enhanced children's inclusion by applying strategies collaboratively. The results carry implications for the embedment of collaboration in schools and offer relevant strategies that serve the inclusion of all children. We propose that future studies evaluate the effects of P4C and seek to obtain a holistic picture of collaboratively applied actions.
ER  - 

TY  - JOUR
T1  - Continuing professional development in context: Teachers' continuing professional development culture in Germany and Sweden
T2  - Professional Development in Education
SN  - 1941-5257
A1  - Wermke, Wieland
PY  - 2011
VL  - 5
IS  - 37
SP  - 665
EP  - 683
DO  - 10.1080/19415257.2010.533573
LA  - eng
PB  - : Informa UK Limited
KW  - teacher
KW  - continuing professional development
KW  - professional culture
KW  - comparative education
AB  - This article investigates the continuing professional development (CPD) culture ofteachers, and asks how it is influenced by properties of the school system. Itreports the results of a questionnaire study with 418 secondary teachers fromSweden and Germany. The results show highly significant differences betweenSwedish and German teachers’ practice of and beliefs in teachers’ CPD. Thisimplies a relevant effect of properties of the school system on the teachers’ CPD.The differences are explained by varying perceptions of sources of knowledge forCPD, the influence of different school governance instruments, and differenthistorically developed role definitions of teachers in both countries.
ER  - 

TY  - JOUR
T1  - Knowledge sources and autonomy: German and Swedish teachers’ continuing professional development of assessment knowledge
T2  - Professional Development in Education
SN  - 1941-5257
A1  - Forsberg, Eva
A1  - Wermke, Wieland
PY  - 2012
VL  - 5
IS  - 38
SP  - 741
EP  - 758
DO  - 10.1080/19415257.2012.694369
LA  - eng
PB  - : Informa UK Limited
KW  - teacher
KW  - assessment
KW  - continuing professional development
KW  - autonomy
KW  - comparative education
KW  - knowledge sources
KW  - germany
KW  - sweden
AB  - This article presents a comparative study of German and Swedish teachers’ continuing professional development (CPD) in relation to student assessment. It investigates the sources teachers use to improve their knowledge about assessment and the relationship this has to different national contexts. Assessment, as well as evaluation, defines what counts as valid knowledge and how this can be measured. As such, assessment is a major focus of teaching and specifies constraints and possibilities for teacher practice in the classroom. Teachers are seen as agents in a regulated CPD marketplace, and within this framework teachers make decisions about the knowledge sources they use to educate themselves about assessment. These choices can be seen as expressions of what they perceive as important and relevant in relation to assessment. We argue that this expression of opinion can contribute to an understanding of teachers’ professional autonomy, especially in relation to their decisions about a crucial aspect of their profession. In this way, we propose a way to conceptualize the impact of the national context on teachers’ CPD.
ER  - 

TY  - JOUR
T1  - The professional development needs of beginning and experienced teachers in four municipalities in Sweden
T2  - Professional Development in Education
SN  - 1941-5257
A1  - Karlberg, Martin
A1  - Bezzina, Christopher
PY  - 2020
VL  - 4
IS  - 48
SP  - 624
EP  - 641
DO  - 10.1080/19415257.2020.1712451
LA  - eng
PB  - London : Routledge
KW  - beginning teachers
KW  - teacher professional needs
KW  - continuing professional development
KW  - education
KW  - curriculum studies
AB  - This article reports findings from a larger study aimed at identifying the perceptions of teachers across four municipalities in Sweden on continuing professional development. It focuses on beginning teachersˡ, namely those who are in their first five years of their career. This study has been undertaken amidst growing concern that current models of in-service training in Sweden are not leaving the desired impact on teacher motivation and student achievement; that the teaching profession feels disengaged, disempowered, distrusted. It has been undertaken in a context which is finding it hard to attract teachers into the profession, and one where teacher attrition is high. The responses help to shed light on what the municipalities and teacher education institutions need to focus on in order to support new teachers. Implications are drawn out for schools, municipalities and teacher education institutions as they need to come together to engage in more collaborative ventures to ensure adequate and ongoing support to new teachers.
ER  - 

TY  - JOUR
T1  - Teachers’ professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development
T2  - Professional Development in Education
SN  - 1941-5257
A1  - Bergmark, Ulrika
PY  - 2020
VL  - 2
IS  - 49
SP  - 210
EP  - 224
DO  - 10.1080/19415257.2020.1827011
LA  - eng
PB  - : Taylor & Francis
KW  - research-based education
KW  - teachers’ professional learning
KW  - action research
KW  - community of practice
KW  - social learning
KW  - education
AB  - A prominent phenomenon in education in Europe and internationally is the demand for research-based education, which is also the case in Sweden, the context of this study. Therefore, greater academic demands have been placed on teachers, which can present a distinctive challenge for teachers who were educated when teacher education prioritised practical teacher training rather than academic training. Therefore, it is especially important to explore what and how experienced teachers learn and develop when moving towards a research-based education. The theoretical framework builds on communities of practice and social learning. The empirical data consists of written reflections from 50 teachers in preschool, compulsory and upper secondary school, who participated in action research projects that aimed to help build research-based education. The findings show that the teachers’ professional learning entailed changes in the ways they think, act and relate to others in three areas: teaching, research and collaboration. The study offers insights into the importance of a professional development process being based on a bottom-up perspective, collaborative, context-specific and integrated in teachers’ work. Lastly, the study points to the benefit of engagement on multiple levels – principals, lead teachers, teachers and researchers – to achieve lasting success in building research-based education.
ER  - 

TY  - JOUR
T1  - Teacher leadership for teaching improvement in professional learning communities
T2  - Professional Development in Education
SN  - 1941-5257
A1  - Grimm, Frida
PY  - 2023
VL  - 6
IS  - 50
SP  - 1135
EP  - 1147
DO  - 10.1080/19415257.2023.2264286
LA  - eng
PB  - : Routledge
KW  - educational leadership
KW  - learning conversations
KW  - professional development
KW  - professional learning communities
KW  - teacher leaders
KW  - teacher leadership
KW  - education
AB  - Teacher leaders are increasingly leading learning conversations in professional learning communities (PLCs) in schools in several parts of the world today, but there is little empirical knowledge of teacher leadership in PLC conversations. Thus, this article aims to enhance such knowledge, particularly the development of teacher leadership in PLC conversations. Empirical data were acquired in a study of three Swedish PLCs and consisted of six video observations and 24 interviews with teachers and teacher leaders (hereafter 'first teachers'). The study particularly addressed how professional learning and teaching improvement was encouraged in teacher-led PLC conversations, what tended to be missing, and how the conversations influenced the teaching practices of participating teachers (self-reportedly). The results indicate that the teaching practices did not change in depth if the first teachers focused on acknowledging and sharing PLC conversations about concrete teaching methods. Instead, there seems to be a need for informed teacher leaders who consciously and systematically analyse and support teachers' learning processes, and foster a habit of inquiry among their peers. It is suggested that this should include challenging norms and understandings about what it means to be a learning teacher and requirements to improve teaching practices in the long run.
ER  - 

TY  - JOUR
T1  - Global education reform and the Swedish CPD market: restricted professional learning and the power of ideology
T2  - Professional Development in Education
SN  - 1941-5257
A1  - Langelotz, Lill
A1  - Beach, Dennis
PY  - 2024
SP  - 1
EP  - 15
DO  - 10.1080/19415257.2024.2306997
LA  - eng
PB  - : Informa UK Limited
KW  - teacher learning
KW  - continuing professional development
KW  - critical discourse analyses
KW  - theory of practice architectures •principal interviews
KW  - cpd invoices
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - theory of practice architectures
KW  - principal interviews
AB  - Against the backdrop of global convergences in education reforms, a growing focus on teacher competences has emerged in European policy discourses about teacher professionalism and professional learning and development that has driven an expanding international and national CPD market involving both state and private operators. Developments in Sweden are an example, and the aim of this article is to identify and explore the discourses on teacher professional learning that seem to proliferate on this newly emerged and expanding market and their connections with and consequences for teacher professionalism. Two sets of data have fed the analysis. These are (a) CPD invoices and (b) interviews with school principals. The analysis indicates that the dominant discourses discursively shape teacher professionalism in relation to ideas about teachers as learners as collegial consumers of knowledge. Policy recommendations about peer learning become a subordinated element of a dominant discourse that prioritises and privileges the agency of knowledge producers, such as consultancies, compared to other actors as intermediaries. Commodification is a new key intermediary process in professional learning for teacher professional development. 
ER  - 

TY  - JOUR
T1  - Learning leading - responsiveness in leading professional learning
T2  - Professional Development in Education
SN  - 1941-5257
A1  - Sulau, Veronica
A1  - Nehez, Jaana
A1  - Olin Almqvist, Anette
PY  - 2024
VL  - 3
IS  - 50
SP  - 551
EP  - 563
DO  - 10.1080/19415257.2024.2337774
LA  - eng
PB  - Abingdon : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
KW  - development leaders
KW  - leading
KW  - practice theory
KW  - professional learning
KW  - teacher leaders
AB  - Teachers' professional learning is closely connected to and dependent on different leading practices. Teachers professional learning is regarded as a key factor in successful school development, and development leaders at different levels are assigned to provide for and support such learning. However, the connection between leading and learning needs to be further explored. In this article, we focus specifically on development leaders' leading practice when leading professional learning. Based on the theory of practice architectures, the study explores the interplay between development leaders and teacher leaders in a professional development programme, where the leading and learning practices of the different leaders meet. The findings show that development leaders' leading practice is characterised by responsiveness to ideas of successful leading, to experiences and observations of leading practices, to teacher leaders' understanding and to their own leading practices. Through these types of responsiveness, a formative aspect of leading unfolds where the interplay between development leaders' leading and teacher leaders' learning practices appears. We refer to this as learning leading.
ER  - 

TY  - JOUR
T1  - Action research as professional learning in and through practice
T2  - Professional Development in Education
SN  - 1941-5257
A1  - Frascisco, Susanne
A1  - Forssten Seiser, Anette
A1  - Olin Almqvist, Anette
PY  - 2024
VL  - 3
IS  - 50
SP  - 501
EP  - 518
DO  - 10.1080/19415257.2024.2338445
LA  - eng
PB  - : Routledge
KW  - action research
KW  - professional learning
KW  - theory of practice architectures
KW  - vet teacher learning
KW  - principal learning
KW  - professional development
AB  - It is widely accepted that professional learning is a crucial aspect of the ongoing professional practice of educators. But how should this professional learning take place, and what arrangements enable and constrain practices associated with educator learning? In this article, we explore two case studies of action research projects: one undertaken with Australian Vocational Education and Training (VET) teachers, and the other undertaken with Swedish principals. Using the theory of practice architectures and the Professional Learning Framework (see text), we consider what action research team members identified that they learnt through the action research projects, and what enabled and constrained that learning. The findings highlight five key themes that enabled and constrained educator professional learning and supported educators in making positive changes in their professional practice: power and solidarity, trust, recognition, agency and time. Further, reflection and collaboration were also highlighted as important factors in supporting educator professional learning. We conclude that action research can enable educator professional learning, can support the contextualised understanding of what works, how it works and for whom it works, and can enable educators to make positive changes in their professional practices
ER  - 

TY  - JOUR
T1  - National-authority-endorsed privatisation of teachers’ continuing professional development in Sweden
T2  - Professional Development in Education
SN  - 1941-5257
A1  - Levinsson, Magnus
A1  - Beach, Dennis
A1  - Norlund, Anita
PY  - 2024
SP  - 1
EP  - 18
DO  - 10.1080/19415257.2024.2351943
LA  - eng
PB  - Borås : Informa UK Limited
KW  - teacher development
KW  - privatisation
KW  - meta-governance
KW  - collaboration for best school initiative
KW  - sweden
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This article reveals national-authority-endorsed privatisation of teachers’ continuing professional development (CPD) in the wake of a shift towards more centralised national interventions in Swedish schools. Drawing on data from the Collaboration for Best School (CBS) initiative, the context of the article is a recent state programme that encourages underperforming schools to collaborate with the Swedish National Agency for Education (SNAE) to raise students’ achievement standards and thereby increase equality within and between schools. Guided by meta-governance theory, our analysis revealed that SNAE operates as a meta-governor on behalf of the state to replace university researchers as CPD providers with specific private-sector actors. The results provide evidence of SNAE-enabled substitution processes through three network governance strategies: 1) hidden and authorised substitution, 2) trust building and hybrid participation, and 3) collective reproduction and solutionism. Taken together, these governance strategies reflect national-authority-endorsed privatisation in action, suggesting that SNAE primarily operates as an ideology-driven conduit for private economic interests. The article concludes with a call for new collaborative and autonomous implementation strategies for teachers’ CPD that can further the interests of the teaching profession.
ER  - 

TY  - JOUR
T1  - Developing student-teachers’ interactional competence through video-enhanced reflection: a discursive timeline analysis of negative evaluation in classroom interaction
T2  - Classroom Discourse
SN  - 1946-3014
A1  - Sert, Olcay
A1  - Gynne, Annaliina
A1  - Larsson, Maria
PY  - 2024
VL  - 2
IS  - 16
SP  - 142
EP  - 171
DO  - 10.1080/19463014.2024.2337184
LA  - eng
PB  - : Informa UK Limited
KW  - keywords:      classroom interactionconversation analysis
KW  - discursive timeline analysis
KW  - reflection
KW  - technology use in teacher education
AB  - This article presents a case study of a student-teacher’s change in classroom interactional practices as she engages in video-enhanced reflections and collaborative feedback encounters during her practicum in Sweden. We specifically focus on an interactional practice that can be observed in many classrooms: teachers’ use of (overt) negative evaluation (i.e. ‘No!’) that immediately follows learners’ incorrect answers. Using discursive timeline analysis (DTA), which is a combination of Conversation Analysis and Interactional Ethnography, we track the use of the focal interactional phenomenon across (1) video-recorded classroom interactions, (2) audio-recorded triadic post observation conferences, (3) student-teacher portfolios, and (4) interviews. We demonstrate that after getting video-based feedback with a video-tagging tool (i.e. VEO) and reflecting on her overuse of (overt) negative evaluation, the focal student-teacher avoids this interactional practice in her future teaching. As the analysis illustrates, this change of practice is possible thanks to data-led reflections and the evidence-based feedback that the student-teacher received. Our analysis therefore shows that reflection and feedback with a mobile video-tagging tool can facilitate increased awareness of classroom interactional practices. We argue that digitally enhanced, video-based reflections can promote teacher-learning in teacher education programmes and that using discursive timeline analysis can provide rich insights into these processes.
ER  - 

TY  - JOUR
T1  - The influence of subject disciplinary studies on students' implicit theories of intelligence and achievement goals in one Swedish upper-secondary school
T2  - Education Inquiry
SN  - 2000-4508
A1  - Jonsson, Anna-Carin
A1  - Beach, Dennis
PY  - 2017
VL  - 1
IS  - 8
SP  - 50
EP  - 67
DO  - 10.1080/20004508.2016.1275182
LA  - eng
PB  - : Informa UK Limited
KW  - keywords: implicit theories of intelligence
KW  - achievement goals
KW  - upper-secondary school
KW  - teacher education and education work
AB  - Abstract: The influence of subject disciplinary studies on pupils’ implicit theories of intelligence and achievement goals in one Swedish upper-secondary school Upper-secondary schooling in Sweden is organised for pupils aged 16-19 in 17 different national study programs. Of these 3 are theoretical programs with mainly academic content. They prepare for further (higher education) studies. The present investigation looks at the influence from these programs on 845 upper-secondary students’ implicit theories of intelligence and achievement goals. These theories have been shown by international research to have significant influence on pupils learning and achievement which is important knowledge for teachers and teacher students. The hypothesis is that exposure to one of the programs, the Natural Science Program, a) increases individual's beliefs about intelligence as fixed and inherited b) weakens the pupils tendency to choose mastery goals, and c) increase performance approach and the adoption of avoidance goals. This can have negative effects on pupils’ achievement. We have investigated this using 3 x 3 between-subject ANOVA. The investigation showed that beliefs in intelligence as fixed and inherited increased among pupils who spent two or three years at the Natural Science Program and that they also showed a stronger focus on both performance avoidance and performance approach goal orientations compared with other academic program pupils.
ER  - 

TY  - JOUR
T1  - The Cross-School Teacher Team as a Site for Learning
T2  - Education Inquiry
SN  - 2000-4508
A1  - Cederlund, Katarina
PY  - 2017
VL  - 2
IS  - 9
SP  - 193
EP  - 209
DO  - 10.1080/20004508.2017.1380484
LA  - eng
PB  - : Informa UK Limited
KW  - continuous learning
KW  - professional development
KW  - collaboration
KW  - educational science
AB  - In policy and in initiatives from the Swedish National Agency for Education for enhancing professional development, there is currently a strong emphasis on teachers´ collaborative professional development. As previous research suggests that teachers may need to engage in various types of collaboration for learning, extended knowledge on different teacher teams for collaboration is needed. In this study, a Cross-School Teacher Team (CSTT) of teachers who shared pedagogical interests but worked in different municipalities was followed through observations, interviews, text-collections of logbook-reflections and digital communication. To examine what constitutes the CSTT as a site for learning and how this is shaped by as well as shaping the enabling and constraining arrangements, the empirical material was analysed through the lens of the theory of practice architectures. The results show how a CSTT can provide a complement to local teams for work integrated learning through diverse perspectives, a shared focus on specific and professional issues and a safe space for sharing and reflection. Internal and external transparency worked as a catalyst both for processes of reflection and transformation of local arrangements and practices. Knowledge of the practice architectures of the CSTT offer tools to elaborate upon alternative or complementary spaces for collaboration.
ER  - 

TY  - JOUR
T1  - Extended writing demands: a tool för 'academic drift' and the professionalisation of early childhood profession?
T2  - Education Inquiry
SN  - 2000-4508
A1  - Erixon, Per-Olof
A1  - Erixon Arreman, Inger
PY  - 2017
VL  - 4
IS  - 8
SP  - 337
EP  - 357
DO  - 10.1080/20004508.2017.1380488
LA  - eng
PB  - : Taylor & Francis Group
KW  - academic writing
KW  - academisation
KW  - early childhood education and care
KW  - professional writing
AB  - This study explores the extended demands for writing in the Swedish public service sector of early childhood and how academic writing in the higher education programmes aimed at professional work in that sector is perceived to be of value for early childhood practice among practitioners. Empirical data was collected in individual interviews and focus groups among 69 early childhood staff in two different communities. The study points to an overall focus on assessments and evaluation in professional writing which tends to challenge everyday communication, i.e. everyday discourse for an internal audience (staff, parents and children). The study further indicates that professional writing holds implications for social relations and contributes to strengthened hierarchies among early childhood staff; younger generations more trained in academic writing tend to be ‘ranked’ higher than staff more experienced in practice. Whether the twin demands for ‘professional’ and ‘academic’ writing will contribute to a ‘professional’ early childhood staff community, as suggested in policy and teacher union rhetoric, remains an open question. 
ER  - 

TY  - JOUR
T1  - Student teachers’ experiences of academic writing in teacher education - on moving between different diciplines
T2  - Education Inquiry
SN  - 2000-4508
A1  - Arneback, Emma
A1  - Englund, Tomas
A1  - Solbrekke, Tone Dyrdal
PY  - 2017
VL  - 4
IS  - 8
SP  - 268
EP  - 283
DO  - 10.1080/20004508.2017.1389226
LA  - eng
PB  - : Taylor & Francis
KW  - teacher education
KW  - student teachers
KW  - writing ideals
KW  - academic disciplines
KW  - education
AB  - This study focuses on a selection of student teachers’experiences of academic writing in different disciplines in teacher education. By studying two different learning and writing environments at a Swedish university – teacher education for preschool teachers and for secondary school teachers – we distinguish different forms of writing ideals resulting from disciplinary shifts during the first two years of teacher education. In the preschool group, all the student teachers express the idea that writing ideals change during their education, as if they move between different worlds of writing. The student teachers specializing in secondary school education express the view that, overall, the writing ideal remains the same, and have a sense of staying in the same neighbourhood. These different experiences most likely create different barriers and possibilities in their formation as writers and future teachers. The results also indicate that, in their writing during the first two years, the participating students’ focus is on becoming students and adapting to different disciplines in higher education.
ER  - 

TY  - JOUR
T1  - The academic-vocational divide in three Nordic countries: implications for social class and gender
T2  - Education Inquiry
SN  - 2000-4508
A1  - Nylund, Mattias
A1  - Rosvall, Per-Åke
A1  - Eiríksdóttir, Elsa
A1  - Holm, Ann-Sofie
A1  - Isopahkala-Bouret, Ulpukka
A1  - Niemi, Anna-Maija
A1  - Gudrun, Ragnarsdottir
PY  - 2018
VL  - 1
IS  - 9
SP  - 97
EP  - 121
DO  - 10.1080/20004508.2018.1424490
LA  - eng
PB  - : Informa UK Limited
KW  - vocational education
KW  - social class
KW  - gender
KW  - policy
KW  - curriculum
KW  - educational praxis
AB  - In this study we examine how the academic–vocational divide is manifested today in Finland, Iceland and Sweden in the division between vocationally (VET) and academicallyoriented programmes at the upper-secondary school level. The paper is based on a critical re-analysis of results from previous studies; in it we investigate the implications of this divide for class and gender inequalities. The theoretical lens used for the synthesis is based on Bernstein´s theory of pedagogic codes. In the re-analysis we draw on previous studies of policy, curriculum and educational praxis as well as official statistics. The main conclusions are that contemporary policy and curriculum trends in all three countries are dominated by a neo-liberal discourse stressing principles such as “market relevance” and employability. This trend strengthens the academic–vocational divide, mainly through an organisation of knowledge in VET that separates it from more general and theoretical elements. This trend also seems to affect VET students’ transitions in terms of reduced access to higher education, particularly in male-dominated programmes. We also identify low expectations for VET students, manifested through choice of textbooks and tasks, organisation of teacher teams and the advice of career counsellors.
ER  - 

TY  - JOUR
T1  - Internationalisation in teacher education: student teachers’ reflections on experiences from a field study in South Africa
T2  - Education Inquiry
SN  - 2000-4508
A1  - Abraham, Getahun Yacob
A1  - von Brömssen, Kerstin
PY  - 2018
VL  - 4
IS  - 9
SP  - 347
EP  - 362
DO  - 10.1080/20004508.2018.1428035
LA  - eng
PB  - : Taylor & Francis
KW  - student teachers
KW  - field study
KW  - internationalisation
KW  - qualitative research
KW  - intercultural competence
KW  - professional development
KW  - south africa
KW  - sweden
KW  - education
AB  - Internationalisation of higher education and teacher education has been a key issue since the 1990s and many universities still attempt to increase student mobility ever since. Much research has been done on the topic of internationalisation and higher education, including teacher education trying to show how a certain programme impacts on students’ learning, especially intercultural learning when it comes to programmes in teacher education. These studies are often directed towards programmes that last several months or a whole year. The focus of this study is rather to explore if and in what way experiences in a two-week field study can contribute to a student teacher’s intercultural learning and professional development. The findings of the research show that even a short field study has an important impact on the individual student teacher’s understanding of themselves and on awareness of teachers’ living and working conditions in a different culture like South Africa.
ER  - 

TY  - JOUR
T1  - Justice through participation: Student engagement in Nordic classrooms
T2  - Education Inquiry
SN  - 2000-4508
A1  - Klette, Kirsti
A1  - Sahlström, Fritjof
A1  - Blikstad-Balas, Marte
A1  - Luoto, Jennifer
A1  - Tanner, Marie
A1  - Tengberg, Michael
A1  - Roe, Astrid
A1  - Slotte, Anna
PY  - 2018
VL  - 1
IS  - 9
SP  - 57
EP  - 77
DO  - 10.1080/20004508.2018.1428036
LA  - eng
PB  - : Taylor & Francis
KW  - education
AB  - In this article, we approach large questions regarding justice and equality in the Nordic classrooms. A substantial body of previous research emphasises the importance of student engagement in teaching and learning. Drawing on video data from Norway, Sweden and Finland, we focus on whole-class teaching, i.e. situations in which the teacher addresses the class from the front of the classroom, to investigate justice trough participation. We have approached our topic through two concerns: student participation in classroom discourse and student engagement as providing access to content. Our findings seem to pose some serious challenges for the Nordic welfare society vision of classrooms as core societal hubs for justice and equality. While whole-class teaching is one of the primary tools available for attempting to achieve justice and equality for all, this interaction format seems to contain inherent constraints that do not support equitable student engagement. Further, the way the Nordic classrooms have responded so far to the massive digitisation in their societies seems to pose serious questions rather than provide comforting answers.
ER  - 

TY  - JOUR
T1  - Changing the gender balance in preschools: an analysis of active work carried out by seven Swedish municipalities
T2  - Education Inquiry
SN  - 2000-4508
A1  - Heikkilä, Mia
PY  - 2018
VL  - 2
IS  - 10
SP  - 134
EP  - 150
DO  - 10.1080/20004508.2018.1492843
LA  - eng
PB  - : Routledge
KW  - early childhood education
KW  - gender balance
KW  - male teacher
KW  - organisation
KW  - relational agency
AB  - The focus of this study is to examine seven municipalities that, in different ways, are working to recruit more men to work in preschools. The aim of the study is to identify different ways of working to recruit more men to work in preschools and to effect a change in the gender imbalance among the working staff in preschools. Relational agency is used as a conceptual tool in the analysis together with theories of organisational learning and change. The result is that municipalities use initiatives, one-dimensional processes or multi-dimensional processes when organising the change. These three ways of working characterise the work carried out. The work performed can in some cases be a mixture of all three, or at least comprise the first two—initiatives and one-dimensional processes. This shows how municipalities address the issue differently and the fact that the type of agency they take and are prepared to take—or the conditions needed to succeed—all differ. There is a great deal of variation in the work performed across the municipalities. One can discuss whether the municipalities more committed to change are also those more willing to have multi-dimensional processes. 
ER  - 

TY  - JOUR
T1  - The Swedish primary teacher education programme: at the crossroads between two education programme traditions
T2  - Education Inquiry
SN  - 2000-4508
A1  - Sjöberg, Lena
PY  - 2018
VL  - 2
IS  - 10
SP  - 116
EP  - 133
DO  - 10.1080/20004508.2018.1492845
LA  - eng
PB  - : Informa UK Limited
KW  - primary teacher education (pte)
KW  - pedagogic discourses
KW  - pedagogic/professional identity
KW  - professional knowledge base
KW  - horizontal and vertical knowledge structures
KW  - arbetsintegrerat lärande
KW  - work integrated learning
KW  - educational science
AB  - In 2011, new teacher education programmes were introduced in Sweden. This policy case study examines the outcome of the reform, focusing on the pedagogic discourses in the examination practise of the primary teacher education programme, but also on the possible effects of dividing teacher education for primary teachers into two specialisations: for teachers of grades F-3 and 4–6. The point of departure is that the Swedish, and Nordic, teacher education programmes have been shaped by two traditions: the seminar tradition and the academic tradition. The study is based on Bernstein’s theories of pedagogic discourses and how these affect teachers’ professional knowledge base and professional identities. The results show that the primary teacher education above all prepares student teachers for everyday classroom life, but also that the examination practice and the pedagogic discourses differ to some extent between the two specialisations and that the primary teacher education (PTE) students who choose to specialise in grades 4–6 now encounter pedagogic discourses that more resemble an academic tradition than what is encountered by students who choose to specialise in F-3.
ER  - 

TY  - JOUR
T1  - Constructing professionalism in teacher education. Analytical tools from a comparative study.
T2  - Education Inquiry
SN  - 2000-4508
A1  - Dodillet, Susanne
A1  - Lundin, Sverker
A1  - Krüger, Jens Oliver
PY  - 2018
VL  - 3
IS  - 10
SP  - 208
EP  - 225
DO  - 10.1080/20004508.2018.1529527
LA  - eng
PB  - : Informa UK Limited
KW  - professionalisation
KW  - professionalism
KW  - teacher education
AB  - This article studies the meaning of professionalism in current attempts to professionalise teachers by means of education. The point of departure for our analysis is a small-scale survey among Swedish and German student teachers on their perception of the meaning of professionalism with regard to teachers’ work. The article presents two contrasting ideal types of professionalism identified in this data: the concept of science-based professionalism is characterised by an ambition to develop theories that can be translated into more or less direct prescriptions for the efficient exercise of the profession; the concept of pedagogic professionalism, in contrast, originates in basic mistrust of this ambition concerning teachers’ work and instead aims to develop a thorough understanding of the paradoxes and antinomies of education. The article outlines the theoretical foundations of these ideal types and shows how they can shed light on the aims of educational research in different contexts, as well as help explain the rationale behind structural differences in the design of teacher education programmes.
ER  - 

TY  - JOUR
T1  - Integrating Syrian refugee teachers into Swedish educational labour market: reflections on a fast track design
T2  - Education Inquiry
SN  - 2000-4508
A1  - Economou, Catarina
A1  - Hajer, Maaike
PY  - 2019
VL  - 4
IS  - 10
SP  - 385
EP  - 403
DO  - 10.1080/20004508.2019.1579625
LA  - eng
PB  - : Routledge
KW  - syrian refugee teachers
KW  - swedish educational labour market
KW  - integration
KW  - participation-oriented learning
KW  - multilingualism
AB  - In autumn 2016, Malmö University started two “fast track” trajectories for teachers with refugee backgrounds. The participants were offered an education of 26 weeks as an introduction to the Swedish school system, consisting of content courses, professional Swedish and workplace learning. The aim of this small explorative study was to get an impression of the participants’ views and understanding of the role of becoming a teacher in Swedish schools, realising the characteristics of pedagogy aimed for in the curriculum, specifically the interaction patterns and student participation in learning processes. Main research questions addressed participants’ expectations of differences and challenges in the Swedish school context as compared to their experiences in Syrian contexts. A combination was chosen of focus groups interviews with a small number of teachers and students on their views and experiences with pupils’ involvement in classroom communication as well as quantitative data gathering. The quantitative survey measured teachers’ acquisition and participation-oriented views on learning. Open-ended reflection on learning questions was also given to the students. Results showed significant development towards more participation-oriented beliefs on learning. Interview data and written statements reveal varied differences between the Swedish context and the participants’ experiences from schools in Syria.
ER  - 

TY  - JOUR
T1  - Teaching for a monolingual school? (In)visibility of multilingual perspectives in Swedish teacher education
T2  - Education Inquiry
SN  - 2000-4508
A1  - Hermansson, Carina
A1  - Norlund Shaswar, Annika
A1  - Rosén, Jenny
A1  - Wedin, Åsa
PY  - 2021
VL  - 3
IS  - 13
SP  - 321
EP  - 337
DO  - 10.1080/20004508.2021.1885588
LA  - eng
PB  - : Routledge
KW  - teacher education
KW  - multilingualism
KW  - sweden
KW  - linguistic diversity
KW  - cultural diversity
KW  - language teaching and learning
KW  - språkdidaktik
KW  - language studies
AB  - This article analyses the knowledge about linguistic and cultural diversity that is delineated in the syllabi of teacher education programmes for pre-, primary and secondary schools at two Swedish universities. A quantitative search for 14 chosen keywords preceded a closer analysis of the concepts *language* and *cultur*, when using truncation, in 192 syllabi. This showed that linguistic diversity was to a certain extent evident, mainly through the subjects Swedish and English, while for one university cultural diversity was mainly identified in the syllabi of Educational Work and English. If knowledge about linguistic and cultural diversity is limited to language subjects, and to some extent to pre-school and earlier school years, the risk is high that student teachers are not prepared to support equity in education for multilingual and non-dominant groups. Thus, we find that students studying the current Swedish teacher education programme are unlikely to be well equipped to meet the challenges related to creating equal educational opportunities for students in situations of linguistic and cultural diversity.
ER  - 

TY  - JOUR
T1  - Conditions for professional digital competence: the teacher educators’ view
T2  - Education Inquiry
SN  - 2000-4508
A1  - Lindfors, Maria
A1  - Pettersson, Fanny
A1  - Olofsson, Anders D.
PY  - 2021
VL  - 4
IS  - 12
SP  - 390
EP  - 409
DO  - 10.1080/20004508.2021.1890936
LA  - eng
PB  - : Taylor & Francis
KW  - dual didactical task
KW  - professional digital competence
KW  - teacher education
KW  - teacher educators
AB  - This study explores how Swedish teacher educators view individual, collegial, and organisational conditions framing the fulfilment of their dual didactical task, which is to use digital technology in a way that ensures student teachers graduate from teacher education (TE) with the professional digital competence (PDC) needed for their future working lives in a digitalised school. Using a purposive sampling approach, we used thematic coding to analyse 13 semistructured interviews with teacher educators representing 21 mandatory courses in educational science at one teacher education institution in Sweden. The findings cover aspects of the teacher educators’ PDC, how to act as a digital role model for the student teachers, support in educational policy and assignments, and the possibilities for participating in continuous professional development (CPD) in PDC. This study demonstrates an urgent need to improve conditions for successful fulfilment of teacher educators’ dual didactical task. For example, TE policy requires a strong focus on digital technology and PDC. CPD activities should be easy to access in order for teacher educators to develop their PDC. Moreover, leaders at the organisational level in TE institutions should acknowledge and place higher value on teacher educators’ work to digitalise educational practices.
ER  - 

TY  - JOUR
T1  - Taking a step back for a leap forward: policy formation for the digitalisation of schools from the views of Swedish national policymakers
T2  - Education Inquiry
SN  - 2000-4508
A1  - Gustafsson, Ulrika
PY  - 2021
VL  - 4
IS  - 12
SP  - 329
EP  - 346
DO  - 10.1080/20004508.2021.1917487
LA  - eng
PB  - : Taylor & Francis Group
KW  - digital technology
KW  - educational policy
KW  - national action plan
KW  - policy formation
KW  - sweden
KW  - education
AB  - The modest impact of national policy efforts on school digitalisation relates to a gap between views among policy-makers and practitioners, giving rise to complexity in translating policy into action. Acknowledging changes in governing through alternative policy formation-processes, and Ward and Parr’s (2011) arguing for the importance of strategic- and operational policy coherence, the focus of this paper is the forming of a national plan of action for the digitalisation of schools in Sweden (#skolDigiplan). Within this interview study, the views on policy work and challenges of digitalisation of schools are explored among an exclusive management group of non-traditional Swedish policy-makers appointed to produce the #skolDigiplan. Based on the findings, I conclude that national policy making regarding the digitalisation of schools may be conducted through a collective process, with several educational stakeholders contributing. Furthermore, I suggest that non-traditional national policy-makers, arguing a lack of digital competence knowledge concerning schools at the governing or authority level, may consider taking a step back in the policy-formation process as a supportive action. Teacher training programmes, despite being portrayed as important for the policy outcome, were declared distant in this policy process.
ER  - 

TY  - JOUR
T1  - "The teacher educator's perceptions of professional agency - a paradox of enabling and hindering digital professional development in higher education"
T2  - Education Inquiry
SN  - 2000-4508
A1  - Roumbanis-Viberg, Anna
A1  - Forslund Frykedal, Karin
A1  - Sofkova Hashemi, Sylvana
PY  - 2021
VL  - 2
IS  - 14
SP  - 213
EP  - 230
DO  - 10.1080/20004508.2021.1984075
LA  - eng
PB  - Abingdon : Informa UK Limited
KW  - teacher educator
KW  - professional agency
KW  - professional identity
KW  - subject-centred socio-cultural approach (scsc)
KW  - digitalisation
KW  - qualitative content-analysis
KW  - student-teachers
KW  - technology
KW  - competence
KW  - knowledge
KW  - identity
KW  - tpack
KW  - education & educational research
KW  - arbetsintegrerat lärande
AB  - The aim of this study was to investigate professional agency in the context of higher education as manifested in Swedish teacher educators' perceptions regarding their working life in a digital society and to seek to obtain insights on salient factors influencing professional agency and identity. Eighteen semi-structured interviews with teacher educators working at four different universities were analysed using directed content analysis. The theoretical perspective taken is a subject-centred socio-cultural approach to professional agency. This is an approach where the social context (the socio-cultural conditions) and individuals' agency (professional subjects) are mutually constitutive but analytically separate. Agency is something that is exercised, and in this study, professional agency was explored in the work context, in teaching practice and in relation to the professional identity. The results of this study not only confirm the complexity of being a professional TE in the times of digitalisation but more importantly demonstrate a paradox in the TE's perceived high agency that both enables and hinders self-development (the individual) as well as development of the working community, the organisation, and the university. The study implies that considerations and understanding of the TE's autonomy and perceived agency are significant for professional and work development.
ER  - 

TY  - JOUR
T1  - A glimpse of a Nordic model? Policy and practice in the digitalisation of the K-12 school and teacher education in Denmark, Finland, Norway and Sweden: Editorial introduction
T2  - Education Inquiry
SN  - 2000-4508
A1  - Olofsson, Anders D.
A1  - Lindberg, Ola J.
PY  - 2021
VL  - 4
IS  - 12
SP  - 311
EP  - 316
DO  - 10.1080/20004508.2021.1988451
LA  - eng
PB  - : Taylor & Francis Group
ER  - 

TY  - JOUR
T1  - Swedish teachers’ and school leaders’ rebellion groups on Facebook: Collective formations and administrators as gatekeepers
T2  - Education Inquiry
SN  - 2000-4508
A1  - Löfdahl Hultman, Annica
A1  - Bergh, Andreas
A1  - Lennartsdotter, Maria
A1  - Löfgren, Håkan
PY  - 2022
SP  - 1
EP  - 15
DO  - 10.1080/20004508.2021.2022583
LA  - eng
PB  - : Routledge
KW  - teacher agency
KW  - facebook rebellion groups
KW  - gatekeepers
KW  - teachers
KW  - school leaders
KW  - education
AB  - This article explores Swedish teachers' and school leaders' Facebook rebellion groups as a medium where professional needs and actions can be formulated. Data consist of interviews with administrators representing the rebellion groups. Based on a theoretical perspective of teacher agency we searched for experiences and visions related to contextual aspects expressed in the groups. The results indicate a common experience of lacking resources among the groups. Through a well-balanced agency, they search for support among politicians in their striving to improve working conditions. However, the groups might develop different conditions for participating due to the formation of group-specific conversational climate about what is desirable and possible to post and discuss. Discussions on work-related issues might certainly be affected and the rebellion groups might contribute to preserve the specificity of each level in the school system. A split in the teachers' rebellion group indicates virtual relationships between professionals are easy to give up in favour of new formations, making the virtual groups vulnerable. The results raise the question about changing cultural aspects and what it means to be a professional teacher/school leader. Will teacher agency in the future be dependent on participation in such social media groups?
ER  - 

TY  - JOUR
T1  - Practice-near school research in Sweden: tendencies and teachers' roles
T2  - Education Inquiry
SN  - 2000-4508
A1  - Magnusson, Petra
A1  - Malmström, Martin
PY  - 2022
VL  - 3
IS  - 14
SP  - 367
EP  - 388
DO  - 10.1080/20004508.2022.2028440
LA  - eng
PB  - : Routledge
KW  - collaborative research
KW  - education policy
KW  - knowledge interests
KW  - practice-near school research
KW  - teacher roles
AB  - The Education Act from 2010 states that education in Sweden ought to be based on scientific knowledge and proven experience. The aim of this study is to explore practice-near school research published by Swedish researchers in the wake of the Education Act with the focus on the participation of teachers in research. As a background, the international and national roots of practice-near school research in Sweden are described. The study is focused on research projects in compulsory and upper secondary school, school years 1–12. 92 articles in 19 journals were detected through a literature search and purposive sampling. Based on the articles, a framework of aspects with categories was developed and the reported studies were analysed accordingly. The findings indicate a multifaceted research field; studies based on a variety of theories and methods and with different roles for teachers. The different categories for teacher’s participation in research and how teacher roles were described in the articles did not give a clear picture on what teachers’ roles could imply for the teachers involved. The article concludes with a discussion of the recent policy initiatives of practice-near school research in Sweden.
ER  - 

TY  - JOUR
T1  - From authorised visitor to key person – a trajectory of participation in teacher Facebook groups
T2  - Education Inquiry
SN  - 2000-4508
A1  - Randahl, Ann-Christin
A1  - Liljekvist, Yvonne
A1  - Olin-Scheller, Christina
A1  - van Bommel, Jorryt
PY  - 2022
VL  - 4
IS  - 14
SP  - 480
EP  - 495
DO  - 10.1080/20004508.2022.2069931
LA  - eng
PB  - : Taylor & Francis
KW  - subject-specific education
KW  - ämnesdidaktik
AB  - This article reports a study on members in self-organised Facebook groups for teachers. The aim is to investigate how teachers’ needs and actions form their roles in the extended staffroom. 26 teachers from six different Facebook groups within two different school subjects, mathematics and Swedish, are interviewed. The results reveal a trajectory from a lurking behaviour as authorised visitor to a key person within the community of the group or an influencer, where teachers can function as authorities in their field. In relation to this trajectory, the interviewed teachers describe the choice to become public as a crucial step, emphasising the courage needed. A next important step can be identified when teachers leave the role as consumers of content that others provide, asking questions and commenting on others’ posts, in favour of a more contributing role, publishing their own posts and expressing an agenda. Further, these kinds of large Facebook groups can be seen as a node in teachers’ social media networks.
ER  - 

TY  - JOUR
T1  - Teacher-student relationships and students' self-efficacy beliefs. Rationale, validation and further potential of two instruments
T2  - Education Inquiry
SN  - 2000-4508
A1  - Jederlund, Ulf
A1  - von Rosen, Tatjana
PY  - 2022
VL  - 4
IS  - 14
SP  - 529
EP  - 553
DO  - 10.1080/20004508.2022.2073053
LA  - eng
PB  - : Informa UK Limited
KW  - teacher-student relationship
KW  - student self-efficacy
KW  - students' perspective
KW  - instrument validation
KW  - factor analysis
AB  - High quality of teacher–student relationships is widely recognized as fundamental part of good education. Moreover, students’ self-efficacy beliefs, or their confidence to succeed within different domains at school, are important impact factors to achievement. Although there is support for an association between student-perceived teacher–student relationship quality and students’ self-efficacy judgements, which mediates achievement, no tool explores this association. This article suggests that two instruments, respectively measuring students’ perceptions of teacher–student relationship quality (TSR) and student’s self-efficacy (SSE), can be used in parallel for a multifaceted exploration of individual students’ perception of TSR quality, in relationship to their self-efficacy. Two well-established instruments were adopted, validated and their factor structures re-confirmed in a Swedish sample, using data from students in five schools (n=382). Factor analysis showed that models with three underlying dimensions of TSR and four underlying dimensions of SSE were the most appropriate. All sub-scales showed good-to-excellent reliability (Cronbach’s α = 0.75–0.94). Findings indicated a lack of multigroup invariance across gender and school level for the TSR-model. Substantial associations were found between student-perceived teacher support, and students’ self-efficacy for self-regulated learning and global academic success. We discuss utility and limitations, need of model improvement, and future potential.   
ER  - 

TY  - JOUR
T1  - We are mentoring more often: experiences of being a mentor in a training school project
T2  - Education Inquiry
SN  - 2000-4508
A1  - Bäcklund, Johan
A1  - Florin Sädbom, Rebecka
A1  - Manderstedt, Lena
A1  - Anderström, Helena
PY  - 2022
VL  - 2
IS  - 15
SP  - 203
EP  - 226
DO  - 10.1080/20004508.2022.2086736
LA  - eng
PB  - : Taylor & Francis
KW  - mentors
KW  - mentoring
KW  - teacher education
KW  - training school
KW  - pre-service teachers
KW  - svenska med didaktisk inriktning
KW  - swedish and education
AB  - In teacher education mentoring pre-service teachers is a critical factor. With background in research around mentoring pre-service teachers in connection to a training school project, this study aims to contribute knowledge about and identify mentors’ experiences of mentorship in the setting of a training school. Through focus group interviews and semi-structured interviews, foregone by a survey aiming at identifying general views of mentoring, helping to create interview guides, data has been collected for 11 months. Through an interpretative phenomenological analysis, the results show two key themes emerging from mentoring in a training school where the first is strengthening the role as a mentor through three distinct experiences: collegiate learning, structure, and competence development. The second theme, challenging in the role as a mentor, involves four distincttdslevelions of experiences: assessment, planning (linked to the mentoring situation), workload and diversity. The conclusions show that the general experience is positive, but that there are some factors concerning stress and workload; a reworked structure that need to be put into consideration.
ER  - 

TY  - JOUR
T1  - On collegial deliberation as a tool to counteract racism in education
T2  - Education Inquiry
SN  - 2000-4508
A1  - Bergh, Andreas
A1  - Englund, Tomas
PY  - 2022
VL  - 1
IS  - 16
SP  - 1
EP  - 17
DO  - 10.1080/20004508.2022.2149088
LA  - eng
PB  - : Routledge
KW  - teacher collaboration
KW  - collegial deliberation
KW  - deliberative communication
KW  - racism
KW  - sweden
KW  - education
AB  - This paper analyses and discusses the possibilities and challenges ofcollegial mutual deliberation among teachers as a way of counteractingracism. It takes its starting point in research on teacher collaborationthat emphasises the importance of creating conditions locally forcritical discussions, building on knowledge from different perspectivesand going beyond simple solutions. With a focus on the practical, theidea of deliberative communication serves as a theoretical lens toanalyse discussions among eight teachers on their responses to racism.The study provides theoretical and empirical knowledge about thepotential contribution of collegial deliberation to developinga communicative teacher community that counteracts racism.
ER  - 

TY  - JOUR
T1  - Diversification and division: 'academic drift' in Swedish teacher education in the aesthetic school subjects in a new higher education structure
T2  - Education Inquiry
SN  - 2000-4508
A1  - Erixon, Per-Olof
A1  - Jeansson, Åsa
A1  - Westerlund, Stina
A1  - Wikberg, Stina
PY  - 2023
VL  - 2
IS  - 16
SP  - 275
EP  - 301
DO  - 10.1080/20004508.2023.2213473
LA  - eng
PB  - : Routledge
KW  - diversification
KW  - higher education structures
KW  - practical/aesthetic subjects
KW  - teacher education
KW  - ‘academic drift’
AB  - This study deals with the academisation or “academic drift” of teacher education in the aesthetic subjects in Sweden from the 1970s to the millennium shift. After long preparations that already began after the Second World War, TE, along with other vocational education, was integrated into the Swedish university system as part of the expansion of the higher education sector in 1977 (H77). The study’s aims were to describe and analyse how the conditions for teacher education in practical/aesthetic subjects changed in the new and diversified higher education sector. For the study, we drew on Official Reports of the Swedish Government (SOU), a type of authoritative policy text intended to influence an activity, but which govern less formally than “governing policy texts” like bills that are legislative in nature. Our study reveals that a division was made between the old, prestigious and discipline-based universities and the newcomers in terms of vocationally-based education. The entire teacher education ended up on the periphery of the new higher education sector. We establish that the absence of own academic structures and thereby power within the higher education structures has harmed the independent development of teacher education in the aesthetic subjects as part of the enlarged higher education sector in the process of them moving from school subjects to university-like disciplines.
ER  - 

TY  - JOUR
T1  - Class-based preschool enrolment: social stratification and quality differences in the Swedish preschool market
T2  - Education Inquiry
SN  - 2000-4508
A1  - Forsberg, Håkan
A1  - Waddling, Jennifer
A1  - Alm Fjellborg, Andreas
PY  - 2023
VL  - 1
IS  - 15
SP  - 104
EP  - 125
DO  - 10.1080/20004508.2023.2292824
LA  - eng
PB  - : Routledge
KW  - preschool market
KW  - social stratification
KW  - preschool quality
KW  - utbildningssociologi
KW  - sociology of education
AB  - In this article, we analyse overarching patterns of social stratification in, and quality differences between, Swedish preschools. Drawing on a Bourdieusian social classification scheme, we evidence in what type of preschools different social groups enrol their children in, and to what extent Swedish preschool children encounter different levels of quality at municipal, for-profit and non-profit providers in the preschool market. The analysis employs individual register data from Statistics Sweden covering all families in Swedish preschools for the year 2019. This comprises information on approximately 510 000 children and 122 000 unique families. We use descriptive statistics, looking at over- and under-representation in enrolment patterns of 38 social groups along with quality indicators of different providers in terms of preschool size, teacher and staff ratio and the level of teachers with Swedish background. Results from this total population analysis of Swedish preschool enrolment reveal indicators of particular class practices, where upper- and middle-class families are overrepresented in both for-profit and non-profit preschools in contrast to working-class families. Simultaneously, private providers may not always deliver high standards of structural quality, which clouds the image of how quality is viewed by parents in general, and by upper- and middle-class families in particular.
ER  - 

TY  - JOUR
T1  - Exploring roles in teacher-researcher collaboration: examples from a Swedish research-practice partnership in education
T2  - Education Inquiry
SN  - 2000-4508
A1  - Jarl, Maria
A1  - Taube, Magdalena
A1  - Björklund, Camilla
PY  - 2024
DO  - 10.1080/20004508.2024.2324518
LA  - eng
PB  - : Informa UK Limited
ER  - 

TY  - JOUR
T1  - The SEN industry and teachers’ CPD: ideal elements of teaching and enabling arrangements
T2  - Education Inquiry
SN  - 2000-4508
A1  - Norlund, Anita
A1  - Levinsson, Magnus
A1  - Beach, Dennis
PY  - 2024
DO  - 10.1080/20004508.2024.2360244
LA  - eng
PB  - : Informa UK Limited
KW  - invoices
KW  - sen industry
KW  - sweden
KW  - teachers’ cpd
KW  - theory of practice architectures
KW  - teacher education and education work
AB  - In this study, we explored the special educational needs (SEN) industry in relation to teachers’ continuing professional development (CPD) by analysing invoices generated by CPD providers in Sweden. Guided by the theory of practice architectures (TPA), we examined the characteristics of the offered SEN content, focusing on the implied elements of ideal teaching practices and the arrangements that have led to SEN becoming a key component of the teacher CPD market in Sweden. The results provided evidence of a SEN industry operating in the interests of private economic growth rather than the needs of teachers or the teaching profession.
ER  - 

TY  - JOUR
T1  - EFL teacher beliefs about collaborative writing at Swedish primary school
T2  - Education Inquiry
SN  - 2000-4508
A1  - Ruth, Elin
PY  - 2024
DO  - 10.1080/20004508.2024.2408938
LA  - eng
PB  - : Taylor & Francis
KW  - collaborative writing
KW  - l2 literacy
KW  - young learners
KW  - teacher beliefs
KW  - reflexive thematic analysis
KW  - english and education
KW  - engelska med didaktisk inriktning
AB  - Writing is a key component of primary EFL education and the way it is taught can influence pupils’ language learning. To enhance written and overall proficiency, collaborative writing (CW) has been advocated, but few CW studies include teachers of young learners. Their views on writing instruction are relevant to consider, since they can have an impact on classroom teaching and pupils’ progress in EFL. This study therefore adopts semi-structured interviews with 15 Swedish EFL teachers to explore their beliefs about how CW affects 10–12-year-olds’ EFL learning opportunities. A reflexive thematic analysis generated six themes, where perceived beneficial outcomes of CW concern vocabulary expansion, writing improvement, motivation and a decrease in foreign language anxiety. Constraints, according to the teachers, relate to grouping pupils to maximise linguistic gains and finding time for CW. The study concludes that the teachers believe CW to be a multifaceted approach that potentially supports young learners as EFL users in general and writers specifically. 
ER  - 

TY  - JOUR
T1  - Teachers navigating the diversified Swedish school market:: Lock-in and exclusion in the local labour market
T2  - Education Inquiry
SN  - 2000-4508
A1  - Persson, Magnus
A1  - Dannefjord, Per
PY  - 2024
DO  - 10.1080/20004508.2024.2427442
LA  - eng
PB  - : Taylor & Francis Group
KW  - school segregation
KW  - lock-in effects
KW  - organizational field
KW  - professional disposition
KW  - labour market
KW  - teacher career
KW  - sociologi med utbildningsvetenskaplig inriktning
KW  - sociology education
AB  - This study examines the consequences that a highly diversified school market has on the teacher labour market. By interviewing 43 teachers in two different local school markets, one large and highly segregated and one smaller and less segregated, the teacher´s views and attitudes towards competing schools, different working conditions and educational ideas have been analysed. The results indicate that teachers in the more segregated school market compare their current workplace to others in terms of pupil composition. In the less segregated school market, there are small differences in terms of pupil composition, and the comparisons tend to focus on differences in organisational or educational ideas. The study shows that teachers are locked into various types of schools, where the diversity of the schools themselves is a consequence of the emerging diversification of the school market. The nature of the locking-in effects can be connected to the characteristics of the diversification in the local school market.
ER  - 

TY  - JOUR
T1  - Enacting new visions: headteachers' preparatory work amidst revised language arts syllabi
T2  - Education Inquiry
SN  - 2000-4508
A1  - Duek, Susanne
A1  - Lindholm, Anna
A1  - Uddling, Jenny
PY  - 2024
DO  - 10.1080/20004508.2024.2438432
LA  - eng
PB  - : Taylor & Francis
KW  - swedish as a second language
KW  - policy enactment
KW  - revised syllabi
KW  - headteachers
KW  - multilingual students
KW  - teacher education and education work
AB  - Swedish schools offer two parallel subjects for the national majority language: Swedish (SWE) and Swedish as a second language (SSL). Several reports have shown disparities across schools in the country concerning the organisation of Swedish instruction for students with first languages other than Swedish. As headteachers are responsible for the organisation and quality of the instruction, this article aims to study headteachers' descriptions of providing Swedish instruction to second-language students in anticipation of the introduction of new compulsory school curricula (Lgr22) with revised syllabi. By applying theories of policy enactment, the study examines factors enabling or hindering the enactment and headteachers' interpretation of the new syllabi for SWE and SSL. Interviews were conducted with nine compulsory headteachers during the preparations for the new curriculum. The preparation for these curricula highlighted a range of problems within the school subject of SSL and headteachers had already taken measures to address certain shortcomings during the preparatory work. These measures may potentially contribute to increased quality and equity for students. The results of the study provide insights into the challenges and opportunities that headteachers experience in relation to the enactment of the syllabi, as well as shed light on the challenges associated with SSL.
ER  - 

TY  - JOUR
T1  - Modalities of pedagogic practice in K-12 remote teaching contexts – a Bernsteinian analysis
T2  - Education Inquiry
SN  - 2000-4508
A1  - Skog, Simon
PY  - 2025
DO  - 10.1080/20004508.2025.2518676
LA  - eng
PB  - : Routledge
KW  - distance education
KW  - online learning
KW  - k-12 remote teaching
KW  - educational sociology
AB  - K-12 remote teaching is a growing phenomenon worldwide, a pedagogic practice characterised by the teachers’ spatial separation, digital technology usage, and often the involvement of a facilitator. However, little is known about how these characteristics impact the modalities of pedagogic practice. Therefore, this study aimed to analyse K-12 remote teaching in Sweden as a pedagogic practice, involving a facilitator, concerning modalities of pedagogic practice. The conceptual framework of Basil Bernstein was used, and two research questions were posed: What are the modalities of pedagogic practice in K-12 remote teaching? What do the modalities of pedagogic practice in K-12 remote teaching imply the teacher, facilitator, and students? Data were generated from classroom observations (20 h) and informal conversations. Results show modalities of practice with weak form despite strong structure, due to the characteristics of the pedagogic practice of remote teaching. The facilitator holds a decisive role in creating favourable conditions for the teacher’s teaching and supporting the students’ knowledge acquisition as they need a higher level of autonomy. A main conclusion is that the teacher and facilitator have different but equally important roles in students’ socialisation.
ER  - 

TY  - JOUR
T1  - Boosting fact-checking in the classroom: verifying war photos and the pitfalls of overconfidence in education against disinformation
T2  - Education Inquiry
SN  - 2000-4508
A1  - Nygren, Thomas
A1  - Al-Afifi, Markus
A1  - Werner Axelsson, Carl-Anton Werner
PY  - 2025
DO  - 10.1080/20004508.2025.2558407
LA  - eng
PB  - : Taylor & Francis
KW  - media literacy
KW  - misinformation
KW  - fact-checking
KW  - educational intervention
KW  - overconfidence
AB  - This study investigates the learning outcomes of a classroom-based intervention designed to help upper-secondary students verify the time and location of war-related photographs, thereby improving their ability to navigate visual disinformation, specifically concerning the war in Ukraine. The intervention engaged 192 Swedish students (ages 15-19) in three parts: (1) a teacher-led introduction featuring a video on war-related disinformation, (2) student activities with video-based modelling of lateral reading and reverse image search, and (3) a follow-up discussion to review correct answers. Using a pre-test-post-test design with both closed and open-ended survey items, the study assessed changes in students' fact-checking abilities, use of digital tools, and confidence in their judgements. Results show that students improved in identifying both in-context and out-of-context images and increased their use of reverse image search tools. However, the study also identified an important side effect: while high-performing students became more metacognitively aware, some low-performing students showed increased confidence despite unchanged or low performance, a pattern consistent with the Dunning-Kruger effect. These findings underscore the importance of designing educational interventions against disinformation that address both cognitive skill development and metacognitive calibration, particularly for students at risk of developing unwarranted confidence in their evaluative abilities.
ER  - 

TY  - JOUR
T1  - In trust we trust': ECE teachers' leadership enactment
T2  - Education Inquiry
SN  - 2000-4508
A1  - Hildén, Ebba
A1  - Löfdahl Hultman, Annica
PY  - 2026
DO  - 10.1080/20004508.2026.2622836
LA  - eng
PB  - : Taylor & Francis
KW  - ece teacher
KW  - leadership
KW  - professional logics
KW  - teacher agency
AB  - In this article, we explore and discuss Swedish Early Childhood Education (ECE) teachers' professional mandates related to recent policy of teachers' responsibility for leadership in teaching activities. Through written descriptions and group interviews, data were compiled on ECE teachers' experiences and visions of leadership as well as evaluations of their leadership practice. The results show that the ECE teachers' enactment of leadership consists of both professional responsibility and accountability logics in different fields of tension. ECE teachers stressed trust in characteristics such as children's needs and interests to be part of leading teaching activities, simultaneously as they emphasised trust in predefined evaluation through systematic quality work. We interpret the ambiguous emphasis on trust as an expression of "in trust we trust". This ambiguity might hinder the development of a good ECE practice. We conclude that leadership in ECE as a concept needs to be discussed to avoid a fixed and predefined leadership practice. The responsibility for what direction this discussion will take must be shared among ECE practitioners, policy makers and researchers in the field.
ER  - 

TY  - JOUR
T1  - The rural school in an urban society
T2  - Education Inquiry
SN  - 2000-4508
A1  - Wahlström, Ninni
PY  - 2026
DO  - 10.1080/20004508.2026.2634525
LA  - eng
PB  - : Taylor & Francis
KW  - rural school
KW  - socioeconomic disadvantages
KW  - compulsory school
KW  - teaching
KW  - digitalisation
KW  - education
AB  - This case study explores how school management and teachers perceive the school’srole and activities within an outcomes-based governance framework while operating ina small rural school. The relational perspective adopted in this paper suggests that placeis not an independent entity but is instead constructed through particular social relationsat a given time depending on both physical and social factors. The local place andspace are shaped by relations that integrate national and global influences with the localcontext. The study was conducted in a Swedish municipality with a low median income.Since the knowledge criteria were difficult to achieve directly, the teachers approachedthe attainment of these knowledge criteria as a multi-faceted process that is achievedgradually: creating a positive classroom environment, developing strong relationsbetween students and between teacher and students, promoting students’ conversationaland listening abilities while maintaining a focus on basic skills. Within education,digitalisation has contributed to exceed local borders, while entrepreneurship has doneso to a lesser extent. The expansion of students’ space in terms of social relationshipsdoes not aim to abandon the rural area but rather to highlight the possibilities ofbringing resources back to the area in a future.
ER  - 

TY  - JOUR
T1  - Projects as a policy tool: a policy ethnographic investigation in the field of education in Sweden
T2  - Nordic Journal of Studies in Educational Policy
SN  - 2002-0317
A1  - Gustafsson, Jan
PY  - 2017
VL  - 3
IS  - 3
SP  - 241
EP  - 252
DO  - 10.1080/20020317.2017.1301047
LA  - eng
PB  - : Informa UK Limited
KW  - projects
KW  - policy tool
KW  - multiproject organisation
KW  - policy ethnography
KW  - critical discourse analysis
AB  - Politics and educational policy have been increasingly projectified, and projects as an organisational form have become a symbol for solving complex educational problems and interventions. The present article is a policy ethnographic case study in the field of education in Sweden, concerning the use of projects as a policy tool in the Mountain School. The analytical focus is on using projects as a policy tool within a multi-project organisation, where the projects are aimed at promoting integration of pupils with immigrant backgrounds and improving their school achievements. Through the analysis I identified four distinct themes: Outward leadership and teacher teams, The projects have never belonged to the teachers, The lack of a common educational policy and Project as vision and reality. These four themes demonstrate the complexities and difficulties in relation to organisation, management, definition and implementation. These complexities and difficulties in the policy process are not unique to either regular or temporary organisations. However, what becomes apparent in the case of the Mountain School is that the number of projects was very high, which puts considerable pressure on the headmasters and the teachers in their decoding, interpreting, negotiating and enactment of project as a policy tool.
ER  - 

TY  - JOUR
T1  - The power of teacher-assigned grades in outcome-based education
T2  - Nordic Journal of Studies in Educational Policy
SN  - 2002-0317
A1  - Lundahl, Christian
A1  - Hultén, Magnus
A1  - Tveit, Sverre
PY  - 2017
VL  - 1
IS  - 3
SP  - 56
EP  - 66
DO  - 10.1080/20020317.2017.1317229
LA  - eng
PB  - : Taylor & Francis
KW  - grading
KW  - learning outcome
KW  - accountability
KW  - quick languages
KW  - educational reform history
KW  - education
AB  - In arguing for alternatives to test-based accountability, researchers have suggested that teacher-assigned student grades could be used for high-stakes purposes. In this study, Sweden serves as an example of a school system in which teacher-assigned grades have a major role in performance management and accountability. We study how politicians view and legitimise the strengths of grading in an outcome-based accountability system. Based on two-part analysis, we show how grades, through complex processes of legitimation, have acquired and retained a central position in governing the overall quality of the educational system in Sweden. We argue that in the Swedish system, grades used in an administrative rather than a pedagogical way function as a quick language that effectively reduces the complexity of communication between various actors with regard to what students learn and accomplish in education. As such, grades are legitimate in terms of their communicative rationality. However, their use in communicating student learning has not been sufficient to meet the needs of government. We conclude that in order to turn grading into an instrument that can moderate some of the downsides of testing regimes, a broader view of what constitute outcomes in education needs to follow. 
ER  - 

TY  - JOUR
T1  - Becoming a primary education teacher: pedagogic discourses in the teacher education program’s examination practice
T2  - Nordic Journal of Studies in Educational Policy
SN  - 2002-0317
A1  - Player-Koro, Catarina
A1  - Sjöberg, Lena
PY  - 2018
DO  - 10.1080/20020317.2018.1474702
LA  - eng
PB  - : Informa UK Limited
KW  - teacher education
KW  - primary teachers
KW  - policy reform
KW  - pedagogic device
KW  - pedagogic discourse
KW  - arbetsintegrerat lärande
KW  - work integrated learning
KW  - pedagogics
KW  - teacher education and education work
AB  - Global reforming driven by neoliberal ideas is today reshaping educational systems. This study explores how a national policy incentive, aimed at changing teacher education in Sweden, is transformed and realized into educational practice and how pedagogic discourses are operating in and through the primary teachers’ examination practice in Sweden. The aim is also to explore which competencies are legitimized and thus form the knowledge base for primary teachers. The study is conducted through a qualitative and quantitative, theoretically based, analysis of all examination tasks (n = 322) in the primary teacher education at a teacher education department located at one of Sweden’s largest universities. The qualitative software package Nvivo was used for the qualitative analysis and the statistical software SPSS was used for the quantitative analysis. The result shows that most examinations involve the examination of methodological/didactical knowledge related to teachers work in the classroom (out of horizontal knowledge structures) and that students lack opportunities to practice and show analytical skills, with vertical knowledge structures, in their examinations.
ER  - 

TY  - JOUR
T1  - Individualized teaching practices in the Swedish comprehensive school from 1980 to 2014 in relation to education reforms and curricula goals
T2  - Nordic Journal of Studies in Educational policy
SN  - 2002-0317
A1  - Giota, Joanna
A1  - Emanuelsson, Ingemar
PY  - 2018
VL  - 3
IS  - 4
SP  - 144
EP  - 155
DO  - 10.1080/20020317.2018.1541397
LA  - eng
PB  - : Informa UK Limited
KW  - individualization
KW  - teaching practices
KW  - education reforms
KW  - equity
AB  - ABSTRACT The study investigated changes in teaching practices and classroom processes, seen from a student perspective, before and after the education reforms of the 1990s, and the introduction of the Swedish 1994 National Curriculum for comprehensive school. The total time pass stretches from 1980 to 2014. The focus is on comparisons of results based on identical statements in questionnaires, given to six nationally representative student cohorts within the ongoing Evaluation Through Follow-up project, who attended grade 6 or grade 9. The findings show the working atmosphere in the Swedish grade-6 schools to have improved during the 1980s, pointing also to changes in the teacher role. Teacher-led class teaching was in less use than in previous decades, but still the most dominating teaching condition, with an increase from 2005 to 2011. In grade 9, the changes are reverse, with a tendency for reduced time for teacher-led class teaching from 2003 onwards, and the use of less group work and fewer tests. From the mid-1990s onwards an explosive spread of individual work was identified in both grade 6 and grade 9. The changes in teaching practices and classroom processes are discussed in the light of individualization, curricula goals and education reforms.
ER  - 

TY  - JOUR
T1  - Academized or deprofessionalized?: policy discourses of teacher professionalism in relation to research-based education
T2  - Nordic Journal of Studies in Educational Policy
SN  - 2002-0317
A1  - Larsson, Christer
A1  - Sjöberg, Lena
PY  - 2021
VL  - 1
IS  - 7
SP  - 3
EP  - 15
DO  - 10.1080/20020317.2021.1877448
LA  - eng
PB  - : Taylor & Francis
KW  - teacher professionalism
KW  - research-based education
KW  - education policy
KW  - discourse
KW  - performativity
AB  - A key concern in international educational policy during the 21st century has been the impact of teacher professionalism on outcomes of schooling. Sweden makes for an interesting case because of the country’s initiatives to improve the quality of education through an academization of the teachers. The aim of this study is to analyse how Swedish state policy of ‘education on a scientific foundation’ is constructed in a selection of texts and videos presented by the Swedish National Agency of Education, and how these policy texts construct discourses of teacher professionalism. The result shows how the formulation in the Education Act, prescribing that the education shall rest on a scientific foundation, is interpreted into ‘policy-as-text’ and a policy apparatus consisting of four central concepts. Here, the terms ‘research-based way of working’ and ‘evidence’ are added to the terms ‘scientific foundation’ and ‘proven experience’ from the Education Act. Furthermore, the result shows three policy discourses of teacher professionalism that are constructed in the analysed texts: the selectively critical and accountable teacher; the positive, flexible, responsible and effective teacher; and the semi-autonomous teacher.
ER  - 

TY  - JOUR
T1  - Teachers’ negotiations of bias in relation to teaching resources offered to schools by industrial actors
T2  - Nordic Journal of Studies in Educational Policy
SN  - 2002-0317
A1  - Andrée, Maria
A1  - Hansson, Lena
PY  - 2022
VL  - 1
IS  - 8
SP  - 52
EP  - 64
DO  - 10.1080/20020317.2022.2031831
LA  - eng
PB  - : Informa UK Limited
KW  - industry-produced teaching resources
KW  - commercial interest
KW  - partiality
KW  - educational policy
KW  - teacher agency
AB  - This article focuses on the participation of industrial and corporate actors in science and technology education in Sweden. Opening up schools for the participation of industrial actors may be seen as a means of making education more connected to society. However, it may also contribute to the emergence of tensions related to ensuring values of objectivity and neutrality. The aim is to investigate how teachers deal with commercial interest, bias and partiality in collegial evaluations of industry-produced teaching resources. The data consist of focus group interviews with teachers, which were analysed using an ecological perspective on teacher agency. The teachers’ evaluations of the teaching resources focussed: (1) The legitimacy of evaluating teaching resources in terms of bias. (2) The value of a resource in terms of correctness and versatility, (3) Acceptable ways in which commercial interests are communicated (undercurrent messages, logos and advertisement), (4) Bias in light of different educational aims, and (5) Upholding neutrality versus imparting specific values and behaviours. The results are discussed with regard to the teacher agency achieved in evaluations concerning commercial interests, bias and partiality. 
ER  - 

TY  - JOUR
T1  - Inbetween Literacy Desirings and Following Commands: Rethinking Digitalization in Swedish Early Childhood Education
T2  - Nordic Journal of Studies in Educational Policy
SN  - 2002-0317
A1  - Buskqvist, Ulf
A1  - Johansson, Emelie
A1  - Hermansson, Carina
PY  - 2023
VL  - 2
IS  - 9
SP  - 210
EP  - 220
DO  - 10.1080/20020317.2023.2229021
LA  - eng
PB  - : Taylor & Francis
KW  - digitalization
KW  - early childhood education
KW  - socio- spatiality
KW  - literacy
KW  - policy enactmen
AB  - This article is an empirically grounded contribution to the understanding of how digitalization in education is interpreted and made into being by actors in everyday lives, in this case children and teachers in Swedish early childhood education. The focus is on interactions in an early childhood classroom upon and around a digital interactive floor setting. Drawing on the theoretical concept of socio-spatiality, this literacy event is understood as an enactment of policy where both teacher and children become actors and subjects. Using observations and video recordings as a methodological approach, the study shows how the literacy event in the digital setting is enacted and constituted as a relational process between literacy desirings and education policy regarding digitalization. The authors suggest that engaging with both children’s processes of literacy desirings and educational commands in ECE digital activities serves as a productive way to investigate how digitalization is enacted in contemporary ECE.
ER  - 

TY  - JOUR
T1  - Anticipations of practice-near school research in Sweden
T2  - Nordic Journal of Studies in Educational Policy
SN  - 2002-0317
A1  - Malmström, Martin
PY  - 2023
VL  - 3
IS  - 9
SP  - 233
EP  - 247
DO  - 10.1080/20020317.2023.2236751
LA  - eng
PB  - : Routledge
KW  - practice-near research
KW  - education policy
KW  - discourse analysis
KW  - wpr approach
KW  - sociology of expectations
AB  - Practice-near research has been on the agenda in education policy during the last few years in Sweden. The research is supposed to make the academy and school collaborate and the expectations are high. This article aims to give an account of different kinds of expectations of practice-near research, and the underlying perceived problems it is supposed to solve, in the Swedish educational context. Drawing from theories from the research field sociology of expectations and Carol Bacchi’s discourse analytic WPR approach (What’s the problem represented to be?), different kinds of documents on practice-near research were analysed. Five anticipatory narratives about practice-near research were identified: practice-near research for ensuring a school based on ‘scientific knowledge and proven experience’, as a cure of educational research of little relevance, for increasing teaching efficiency, for making teacher education research-based, and for increasing attractiveness of the teaching profession. The article concludes with a discussion of the anticipatory narratives related to discourses of change and education crisis.
ER  - 

TY  - JOUR
T1  - Fast delivery, on demand: how flexibility and individualization policy are enacted in Swedish municipal adult education
T2  - Nordic Journal of Studies in Educational Policy
SN  - 2002-0317
A1  - Holmqvist, Diana
A1  - Andersson, Per
A1  - Muhrman, Karolina
PY  - 2024
VL  - 1
IS  - 10
SP  - 60
EP  - 72
DO  - 10.1080/20020317.2024.2339402
LA  - eng
PB  - : Taylor & Francis
KW  - adult education
KW  - individualization
KW  - marketization
KW  - policy enactment
KW  - teaching
AB  - National policy states that Swedish adult education should be flexible and individualized, based on students’ needs. However, adult education in Sweden is a municipal responsibility with a high level of decentralization. Drawing on national policies, this study focuses on how the concepts of flexibility and individualization are enacted locally and what consequences this has for teaching and learning. Starting from a teacher perspective and based on qualitative interviews with 50 teachers, the article analyses how policy requirements for offering flexible and individualized adult education are being enacted, and what the consequences of this are for teaching and learning. The findings show how flexibility and individualization are put into practice through measures such as a fast study pace, continuous admission of students, and pressure on municipalities to maintain a broad course offer, often by turning to distance education. This enactment makes it easier for adult learners to fit education into their lives, but it also has consequences for the quality of teaching and learning. It is causing fragmentation, a learning environment where interactions mainly occur on an individual basis, an instrumental view of education, and teachers experiencing high workloads and low autonomy in making pedagogical decisions. 
ER  - 

TY  - JOUR
T1  - The importance of organizational capacities for collaborative research: boundary crossings within a Swedish research-practice partnership
T2  - Nordic Journal of Studies in Educational Policy
SN  - 2002-0317
A1  - Jarl, Maria
A1  - Liljenberg, Mette
A1  - Andersson, Klas
A1  - Taube, Magdalena
PY  - 2024
DO  - 10.1080/20020317.2024.2369344
LA  - eng
PB  - : Informa UK Limited
KW  - research–practice partnerships
KW  - collaborative research
KW  - absorptive capacity
KW  - sweden
AB  - Research – practice partnerships (RPPs) in education have been on the political agenda in Sweden during the last years. RPPs are long-term collaborations between higher education institutions and school districts (municipalities) and schools which intend to facilitate teacher-researcher collaboration in close relation to the teaching practice. This study focuses on a Swedish RPP between one university and multiple municipalities. It explores why two comparable municipalities differed in their success in the partnership’s core activity: calls for funding for collaborative research. Using the theoretical framework of absorptive capacity and boundary infrastructure, the internal organization of the two municipalities and how the RPP-initiative was docked into these organizations were analysed. We interviewed municipal- and school-level actors involved in the application processes within the two municipalities. Significant results include that for equal opportunities for teacher – researcher collaboration, municipalities must develop an organizational capacity that allows them to learn productively from external partners and recognize the knowledge provided by boundary spanners. This study contributes to the expanding literature on partners’ strategies to address emerging challenges of RPPs. It expands our understanding of how municipalities’ internal organization facilitates or hinders collaborative research within RPPs in education.
ER  - 

TY  - JOUR
T1  - Teacher assistants’ values in a discursive space: emerging change and re-negotiation of teacher professionalism in Sweden
T2  - Nordic Journal of Studies in Educational Policy
SN  - 2002-0317
A1  - Lidström, Tina
PY  - 2024
VL  - 2
IS  - 11
SP  - 121
EP  - 134
DO  - 10.1080/20020317.2024.2370989
LA  - eng
PB  - : Informa UK Limited
KW  - teacher professionalism
KW  - ideas
KW  - teacher assistant
KW  - discursive space
KW  - discursive institutionalism
AB  - In the Nordic context, transnational discourses influence recontextualisation of ideas and discourses, and thus, how local actors negotiate around values imbued with ideas and discourses. In Sweden, the idea of teacher assistants has been prompted – through policy discourses on teacher professionalism – under imperatives of reducing teachers’ workload and increasing professional responsibility and accountability. The aim of this article is to explore teacher assistants’ values regarding roles and responsibilities in relation to teachers and education in light of policy discourses on teacher professionalism. Drawing on discursive institutionalism and curriculum theory, the concept of ‘discursive space’ is utilized to explore values in an institutional context. Based on twelve interviews with teacher assistants in compulsory schools, the analysis shows how a reductionist notion of teaching gives rise to dilemmas around being teachers’ ‘alter ego’ when values around teaching as ‘core’ are prioritized. Dilemmas around local pluralization emerge when teacher assistants are viewed as a ‘solution’ to a plethora of issues. Challenges emerge in the context of ambiguity around teacher assistants’ orientation towards teaching or processes ‘surrounding’ teaching. The analysis illustrates conditioned values highlighting dilemmas and challenges, but also possibilities for discursive action. Altogether, a re-negotiation of teacher professionalism emerges in the discursive space.
ER  - 

TY  - JOUR
T1  - Institutional logics in play: universities’ realization of a national initiative to strengthen collaboration with schools
T2  - Nordic Journal of Studies in Educational Policy
SN  - 2002-0317
A1  - Ahlström, Björn
A1  - Benerdal, Malin
A1  - Cervantes, Sara
A1  - Westman, Anna-Karin
PY  - 2025
DO  - 10.1080/20020317.2025.2592454
LA  - eng
PB  - : Taylor & Francis
KW  - collaborative approaches
KW  - university
KW  - school organizers
KW  - institutional logics
KW  - configurations
KW  - education
AB  - Collaborative approaches are increasingly promoted to strengthen research connections between universities and school practices and indorse improvements. In Sweden, a national initiative launched in 2017 aiming to enhance the scientific foundations of teacher training and strengthen relevant research through a trial project creating sustainable structures for collaboration between schools and universities. Universities providing teacher education were expected to translate national ambitions into opportunities for collaboration with schools. This paper draws on an evaluation of six Swedish universities’ realization of this initiative, empirically based on survey responses and group interviews. Using institutional logics theory, we discern and interpret key elements of collaboration logics and characteristics of distinct identified logics. Our analysis identifies three configurations of logics: the Explorer, the Organizer, and the Competitor. We highlight the benefits and drawbacks of these logics and their relations with prevailing university logics. The paper contributes an institutional perspective on collaborative approaches between universities and schools, suggesting that links between organizational and field logics play important roles that have been largely neglected in much of the literature.
ER  - 

TY  - JOUR
T1  - Nordic teacher reflections on school governance during Covid-19
T2  - Nordic Journal of Studies in Educational Policy
SN  - 2002-0317
A1  - Kruse Ljungdalh, Anders
A1  - Arnason, Garðar Á
A1  - Blom, Thomas
A1  - Duek, Susanne
A1  - Gunnþórsdóttir, Hermína
A1  - Gustavsen, Ann Margareth
A1  - Lipponen, Silja S.
A1  - Slotte, Anna M.J.
PY  - 2025
DO  - 10.1080/20020317.2025.2606797
LA  - eng
PB  - : Taylor & Francis
KW  - covid-19 pandemic
KW  - institutional trust
KW  - nordic cultures of administration
KW  - school governance
KW  - teacher experiences
AB  - This article adds to the growing body of research on educational governance in times of crisis by examining primary and lower secondary teachers’ post-pandemic reflections across the five Nordic countries (Denmark, Finland, Iceland, Norway, and Sweden). Unlike previous studies that focus on individual national responses or limited cross-country comparisons, this study offers an exploration of Nordic teachers’ experiences, emphasizing their reflections on trust, support, and uncertainty in relation to diverse government strategies and educational practices during the Covid-19 pandemic (2020–2022). Drawing on both survey data and qualitative insights, the article sheds light on teachers’ experiences of educational continuity and institutional support. The analysis is framed by the Nordic countries’ varied responses to the ‘wicked problem’ posed by children who, while typically exhibiting mild symptoms, represented a potential transmission risk due to high-density classroom environments. By highlighting how teachers in culturally and politically similar nations navigated a common crisis in distinct ways, the study offers a nuanced perspective that may inform future crisis-management strategies in education.
ER  - 

TY  - JOUR
T1  - Teacher Educators' Use of Digital Tools and Needs for Digital Competence in Higher Education
T2  - Journal of Digital Learning in Teacher Education
SN  - 2153-2974
A1  - Amhag, Lisbeth
A1  - Hellström, Lisa
A1  - Stigmar, Martin
PY  - 2019
VL  - 4
IS  - 35
SP  - 203
EP  - 220
DO  - 10.1080/21532974.2019.1646169
LA  - eng
PB  - : Taylor & Francis
KW  - computer self-efficacy
KW  - digital competence
KW  - digital teaching
KW  - higher education
KW  - teacher educators
KW  - teacher training
AB  - Based on a study at two Swedish universities, this article aimed to identify teacher educators’ use of digital tools and subsequent need for digital competence in higher education. Methodically, a digital survey was distributed via e-mail to 405 teacher educators representing two faculties at the two universities; in total, 105 teacher educators responded. The survey included 16 questions, with closed- and open-ended varieties. Two theoreticalfoundations were used: the TPACK model and, as a complement, computer self-efficacy. Through analysis of self-reported use, competence, and need for professional training in digitalization in teaching, results show that teacher educators do not use digital tools primarily for pedagogical purposes. Thus, they need extensive pedagogical support in creating digital teaching. Further, teacher educators need to identify the pedagogical surplus value in their own teaching and learning context with digital tools to increase motivation for concrete, effective, and subject-oriented successful examples as presented by experienced teachers.
ER  - 

TY  - JOUR
T1  - Collaborative Case-Based Virtual Learning in Higher Education: Consultation Case in Special Education
T2  - Journal of Digital Learning in Teacher Education
SN  - 2153-2974
A1  - Takala, Marjatta
A1  - Wickman, Kim
PY  - 2019
VL  - 4
IS  - 35
SP  - 236
EP  - 248
DO  - 10.1080/21532974.2019.1646171
LA  - eng
PB  - : Routledge
KW  - special teacher education
KW  - collaborative learning
KW  - virtual learning
KW  - critical thinking
AB  - Collaborative case-based virtual learning was used with special teacher education students from Finland (N = 94) and Sweden (N = 59). The case was about consultation and was tailor-made to fit their studies. The case was used as a bridge between theoretical and practical studies, and consisted of videos of an imaginary school, which proceeded in the form of a narrative. The goals for the students were practicing challenging situations and critical thinking in small groups—a kind of artificial experience building. After completing the case, the students responded to a questionnaire about it. They evaluated the case positively as a new, inspiring method. Only a few critical comments were received, such as that there was too little time for deep discussion. The method of virtual learning seems to be a good, inspiring way to study in higher education, as an alternative to lectures. Other topics these students would like to study in a similar way were issues related to interaction and new professional skills, such as co-teaching or discussions with parents. The different aspects of this kind of virtual collaborative learning are discussed.
ER  - 

TY  - JOUR
T1  - Professional digital competence (PDC) in teacher education – teacher candidates reasoning about programming when involved in problem-solving activities with digital tools
T2  - Journal of Digital Learning in Teacher Education
SN  - 2153-2974
A1  - Edstrand, Emma
A1  - Sjöberg, Jeanette
PY  - 2023
VL  - 3
IS  - 39
SP  - 132
EP  - 144
DO  - 10.1080/21532974.2023.2210317
LA  - eng
PB  - Philadelphia : Routledge
KW  - problem-solving
KW  - professional digital competence
KW  - programming
KW  - teacher candidates
KW  - teacher education
KW  - leads
AB  - The increased emergence of digital tools in educational contexts have changed the conditions for teaching and learning which, in turn, has meant a need for the development of professional digital competence (PDC) among teachers worldwide. Simultaneously, and aligned with this, programming has become an increasingly important part of schooling in many parts of the world and a step toward developing computational thinking. In this paper we investigate teacher candidates reasoning about programming when involved in problem-solving activities with digital tools. The unit of analysis is programming activities conducted by a group of 17 teacher candidates in a Swedish primary teacher education. The research question posed is: How do digital tools co-determine teacher candidates’ reasoning about programming and its pedagogical application during problem-solving activities with digital tools designed for teaching? Drawing from a sociocultural approach, the results of the present study imply that the teacher candidate’s appropriation of knowledge is co-determined by the digital tool itself and as such it does not provide any deeper understanding for its pedagogical use. © 2023 The Author(s). Published with license by Taylor & Francis Group, LLC.
ER  - 

TY  - JOUR
T1  - Observed learning outcomes of integrated communication training in science education: skills and subject matter understanding
T2  - International Journal of Science Education
SN  - 0950-0693
A1  - Pelger, Susanne
A1  - Nilsson, Pernilla
PY  - 2017
DO  - 10.1080/21548455.2017.1417653
LA  - eng
PB  - Abingdon : Routledge
KW  - learning outcomes
KW  - learning through writing
KW  - higher education
AB  - In this paper we explore how different ways of training communication skills can be successfully implemented in higher education, and which effects these activities may have on science students’ learning. Using content analysis, we studied a material consisting of 34 reports, written by 70 academic science teachers, as part of a teacher-training course on communication in science higher education. In the course, the teachers developed and implemented communication tasks into their content courses, and analysed and reported on the observed learning outcomes. The tasks covered both written and oral communication addressing different audiences, inside as well as outside of academia. We found that integrating different ways of communication training in science courses entailed improved skills in sharing and discussing science information, and in addition, increased subject understanding. Thus, we conclude that the integration of communication training may effectively support students’ science learning in higher education.
ER  - 

TY  - JOUR
T1  - Re-purposing Fika: Rest, Recreation or Regulation in the Neoliberalised Swedish University?
T2  - European Journal of Higher Education
SN  - 2156-8235
A1  - Morley, Louise
A1  - Angervall, Petra
A1  - Berggren, Caroline
A1  - Dodillet, Susanne
PY  - 2018
VL  - 4
IS  - 8
SP  - 400
EP  - 414
DO  - 10.1080/21568235.2018.1458637
LA  - eng
PB  - : Informa UK Limited
KW  - sweden
KW  - fika
KW  - neoliberalism
KW  - university
KW  - affect
KW  - universities
KW  - teacher education and education work
AB  - Fika is the Swedish practice of having coffee twice a day in homes and workplaces, requiring material, social and temporal investments. This paper asks what purpose fika serves in neoliberalised employment regimes where productivity is audited in accelerated and accountable organisational cultures. Our thirteen interviews with staff in a Faculty of Education in a large research-intensive Swedish university suggested that there are multiple interpretations of fika. These include a commitment to workers' rights, investment in employee well-being, work/life balance and team-building. However, some respondents believed that fika has been re-purposed and incorporated in neoliberal surveillance and normalisation technologies in which one's corporate loyalty and interpersonal skills were made visible for assessment. We noted an affective and gendered economy with fika eliciting feelings of pleasure in the social and recreational aspects, but guilt, shame and anger at what was perceived as coercion to perform a particular type of sociable subjectivity.
ER  - 

TY  - JOUR
T1  - Perfil laboral y formativo del profesorado de español como lengua extranjera o segunda (ELE/EL2) en Suecia
T2  - Journal of Spanish Language Teaching
SN  - 2324-7797
A1  - Österberg, Rakel
PY  - 2021
VL  - 1
IS  - 8
SP  - 1
EP  - 15
DO  - 10.1080/23247797.2021.1952712
LA  - spa
PB  - : Informa UK Limited
KW  - spanish language teaching (slt)
KW  - teacher questionnaire
KW  - sweden
KW  - professional profile
KW  - educational profile
KW  - professional training
KW  - undervisning i spanska som mdernt språk. lärarenkät 2017
KW  - tal-projektet
KW  - spanska som främmandespråk/ andraspråk
KW  - lärare i spanska som främmandespråk
KW  - yrkesprofil
KW  - fortbildning
KW  - enseñanza del español le/l2
KW  - encuesta dirigida a docentes de español le/l2
KW  - suecia
KW  - perfil laboral
KW  - perfil formativo
KW  - capacitación profesional
KW  - spanish
KW  - spanska
KW  - språkdidaktik
KW  - language education
AB  - El primer estudio europeo sobre competencias lingüísticas (European Survey on Language Competences) mostró cifras alarmantes sobre el bajo nivel de español LE/L2 de los alumnos suecos en contraste con su alto dominio del inglés. El proyecto de investigación TAL (Teaching, Assessment, Learning) (2015-2018) surgió para investigar estos resultados en el contexto de la enseñanza de segundas lenguas. El presente estudio muestra las experiencias y opiniones de los docentes de español LE/L2 desde la óptica de su perfil laboral y formativo en el contexto escolar sueco. 114 docentes de español LE/L2 participaron en la encuesta del proyecto. Los resultados constatan la escasez de profesionales cualificados y una actitud indiferente hacia el aprendizaje de la lengua, en comparación con el inglés, por parte de los estudiantes y de la sociedad circundante. Algunas de las necesidades identificadas para mejorar la situación laboral de los profesionales del español en Suecia son: reducir el número de estudiantes por clase, eliminar la precariedad laboral, junto con la situación de pluriempleo, y crear una oferta formativa específica sobre la enseñanza del español. Los resultados obtenidos se comparan con el estudio global sobre los profesionales del español de Muñoz-Basols, Rodríguez-Lifante y CruzMoya (2017).
ER  - 

TY  - JOUR
T1  - Instructional challenges of incorporating aspects of critical literacy work in digitalised classrooms
T2  - Cogent Education
SN  - 2331-186X
A1  - Molin, Lisa
A1  - Godhe, Anna-Lena
A1  - Lantz-Andersson, Annika
PY  - 2018
VL  - 1
IS  - 5
EP  - 1
DO  - 10.1080/2331186x.2018.1516499
LA  - eng
PB  - : Informa UK Limited
KW  - digitalised classroom
KW  - digital technologies
KW  - critical literacy work
KW  - secondary education
KW  - facebook groups
KW  - students
KW  - power
KW  - education & educational research
AB  - This study explores what opportunities for critical literacy work that can be distinguished in the practices of an emerging digitalised classroom and how teachers and students make use of these. Observations were conducted over the course of one semester in three subjects in a Swedish class of 13-14-year olds using individual tablets. The findings presented as thick descriptions suggest that different kinds of opportunities to develop critical literacy evolve in various activities and digital technologies become a resource in students' work. However, these opportunities mainly occur in peer interactions outside the visible control of the teacher and never develop into further critical reflections. The study concludes that a deliberate emphasis on critical literacy work in the design of tasks, especially those that include digital technologies, creates opportunities for students to develop competences that support them in becoming confident users and producers of contemporary texts.
ER  - 

TY  - JOUR
T1  - Academic literacies and international mobility. The organization and supervision of degree projects in Sweden and Russia
T2  - Cogent Education
SN  - 2331-186X
A1  - Zackariasson, Maria
A1  - Magnusson, Jenny
PY  - 2020
VL  - 1
IS  - 7
EP  - 1
DO  - 10.1080/2331186X.2020.1855770
LA  - eng
PB  - : Taylor & Francis
KW  - international student mobility
KW  - higher education
KW  - academic literacies
KW  - academic writing
KW  - degree projects
KW  - teacher education
KW  - journalism education
KW  - sweden
KW  - russia
KW  - östersjö- och östeuropaforskning
KW  - baltic and east european studies
AB  - In this article we will discuss how circumstances and requirements on a micro-level may be of relevance for the conditions for international student mobility within higher education. This will be done through examining similarities and differences in the organization of degree project courses at universities in Russia and Sweden, and how supervisors and course representatives described their experiences of working with them. International mobility is often described as having the potential of improving quality within higher education institutions and benefiting individuals through offering new experiences and perspectives. But the changing of academic contexts, which international mobility involves, demands a great deal of adjustment from the individual student and can be a complicated process.Through examining similarities and differences in comparable courses at universities in two countries, this article aims to say something about what characterizes different local academic contexts and thus the differences in expectations students may encounter when going between them, here in particular concerning academic writing and the relationship to the supervisor. The article is based on empirical material from a qualitative research project on journalism education and teacher education in Sweden and Russia, and the discussion will be related to the concept academic literacies.
ER  - 

TY  - JOUR
T1  - "Things that are taken from one culture don't necessarily work well in another culture." Investigating epistemological tensions through preservice teachers' views on the assessment of a games course in Swedish PETE
T2  - Cogent Education
SN  - 2331-186X
A1  - Backman, Erik
A1  - Tidén, Anna
A1  - Wiorek, Dan
A1  - Svanström, Fredrik
A1  - Pihl, Lars
PY  - 2021
VL  - 1
IS  - 8
EP  - 1
DO  - 10.1080/2331186X.2021.1940636
LA  - eng
PB  - London : Taylor & Francis
KW  - games performance assessment instrument
KW  - movement knowledge
KW  - physical education teacher education
KW  - epistemology
KW  - pedagogical content knowledge
KW  - assessment instrument gpai
KW  - physical-education
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - As a part of the discussion about how movement knowledge is valued in physical education teacher education (PETE), issues of assessment have been brought to the fore. Studies have shown that how and when movement knowledge is assessed is strongly culturally dependent and based different epistemological orientations. The aim of this paper is to analyse and discuss how preservice teachers in Sweden perceive assessment in an invasion games course according to the games performance assessment instrument (GPAI). The empirical material presented in this study is based on a web-survey carried out at the end of the invasion games course where the participants were asked to write comments of how the experienced GPAI and its relevance in school physical education. The findings suggest that the preservice teacher experience prediction and measurement of appropriate and non-appropriate behaviours in GPAI as problematic from a didactic perspective. The ideas of "correctness" and "appropriateness", which are fundamental in GPAI, is discussed in the relation to the socially critical constructivist epistemology that underpins Swedish PETE.
ER  - 

TY  - JOUR
T1  - Cooperation for developing digital competence in preschool - Challenges for teacher education - students - practicum preschools
T2  - Cogent Education
SN  - 2331-186X
A1  - Forsling, Karin
PY  - 2022
VL  - 1
IS  - 9
EP  - 1
DO  - 10.1080/2331186X.2022.2141512
LA  - eng
PB  - : Taylor & Francis
KW  - teacher education
KW  - design theory
KW  - digitalization
KW  - preschool
KW  - cooperation
KW  - agency
KW  - special education
KW  - specialpedagogik
AB  - The article focuses on preschool teacher education in Sweden. The purpose of the study is to explore and analyse opportunities for and impediments to cooperation around digital competence among three groups: preschool teacher students, local teacher educators, and teacher educators at a university. The study presented in the article is performed through focus group discussions. It has proceeded analytically from the design theory concept agency. The results show the three groups diverse statements. The informants agree primarily about the status of preschools in terms of the supply and use of digital resources. The greatest difference emerges about the cultural resources-if, how, and why the digital resources are used. Despite the negative experiences of the students, the discussions reveal a concrete desire for cooperation in all three focus groups, emphasizing the importance of using preschool teachers as a resource for development of digital competence.
ER  - 

TY  - JOUR
T1  - Pre-school teachers’ professional identity and multilingual children: An interactionist analysis of pre-school teachers’ practical work with multilingual children’s language development
T2  - Cogent Education
SN  - 2331-186X
A1  - Nilsson, Carina
A1  - Svensson, Anette
A1  - Basic, Goran
PY  - 2023
VL  - 1
IS  - 10
EP  - 1
DO  - 10.1080/2331186x.2023.2194223
LA  - eng
PB  - : Taylor & Francis
KW  - teaching
KW  - language development approach
KW  - secondary empirical material
KW  - social recognition
KW  - pedagogical recognition
KW  - social pedagogical identities
KW  - sociocultural perspective
KW  - competent teacher
KW  - educationally competent actor
KW  - sociologi med utbildningsvetenskaplig inriktning
KW  - sociology education
KW  - education
KW  - social pedagogy
KW  - socialpedagogik
KW  - specialpedagogik
KW  - special education
AB  - The purpose of this article was to re-examine the empirical research focused on the creation and recreation of pre-school teachers’ identity and their practices with multilingual children and language development. The analysis was based on empirical sequences from previously published qualitative analyses with the assistance of an interactionist perspective and earlier research revolving around the phenomenon of “social interaction and learning”. Pre-school teachers emphasised the significance of everyday practical interactions for language development and presented themselves as competent parties who build upon their knowledge via interaction with multilingual children. Thus, the interaction with multilingual children becomes a fundamental dimension of the pre-school teachers’ professional identity. The interactive dimension is important to the successful involvement and integration of multilingual children in the pre-school context and social pedagogical recognition of the identity of pre-school teachers who engage in practical work among these children.
ER  - 

TY  - JOUR
T1  - Academic teachers’ experiences of technology enhanced learning (TEL) in higher education – A Swedish case
T2  - Cogent Education
SN  - 2331-186X
A1  - Elm, Annika
A1  - Stake-Nilsson, Kerstin
A1  - Björkman, Annica
A1  - Sjöberg, Jeanette
PY  - 2023
VL  - 2
IS  - 10
EP  - 2
DO  - 10.1080/2331186x.2023.2237329
LA  - eng
PB  - Abingdon : Taylor & Francis
KW  - academic teacher
KW  - agency
KW  - higher education
KW  - teaching
KW  - technology
KW  - enhanced learning
KW  - leads
AB  - This article presents a Swedish study on the potential of technology to transform teaching and learning practices in higher education. Sweden is at the forefront of technological innovation and digitalization and when it comes to technology in education this is not an exception. Technology Enhanced Learning (TEL) has emerged as an important pedagogical aspect within higher education in recent years. The term TEL is used to demonstrate teaching experiences that intend to improve such support. Previous research has recognized bottom-up initiatives from academic staff with specialists in technology often addressed by individual enthusiasts. Also, most internal processes regarding digitalization are identified as top-down initiatives driven by policy rather than influenced teachers. Hence, the main aim of this study is to analyse academic teachers´ experiences with digital technologies that support students’ learning in higher education. To support this aim, following research questions are posed: 1) What factors facilitate TEL in teaching in higher education and why? 2) What factors limit TEL in higher education and why? Focus group interviews with 36 academic teachers from two Swedish universities were conducted. Results show that on the one hand teachers experience both benefits and limitations with TEL. On the other hand, important organisational aspects of using TEL are highlighted. The choices that academic teachers face and give expression to do not appear to be a matter of individual choice or stance in teaching situations. These results have relevance globally for all involved in teaching and learning in higher education. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
ER  - 

TY  - JOUR
T1  - The search for professional digital competence in Swedish teacher education policy: a content analysis of the prerequisites for teacher educators’ dual didactic task
T2  - Cogent Education
SN  - 2331-186X
A1  - Lindfors, Maria
A1  - Olofsson, Anders D.
PY  - 2023
VL  - 2
IS  - 10
EP  - 2
DO  - 10.1080/2331186X.2023.2272994
LA  - eng
PB  - : Taylor & Francis
KW  - teacher education
KW  - teacher education policy
KW  - professional digital competence
KW  - teacher educators
KW  - dual didactic task
KW  - education
AB  - This study is an exploration of the prerequisites in Swedish teacher education policy for teacher educators’ dual didactic task of developing student teachers’ professional digital competence to such a level that they are capable of developing K–12 pupils’ adequate digital competence. Data were collected from 20 Swedish teacher education institutions offering teacher education programs in which student teachers could earn the degree of Master of Arts in Primary Education for School Years 4–6. Overall, the data comprised national guidelines and curriculum regulations for teacher education in Sweden (e.g. the Swedish Higher Education Ordinance; N = 1), program syllabi at the selected teacher education institutions (N = 20), and course plans (for all 240 ECTS, 4-year full-time studies; N = 450), in total N = 471 policy documents. Signs of professional digital competence in policy were few, and most were found in the course plans for mathematics and natural sciences. In the discussion, findings are problematized in relation to the challenging role of teacher educators as second-order teachers seeking to fulfill their dual didactic task.
ER  - 

TY  - JOUR
T1  - Pre-service language teachers' grading literacy: perceptions of grading in three university programs in Finland and Sweden
T2  - Cogent Education
SN  - 2331-186X
A1  - Hilden, Raili
A1  - Dragemark Oscarson, Anne
A1  - Yildirim, Ali
A1  - Fröjdendahl, Birgitta
PY  - 2024
VL  - 1
IS  - 11
EP  - 1
DO  - 10.1080/2331186X.2024.2326724
LA  - eng
KW  - grading
KW  - assessment literacy
KW  - language teachers
KW  - language assessment
KW  - teacher education
AB  - The objective of this study is to expand teachers' knowledge base of assessment in teaching by exploring pre-service language teachers' construct of grading literacy during their pedagogical studies and immediately after. We conceptualize pre-service language teachers' grading literacy with a literature-based flow model of decision-making comprising six major phases. These involve (1) mobilizing grading related knowledge, skills and dispositions, (2) distinguishing relevant assessment events, (3) identifying and filing evidence, (4) interpreting assessment rubrics, (5) making the grading decision, and (6) communicating it to stakeholders. The decision trajectory is constrained by individual and social factors. The research questions address pre-service teachers' perceptions of the multiple components, primarily the evidence base of a grade. The data comprise survey responses (n = 131) and interview data (n = 26) from three universities, one in Finland and two in Sweden. Regarding the factorial structure, variables incorporating process and disposition aspects provided the strongest explanatory the most frequently attended grading evidence comprises written and oral tests. Pre-service teachers in Finland and Sweden differ with regard to most aspects of what evidence they base their grading on. The interview responses confirm pre-service teachers' high awareness of the complex nature of grading and the responsibility attached to the endeavour. Based on the findings we propose recommendations for teacher education programs to broaden and enrich pre-service teachers' grading practice to encompass processual and progress aspects. Increased attention should be paid to practical implementation of grading standards and guidelines in interpreting and justifying grading decisions.
ER  - 

TY  - JOUR
T1  - Conditions and agency for multilingual students in higher education
T2  - Cogent Education
SN  - 2331-186X
A1  - Dahlström, Helene
A1  - Norberg, Malin
PY  - 2025
VL  - 1
IS  - 12
EP  - 1
DO  - 10.1080/2331186x.2025.2490428
LA  - eng
PB  - : Taylor & Francis
KW  - academic literacies
KW  - student agency
KW  - multilingual students
KW  - higher education
AB  - To complete and succeed in a university program, such as preschool and primary school teacher education, students need to master academic language. Depending upon the student’s educational and linguistic background, learning the academic language poses different challenges. This article reports on a study concerning students’ perceptions of possibilities to achieve academic literacies in higher education from the perspective of student agency. By analysing interviews with 20 multilingual students attending Swedish teacher education, the results revealed that different dimensions play a role in students’ preconditions to achieve agency when developing academic literacies: previous experiences, the here-and-now situation, involving students’ strategies and the use of available resources, and omit perceptions towards the future. The main conclusion is that multilingual students in higher education must be seen as a heterogeneous group of students with various experiences and knowledge that impact agency and success in higher education.
ER  - 

TY  - JOUR
T1  - Between gadgets and goals: a study of special educators’ work activities in digitalized school contexts
T2  - Cogent Education
SN  - 2331-186X
A1  - Holmgren, Martin
PY  - 2025
VL  - 1
IS  - 12
EP  - 1
DO  - 10.1080/2331186x.2025.2551394
LA  - eng
PB  - : Taylor & Francis Group
KW  - special education
KW  - digitalization
KW  - technology in education
KW  - senco
KW  - special education teacher
KW  - activity theory
AB  - This study explores how digitalization in school changes common work activities of special educators. Drawing on nine in-depth interviews with Swedish special educators framed by local digitalization policy incentives, the results of this study indicate that school digitalization has brought expanded work responsibilities for special educators and that these responsibilities require not only traditional special educational expertise but also advanced and critical knowledge about digital technology. With a cultural-historical activity theoretical approach, the study reveals contradictions and relations that provide insights into the complex interplay between special educators, technology, other actors in the activity, and learning objectives. The study contributes knowledge about the extensiveness and complexity of special educators’ work in increasingly digitalized schools. Based on the findings, it is recommended that the identified changes in work tasks and responsibilities need to be recognized, supported, and trained for if the potential of technology is to be realized more widely in general and special education. To ensure thoughtful and strategic digital integration in special education, the study results can guide initiatives to strengthen the complex knowledge that combines traditional special education knowledge with knowledge about technology’s abilities and inabilities to reduce learning barriers for student diversities.
ER  - 

TY  - JOUR
T1  - Resolving puzzling phenomena by the simple particle model: examining thematic patterns of multimodal learning and teaching
T2  - Learning: Research and Practice
SN  - 2373-5082
A1  - Cheng, Maurice M. W.
A1  - Danielsson, Kristina
A1  - Lin, Angel M. Y.
PY  - 2020
VL  - 1
IS  - 6
SP  - 70
EP  - 87
DO  - 10.1080/23735082.2020.1750675
LA  - eng
PB  - : Informa UK Limited
KW  - multimodality
KW  - thematic pattern
KW  - particle model of matter
KW  - social semiotics
KW  - multiple representations
KW  - språkdidaktik
KW  - language education
KW  - naturvetenskapsämnenas didaktik
KW  - science education
AB  - This paper examines the roles of multimodality and thematic patterns in the teaching of the particle model of matter. Although the particle model is a fundamental topic in science education, there is no consensus on (1) whether or not the model should be introduced in early grades and (2) how to introduce the model to students for the very first time. Drawing from teacher development projects in Sweden (Grade 3) and in Hong Kong (Grade 7), we suggest that the learning and teaching of the particle model can be facilitated by utilising a variety of modes. With multimodal scaffolding, Grade 3 students were able to demonstrate aspects of the particle model related to the expansion of gases in a warmer environment. The paper illustrates teaching episodes from the two projects in terms of (i) aspects of the particle model that were constructed using different semiotic modes, (ii) shifts in the salience of different modes in the teaching and learning process, and (iii) a thematic pattern that the classroom interactions adopted to explain puzzling phenomena. For a theoretical advancement, we suggest that thematic analysis should be extended to multimodal interactions.
ER  - 

TY  - JOUR
T1  - Teaching on body ideals in physical education: a lesson study in Swedish upper secondary school
T2  - Curriculum Studies in Health and Physical Education
SN  - 2574-2981
A1  - Schubring, Astrid
A1  - Bergentoft, Helene
A1  - Barker, Dean
PY  - 2021
VL  - 3
IS  - 12
SP  - 232
EP  - 250
DO  - 10.1080/25742981.2020.1869048
LA  - eng
PB  - : Taylor & Francis
KW  - body ideal
KW  - health
KW  - physical education
KW  - teacher
KW  - youth
KW  - idrott med inriktning mot didaktik
KW  - physical education and sport pedagogy
AB  - ‘Characteristics and consequences of different body ideals’ are a mandatory curriculum content in Swedish physical education(PE). Didactic strategies for teaching on body ideals are, however, scarce. In this paper, we introduce a classroom-based teaching unit on body ideals and present didactic possibilities and challenges of the unit. We used a lesson study approach, drawing on Nutbeam’s concept of health literacy. Our methodology involved focus group interviews with students and teachers, lesson observations and minutes of meetings which we analysed thematically. We found teaching on body ideals to be highly meaningful to students but their engagement differed based on personal backgrounds, school context and didactic design. The gendered nature of body ideals and a lack of embodied didactics constituted challenges, while the use of storied cases emerged as a potent didactic strategy. We conclude with practical recommendations for teaching on body ideals in PE.
ER  - 

TY  - JOUR
T1  - (Non-)Diversity and cultural (re)production in physical education teacher education: a Swedish example
T2  - Curriculum Studies in Health and Physical Education
SN  - 2574-2981
A1  - Larsson, Håkan
A1  - Mattsson, Torun
A1  - Ferry, Magnus
PY  - 2021
VL  - 1
IS  - 13
SP  - 3
EP  - 18
DO  - 10.1080/25742981.2021.1979416
LA  - eng
PB  - : Taylor & Francis Group
KW  - physical education teacher education (pete)
KW  - pete students
KW  - social background
KW  - secondary characteristics
KW  - education
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - Research about physical education teacher education (PETE) indicates that the education program attracts homogeneous groups of students, consisting mainly of young men originating from the country in question and who have academic backgrounds. The purpose of this article is, through a case study of one Swedish PETE institution, to explore a cohort of 60 students regarding background characteristics (gender, social and migration background) and secondary characteristics (school success, experience of sport and physical activity cultures, and perceived physical ability). The case study indicated that the students have slightly more diverse backgrounds than is found in previous PETE research, but at the same time, they remain fairly homogeneous regarding, e.g. such as school success, the experience of sport and physical activity, and perceived physical ability. Attracting a more diverse group of students does not mean necessarily that the students are equally diverse when it comes to experiences of movement culture, and the abilities and knowledge that they have gained from participation in this culture.
ER  - 

TY  - JOUR
T1  - Peer assessment in physical education teacher education - a complex process making social and physical capital visible
T2  - Curriculum Studies in Health and Physical Education
SN  - 2574-2981
A1  - Backman, Erik
A1  - Quennerstedt, Mikael
A1  - Tolgfors, Björn
A1  - Nyberg, Gunn
PY  - 2023
VL  - 3
IS  - 15
SP  - 274
EP  - 288
DO  - 10.1080/25742981.2023.2256327
LA  - eng
PB  - : Taylor & Francis
KW  - physical education teacher education
KW  - peer assessment
KW  - social capital
KW  - physical capital
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
KW  - idrott med inriktning mot didaktik
KW  - utbildning och lärande
AB  - Peer assessment has been proven to improve learning for both the observer and the observed. One dimension of peer assessment that has been given little attention in the context of physical education teacher education (PETE) is the tension that exists when peers give feedback on each other's work. In this paper, we report on Swedish preservice teachers' (PST) views on peer assessment used in PETE school placements. Our findings reveal four mechanisms of peer assessment assigned value in PETE: (i) building social relations, (ii) making 'what to learn' visible, (iii) giving correct feedback, and (iv) handling sensitive and gendered comments. Inspired by Bourdieu, we discuss learning potentials and complex challenges with peer assessment, where the combination of social capital and physical capital decides what is possible to say and to whom when peer assessment is used in the PETE school placement and in school physical education (PE).
ER  - 

TY  - JOUR
T1  - Content, interest and the role of engagement: experienced science teachers discuss
T2  - Physics Education
SN  - 0031-9120
A1  - Abrahamsson, Cristian
A1  - Malmberg, Claes
A1  - Pendrill, Ann Marie
PY  - 2023
VL  - 6
IS  - 58
EP  - 6
DO  - 10.1088/1361-6552/acf10b
LA  - eng
PB  - Bristol : Institute of Physics Publishing (IOPP)
KW  - content
KW  - focus groups
KW  - interest
KW  - relevance of science education (rose)
KW  - situational interest
KW  - student engagement
KW  - teacher views
KW  - smart cities and communities
KW  - smarta städer och samhällen
AB  - How do science teachers perceive student engagement and its importance for teaching and what strategies do they use to create it? When 21 experienced science teachers in 4 focus groups discussed these questions, they brought up behavioural aspects, but also less visible emotional and cognitive aspects, as well as reciprocal aspects of teacher and student engagement. One teacher described engagement as 'the oil in the machinery' during lessons. Which role does the curricular content play? Well aware that some topics are seen as more directly interesting by students, teachers connect to these, but also use hooks, including lively demonstrations, role play and connections to the outside world. In this way, they aim to generate situational interest and engagement also in topics that are often viewed as less interesting, including atoms and molecules. These experienced teachers describe how they adapt their teaching to the group also in real time, based on the degree of engagement exhibited by the students. © 2023 The Author(s). Published by IOP Publishing Ltd.
ER  - 

TY  - JOUR
T1  - Action Research and Curriculum Development with Consideration of the Nordic Context
T2  - Oxford Research Encyclopedia of Education
A1  - Langelotz, Lill
A1  - Olin, Anette
PY  - 2022
DO  - 10.1093/acrefore/9780190264093.013.1162
LA  - eng
PB  - : Oxford University Press
KW  - action research
KW  - curriculum development
KW  - didactic educational change
KW  - classroom practice
KW  - teacher autonomy
KW  - sustainable development
KW  - nordic perspective
AB  - In this overview, we examine action research and curriculum development from the last 50 years in various national and educational settings. Both action research (AR) and curriculum development are explored in diverse ways, depending on academic traditions and national contexts and languages. Hence, curriculum is differently conceptualized in, for example, English vis-à-vis Nordic traditions. The concept of curriculum development may, in the tradition of action research as an orientation toward educational change, incorporate both planned and unplanned student learning and practices of teachers. Several international scholar contributions as well as 50 journal articles from all around the world are explored. The point of departure, is however, in the Nordic traditions and understandings of curriculum development and AR. In other words, we are partly “coming from the side” when exploring literature, not mainly in our first language (Swedish), but in English. In the first part, we start in the early 1970s to show how curriculum development is embedded within an action research tradition with a strong emphasis on change and teacher experiences and engagement. We shed light on how curriculum development is a collaborative practice (in AR traditions in, for example, the United Kingdom and the Nordic countries) as well as an exercise of authority (in AR used by educational policymakers in Sweden) and as part of a global “practice turn.” In part two, we turn to 50 articles from 2000–2020, found in one data base and one research journal, to scrutinize the explicit relation between “action research” AND “curriculum development.” The analysis revealed three descriptive themes, as well as three underlying questions in the AR community, of what contributes to curriculum development. The themes—and questions—are: (a) Transforming the content in programs and courses (the “What”), (b) Professional learning and development (the “Who”), and (c) AR as an approach for curriculum development (the “How”). Teachers are still, as in the 1970s, the key agents and owners of the process in many of these studies. However, there are examples of AR being used to govern teachers’ professional learning and change their teaching approaches, and to implement specific curriculum changes. Policies and discourses of sustainable development have a significant impact on the chosen topics of curriculum development all over the world. Is this a change in the professional or the political dimension of action research? Maybe both. One can ask, whether the professional autonomy is empowered or not, when the issues, underpinning the development work, have their origin in the society rather than in the actual classroom practice in the local site. Is there room for teachers’ critical voices and own queries? Education has, however, to respond to global and local questions and dominant challenges for all citizens. Researchers and teachers responding to this situation, by using action research for curriculum development, become an important and necessary part of the global strive to engage in social and environmental problems.
ER  - 

TY  - CHAP
T1  - Study circles
T2  - Oxford Research Encyclopedia of Education
A1  - Larsson, Staffan
PY  - 2023
DO  - 10.1093/acrefore/9780190264093.013.1887
LA  - eng
PB  - New York : Oxford University Press
KW  - adult education
KW  - study circles
KW  - civil society
KW  - popular education
KW  - welfare society
KW  - lifelong learning
KW  - popular movements
KW  - nordic countries
KW  - political history
AB  - The study circle is a “free and voluntary” pedagogy that has become a mass phenomenon in Denmark, Finland, Norway, and Sweden. It was initiated within the popular movements in the first years of the 1900s as a tool for education among their members. Around 10 adults typically meet a few hours a week to develop their interests, for example, in art, political topics, music, or foreign language. The “study circle grammar” includes voluntary participation, an extremely wide span of topics to be studied, no requirements of a teacher, and no entrance qualifications, grades, or exams. Tradition stresses deliberations among participants, but practical topics often have a workshop pedagogy. They have received subsidies from the state and from municipalities through various organizational structures depending on country since the early 1900s. They grew and spread fast, reaching a peak in participation in the late 1900s, but have since stagnated; however, a substantial share of adults in Nordic countries continue to engage in them.
ER  - 

TY  - JOUR
T1  - Epistemic Reciprocity Through a Decolonial Crip Literacy in Accommodated Language Education for Adults 
T2  - Applied Linguistics
SN  - 0142-6001
A1  - Hedman, Christina
A1  - Adams Lyngbäck, Liz
A1  - Paul, Enni
A1  - Rosén, Jenny
PY  - 2024
VL  - 2
IS  - 46
SP  - 305
EP  - 320
DO  - 10.1093/applin/amae029
LA  - eng
PB  - : Oxford University Press (OUP)
KW  - språkdidaktik
KW  - language education
AB  - This linguistic ethnography was conducted in accommodated language education in Sweden, aimed at adult learners with deafness, hearing impairment, post-traumatic stress disorder, migration stress, or intellectual disability, here, focusing on the latter group, who attended Swedish language learning courses. We empirically investigate a decolonial crip literacy, by connecting language education to epistemic reciprocity. The decolonial lens is understood with regard to the marginalized and dis-abled body, under-represented in Applied Linguistics. More specifically, we focus on teacher positionality and ethical stance-taking among three of the teachers, to contribute an in-depth and situated account of a decolonial crip literacy, as counteracts of ableism and linguicism, and an orientation toward epistemic justice. Based on our linguistic ethnographic data, we suggest that the decolonial crip literacy project engages with disability-as-difference, positioning the dis-abled body as knower, via epistemic reciprocity, which is communicated through a multiplicity of communicative resources, materialities, and creativity. The paper contributes both to the theorizing of injustice in language education and to alternatives in pedagogical practice.
ER  - 

TY  - JOUR
T1  - The Impact of Occupational Noise Exposure on Hyperacusis: a Longitudinal Population Study of Female Workers in Sweden.
T2  - Ear and Hearing
SN  - 1538-4667
A1  - Fredriksson, Sofie
A1  - Hussain-Alkhateeb, Laith
A1  - Torén, Kjell
A1  - Sjöström, Mattias
A1  - Selander, J
A1  - Gustavsson, P
A1  - Kähäri, Kim R.
A1  - Magnusson, Lennart
A1  - Persson Waye, Kerstin
PY  - 2021
VL  - 4
IS  - 43
SP  - 1366
EP  - 1377
DO  - 10.1097/AUD.0000000000001194
LA  - eng
AB  - The aim was to assess the risk of hyperacusis in relation to occupational noise exposure among female workers in general, and among women working in preschool specifically.A retrospective longitudinal study was performed. Survey data were collected in 2013 and 2014 from two cohorts: randomly selected women from the population in region Västra Götaland, Sweden, and women selected based on having received a preschool teacher degree from universities in the same region. The final study sample included n = 8328 women born between 1948 and 1989. Occupational noise exposure was objectively assigned to all time periods from the first to the last reported occupation throughout working life, using the Swedish Job-Exposure Matrix (JEM) with three exposure intervals: <75 dB(A), 75 to 85 dB(A), and >85 dB(A). The JEM assigns preschool teachers to the 75 to 85 dB(A) exposure interval. The outcome hyperacusis was assessed by self-report using one question addressing discomfort or pain from everyday sounds. In the main analysis, a hyperacusis event was defined by the reported year of onset, if reported to occur at least a few times each week. Additional sensitivity analyses were performed using more strict definitions: (a) at least several times each week and (b) every day. The risk (hazard ratio, HR) of hyperacusis was analyzed in relation to years of occupational noise exposure, using survival analysis with frailty regression modeling accounting for individual variation in survival times which reflect, for example, noise exposure during years prior to onset. Occupational noise exposure was defined by the occupation held at year of hyperacusis onset, or the occupation held at the survey year if no event occurred. Models were adjusted for confounders including age, education, income, family history of hearing loss, and change of jobs due to noise.In total, n = 1966 hyperacusis events between 1960 and 2014 were analyzed in the main analysis. A significantly increased risk of hyperacusis was found among women working in any occupation assigned to the 75 to 85 dB(A) noise exposure group [HR: 2.6, 95% confidence interval (CI): 2.4-2.9], compared with the reference group <75 dB(A). The risk was tripled among preschool teachers specifically (HR: 3.4, 95% CI: 3.0-3.7), with the crude Kaplan-Meier curve showing a higher rate of onset early in the working life in preschool teachers compared with all the other exposure groups. The risk was increased, but not statistically significant in the main analysis, for the highest exposure group >85 dB(A), where only six hyperacusis events were identified (HR: 1.4, 95% CI: 0.6-3.1). In the sensitivity analysis, where hyperacusis was defined as occurring every day, the HR was significant also in the highest exposure group (HR: 3.8, 95% CI: 1.4-10.3), and generally slightly higher in the other exposure groups compared to the main analysis.This study indicates increased risk of hyperacusis already below the permissible occupational noise exposure limit in Sweden (85 dB LAeq,8h) among female workers in general, and in particular among preschool teachers. Prospective studies and less wide exposure intervals could confirm causal effects and assess dose-response relationships, respectively, although this study at present suggest a need for risk assessment, improved hearing prevention measures, and noise abatement measures in occupations with noise levels from 75 dB(A). The results could also have implications for management of occupational disability claims.
ER  - 

TY  - JOUR
T1  - Swedish Successful schools revisited
T2  - Journal of Educational Administration
SN  - 0957-8234
A1  - Höög, Jonas
A1  - Johansson, Olof
A1  - Olofsson, Anders
A1  - Johansson, Anders
PY  - 2009
VL  - 6
IS  - 47
SP  - 742
EP  - 752
DO  - 10.1108/09578230910993122
LA  - eng
PB  - England : Emerald
KW  - communication
KW  - education
KW  - leadership
KW  - sweden
KW  - teachers
KW  - trust
AB  - Abstract: Purpose – The purpose of this paper is to describe the results of a follow-up study of two Swedish schools in which, five years previously, the principals had been successful leaders. Had this success been maintained? Design/methodology/approach – Two schools were revisited to enable the authors to interview principals and teachers as well as conducting observations of the schools in operation. Findings – The identification of sustained leadership success was compromised because the original principals were no longer at the schools, their replacements had also left and their (“third generation”) replacements had just arrived. Strong teacher teams had served to maintain school standards. Originality/value – The paper adds to the literature on the vital role of the principal in determining a school's success and also points to the value of strong, cohesive teacher teams.  
ER  - 

TY  - JOUR
T1  - Assumptions about participation in teacher education through the use of ICT.
T2  - Campus-Wide Information Systems
SN  - 1065-0741
A1  - Olofsson, Anders D.
A1  - Lindberg, J. Ola
PY  - 2005
VL  - 3
IS  - 22
SP  - 154
EP  - 161
DO  - 10.1108/10650740510606153
LA  - eng
PB  - : Emerald
KW  - communication technologies
KW  - educational personnel
KW  - teachers
KW  - sweden
KW  - education
AB  - The paper is based on early results from two studies, both of which involved a group of teacher-trainees, with one interview and one questionnaire. – The findings indicate that there is a need to be explicit about the ontological assumptions inherent in the intended use of ICT. The conclusion is that the program in question is built on assumptions of realism and that ICT lays the ground for individual participation and works to tell the students apart. Originality/value – Helps in understanding how ICT, and its use, can have different effects on different groups.
ER  - 

TY  - JOUR
T1  - Bridging school-subjects and distances in upper secondary schools
T2  - Campus-Wide Information Systems
SN  - 1065-0741
A1  - Lindberg, J. Ola
A1  - Sahlin, Susanne
PY  - 2011
VL  - 3
IS  - 28
SP  - 144
EP  - 153
DO  - 10.1108/10650741111145670
LA  - eng
PB  - : Emerald
KW  - case studies
KW  - communication technologies
KW  - international collaboration
KW  - secondary schools
KW  - subject integration
KW  - sweden
KW  - use of ict
KW  - education
AB  - Purpose: The aim of this paper is to report how Swedish upper secondary schools involved in a European Union-financed collaborative project intertwined aspects of subject integration and international collaboration with the use of ICT. Design/methodology/approach: The methodology used is a case study in which aspects of subject integration and international collaborative ambitions are intertwined with the use of ICT. Data consist of interviews with participants, texts concerning the project, the participating school, and the Swedish upper secondary schools system. Findings: Teachers and students have worked towards the objectives in the project and in the national curricula, and the case shows how difficult and how many barriers there are to overcome. Even though the curricula seem difficult to coordinate, students appear to have learnt more about the European perspective, as well as about themselves, through the approach. The teacher describes student motivation as high - authenticity and real people to collaborate with support the students' experience of a holistic education, which applies to real life. The teacher tried to change the role towards providing students with structure and advice, monitoring their progress, and assessing their accomplishments, but reported to be struggling with the teacher role. Originality/value: The paper demonstrates originality and value by providing important insight into the use of ICT in upper secondary schools for the purpose of collaboration and at the same time working towards joint curricular themes. © Emerald Group Publishing Limited.
ER  - 

TY  - CHAP
T1  - Ambiguity, arguments and visions: First-year teacher student voices on digital teaching during COVID-19
T2  - Building a Better Normal
A1  - Neuhaus, Sinikka
A1  - Berglund, Helena
PY  - 2024
SP  - 77
EP  - 94
DO  - 10.1108/978-1-80455-410-420241005
LA  - eng
PB  - Leeds : Emerald Group Publishing Limited
AB  - Lund University (Sweden) teacher education students' reflections constitute the foundation for this chapter. The students wrote about their situation, what they could learn from it and how they could bring these lessons into their future roles. The students' voices on digitalisation and isolation in their learning experiences illustrate the importance of belonging and motivation in education. The authors use students' reflections to consider educational quality and purpose.
ER  - 

TY  - CHAP
T1  - Liminal Communities in Academia: From Research Education to Practice
T2  - Building Communities in Academia
A1  - Kitooke, Amoni
A1  - Windsor, Sally
A1  - Lazarevska, Martina
A1  - Funeskog, Oscar
A1  - Holt, Samuel
PY  - 2024
SP  - 11
EP  - 25
DO  - 10.1108/978-1-83797-500-620241002
LA  - eng
PB  - Leeds : Emerald Group Publishing Limited
KW  - academic identities
KW  - communities of practice
KW  - legitimate peripheral participation
KW  - liminal communities
KW  - mutual engagement
KW  - researcher education
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Academia is a metacommunity encompassing a wide diversity of sub-communities. Emerging researchers often feel a sense of liminal belonging to such communities: not quite yet inside and at the same time not wholly outside of academia. This chapter uses autoethnographic vignettes (personal accounts) in which members of a fledging research group reflect on the dynamics of establishing a community of practice (CoP), as they transition out of a master's degree programme at a university in Sweden. The group began working together during coursework within the master's programme and continues to ‘hang together’ as a CoP, undertaking collective research projects. An analysis of the vignettes reflects the group members' individual and collective understandings of the notions of ‘community’ and ‘participation’ in research practice. The vignettes demonstrate: (a) that the group members, who felt they each had the agency to legitimately participate, have come to actively learn that educational research is an endeavour of mutual engagement (b) that sustaining a community involves navigating multiple identities, often with associated vulnerabilities and (c) that peripheral participation in research communities can be understood in terms of both responsibility (at the group level) and structure (in relation to academia as a metacommunity). Their experience flips the normative positionalities of ‘novices at the periphery’ and ‘experts at the nucleus’. Overarchingly, the authors encourage practices of ‘inviting in’ and supporting new researchers coming to academia.
ER  - 

TY  - JOUR
T1  - School lunch as a break or an educational activity: a quantitative study of Swedish teacher perspectives
T2  - Health Education
SN  - 0965-4283
A1  - Waling, Maria
A1  - Olsson, Cecilia
PY  - 2017
VL  - 6
IS  - 117
SP  - 540
EP  - 550
DO  - 10.1108/HE-01-2017-0001
LA  - eng
KW  - education
KW  - food
KW  - schools
KW  - teachers
KW  - food and nutrition
KW  - kostvetenskap
AB  - Purpose – The purpose of this paper is twofold: first, to explore to what extent teachers eat together withpupils during school lunches and their attitudes toward using these lunches to reach the educational goalsstated in the Swedish compulsory school curriculum; and second, to study to what degree teachers seethemselves and school meal personnel as role models during school lunches.Design/methodology/approach – A questionnaire was completed by 3,629 teachers in Swedish schools.Findings – In total, 90 percent of the teachers ate lunch together with the pupils one or more days per week.The majority reported that meals were fully (54 percent), or partially (40 percent) subsidized when they wereeating with pupils. In total, 72 percent thought that school lunches should be considered part of the school’seducational activities while 28 percent thought that it should be a time to get a break from educationalactivities. Most teachers thought that school lunches could be useful for learning about the issues of foodwaste and healthy eating while there were more diverse views on using lunches for learningabout fundamental values. A majority of the teachers considered themselves to be role models in theschool meal situation.Practical implications – The authors suggest that the educational component of the schoolmeal per se shouldbe regulated in the Educational Act together with guidelines from the Swedish National Agency for Education.Originality/value – This study is unique since it covers a previously little studied area; teachers’ attitudestoward using the school lunch situation for educational purposes.
ER  - 

TY  - JOUR
T1  - Drawing the Boundary Lines of Science Education: Subject Associations and Swedish Pre-Service Biology Teacher Education 1960-1990
T2  - History of Education Review
SN  - 0819-8691
A1  - Hallström, Jonas
PY  - 2015
VL  - 2
IS  - 44
EP  - 2
DO  - 10.1108/HER-02-2014-0008
LA  - eng
PB  - London : Emerald Group Publishing Limited
AB  - PurposeThe aim of this article is to describe and analyse how the Swedish Association of Biology Teachers (ABT) and some other subject associations helped form pre-service biology teacher education in two major Swedish reforms from ca. 1960 to 1990.Design/methodology/approachThe activities of subject associations can be understood as boundary-work since they defend their subject boundaries in terms of content, space in the timetable, and legitimacy. A hermeneutic method of text interpretation is employed in analysing historical archival and parliamentary material.FindingsThe work of the ABT to demarcate their subject in the 1968 and 1988 Teacher Education Reforms may seem like merely defending certain biological items instead of others, in the name of science. However, it was also a professional struggle to assert the importance of the teachers, their jobs, education, knowledge of biology subject matter, and thereby their professional authority and autonomy. The ABT were also caught in a political struggle for their subject throughout the period of investigation. Depending on the political winds of the time they therefore had to ally themselves with or distance themselves from various actors.Originality/valueIn comparison with the few other studies of subject associations, this article is unique in outlining how the ABT acted in relation to teacher education. However, the ways of doing boundary-work were still very similar to those used by subject associations in schools in other countries, especially in acting for increased study time in their respective science subjects as well as their resistance to subject integration. An obvious conclusion regarding teacher education is that subject associations such as the ABT did not contribute to bridging the gap between subject matter and pedagogy but rather the opposite. Biology teacher education was seen as an academic pursuit carried out at universities rather than at the practically oriented teacher training colleges.
ER  - 

TY  - JOUR
T1  - A systematic literature review of the evolution of pedagogy in entrepreneurial education research
T2  - International Journal of Entrepreneurial Behaviour & Research
SN  - 1355-2554
A1  - Hägg, Gustav
A1  - Gabrielsson, Jonas
PY  - 2020
VL  - 5
IS  - 6
SP  - 829
EP  - 861
DO  - 10.1108/IJEBR-04-2018-0272
LA  - eng
PB  - Bingley : Emerald Group Publishing Limited
KW  - entrepreneurial education
KW  - entrepreneurship
KW  - evolution
KW  - systematic literature review
AB  - Purpose: The purpose of this paper is to create a better understanding of how entrepreneurial education research has evolved with regard to pedagogy over the past decades. Design/methodology/approach: The authors employed systematic review methodology to enable an in-depth analysis of the literature in a process that was both replicable and transparent. Guided by the research purpose, the systematic review of 395 articles published between January 1980 and December 2018 was influenced by a configurative approach aimed at interpreting and understanding the phenomenon under study. Findings: The analysis suggests that the scholarly discourse on pedagogy in entrepreneurial education research has developed over time from teacher-guided instructional models to more constructivist perspectives. A shift in the literature was also observed, where scholarly discussions moved from addressing the issue of teachability to a greater emphasis on learnability. Contemporary discussions centre on the theoretical and philosophical foundations of experience-based teaching and learning. Originality/value: The study illustrates how entrepreneurial education has evolved into a distinct research theme, characterized by a practice-oriented research agenda that emphasizes the need to connect teaching to “real-world” environments. The practice-oriented agenda has led to continued societal interest in promoting entrepreneurial education, while at the same time creating low academic legitimacy. © 2019, Emerald Publishing Limited.
ER  - 

TY  - JOUR
T1  - Classroom observations and supervision - essential dimensions of pedagogical leadership
T2  - International Journal of Educational Management
SN  - 0951-354X
A1  - Ärlestig, Helene
A1  - Törnsén, Monika
PY  - 2014
VL  - 7
IS  - 28
SP  - 856
EP  - 868
DO  - 10.1108/IJEM-01-2014-0001
LA  - eng
PB  - : Emerald Group Publishing Limited
KW  - educational leadership
KW  - principal
KW  - classroom observation
KW  - education
AB  - Purpose– The main task of every school is to contribute to student learning and achievement. In the twenty-first century, national and international evaluations and comparisons have focussed on measurable student and school results. Not only teachers but also principals are held accountable for school results, which increase expectations of principals to work to enhance student learning and improve outcomes. In Sweden, a principal's work with a given school's core mission is labeled as pedagogical leadership, a concept that includes diverse activities related to national goals and school results. Aspects of pedagogical leadership include principals’ classroom observations and communication about teaching and learning issues. The purpose of this paper is to describe a model of pedagogical leadership as a base for principals’ experience with the aim to develop their understanding of pedagogical leadership.Design/methodology/approach– The paper builds on data from three groups of principals who participated in a course to learn more about pedagogical leadership.Findings– The participating principals performed their pedagogical leadership in different manners and with varying quality. During the course, there was a shift in what activities and duties the principals prioritized. The findings highlight the importance of democratic leadership and the improvement of teacher capacity and student outcomes.Practical implications– The paper gives practical examples on how principals can improve their understanding of pedagogical leadership.Originality/value– There are few articles on how pedagogical leadership is understood and practiced. The paper provides a model for pedagogical leadership and empirical data that shows that the concept deserves to be viewed as a qualitative concept that need interpretation.
ER  - 

TY  - JOUR
T1  - Teaching vocational pupils in their pyjamas: a socio-material perspective on challenges in the age of Covid-19
T2  - The international journal of information and learning technology
SN  - 2056-4880
A1  - Carlsson, Sandra
A1  - Flensner, Karin K
A1  - Svensson, Lars
A1  - Willermark, Sara
PY  - 2022
DO  - 10.1108/ijilt-03-2022-0064
LA  - eng
PB  - : Emerald Group Publishing Limited
KW  - vocational teaching
KW  - vocational competence
KW  - digitalization
KW  - covid-19
KW  - socio-material perspective
KW  - work-integrated learning
KW  - arbetsintegrerat lärande
AB  - Purpose Due to the global outbreak of Covid-19, Swedish teachers in upper secondary education were forced to conduct emergency remote teaching. As of today, there is a stream of research that addresses digitalization in education in light of the pandemic. Previous studies show that the challenges with the sudden intensification of digitalization have been particularly challenging in practical and aesthetic subjects. The research question is as follows: What challenges did vocational teachers experience during the emergency remote teaching caused by Covid-19 and what emergent tactics can be identified invocational teaching practice?Design/methodology/approach The empirical data consists of (1) interviews with two vocational teachers and, (2) workshops with 25 teacher students from different vocational programmes that addressed vocational teaching during the Covid-19 crisis.Findings Emergency remote teaching meant challenges due to the changed socio-material environment that cannot easily be transformed to a vocational teaching setting. The challenges were related to authentic situations and material, problem solving and dexterity. Tactics that emerged as a response to the challenges were mainly connected to attempts to mimic vocational practices.Originality/value Contributions include explaining specific challenges and possibilities in developing vocational competence when teaching is digitalised. Furthermore, it increases the understanding of the relationship between theory and practice in vocational education. By adopting a socio-material perspective onvocational competence, the authors enhance the understanding of the importance of a shared socio-material environment
ER  - 

TY  - JOUR
T1  - Teaching vocational pupils in their pyjamas: a socio-material perspective on challenges in the age of Covid-19
T2  - The international journal of information and learning technology
SN  - 2056-4880
A1  - Carlsson, Sandra
A1  - K Flensner, Karin
A1  - Svensson, Lars
A1  - Willermark, Sara
PY  - 2023
VL  - 1
IS  - 40
SP  - 84
EP  - 97
DO  - 10.1108/IJILT-03-2022-0064
LA  - eng
PB  - Bingley : Emerald Publishing
KW  - covid-19
KW  - digitalization
KW  - socio-material perspective
KW  - vocational competence
KW  - vocational teaching
AB  - Purpose: Due to the global outbreak of Covid-19, Swedish teachers in upper secondary education were forced to conduct emergency remote teaching. As of today, there is a stream of research that addresses digitalization in education in light of the pandemic. Previous studies show that the challenges with the sudden intensification of digitalization have been particularly challenging in practical and aesthetic subjects. The research question is as follows: What challenges did vocational teachers experience during the emergency remote teaching caused by Covid-19 and what emergent tactics can be identified in vocational teaching practice? Design/methodology/approach: The empirical data consists of (1) interviews with two vocational teachers and, (2) workshops with 25 teacher students from different vocational programmes that addressed vocational teaching during the Covid-19 crisis. Findings: Emergency remote teaching meant challenges due to the changed socio-material environment that cannot easily be transformed to a vocational teaching setting. The challenges were related to authentic situations and material, problem solving and dexterity. Tactics that emerged as a response to the challenges were mainly connected to attempts to mimic vocational practices. Originality/value: Contributions include explaining specific challenges and possibilities in developing vocational competence when teaching is digitalised. Furthermore, it increases the understanding of the relationship between theory and practice in vocational education. By adopting a socio-material perspective on vocational competence, the authors enhance the understanding of the importance of a shared socio-material environment. © 2022, Sandra Carlsson, Karin K Flensner, Lars Svensson and Sara Willermark.
ER  - 

TY  - JOUR
T1  - Making programming part of teachers' everyday life - Programming affordances and constraints for K-12 mathematics and technology
T2  - The international journal of information and learning technology
SN  - 2056-4880
A1  - Humble, Niklas
A1  - Mozelius, Peter
PY  - 2023
VL  - 1
IS  - 40
SP  - 98
EP  - 112
DO  - 10.1108/IJILT-03-2022-0069
LA  - eng
PB  - : ald
KW  - programming
KW  - lesson planning
KW  - affordances
KW  - k-12 education
KW  - technology
AB  - Purpose The conducted examination of programming affordances and constraints had the purpose of adding knowledge and value that facilitate the on-going national curricula revision; knowledge that also could be of general interest outside the Swedish K-12 context. Design/methodology/approach With a qualitative approach, the study was conducted as a document analysis where submitted lesson plans were the base for a directed content analysis. Findings This study presents findings on how the involvement of programming in mathematics and technology have potential to foster engagement and motivation among students. Findings also indicate that the implementation of programming can develop important general skills that go beyond the boundaries of mathematics and technology. Moreover, the identified constraints could be valuable to improve the on-going curriculum development for K-12 mathematics and technology. Research limitations/implications This qualitative study was conducted on a relatively small number of teachers where the majority has taken the courses on a voluntary basis. An important complement would be to conduct a larger quantitative study with data from a more general sample of K-12 teachers. Practical implications Results and discussions provide guidance for K-12 teachers and other stakeholders who want to introduce programming as a complementary tool in teaching and learning activities. Social implications The study has a contribution to the on-going implementation of the Swedish national curricula for K-12 mathematics and technology. Originality/value During the last years, many studies have been published on teacher training in programming, and how the training can be improved. This study goes beyond the actual teacher training and examine aspects teachers translate to theirs daily work after completing the training.
ER  - 

TY  - JOUR
T1  - Same but different?: An examination of Swedish upper secondary school teachers’ and students’ views and use of ICT in education
T2  - The international journal of information and learning technology
SN  - 2056-4880
A1  - Lindberg, J. Ola
A1  - Olofsson, Anders D.
A1  - Fransson, Göran
PY  - 2017
VL  - 2
IS  - 34
SP  - 122
EP  - 132
DO  - 10.1108/IJILT-09-2016-0043
LA  - eng
PB  - : Emerald Group Publishing Limited
KW  - teaching
KW  - student
KW  - teacher
KW  - upper secondary school
KW  - use of ict
KW  - innovative learning
KW  - innovativt lärande
AB  - Purpose – The purpose of this paper is to examine Swedish upper secondary school teachers’ and students’ views and use of ICT in education.Design/methodology/approach – In total, 25 individual teachers and 39 students in small focus groups were interviewed. A qualitative content analysis was performed using NVivo11. The analysis was conducted in three steps: with each individual teacher, the student groups and the cohort of teachers and students. A comparative analysis was also conducted.Findings – The teachers’ views and use of ICT are diverse. Teachers and students identify similar challenges when using ICT in education, e.g. time and subject, the shortcomings of a school’s learning management system (LMS) and teachers’ digital competence. Students report an extensive out-of-school use of smartphones and an extensive in-school use of laptops and LMS.Research limitations/implications – The relatively small number of teachers and students in three schools make generalisations difficult. The examination of teachers’ and students’ views and use in the same context reveals new knowledge.Practical implications – The study may influence teachers’ use of ICT in education, based on a better understanding of students’ use.Social implications – The study may lead to a better understanding of teachers’ and students’ different perspectives and a more enhanced and sustainable in-school use of ICT.Originality/value – The originality is that teachers’ and students’ views and use of ICT in education are examined at the same time. The paper contributes new knowledge about how teachers and students conceptualise and use ICT in upper secondary school practices
ER  - 

TY  - JOUR
T1  - Remote teaching for equal and inclusive education in rural areas?: An analysis of teachers' perspectives on remote teaching
T2  - The international journal of information and learning technology
SN  - 2056-4880
A1  - Stenman, Saga
A1  - Pettersson, Fanny
PY  - 2020
VL  - 3
IS  - 37
SP  - 87
EP  - 98
DO  - 10.1108/IJILT-10-2019-0096
LA  - eng
PB  - : Emerald Group Publishing Limited
KW  - inclusion
KW  - mixed methods
KW  - digital relational competence
KW  - pedagogical digital competence
KW  - remote teaching
KW  - education
AB  - Purpose: The aim of this study is to explore equality and inclusion as an aspect of remote teaching in rural areas. Moreover, the aim is to explore teachers' pedagogical digital competence(PDC) and school organizational support as conditions for developing remote teaching.Design/methodology/approach: A mixed method approach with both qualitative and quantitative data was used.Findings: According to this study, remote teaching can solve many problems for school organizations and offer pupils new opportunities to learn in rural areas. Remote teaching expands the learning environment and provides pupils with equal access to qualified teachers and a wider range of learning solutions for different needs. However, the learning context needs to be redesigned with flexibility to meet the needs of individual pupils, where as the remote teaching format itself can contribute to difficulties in teachers' flexibility. In meeting these challenges teachers' PDC and digital relational competencies are becoming increasingly important. Moreover, teachers' access to communities and school contexts where remote teaching is collaboratively discussed and elaborated on.Research limitations/implications: The study is limited to a region in Sweden, with ten participants.Practical implications: The practical implications are that equal and inclusive remote teaching is dependent on technological as well as pedagogical competence from teachers as well as from organizations.Social implications: If sufficient professional development for teachers is provided as well as organizational structure are in place, remote teaching is an option for equal access to education in sparsely populated areas. This means inclusive education can be provided to areas otherwise lacking in teacher competence.Originality/value: The study is one of few that investigates how remote teaching teachers perceive the teaching form and the competencies and support required to develop and use it in rural areas.
ER  - 

TY  - JOUR
T1  - Lesson study as a way of improving school-day navigation for pupils with severe intellectual disability and autism
T2  - International Journal for Lesson and Learning Studies
SN  - 2046-8253
A1  - Klefbeck, Kamilla
PY  - 2021
VL  - 4
IS  - 10
SP  - 348
EP  - 361
DO  - 10.1108/IJLLS-03-2021-0024
LA  - eng
PB  - : Emerald Group Publishing Limited
KW  - autism
KW  - central coherence
KW  - inclusive education
KW  - learning disabilities
KW  - lesson study
KW  - professional development
AB  - Purpose This research explores lesson study as a way to enhance the quality of teaching for pupils with learning disabilities and autism spectrum disorder by observing changes to one pupil's (Wilma) active educational participation. The study also investigates if and in what ways the professional development impacted teaching practices.Design/methodology/approach Five teachers met with the author on four occasions. Between these meetings, the teachers delivered the lessons they had planned together. The author video recorded the meetings to discern how the teachers' expressions developed. The author shared their thoughts with another researcher to enable an interrater validity examination.Findings The implementation of the lesson study vehicle enabled the teachers to transform their thinking from mainly focusing on pupils' deficiencies to instead focusing on their strengths. A relationship was found between teachers' understanding of central coherence, their skills in adapting received instructions and pupils' abilities to process and contextualize information or discern the whole picture.Research limitations/implications Research that involves teachers in the learning process emphasizes the relation between teachers' thinking and their potential to enable the contextualized inclusion of pupils with learning disabilities.Originality/value This research offers important insights into how school-day navigation for pupils with severe intellectual disability and autism can be understood through the lens of variation theory; the teachers' repeated and adjusted use of the frame on the schedule strip enabled Wilma to discern what would happen next during the school day.
ER  - 

TY  - JOUR
T1  - Preschool class pupils’ enhanced subitizing abilities by learning study interventions
T2  - International Journal for Lesson and Learning Studies
SN  - 2046-8253
A1  - Wästerlid, Catarina
A1  - Holmqvist, Mona
A1  - Tutunjian, Damon
PY  - 2024
VL  - 5
IS  - 13
SP  - 61
EP  - 75
DO  - 10.1108/IJLLS-04-2024-0066
LA  - eng
PB  - : Emerald Group Publishing Ltd.
KW  - subitizing
AB  - Purpose : This study explores variation theory-based interventions’ contribution to enhancing preschoolers’ subitizing abilities during iterative lessons. Results are presented according to low, middle and high achievers, focused on those with prominent challenges.  Design/methodology/approach : In total 68 Swedish preschoolers participated. They were randomly assigned to one of the intervention/control groups: 23 mixed design, 24 variation theory design and 21 controls. Data from 59 pupils were analyzed. A learning study with three lesson designs for each intervention group was used in autumn 2022 and spring 2023, respectively. The mixed design met ordinary textbook material and variation theory (VT) group instructions designed by VT during autumn, whereas all met instructions designed by VT in spring. Each group was divided into two subgroups. The controls followed business-as-usual math teaching. Two tests assessed pupils’ results before and after the interventions.  Findings : All groups showed significant improvements between pre- and post-tests. Pupils in the mixed and VT groups developed more knowledge than the controls. The low-achieving group developed the most. The VT group exhibited a more complex pattern of variation and a greater increase than the mixed group. The intervention groups showed a greater improvement in both tests’ results than the controls.  Originality/value: There is agreement on the importance of subitizing abilities as a predictor of future mathematical development; however, lesson design and research on pupils’ development regarding lessons offered are limited.
ER  - 

TY  - JOUR
T1  - Comparing education for sustainable development in initial teacher education across four countries
T2  - International Journal of Sustainability in Higher Education
SN  - 1467-6370
A1  - Evans, Neus (Snowy)
A1  - Inwood, Hilary
A1  - Christie, Beth
A1  - Ärlemalm-Hagser, Eva
PY  - 2021
VL  - 6
IS  - 22
SP  - 1351
EP  - 1372
DO  - 10.1108/IJSHE-07-2020-0254
LA  - eng
PB  - : EMERALD GROUP PUBLISHING LTD
KW  - sustainability
KW  - education for sustainable development
KW  - initial teacher education
KW  - preservice teacher education
KW  - environmental education for sustainability
KW  - learning for sustainability
AB  - Purpose The purpose of this paper is to undertake a cross-comparative inquiry into Education for Sustainable Development (ESD) related to governance, initiatives and practices in initial teacher education (ITE) across four countries with very different contexts - Sweden, Scotland, Canada and Australia. It provides insights into issues arising internationally, implications for ESD in ITE and offers learnings for other countries and contexts. Design/methodology/approach A cross-comparative study design with overarching themes and within-case descriptions was applied to consider, compare and contrast governance characteristics, initiatives and practices from each context. Findings The approaches to governance, initiatives and practices that each country adopts are unique yet similar, and all four countries have included ESD in ITE to some extent. Comparing and contrasting approaches has revealed learnings focussed on ESD in relation to governance and regulation, practices and leadership. Research limitations/implications Making comparisons between different contexts is difficult and uncertain and often misses the richness and nuances of the individual sites under study. However, it remains an important endeavour as the challenges of embedding ESD in ITE will be better understood and overcome if countries can learn from one another. Originality/value Scrutinising different approaches is valuable for broadening views about possibilities and understanding how policies and initiatives translate in practice.
ER  - 

TY  - JOUR
T1  - Applied engineering education for soft skills in the context of sustainability and mobility
T2  - International Journal of Sustainability in Higher Education
SN  - 1467-6370
A1  - Tell, Joakim
A1  - Hoveskog, Maya
PY  - 2022
VL  - 8
IS  - 23
SP  - 324
EP  - 336
DO  - 10.1108/IJSHE-07-2022-0202
LA  - eng
PB  - Bingley : Emerald Group Publishing Limited
KW  - sustainability
KW  - mobility
KW  - learning models
KW  - soft skills
KW  - engineering education
KW  - student-led learning
KW  - project-based learning
KW  - leads
AB  - Purpose – The purpose of this paper is to address the need to rethink the traditional approach to education in the university engineering curriculum. The paper examines two engineering projects led by university students in Sweden: the design and construction of a solar-powered car taking part in the Bridgestone World Solar Challenge and the creation of a business model for the ownership phase of an electric car together with Polestar.  Design/method – An extensive literature review was conducted. Students were interviewed and surveyed on their impressions of their learning experience in the two projects and student logbooks reviewed. Problem-based learning, the CDIO approach, and the ABCD-procedure are used. Results are compared to theories from the literature.Results – Project-based learning in real-world settings can increase engineering students’ technical knowledge and improve their technical skills as they solve complex problems or propose solutions to such problems. Such projects also strengthen students’ commitment, self-confidence, and self-esteem as well as promote co-operation and creativity. These are soft skills largely absent from traditional engineering education.  Originality/value – This research offers a timely perspective on an issue of current interest in engineering education: student-led learning vs. teacher-led learning. The paper also provides two illustrative student-led projects that focus on sustainability and mobility. Practical implications – Innovative, student-led learning in the applied engineering curriculum can foster students’ soft skills in ways that teacher-led, lecture-style learning does not.© 2022, Joakim Tell and Maya Hoveskog.
ER  - 

TY  - JOUR
T1  - Exploring technostress in disruptive teaching practices
T2  - International Journal of Workplace Health Management
SN  - 1753-8351
A1  - Willermark, Sara
A1  - Högberg, Karin
A1  - Nilsson, Pernilla
PY  - 2023
VL  - 4
IS  - 16
SP  - 328
EP  - 343
DO  - 10.1108/ijwhm-10-2022-0161
LA  - eng
PB  - : Emerald
KW  - digitalization
KW  - teacher
KW  - remote work
KW  - technostress
KW  - technorest
KW  - work-integrated learning
KW  - arbetsintegrerat lärande
AB  - Purpose – In this study, the authors explore teachers’ experiences of work during the pandemic using the analytic lens of technostress. More specifically, the authors investigate how the sudden transition to distance education induces technostress among teachers in relation to their teaching practice.Design/methodology/approach – The data gathering method constitutes a questionnaire that exploreshow teachers’ work situation was affected by shifting to distance education. 286 Swedish teachers answered the open-ended questionnaire.Findings – The results demonstrate how technostress creators, technostress strains and teachers’ coping strategies are expressed in teaching practice during an extreme case of digitalization.Originality/value – The authors contribute to the work on technostress by suggesting the theoretical concept of “technorest” to shed light on alternative effects of the digitalization of work practice. Furthermore, the authors give examples of technorest creators which the authors term “techno-shields” and “techno-security”.The results could be interesting to enhance the understanding of the digitalization of work practices and cultivate a more favorable work situation
ER  - 

TY  - JOUR
T1  - Exploring technostress in disruptive teaching practices
T2  - International Journal of Workplace Health Management
SN  - 1753-8351
A1  - Willermark, Sara
A1  - Högberg, Karin
A1  - Nilsson, Pernilla
PY  - 2023
VL  - 4
IS  - 16
SP  - 328
EP  - 343
DO  - 10.1108/IJWHM-10-2022-0161
LA  - eng
PB  - Bingley : Emerald Group Publishing Limited
KW  - digitalization
KW  - remote work
KW  - teacher
KW  - technorest
KW  - technostress
KW  - leads
AB  - Purpose: In this study, the authors explore teachers' experiences of work during the pandemic using the analytic lens of technostress. More specifically, the authors investigate how the sudden transition to distance education induces technostress among teachers in relation to their teaching practice. Design/methodology/approach: The data gathering method constitutes a questionnaire that explores how teachers' work situation was affected by shifting to distance education. 286 Swedish teachers answered the open-ended questionnaire. Findings: The results demonstrate how technostress creators, technostress strains and teachers' coping strategies are expressed in teaching practice during an extreme case of digitalization. Originality/value: The authors contribute to the work on technostress by suggesting the theoretical concept of “technorest” to shed light on alternative effects of the digitalization of work practice. Furthermore, the authors give examples of technorest creators which the authors term “techno-shields” and “techno-security”. The results could be interesting to enhance the understanding of the digitalization of work practices and cultivate a more favorable work situation. © 2023, Sara Willermark, Karin Högberg and Pernilla Nilsson.
ER  - 

TY  - JOUR
T1  - Encouraging student independence: Perspectives on scaffolding in higher education supervision
T2  - Journal of Applied Research in Higher Education
SN  - 2050-7003
A1  - Zackariasson, Maria
PY  - 2020
VL  - 3
IS  - 12
SP  - 495
EP  - 505
DO  - 10.1108/JARHE-01-2019-0012
LA  - eng
PB  - : Emerald Group Publishing Limited
KW  - higher education
KW  - supervision of degree projects
KW  - student independence
KW  - teacher education
KW  - scaffolding
KW  - independent learning
KW  - historical studies
KW  - historiska studier
KW  - utbildningsvetenskapliga studier
KW  - studies in the educational sciences
AB  - PurposeThe aim of this article is to examine if and how supervisors’ use of two kinds of potential scaffolding means - asking questions and giving instructions - could contribute to fulfilling the scaffolding intention of student independence, in the context of supervision of degree projects within higher education.Design/methodology/approachThe article is based on qualitative content analysis of two series of supervision meetings between a supervisor and a student in Swedish higher education, comprising a total of eight recorded sessions. The theoretical framework of the article is centered on scaffolding and independent learning, and central concepts are contingency, fading, transfer of responsibility and student independence.FindingsThe analysis shows how the supervisors’ use of questions, and in some respect instructions, could contribute to fulfilling the scaffolding intention of student independence through enabling active participation of both student and supervisor and that the supervision was based on contingency. The analysis further shows that the supervisors tended to become more directive as the work came along, especially when students appeared to be running out of time. The supervision processes did thus not appear to be characterized by fading and transfer of responsibility.Originality/valueThis article contributes to the research field of higher education through discussing student independence as a potential scaffolding intention within supervision of degree projects, based on recorded supervision meetings. Supervision of degree projects is a highly relevant context for discussing scaffolding, since it combines increased student independence with close interaction between student and supervisor for an extended period.
ER  - 

TY  - JOUR
T1  - Teacher trainees’ information sharing activities and identity positioning on Facebook
T2  - Journal of Documentation
SN  - 0022-0418
A1  - Hanell, Fredrik
PY  - 2017
VL  - 2
IS  - 73
SP  - 244
EP  - 262
DO  - 10.1108/JD-06-2016-0085
LA  - eng
PB  - Bingley : Emerald Group Publishing Limited
KW  - higher education
KW  - information literacy
KW  - social media
KW  - teacher training
KW  - identity
KW  - information sharing
KW  - library and information science
AB  - PurposeThe purpose of this paper is to extend the knowledge of how identity is connected to information sharing activities in social media during pre-school teacher training.Design/methodology/approachAn ethnographic study is performed where 249 students at a Swedish pre-school teacher-training programme are followed through participant observations from November 2013 to January 2014, and from September 2014 to January 2015. The material produced includes 230 conversations from a Facebook Group used by 210 students and several teachers, field notes and transcribed interviews with nine students. Comparative analysis is used to analyse the Facebook conversations to identify ways of positioning identity and engaging in information sharing activities. Interviews with students are analysed to contextualise and validate the findings from the online interactions.FindingsThree identity positions are identified: discussion-oriented learner, goal-oriented learner and customer-oriented learner. The way a student commits to others, to ideas and to a career choice affects their identity positions and information sharing activities. Results suggest that information sharing with social media should be understood as a powerful device for identity development in pre-school teacher training.Research limitations/implicationsThis study is designed to provide detailed accounts with high validity on the expense of a high degree of representativeness.Originality/valueNo previous library and information science-studies have been presented that explore the relationship between the identity of learners and the information sharing activities in which they engage, in the context of social media or in relation to teacher training.
ER  - 

TY  - JOUR
T1  - The value of informal workplace learning for police education teachers’ professional development
T2  - Journal of Workplace Learning
SN  - 1366-5626
A1  - Holmgren, Robert
A1  - Sjöberg, David
PY  - 2022
VL  - 7
IS  - 34
SP  - 593
EP  - 608
DO  - 10.1108/JWL-04-2021-0040
LA  - eng
PB  - : Emerald Group Publishing Limited
KW  - informal workplace learning
KW  - teacher professional development
KW  - police education
AB  - Purpose – The purpose of this study is to explore Swedish police education teachers’ informal workplace learningand its perceived value for their professional development. Two categories of teachers, police teachers and universityteachers,with different professional knowledge and experience, work together at the police education unit.Design/methodology/approach – The method used was in-depth interviews with teachers working at aSwedish police education unit.Findings – Informal workplace learning was perceived by both teacher groups to be of great value forgaining knowledge about the local practice and for their professional development. Their learning emerged indiscussions, observations and practically oriented activities in their daily work. Four conclusions: firstly, theteachers’ informal workplace learning was socially and practice-oriented and learning emerged in acollaborative, reciprocal and active process. Secondly, the embodied nature of the learning is evident in theteachers’ joint activities in the teaching practice. Thirdly, it takes time and active involvement in the localpractice to become a professional teacher in this kind of education. Fourthly, an educational structure whereacademic knowledge and experience can be integrated with police knowledge and experience constitutes animportant basis for teachers’ professional development in police education and training.Originality/value – The study’s focus on police education and the professional development of teachers inthis specific practice contributes to increased knowledge of the social, practice-oriented and embodied natureof informal workplace learning.
ER  - 

TY  - JOUR
T1  - Making teachers' pedagogical capital visible and useful
T2  - Journal of Workplace Learning
SN  - 1366-5626
A1  - Henningsson-Yousif, Anna
A1  - Aasen, Solveig F
PY  - 2015
VL  - 5
IS  - 27
SP  - 332
EP  - 344
DO  - 10.1108/JWL-10-2013-0090
LA  - eng
PB  - : Emerald Group Publishing Limited
KW  - pracice theory
KW  - teacher education
KW  - mentor education
KW  - pedagogical capital
KW  - school development
KW  - sketching
AB  - Purpose – The purpose of this paper is to compare methods of working with pedagogical capital in teacher and mentor education. The authors make an account of the development of the concept of pedagogical capital and relate it to the theoretical context of practice theory. Empirical data will substantiate the theoretical discussion of teachers ' pedagogical capital. Design/methodology/approach – Comparative analyses of the authors ' research and empirical data were undertaken. Findings – Three dimensions of pedagogical capital have been identified: an experience content dimension, an analysis dimension and an acting dimension. Research limitations/implications – The authors find potential in using and further developing the concept of pedagogical capital in its various dimensions and in relation to other similar concepts. Practical implications – The authors ' methods could be used for school development purposes as well as in teacher education. Social implications – The aim of the paper is to underline the value of the contributions people can make to society as a whole and as teachers in school, in particular. The recognition of the ability to analyse and contribute is the essence of this work. Originality/value – The value of the paper is the introduction and development of pedagogical capital in an international context. The value is also the common analyses of educational work in Sweden and Norway.
ER  - 

TY  - JOUR
T1  - Conceptual Understandings of Democracy and Values as Aspects of Teacher Quality: The Case of Teacher Education in Sweden
T2  - International Perspectives on Education and Society
SN  - 1479-3679
A1  - Åstrand, Björn
PY  - 2015
IS  - 27
SP  - 385
EP  - 412
DO  - 10.1108/S1479-367920140000027009
LA  - eng
PB  - : Emerald Group Publishing Limited
KW  - democracy
KW  - values
KW  - higher education
KW  - teacher education
KW  - sweden
AB  - This chapter focuses on a conceptual understanding of democracy and values education in teacher education, taking the perspective that educa- tion, of necessity, must encompass broader purposes of qualification, socialization and subjectification and that the relationship between them is characterized by interdependence. This chapter analyzes two aspects of teacher quality: first, the importance of values and the understanding of and approaches to values and democracy; second, variations in con- ceptual understandings within a particular educational field (teacher edu- cation). The study maps what teacher educators and institutional leaders for teacher education programs have to say about democracy and values education in relation to teacher preparation given the context of demo- cratic education reforms in the postwar period. This chapter addresses issues such as the readiness among teachers to teach democracy and values as an overarching and qualitative aspect of the teaching profes- sion. This study finds that, on the one hand, there is strong curricular support for democracy and related values education in schools and, on the other hand, a mixed landscape in teacher education. The situation within teacher education suggests an embracement of these issues but with a high degree of conceptual ambiguity and vagueness.
ER  - 

TY  - CHAP
T1  - Promoting Social Justice in Swedish Teacher Education
T2  - International Teacher Education
A1  - Edling, Silvia
A1  - Frelin, Anneli
PY  - 2015
SP  - 305
EP  - 328
DO  - 10.1108/S1479-368720150000025013
LA  - eng
PB  - Bingley : Emerald Group Publishing Limited
KW  - social justice
KW  - social violence
KW  - teacher education
KW  - teacher educators
AB  - In this chapter, the issue of social justice in teacher education (TE) is addressed from a Swedish perspective. The chapter begins by briefly describing the Swedish educational context in schools and TE, with a specific emphasis on the task of educators and teacher educators to promote social justice and as a consequence to this counteract various forms of social violence: such as violation, including bullying, harassment and discrimination. The second section introduces evidence on fruitful strategies for counteracting social violence in school, based on a national research study that takes into account international research. Following this, we exemplify how these findings are interlaced the pedagogies of TE in Sweden. The chapter ends with thoughts on such pedagogies in an international context, and a brief conclusion.
ER  - 

TY  - JOUR
T1  - Assembling lines in research education: Challenges, choices and resistance among Swedish doctoral students
T2  - Studies in Graduate and Postdoctoral Education
SN  - 2398-4686
A1  - Angervall, Petra
A1  - Silfver, Eva
PY  - 2019
VL  - 2
IS  - 10
SP  - 142
EP  - 154
DO  - 10.1108/SGPE-03-2019-0028
LA  - eng
PB  - : Emerald Group Publishing Limited
KW  - creativity
KW  - change
KW  - assemblage
KW  - research education
KW  - doctoral subjectivity
KW  - lines of action
KW  - teacher education and education work
AB  - Purpose – The higher education sector in Sweden has, over decades, faced increasing demands in terms of efficiency rates in research, as well as increasing demands in the international competition for external revenue. These demands have influenced academic career trajectories and postdoctoral tracks as well as the everyday work of doctoral students. The purpose of this paper is to investigate how doctoral students express and challenge subjectivity in the present context of research education.Design/methodology/approach – The authors depart from the overall understanding that doctoral students’ lines of actions in research education depend on and form assemblages and, thus, define an academic institution. By re-analysing eight in-depth interviews, they illustrate how doctoral students from different milieus not only comply but also challenge, use border-crossings and change directions in research education.Findings – The results show that some of these doctoral students try to act as loyal and satisfied, especially in regard to their supervisors, whereas others use coping strategies and resistance. It is illustrated that when some of the students use “unsecure” molecular lines, they appear more open to redefining possibilities and change, in comparison with those on more stable molar lines. Those acting on molar lines sometimes express a lack of emotional (productive) engagement, even though this particular group tend to more often get access to rewarded assemblages. These patterns are partly gender-related.Social implications – The tension between finding more stable lines and spaces for change is apparent in doctoral students’ subjectivity, but also how this tension is related to gender. The women doctoral students appear not only more mobile but also in a sense more alert than their men peers. This offers insights in how actions define and redefine not only academic institutions but also different subjectivities.Originality/value – In the present, given the manifold demands on academic institutions, new insights and methodological approaches are necessary to illustrate how contemporary changes affect research education and the everyday life of doctoral students.
ER  - 

TY  - CONF
T1  - A Remote Mode High Quality International Master Degree Program in Environomical Pathways for Sustainable Energy Systems (SELECT) -Pilot Program Experiences During First Year of Studies
T2  - PROCEEDINGS OF 2018 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) - EMERGING TRENDS AND CHALLENGES OF ENGINEERING EDUCATION
A1  - Abeywecra, Ruchira
A1  - Scnanavakc, Nihal S.
A1  - Jayasuriya, Jeevan
A1  - Fransson, Torsten H.
PY  - 2018
SP  - 276
EP  - 284
DO  - 10.1109/EDUCON.2018.8363240
LA  - eng
PB  - : IEEE
KW  - sustainability
KW  - remote education
KW  - energy technology
KW  - challenge driven education
KW  - innovation
KW  - entrepreneurship
AB  - Remote mode study programs at master degree level are becoming more popular than undergraduate level programs. Students after graduation with Bachelors degree very often are employed and the most appropriate mode for them to pursue higher studies is the remote mode. Postgraduate programs with one or two year duration mostly focus on specific areas of research based industrial application. Traditional remote education is thought to be more centered on web based on-line programs with a little opportunity for teacher student interaction and interaction with peers. In such programs motivation for studies has been a problem and as a result many students drop off and also those remain in the program for prolonged periods do not show good performance. One of the reasons for failures of students in remote studies is the isolation leading to discouragement for the completion studies. A remote mode Master Degree Program in Environomical Pathways for Sustainable Energy Systems (MSc-SELECT), consisting of a number of innovative features aimed at improved student engagement, motivation, exposure to experiences in multi-national setting and team work, was developed and implemented by the Master School of the EIT-InnoEnergy, as a pilot project. The program was offered, collaboratively and simultaneously to students in three locations, Royal Institute of Technology in Sweden, Universitat Politecnica de Catalunya in Spain and the Open University of Sri Lanka. The students in Sweden and Spain each followed 50% of the courses on-campus and 50% in remote mode depending upon the university they registered with. The students in Sri Lanka followed the entire 1st year fully remotely. All the students (from KTH, OUSL and UPC) will spend the 2nd year on-campus at another university in the consortium. This paper discusses, from the perspective of the fully remote site, the remote program with its innovative aspects, student performance and experience together with future tasks for making the program viable and beneficial to all partner countries.
ER  - 

TY  - CONF
T1  - Teaching Methods and Students' Motivation in STEM Large Classes: A Survey at BTH
T2  - IEEE Global Engineering Education Conference, EDUCON
A1  - Palm, Bruna
A1  - Ludwig Barbosa, Vinícius
PY  - 2024
DO  - 10.1109/EDUCON60312.2024.10578615
LA  - eng
PB  - : IEEE Computer Society
KW  - large classes
KW  - student's motivation
KW  - survey
KW  - swedish university
KW  - teaching methods
KW  - computer aided instruction
KW  - engineering education
KW  - motivation
KW  - teaching
KW  - engineering course
KW  - large class
KW  - large groups
KW  - science course
KW  - science technologies
KW  - student motivation
KW  - swedishs
KW  - teachers'
KW  - students
AB  - The combination of a large number of students and a diverse student population poses additional pedagogical challenges in higher education courses. The teacher's perception of student engagement becomes more challenging in a large group, and students may experience reduced motivation despite the teacher's efforts and pedagogical approach. This paper discusses the challenges of teaching approaches and students' motivation in large groups. For that, a survey at Blekinge Tekniska Hogskola (BTH) in Sweden was performed to evaluate and discuss learning improvement in science, technology, engineering, and mathematical (STEM) courses attended by Swedish and international students. The survey explores how teachers can encourage student motivation in large classes, and it was based on related works reporting teaching methods and common issues in teaching STEM courses. Based on the survey's result analysis, we can observe that the physical learning environment and teaching style do not play an essential role in the student's motivation. However, the teacher and student interaction influences their motivation. These findings provide insight into the diverse perceptions of students regarding the connections between teaching style, feedback, learning environment, and motivation, for example. The conclusions derived from the survey are expected to serve as guidelines for improving student performance in large STEM groups. © 2024 IEEE.
ER  - 

TY  - CONF
T1  - Fear of the Mouse and other ICT4D Change projects in developing countries
T2  - FIE Frontiers in Education conference
A1  - Hansson, Henrik
PY  - 2014
DO  - 10.1109/fie.2014.7044010
LA  - eng
PB  - : IEEE conference proceedings
KW  - ict4d
KW  - education
KW  - development
KW  - change
KW  - informationssamhället
KW  - information society
AB  - The Swedish International Development Cooperation Agency (Sida) funds an advanced training program for key decision makers who can influence the implementation of ICT in education in developing countries. The program started in 2012 and runs for 3 years, with an optional extension of up to 5 years. The participants from 2012 to 2014 were from Afghanistan, Bangladesh, Cambodia, India, Kosovo, Bolivia, Uruguay, Ethiopia, Liberia, Rwanda, Tanzania, Uganda, and Zimbabwe. The program educates and coaches approximately 30 participants in a course (6 courses so far) that lasts 16 months. Four course weeks are located in Sweden and the remaining period is focused on the change project implementation in the home country with coaching from Sweden using distance technology. The course modules are: 1) Visions for learning: International, national, and regional policies for education, 2) Managing change in education: Leadership, processes, and evaluation, 3) Interactive learning environments and digital inclusion, and 4) Support and tools for change. The department of computer and systems sciences at Stockholm University and Life Academy Sweden jointly run the program. Each participant is selected based on the change project suggested, personal qualifications, and the status of the work organisation. The ICT in Education change projects initiated so far have been categorized into the following themes: Management, Human rights (children’s and women’s rights), Language Learning, and Open resources and Teacher Education. The study analyses the relevance, implementation and impact of these change projects, highlighting contextual and universal obstacles when introducing ICT for teaching and learning on a national or local scale. This project has created a large international network of key people who will impact development in these regions. Master and PhD students from Stockholm University have been connected to this research and development project providing added capacity and facilitating power. This work in progress outlines multi‐disciplinary and international issues using a comparative perspective. At the time of the FIE conference in October 2014 180 change projects has been initiated and are ongoing and two “half time” follow up meetings has been held, one in India and one in Uganda. The lessons learned, critical challenges and ideas for the future regarding the use and implementation of ICT in developing countries will be presented, discussed and reflected upon at the conference. “Fear of the mouse” is a quote from a change project in Bangladesh, with the purpose of introducing computers in rural schools. “The teachers are afraid of the (computer) mouse, they don’t dare to touch it, fear they will destroy something, but once they feel the mouse, move it and learn how to use it, they realize they need it!”. A lot of cases from the real world will be presented both as examples of the needs for specific contextualisation and as general cases highlighting worldwide problems. Video documentation, surveys, field studies and interviews are the primary data sources.
ER  - 

TY  - CONF
T1  - Academics' Experience of Teaching Open Ended Group Projects A phenomenographic study
T2  - 2016 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE)
A1  - Voogt, Marianne
A1  - Chen, Chuan Sheng
A1  - Thota, Neena
PY  - 2016
DO  - 10.1109/FIE.2016.7757474
LA  - eng
KW  - open ended group project (oegp)
KW  - teaching experience
KW  - phenomenography
AB  - An Open Ended Group Project (OEGP) is a distinguishable pedagogical tool, used by teachers in computing, engineering, and information technology courses. The tool contributes to the development of 'soft' skills essential for students' future career needs. This paper reports on a phenomenographic study that investigates the research question: What are the ways in which academics teaching Open Ended Group Projects experience teaching the course? Previous studies, using the phenomenographic research approach, have offered insights into academics' conceptions of science learning and teaching. However, there are no studies that investigate the experiences of teachers who use OEGP in their classes. This is the first study, that asks academics using an OEGP how they experience teaching these courses. Students enrolled in a course on computing education research conducted the small-scale study at Uppsala University, Sweden. In order to answer the research question, a theoretical sample was selected with a wide range of relevant population characteristics (e.g. background, prior experience, gender, and age). The semi -structured interview questions focused on understanding of OEGP, the learning objectives of OEGP, strategies for teaching these learning objectives, and the teacher's experience in teaching through OEGP. The results indicate that teachers see their role within OEGP as a coach and that the variation between experiences lies in what is intended to be coached. This variation is presented in a hierarchy (the outcome space). Categories focus on: the team, discipline, problem solving skills, learning and motivation. We also look at the first-hand experience of a student in an OEGP course and discuss the teachers' perceptions of students' experiences of OEGP. The implication for teaching is that a teacher needs to reconsider the way he or she teaches more often in OEGP than in regular courses. There are two reasons for this. First, teaching OEGP is based less on teaching content knowledge and more on teaching skills. Secondly, OEGP deals with a 'real problem', and aspects of the problem continuously change. Teachers are recommended to aim for reaching a higher category, indicating a deeper level of experience, and to use the experience of coaching OEGP in other courses as well. The importance of metacognition (reflection on action) and discussion with other teachers who have experience in teaching OEGP is highlighted.
ER  - 

TY  - CONF
T1  - Leadership and Pedagogical Skills in Computer Science Engineering by Combining a Degree in Engineering with a Degree in Education
T2  - 2020 IEEE Frontiers in Education Conference (FIE)
SN  - 0190-5848
A1  - Cronhjort, Mikael
A1  - Bengmark, Samuel
A1  - Kann, Linda
A1  - Kann, Viggo
A1  - Ieee,, Ieee
PY  - 2020
SP  - 1
EP  - 9
DO  - 10.1109/FIE44824.2020.9273958
LA  - eng
PB  - : IEEE
KW  - computer aided instruction
KW  - computer science education
KW  - educational courses
KW  - educational institutions
KW  - teaching
KW  - leadership
KW  - pedagogical skills
KW  - computer science engineering
KW  - innovative practice
KW  - dual degree study programmes
KW  - innovative study programme design
KW  - alarming demand
KW  - upper secondary school teachers
KW  - computer science engineers
KW  - combined education
KW  - stem subjects
KW  - computer science
KW  - engineering profession
KW  - stem
KW  - engineering education
KW  - statistics
KW  - dual degrees
KW  - teacher education
KW  - problem solving
KW  - critical thinking
KW  - equality
KW  - gender
KW  - it consultants
KW  - teacher
KW  - education
KW  - critical
KW  - thinking
AB  - In this full paper on innovative practice, we describe and discuss findings from dual degree study programmes that combine a master's degree in engineering with a master's degree in education. This innovative study programme design has emerged in Sweden due to an alarming demand for more Upper Secondary School teachers in STEM subjects. Studies on alumni from these programmes indicate that the graduates are highly appreciated not only as teachers in schools, but also in business and industry, e.g. in roles as IT consultants and computer science engineers. Data indicate that the breadth of the combined education, and especially leadership and pedagogical skills, are important factors for these graduates' success as engineers.
ER  - 

TY  - CONF
T1  - Exploring programming didactics in primary school - a gender perspective
T2  - 2022 IEEE Frontiers in Education Conference (FIE)
A1  - Åkerfeldt, Anna
A1  - Kjällander, Susanne
A1  - Mannila, Linda
A1  - Heintz, Fredrik
PY  - 2022
DO  - 10.1109/FIE56618.2022.9962386
LA  - eng
PB  - : Institute of Electrical and Electronics Engineers (IEEE)
AB  - This Research Full Paper explore inclusion in programming in primary school. Education plays a crucial role in engaging a diverse group of students with different social backgrounds and interests. Therefore, this study aims to shed light upon inclusion in programming in primary school, focusing on gender to increase the knowledge regarding inclusion in programming didactics. The following research questions have guided the study: How are programming activities designed in primary school? How do pupils approach the programming tasks given? Can any gender differences be observed, and what are the consequences for the teaching practice? The theoretical framework used to analyse the empirical material is at the intersection between multimodal social semiotics [1] and a design-oriented perspective [2]. The empirical material consists of classroom video observations. Programming lessons in grades 4-8 have been observed and videos was recorded during 2019-2020. The pupils have worked on eight different programming tasks during the lessons. Analysis of these programming activities (tasks, instructions and resources used) focusing on gender has been made. Findings show two aspects 1) interest and position and 2) representations of knowledge. Regarding interest and position, the study of programming activities shows both similarities and differences between girls’ and boys’ approach to the task. Similarities are shown regarding the learning activities. No differences in coding strategies or creativity are observed if the task has an open design. The differences are shown in the guided tasks, where boys tend to engage in the tasks from their interests rather than following instructions and girls tend to follow the instructions given by the teacher. From a gender perspective, the boys might find programming more creative and fun, and the girls might feel less engaged as their interest falls into the background. Secondly, knowledge representations might affect who is seen as an expert within the CS field. For example, in grades 4 and 5, a male voice was represented in the video clips and a guest teacher used when presenting programming activities. The resources used in the lessons can be seen as representations of knowledge. In this case, they are always connected to a social and cultural domain [3], an environment foremost represented by males in this case.
ER  - 

TY  - CONF
T1  - Swedish students’ problem-solving perceptions and its implications for teacher training and development
A1  - Ampadu, Ernest
A1  - Chechan, Batoul
PY  - 2022
DO  - 10.1109/FIE56618.2022.9962421
LA  - eng
PB  - Institute of Electrical and Electronics Engineers (IEEE)
KW  - personal-control
KW  - problem-solving competency
KW  - problem-solving competence
KW  - avoidance strategy
KW  - expectancy-value theory
KW  - sdg
KW  - teacher education
KW  - unesco
KW  - teknikvetenskapens lärande och kommunikation
KW  - education and communication in the technological sciences
AB  - Students’ ability to solve problems that require higher order thinking skills is not just necessary but also a sufficient condition in our quest for training students who have the skills and competencies to compete effectively both at the national and international levels. Achieving SDG4 is underpinned by examining how UNESCO’s sustainable competencies with emphasis on systems thinking, anticipatory, normative, strategic, critical thinking, self-awareness, and integrated problem-solving competencies are integrated or understood within the classroom context. Despite the integration of problem-solving into the Swedish school curriculum, students’ performance in this area has not been as expected. This study, therefore, examines the problem-solving attitudes of Swedish students and its implications for teacher training and development. Using a survey design and the Problem-Solving Attitude Inventory (PSAI) data was collected from 432 (primary, lower and upper secondary) students. Descriptive and inferential (ANOVA) statistics analyses were conducted to examine the problem-solving attitudes among the different grade levels. The results show that two of the constructs (problem-solving tendency, personal control) were statistically significant., F(2, 429)=5.007, p=0.007 and F(2,429)=3.071, p=0.047 respectively. The constructs (problem-solving confidence and avoidance style) did not show any statistically significant difference, F(2, 429) = 1.609, p = 0.201 and F(2, 429) = 0.484, p = 0.616 respectively between school levels. The results show that primary school students ascribed more positively to the items in the four constructs as compared to their lower and upper secondary peers. Personal control was the main contributing construct and had a direct influence on the other constructs. The ANOVA also showed a significant difference between gender and problem-solving attitudes with males ascribing more positively to all the four constructs except personal control. The results provide critical implications for teacher training and development. The conceptual framework shows that there is a need for teacher training programmes to equip teachers on how to change or influence students' self-control characteristics. We suggest the use of contextual and challenging activities to help enhance students’ personal.-control construct.
ER  - 

TY  - CONF
T1  - Considering the Community of Inquiry Framework in Online Engineering Education
T2  - 2022 IEEE Frontiers in Education Conference (FIE)
A1  - Zhang, Yihua
A1  - Stohr, Christian
A1  - Strömberg Jämsvi, Susanne
A1  - Kabo, Jens
PY  - 2022
DO  - 10.1109/fie56618.2022.9962591
LA  - eng
PB  - : IEEE
KW  - community of inquiry
KW  - coi
KW  - engineering education
KW  - online learning
KW  - blended learning
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This Research Full Paper presents a semi-systematic literature review of the application of the Community of Inquiry (CoI) framework in online engineering education. In a generally undertheorized field, the CoI framework has gained considerable attention as a theoretical and methodological means to understand and facilitate learning experiences in online learning environments. However, despite excellent contributions in both these areas, there is a concern about the effect of the disciplinary context and there are calls for more studies investigating disciplinary differences and blended learning environments. We observe that no study to date has tried to summarize and synthesize CoI’s application in engineering education, making informed judgments about its potential for educational research and practice in this particular context difficult. This review aims to contribute to closing this gap. Based on the reviewed articles, we conclude that CoI is a promising framework not only as an evaluation tool for online and blended learning environments in engineering education, but also for the design of online engineering courses that want to build their learning design on a collaborative constructivist view of learning. Due to the relatively limited number of CoI-based studies in online engineering education, we conclude that more research of CoI is needed in the field, especially in specific learning contexts. Compared to the richness of the general literature on CoI and in other fields, the utilization of CoI in engineering education is still very new and appears to still be in a junior state. We suggest several directions for improvement and further research both in order to foster CoI’s theoretical development as well as to provide practical guidance for the design of engineering specific learning environments based on reliable and valid research.
ER  - 

TY  - CONF
T1  - WIP: Higher Education Assessment Discourses in the Context of Emerging Technologies
T2  - 2024 IEEE Frontiers in Education Conference, FIE 2024 - Proceedings
A1  - Naimi-Akbar, Ida
PY  - 2024
DO  - 10.1109/FIE61694.2024.10892892
LA  - eng
PB  - : Institute of Electrical and Electronics Engineers (IEEE)
KW  - assessment practice
KW  - discourse analysis
KW  - emergent technology
AB  - This work-in-progress research paper describes an ongoing study of digital assessment discourses in engineering higher education with a focus on teacher roles and agency. Developing assessment practices in higher education is often emphasised as necessary when new technologies emerge. However, enactment of these changes is often delayed. This study employs discourse analysis to investigate digital assessment discourses at a Swedish higher education institution. The discourse analysis provides insight into which assessment practices are enabled and which agencies and roles the teacher can be assigned. A discourse analysis has been made on written policies and instructions intended to clarify and regulate the use of digital resources when assessing student performance. The preliminary analysis reveals three different discourses: the legal assessment discourse, the learning outcome-driven assessment discourse and the transformative assessment discourse. The three different assessment discourses enable different approaches to teachers' work with assessment in a time of emergent digital technologies. The study findings highlight the need to understand digital assessment practice as a social practice enabled or limited by the prevailing discourse. An increased understanding of different assessment discourses gives insights into how assessment activities in the digital context can be enacted. This contributes to increased knowledge of why the adaptation and development of assessment is slow.
ER  - 

TY  - CONF
T1  - Enhancing Safety via Deep Reinforcement Learning in Trajectory Planning for Agile Flights in Unknown Environments
T2  - 2024 IEEE/RSJ INTERNATIONAL CONFERENCE ON INTELLIGENT ROBOTS AND SYSTEMS, IROS 2024
A1  - Rocha, Lidia
A1  - Bidinotto, Jorge
A1  - Heintz, Fredrik
A1  - Tiger, Mattias
A1  - Vivaldini, Kelen
PY  - 2024
SP  - 3076
EP  - 3083
DO  - 10.1109/IROS58592.2024.10801910
LA  - eng
PB  - : IEEE
AB  - Unmanned aerial vehicles (UAVs), known for their agile flight capabilities, require safe trajectory planning to achieve high-speed flights. This is necessary to swiftly evade obstacles and adapt trajectories under hard real-time constraints. These adjustments are essential to generate viable paths that prevent collisions while maintaining high speeds with minimal tracking errors. This paper addresses the challenge of enhancing the safety of agile trajectory planning. The proposed method combines a supervised learning approach, as teacher policy, with deep reinforcement learning (DRL), as student policy. Initially, we train the teacher policy using a path planning algorithm that prioritizes safety while minimizing jerk and flight time. Then, we use this policy to guide the learning of the student policy in various unknown environments. Testing in simulation demonstrates noteworthy advancements, including an 80% reduction in tracking error, a 31% decrease in flight time, a 19% increase in high-speed duration, and a success rate improvement from 50% to 100%, as compared to baseline methods.
ER  - 

TY  - JOUR
T1  - Special education in Swedish and Finnish schools: seeing the forest or the trees?
T2  - British Journal of Special Education
SN  - 0952-3383
A1  - Takala, Marjatta
A1  - Ahl, Astrid
PY  - 2014
VL  - 1
IS  - 41
SP  - 59
EP  - 81
DO  - 10.1111/1467-8578.12049
LA  - eng
PB  - : John Wiley & Sons
KW  - special education professionals
KW  - comparative study
KW  - swedish
KW  - finnish
AB  - The purpose of this research was to study the content of the work of two special education professions in Sweden, special teachers and special pedagogues. In addition, we compare their work to the work of Finnish special teachers. The Swedish participants were 74 special educators: 27 special teachers and 47 special pedagogues. The Finnish data were from an earlier study, involving 133 special teachers. Participants in both countries were approached via a questionnaire. The results show that Swedish special pedagogues do more consultative work and Swedish special teachers more direct work with pupils. However, there is plenty of overlap in the work profiles of Swedish special pedagogues and special teachers. Most of the work content is in line with the Finnish findings, except that Finnish special teachers had a minor consultative role. It seems that the work duties across the two professions, special pedagogues and special teachers, are somewhat similar. Their ways of working in practice are discussed.
ER  - 

TY  - JOUR
T1  - A comparative study of special educator preparation in Norway and Sweden
T2  - British Journal of Special Education
SN  - 0952-3383
A1  - Cameron, David Lansing
A1  - Tveit, Anne Dorthe
A1  - Jortveit, Maryann
A1  - Lindqvist, Gunilla
A1  - Göransson, Kerstin
A1  - Nilholm, Claes
A1  - Cameron, David Lans
PY  - 2018
VL  - 3
IS  - 45
SP  - 256
EP  - 276
DO  - 10.1111/1467-8578.12231
LA  - eng
PB  - : Wiley
KW  - special educator
KW  - teacher education
KW  - norway
KW  - sweden
KW  - utbildning och lärande
KW  - education and learning
KW  - special education
AB  - The purpose of this study was to explore similarities and differences between special educator preparation in Norway and in Sweden. Graduates of special education programmes at two Norwegian (n = 320) and two Swedish universities (n = 425) who completed their training between 2001 and 2012 responded to surveys. Findings indicate that both Swedish and Norwegian graduates felt prepared for their current work and that teaching approaches employed in the different programmes were similar. However, there appears to be a stronger focus on pupils’ social goals in Sweden, as well as on advising teachers, school development and promoting inclusive environments. In contrast, Norwegian participants reported a greater focus on preparation to work with specific types of learning and behavioural difficulties. Findings are discussed in relation to differing political and social structures, such as national regulations for steering special educator preparation in Sweden, which are absent in the Norwegian context.
ER  - 

TY  - JOUR
T1  - Professional collaboration between class teachers and special educators in Swedish rural schools
T2  - British Journal of Special Education
SN  - 0952-3383
A1  - Pettersson, Gerd
A1  - Ström, Kristina
PY  - 2019
VL  - 2
IS  - 46
SP  - 180
EP  - 200
DO  - 10.1111/1467-8578.12266
LA  - eng
PB  - : Wiley
KW  - educational consultation
KW  - teacher collaboration
KW  - rural school
KW  - special education
KW  - support strategies
AB  - The purpose of this study was to shed light on how work-related teacher support in the form of special educational consultation can promote the professional development of teachers working in rural schools located in sparsely populated areas. The phenomenon studied was professional collaboration between class teachers and special educators in the context of special educational consultation. The empirical data were collected through interviews and observations in three rural schools in the northern part of Sweden. The findings indicate that special educational consultation is perceived as support and collaboration. The class teachers appreciate the support they receive from special educators. The collaboration is characterised by professional exchange and mutual problem solving. Distributed expertise seems to be a crucial element of the collaboration. The conclusion is that collaborative special educational consultation enables class teachers to support pupils with special educational needs and strengthens professional collaboration between class teachers and special educators.
ER  - 

TY  - JOUR
T1  - Cheating or legitimate support?: Student‐Teachers’ attitudes toward digital tools in school
T2  - Support for Learning
SN  - 0268-2141
A1  - Karlsudd, Peter
PY  - 2019
VL  - 4
IS  - 33
SP  - 338
EP  - 359
DO  - 10.1111/1467-9604.12224
LA  - eng
PB  - : Wiley-Blackwell
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - Sweden has easy access to digital technology, and the majority of the country’s teachers have good digital skills. Despite this, in comparison with teachers in other European countries, there are few teachers who integrate digital tools on a daily basis into their teaching. It is not uncommon for computers and word‐processing programmes in the realm of schooling to be regarded as compensatory aids for pupils who need special support. For written examinations, usually the only implements permitted are pencil and paper, and at most schools to use the computer requires special certification. The present study has investigated future teachers’ attitudes toward digital tools and their willingness to allow pupils to use these to help them read and produce texts. How do student‐teachers regard digital artifacts? Do they see these as compensatory aids or daily, legitimate tools? Are there any significant differences in their views depending on the type of teacher education programme or how far the student has advanced in his or her education? To investigate these questions, an online survey was conducted in which 247 students from five different teacher education programmes participated. The results show that future teachers’ acceptance of digital tools is varied. Roughly, one can divide the respondents into three groups, where the first group, making up more than a third, has clearly a positive attitude toward the use of digital tools in instruction. The second group, which makes up a smaller proportion, has an ambivalent stance towards the use of digital tools and expresses uncertainty in questions regarding their use in instruction and during examinations. The third group is much more reserved about ICT‐use in school and in several cases openly negative. Based on these results, it is critical to discuss how the different types of teachers can ensure equivalence in the school mission. If teacher education wants to work towards encouraging and legitimizing the use of digital resources, there must be a clear effort made in their education and application. That knowledge and skills open up for change is one of the most important results shown in this study.
ER  - 

TY  - JOUR
T1  - Childhood and adolescent antecedents of psychiatric disability in men and women:: a prospective study
T2  - INTERNATIONAL JOURNAL OF SOCIAL WELFARE
SN  - 1369-6866
A1  - Lindelöw, M
A1  - Hodgins, S
A1  - af, Klinterberg B
PY  - 2002
VL  - 3
IS  - 8
SP  - 221
EP  - 228
DO  - 10.1111/1468-2397.00085
LA  - eng
PB  - : Wiley
AB  - The prevalence of childhood and adolescent antecedents of psychiatric disability, that is, an extended inability to work due to a mental disorder, were investigated in a general population sample of 1,393 Swedish men and women, followed from age 10 to age 40. The point prevalence of psychiatric disability was 3.2% among the males and 2.2% among the females. Antecedents of disability differed for the two sexes. Among the women, the disabled subjects were more likely than the non‐disabled to have parents with low levels of education and low income. The disabled men showed significantly more teacher rated concentration problems and motor restlessness than did the non‐disabled, later recalled school as a more negative experience, and were more likely to leave the educational system as soon as it was legally possible. Age at first contact with the mental health services also differed for disabled men and women.
ER  - 

TY  - JOUR
T1  - Varying access to professional, special educational support: A total population comparison of special educators in Swedish independent and municipal schools
T2  - Journal of Research in Special Educational Needs
SN  - 1471-3802
A1  - Magnússon, Gunnlaugur
A1  - Göransson, Kerstin
A1  - Nilholm, Claes
PY  - 2017
VL  - 4
IS  - 18
SP  - 225
EP  - 238
DO  - 10.1111/1471-3802.12407
LA  - eng
PB  - : Wiley-Blackwell
KW  - school choice
KW  - independent schools
KW  - special education
KW  - special educators
KW  - inclusive education
AB  - Independent schools are securely established in the Swedish education system. Prior research shows they generally have fewer pupils in need of support and lower proportions of special educators. Here, results are presented from a total population study of Swedish special educators (n=4252) examined after 2001. The aim was to explore and compare the occupational situations of special educators working in Swedish municipal and independent schools. This is done by studying their occupational situations and the values they express regarding identification of - and work with - special support. The results show that while the respondents are demographically similar and express similar values, they have very different occupational situations. Those employed in independent schools have fewer years' experience as special educators, are more often employed part-time than full-time and are more likely to hold other positions in schools (such as head teacher) than those employed in municipal schools. The results further illustrate different organisational approaches towards special educational support. Apparent is that independent schools offer professional special educational resources to a lower degree and utilise them differently. This is likely to influence the situation of pupils in need of support, and has consequences for the image of the Swedish education system.
ER  - 

TY  - JOUR
T1  - Construction of learning environments: A multiple case study in special education settings
T2  - Journal of Research in Special Educational Needs
SN  - 1471-3802
A1  - Hansson, Susanne
A1  - Bengtsson, Karin
A1  - Lindqvist, Gunilla
A1  - Klang, Nina
A1  - Göransson, Kerstin
PY  - 2023
VL  - 2
IS  - 24
SP  - 242
EP  - 253
DO  - 10.1111/1471-3802.12626
LA  - eng
PB  - : John Wiley & Sons
KW  - curriculum ideology
KW  - intellectual disability
KW  - learning environments
KW  - multiple case study
KW  - special school
KW  - special education
KW  - specialpedagogik
AB  - Education in segregated settings for pupils with intellectual disability (ID) has often been portrayed as a unified form of schooling. There is a risk of providing a simplified picture of these settings and of what pupils with ID need to learn. This is generally stipulated in policy documents, leaving room for staff in school to interpret curricula and form learning environments. The aim of this study is to explore how four different learning environments are constructed in segregated settings where pupils with ID are educated in Sweden. The study was conducted as a multiple case study, using observations and interviews with teachers and pupils in four special classes for pupils with ID (SCIDs). Drawing on curriculum theory, the four learning environments, in the results named as Alpha, Beta, Gamma and Delta class, respectively, appeared to be characterized by different ideas of schooling, labelled as knowledge-mediating, socializing, functional life skills and caring as well as teacher-centred classrooms. The study contributes to a deepened understanding of the complexity of education for pupils with ID in segregated settings.
ER  - 

TY  - JOUR
T1  - The outcomes of team-based learning versus small group interactive learning in the obstetrics and gynecology course for undergraduate students
T2  - ACTA OBSTETRICIA ET GYNECOLOGICA SCANDINAVICA
SN  - 0001-6349
A1  - Sterpu, I
A1  - Herling, L
A1  - Nordquist, J
A1  - Moller, A
A1  - Kallner, HK
A1  - Engberg, H
A1  - Acharya, G
PY  - 2024
VL  - 6
IS  - 103
SP  - 1224
EP  - 1230
DO  - 10.1111/aogs.14804
LA  - eng
PB  - : Wiley
AB  - IntroductionTeam‐based learning (TBL) is a well‐established active teaching method which has been shown to have pedagogical advantages in some areas such as business education and preclinical disciplines in undergraduate medical education. Increasingly, it has been adapted to clinical disciplines. However, its superiority over conventional learning methods used in clinical years of medical school remains unclear. The aim of this study was to compare TBL with traditional seminars delivered in small group interactive learning (SIL) format in terms of knowledge acquisition and retention, satisfaction and engagement of undergraduate medical students during the 6‐week obstetrics and gynecology clerkship.Material and methodsThe study was conducted at Karolinska Institutet, a medical university in Sweden, and had a prospective, crossover design. All fifth‐year medical students attending the obstetrics and gynecology clerkship, at four different teaching hospitals in Stockholm (approximately 40 students per site), in the Autumn semester of 2022 were invited to participate. Two seminars (one in obstetrics and one in gynecology) were designed and delivered in two different formats, ie TBL and SIL. The student:teacher ratio was approximately 10:1 in the traditional SIL seminars and 20:1 in the TBL. All TBL seminars were facilitated by a single teacher who had been trained and certified in TBL. Student knowledge acquisition and retention were assessed by final examination scores, and the engagement and satisfaction were assessed by questionnaires. For the TBL seminars, individual and team readiness assurance tests were also performed and evaluated.ResultsOf 148 students participating in the classrooms, 132 answered the questionnaires. No statistically significant differences were observed between TBL and SIL methods with regard to student knowledge acquisition and retention, engagement and satisfaction.ConclusionsWe found no differences in student learning outcomes or satisfaction using TBL or SIL methods. However, as TBL had a double the student to teacher ratio as compared with SIL, in settings where teachers are scarce and suitable rooms are available for TBL sessions, the method may be beneficial in reducing faculty workload without compromising students' learning outcomes.
ER  - 

TY  - JOUR
T1  - Invader at the edge - Genomic origins and physiological differences of round gobies across a steep urban salinity gradient
T2  - Evolutionary Applications
SN  - 1752-4571
A1  - Green, Leon
A1  - Faust, Ellika
A1  - Hinchcliffe, James
A1  - Brijs, Jeroen
A1  - Holmes, Andrew
A1  - Englund Örn, Felix
A1  - Svensson, Ola
A1  - Roques, Jonathan A. C.
A1  - Leder, Erica H.
A1  - Sandblom, Erik
A1  - Kvarnemo, Charlotta
PY  - 2022
VL  - 2
IS  - 16
SP  - 321
EP  - 37
DO  - 10.1111/eva.13437
LA  - eng
PB  - : Wiley
KW  - biological invasions
KW  - euryhalinity
KW  - exotic species
KW  - osmoregulation
KW  - phenotypic sorting
KW  - seascape genomics
KW  - goby neogobius-melanostomus
KW  - fresh-water fishes
KW  - phenotypic plasticity
KW  - r-package
KW  - population-genetics
KW  - adaptive
KW  - evolution
KW  - metabolic-rate
KW  - climate-change
KW  - na+/k+-atpase
KW  - teacher education and education work
AB  - Species invasions are a global problem of increasing concern, especially in highly connected aquatic environments. Despite this, salinity conditions can pose physiological barriers to their spread, and understanding them is important for management. In Scandinavia's largest cargo port, the invasive round goby (Neogobius melanostomus) is established across a steep salinity gradient. We used 12,937 SNPs to identify the genetic origin and diversity of three sites along the salinity gradient and round goby from western, central and northern Baltic Sea, as well as north European rivers. Fish from two sites from the extreme ends of the gradient were also acclimated to freshwater and seawater, and tested for respiratory and osmoregulatory physiology. Fish from the high-salinity environment in the outer port showed higher genetic diversity, and closer relatedness to the other regions, compared to fish from lower salinity upstream the river. Fish from the high-salinity site also had higher maximum metabolic rate, fewer blood cells and lower blood Ca2+. Despite these genotypic and phenotypic differences, salinity acclimation affected fish from both sites in the same way: seawater increased the blood osmolality and Na+ levels, and freshwater increased the levels of the stress hormone cortisol. Our results show genotypic and phenotypic differences over short spatial scales across this steep salinity gradient. These patterns of the physiologically robust round goby are likely driven by multiple introductions into the high-salinity site, and a process of sorting, likely based on behaviour or selection, along the gradient. This euryhaline fish risks spreading from this area, and seascape genomics and phenotypic characterization can inform management strategies even within an area as small as a coastal harbour inlet.
ER  - 

TY  - JOUR
T1  - Molecular, behavioural and morphological comparisons of sperm adaptations in a fish with alternative reproductive tactics
T2  - Evolutionary Applications
SN  - 1752-4571
A1  - Kvarnemo, Charlotta
A1  - Green, Leon
A1  - Svensson, Ola
A1  - Lindström, Kai
A1  - Schöld, Sofie
A1  - Griful-Dones, Martina
A1  - Havenhand, Jonathan N.
A1  - Leder, Erica H.
PY  - 2022
VL  - 2
IS  - 16
SP  - 338
EP  - 53
DO  - 10.1111/eva.13438
LA  - eng
PB  - : Wiley
KW  - accessory glands
KW  - gene expression
KW  - gobiidae
KW  - mucins
KW  - sexual selection
KW  - sperm competition
KW  - sperm performance
KW  - spermatozoa
KW  - gene-expression profiles
KW  - sand goby
KW  - competition
KW  - games
KW  - parental care
KW  - ocean acidification
KW  - seminal-vesicles
KW  - mating
KW  - patterns
KW  - 2 populations
KW  - fertilization
KW  - teacher education and education work
AB  - In species with alternative reproductive tactics, there is much empirical support that parasitically spawning males have larger testes and greater sperm numbers as an evolved response to a higher degree of sperm competition, but support for higher sperm performance (motility, longevity and speed) by such males is inconsistent. We used the sand goby (Pomatoschistus minutus) to test whether sperm performance differed between breeding-coloured males (small testes, large mucus-filled sperm-duct glands; build nests lined with sperm-containing mucus, provide care) and parasitic sneaker-morph males (no breeding colouration, large testes, rudimentary sperm-duct glands; no nest, no care). We compared motility (per cent motile sperm), velocity, longevity of sperm, gene expression of testes and sperm morphometrics between the two morphs. We also tested if sperm-duct gland contents affected sperm performance. We found a clear difference in gene expression of testes between the male morphs with 109 transcripts differentially expressed between the morphs. Notably, several mucin genes were upregulated in breeding-coloured males and two ATP-related genes were upregulated in sneaker-morph males. There was a partial evidence of higher sperm velocity in sneaker-morph males, but no difference in sperm motility. Presence of sperm-duct gland contents significantly increased sperm velocity, and nonsignificantly tended to increase sperm motility, but equally so for the two morphs. The sand goby has remarkably long-lived sperm, with only small or no decline in motility and velocity over time (5 min vs. 22 h), but again, this was equally true for both morphs. Sperm length (head, flagella, total and flagella-to-head ratio) did not differ between morphs and did not correlate with sperm velocity for either morph. Thus, other than a clear difference in testes gene expression, we found only modest differences between the two male morphs, confirming previous findings that increased sperm performance as an adaptation to sperm competition is not a primary target of evolution.
ER  - 

TY  - JOUR
T1  - Representing and intervening in Swedish education-Mediating and adjudicating by grading numbers
T2  - Financial Accountability and Management
SN  - 0267-4424
A1  - Hasselbladh, Hans
A1  - Bejerot, Eva
PY  - 2019
VL  - 1
IS  - 36
SP  - 20
EP  - 32
DO  - 10.1111/faam.12213
LA  - eng
PB  - : Wiley-Blackwell Publishing Inc.
KW  - educational reform
KW  - governmentality
KW  - grading
KW  - management control
KW  - system
KW  - the functions of accounting
AB  - Educational reforms are attempts to transform and reconstitute conceptions of knowledge, the practice of teaching and the forms of subjectivity associated with being a teacher, pupil, and parent. We will investigate a particular aspect of the extensive changes that have swept across the landscape of Swedish education over the last decades. We will show how the grading system has come to fulfill a mediating role between progressivist educational ideas and neo-liberal notions of individual choice and entrepreneurship, by way of adjudicating and mediating educational performance for individual pupils, schools, and the education system at large. The aggregated output of the grading system is used for instrumental purposes such as performance management, quality management, and bench marking in the school system. Grading and its associated practices extend throughout the entire school system, defining success and failure from individual classrooms to the national level as the dominant form of representing school performance. The grading system was initially intended to reshape the inner workings of education in Sweden but subsequently became the "gold standard" deployed in various managerial practices. Our analysis demonstrate the performative powers when seemingly innocent techniques are put to use in public sector reforms and new worlds are made and unmade by complex constellations of seemingly mundane techniques and ideational frameworks.
ER  - 

TY  - JOUR
T1  - Practical conditions for home and consumer studies in Swedish compulsory education: a survey study
T2  - International Journal of Consumer Studies
SN  - 1470-6423
A1  - Lindblom, Cecilia
A1  - Erixon Arreman, Inger
A1  - Hörnell, Agneta
PY  - 2013
VL  - 5
IS  - 37
SP  - 556
EP  - 563
DO  - 10.1111/ijcs.12027
LA  - eng
PB  - : Wiley-Blackwell
KW  - home economics
KW  - education
KW  - frame factors
KW  - teacher education
KW  - hem- och konsumentkunskap
KW  - grundskola
KW  - ramfaktorer
KW  - food and nutrition
KW  - kostvetenskap
AB  - The aim of the study was to map the field of internal and external conditions that Swedish Home and Consumer Studies teachers and pupils have contend with. A questionnaire was constructed and delivered online in November 2010. It contained 27 question covering teacher qualification, quality of premises and equipment, lesson time and collaboration, and the use of national syllabi. A total of 385 persons across the country answered the questionnaire; about 21% of those teaching Home and Consumer Studies in Swedish compulsory school during the school year 2009–2010. These respondents taught in a total of 392 compulsory schools, which equalled about 22% of the schools teaching grades 7–9 in Sweden. Almost a quarter (23%) of the teachers lacked formal training for Home and Consumer Studies. Respondents without an appropriate degree qualification included those trained as nursery school teachers, dietitians and civil engineers. As regards classrooms, while 88% of respondents reported access to fully equipped kitchens with stoves, sinks and work surfaces, 5% used regular classrooms and the remainder were obliged to come up with alternative solutions, such as using portable kitchens in regular classrooms or conducting their lessons in the school restaurant. This study raises many questions about the quality of Home and Consumer Studies provision in a number of schools. The local deficiencies in the nationally decided frame factors for Home and Consumer Studies found by the present study gives us reason to doubt that all pupils achieve the overall learning goals of ‘knowing in practice’ and making informed choices utilizing environmental, economic and health perspectives. This might affect the health and economy of the individuals in the long run, with implications for the national economy and public health. On the basis of these findings, we therefore recommend that current conditions for Home and Consumer Studies and how the subject should operate in schools become a focus for national debate.
ER  - 

TY  - JOUR
T1  - Indoctrination or education?: intention of unqualified teachers to transfer consumption norms in home economics teaching
T2  - International Journal of Consumer Studies
SN  - 1470-6423
A1  - Håkansson, Andreas
PY  - 2015
VL  - 6
IS  - 39
SP  - 682
EP  - 691
DO  - 10.1111/ijcs.12180
LA  - eng
PB  - : Wiley-Blackwell Publishing Ltd
AB  - Almost two thirds of home economics teachers in Sweden are formally unqualified. Historically, home economics has focused more on fostering and prescribing the “right” choices whereas the modern (2011-) curriculum focuses on teaching consequences of choices and giving students tools for assessing alternatives. Restraining from prescribing norms requires a high degree of professionalism. The objective of this study was to empirically investigate the prevalence of intentions of formally unqualified teachers to prescribe consumption norms not supported by the curriculum. Furthermore, to investigate to what extent these intentions are correlated with years of experience as a teacher, personal preferences, or personal consumption. The intention to transfer norms were measured using the concept of intentional misalignment applied to a survey distributed to a sample of formally unqualified teachers attending complementary teacher education. A two part survey was used. The first part consisted of multiple choice questions asking the teachers how important they saw it to transfer different consumption norms to their students (e.g. to consume local or organic food). These responses were evaluated quantitatively (Spearman rank correlation, Wilcoxon rank sum test and Kruskal-Wallis analysis of variance). The second part consisted of an open-ended question asking teachers to describe what they saw as the most important take-home message for students in home economics. The answers were compared to the national curriculum to identify intentions to transfer unsupported norms. The study indicates that more than a third of the formally unqualified home economics teachers in Sweden express the intention to prescribe specific types of consumption or to transfer consumption norms that are not supported by the curriculum. The prevalence is correlated to personal preferences and thus indicates difficulties with keeping a professional perspective. These teachers must be given collegial support and opportunities for continued education –to ensure high-quality home economics education for future generations.
ER  - 

TY  - JOUR
T1  - 'Don't give us an assignment where we have to use spinach!': food choice and discourse in home and consumer studies
T2  - International Journal of Consumer Studies
SN  - 1470-6423
A1  - Bohm, Ingela
A1  - Lindblom, Cecilia
A1  - Åbacka, Gun
A1  - Hörnell, Agneta
PY  - 2015
VL  - 1
IS  - 40
SP  - 57
EP  - 65
DO  - 10.1111/ijcs.12213
LA  - eng
PB  - : Wiley-Blackwell
KW  - food
KW  - youth
KW  - nutrition
KW  - health education
KW  - physical health
KW  - discourse analysis
KW  - kostvetenskap
KW  - food and nutrition
AB  - The aim of the study was to describe classroom Discourses about vegetables during the planning, cooking, eating and evaluation of meals in the Swedish school subject Home and Consumer Studies. Fifty-nine students and five teachers were recruited from five northern Swedish villages and towns, and then observed, recorded and in some cases video-taped during lessons that took place between 2010 and 2012. Based on 56 instances of talk about vegetables, four Discourses were identified and related to the three aspects of Belasco's culinary triangle of contradictions: identity, responsibility and convenience. The results indicated that the identity-based sensory and cultural Discourses sometimes clashed with the more responsibility-oriented health and evaluation Discourses. The health Discourse was only used when there was an element of evaluation, with assignments connected to grades. In all other cases, the sensory and cultural Discourses guided vegetable use. Sometimes different sensory or cultural assumptions could clash with each other, for example when the teacher insisted on the use of a specific recipe regardless of a student's taste preferences. Since these preferences did not always harmonize with curricular demands for responsibility, there might be a risk of basing grades on aspects of students' identity. Alternatively, students might feel constrained to argue against their own identity in order to be favourably evaluated. Then again, if teachers always bow to student tastes, this limits their chances of learning about food and physical health. Viewing the dilemma through the lens of the culinary triangle of contradictions may help teachers and researchers develop teaching methods that take all aspects of food choice into account.
ER  - 

TY  - JOUR
T1  - Intentions of formally qualified and unqualified teachers to transfer norms and values in home economics teaching
T2  - International Journal of Consumer Studies
SN  - 1470-6423
A1  - Håkansson, Andreas
PY  - 2015
VL  - 3
IS  - 40
SP  - 268
EP  - 275
DO  - 10.1111/ijcs.12251
LA  - eng
PB  - : Wiley-Blackwell Publishing Ltd
AB  - Historically, home economics in general, and the consumer education sections in particular, have been criticized for transferring norms and values of conservative elites to the masses. This is in stark contrast to contemporary theoretical views of a modern home economics aimed at educating emancipated and critical citizens, and also to modern curricula that emphasize the consequences of consumption rather than dogma. A previous study has indicated that formally unqualified teachers see the transfer of consumption norms and values without support in the curriculum as an important objective of home economics teaching, a practice that is questionable from a democratic perspective. This follow-up study investigates to what extent formally qualified home economics teachers show intentions to transfer consumption norms and values without support in the curriculum to students, by using content analysis of 201 survey responses from Swedish qualified home economics teachers and comparing to data from a previously published study on formally unqualified teachers. It is concluded that the qualified teachers demonstrate intentions to transfer unsupported norms and values, though, to a lower degree than unqualified teachers. The results are interpreted by adopting a values education perspective on home economics. This indicates that the observed emphasis on norms and values could be seen partly as a lack of a proficient professional metalanguage among the teachers, and partly as a consequence of the focus on developing a pre-defined moral of consumption in home economics literature. The implications on how to develop home economics teacher education to reduce norm and value transfer intentions are discussed based on the empirical findings and the theoretical framework. This article is protected by copyright. All rights reserved.
ER  - 

TY  - JOUR
T1  - Clinical learning environment, supervision and nurse teacher evaluation scale: psychometric evaluation of the Swedish version
T2  - Journal of Advanced Nursing
SN  - 0309-2402
A1  - Johansson, Unn-Britt
A1  - Kaila, P
A1  - Ahlner-Elmqvist, Marianne
A1  - Leksell, Janeth
A1  - Isoaho, Hannu
A1  - Saarikoski, Mikko
PY  - 2010
VL  - 9
IS  - 66
SP  - 2085
EP  - 93
DO  - 10.1111/j.1365-2648.2010.05370.x
LA  - eng
PB  - : Wiley
KW  - clinical education
KW  - instrument development
KW  - learning environment
KW  - nurse teachers
KW  - psychometrics
KW  - swedish version
KW  - nursing education
KW  - vårdpedagogik
KW  - hälsa och välfärd
AB  - This article is a report of the development and psychometric testing of the Swedish version of the Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale. Background. To achieve quality assurance, collaboration between the healthcare and nursing systems is a pre-requisite. Therefore, it is important to develop a tool that can measure the quality of clinical education. The Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale is a previously validated instrument, currently used in several universities across Europe. The instrument has been suggested for use as part of quality assessment and evaluation of nursing education. Methods. The scale was translated into Swedish from the English version. Data were collected between March 2008 and May 2009 among nursing students from three university colleges, with 324 students completing the questionnaire. Exploratory factor analysis was performed on the 34-item scale to determine construct validity and Cronbach's alpha was used to measure the internal consistency. Results. The five sub-dimensions identified in the original scale were replicated in the exploratory factor analysis. The five factors had explanation percentages of 60.2%, which is deemed sufficient. Cronbach's alpha coefficient for the total scale was 0.95, and varied between 0.96 and 0.75 within the five sub-dimensions. Conclusion. The Swedish version of Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale has satisfactory psychometric properties and could be a useful quality instrument in nursing education. However, further investigation is required to develop and evaluate the questionnaire.
ER  - 

TY  - JOUR
T1  - Validating the 'clinical learning environment, supervision and nurse teacher' CLES+T instrument in primary healthcare settings using confirmatory factor analysis.
T2  - Journal of Clinical Nursing
SN  - 0962-1067
A1  - Bos (Sparén), Elisabeth
A1  - Alinaghizadeh, Hassan
A1  - Saarikoski, Mikko
A1  - Kaila, Päivi
PY  - 2012
VL  - 11
IS  - 21
SP  - 1785
EP  - 1788
DO  - 10.1111/j.1365-2702.2011.04030.x
LA  - eng
PB  - : Wiley
KW  - instrument validation
KW  - clinical learning environment
KW  - supervisors and supervision
KW  - nurse education
ER  - 

TY  - JOUR
T1  - Setting things right?: Swedish upper secondary school reform in a 40-year perspective
T2  - European Journal of Education
SN  - 0141-8211
A1  - Lundahl, Lisbeth
A1  - Erixon Arreman, Inger
A1  - Lundström, Ulf
A1  - Rönnberg, Linda
PY  - 2010
VL  - 1
IS  - 45
SP  - 49
EP  - 62
DO  - 10.1111/j.1465-3435.2009.01414.x
LA  - eng
PB  - : John Wiley & Sons, Inc
KW  - sweden
KW  - upper-secondary education
KW  - reform
KW  - curriculum
KW  - post 1960s
AB  - This article analyses reforms addressing and affecting the curriculum and organisation of Swedish upper secondary education over 40 years, up to an initiative by the present non-socialist government. The aim is to analyse the current reform of upper secondary education and relate it to previous reforms during a 40-year period in terms of continuity and breaks, mainly with regard to major functions of the reforms and the structuring and control of educational contents. Aiming to create a sharper division of students into three separate streams (academic and vocational education, and apprenticeship training), the reform constitutes a major break with the previously dominant trend towards greater integration. It is argued that it will result in a restriction and reformulation of the knowledge which is regarded as desirable. Similar moves are evident in relation to teacher education, which, if enacted, would involve moving from a model of high flexibility and a common core of knowledge to substantially stronger divisions between contents and programmes.
ER  - 

TY  - JOUR
T1  - Newly qualified teachers' learning related to their use of information and communication technology: A Swedish perspective
T2  - British Journal of Educational Technology
SN  - 0007-1013
A1  - Andersson, Sven
PY  - 2006
VL  - 5
IS  - 37
SP  - 665
EP  - 682
DO  - 10.1111/j.1467-8535.2006.00563.x
LA  - eng
PB  - : Wiley
AB  - This qualitative study focuses on newly qualified teachers' use of information and communication technology (ICT) as a tool for meeting the challenges of their everyday work. The overarching aim is to investigate whether they can contribute to new knowledge about learning in ICT contexts. Theoretical points of departure concern the changeable nature of learning in situations where ways of communicating knowledge and skills are changed. The study draws upon interviews and observations. The findings show intersections picturing the new technique as partly changing the circumstances for teaching, learning and collaboration between colleagues. The new teachers' utterances show that ICT utilisation is extensive and exhibits great variation both among female and among male participants. Boundary-crossing changes become visible in the collaboration between more experienced teachers and those who are newly qualified, especially when they work on a common development project. However, there are relatively few teachers who bring up active ICT use in connection with pupils' learning. Changed roles because of ICT competence raise questions about the importance of systematic ICT features within teacher education. Many of the newly qualified teachers wish they had more knowledge about ICT and related techniques. Another question is whether newly qualified teachers who show interest in using the technique can take on the role as agents of change in their active and creative use of ICT. © 2006 British Educational Communications and Technology Agency.
ER  - 

TY  - JOUR
T1  - Deconstructing and Transgressing the Theory – Practice Dichotomy in Swedish Early Childhood Education
T2  - Educational Philosophy and Theory, , , ,
SN  - 0013-1857
A1  - Lenz Taguchi, Hillevi
PY  - 2007
VL  - 3
IS  - 39
SP  - 275
EP  - 290
DO  - 10.1111/j.1469-5812.2007.00324.x
LA  - eng
PB  - : Informa UK Limited
KW  - teacher education
KW  - poststructuralism
KW  - feminism
KW  - deconstruction
KW  - subjectivity
KW  - discourse
KW  - the other
KW  - theory
KW  - practice
KW  - pedgogical work
AB  - This article theorizes and exemplifies reconceptualized teaching practices, both in early childhood education (ECE) and in a couple of programs within the new Swedish Teacher Education (since 2001). These programs are tightly knit to the last 12 years of reconceptualized early childhood practices in and around Stockholm, built on deconstructive, co-construtive, and reconstructive principles, inspired by poststructurali and feminist poststructural theories. The aim is foremost to work towards a dissolution and/or transgression of the modernist theory-practice binary that dominates ECE and teacher education practices, where theory is meant to be applied to practice. Student teachers, as well as preschool teachers, use what I have concpetualized as deconstructive talks, as a possibility of making visible the dominant discoursess of childhood, identity, learning, paly, and gender in the performed and documented teaching practices. In teacher education, students' narratives are also deconstructied. The aim is to transgress teaching-as-usual; i.e. dominant and normative ways of thining and acting in teaching and learning situations. I will suggest an ethics of 'resistance', affirmation and becoming, inspired by Derridean deconstructionist thinking, as a professional attitude and reflective mode for teachers, teacher-students and teacher educators.
ER  - 

TY  - JOUR
T1  - Maternal pre-pregnancy obesity and risk for inattention and negative emotionality in children
T2  - Journal of Child Psychology and Psychiatry
SN  - 0021-9630
A1  - Rodriguez, Alina
PY  - 2010
VL  - 2
IS  - 51
SP  - 134
EP  - 143
DO  - 10.1111/j.1469-7610.2009.02133.x
LA  - eng
PB  - : Wiley
KW  - medicine
AB  - Objective: This study aimed to replicate and extend previous work  showing an association between maternal pre-pregnancy adiposity and risk  for attention deficit hyperactivity disorder (ADHD) symptoms in  children. Methods: A Swedish population-based prospective pregnancy-offspring cohort was  followed up when children were 5 years old (N = 1,714). Mothers and  kindergarten teachers rated children's ADHD symptoms, presence and  duration of problems, and emotionality. Dichotomized outcomes examined  difficulties of clinical relevance (top 15% of the distribution).  Analyses adjusted for pregnancy (maternal smoking, depressive symptoms,  life events, education, age, family structure), birth outcomes (birth  weight, gestational age, infant sex) and concurrent variables (family  structure, maternal depressive symptoms, parental ADHD symptoms, and  child overweight) in an attempt to rule out confounding. Results: Maternal pre-pregnancy overweight and obesity predicted high  inattention symptom scores and obesity was associated with a two-fold  increase in risk of difficulties with emotion intensity and emotion  regulation according to teacher reports. Means of maternal ratings were  unrelated to pre-pregnancy body mass index (BMI). Presence and duration  of problems were associated with both maternal over and underweight  according to teachers. Conclusions: Despite discrepancies between maternal and teacher reports, these  results provide further evidence that maternal pre-pregnancy overweight  and obesity are associated with child inattention symptoms and extend  previous work by establishing a link between obesity and emotional  difficulties. Maternal adiposity at the time of conception may be  instrumental in programming child mental health, as prenatal brain  development depends on maternal energy supply. Possible mechanisms  include disturbed maternal metabolic function. If maternal pre-pregnancy  obesity is a causal risk factor, the potential for prevention is great.
ER  - 

TY  - JOUR
T1  - Bullying and attention-deficit-hyperactivity disorder in 10-year-olds in a Swedish community
T2  - Developmental Medicine & Child Neurology
SN  - 0012-1622
A1  - Holmberg, Kirsten
A1  - Hjern, Anders
PY  - 2008
VL  - 2
IS  - 50
SP  - 134
EP  - 138
DO  - 10.1111/j.1469-8749.2007.02019.x
LA  - eng
PB  - : Wiley
KW  - adhd
KW  - bullying
KW  - school children
KW  - medicine
AB  - The association of attention-deficit-hyperactivity disorder (ADHD) with bullying in the peer group in school was studied in an entire population of 577 fourth graders (10-year-olds) in one municipality in Stockholm, Sweden. The schoolchildren were screened for ADHD in a two-step procedure that included Conners'ratings of behavioural problems: teacher and parent interviews in a first step; and a clinical assessment in the second. Information about bullying was collected from the children themselves in a classroom questionnaire. Five-hundred and sixteen children (89.4%; 252 females, 264 males), for whom there was information from all data sources, were included in the study population. Conners'ratings that were collected from parents early in first grade were available for 382 of these children. Hypotheses were tested by multivariate analyses with adjustment for sex and parental education. Pervasive ADHD was diagnosed in 9.5% (95% confidence interval [CI] 5.6-12.8) of the males and 1.6% (CI 0.1-3.1) of the females. ADHD was associated with bullying other students (adjusted odds ratios (OR) 3.8 [CI 2.0-7.2]) as well as being bullied (often, OR 10.8 [CI 4.0-29.0]; sometimes, OR 2.9 [CI 1.5-5.7]). Bullying other students in fourth grade was associated with high scores in parental reports of behavioural problems at entry into first grade, suggesting a causal link to the ADHD syndrome. Being bullied, on the other hand, was not linked to behavioural problems at school entry. This study demonstrates a connection between ADHD and bullying in the peer group at school. Evaluation and treatment strategies for ADHD need to include assessment and effective interventions for bullying. Evaluation of ADHD should be considered in children involved in bullying.
ER  - 

TY  - JOUR
T1  - Reliability and validity of the assessment of neurological soft-signs in children with and without attention-deficit-hyperactivity disorder
T2  - Developmental Medicine & Child Neurology
SN  - 0012-1622
A1  - Gustafsson, Peik
A1  - Göran Svedin, Carl
A1  - Ericsson, Ingegerd
A1  - Lindén, Christian
A1  - Karlsson, Magnus K
A1  - Thernlund, Gunilla
PY  - 2010
VL  - 4
IS  - 52
SP  - 364
EP  - 370
DO  - 10.1111/j.1469-8749.2009.03407.x
LA  - eng
PB  - : Wiley-Blackwell
KW  - medicine
AB  - AIM: To study the value and reliability of an examination of neurological soft-signs, often used in Sweden, in the assessment of children with attention-deficit-hyperactivity disorder (ADHD), by examining children with and without ADHD, as diagnosed by an experienced clinician using the DSM-III-R. METHOD: We have examined interrater reliability (26 males, nine females; age range 5y 6mo-11y), internal consistency (94 males, 43 females; age range 5y 6mo-11y), test-retest reliability (12 males, eight females; age range 6-9y), and validity (79 males, 33 females; age range 5y 6mo-9y). RESULTS: The sum of the scores for the items on the examination had good interrater reliability (intraclass correlation [ICC] 0.95) and acceptable internal consistency (Cronbach's alpha 0.76). The test-retest study also showed good reliability (ICC 0.91). There were modest associations between the examination and the assessment of motor function made by the physical education teacher (ICC 0.37) as well as from the parents' description (ICC 0.39). The examination of neurological soft-signs had a sensitivity of 0.80 and a specificity of 0.76 in predicting motor problems as evaluated by the physical education teacher. INTERPRETATION: The reliability and validity of this examination seem to be good and can be recommended for clinical practice and research.
ER  - 

TY  - JOUR
T1  - Opportunities for a democratic pedagogy: a comparative study of South African and Swedish teachers' attitudes to inclusive education
T2  - Journal of Research in Special Educational Needs
SN  - 1471-3802
A1  - Helldin, Rolf
A1  - Bäckman, Örjan
A1  - Dwyer, Helen
A1  - Skarlind, Anders
A1  - Hugo, Anna J.
A1  - Nel, Norma
A1  - Müller, Helene
PY  - 2010
VL  - 2
IS  - 11
SP  - 107
EP  - 119
DO  - 10.1111/j.1471-3802.2010.01173.x
LA  - eng
PB  - : Blackwell
KW  - educational policy
KW  - inclusive education
KW  - historical comparison
KW  - teacher attitudes
KW  - education
KW  - specialpedagogik
KW  - special education
AB  - This paper is based upon the collaboration between two research groups from Stockholm University and the University of South Africa. The main objective is to compare attitudes between South African (SA) and Swedish teachers regarding inclusive education (IE). IE in this paper is examined as a distinct part of the Swedish welfare system. The method used can be characterised as a combined, quantitative and qualitative research design with a purposive sampling. A similar adapted questionnaire was distributed in the two countries. The Swedish teachers in our data are more pro‐inclusion and more hesitating to accommodate learners with barriers in special schools. However, both the Swedish and the SA teachers in the study are hesitating towards the feasibility to implement IE practically. A team approach is concluded to be an adequate pedagogy for supporting IE both in South Africa and Sweden.
ER  - 

TY  - JOUR
T1  - Inclusion of preschool children with autism in Sweden: attitudes and pereceived efficacy of preschool teachers
T2  - Journal of Research in Special Educational Needs
SN  - 1471-3802
A1  - Zakirova Engstrand, Rano
A1  - Roll-Pettersson, Lise
PY  - 2012
VL  - 3
IS  - 14
SP  - 170
EP  - 179
DO  - 10.1111/j.1471-3802.2012.01252.x
LA  - eng
PB  - : Wiley
KW  - inclusion
KW  - preschool
KW  - autism
KW  - attitudes
KW  - self-efficacy
AB  - This pilot study examined the relations among preschool teachers' attitudes towards the inclusion of children with autism and perceived self-efficacy, as well as demographic characteristics such as teachers' work experience and educational background. The cohort consisted of 21 participants who had degrees in preschool education and worked with children with autism in general preschool/kindergarten settings in central Sweden. Data were collected using the Autism Attitude Scale for Teachers, the Teacher Efficacy Scale and a demographic survey. In general, findings revealed that preschool teachers held positive attitudes towards children with autism, and this was significantly related to the number of credits in special education taken during pre-service education. However, teachers showed neutral attitudes towards the inclusion of children with autism into general preschool classrooms. No relations were found between teachers' perceived self-efficacy and attitudes towards inclusion, although a relationship was found between participation in in-service training and efficacy to make decisions. Implications concerning early childhood education professional development and supervision are discussed.
ER  - 

TY  - JOUR
T1  - Swedish upper secondary school pupils' sense of coherence, coping resources and aggressiveness in relation to educational track and performance
T2  - Scandinavian Journal of Caring Sciences
SN  - 0283-9318
A1  - Kristensson, Per
A1  - Öhlund, Lennart S
PY  - 2005
VL  - 1
IS  - 19
SP  - 77
EP  - 84
DO  - 10.1111/j.1471-6712.2005.00320.x
LA  - eng
PB  - Malden : Wiley
KW  - adaptation
KW  - psychological
KW  - adolescent
KW  - adult
KW  - aggression
KW  - blood pressure
KW  - education
KW  - female
KW  - humans
KW  - male
KW  - stress
KW  - sweden
AB  - The health of an individual depends on how well he or she can handle various stressors in his or her environment. One vulnerable period occurs during the transition from child to adult. The overall aim of this research project was to determine whether differences in the ability to deal with stress are related to various health indicators, aggression, and school marks during primary and upper secondary school. Data were collected class-wise and 253 Swedish upper secondary school pupils participated. Three well-established questionnaires [Sense of Coherence (SOC), Coping Resources Inventory (CRI) and Aggression Questionnaire (AQ)] were used. In addition, blood pressure, teacher evaluation and school marks were collected. Some demographic data such as gender, age and type of study programme were also collected. Both SOC and Coping Resources Inventory correlated significantly positively with many of the primary and upper secondary marks, while the AQ had significantly negative correlations with the mark. Females obtained higher values than males in Coping Resources Inventory, but lower in SOC and AQ.
ER  - 

TY  - JOUR
T1  - Languaging in translation tasks used in a university setting: particular potential for student agency?
T2  - The Modern language journal
SN  - 0026-7902
A1  - Källkvist, Marie
PY  - 2013
VL  - 1
IS  - 97
SP  - 217
EP  - 238
DO  - 10.1111/j.1540-4781.2013.01430.x
LA  - eng
PB  - : John Wiley & Sons
KW  - engelska med språkvetenskaplig inriktning
KW  - english
AB  - This article explores the value of judiciously used first language (L1)‐to‐second language (L2) translation in meaning‐focused, advanced‐level academic language education. It examines languaging in the teacher‐led discourse (TLD) that arises when translation tasks are used and compares it to languaging during the TLD engendered by 4 other grammar‐focused tasks. Data were collected in 3 different groups of students who were taught by the same teacher within a functioning university course in English at a Swedish university. Quantitative and qualitative analyses of audio‐recorded lessons revealed that translation tasks led to (a) particularly high levels of student‐initiated referential questions that break the initiation‐response‐feedback pattern and (b) a less‐frequent focus on targeted L2 grammar as student attention tended to be drawn to vocabulary. Qualitative analysis of teacher scaffolding suggests that the teacher used translation to create a forum for student‐centered discussion of various aspects of English language use in order to meet one of the course goals. The relatively strong presence of student‐initiated interaction suggests that translation may have particular potential to engender student activity. It is argued that translation, therefore, may have an important, yet limited, place in academic‐level language education where knowledge of the L1 is shared.
ER  - 

TY  - JOUR
T1  - Injuries during physical activity in school children.
T2  - Scandinavian Journal of Medicine and Science in Sports
SN  - 0905-7188
A1  - Sundblad, Gunilla
A1  - Saartok, Tönu
A1  - Engström, Lars-Magnus
A1  - Renström, Per
PY  - 2004
VL  - 5
IS  - 15
SP  - 313
EP  - 23
DO  - 10.1111/j.1600-0838.2004.00419.x
LA  - eng
PB  - : Wiley
KW  - medicine
AB  - During the spring of 2001, 1975 children, from grades 3, 6 and 9 participated in a nationwide, multidisciplinary collaboration study. The students came from randomly selected classes throughout Sweden, representing different geographical and socio-economic areas. The aim of this study was to collect and evaluate self-reported injuries and associated factors during various physical activities as recalled retrospectively for 3 months by the students. Every sixth student (n=299 or 16%) reported 306 injuries. Twice as many girls than boys were injured during physical education class. Ninth-grade students reported relatively more injuries during organized sports than during physical education class and leisure activities. There were no age or gender differences in incidence rate during leisure activities. Most injuries were minor, as 70% were back in physical activity within a week. Half of the students (50%) reported that they previously had injured the same body part. Primary care of the injured student was, with the exception of a family member, most often carried out by the physical education teacher or coach, which accentuates the importance of continuous sports medicine first aid education for this group.
ER  - 

TY  - JOUR
T1  - Among Facilitators, Instructors, Advisors and Educators: How Teachers Educate for Sustainability in Design and Craft Education
T2  - International Journal of Art & Design Education
SN  - 1476-8062
A1  - Hofverberg, Hanna
A1  - Westerlund, Stina
PY  - 2021
VL  - 3
IS  - 40
SP  - 543
EP  - 557
DO  - 10.1111/jade.12366
LA  - eng
PB  - : John Wiley & Sons
KW  - design and craft education
KW  - education for sustainable development
KW  - teaching strategies
KW  - sloyd
AB  - Design and craft education, like that of the Swedish school subject, Sloyd, has great potential for Education for Sustainable Development (ESD). With so many possibilities, it is relevant to investigate what teachers teach about sustainability, and how. Therefore, the aim of this article is to examine what Sloyd teachers express that they do as they educate for sustainability in design and craft education (Grades 3-9). This aim is guided by two research questions: (1) What ESD content is prominent in Sloyd teachers' statements about their teaching? and (2) What expected learning outcomes and teaching strategies become visible in the Sloyd teachers' statements about ESD? Our analysis of the qualitative questionnaires answered by 70 teachers shows that working with design and craft materials is a key factor for the teachers. Specifically, three learning outcomes have been identified: to utilise material, to use sustainable materials and to become a maker with materials. The most common teaching strategies are instructing and advising strategies, where the goal is known beforehand by the teacher. The findings are discussed in relation to the mix of sustainability concepts and different logics that emerge in the teachers' expressions and also in relation to what consequences the findings have for teaching ESD in design and craft education.
ER  - 

TY  - JOUR
T1  - Person‐Centred Learning: Enabling Development of Clinical Competence in Nursing Students Following Initial Failure During Clinical Education—A Grounded Theory Study
T2  - Journal of Advanced Nursing
SN  - 0309-2402
A1  - Löfgren, Ulrika
A1  - Wälivaara, Britt-Marie
A1  - Strömbäck, Ulrica
A1  - Lindberg, Birgitta
PY  - 2025
DO  - 10.1111/jan.70080
LA  - eng
PB  - : John Wiley & Sons
KW  - clinical competence
KW  - clinical education
KW  - constructivist grounded theory
KW  - failure
KW  - nursing education
KW  - nursing process
KW  - nursing students
KW  - person-centred learning
AB  - Aim: To explore the learning processes and prerequisites for nursing students to develop and achieve passing clinical competence, following an initial failing grade in their clinical education.Design: A constructivist grounded theory study was employed.Methods: Data were collected between January 2022 and June 2024 through individual interviews with seven undergraduate nursing students retaking their clinical education in the final semester at a university in Sweden. In addition, individual interviews were conducted with four teachers in higher education and two focus group discussions, one with four teachers in higher education and another with a clinical teacher and a supervisor. The data analysis was conducted using an iterative process of constant comparison of data in different phases.Results: The analysis resulted in a theoretical model of person-centred learning which illustrates nursing students' learning processes and the prerequisites for them to develop and achieve clinical competence in clinical education. The model's core learning processes involve tailoring clinical education to students' needs: acknowledging one's own learning needs, receiving supervision which addresses their specific needs and having an educational institution which meets these needs are the three main learning processes that define student development. Students' acknowledgement of their personal learning needs itself entails three learning processes: trusting one's own knowledge, reflecting on and applying the nursing process, and reflecting on one's own learning. For students to progress in the learning process, prerequisites related to supervision and an educational institution meeting the students' needs must be in place.Conclusion: The study provides evidence for a person-centred model which promotes nursing students' learning and development of clinical competence during clinical practice at the end of their nursing education.Implications for the Profession: This model can provide support to coordinators and supervisors in nursing education with regard to planning and implementing clinical education.Impact: This grounded theory study provides a theoretical model for nursing students' learning and development of clinical competence during their clinical education in their final year of nursing education.A person-centred learning approach in clinical education can provide learning prerequisites for students to successfully achieve learning objectives and develop safe competences for the profession.The findings of the study can offer valuable support and direction to nursing students, educators, and clinical practice supervisors in the planning and implementation of clinical education.Reporting Method: The study adhered to the Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist and the Guideline for Reporting and Evaluating Grounded Theory Research Studies (GUREGT).No Patient or Public Involvement: This study did not include patient or public involvement.
ER  - 

TY  - JOUR
T1  - Reflections on theological education in non-traditional theological contexts: The case of the course Theology of Medicine and Nursing
T2  - Teaching Theology and Religion
SN  - 1368-4868
A1  - Lundmark, Mikael
PY  - 2021
VL  - 2
IS  - 24
SP  - 117
EP  - 121
DO  - 10.1111/teth.12582
LA  - eng
PB  - : John Wiley & Sons
KW  - education
KW  - medicine
KW  - teaching
KW  - theology
AB  - Considering the case of a Swedish university course called Theology of Medicine and Nursing, the essay describes how to establish new and relevant arenas for practical theology by teaching theology in non-traditional theological contexts. Such endeavor requires passion, context and interdisciplinarity, in which the designer and teacher of the course “theology of X,” where X is the context in question, is passionate about theology and X. It is suggested that the teacher has personal experiences of X as well as being a trained theologian (interdisciplinarity) and to design the course so it attracts both theologians and people from the context of X. This creates a dynamic mix in the course of academic (conventional) theology students and students passionate about X that the essay argues is pedagogically important when trying to stimulate to theological reflexions on X.
ER  - 

TY  - CONF
T1  - Teacher-Coaches at the intersection of School and Sport
T2  - International Sport Coaching Journal
A1  - Johansson, Marcus
A1  - Andersson, Filip
PY  - 2025
SP  - 16
EP  - 16
DO  - 10.1123/iscj.2025-0112
LA  - eng
PB  - : Human Kinetics
KW  - sport science
AB  - In many European countries, youth elite football training environments, such as football academies, operate independently. In Sweden, however, these environments are integrated into upper secondary sport schools and organized within the national school subject of Special Sports, which follows a national syllabus and grading criteria. The subject aims not only to develop students’ athletic abilities, i.e., football skills, but also to enhance their knowledge of an elite sports career, including training methodologies, injury prevention and more. Thus, students in Special Sports are expected to acquire both the practical skills necessary for elite football and a broader understanding of career development in professional football.The formal requirements to teach Special Sports are regulated by the government through teacher jurisdiction, the higher education ordinance, and the subject syllabus. Despite these regulations, Special Sports is primarily taught by football coaches who often lack formal teacher education, even though such qualifications are a prerequisite. Research suggests that the subject largely emphasizes training during school hours, while studies on pedagogical approaches and coaching practices within these academies remain limited.Drawing on Bourdieu’s (1977) concept of social fields and the theory of practice architectures (Kemmis & Smith, 2008), this ongoing PhD project examines coaching processes in the intersection of school and sports. The aim is to describe and analyze how the teacher-coaches perceive their conditions for carrying out their daily practice of teaching and coaching. The study involves interviews with football teacher-coaches. However, this presentation will focus on reflections regarding the research problem.
ER  - 

TY  - JOUR
T1  - Physical Education Teachers and Competing Obesity Discourses: An Examination of Emerging Professional Identities
T2  - Journal of teaching in physical education
SN  - 0273-5024
A1  - Barker, Dean
A1  - Quennerstedt, Mikael
A1  - Johansson, Anna
A1  - Korp, Peter
PY  - 2021
VL  - 4
IS  - 40
SP  - 642
EP  - 651
DO  - 10.1123/jtpe.2020-0110
LA  - eng
PB  - : Human Kinetics
KW  - bodies
KW  - health
KW  - overweight
KW  - physical activity
KW  - idrott med inriktning mot didaktik
KW  - physical education and sport pedagogy
KW  - physical activites
AB  - Aim: To provide insight into how physical education teachers use discursive resources related to obesity to create particular professional identities.Method: Data come from focus group and individual interviews with physical education teachers in Sweden. Discourse theory on teacher identities frame the analysis of the empirical material.Results: Data suggest that teachers in Sweden make use of six distinct but related discursive contributions to produce three professional identities: the caring practitioner, an identity concerned with ensuring all pupils irrespective of size participate in physical education; the activity luminary, an identity that focuses on inspiring pupils toward activity across the lifespan, and; the body rationalist, an identity concerned with challenging unrealistic media discourses and reassuring pupils that they have “normal” bodies.Discussion: The identities appear more inclusive, sensitive, and critical than current physical education literature on obesity suggests, however they also contain elements that are fundamentally unsympathetic to overweight individuals.
ER  - 

TY  - JOUR
T1  - Programming in School: Look Back to Move Forward
T2  - ACM Transactions on Computing Education
SN  - 1946-6226
A1  - Rolandsson, Lennart
A1  - Skogh, Inga-Britt
PY  - 2014
VL  - 2
IS  - 14
SP  - 12
EP  - 25
DO  - 10.1145/2602487
LA  - eng
PB  - : Association for Computing Machinery (ACM)
KW  - computer programming
KW  - automatic data processing (adp)
KW  - upper secondary school
KW  - teacher
KW  - curriculum development
KW  - informatics education
KW  - national board of education
KW  - ministry of education
KW  - teknikvetenskapens lärande och kommunikation
KW  - education and communication in the technological sciences
AB  - In this article, the development of the Swedish informatics curriculum during the 1970s, 1980s and 1990sis studied and described. The study’s design is inspired by the curriculum theory presented by Lindensj¨oand Lundgren [2000], who suggest using the concept of arenas (the arenas of enactment, transformationand realisation) when discussing curriculum development. Data collection in this study comprises activitiesand actors in the arenas of enactment and transformation. Collected data include contemporary articles,journals, reports, booklets, government documents and archived documents. Findings show that informaticseducation in Sweden evolved from primarily focusing on programming knowledge related to automatic dataprocessing and offered exclusively in vocational education (the 1960s and 1970s) to later (early 1980s) beingintroduced in the upper secondary school curriculum under the heading Datakunskap. The enactment of theinformatics curriculum in 1983 encompassed programming, system development and computing in relationto applied sciences and civics. Mathematics teachers did much of the experimental work. It is shown that thecompetencies of upper secondary school teachers at the time rarely corresponded to the demands of the subject(content knowledge, resources and pedagogical skills). Stereotypical examples were therefore developedto support teachers in instructing about the subject content. When implemented in the theoretical naturalscience-programme, system development/systemisation was transformed into a twofold issue, comprisingvocational attributes and societal aspects of computer programming. The implementation of today’s informaticseducation, including programming in the curriculum, should draw from lessons learned from history.For a successful outcome, this study emphasises the necessity to understand 1) the common incentives forintroducing computer programming in the curriculum, 2) the requirement for teachers’ pedagogical contentknowledge and 3) the stakeholders’ role in the curriculum development process.
ER  - 

TY  - CONF
T1  - Computational Thinking for All - An Experience Report on Scaling up Teaching Computational Thinking to All Students in a Major City in Sweden
T2  - SIGCSE '18
A1  - Heintz, Fredrik
A1  - Mannila, Linda
PY  - 2018
SP  - 137
EP  - 142
DO  - 10.1145/3159450.3159586
LA  - eng
PB  - New York, NY, USA : Association for Computing Machinery (ACM)
KW  - k-9 education
KW  - teacher professional development
KW  - digital competence
KW  - programming
KW  - computational thinking
AB  - The Swedish government has recently introduced digital competence including programming in the Swedish K-9 curriculum starting no later than fall 2018. This means that 100 000 teachers need to learn programming and digital competence in less than a year. In this paper we report on our experience working with professional teacher training in Sweden's fifth largest city. The city has about 150 000 inhabitants and about 50 schools with about 14 000 students in primary education. The project has been carried out in close cooperation with the municipality.The work started in the fall of 2014 with a pilot study with 10 teachers in different subjects that was carried out during spring 2015. The pilot study was successful as the teachers were able to introduce activities related to programming and computational thinking in their subjects after only two half day workshops. The next step was to scale this up to include all the schools in the city. As expected, this turned out to be a larger challenge. More than 70 teachers were involved in the second part of the project. Some of the lessons learned are that it is quite easy to provide teacher training, but harder to get teachers to actually change their teaching and even more challenging to get teachers to help their colleagues introduce programming or computational thinking in their teaching.Based on our experience we draw some general conclusions and make suggestions for how to scale up the teaching of programming and computational thinking to all.
ER  - 

TY  - CONF
T1  - Didactic methods of integrating Programming in Mathematics in primary school: findings from a national project in Sweden
T2  - SIGCSE '20
A1  - Ahmed, Gashawa
A1  - Nouri, Jalal
A1  - Zhang, LeChen
A1  - Norén, Eva
PY  - 2020
SP  - 261
EP  - 267
DO  - 10.1145/3328778.3366839
LA  - eng
PB  - New York, NY, USA : Association for Computing Machinery (ACM)
KW  - didactic strategies
KW  - computational thinking
KW  - compulsory education
KW  - programming
KW  - informationssamhället
KW  - information society
AB  - The association between mathematics and programming in an educational context is not new. Today, programming has been introduced into curricula worldwide for younger children. In the Swedish case, primary school teachers are expected to integrate programming in mathematics education from autumn 2018. However, Swedish teachers' knowledge of programming and programming didactics is limited. Meanwhile, there is little research on K-9 programming education. This has led to the dilemma that the mathematics teachers have limited support in didactic knowledge and good examples. This study reports on a teacher professional development project in programming. More specifically, teachers used Lesson Study to plan, execute, and evaluate lessons that integrated programming into various school subjects in elementary school. This study analyzed the didactic strategies developed in 10 lesson studies, as well as mapped the opportunities and challenges of pupils' learning in the mathematics subject. The result was the identification of three didactic strategies, which were analog programming, robot programming and block programming, as well as 11 didactic methods applied within these strategies. The paper contributes with examples of the didactic methods that teachers have developed and evaluated using lesson study. The paper further provides insights on how teachers can take progression into account by applying the three didactic strategies. At last but not least, the study shows a great need for teachers to develop computational thinking abilities.
ER  - 

TY  - CONF
T1  - Progression Of Computational Thinking Skills In Swedish Compulsory Schools With Block-based Programming
T2  - ACE'20
A1  - Zhang, Lechen
A1  - Nouri, Jalal
A1  - Rolandsson, Lennart
PY  - 2020
SP  - 66
EP  - 75
DO  - 10.1145/3373165.3373173
LA  - eng
PB  - New York, NY, USA : Association for Computing Machinery (ACM)
KW  - computational thinking
KW  - programming
KW  - compulsory education
KW  - progression
KW  - assessment
KW  - block-based programming
KW  - information society
AB  - Although Computational Thinking and Programming have become obligatory in many national curricula, the majority of teachers in practice are currently in dire need of support from both the research and teaching community. A national research and teacher development project was initiated in Sweden to address this issue. To develop their pedagogical competence in these new subjects, 31 in-service teachers from the project performed lesson studies at their schools. This study collected and analyzed the documentation of 12 lesson studies regarding how computational thinking skills are taught and assessed in K-9, with block-based programming. The study applies a validated CT framework to identify the involved computational thinking skills. The result presents a progression stage scheme for these skills in compulsory schools. The paper also discusses the problems and challenges in the assessment of computational thinking skills.
ER  - 

TY  - CONF
T1  - Programming in primary education: Towards a research based assessment framework
T2  - WiPSCE 20: Proceedings of the 15th Workshop on Primary and Secondary Computing Education
A1  - Mannila, Linda
A1  - Heintz, Fredrik
A1  - Kjällander, Susanne
A1  - Åkerfeldt, Anna+
PY  - 2020
DO  - 10.1145/3421590.3421598
LA  - eng
PB  - New York, NY, USA : ACM Digital Library
KW  - k-12 education
KW  - programming
KW  - assessment
AB  - In March 2017, the Swedish government decided to introduce digital competence - including programming - in primary school. As a consequence, every math and technology teacher in grades 1-9 in Sweden is expected to integrate programming in their teaching. Furthermore, the Swedish school law requires that teaching is based on scientific evidence and proven experience. In addition to professional development for teachers, it is hence crucial to also conduct research on different aspects of programming in the classroom. In this paper, we describe the process of developing a scientifically grounded instrument for assessing students' programming skills, as part of a longitudinal research project investigating how students in primary school learn programming. We also present the main findings related to the suitability of the instrument based on a pilot study conducted in spring 2019, collecting data from 310 students.
ER  - 

TY  - CONF
T1  - Humans or Machines for Teaching: Trust and Preferences among University Students
T2  - PROCEEDINGS OF THE 16TH INTERNATIONAL CONFERENCE ON EDUCATION TECHNOLOGY AND COMPUTERS, ICETC 2024
A1  - Asgari, Mohsen
A1  - Mannila, Linda
A1  - Tsai, Fong-Chun
A1  - Strömbäck, Filip
PY  - 2025
SP  - 17
EP  - 25
DO  - 10.1145/3702163.3702166
LA  - eng
PB  - New York, NY, USA : ASSOC COMPUTING MACHINERY
KW  - ai in higher education
KW  - trust
KW  - preference
KW  - student perceptions
KW  - computer science education
AB  - Recent developments in artificial intelligence (AI) have generated discussions around and expectations for its impact in education. In a society where AI plays an increasing role, a basic understanding for the technology and its potential is considered crucial. Still, many educators feel apprehensive towards the use of AI in education, which naturally affects students' opportunities to learn about and use AI-supported solutions. Users' preference and trust in relation to these tools also becomes important when integrated in education. Bringing light on students' perceptions of AI might help educators to better understand the value of such applications. The present study aims to provide insight into how university students perceive AI in general and, more particularly, the idea of having a machine performing tasks that have traditionally been handled by a teacher or a teaching assistant. The results are based on 140 Swedish and Taiwanese university students' responses to an online questionnaire. Our results indicate that the students have quite positive perceptions of AI: they might still not feel very competent in AI, but show a large interest in the topic and are positive about its consequences for society. Nevertheless they also see potential drawbacks of the technology. As a whole, our findings indicate that Swedish and female students tend to prefer human interactions over AI-supported tools for learning.
ER  - 

TY  - JOUR
T1  - How Do Swedish Primary Teachers Introduce Programming in Their Classrooms, and What Strategies Are Used?
T2  - ACM Transactions on Computing Education
SN  - 1946-6226
A1  - Åkerfeldt, Anna
A1  - Mannila, Linda
A1  - Kjällander, Susanne
A1  - Heintz, Fredrik
PY  - 2026
VL  - 1
IS  - 26
EP  - 1
DO  - 10.1145/3767723
LA  - eng
PB  - : ASSOC COMPUTING MACHINERY
KW  - k-12 education
KW  - teaching programming
AB  - Programming was introduced in the Swedish national curriculum (grades 1-9) in 2017, requiring all teachers in two subjects-mathematics and technology-to teach programming starting in fall 2018. The study presented in this article is part of a longitudinal research project on programming education in two primary schools in Sweden. This article focuses on data collected through classroom observations conducted from 2019 to 2021, specifically on teacher introductions of programming activities in grades 1-8. A total of 383 minutes of introductions have been observed and analyzed through (1) a design for learning perspective, combined with (2) the Scratch computational thinking framework. The analysis has shed light on how teachers introduce programming in practice and identified three strategies used: explorative, structured, and systematic. Furthermore, our findings suggest that teachers primarily introduce programming using existing online resources, which are utilized in various ways depending on the strategy employed. While a teacher using an explorative strategy tends to outsource the teaching to resources, a teacher with a systematic strategy integrates and facilitates a discussion with students using resources as support. The same teacher can, however, employ different strategies depending on, for instance, the grade level or the topic to be covered. Our results highlight several key areas that require further investigation from both research and educational perspectives.
ER  - 

TY  - JOUR
T1  - Teachers’ Experiences with School Choice: Clashing Logics in the Swedish Education System
T2  - Education Research International
SN  - 2090-4002
A1  - Lundström, Ulf
A1  - Parding, Karolina
PY  - 2011
IS  - 2011
DO  - 10.1155/2011/869852
LA  - eng
PB  - : Hindawi Publishing Corporation
KW  - logic of the market
KW  - upper secondary school
KW  - teachers
KW  - industrial work environment
AB  - This paper explores the school choice reform in Sweden, a country where a drastic shift in education policy has taken place that includes fast expansion of market solutions and strong state support for competition. Although there are studies examining the school choice reform, few focus on the effects of this reform from a teacher perspective, especially so in the context of Sweden. To this end, this paper examines how Swedish upper secondary teachers in independent (private) and public schools experience their work in relation to school choice reform. This study uses qualitative interviews of 58 teachers from five municipal and three independent upper secondary schools. Its theoretical framework relies on Freidson’s distinction between the logic of the profession, the bureaucracy, and the market. The findings indicate that the traditional position of teachers—a position that must negotiate the tension between the logic of the profession and the logic of the bureaucracy—is now in fact challenged by the logic of the market. This study argues that values linked to the logic of the market are imposed on the teachers, and these market values clash with the teachers’ values, values based on the logic of the profession.
ER  - 

TY  - JOUR
T1  - Why powerful economic content and scientific language in social studies textbooks matters
T2  - Journal of Social Science Education
SN  - 1618-5293
A1  - Modig, Niclas
PY  - 2022
VL  - 2
IS  - 21
SP  - 22
EP  - 48
DO  - 10.11576/jsse-3969
LA  - eng
PB  - : Universitaet Bielefeld
KW  - economic terms
KW  - textbooks
KW  - powerful knowledge
KW  - semantic profiles
KW  - social studies
KW  - samhällskunskap
AB  - Purpose: This article examines the prevalence of six economic terms in 17 Swedish upper-secondary school textbooks and how the language shifts between everyday and scientific language. Variations regarding content in the textbooks used in vocational programmes and preparatory programmes for higher education are also investigated. Design: Powerful knowledge (important knowledge within a subject) and semantic waves (variations between everyday and scientific language) are essential to cumulative knowledge building. These theories are used for quantitative and qualitative analyses of the textbooks. Findings: There are variations in the extent to which powerful economic terms appear and how the language shifts between everyday and scientific discourses in the textbooks analysed. Coverage and shifts are generally insufficient in textbooks used in vocational programmes. Practical implications: The importance of using powerful economic knowledge and shifting between everyday and scientific language in textbooks and teaching should be highlighted for policymakers, textbook authors and teacher educators. 
ER  - 

TY  - JOUR
T1  - Mutual Rejection: an Ethnography of Social Science at a Swedish Elite School
T2  - Journal of Social Science Education
SN  - 1618-5293
A1  - Lundberg, Janna
PY  - 2021
VL  - 4
IS  - 20
SP  - 29
EP  - 47
DO  - 10.11576/jsse-4459
LA  - eng
PB  - Bielefeld : Bielefeld University
KW  - social science education
KW  - classroom ethnography
KW  - micro-interaction
KW  - power
KW  - elite school
KW  - recognition and misrecognition
KW  - goffman
AB  - At an elite school in Sweden, social science education contradicts the ideals of democratic education.Micro-power actions change when students outperform their teacher’s subject knowledge.Micro-interactional power is expressed by recognition and misrecognition in the classroom.As an observer in the elite school, one simultaneously becomes loud and invisible.Further ethnographic “studies up from below” are needed in social science education.Purpose: This paper offers insights into the dynamic of misrecognition in an elite school. It presents new findings on micro-interactional power relations in the classroom and argues for additional ethnographies of social science education in elite schools.Methodology: This paper uses anethnographic method. Its research employs the observational position of a “belonging stranger” is put forward in contrast to the idea of “going native”. The focus is on the power of micro-interaction.Findings: A key empirical finding is the change in power relations that occurs when students outrank their social science teacher in subject knowledge.
ER  - 

TY  - JOUR
T1  - Civic reasoning about power issues: The criticality of agency, arena and relativity
T2  - Journal of Social Science Education
SN  - 1618-5293
A1  - Tväråna, Malin
A1  - Jägerskog, Ann-Sofie
PY  - 2023
VL  - 1
IS  - 22
EP  - 1
DO  - 10.11576/jsse-5258
LA  - eng
KW  - social science education
KW  - civic reasoning
KW  - critical thinking
KW  - power analysis
KW  - phenomenography
KW  - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik
KW  - teaching and learning with specialisation in the social sciences education
KW  - curriculum studies
AB  - Purpose: The study examines students' conceptions of power and important aspects of teaching for developing the ability to analyse power relations in social science.Methodology: Phenomenography is used in the analysis of 155 student essays, to identify different ways of analysing societal power issues.Findings: When conducting a qualified analysis of a societal power issue, it is crucial that students discern that power is tied to an agent, that power is exercised through agency in specific contextual power arenas, and that they understand how power is relative to the power of other agents in the same arena.Research limitations: The study focuses on Swedish upper secondary students. Comparisons with other groups of learners are welcomed.Practical implications: The critical aspects identified should be used as a basis for teaching designs. Findings imply that the meaning of power as a concept should be highlighted in social science teacher education. 
ER  - 

TY  - JOUR
T1  - Samhällskunskap (social science education) in Sweden: A country report
T2  - Journal of Social Science Education
SN  - 1618-5293
A1  - Sandahl, Johan
A1  - Tväråna, Malin
A1  - Jakobsson, Martin
PY  - 2022
VL  - 3
IS  - 21
SP  - 85
EP  - 106
DO  - 10.11576/jsse-5339
LA  - eng
PB  - : sowi-online e.V.
KW  - social science education
KW  - sweden
KW  - curriculum
KW  - teacher practice
KW  - research practice
KW  - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik
KW  - teaching and learning with specialisation in the social sciences education
KW  - samhällskunskap
AB  - Social science education is the core subject assigned responsibility for citizenship education and holds a strong position in Swedish schools (policy and teaching).Two reforms of curricula and syllabi through years 1–9 and 10–12 are upcoming.There is a growing community of researchers investigating the purpose, design and conditions of social science education.Research is mainly small-scale and qualitative and there is a lack of large-scale and/or quantitative studies.Purpose: This report provides an overview of social science education in primary and secondary education in Sweden with the purpose of introducing the international research community to policy-related issues concerning citizenship education, educational institutions and the scholarly state of the art. The principal topics are: a context of Sweden and its educational setting, the current policy documents and upcoming reforms, the state of teaching and teacher education, and the state of the art of Swedish social science education theory and research.Findings: Social science education holds a strong position as the main agent of citizenship education in Swedish schools and is a mandatory subject in every school year. The current and upcoming syllabi both emphasise disciplinary knowledge as well as citizenship education. Sweden has a growing community of researchers, but this community is somewhat fragmented because researchers originate from different disciplines. 
ER  - 

TY  - JOUR
T1  - Civics teachers’ assessment practices in Swedish upper secondary schools: A qualitative study.
T2  - Journal of Social Science Education
SN  - 1618-5293
A1  - Jansson, Tobias
PY  - 2023
VL  - 2
IS  - 22
EP  - 2
DO  - 10.11576/jsse-5938
LA  - eng
KW  - civics
KW  - assessment decision making
KW  - teacher agency
KW  - assessment practice
KW  - assessment rationales
KW  - samhällskunskap
KW  - klassrumsbedömning
KW  - läraragens
KW  - bedömningspraktik
KW  - bedömningsbeslut
KW  - bedömningsrationaler
AB  - Purpose: The aim is to qualitatively explore Civics teachers’ assessment decisions regarding content, skills, and methods in Swedish upper secondary schools.Methodology: Thematic analyses of assignments and interviews of thirteen Civics teachers in Swedish upper secondary school.Findings: The open Swedish curriculum and Civics syllabus enables teacher agency in assessment decisions and teachers do not find it necessary to assess all content. The thirteen teachers varied their assessment methods, which are mainly chosen from rationales other than measured content and skills. Teacher agency in assessment decisions is affected by teachers’ experiences and beliefs, Civics canonic traditions, and context, rather than education or curricular demands, except for a performative discourse focusing on grades.Research limitations/implications: Though limited to a small sample in Swedish upper secondary schools and Civics, findings may be applicable in similar open/flexible subjects and similar national contexts.
ER  - 

TY  - JOUR
T1  - Controversial issues in Swedish social studies education: success and failure in teachers’ task perceptions
T2  - Journal of Social Science Education
SN  - 1618-5293
A1  - Larsson, Anna
A1  - Ledman, Kristina
PY  - 2025
VL  - 1
IS  - 24
SP  - 1
EP  - 15
DO  - 10.11576/jsse-7084
LA  - eng
PB  - : Bielefeld University
KW  - controversial issues
KW  - teacher interviews
KW  - civics
KW  - sweden
KW  - historia med utbildningsvetenskaplig inriktning
KW  - history of education
KW  - education
AB  - Purpose: This study seeks to gain an understanding of the complexities involved in real-life classroom teaching. The aim is to trace values and tensions displayed in what the teachers regard as successful and unsuccessful.Design/methodology/approach: Teachers were interviewed to explore their perceptions of success and failures in their teaching about controversial issues. Data was analysed thematically and cross-analysed to find underlying didactic values and tensions.Findings: Successful and unsuccessful are mainly related to the students’ learning, teachers’ efforts, and reactions of parents, not to specific issues. Values included concern for students’ well-being and a desire for less polarisation. Tensions concerned students’ level of commitment and how to deal with students’ own opinions. Successful teaching is not only about achieving curriculum goals but also must be understood in relation to teachers’ task perceptions.Practical implications: Results of the study can provide teachers with a ground for didactical reflection.
ER  - 

TY  - JOUR
T1  - Exploring civics in early 20th century Sweden: A study of final exam questions at four teacher training colleges between 1915 and 1937
T2  - Journal of Social Science Education
SN  - 1618-5293
A1  - Andersson Hult, Lars
A1  - Persson, Anders
PY  - 2025
VL  - 1
IS  - 24
SP  - 1
EP  - 23
DO  - 10.11576/jsse-7454
LA  - eng
PB  - : Sowi-online
KW  - civics
KW  - teacher education
KW  - sweden
KW  - modernity
KW  - de samhällsorienterande ämnenas didaktik
AB  - AbstractHighlights:–Modern society is reflected in exam questions at Swedish teacher training colleges from 1914 to 1937. Despite not being part of the curricula, civics appearin final exams at four Swedish teacher edu-cation institutions. Some topics evolved, from hygiene-related questions in the 1920s to racial biology in the 1930s. 182 out of 924 exam questions can be classified as civics-related in Sweden today.Purpose: This article’s purpose is to examine the manifestations of the evolving modern society and what we now identify as civicsor other contemporary social issues in the final examination questions from 1914 to 1937 at four teacher education institutions in Uppsala, Falun, Lund, and Landskrona.Design/methodology/approach: The method canbe described as a qualitative text analysis, pri-marily of examination questions. This analysis aims to gain insights into the examination questions' meaning andunderstand which concepts of knowledge, subject ideals, and contemporary inspira-tion emerge in the material.Findings: The results are that 182 exam questions from a pool of 924 questions could be interpreted as civics in Swedentoday. Most are questions about economics. Another finding is that citizenship educationquestions increaseand evolve over time. Until 1921, there were nurture-related ques-tions regarding physical education, technology, and organisation. In the 1920s, the focus of exam questions corresponding tocivicsshifted to themes of thriftiness, sobriety, and hygiene. In the 1930s, while thriftiness and hygiene continued, several questions related to racial biology also emerged during that decade.Practical implications: Our results indicate that topics that we consider to belongto civicstoday existed long before the subject of civicswas outlined in the curriculum plans.
ER  - 

TY  - JOUR
T1  - Early literacy in Norwegian and Swedish preschool teacher education
T2  - Psychology in Russia: State of the Art
SN  - 2074-6857
A1  - Gjems, Liv
A1  - Sheridan, Sonja
PY  - 2015
VL  - 2
IS  - 8
SP  - 4
EP  - 17
DO  - 10.11621/pir.2015.0201
LA  - eng
PB  - : Russian Psychological Society
KW  - early childhood education
KW  - language learning
KW  - early literacy
KW  - preschool teachers
KW  - preschool teacher education
KW  - comparative study
AB  - Since the turn of the century, politicians in the Scandinavian countries have placed great emphasis on early childhood education and care. They have been especially concerned with lifelong learning in the field of language learning, early literacy, and numeracy. Almost all children between the ages of 1 and 6 years attend a preschool, and the quality of the learning environment is of great importance. This article presents a comparative study of student preschool teachers’ conceptions of the knowledge that they claim to have acquired about children’s early literacy throughout their bachelor education in Norway and in Sweden. The aim is to compare responses to a questionnaire administered to the student teachers and to examine the similarities and differences in the content of and goals indicated in the two countries’ national plans for early literacy. This study is based on sociocultural theories and has a multimethod design. First, through a discourse analysis we examined the national plans for preschool teacher education in Norway and Sweden and studied similarities and differences. Second, we sent a questionnaire to all student preschool teachers at all universities and university colleges in Norway and at the University of Gothenburg. The differences between the Norwegian and Swedish education students were most obviously seen in their responses to the questions about how they work with early literacy. The discourse analyses showed that the national education plans for preschool teacher education in the two countries differ in certain instances but share common ground in others.
ER  - 

TY  - JOUR
T1  - Rules in everyday life: Teacher strategies undermine rule participation
T2  - The International Journal of Children's Rights
SN  - 0927-5568
A1  - Thornberg, Robert
PY  - 2009
VL  - 3
IS  - 17
SP  - 393
EP  - 413
DO  - 10.1163/157181808X395590
LA  - eng
KW  - school rules
KW  - teacher strategies
KW  - pupil participation
KW  - decision-making
KW  - school democracy
KW  - negotiation
KW  - participation rights
KW  - rule-work
KW  - education
AB  - Th e aim of this study is to examine the strategies which teachers use in their everyday interactions with pupils to work with and uphold school and classroom rules and to what extent their rule-work strategies give pupils opportunities to have a say and participate in rule-making. The study is based on fi eldwork in two Swedish primary schools. According to the findings, the teachers use four main rule-work strategies: (a) assertion, (b) explanation, (c) negotiation, and (d) preparation. The findings show that it is usually the adults in school who make decisions about school rules and that pupils are seldom given any opportunities to create, modify or abolish formal rules through open negotiations. Furthermore, when school democracy meetings take place, they tend to be illusory, reducing negotiation to a matter of figuring out the “right” answer and confirming to proposals from authorities.
ER  - 

TY  - JOUR
T1  - Children as growing rights subjects - the significance of teachers' actions
T2  - The International Journal of Children's Rights
SN  - 0927-5568
A1  - Isenström, Lisa
PY  - 2020
VL  - 2
IS  - 28
SP  - 258
EP  - 287
DO  - 10.1163/15718182-02802012
LA  - eng
PB  - Leiden : Brill Nijhoff
KW  - children’s rights
KW  - human rights
KW  - education
KW  - teacher
KW  - hre (human rights education)
AB  - The overarching ambition of this paper is to explore how teachers’ actions shape children’s growth as rights-subjects. This is done by addressing the question: which rights-subjects are privileged for children by teachers’ different rights-teaching mentalities? The paper draws on observation and interview data from fieldwork in three Year classes in Swedish primary schools. Theoretically framed by a Foucauldian governmentality perspective, rights-learning situations were analysed through the lens of teachers’ rights-teaching mentalities and governing techniques. The findings show how teachers’ different actions privilege different rights-subjects for the children, and demonstrate how the teachers’ actions in everyday interaction in the classroom play a significant role in this process. It is argued that rights-learning, and growing as a rights-subject, does not primarily happen in designated children’s human rights events at school, but rather occurs continuously, day after day, in ordinary school practice.
ER  - 

TY  - JOUR
T1  - Embodied Becoming – Student Teachers’ Reflections on Their Filmed Teaching: Visual Knowledge Creation and Critique
T2  - Video Journal of Education and Pedagogy
SN  - 2364-4583
A1  - Cronqvist, Marita
PY  - 2021
DO  - 10.1163/23644583-bja10017
LA  - eng
PB  - : Brill Academic Publishers
KW  - visual knowledge creation and critique
KW  - lived body
KW  - embodiment
KW  - video paper
KW  - teacher education
KW  - reflection
KW  - physical expressions
AB  - This study examines student teachers’ reflections on recordings of their teaching during a period of internship related to a subject didactic course in Swedish. Bodily expressions, not as frequently explored as verbal ones, are in focus. Data consists of video papers, multimedia documents, combining clips of video recordings and reflective texts on the clips. The purpose is to gain knowledge about student teachers’ reflections on and learning of bodily expressions in teaching, using video papers. The analysis of the video papers is descriptive phenomenological, searching for the meanings of the phenomenon. The findings indicate that video papers contribute to student teachers’ reflections and learning about bodily expressions in terms of how they move in front of students, what impressions their bodies convey, how they manage to make contact and how they use their voices. Video papers complement the memory image and through recordings, bodily expressions get attention and are verbalized.
ER  - 

TY  - JOUR
T1  - A Change Towards Preschool Inclusion: A Case Study
T2  - Journal of Disability Studies in Education
SN  - 2588-879X
A1  - Lundqvist, Johanna
A1  - Arvidsson, Patrik
PY  - 2024
VL  - 2
IS  - 3
EP  - 2
DO  - 10.1163/25888803-bja10029
LA  - eng
PB  - : Walter de Gruyter GmbH
KW  - inclusive practices
KW  - integrated activities
KW  - preschool inclusion
KW  - quality education
KW  - support provisions
KW  - young children with disabilities
AB  - The aim is to examine the work at a Swedish preschool that is striving to become inclusive for a group of children with disabilities. The bioecological model and a mixed method case study design were adopted. One head teacher, ten preschool staff members, and four children with disabilities participated. Data were collected by way of observations, one focus group interview, and two retrospective interviews. Statistical and thematic data analyses were conducted. Ethical approval was obtained. A decision is made to create a new unit in the preschool. The unit is given a specialised organisational typology. The preschool integrates activities and different types of support provisions. The quality of inclusion practices and support provisions in the preschool is almost good. At a time when inclusion is valued, this study can provide a basis for interesting discussions about preschool inclusion in Sweden and other countries.
ER  - 

TY  - JOUR
T1  - Beyond Beliefs: Using Scheme Theory to Understand Implementation in Mathematics Education
T2  - Implementation and Replication Studies in Mathematics Education
SN  - 2667-0135
A1  - Ahl, Linda Marie
A1  - Helenius, Ola
A1  - Østergaard, Maria Kirstine
A1  - Jankvist, Uffe Thomas
A1  - Prytz, Johan
PY  - 2025
VL  - 5
SP  - 216
EP  - 241
DO  - 10.1163/26670127-bja10031
LA  - eng
PB  - : Brill Academic Publishers
KW  - implementation research
KW  - mathematics education
KW  - scheme theory
KW  - teacher beliefs
AB  - Implementation studies in mathematics education often cite teachers' beliefs as a decisive factor in success or failure. While this perspective has yielded valuable insights, the construct of beliefs is frequently defined too broadly to offer precise guidance for implementation design. This paper explores an alternative approach by applying scheme theory to a re-analysis of Handal and Bobis' (2004) study on thematic teaching. We demonstrate how findings attributed to beliefs can be understood as elements of teachers' schemes, that is, organized structures of action comprising goals, rules of action, operational invariants, and inferences. This reframing highlights factors of influence beyond beliefs and offers a more operationalizable lens for analyzing implementation outcomes. We conclude that scheme theory, alongside other fine-grained perspectives, can generate actionable insights into factors that influence the outcomes of implementation projects, thereby strengthening the planning, support, and sustainability of innovation projects in mathematics education. The impact sheet to this article can be accessed at https://doi.org/10.1163/26670127-bja10031 under Supplementary Materials.
ER  - 

TY  - CHAP
T1  - Coherence within Teacher Education: Swedish Lessons
T2  - International Perspectives on Knowledge Integration
A1  - Lilliedahl, Jonathan
A1  - Wikman, Tom
A1  - Hansén, Sven-Erik
PY  - 2020
SP  - 291
EP  - 312
DO  - 10.1163/9789004429499_013
LA  - eng
PB  - : Brill Academic Publishers
KW  - knowledge integration
KW  - coherence
KW  - progression
KW  - teacher education programs
KW  - student teachers
KW  - musikvetenskap med musikpedagogisk inriktning
KW  - musicology esp. musical education
KW  - education
AB  - Professional teaching requires interdisciplinary competency. In consequence, teacher education programs throughout the world generally compile a comprehensive list of disciplines and knowledge practices required for professional work and teachers’ continuing education. As student teachers need to be offered opportunities to make linkages between collected disciplines, concepts and practices have to be structurally interconnected through a coherent program. Coherence is about connecting what belongs together, that is, establishing systemic relations between the constituent parts of teacher education. In this chapter, we elaborate a conceptual framework outlining how the issue of knowledge integration in teacher education programs may be understood and investigated through the lens of coherence. Our focus is on the conceptual coherence in interdisciplinary teacher education programs, as well as on the structural coherence of organizing disciplinary knowledge in and across subject studies, subject didactic areas, and educational science. The analysis is anchored in recent research studies evaluating Swedish programs for teacher education, where relationships between national guidelines, interpretations made by institutions of higher education, and the perceptions of teacher educators and student teachers have been studied in relation to the issue of coherence.
ER  - 

TY  - CHAP
T1  - “Mathematics is bad for society”: Reasoning about mathematics as part of society in a language diverse middle school classroom
T2  - Applying Critical Mathematics Education
A1  - Ryan, Ulrika
A1  - Andersson, Annica
A1  - Chronaki, Anna
PY  - 2021
SP  - 144
EP  - 165
DO  - 10.1163/9789004465800_007
LA  - eng
PB  - : Brill Academic Publishers
AB  - In this chapter, we report on a small-scale critical mathematics education project in a Swedish classroom with students of varied language backgrounds. The project departed from the student Arvid’s statement “Mathematics is bad for society.” Our research interest was twofold. On the one hand, we wanted to explore what knowledge is being (re)produced by students as they try to connect and reason with a statement like “Mathematics is bad for society.” And on the other hand, we were also interested in how the students in this classroom, in which they do not have shared mother tongues, can express and (dis)acknowledge knowledge when reasoning about mathematics in society. We found that when the students (and their teacher) grappled with unpacking critical aspects such as “mathematics in society,” their reciprocal assessment of claims was based on their individual ways of knowing and talking, and tended to shape both their actions and the outcome of their efforts. We show that the discussion around critical aspects of mathematics in society that came to the fore was intertwined with both students’ and the teacher’s (lack of) meta-understanding of language diversity.
ER  - 

TY  - CHAP
T1  - The Sense of Loss in the Context of Language Disputes in Finland: Reflections on E.F. Jahnssons Authorship
T2  - Nineteenth-Century Nationalisms and Emotions in the Baltic Sea Region
A1  - Grönstrand, Heidi
PY  - 2021
SP  - 299
EP  - 318
DO  - 10.1163/9789004467323_013
LA  - eng
PB  - Leiden : Brill Academic Publishers
AB  - Evald Ferdinand Jahnsson (1844–1895) wrote at a time when the Finnish national movement was undergoing a transformation from an elite project to mass movement. In contrast to many other Finnish nationalists, Jahnsson was born into a rural lower-class family, but was privileged enough to get an education: a key to social mobility at the time. He began his career as an author writing in Swedish but also started to write in Finnish in the 1870s, known as the decade during which the “sense of Finnishness” was significantly reinforced, not only in formal and institutional education but also in literature and culture in general. Jahnsson became a teacher, journalist and writer who actively promoted Finnish literature and Finnish-language culture. Among other things, he wrote several historical plays, and in 1884, he published the first Finnish-language historical novel. Through analysing Jahnsson’s fictional texts as well as texts related to them, such as reviews, the preface to his novel and letters, this chapter follows Jahnsson’s language shift from Swedish to Finnish. It is an investigation on how one individual coped with feelings of loss, but also how feelings of loss would come to mark Jahnsson’s literary endeavours throughout his career. The chapter highlights not only how loss is embedded in the history of nationalism, but also how difficult it was to carry out this idea in practice.
ER  - 

TY  - CHAP
T1  - Introduction: Programming and Computational Thinking in Technology Education
T2  - Programming and Computational Thinking in Technology Education
A1  - Hallström, Jonas
PY  - 2023
SP  - 1
EP  - 9
DO  - 10.1163/9789004687912_001
LA  - eng
PB  - Boston & Leiden : Brill Academic Publishers
KW  - programming
KW  - computational thinking
KW  - computational literacy
KW  - teacher competence
KW  - technology education
AB  - In recent years, digital technology, programming, and computational thinking have been incorporated on a larger scale as curriculum components in technology education in many countries across the globe. Technology education research about programming and computational thinking is needed, and this edited book, Programming and Computational Thinking in Technology Education: Swedish and International Perspectives, contributes with new research that has many international applications and grounds for comparison, both in schools and in the research community. This introduction not only serves as a background for the reader as s/he delves into the various chapters of the book, but also introduces some pertinent and sometimes longstanding issues in technology education and its relation to computers and computing. These issues are: 1. Programming and computational thinking in school curricula: the early 21st century wave; 2. Computational thinking and literacy; 3. Teacher competence in programming; and 4. Computational thinking, programming, and learning in technology education.
ER  - 

TY  - CHAP
T1  - Transposition of Computing and Programming Knowledge: The Swedish Upper Secondary School during the 1970s and 1980s
T2  - Programming and Computational Thinking in Technology Education
A1  - Rolandsson, Lennart
A1  - Kilhamn, Cecilia
A1  - Bråting, Kajsa
PY  - 2023
SP  - 38
EP  - 59
DO  - 10.1163/9789004687912_003
LA  - eng
PB  - Leiden : Brill Academic Publishers
KW  - curriculum studies
KW  - computing education research
KW  - datavetenskapens didaktik
KW  - engineering science with specialization in atmospheric discharges
KW  - teknisk fysik med inriktning mot atmosfäriska urladdningar
KW  - praxeology
KW  - computing
KW  - programming
KW  - transposition of knowledge
KW  - school mathematics
AB  - In the last decade, programming and computational thinking (CT) have been introduced on a large scale in school curricula and standards all over the world. In countries such as the UK, a new school subject—computing—was created, whereas in countries such as Sweden, programming was included in existing subjects, notably mathematics and technology education. The introduction of programming and CT in technology education implies a particular relationship between programming and technology. Programming is usually performed with technological artefacts—various types of computers—and it can also be seen as a specific branch of engineering.This book analyses the background to and current implementation of programming and computational thinking in a Swedish school technology context, in relation to international developments. The various chapters deal with pertinent issues in technology education and its relation to computers and computing, for example, computational thinking and literacy, teachers’ programming competence, and computational thinking, programming, and learning in technology education. The book includes examples from educational research that could also be used as inspiration for school teaching, teacher education and curriculum development
ER  - 

TY  - CHAP
T1  - Programming in school technology education: an insight into teachers' efforts to unpack and shape programming in technology education
T2  - Programming and computational thinking in technology education
A1  - Vinnervik, Peter
PY  - 2023
SP  - 173
EP  - 195
DO  - 10.1163/9789004687912_008
LA  - eng
PB  - Leiden : Brill Academic Publishers
KW  - programming
KW  - technology education
KW  - computational thinking
KW  - curriculum implementation
KW  - compulsory school
KW  - challenges
KW  - programmering
KW  - datalogiskt tänkande
KW  - läroplansreform
KW  - grundskola
KW  - undervisning
KW  - utmaningar
AB  - The 2018 Swedish school curriculum reform introduced programming as new subject content in mathematics and technology education. The aim of the study reported in this chapter was to explore how school technology teachers transform, that is, understand and contextualise programming in technology education. In addition, the study identifies factors that influence the teachers’ transformation process. Teacher interviews provide insight into the process, and the interviews were analysed using content analysis.The results show teachers’ efforts to integrate programming in the context of technological systems and construction work rather than as an isolated phenomenon. This line of reasoning broadly resonates with the intent conveyed in the technology education syllabus but at the same time teachers express uncertainty about what domain specific knowledge children should have about programming in terms of practices and concepts. The teachers face several challenges during the process of transforming programming into teachable content. These challenges are, for example, related to their own professional knowledge and understanding of programming, the availability and quality of teaching materials and assessment procedures. The interviews also reveal a situation where the interdisciplinary cooperation between mathematics and technology, as envisaged in the school curriculum, is largely absent. The chapter concludes with a discussion of potential consequences for teachers’ reform work and school children’s understanding of programming.
ER  - 

TY  - CHAP
T1  - Student Teachers' Experiences of Programmed Technological Artefacts: Range of Understanding and Ideas for Development
T2  - Programming and Computational Thinking in Technology Education
SN  - 1879-8748
A1  - Perez, Anna
A1  - Svensson, Maria
PY  - 2023
SP  - 213
EP  - 233
DO  - 10.1163/9789004687912_010
LA  - eng
PB  - Leiden : Brill Academic Publishers
KW  - technology education
KW  - student teachers
KW  - programming
KW  - phenomenography
KW  - dual nature of technology
KW  - systems thinking
KW  - computational thinking
AB  - The starting point for developing teaching abilities is the experiences that you have of the object of learning. To prepare student teachers for teaching technology in a digital society, research related to their experiences of phenomena such as programmed technological artefacts is important. As future teachers, they must be able to prepare teaching about programmed technological artefacts as objects of learning. Therefore, more knowledge is needed about student teachers’ understanding of them in everyday life.To describe the different ways in which student teachers experience programmed technological artefacts, such as elevators, tumble dryers, traffic lights, and keyboards, we used a phenomenographic approach. Semi-structured interviews with eight student teachers in primary teacher education were conducted to find the variation in their experiences. This resulted in experiences described as: (1) the physical interface, (2) components as parts of a process, (3) connected, controlled, and regulated components, and (4) components as and in a system.Aspects essential for understanding programmed technological artefacts are related to three dimensions; computational thinking, systems thinking and the dual nature of technology. For student teachers to understand these artefacts, aspects from all three dimensions need to be discerned. A problem is that student teachers in this study discerned only a few aspects of the phenomenon that they themselves will be teaching about.
ER  - 

TY  - CHAP
T1  - Product or Process Criteria?: What Teachers Value When Assessing Programming
T2  - Programming and Computational Thinking in Technology Education
A1  - Björklund, Lars-Erik
A1  - Nordlöf, Charlotta
PY  - 2023
SP  - 325
EP  - 341
DO  - 10.1163/9789004687912_016
LA  - eng
PB  - : Brill Academic Publishers
AB  - Programming is increasingly being taught in schools in Sweden and around the world. Programming has been taught and assessed for a long time both in upper secondary schools and in universities, but in the lower grades, programming as part of technology education is still rather new. Therefore, there is a need for assessment criteria for programming in compulsory school. The aim of this chapter is to examine the criteria that individual teachers use when they grade and assess students in tasks related to programming. This study uses Q methodology. The informants, 28 programming teachers, were asked to sort and rank criteria regarding the assessment of programming according to their own subjective beliefs. The results were analysed using factor analysis to find groups of similar informants. The results reveal two teacher groups, where one puts greater emphasis on process criteria while the other primarily emphasises product criteria. Moreover, both groups place high value on students’ ability to explain the program, which can be interpreted as a combination of product and process where the student uses the knowledge they have acquired and turns it into their own knowledge. At the end of the chapter, formative assessment is discussed, based on the results relating to process criteria, and how teachers can use these criteria to help students progress
ER  - 

TY  - CHAP
T1  - Translanguaging Pedagogy and Practices in the Adult L2-Classroom: the Case of Swedish for Immigrants
T2  - Family and School Involvement in Multilingual Education and Heritage Language Development
A1  - Wedin, Åsa
A1  - Berg, Lovisa
PY  - 2024
SP  - 111
EP  - 130
DO  - 10.1163/9789004702325_006
LA  - eng
PB  - : Brill Academic Publishers
AB  - This chapter explores relationships between student voice and translanguaging pedagogy in adult education for immigrant L2-learners with minimal or no prior schooling. Material collected over the course of three terms through classroom observations was used. Even though the students in this study do not challenge neither the teacher nor the teaching, they – along with the teachers – do challenge the monolingual norm that prevails in Swedish schools by claiming their voice and positioning themselves with their multilingual competence. We conclude that the use of translanguaging pedagogy gave students voice to express their views and relate the teaching to their experiences, both from their everyday lives in Sweden and from their earlier lives. The way that teachers not only gave room for the use of diverse languages but also themselves took interest in and engaged themselves in learning students’ various languages was positive for students’ engagement and their development of multilingual skills.
ER  - 

TY  - BOOK
T1  - Girjjohallat girjáivuođa - embracing diversity: Sami education theory, practice and research
PY  - 2025
DO  - 10.1163/9789004714847
LA  - eng
PB  - Brill Academic Publishers
KW  - indigenous education
KW  - sami education
KW  - sámi language
AB  - Unveil the dynamic world of Sami education across Finland, Norway, Sweden, and Russia in this book. This vital volume presents cutting-edge research from top scholars, enriching teacher education with innovative, interdisciplinary insights. Discover unique contributions through a blend of Sami and Māori perspectives, and navigate the profound impacts of history on modern educational challenges and Indigenous self-determination.Contributors are: Rauni Äärelä-Vihriälä, Kristina Belancic, Karianne Berg, Anna-Lill Drugge, Heidi Harju-Luukkainen, Máret J. Heatta, Hanna Helander, Huia Tomlins Jahnke, Ylva Jannok Nutti, Pigga Keskitalo, Asbjørn Kolberg, David Kroik, Marikaisa Laiti, Inker-Anni Linkola-Aikio, Torjer Olsen, Hanna Outakoski, Annika Pasanen, Rauna Rahko-Ravantti, Hilde Sollid, Tuija Turunen and Ekaterina Zmyvalova.
ER  - 

TY  - CHAP
T1  - Introduction: embracing diversity in Sami education theory, practice and research
T2  - Girjjohallat girjáivuođa - embracing diversity
A1  - Keskitalo, Pigga
A1  - Olsen, Torjer
A1  - Drugge, Anna-Lill
A1  - Rahko-Ravantti, Rauna
PY  - 2025
SP  - 1
EP  - 13
DO  - 10.1163/9789004714847_001
LA  - eng
PB  - Leiden : Brill Academic Publishers
AB  - Sami education has travelled on a long journey since the 1600s, resulting in diversity and different logics or knowledge regimes in education.1 This edited volume Girjjohallat girjáivuođa – Embracing Diversity: Sami Education Theory, Practice and Research, emphasises the profound need to navigate Sami education contexts while celebrating and enjoying diversity. Tasks of this nature are crucial and require attention and discussion, as Sami society and educational institutions find themselves in evolving situations shaped by long-standing processes of change and ongoing educational needs among minoritised Indigenous peoples (Keskitalo & Olsen, 2021). The vast scope of this volume is to provide an all-Sami perspective of Sami education, by scholars from institutions providing teacher education in various countries with a Sami population. These include authors on Sami education from Finland, Norway, Sweden and the Russian Federation. In addition, a Māori perspective is presented. In Aotearoa, New Zealand, scholars and teachers have developed a Kura Kaupapa Māori, a ‘by Māori, for Māori’ approach to schooling (Smith, 1999).
ER  - 

TY  - CHAP
T1  - A Swedish Perspective on Artistic Research Practices in First and Second Cycle Education in Music
T2  - Teaching Music Performance in Higher Education
A1  - Östersjö, Stefan
A1  - Holmgren, Carl
A1  - Unander-Scharin, Åsa
PY  - 2024
SP  - 13
EP  - 46
DO  - 10.11647/obp.0398.02
LA  - eng
PB  - Cambridge, UK : Open Book Publishers
KW  - musical performance
KW  - musikalisk gestaltning
AB  - This chapter seeks an understanding of in what ways practices of artistic research are contributing to developing the teaching and learning of music performance in Higher Music Education (HME). It is built on two of the authors’ long-term experience of teaching artistic research methods and supervising theses in first and second cycle programs in Sweden. The chapter consists of three main parts. First, we provide a brief historical overview of how artistic research in music was implemented in Sweden, with particular attention to knowledge claims and method development. Second, we consider the impact of the Bologna process on HME in Sweden, a process in which the authors have been personally involved. It has, among other things, demanded a shift from teacher-driven provision toward student-centred higher education. The third part presents an overarching qualitative and quantitative analysis of completed bachelor and master theses from 2020–2022 within the bachelor and master programs in music performance in the Piteå School of Music at Luleå University of Technology with regard to aims, research questions and methods. For each of the six identified categories, one thesis was selected for a more detailed qualitative analysis, after which the authors were interviewed. The study proposes three main implications for HME: artistic research has shown potential to enable more student-centred forms of teaching and learning, based to a great extent on its use of reflexive methods; the use of reflexive methods shows great potential to enhance life-long learning; and finally that the role of artistic experimentation, as expressed in the student theses, suggests that the notion of the artistic research laboratory may be a potential model for how the offerings of HME to teaching and learning may be reconsidered.
ER  - 

TY  - CHAP
T1  - A Swedish perspective on artistic research practices in first and second cycle education in music
T2  - Teaching music performance in higher education
A1  - Östersjö, Stefan
A1  - Holmgren, Carl
A1  - Unander-Scharin, Åsa
PY  - 2024
SP  - 13
EP  - 46
DO  - 10.11647/OBP.0398.02
LA  - eng
PB  - : Open Book Publishers
AB  - This chapter seeks an understanding of in what ways practices of artistic research are contributing to developing the teaching and learning of music performance in Higher Music Education (HME). It is built on two of the authors’ long-term experience of teaching artistic research methods and supervising theses in first and second cycle programs in Sweden. The chapter consists of three main parts. First, we provide a brief historical overview of how artistic research in music was implemented in Sweden, with particular attention to knowledge claims and method development. Second, we consider the impact of the Bologna process on HME in Sweden, a process in which the authors have been personally involved. It has, among other things, demanded a shift from teacher-driven provision toward student-centred higher education. The third part presents an overarching qualitative and quantitative analysis of completed bachelor and master theses from 2020–2022 within the bachelor and master programs in music performance in the Piteå School of Music at Luleå University of Technology with regard to aims, research questions and methods. For each of the six identified categories, one thesis was selected for a more detailed qualitative analysis, after which the authors were interviewed. The study proposes three main implications for HME: artistic research has shown potential to enable more student-centred forms of teaching and learning, based to a great extent on its use of reflexive methods; the use of reflexive methods shows great potential to enhance life-long learning; and finally that the role of artistic experimentation, as expressed in the student theses, suggests that the notion of the artistic research laboratory may be a potential model for how the offerings of HME to teaching and learning may be reconsidered.
ER  - 

TY  - JOUR
T1  - Head teacher perspectives on school lunch: at variance with national policy
T2  - Health Education Journal
SN  - 0017-8969
A1  - Berggren, Linda
A1  - Waling, Maria
A1  - Olsson, Cecilia
PY  - 2023
VL  - 1
IS  - 83
SP  - 29
EP  - 39
DO  - 10.1177/00178969231215718
LA  - eng
PB  - : Sage Publications
KW  - head teachers
KW  - school lunch
KW  - school meal policy
KW  - school meal providers
KW  - school meals
AB  - Objective: Previous research indicates that head teachers in Sweden frequently fail to see school lunch as part of the educational activities of a school. This study contributes to an understanding of how head teachers in Sweden perceive and experience current national policy intentions related to school lunch.Design: Qualitative inquiry.Setting: Ten municipal state schools in Sweden.Method: Individual semi-structured interviews were conducted with 10 head teachers responsible for the compulsory education of 6- to 15-year-olds in state schools. Data from digitally recorded and transcribed interviews were thematically analysed.Results: Head teachers primarily saw school lunch as a means to ensure pupils were fed and energised. Their focus tended to be on what followed after school lunch in the form of academic performance and mood, rather than the stated intentions of national school meal policy. Head teachers stressed the value of a free and nutritious school lunch for social equality, and the importance of good collaboration with food service managers and school meal personnel, despite the difficulty of achieving this.Conclusion: This paper highlights a gap between head teachers' perspectives with respect to school lunch and official intentions stated in Swedish national school meals policy. The meanings head teachers saw as connected to school lunch were those of social equality and ensuring pupils were fed, rather than the wider potential envisioned by the authorities. This paper identifies factors that affect the possibility of realising national policy intentions for school lunch in Sweden.
ER  - 

TY  - JOUR
T1  - Teachers’ experiences with physically inactive children and their strategies to promote physical activity in early childhood education settings
T2  - Health Education Journal
SN  - 0017-8969
A1  - Augustsson, Christian
A1  - Högman, Johan
A1  - Löfdahl, Annica
PY  - 2024
VL  - 7
IS  - 83
SP  - 771
EP  - 783
DO  - 10.1177/00178969241280767
LA  - eng
PB  - : Sage Publications
KW  - children
KW  - physical activity promotion
KW  - physical inactivity
KW  - qualitative interviews
KW  - teacher agency
KW  - sports science
AB  - Objective: As an increasing number of children are identified as insufficiently physically active, the school environment has been targeted for efforts to promote physical activity (PA) among inactive children. While research has highlighted teachers’ role in promoting generic school-based daily PA, less is known about the early childhood education teachers’ experiences of physically inactive children and the strategies they use to promote PA. This study’s aim was to explore early childhood education teachers in Sweden’s experiences of physically inactive children and their strategies to promote PA among members of this group in their everyday school settings. Design: Qualitative interview study. Setting: Four small municipalities in Midwest Sweden. Method: Ten teachers working in early childhood education settings participated in individual semi-structured interviews. Data were analysed with a focus on teacher agency and the social, material and cultural resources teachers used to promote PA. Result: Findings indicated that teachers shoulder the worry and unarticulated responsibility for inactive children. This resulted in their use of strategies that varied and which were largely subjective in character. At the same time, teachers expressed how their agency was limited by insufficient resources. Conclusion: Teachers used social, material and cultural resources to promote PA, but their strategies were not informed by evidence or formal guidelines. None of the resources they used were specifically designed for inactive children. Instead, teachers used general resources which they adapted to inactive children’s interests and needs.
ER  - 

TY  - JOUR
T1  - Teacher Students’ Experienced Challenges in the Beginning of Their Education
T2  - Journal of Education
SN  - 0022-0574
A1  - Ståhle, Ylva
A1  - Aspán, Margareta
PY  - 2019
VL  - 1
IS  - 199
SP  - 3
EP  - 12
DO  - 10.1177/0022057419834913
LA  - eng
PB  - : SAGE Publications
KW  - teacher education
KW  - teacher students
KW  - challenges
KW  - enculturation
KW  - higher education
KW  - education
AB  - This article explores Swedish students’ perspectives on being new to teacher education and what challenges they meet. Nineteen students were interviewed in three focus groups. The analytical framework draws on the theory of situated learning and the concept of enculturation, and the empirical data have been categorized through a thematic content analysis, which revealed two qualitatively different categories of challenges: as academic student, and as trainee teacher. Conclusively, the study shows how the education can support or obstruct the enculturation into the educational practices. Conceiving such hinders can facilitate the students’ understanding of both the studies and their future profession.
ER  - 

TY  - JOUR
T1  - Connecting the Social and the Musical: A Longitudinal Study of Swedish Preservice Music Teachers’ Social Positionings
T2  - Journal of research in music education
SN  - 0022-4294
A1  - Borgström Källén, Carina
A1  - Lindgren, Monica
PY  - 2024
DO  - 10.1177/00224294241303872
LA  - eng
PB  - : SAGE Publications
KW  - music teacher education
KW  - social positioning
KW  - identity
KW  - longitudinal
AB  - In this article, we explore identity construction in specialist music teacher education. In this longitudinal study, we followed 11 preservice music teachers through their education for five years, 2016 to 2021, in a music teacher training program directed toward upper secondary schools in Sweden. For decades, music education researchers have identified tension between the music teacher and musician identities. This tension is today challenged by critical thinking concerning the rapid societal and cultural changes of late modern society and by the need to take social responsibility for music education in a broader context. The data for this report comprise 11 journal entries (designated “personal reflections” and written by each participant in their first year) and five focus group interviews, produced in three steps over five years. Throughout the data production, “past,” “present,” and “future” served as keywords. Content analysis focused on identity constructions was conducted using the concepts of social positioning and music identity. The findings show how the students gradually shifted their social positioning from being cultural bearers in local society to being music specialists, aiming to teach skilled and motivated young people. However, this gradual change was not linear but was multilayered, complex, and contradictory.
ER  - 

TY  - JOUR
T1  - Teaching Summative Assessment: A Curriculum Analysis of Pre-Service Language Teacher Education in Sweden and Finland
T2  - Journal of Teacher Education
SN  - 0022-4871
A1  - Yildirim, Ali
A1  - Dragemark Oscarson, Anne
A1  - Hilden, Raili
A1  - Fröjdendahl, Birgitta
PY  - 2023
VL  - 2
IS  - 75
SP  - 203
EP  - 218
DO  - 10.1177/00224871231214799
LA  - eng
PB  - : SAGE Publications
KW  - pre-service teacher education
KW  - curriculum
KW  - case study
KW  - assessment
KW  - language learners
KW  - assessment literacy
KW  - summative assessment
AB  - The purpose of this study is to investigate the curricular manifestation of summative assessment literacy in language pre-service teacher education at three universities in Sweden and Finland through multiple case studies. Data sources included program guidelines, course curricula, and study guides. A thematic approach was used to analyze the data based on a theoretical framework involving conceptual understandings, skills, and dispositions in summative assessment. The results indicate that all programs emphasize the basic assessment concepts such as validity and alignment and using assessment to inform teaching and learning. However, compared with formative assessment, summative assessment receives less attention in the curriculum. There are differences in addressing summative assessment through stand-alone and embedded courses and in the literacy areas covered. Implications for teacher education to address summative aspects of assessment in line with teachers’ tasks in schools are offered.
ER  - 

TY  - JOUR
T1  - What syllabus documents can tell us about the presence and position of dance in Early Childhood Teacher Education: A Swedish perspective
T2  - Research in Education
SN  - 0034-5237
A1  - Pastorek Gripson, Märtha
A1  - Mattsson, Torun
A1  - Andersson, Ninnie
PY  - 2021
IS  - 111
SP  - 46
EP  - 69
DO  - 10.1177/00345237211009255
LA  - eng
PB  - London : SAGE Publications
KW  - dance
KW  - discourse
KW  - early childhood teacher education
KW  - syllabi
AB  - This study problematizes becoming early childhood teachers’ possibilities to develop knowledge relevant to teaching dance. The aim was to analyze the presence and position of dance in Swedish early childhood teacher education syllabi. Discourse analysis was used to identify patterns, regularities, hierarchies and gaps in the steering documents. The empirical material consisted of syllabi of twelve Swedish early childhood teacher programs. The results show that according to syllabi, dance as a subject has a rather weak or non-existent position in Swedish early childhood teacher education. Instead, dance often functions as a tool for learning other subjects, e.g. language and mathematics. The concept “aesthetic” was more frequently mentioned in the syllabi, but it did not explicitly explain what dance knowledge was included in the syllabi content, learning outcomes and examination forms. The frequency of dance differed between the syllabi, which might lead to unequal early childhood teacher education. Further, the potentially weak function and position of dance in early childhood teacher education might limit children’s social democratic life, bodily knowledge and experience of mind-body connection in a holistic sense.
ER  - 

TY  - JOUR
T1  - Learning Processes and Social Mobilization in a Swedish Metropolitan Hip-Hop Collective
T2  - Urban education (Beverly Hills, Calif.)
SN  - 0042-0859
A1  - Beach, Dennis
A1  - Sernhede, Ove
PY  - 2012
VL  - 47
IS  - 5
SP  - 939
EP  - 958
DO  - 10.1177/0042085912437415
LA  - eng
PB  - : Corwin Press, Inc.
KW  - social mobilization
KW  - hip-hop
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - hip-hop learning marginalisation integration
AB  - Based on ethnographic research on the encounter between local culture and schools in multicultural suburban areas, this article explores possibilities suggested by autonomous learning activities in a hip-hop collective that may have a potential to break urban segregation patterns. The collective?s artistic production raises questions that have not been answered in schools, such as how the increasing class divisions between different parts of the urban landscape should be understood and dealt with. Different types of learning are identified connected to the self, others, and careers. Implications for schooling are briefly discussed.
ER  - 

TY  - JOUR
T1  - Teachers’ Strategies and Technology Use for Enhancing Students’ Critical Thinking in Nursing Simulation-Based Learning: A Qualitative Pilot Study
T2  - Inquiry
SN  - 0046-9580
A1  - Forsbrand, Malin
A1  - Christiansen, Line
A1  - Johnson Gatzouras, Vicky
PY  - 2025
IS  - 62
EP  - 62
DO  - 10.1177/00469580251392452
LA  - eng
PB  - : Sage Publications
KW  - critical thinking
KW  - nursing education research
KW  - qualitative research
KW  - simulation training
KW  - simulation-based learning
KW  - technology
KW  - adult
KW  - article
KW  - clinical practice
KW  - female
KW  - human
KW  - male
KW  - nursing education
KW  - nursing student
KW  - open access
KW  - participation
KW  - pilot study
KW  - semi structured interview
KW  - simulation
KW  - student
KW  - sweden
KW  - teacher
KW  - teaching
AB  - In nursing education, simulation-based learning (SBL) is often used to bridge theoretical knowledge and practical application, supporting nursing students in developing their critical thinking (CT) skills. Despite the benefits of using SBL in nursing education, research gaps remain in understanding student learning outcomes. Furthermore, there is a lack of studies describing the specific use of technology in its application. The objective of this study was to explore strategies for learning and the use of technology to enhance nursing students’ CT within the SBL context. This research was conducted as a qualitative pilot study, using a semistructured interview technique to gather insights from teachers at 2 universities in the south of Sweden. The obtained data were analysed in accordance with the phenomenographic analysis introduced by Sjöström and Dahlgren. The results revealed participants’ perceptions of useful strategies for student learning and different ways of using technology. In particular, the results are reflected in 5 descriptions of categories: motivating environment, facilitating preparations, active participation, student-centeredness and reflective observations. While the findings may not be directly applicable to clinical practice, the study’s findings offer examples of effective strategies for student learning and technology use, thus providing valuable guidance for teachers implementing SBL in nursing education. To gain a more comprehensive understanding of using SBL as a teaching method, future research should aim to investigate nursing students’ experiences of how CT is promoted via simulations. 
ER  - 

TY  - JOUR
T1  - Cultural clashes and reactions when implementing lean production in a Japanese-owned Swedish company
T2  - Economic and Industrial Democracy
SN  - 0143-831X
A1  - Oudhuis, Margareta
A1  - Olsson, Anders
PY  - 2013
VL  - 2
IS  - 36
SP  - 259
EP  - 282
DO  - 10.1177/0143831X13505118
LA  - eng
PB  - : Sage Publications
KW  - economy
KW  - democracy
KW  - industry
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The aim of this study is to reach an understanding as to the impact of and reactions to cultural and value aspects in connection with a changeover from a socio-technically inspired station assembly production model to a Japanese oriented lean production model in a Japanese acquired Swedish plant. Results show that culturally based clashes were common, indicating that not only for mergers and acquisition between Swedish and Japanese companies but also when implementing Japanese oriented lean production models in general, the notions of participation, self-government and equality, on the one hand, and perfection, obedience and respect for authorities, on the other, as basic points of departure must be considered. These notions are indicative of two very different mindsets connected not only to Swedish and Japanese national cultures, but also to the two different production models. These differences have to be taken into consideration in order to successfully implement a new production system and thereby avoid reactions such as organizational misbehaviour and misbehaviour based on cultural unawareness.
ER  - 

TY  - JOUR
T1  - Enacting special education in a digitalized school: opening for new understandings of a digitalized special educational practice
T2  - Journal of Special Education Technology
SN  - 0162-6434
A1  - Holmgren, Martin
PY  - 2022
VL  - 4
IS  - 38
SP  - 488
EP  - 500
DO  - 10.1177/01626434221131776
LA  - eng
PB  - : Sage Publications
KW  - digitalization
KW  - pandemic education
KW  - special education needs coordinator
KW  - special education teacher
KW  - sweden
AB  - As society has gotten increasingly digitalized, schools have made extensive efforts to accommodate to that development. With the digitalization of school, the special education practice and the roles of special education needs coordinators (SENCOs) and special education teachers (SETs) change. However, there is a lack of research examining this transformation, a gap which this exploratory study opens up for new understandings of. This mixed method study explores the special education practice in a municipality in Sweden, one of the most digitalized countries in the world. The findings show that SENCOs and SETs have highly positive beliefs about digital tools in special education, but at the same time their frequency of use varies greatly. Also, the study identifies special educational activities engaging with digital technology, describing a work practice with complex expectations of the special education professionals also in the area of digital teaching and learning. Furthermore, the competencies considered as necessary for handling the expectations are discussed.
ER  - 

TY  - JOUR
T1  - Student music teachers' learning styles in theoretical and practical situations
T2  - International Journal of Music Education
SN  - 0255-7614
A1  - Calissendorff, Maria
PY  - 2015
VL  - 3
IS  - 33
SP  - 348
EP  - 358
DO  - 10.1177/0255761415581284
LA  - eng
PB  - : SAGE Publications
KW  - dunn & dunn
KW  - learning styles
KW  - music teacher students
AB  - This study analyzes and compares the results of a survey and an interview investigation concerning the learning styles of 32 student music teachers at The University College of Music Education (SMI) in Sweden. The students' learning style preferences were examined through a productivity environmental preference survey (PEPS), a computer-based survey that is based on the Dunn and Dunn Learning Style Model. The students who completed the survey expressed a difference between learning something that was theoretically new and difficult and something that was new and difficult related to their instrument/singing. The surveys were then followed up by semi-structured interviews with 31 of the 32 students. The study found that there is only a minimal difference between practice and theoretical learning regarding the learning styles of student music teachers. The students' procedure in theoretical learning was, as far as possible, the same as for practical learning, and it is the more practical and physical details that present obstacles. The practical relevance of the research is that it raises awareness for students regarding their learning styles and how they can streamline both their own learning and that of their future pupils.
ER  - 

TY  - JOUR
T1  - Music teacher educators’ visions of music teacher preparation in Finland, Norway and Sweden
T2  - International Journal of Music Education
SN  - 0255-7614
A1  - Ferm, Cecilia
A1  - Johansen, Geir
A1  - Juntunen, Marja-Leena
PY  - 2015
VL  - 1
IS  - 34
SP  - 49
EP  - 63
DO  - 10.1177/0255761415584300
LA  - eng
PB  - : Sage
KW  - musikpedagogik
KW  - music education
AB  - In this study we investigate the assumptions, ideals and beliefs of 12 professors who teach the courses in instrumental teaching and classroom music teaching, called instrumental Musikdidaktik and classroom Musikdidaktik. Drawing on Hammerness’ concept of teachers’ vision we concentrate on the professors’ visions of good teaching, an ideal graduate, and their subject as a whole as well as how those visions can be extended to denote some of the teaching traditions at play. This was examined by individual interviews that constituted one part of a varied set of data collection strategies. The professors’ visions were not necessarily consistent with those of their colleagues. Still they were strongly related to, steered, and limited by established teaching traditions. We suggest that vision might constitute a functional concept among music teacher educators and that clear program visions should be formulated in music teacher education institutions through collective collegial work.
ER  - 

TY  - JOUR
T1  - Why (not) be a music teacher?: Exploring pre-service music teachers' sources of concern regarding their future profession
T2  - International Journal of Music Education
SN  - 0255-7614
A1  - Mateos-Moreno, Daniel
PY  - 2022
VL  - 4
IS  - 40
SP  - 489
EP  - 501
DO  - 10.1177/02557614211073138
LA  - eng
PB  - : Sage Publications
KW  - beliefs
KW  - burnout
KW  - concerns
KW  - discouragement
KW  - stress
KW  - teacher
AB  - There is a global shortage of music teachers, and this deficit is continually growing. While there is a considerable body of research on the sources of concern, attrition, stress and burnout for practising teachers, studies investigating the perspective of pre-service music teachers instead are comparatively rarer. This gap in the literature is problematic, considering its relevance to the development of teacher education programmes and the prevention of discouragement and unrealistic expectations among teachers-to-be. Based on the case of pre-service music teachers from a Swedish university, this research investigates the challenging aspects of the profession through qualitative means. While the results cannot be directly extrapolated to other contexts, the insights gained in this case study expand the theoretical knowledge in the field by identifying seven main categories as sources of concern, of which the aspects that are typically inherent to the profession were dominant (e.g. assessing students, teaching groups of students, etc.). Moreover, the findings reveal differences among the views of pre-service and in-service music teachers that may influence career development. Finally, I provide implications to prevent discouragement among pre-service music teachers based on the results of the case under study.
ER  - 

TY  - JOUR
T1  - Prospective teachers constructing dynamic geometry activities for gifted pupils: Connections between the frameworks of Krutetskii and van Hiele
T2  - Gifted Education International
SN  - 0261-4294
A1  - Vinerean-Bernhoff, Mirela
A1  - Fahlgren, Maria
A1  - Attila, Szabo
A1  - Sriraman, Bharath
PY  - 2021
VL  - 2
IS  - 38
SP  - 273
EP  - 294
DO  - 10.1177/02614294211046544
LA  - eng
PB  - : Sage Publications
KW  - dynamic geometry software
KW  - gifted pupils
KW  - prospective teachers
KW  - matematikdidaktik
KW  - mathematics didactics
KW  - mathematics education
AB  - The Swedish educational system has, so far, accorded little attention to the development of gifted pupils. Moreover, up to date, no Swedish studies have investigated teacher education from the perspective of mathematically gifted pupils. Our study is based on an instructional intervention, aimed to introduce the notion of giftedness in mathematics and to prepare prospective teachers (PTs) for the needs of the gifted. The data consists of 10 dynamic geometry software activities, constructed by 24 PTs. We investigated the constructed activities for their qualitative aspects, according to two frameworks: Krutetskii’s framework for mathematical giftedness and van Hiele’s model of geometrical thinking. The results indicate that nine of the 10 activities have the potential to address pivotal abilities of mathematically gifted pupils. In another aspect, the analysis suggests that Krutetskii’s holistic description of mathematical giftedness does not strictly correspond with the discrete levels of geometrical thinking proposed by van Hiele.
ER  - 

TY  - JOUR
T1  - Who’s There?: Characterizing Interaction in Virtual Classrooms
T2  - Journal of educational computing research (Print)
SN  - 0735-6331
A1  - Willermark, Sara
PY  - 2021
VL  - 6
IS  - 59
SP  - 1036
EP  - 1055
DO  - 10.1177/0735633120988530
LA  - eng
PB  - : Sage Publications
KW  - distance education
KW  - high school
KW  - teachers
KW  - school leaders
KW  - interaction order
KW  - presence
KW  - covid-19
AB  - The Covid-19 crisis changed the educational landscape. In Sweden, as in many other countries, school leaders, teachers, and students faced a completely new situation, as teaching would immediately be conducted remotely. It offered an opportunity to continue teaching in a crisis, while giving rise to new questions and dilemmas. This study aims to explore aspects of interaction in the virtual classroom. The context is four high schools in Sweden. Data includes a teacher survey and ten workshops with teachers and school leaders. The interaction order framework is used as an analytic lens. The results draw a multifaceted picture of interaction that involves both increased and reduced contact with, and control over, the students and their activities. Some students find a place in the virtual classroom that they previously lacked, while others “disappear behind the screen.” Contributions include unpacking the complex role of interaction in the virtual classroom and providing implications for teachers and school leaders.
ER  - 

TY  - JOUR
T1  - Facing Radical Digitalization: Capturing Teachers’ Transition to Virtual Classrooms Through Ideal Type Experiences
T2  - Journal of educational computing research (Print)
SN  - 0735-6331
A1  - Willermark, Sara
A1  - Gellerstedt, Martin
PY  - 2022
VL  - 6
IS  - 60
SP  - 1351
EP  - 1372
DO  - 10.1177/07356331211069424
LA  - eng
PB  - : Sage Publications
KW  - covid-19
KW  - digital competence
KW  - digitalization
KW  - distance education
KW  - high-school
KW  - ideal-type analysis
KW  - virtual classroom
KW  - research on citizen centered health
KW  - university of skövde (reacch us)
KW  - medborgarcentrerad hälsa (mech)
KW  - arbetsintegrerat lärande
KW  - leads
AB  - In 2020, a global pandemic changed the educational landscape overnight and caused an abrupt transition to virtual classrooms. This study aims to gain increased knowledge of teachers’ experiences of facing such radical digitalization through ideal types. The data include a teacher survey with 1109 respondents from 15 high schools in Sweden, containing both fixed and open-ended response types. Educational affordances and digital competence are used as analytical lenses. The results show distinct differences regarding teachers’ perception of how teaching in a virtual classroom has worked and whether they and their students have developed their digital competence during this period. We present four ideal types: a) the enthusiast, b) the skeptic, c) the pessimist, and d) the affirmative, which capture the essence of teachers’ multifaceted experiences, actions, and affordances perceived in the transition to virtual classrooms. Contributions include theorizing about teachers’ encounters with radical cases of digitalization. © The Author(s) 2022.
ER  - 

TY  - JOUR
T1  - Discourses in Teachers' Talk about Writing
T2  - Written Communication
SN  - 0741-0883
A1  - Sturk, Erika
A1  - Lindgren, Eva
PY  - 2019
VL  - 4
IS  - 36
SP  - 503
EP  - 537
DO  - 10.1177/0741088319862512
LA  - eng
PB  - : Sage Publications
KW  - mass writing
KW  - compulsory education in sweden
KW  - discourses of writing
KW  - sociopolitical discourse
KW  - writing education
KW  - language teaching and learning
KW  - språkdidaktik
AB  - Views about what writing is and how it should be taught have varied over the years as well as across contexts. Studies of curricula, teaching materials, and teaching practices have shown a strong focus on skills, genres, and processes, but few have asked teachers about their perspectives on writing. In this article we explore what views, or discourses, of writing are currently active among teachers in Swedish compulsory education, covering ages from 7 to 15. Sixty teachers answered a questionnaire with open and closed questions. Using Ivanič’s framework for discourses of writing, the answers were analyzed holistically in order to define what main discourse, or discourses, each teacher represented. Results show that most teachers represent one main discourse, but that a combination of discourses occur, in particular among teachers from the earliest school years (1–3). The most common discourse was the process discourse, followed by genre, creativity, skills, and thinking. None of the teachers represented the social practice or the sociopolitical discourse. The results concur with findings from studies of curricula, teaching materials, and teaching practices both in Sweden and globally and are discussed in relation to what literacy skills may be necessary in the 21st century in order to participate in social and political life.
ER  - 

TY  - JOUR
T1  - Friends through school and family: Refugee girls’ talk about friendship formation
T2  - Childhood
SN  - 0907-5682
A1  - Bergnéhr, Disa
A1  - Aronson, Olov
A1  - Enell, Sofia
PY  - 2020
VL  - 4
IS  - 27
SP  - 530
EP  - 544
DO  - 10.1177/0907568220923718
LA  - eng
PB  - : Sage Publications
KW  - friendship
KW  - middle eastern-born
KW  - migrant youth
KW  - resettlement
KW  - sweden
KW  - article
KW  - child
KW  - female
KW  - friend
KW  - human
KW  - refugee
KW  - relative
KW  - temperament
KW  - trust
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This article explores refugee girls’ talk about friendship formation. Friendship is a complex process and a subjective experience. The study participants stressed similarity and cultural affinity as important criteria of forming friendships. Those who attended schools with a mixture of students described their native peers as having different temperaments and interests. Relatives were referred to as being best friends who one could trust and confide in. This suggests the need for a broad conceptualisation of friendship in research and practice.
ER  - 

TY  - JOUR
T1  - The sex-map as didactic object: Ontonorms in Swedish sex education
T2  - Childhood
SN  - 0907-5682
A1  - Cardell, David
A1  - Lindgren, Anne-Li
PY  - 2024
VL  - 2
IS  - 31
SP  - 212
EP  - 229
DO  - 10.1177/09075682241230441
LA  - eng
PB  - : SAGE Publications
KW  - critical childhood studies
KW  - didactic object
KW  - ontonorms
KW  - sexuality education
KW  - sex-map
AB  - This study explores the ‘sex-map’, a didactic object developed in Sweden. The analysis focuses on teacher guidelines and an animated movie for classroom use and how the sex-map becomes a method for emphasizing students as actors in defining sexuality. Building on Mol’s notion of ontonorms, the emphasis is on ways in which the ontology of young sexuality is associated with arguments about what is ‘good’ in and for sex education. The sex-map incorporates ideal students’ experiences, discoveries, and positive feelings. Via students, a critique is mounted against one-path sexuality, underscoring the importance of ‘good’ non-hierarchical sexuality as exemplary sex education.
ER  - 

TY  - JOUR
T1  - Theory-driven methods for practical entrepreneurship: Hypothesis testing in entrepreneurship education
T2  - Industry and Higher Education
SN  - 0950-4222
A1  - Gifford, Ethan
PY  - 2021
VL  - 4
IS  - 35
SP  - 497
EP  - 504
DO  - 10.1177/09504222211021761
LA  - eng
PB  - : SAGE Publications
KW  - account of practice
KW  - business model canvas
KW  - entrepreneurship education
KW  - hypothesis testing
AB  - This account of practice focuses on an augmented Customer Development methodology which the author adopted for a module in a Master’s program in Entrepreneurship at a Swedish business school. The article details the techniques underlying this augmented methodology, and the journey toward its implementation. By conceptualizing “hypotheses” as testable statements linking together blocks of the Business Model Canvas, and “assumptions” as students’ assessments of the contents of each block at the outset of the process, the author provides a more pedagogical as well as a more scientifically and theoretically consistent model. Its effectiveness was assessed through discussing these changes with students who had recently taken the course prior to the author’s appointment as teacher. Adaptations such as this could provide an effective method for teachers who want to update an existing course, or who have recently been appointed to a new course focusing on practical aspects of entrepreneurship. Alternatively, it could help to inspire teachers who wish to augment course content to draw more on coherent theory building and good scientific practice, as are most often suited to Master’s level studies, but without radically altering the lesson plan, syllabus or reading material.
ER  - 

TY  - JOUR
T1  - Internationalization in the Higher Education Classroom: Local Policy Goals put into Practice
T2  - Journal of Studies in International Education
SN  - 1028-3153
A1  - Söderlundh, Hedda
PY  - 2018
VL  - 4
IS  - 22
SP  - 317
EP  - 333
DO  - 10.1177/1028315318773635
LA  - eng
PB  - : Sage Publications
KW  - internationalization of the curriculum
KW  - internationalization of higher education
KW  - policy and practice
KW  - classroom interaction
KW  - conversation analysis
KW  - utbildningsvetenskapliga studier
KW  - studies in the educational sciences
AB  - Nowadays, most universities have policies for internationalization, and in such policies, attention is increasingly given to internationalization as an aspect of students’ learning. However, there have so far been limited efforts to study how such student-centered internationalization can be carried out in practice. This article explores linkages between policy and practice, and it reports on a case study of how local policy goals of internationalization are carried out at the classroom level in a university in Sweden. Through fine-grained analyses of classroom interactions, it is demonstrated how a teacher and his students put policy goals into practice and what aspects stimulate them to do so. More generally, the results contribute to knowledge of how internationalization of higher education can be encouraged and practiced in local learning settings in the form of social actions and how it is carried out in a certain context at a certain time.
ER  - 

TY  - JOUR
T1  - Preparing Education Students for an International Future?: Connecting Students' Experience to Institutional Contexts
T2  - Journal of Studies in International Education
SN  - 1028-3153
A1  - Alexiadou, Nafsika
A1  - Kefala, Zoi
A1  - Rönnberg, Linda
PY  - 2021
VL  - 4
IS  - 25
SP  - 443
EP  - 460
DO  - 10.1177/1028315321998498
LA  - eng
PB  - : Sage Publications
KW  - internationalization at home
KW  - teacher education
KW  - early childhood education
KW  - study and career guidance
KW  - sweden
AB  - This article focuses on "internationalization at home" (IaH) for education students in Swedish Universities and its significance for their professional formation and future practice. We draw on research in two large institutions and explore the perceptions and experiences of internationalization of home students in education. We find that while the "intercultural" understanding of students is well developed, the international and intercultural dimensions of experiencing IaH are limited, due to several institutional and learning environment contexts. This has consequences for the social dimensions of future teaching practice. In addition, the perception of the discipline as "national" is significant in shaping the outlook of students toward international questions and their own future personal and professional mobility. We contextualize these findings using documentary analysis and staff interviews, and argue that to achieve intercultural and international learning environments of quality, social relevance, and long-term social benefit, we need to rethink how internationalization perspectives are integrated in teacher education courses.
ER  - 

TY  - JOUR
T1  - Stepping aside from myself: intercultural perspectives on music teacher education
T2  - Journal of Music Teacher Education
SN  - 1057-0837
A1  - Westvall, Maria
A1  - Burton, Suzanne
A1  - Karlsson, Samuel
PY  - 2013
VL  - 1
IS  - 23
SP  - 92
EP  - 105
DO  - 10.1177/1057083712471198
LA  - eng
PB  - : SAGE Publications
AB  - Preservice music teachers enter the profession with firmly held beliefs of what music education entails. With an increasingly diverse population of students in PreK–12 education in the United States and Sweden, a collaborative, intercultural immersion course was designed to challenge preservice music teachers’ beliefs. Twelve music education majors participated in the intercultural course. Data consisted of focus group discussions. With Bildung as a theoretical framework, the following five themes emerged: Beyond Tourism, Democracy and Classroom Management, Shared Experiences, Something to Bring Back, and Old Meets New. The intercultural immersion course provided a scaffold for the participants to consider what and why they teach the content that they do and the ramifications of making such decisions on their potential teaching practices of PreK–12 music students.
ER  - 

TY  - JOUR
T1  - Adolescent self-reported health in relation to school factors: a multilevel analysis
T2  - Journal of School Nursing
SN  - 1059-8405
A1  - Nygren, Karina
A1  - Bergström, Erik
A1  - Janlert, Urban
A1  - Nygren, Lennart
PY  - 2013
VL  - 2
IS  - 30
SP  - 114
EP  - 122
DO  - 10.1177/1059840513489709
LA  - eng
PB  - : Sage Publications
KW  - adolescent health
KW  - compulsory school
KW  - logistic regression
KW  - multilevel modeling
AB  - The aim of the study was to examine school-related determinants of self-reported health among adolescents. Questionnaire survey data comprising 4,972 students, Grades 7 through 9, from 20 schools in northern Sweden were used. Also, complimentary data about each school were collected from the Swedish National Agency for Education. Using multilevel logistic regression analyses, results showed that most variation in self-reported health was explained by individual-level differences. Truancy, bullying, and poor relations with teachers significantly increased the odds ratio of reporting poor general health, for boys and for girls. Most variables at the school level, for example, school size and student-teacher ratio, did not render significant associations with students' self-reported health. In conclusion, this study indicates that health promotion at school, including school health services, may benefit from focusing primarily on individual-level determinants of health, that is, students' relations to peers and teachers, without ignoring that bullying and weak student-teacher relationships also may induce school-level interventions.
ER  - 

TY  - JOUR
T1  - Navigating school meal environments: perspectives of pupils diagnosed with autism spectrum disorder or ADHD
T2  - Journal of School Nursing
SN  - 1059-8405
A1  - Sandberg, Susanna G.
A1  - Nyroos, Mikaela
A1  - Waling, Maria
A1  - Olsson, Cecilia
PY  - 2025
DO  - 10.1177/10598405251319982
LA  - eng
PB  - : Sage Publications
KW  - school lunch
KW  - school restaurant
KW  - lunchroom
KW  - education
KW  - learning environment
KW  - neurodevelopmental disorders
KW  - disability studies
KW  - school nurses
KW  - school cafeteria
KW  - school nursing
AB  - Busy and unstructured school environments can present challenges for pupils diagnosed with autism spectrum disorder (ASD)and attention deficit hyperactivity disorder (ADHD). Although school restaurants may be demanding, limited research hasfocused on these pupils. This study explores how pupils diagnosed with ASD or ADHD navigate the physical, social, and pedagogical environments of school meals. Based on ethnographic fieldwork in four Swedish schools, involving observations, conversations, and interviews with five 12-year-old boys and their mothers, findings show how pupils valued having a teacher orclassmate nearby during lunchtime. Crowded and narrow spaces posed motor challenges, leading to spills and comments ontable manners. Socially, pupils alternated between engaging with others and seeking solitude to escape noise and interactions.The study calls for reflection on how societal norms and environmental structures of school meals impact pupils diagnosedwith ASD or ADHD, emphasizing the role of school nurses in identifying potential issues.
ER  - 

TY  - JOUR
T1  - A randomized controlled trial of a standardized behavior management intervention for students with externalizing behavior
T2  - Journal of Emotional and Behavioral Disorders
SN  - 1063-4266
A1  - Forster, Martin
A1  - Sundell, Knut
A1  - Morris, Richard, J.
A1  - Karlberg, Martin
A1  - Melin, Lennart
PY  - 2010
VL  - 3
IS  - 20
SP  - 169
EP  - 183
DO  - 10.1177/1063426610387431
LA  - eng
PB  - : SAGE Publications
KW  - behavior management
KW  - functional behavioral assessment
KW  - externalizing behavior
KW  - randomized controlled trials
KW  - externalizing
KW  - efficacy/effectiveness
KW  - behavioral
KW  - functional
KW  - cost-effectiveness
KW  - klinisk psykologi
KW  - clinical psychology
AB  - This study reports the results from a Swedish randomized controlled trial of a standardized behavior management intervention. The intervention targeted students with externalizing behavior in a regular education setting. First- and second-grade students (N = 100) from 38 schools were randomly assigned to either the intervention or an active comparison group. Observer, teacher, and peer ratings were collected at pretest, posttest (6 months later), and follow-up (14 months after pretest). Significant intervention effects were found on student externalizing behavior and teacher behavior management at both posttest and follow-up. The intervention effect on student externalizing behavior was mediated by change in teacher behavior. Moderating effects of demographic and classroom variables were explored, as well as the social validity of the intervention. The results are discussed in relation to cost-effectiveness and feasibility of behavioral interventions in typical school settings.
ER  - 

TY  - JOUR
T1  - Maximising opportunity and minimising risk? Young people's upper secondary school choices in Swedish quasi-markets
T2  - Young - Nordic Journal of Youth Research
SN  - 1103-3088
A1  - Lidström, Lena
A1  - Holm, A-S
A1  - Lundström, Ulf
PY  - 2014
VL  - 1
IS  - 22
SP  - 1
EP  - 20
DO  - 10.1177/1103308813512932
LA  - eng
PB  - : Sage Publications
KW  - career guidance
KW  - education policy
KW  - marketization
KW  - school choice
KW  - sweden
KW  - upper secondary school
KW  - young people
KW  - teacher education and education work
AB  - This article explores young people's upper secondary school choices after recent reforms of school choice and competition in Sweden, drawing on interviews with students and school staff. The respondents identify important motives and strategies in students' school choices, for example, the character of school and schooling, the influence of marketing and education policy, as well as young people's identities and positions. Young people's horizons of action' and decision-making seem to vary, according inter alia to the degree of urbanity of their geographical locality and exposure to competition. Gender-, ethnicity- and social class-related factors also appear to be influential. We conclude that the school choice and competition reforms draw schools' attention to students' preferences, but the motive for the interest seems to have little to do with a concern to help young people to make educational school choices and future school-to-work transitions. Finally, we advocate modifications in the provision of career information and guidance.
ER  - 

TY  - JOUR
T1  - Narratives of versatility: Approaching multi-instrumentalist music teacher identities
T2  - Research Studies in Music Education
SN  - 1321-103X
A1  - Huovinen, Erkki
A1  - Frostenson Lööv, Cecilia
PY  - 2020
DO  - 10.1177/1321103X20951942
LA  - eng
KW  - creativity
KW  - identity
KW  - instrumental music education
KW  - multi-instrumentalism
KW  - musical instruments
AB  - Multi-instrumental musicianship appears in various musical traditions, also frequently figuring in systems of music teacher education. Multi-instrumentalism covers forms of musical creativity and versatile professionalism that differ from ideologies of specialization often emphasized in instrumental music education. Thus, it is relevant to ask whether and how multi-instrumentalism might also shape music teacher identities. This question was explored through a case study of three experienced multi- instrumental teachers in the Swedish system of Schools of Music and Performing Arts – exemplifying a context in which teachers have large freedom to shape their work. Teacher narratives were analyzed with reference to the binary oppositions between versatility versus specialization and musician versus teacher. The results show that multi-instrumentalist teachers may not only occupy subject positions as versatile all-round musicians, but that they may also carve their identities as specialized performers, or adopt teacher-focused identities such as gamemaster, coach, or counselor. Furthermore, for some teachers, the shifts between instruments may themselves involve shifts between such subject positions. Based on our findings, multi-instrumentalism appears as a potent teacher resource within educational systems which are extensively driven by students’ needs and interests.
ER  - 

TY  - JOUR
T1  - Musical skills, or attitude and dress style?: Meaning-making when assessing admission tests for Swedish specialist music teacher education
T2  - Research Studies in Music Education
SN  - 1321-103X
A1  - Sandberg Jurström, Ragnhild
A1  - Lindgren, Monica
A1  - Zandén, Olle
PY  - 2022
VL  - 1
IS  - 44
SP  - 70
EP  - 85
DO  - 10.1177/1321103X20981774
LA  - eng
PB  - : Sage Publications
KW  - admission tests
KW  - assessment
KW  - music teacher education
KW  - social-semiotic theory
KW  - video observations
KW  - stimulated-recall interviews
KW  - music education
KW  - musikpedagogik
AB  - Although entrance test criteria seem decisive for accessing higher music education programmes, and problems and challenges with the assessment process are reported, the area is largely unexplored. This article concerns how entrance auditions, specifically primary instrument auditions for Swedish specialist music teacher programmes, are examined and discussed. The data comprise video-documented auditions, focus group conversations, and stimulated-recall-based interviews involving assessor groups at four music education departments. Social-semiotic theory is used to study how assessors judge applicants' knowledge representations in audition performances. A music-centred assessment culture is constructed, emphasising assessments of technical, communicative, and genre-anchored interpretation skills essential for meeting the demands of the education and profession. Also, a person-centred assessment culture is revealed, emphasising the assessment of personal traits suitable for education and profession. The discussion addresses the reliability, credibility, and validity of assessing abilities in terms of being and behaving in a particular way.
ER  - 

TY  - JOUR
T1  - Higher music education as a site of public pedagogy: Identifying institutional change in the Nordic countries
T2  - Research Studies in Music Education
SN  - 1321-103X
A1  - Laes, Tuulikki
A1  - Koivisto, Taru Anneli
A1  - Sæther, Eva
PY  - 2025
DO  - 10.1177/1321103X251361805
LA  - eng
PB  - : SAGE Publications
AB  - This study explores how higher music education institutions position themselves in relation to wider social and political forces and the expanding professional responsibilities of musicians in increasingly complex Nordic societies, which in this study includes Finland, Sweden, Norway and Denmark. By asking how the political—including various local and global social-ecological values, relations and power structures—is manifested in contemporary higher music performance study programs, the study aims to identify the challenges and possibilities of institutional change within higher music education in the Nordic context. Theoretically, we engage with Gert Biesta’s understanding of public pedagogy as an intrinsic part of educational endeavors that engage with the political and societal, thus promoting and serving as a catalyst for transformative change within higher music education. The data consists of five focus group interviews (n = 13) and a questionnaire (n = 29) addressed to the teachers and leaders of music performance programs in four higher music education institutions. We identified five emerging change identifications in the Nordic higher music institutions: (a) changing teacher roles, (b) students as change agents, (c) artists and/as citizens, (d) aesthetic and epistemic paradigm shifts, (5) negotiating institutional boundaries. The findings suggest that although the concept of public pedagogy is not yet fully established within these institutions, all three forms, (a) pedagogy for the public, (b) pedagogy of the public, and (c) pedagogy of publicness, are emerging. However, resistance to change could hinder higher music education from staying relevant amid current societal challenges and turbulence. By integrating public pedagogy into the daily practices and discourse of higher music education, both the necessary adaptation to political upheaval and the pedagogical and artistic identities of teachers and students could be strengthened.
ER  - 

TY  - JOUR
T1  - Exploring PE teachers' 'gut feelings': An attempt to verbalise and discuss teachers' internalised grading criteria
T2  - European Physical Education Review
SN  - 1356-336X
A1  - Svennberg, Lena
A1  - Meckbach, Jane
A1  - Redelius, Karin
PY  - 2014
VL  - 2
IS  - 20
SP  - 199
EP  - 214
DO  - 10.1177/1356336X13517437
LA  - eng
KW  - assessment
KW  - grading practice
KW  - physical education
KW  - repertory grid
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - Research shows that teachers’ grading is influenced by non-achievement factors in addition to official criteria, such as knowledge and skills. Some grading criteria are internalised by the teacher, who is sometimes unable to verbalise the criteria used and refers to what is called a ‘gut feeling’. Therefore, transparency, validity and reliability are problematic. The aim of this study was to explore which criteria physical education teachers consider important when grading. Such an exploration makes it possible to discuss how the verbalised criteria and the value they are given by the teachers can be understood. Four Year 9 teachers at different Swedish compulsory schools were interviewed using Kelly’s Repertory Grid technique. Among the verbalised criteria, four themes were identified: motivation, knowledge and skills, self-confidence and interaction with others. The teachers sometimes had difficulties predicting which criteria had relevance to the grades given, and the criteria considered important by the teachers were not always reflected in the grade. The verbalised criteria revealed teachers using grades to encourage such student behaviours that helped them to handle the classroom situation and to facilitate students learning. To become cognisant of and develop their grading, methods to verbalise their individual grading criteria were needed, and Kelly’s Repertory Grid technique is one possible option. The results provide discussion points about reasons for the way teachers are grading.
ER  - 

TY  - JOUR
T1  - ‘We should assess the students in more authentic situations’: Swedish PE teacher educators’ views of the meaning of movement skills for future PE teachers
T2  - European Physical Education Review
SN  - 1356-336X
A1  - Backman, Erik
A1  - Pearson, Phil
PY  - 2016
VL  - 1
IS  - 22
SP  - 47
EP  - 64
DO  - 10.1177/1356336X15589203
LA  - eng
KW  - curriculum
KW  - education
KW  - assessment
KW  - epistemology
KW  - learning culture
KW  - movement skills
KW  - physical education
KW  - practice
KW  - sweden
KW  - teacher education
KW  - teaching methods
KW  - theory
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - The question of what knowledge a student of Physical Education (PE) needs to develop during PE teacher education (PETE) was recently discussed. One form of knowledge is the movement practices that students must meet during their education. Given the limited time, a delicate matter is whether to prioritize movement knowledge and consider it as subject matter knowledge (e.g. performance of the freestyle stroke) or as pedagogical content knowledge (e.g. teaching how to perform the freestyle stroke). The aim is to investigate Swedish PE teacher educators’ views on the meaning of movement skills for future PE teachers and to analyse the learning cultures made visible in the ways the meaning of movement is expressed. We conducted interviews with 12 teachereducators and collected documents with tasks for assessment from five PETE universities in Sweden. Inspired by Bourdieu’s field metaphor, and particularly its use by Hodkinson et al. on learning cultures, we then analysed the collected material. In the results, different views on the meaning of movement skills are made visible. The PE teacher can be seen as an instructor, as well as a facilitator of movements. Movement skills can be seen as essential for a teacher in PE, as well as valuable but not essential. Movement quality can also be viewed as universal, as well as contextual. Swedish teacher educators in PE appear to ascribe value to all the positions made visible in this study. These results are discussed from the perspectives of epistemology, assessment and learning cultures.
ER  - 

TY  - JOUR
T1  - Power and group work in physical education: A Foucauldian perspective
T2  - European Physical Education Review
SN  - 1356-336X
A1  - Barker, Dean
A1  - Quennerstedt, M.
PY  - 2016
VL  - 3
IS  - 23
SP  - 339
EP  - 353
DO  - 10.1177/1356336x15620716
LA  - eng
PB  - : SAGE Publications
KW  - group work
KW  - power relations
KW  - interaction
KW  - foucault
KW  - performance
KW  - culture
KW  - education & educational research
KW  - ucault m
KW  - 1982
KW  - critical inquiry
KW  - v8
KW  - p777
AB  - Group work is used in physical education (PE) to encourage student-directed, collaborative learning. Aligned with this aim, group work is expected to shift some power from teacher to students and enable students to make decisions and co-construct meaning on their own. There are, however, very few investigations focusing on power in group work situations in PE, with most research focusing on learning and content. Assumptions about the nature of power and its mechanisms have been largely implicit. The purpose of this paper was consequently to explore power relations in PE group work. To do this, we have drawn primarily on observational data of three groups working together to choreograph a dance performance in a Swedish PE lesson. A small amount of pre- and post-lesson interview material is used as a complementary data source. Michel Foucault's notion of power as action-on-action is used to identify different types of power relations in this group work. Four specific kinds of relations are presented concerning: (1) the students' task; (2) other cultures; (3) gender; and (4) interactions with one another. These relations suggest that power relations are not simply created locally between group members, nor are power relations only a function of the members' proficiency in the task. In these respects, the results encourage a reconsideration of learning in group work and open up new avenues for further research. The paper is concluded with practical considerations that relate to common assumptions about student power, teacher authority and the potential benefit of ambiguous tasks in group work.
ER  - 

TY  - JOUR
T1  - Power and group work in physical education: A Foucauldian perspective
T2  - European Physical Education Review
SN  - 1356-336X
A1  - Barker, Dean
A1  - Quennerstedt, Mikael
PY  - 2017
VL  - 3
IS  - 23
SP  - 339
EP  - 353
DO  - 10.1177/1356336X15620716
LA  - eng
PB  - London, United Kingdom : Sage Publications
KW  - group work
KW  - power relations
KW  - interaction
KW  - foucault
KW  - sports science
AB  - Group work is used in physical education (PE) to encourage student-directed, collaborative learning. Aligned with this aim, group work is expected to shift some power from teacher to students and enable students to make decisions and co-construct meaning on their own. There are, however, very few investigations focusing on power in group work situations in PE, with most research focusing on learning and content. Assumptions about the nature of power and its mechanisms have been largely implicit. The purpose of this paper was consequently to explore power relations in PE group work. To do this, we have drawn primarily on observational data of three groups working together to choreograph a dance performance in a Swedish PE lesson. A small amount of pre- and post-lesson interview material is used as a complementary data source. Michel Foucault’s notion of power as action-on-action is used to identify different types of power relations in this group work. Four specific kinds of relations are presented concerning: (1) the students’ task; (2) other cultures; (3) gender; and (4) interactions with one another. These relations suggest that power relations are not simply created locally between group members, nor are power relations only a function of the members’ proficiency in the task. In these respects, the results encourage a reconsideration of learning in group work and open up new avenues for further research. The paper is concluded with practical considerations that relate to common assumptions about student power, teacher authority and the potential benefit of ambiguous tasks in group work.
ER  - 

TY  - JOUR
T1  - Researching social justice and health (in)equality across different school health and physical education contexts in Sweden, Norway and New Zealand
T2  - European Physical Education Review
SN  - 1356-336X
A1  - Gerdin, Göran
A1  - Philpot, Rod Allan
A1  - Larsson, Lena
A1  - Schenker, Katarina
A1  - Linnér, Susanne
A1  - Mordal Moen, Kjersti
A1  - Westlie, Knut
A1  - Smith, Wayne
A1  - Legge, Maureen
PY  - 2019
VL  - 1
IS  - 25
SP  - 273
EP  - 290
DO  - 10.1177/1356336X18783916
LA  - eng
PB  - : Sage Publications
KW  - health
KW  - equality
KW  - social justice
KW  - physical education
KW  - socially-critical perspective
KW  - pedagogik och utbildningsvetenskap
KW  - pedagogics and educational sciences
KW  - sport science
AB  - The way school Health and Physical Education (HPE) is conceptualized and taught will impact on its ability to provide equitable outcomes across gender, sexuality, ethnicity, religion and social class. A focus on social justice in HPE is pertinent in times when these ideals are currently under threat from neoliberal globalization. This paper draws on data from the initial year of an international collaboration project called ‘Education for Equitable Health Outcomes – The Promise of School Health and Physical Education’ involving HPE and Physical Education Teacher Education researchers from Sweden, Norway and New Zealand. The data in this paper record the researchers’ presentations and discussions about issues of social justice and health as informed by school visits and interviews with HPE teachers in the three different countries. The analysis of the data is focused on what is addressed in the name of social justice in each of the three countries and how cross-cultural researchers of social justice in HPE interpret different contexts. In order to analyse the data, we draw on Michael Uljens’s concepts of non-affirmative and non-hierarchical education. The findings suggest that researching social justice and health (in)equality across different countries offers both opportunities and challenges when it comes to understanding the enactment of social justice in school and HPE practices. We conclude by drawing on Uljens to assert that the quest for social justice in HPE should focus on further problematizing affirmative and hierarchical educational practices since social justice teaching strategies are enabled and constrained by the contexts in which they are practised.
ER  - 

TY  - JOUR
T1  - Moving beyond rigid orthodoxies in the teaching and assessment of movement in Swedish physical education teacher education: A student perspective
T2  - European Physical Education Review
SN  - 1356-336X
A1  - Backman, Erik
A1  - Nyberg, Gunn
A1  - Larsson, Håkan
PY  - 2020
VL  - 1
IS  - 26
SP  - 111
EP  - 127
DO  - 10.1177/1356336X19837287
LA  - eng
PB  - : Sage Publications
KW  - common content knowledge
KW  - movement capability
KW  - physical education teacher education
KW  - shulman
KW  - movement content knowledge
KW  - physical education
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
KW  - education and learning
AB  - The purpose of this paper is to analyse and discuss physical education teacher education (PETE) students? conceptions of teaching and assessment of movement capability as a part of content knowledge in aquatics, dance and ice-skating at a university in Sweden. The theoretical perspective involves Shulman?s concept of content knowledge, the further elaboration of content knowledge into common content knowledge, and the theoretical perspective underpinning movement capability. The sample consists of two groups with a total of seven PETE students who volunteered to take part in group interviews. Semi-structured interviews with the two groups were conducted on three occasions. Findings display that the students? conceptions of movement capability seem to be focused around performance of movements. Further, the participants felt the messages to be unclear in terms of what they are to know regarding movement capability before entering PETE. There was also a contradiction in that the PETE students felt it to be obvious that they would ?know? certain movements, and at the same time they requested clear and distinct criteria when it came to the performance of movements. This study shows that expectations in terms of PETE students? levels of movement content knowledge need to be further investigated and discussed. This study also highlights the importance of conceptualising what PETE students need to learn if they are to see the need to develop their movement capability on their own. Assessments of students? reflections on what it means to master movements are discussed as an alternative to assessment of performance of movements.
ER  - 

TY  - JOUR
T1  - Between ideal teaching and 'what works': The transmission and transformation of a content area from university to school placements within physical education teacher education
T2  - European Physical Education Review
SN  - 1356-336X
A1  - Tolgfors, Björn
A1  - Backman, Erik
A1  - Nyberg, Gunn
A1  - Quennerstedt, Mikael
PY  - 2021
VL  - 2
IS  - 27
SP  - 312
EP  - 327
DO  - 10.1177/1356336X20949575
LA  - eng
PB  - : Sage Publications
KW  - pete
KW  - pedagogic device
KW  - performativity
KW  - assessment for learning
KW  - transitions
KW  - school placements
KW  - idrott med inriktning mot didaktik
KW  - physical education and sport pedagogy
KW  - sports science
KW  - education and learning
AB  - The purpose of this study is to explore the recontextualisation of Assessment for Learning (AfL) as a particular content area in the transition between a university course and a school placement course within Swedish Physical Education Teacher Education (PETE). By combining Basil Bernstein’s (1996) pedagogic device and Stephen Ball’s (2000, 2003) performativity perspective, we alternately ask how AfL is constructed as a pedagogic discourse and what AfL becomes in different contexts within PETE. Nine students attending a Swedish PETE programme participated in the study. The empirical material was collected through one seminar and two group interviews at the university as well as through nine individual interviews based on lesson observations at different school placements. Our findings highlight five recontextualising rules, which indicate that: (1) the task of integrating assessment into teaching enables the use of AfL; (2) an exclusive focus on summative assessment and grading constrains the use of AfL; (3) a lack of critical engagement with physical education teaching traditions constrains the use of AfL; (4) knowing the pupils is crucial for the use of AfL; and (5) the framing of the school placements determines how AfL can be used. As a consequence of these rules, AfL was transformed into three different fabrications: (1) AfL as ideal teaching; (2) AfL as correction of shortcomings; and (3) AfL as ‘what works’. One conclusion from this study is that increased collaboration between teacher educators and cooperating teachers in schools can help strengthen PETE’s influence on school physical education.
ER  - 

TY  - JOUR
T1  - 'I am finding my path': A case study of Swedish novice physical education teachers’ experiences when managing the realities and challenges of their first years in the profession
T2  - European Physical Education Review
SN  - 1356-336X
A1  - Westerlund, Runa
A1  - Eliasson, Inger
PY  - 2022
VL  - 2
IS  - 28
SP  - 303
EP  - 321
DO  - 10.1177/1356336X211040502
LA  - eng
PB  - : Sage Publications
KW  - induction
KW  - occupational socialization theory
KW  - physical education
KW  - reality shock
KW  - teacher retention
AB  - Novice teachers face several challenges during their first years of socialization in schools, often feeling unprepared in managing the full range of teaching duties. If teacher retention and attrition are to be improved, research on the difficulties encountered by novice teachers in diverse contexts and cultures is required. There is a lack of studies regarding physical education (PE) teachers’ induction processes, especially outside Anglophone countries. The aim of this study was, from an occupational socialization perspective, to examine how Swedish novice PE teachers experience, perceive and manage their induction process. Through a single-case study design with embedded multiple units of analysis, we interviewed eight Swedish novice PE teachers. Based on thematic analysis, the results show that Swedish novice PE teachers experience several challenges related to reality shock, marginalization and isolation during induction. We identified three approaches used by the novices as central to successfully managing challenges of induction in the Swedish context: (1) socializing into a community of colleagues, (2) performing the role of the PE teacher as health promoter and (3) maintaining a critical teaching perspective. We conclude that these novice teachers’ socialization relies heavily on the individual, and therefore we argue that the induction process could be further facilitated by formal organizational support. This paper confirms long-standing difficulties reported in other countries, and contributes with new knowledge of how the approaches used when managing challenges of induction are contextually dependent due to the social and political surroundings of education.
ER  - 

TY  - JOUR
T1  - Enacting assessment for learning in the induction phase of physical education teaching
T2  - European Physical Education Review
SN  - 1356-336X
A1  - Tolgfors, Björn
A1  - Quennerstedt, Mikael
A1  - Backman, Erik
A1  - Nyberg, Gunn
PY  - 2021
VL  - 2
IS  - 28
SP  - 534
EP  - 551
DO  - 10.1177/1356336x211056208
LA  - eng
PB  - : Sage Publications
KW  - pete
KW  - recontextualization
KW  - newly qualified teachers
KW  - contextual conditions
KW  - formative assessment
KW  - transitions
KW  - sports science
AB  - In many countries, assessment for learning (AfL) is recommended in both policy and research as a concept that should be integrated into the teaching of physical education (PE) in schools. AfL is also part of physical education teacher education (PETE) programs in several countries and, consequently, something future PE teachers are expected to practice in their teaching. In a previous study (Tolgfors et al., 2021), we showed how AfL was transmitted and transformed between a university course and a school placement course within Swedish PETE. In the current study, we have more closely followed three of the preservice teachers who took part in our initial study into their first year of PE teaching. The purpose of this follow-up study is thus to explore how AfL is enacted in the induction phase of PE teaching. The more specific research question is: how is AfL enacted in beginning teachers’ PE practices under the contextual conditions provided at the schools where they are employed? The data were generated through Stimulated Recall interviews and follow-up interviews via the online meeting software Zoom. The analysis was based on Braun et al.’s (2011) contextual dimensions of policy enactment and Bernstein’s (1996) pedagogic device. Our findings illustrate how AfL is generally enacted through (1) progression and (2) “rich tasks.” However, the contextual dimensions of each school provide different conditions that either support or hinder the use of AfL in PE. AfL is accordingly enacted in different ways in the induction phase of PE teaching.
ER  - 

TY  - JOUR
T1  - Enacting assessment for learning in the induction phase of physical education teaching
T2  - European Physical Education Review
SN  - 1356-336X
A1  - Tolgfors, Björn
A1  - Backman, Erik
A1  - Nyberg, Gunn
A1  - Quennerstedt, Mikael
PY  - 2022
VL  - 2
IS  - 28
SP  - 534
EP  - 551
DO  - 10.1177/1356336X211056208
LA  - eng
PB  - : Sage Publications
KW  - education and learning
KW  - utbildning och lärande
AB  - In many countries, assessment for learning (AfL) is recommended in both policy and research as a concept that should be integrated into the teaching of physical education (PE) in schools. AfL is also part of physical education teacher education (PETE) programs in several countries and, consequently, something future PE teachers are expected to practice in their teaching. In a previous study ( Tolgfors et al., 2021), we showed how AfL was transmitted and transformed between a university course and a school placement course within Swedish PETE. In the current study, we have more closely followed three of the preservice teachers who took part in our initial study into their first year of PE teaching. The purpose of this follow-up study is thus to explore how AfL is enacted in the induction phase of PE teaching. The more specific research question is: how is AfL enacted in beginning teachers’ PE practices under the contextual conditions provided at the schools where they are employed? The data were generated through Stimulated Recall interviews and follow-up interviews via the online meeting software Zoom. The analysis was based on Braun et al.’s (2011) contextual dimensions of policy enactment and Bernstein’s (1996) pedagogic device. Our findings illustrate how AfL is generally enacted through (1) progression and (2) “rich tasks.” However, the contextual dimensions of each school provide different conditions that either support or hinder the use of AfL in PE. AfL is accordingly enacted in different ways in the induction phase of PE teaching.
ER  - 

TY  - JOUR
T1  - Professional networks, collegial support, and school leaders: How physical education teachers manage reality shock, marginalization, and isolation in a decentralized school system
T2  - European Physical Education Review
SN  - 1356-336X
A1  - Ferry, B. Magnus
A1  - Westerlund, Runa
PY  - 2023
VL  - 1
IS  - 29
SP  - 74
EP  - 90
DO  - 10.1177/1356336X221114531
LA  - eng
PB  - : Sage Publications
KW  - attrition
KW  - decentralized school system
KW  - experienced teachers
KW  - induction
KW  - novice teachers
KW  - retention
AB  - There are many factors and duties that novice teachers do not know about when they enter the profession. Isolation, for instance, affects physical education (PE) teachers because the position often comes with a secluded workplace adjacent to the gym and through the subject's marginalization. These challenges, among others, can send the novice teacher into shock, and there is a risk the teacher becomes disengaged from the profession. This study aimed to provide insights into PE teachers’ experiences of reality shock, isolation, and marginalization over time, as well as how they managed these challenges. Semi-structured interviews were conducted with nine Swedish PE teachers six to 10 years after graduation from PE teacher education (PETE). Qualitative content analysis was used. All participants retrospectively described a reality shock when they were novices, where non-subject-specific teacher assignments were experienced as more challenging compared to teaching PE. Further, isolation had a severe effect. However, the marginalization of PE was not that apparent as when they were novices. Over time, the participants created their own networks to mitigate, for example, isolation. In turn, marginalization seemed to be a remaining challenge to the participants despite an increased societal focus on health. Even though it is impossible for PETE to prepare teachers for every challenge they could face in the profession, PETE should inform preservice teachers of common phenomena such as isolation and marginalization, as well as how to create supporting networks. Further, we argue that perceived autonomy combined with systematic guidance could positively affect novice teachers’ development.
ER  - 

TY  - JOUR
T1  - The transformation of ball games as pedagogic discourse within physical education teacher education
T2  - European Physical Education Review
SN  - 1356-336X
A1  - Mustell, Jan
A1  - Geidne, Susanna
A1  - Barker, Dean
PY  - 2024
VL  - 3
IS  - 30
SP  - 343
EP  - 360
DO  - 10.1177/1356336X231207485
LA  - eng
PB  - : Sage Publications
KW  - physical education teacher education
KW  - ball games
KW  - bernstein
KW  - recontextualisation
KW  - transitions
AB  - Scholars have long questioned the impact of teacher education programmes. Persistent claims are that pre-service teachers have fixed ideas about pedagogy when they enter training and that they become enculturated once in the profession. Within physical education (PE), similar concerns have been raised with respect to ball games. Research suggests that pre-service PE teachers typically have substantial experience of ball sports and find it difficult to implement non-traditional ball games pedagogies when they enter schools. Against this background, the aim of the study is to explore how pre-service teachers recontextualise ball games as pedagogic discourse in their transitions from university to school placement. Bernstein's pedagogic device and pedagogic discourse are employed as the theoretical framework. The investigation focuses on a Swedish PETE programme and the participants are six pre-service teachers. The empirical material consists of written assessments, observations of the pre-service teachers' lessons during school placements, and individual interviews. Findings suggest that the pedagogic discourse of ball games at the university was aligned with course learning outcomes and included the need to communicate goals, adapt and modify teaching, and combine different approaches. The pedagogic discourse at school placement involved traditional ball games, minimal curriculum references, progression in two or three lessons, and inclusive, enjoyable lessons. Factors that regulated the discourse were: familiarity with the pupils; the conceptualizing of inclusive teaching; norms regarding ball games in PE; expectations of the pre-service teachers; and the framing of ball games education in PETE. Recontextualising rules highlight challenges in transitions related to ball games.
ER  - 

TY  - JOUR
T1  - Creative dance - practising and improving … what?: A study in physical education teacher education
T2  - European Physical Education Review
SN  - 1356-336X
A1  - Larsson, Håkan
A1  - Barker, Dean
A1  - Ekberg, Jan-Eric
A1  - Engdahl, Christopher
A1  - Frisk, Anders
A1  - Nyberg, Gunn
PY  - 2025
VL  - 1
IS  - 31
SP  - 163
EP  - 179
DO  - 10.1177/1356336X241254284
LA  - eng
PB  - : Sage Publications
KW  - knowledge in movement
KW  - practising
KW  - creative dance
KW  - pete
AB  - Creative dance, that is to say, movements, with or without music, which allow participants to express ideas, thoughts, and feelings, are sometimes accompanied by a 'there is no right or wrong way to move' rhetoric. This may reinforce the impression among physical education teacher education (PETE) students, who often have limited experience of (creative) dance, that there is nothing to practise in creative dance and that this activity is merely directionless movement. In this paper, however, based on Aggerholm's notion of practising movements, we explore an occasion in a PETE course where a magic moment occurred, indicating that the students had practised and 'figured out' something that made this moment possible. The purpose of the paper is to explore the knowledge in movement that PETE students were practising as they participated in creative dance. The purpose is also to shed light on what pedagogical practice contributed to enabling such practising. Video documentation and short interviews with students in one PETE course and one continuing professional development course for physical education teachers indicate that the magic moment was made possible as the students' practised making sense of moving in non-predetermined - creative - ways and appreciating the expressive dimension of movement. Laban's movement analysis framework seemed, along with the teachers' knowledge of movement, to be an important element in the pedagogical practice that made the magic moment possible.
ER  - 

TY  - JOUR
T1  - Beginning teachers' descriptions of ball games as pedagogic practice in Swedish physical education
T2  - European Physical Education Review
SN  - 1356-336X
A1  - Mustell, Jan
PY  - 2025
VL  - 3
IS  - 31
SP  - 426
EP  - 443
DO  - 10.1177/1356336X241280841
LA  - eng
PB  - : Sage Publications
KW  - ball games
KW  - game-based approaches
KW  - beginning teachers
KW  - pe practice
KW  - bernstein
AB  - Teaching approaches in ball games in school physical education (PE) have traditionally focused on technical proficiency. Technical approaches have been criticised for being teacher-centred, exclusive, and lacking meaning. Game-based approaches (GBAs) have been presented as an alternative way to teach ball games. Employing GBAs is, however, not without challenges. Scholars have pointed to teachers' limited content knowledge of games, their poor understanding of GBAs, and cultural expectations of ball games as factors that constrain teachers' work with GBAs. The aim of this article is to provide an understanding of how beginning teachers describe ball games as a pedagogic practice in Swedish PE. Semi-structured interviews were conducted with 12 beginning teachers who had graduated from two physical education teacher education (PETE) institutions. Bernstein's concepts of classification and framing were used to analyse the teachers' descriptions of pedagogic practice. The findings illustrate how the classification of ball games knowledge varies. Some of the beginning teachers aimed to develop pupils' understanding of games while others instead used ball games as a means for developing general movement capability or cooperation. Ball games teaching was characterised by a combination of GBAs and technical approaches. The influence of competitive sport outside of school was seen as a challenge, and the beginning teachers used strong framing and different teaching strategies combined with assessment to manage this challenge. The findings raise questions about ball games education in PETE in relation to specific national contexts.
ER  - 

TY  - JOUR
T1  - Understandings and enactments of social justice pedagogies in Swedish physical education and health practice
T2  - European Physical Education Review
SN  - 1356-336X
A1  - Gerdin, Göran
A1  - Schenker, Katarina
A1  - Linnér, Susanne
PY  - 2024
VL  - 3
IS  - 31
SP  - 502
EP  - 522
DO  - 10.1177/1356336x241285619
LA  - eng
PB  - : Sage Publications
KW  - physical education
KW  - inclusion
KW  - equity
KW  - social justice
KW  - participatory action research
KW  - education
KW  - sport science
AB  - Research continues to show that school physical education and health (PEH) is complicit in the reproduction of inequities related to, for instance, gender, sexuality, ethnicity, religion and social class. In this paper, we present findings from a participatory action research (PAR) project with 11 PEH teachers at two upper-secondary schools in Sweden, aimed at enhancing understandings and enactments of social justice pedagogies. Data generated through observations, interviews, focus groups, workshops and teacher reflections were analysed through a thematic analysis (Braun and Clarke, 2022) and informed by the concept of teaching for equity and social justice (Freire, 1970). The findings highlight how the teachers associated social justice pedagogies in PEH with an emphasis on: (1) ‘inclusion’; (2) ‘equity/equality’; (3) ‘adaptations to teaching and assessment’; and (4) ‘relationships’. The findings also demonstrate how, based on the importance they placed on relationships, the teachers developed pedagogies that aimed to create: (1) ‘conditions for building relationships’; (2) ‘continuous engagement from teachers and students’; (3) ‘student involvement and reflection’; and (4) ‘connections with and within the subject’. Although the findings draw attention to productive understandings and enactments of social justice pedagogies, we also argue that the teachers, to some extent, conflated equality of opportunity with equity of outcome and continued to focus on managing inequities within the framework of taken-for-granted practices and knowledge within the subject. We conclude that more work is needed to support teachers in not only addressing the inequities students bring to the classroom, but also in challenging the norms that make these inequities matter.
ER  - 

TY  - JOUR
T1  - Exploring the enacted content of the Practising Model: A Bildung theoretical perspective
T2  - European Physical Education Review
SN  - 1356-336X
A1  - Fjellner, Robin Lindgren
A1  - Larsson, Håkan
A1  - Barker, Dean
PY  - 2024
VL  - 4
IS  - 31
SP  - 580
EP  - 598
DO  - 10.1177/1356336x241298629
LA  - eng
PB  - : Sage Publications
KW  - bildung
KW  - content
KW  - model
KW  - physical education
KW  - practising
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - Various attempts have been made to emphasise the educational purpose of physical education (PE). Ennis (2011) has noted that understandings of content shift depending on curriculum. The aim of the paper is to explore what the enacted content becomes when the Practising Model is implemented in PE. Four PE teachers, in two Swedish secondary schools, enacted the Practising Model with five classes for 10–17 lessons. Qualitative data were generated in the form of video recordings of lessons, interviews with students and teachers, and student-produced material.The findings are presented as three main content areas: (a) general-subject content, typically teacher-initiated and involving planning and evaluation; (b) subject-specific content, largely student- initiated and encompassing the adoption, appreciation, exploration, understanding, and grasping of movement qualities; and (c) persona-developing content, focusing on character development through persisting and daring. A discussion of the findings using Categorical Bildung is presented, illustrating the added value the enacted content may bring students in terms of their Bildung. The study highlights the diversity of content engagement and the fluidity between content categories.This diversity also introduces a challenge in the changing relationship between content and teaching. The organising centre for PE and its relation to content are discussed. The paper concludes with suggestions for future research.
ER  - 

TY  - JOUR
T1  - Exploring the enacted content of the Practising Model: A Bildung theoretical perspective
T2  - European Physical Education Review
SN  - 1356-336X
A1  - Lindgren Fjellner, Robin
A1  - Larsson, Håkan
A1  - Barker, Dean
PY  - 2024
VL  - 5
IS  - 31
SP  - 580
EP  - 598
DO  - 10.1177/1356336X241298629
LA  - eng
PB  - : Sage Publications
KW  - bildung
KW  - content
KW  - model
KW  - physical education
KW  - practising
KW  - idrott med inriktning mot didaktik
KW  - physical education and sport pedagogy
AB  - Various attempts have been made to emphasise the educational purpose of physical education (PE). Ennis (2011) has noted that understandings of content shift depending on curriculum. The aim of the paper is to explore what the enacted content becomes when the Practising Model is implemented in PE. Four PE teachers, in two Swedish secondary schools, enacted the Practising Model with five classes for 10–17 lessons. Qualitative data were generated in the form of video recordings of lessons, interviews with students and teachers, and student-produced material. The findings are presented as three main content areas: (a) general-subject content, typically teacher-initiated and involving planning and evaluation; (b) subject-specific content, largely student-initiated and encompassing the adoption, appreciation, exploration, understanding, and grasping of movement qualities; and (c) persona-developing content, focusing on character development through persisting and daring. A discussion of the findings using Categorical Bildung is presented, illustrating the added value the enacted content may bring students in terms of their Bildung. The study highlights the diversity of content engagement and the fluidity between content categories. This diversity also introduces a challenge in the changing relationship between content and teaching. The organising centre for PE and its relation to content are discussed. The paper concludes with suggestions for future research.
ER  - 

TY  - JOUR
T1  - Beginning teachers' reflections on the reproduction of ball games knowledge in Swedish physical education
T2  - European Physical Education Review
SN  - 1356-336X
A1  - Mustell, Jan
PY  - 2026
DO  - 10.1177/1356336X261416394
LA  - eng
PB  - : Sage Publications
KW  - ball games
KW  - beginning teachers
KW  - recontextualisation
KW  - bernstein
AB  - This paper focuses on beginning teachers' reflections on the transformation and use of ball games knowledge in the transition from physical education teacher education (PETE) to physical education (PE) practice. The aim is to provide an understanding of the recontextualisation of ball games as pedagogic discourse in the transition from PETE to PE from the perspective of beginning teachers. Basil Bernstein's concept of pedagogic device comprised the theoretical framework. Semi-structured interviews were conducted with 12 beginning teachers. The participants had graduated from two PETE institutions in Sweden and had between 1 and 3 years' teaching experience. The findings reveal that recontextualised elements of the pedagogic discourse of ball games were: (1) having a learning purpose with ball games in PE; (2) adapting teaching to all pupils; and (3) varying one's pedagogy based on a technical approach with concepts from game-based approaches. The findings also reveal that the teachers were missing knowledge about how to plan, implement and assess ball games. The findings further illustrate how contextual factors regulated the pedagogic practice of ball games teaching. These factors included: (1) the heterogeneous groups of pupils; (2) pupils' expectations of specific content; and (3) material conditions and facilities. The conclusion from the study is that while PETE provides beginning teachers with some knowledge that is useful and relevant, other practical knowledge that would be useful is not addressed in PETE and some knowledge that is addressed proves difficult to put into practice.
ER  - 

TY  - JOUR
T1  - A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary
T2  - Language Teaching Research
SN  - 1362-1688
A1  - Olsson, Eva
PY  - 2021
VL  - 1
IS  - 29
SP  - 7
EP  - 32
DO  - 10.1177/13621688211045000
LA  - eng
PB  - : SAGE Publications
KW  - academic vocabulary
KW  - clil
KW  - clil implementation
KW  - corpus-based
KW  - english
KW  - l2
KW  - upper secondary education
KW  - sweden
KW  - writing
AB  - Although research on content and language integrated learning (CLIL) has shown that CLIL instruction may enhance students’ second or foreign language learning compared to regular foreign language instruction, there are also studies that have indicated similar language development between CLIL and non-CLIL students. However, CLIL can be organized and implemented in many different ways and thus, it is necessary to identify the specific features of various CLIL contexts when comparing learning outcomes. In this study, CLIL implementation at three Swedish upper secondary schools was explored and compared. Further, students’ development of second language (L2) English productive academic vocabulary was compared over three years between CLIL groups at different schools as well as between CLIL and non-CLIL groups (n = 230), using corpus-based methods. The results revealed significant differences in the progression of L2 academic vocabulary between CLIL groups that may be attributed to substantial differences in CLIL implementation, e.g. with regard to the time allotted for CLIL, teacher availability and the balance between first language (L1) and L2. At the school where the CLIL group’s L2 productive academic vocabulary progressed more than in other groups, both Swedish and English were languages of instruction, increasing the proportion of English over the three years; in the third year, English dominated as the language of instruction. The results indicated similar development of L2 academic vocabulary between CLIL and non-CLIL groups when CLIL implementation was very limited in scale and scope. Further, the results showed that apart from vocabulary, CLIL teachers of non-language subjects generally paid very little attention to other aspects of language.
ER  - 

TY  - JOUR
T1  - Trajectories of depressive symptoms in early to mid-adolescence: associations with school pedagogical and social climate
T2  - Scandinavian Journal of Public Health
SN  - 1403-4948
A1  - Bortes, Cristian
PY  - 2024
IS  - 53
SP  - 844
EP  - 853
DO  - 10.1177/14034948241277048
LA  - eng
PB  - : Sage Publications
KW  - depressive symptoms
KW  - mental health
KW  - adolescence
KW  - school climate
KW  - educational environment
KW  - latent class growth analysis
AB  - Aims: Adolescence is a critical period for mental health development, yet research exploring how contextual factors influence the development of depressive symptoms remains limited. This study explored trajectories of depressive symptoms during early to mid-adolescence and their association with various aspects of school climate.Methods: The study sample comprised 3671, 7th-grade students (aged 12–13 years) from 101 schools across Sweden, followed longitudinally across three timepoints spanning grades 7, 8 and 9. Depressive symptom trajectories were identified using latent class growth modelling. The Pedagogical and Social Climate questionnaire assessed school climate, and multinomial logistic regression was employed topredict trajectory membership based on sociodemographic and school climate factors.Results: Four distinct developmental patterns of depressive symptoms emerged: 'Sustained low symptoms' (76.7%), 'Low–increasing' (10.9%), 'Sustained high symptoms' (7.9%), and 'High–decreasing' (4.5%). Gender, parental education and six specific school climate factors, out of the total 19 examined, significantly distinguished these trajectory classes. Positive teacher expectations and strong principal involvement were associated with more favourable trajectories, whereas teaching activities, teacher support and communication between school and home were associated with less favourable trajectories, suggesting a nuanced understanding of their relationship with depressive symptom trajectories.Conclusions: Few school factors were found to be relevant to depressive symptoms, highlighting the importance of considering external factors beyond the school environment in supporting adolescents during this developmental stage. Although the findings are multifaceted, it is primarily positive interpersonal relationships, especially through teacher expectations, that stand out as significant factors in promoting youth mental health.
ER  - 

TY  - JOUR
T1  - Preschool Teachers' use of ICTs: Towards a typology of practice
T2  - Contemporary Issues in Early Childhood
SN  - 1463-9491
A1  - Masoumi, Davoud
PY  - 2015
VL  - 1
IS  - 16
SP  - 5
EP  - 17
DO  - 10.1177/1463949114566753
LA  - eng
PB  - : SAGE Publications
KW  - early childhood education
KW  - ict
KW  - implementation
KW  - preschool teacher
AB  - This study aimed to identify the ways in which information and communication technologies (ICT) are integrated in three preschools in south-western Sweden. The case study involved observations of and interviews with preschool teachers. The findings support claims that ICT can enhance preschool practices by providing a variety of complementary opportunities to enrich and transform existing curricula. The study shows that in the studied preschools ICTs have been appropriated in distinctive ways: as an object to enrich existing practices; as a cultural mediator; as a way to entertain young children; and as a communication and documentation tool. In addition, by addressing the teachers’ values and attitudes to the role of ICT in early childhood, the paper also unpacks the stances of teachers who consider ICT to be unsuitable for early childhood education. The findings of this study may bring some clarity to the complexities that surround engagement with any innovation in preschool settings, and the adoption of new technologies in particular.
ER  - 

TY  - JOUR
T1  - 'The Playing-Exploring Child': Re-conceptualizing the Relationship between Play and Learning in  Early Childhood Education
T2  - Contemporary Issues in Early Childhood
SN  - 1463-9491
A1  - Nilsson, Monica
A1  - Ferholt, Beth
A1  - Lecusay, Robert
PY  - 2017
VL  - 3
IS  - 19
SP  - 231
EP  - 245
DO  - 10.1177/1463949117710800
LA  - eng
PB  - : Sage Publications
KW  - play
KW  - exploration
KW  - imagination and realistic thinking
AB  - In this paper we problematize the dichotomization of play and learning that often shapes the agenda of early childhood education research and practice. This dichotomization is driven in part by the tendency to define lerning in terms of formal learning (i.e. learning as an outcome of direct instruction; and of school-based approaches that focus on teacher-led, goal directed activities and declarative knowledge; and learning in the content areas, such as math and literacy). We argue for a re-conceptualization of early childhood education that understands learning and development not as an outcome, primarily, of instruction and teaching, but as an outcome of play and exploration. We develop this argument by drawing on Vygotsky’s theories of play, imagination, realistic thinking and creativity. These theories challenge another dichotomy -  that between imagination and reality -  by arguing that imagination is implicated in the meaning making of both play and exploration. Instead of relating play to learning where play is characterized by imagination and learning by reality, our re-conceptualization relates play to exploration and proposes that learning, defined as leading to human development, is an outcome of both of these two activities. We further develop our argument by presenting ethnographic material from a qualitative research project implemented in three Swedish preschools, whose practices are influenced by the Reggio Emilia pedagogical approach. The research conducted in this study contributes to new perspectives on the relationship between play and learning by introducing exploration as a counterpart to play, and this new perspective has implications for the design and practice of early childhood education, as well as for early childhood education research.
ER  - 

TY  - JOUR
T1  - Children's resistance to teachers' norms and rules in early childhood education and care: A scoping review
T2  - Contemporary Issues in Early Childhood
SN  - 1463-9491
A1  - Sørensen, Majken Jul
A1  - Belseth, Kjartan
A1  - Dahl-Nielsen, Ane Linn
PY  - 2025
DO  - 10.1177/14639491251351157
LA  - eng
PB  - : Sage Publications
KW  - early childhood education and care
KW  - hidden resistance
KW  - norms
KW  - open resistance
KW  - opposition
KW  - rules
AB  - The purpose of this scoping review is to gain insight into the empirical research conducted regarding young children's resistance and opposition to teacher norms and rules in the pedagogical context of early childhood education and care. A total of 52 publications in English, Danish, Swedish and Norwegian published between 1989 and 2023 was analysed. The studies used a variety of data collection methods and were conducted in 13 countries. They were published in 29 academic journals as well as in books and doctoral theses. A qualitative content analysis of the publications investigated the children's strategies/tactics of resistance, dividing them into the categories of open and hidden resistance. The results indicate that the publications, to a large degree, focus on open and visible forms of resistance, identifying a gap in the research regarding more discreet and silent types of resistance. The analysis also showed the potential for widening theoretical approaches and drawing inspiration from the field of resistance studies.
ER  - 

TY  - JOUR
T1  - Educating Mats: Encountering Finnish 'lads' and Paul Willis's Learning to Labour in Sweden
T2  - Ethnography
SN  - 1466-1381
A1  - Trondman, Mats
PY  - 2018
VL  - 4
IS  - 19
SP  - 446
EP  - 463
DO  - 10.1177/1466138118782551
LA  - eng
PB  - : Sage Publications
KW  - auto-ethnography
KW  - autonomy
KW  - cultural production
KW  - learning to labour
KW  - paul willis
KW  - kultursociologi
KW  - cultural sociology
AB  - In this paper the author himself tells an auto-ethnographical tale about how he came to read and understand Paul Willis's Learning to Labour (1977) in the late 1970s as a 22-year-old non-qualified junior high school teacher of Finnish 'lads' whose parents had come to Sweden as industrial workers in the late 1960s and early1970s. While most of these 'lads' came to reproduce class, the author himself continued to higher education to become a 'class traveller'. Hence, cultural production and cultural autonomy can work in more than one way, even at the very same time.
ER  - 

TY  - JOUR
T1  - Children's socialisation into literate practices through engaging in translation activities in immersion preschool
T2  - Journal of Early Childhood Literacy
SN  - 1468-7984
A1  - Kultti, Anne
A1  - Pramling, Niklas
PY  - 2019
VL  - 4
IS  - 21
SP  - 590
EP  - 613
DO  - 10.1177/1468798419865602
LA  - eng
PB  - : SAGE Publications
KW  - children
KW  - bilingual
KW  - literacy
KW  - immersion programme
KW  - socialisation
KW  - double dialogicality
KW  - education & educational research
AB  - In this empirical study, we analyse how five-year-old children are socialised into particular interpretive practices indicative of a literate mind. The data come from translation activities where children with their teacher listen to and then talk about how to understand the lyrics to a popular children's song. The setting is a Finnish-Swedish immersion programme, where Finnish-speaking children are immersed in Swedish. Three such activities were audio recorded. These are analysed according to the principles of Interaction Analysis, that is, how participants sequentially respond to each other's communicative actions. Theoretically, the study is informed by a sociocultural perspective, highlighting how intramental function, such as reasoning and problem-solving, are contingent on intermental communication. How participating children are introduced to literate distinctions and concepts of interpreting text is therefore premised to be critical to their emerging literate interpretive skills. The results highlight how the children are constantly challenged and supported by the teacher in a zone of proximal development where their abilities to interpret the lyrics discussed are stretched.
ER  - 

TY  - JOUR
T1  - Postcolonial teacher education reform in Namibia: travelling of policies and ideas
T2  - European Educational Research Journal
SN  - 1474-9041
A1  - Erixon Arreman, Inger
A1  - Erixon, Per-Olof
A1  - Rehn, Karl-Gunnar
PY  - 2015
VL  - 2
IS  - 15
SP  - 236
EP  - 259
DO  - 10.1177/1474904115612794
LA  - eng
PB  - : Sage Publications
KW  - democracy
KW  - learner centred education
KW  - namibia
KW  - nation-building
KW  - sweden
KW  - teacher education
AB  - Long before Namibia's independence in 1990, Sweden initiated a policy dialogue with Namibia's future political leadership. This article reviews the impact of an educational reform in Namibia in the early 1990s called the Integrated Teacher Training Programme (ITTP), which was an outcome of collaboration between the South West African People's Organisation (SWAPO), the liberation movement and teacher educators from Sweden and other Western countries. Research questions posed concerned: (1) the ITTP’s perceived impact on the participants' private and professional lives; and (2) the ITTP’s impact on the participants' views on knowledge and education in relation to democracy. A combination of individual interviews and questionnaires was administered in situ in 2009 in Namibia to 17 former ITTP students who were living in various places across Namibia. This follow-up study indicates that the ITTP was crucial for the participants' professional careers and private lives. The majority saw education as a key to democracy and social transformation, and considered themselves as important actors at local, regional and national levels in forwarding these aims. However, it is concluded that, while the learner-centred education philosophy initially had a strong impact, its application in teacher education has functioned more than anything as a rhetorical device for nation-building.
ER  - 

TY  - JOUR
T1  - Information We Collect: Surveillance and Privacy in the Implementation of Google Apps for Education
T2  - European Educational Research Journal
SN  - 1474-9041
A1  - Lindh, Maria
A1  - Nolin, Jan
PY  - 2016
VL  - 6
IS  - 15
SP  - 644
EP  - 663
DO  - 10.1177/1474904116654917
LA  - eng
PB  - : SAGE Publications
KW  - cloud computing
KW  - algorithmic identities
KW  - google apps for education (gafe)
KW  - privacy
KW  - surveillance economy
KW  - handel och it
KW  - bussiness and it
KW  - library and information science
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The aim of this study is to show how Google’s business model is concealed within Google Apps forEducation (GAFE) as well as how such a bundle is perceived within one educational organisation,consisting of approximately 30 schools. The study consists of two parts: 1) a rhetorical analysisof Google policy documents and 2) an interview study in a Swedish educational organisation.By making an implicit demarcation between the two concepts (your) ‘data’ and (collected)‘information’ Google can disguise the presence of a business model for online marketing and, atthe same time, simulate the practices and ethics of a free public service institution. This makesit problematic for Swedish schools to implement Google Apps for Education, bearing in mindGoogle’s surveillance practices for making profits on pupil’s algorithmic identities. From a frontend viewpoint of Google Apps for Education, the advantages of the services are evident to theusers, and emerge in the study, whereas back end strategies are relatively hidden.
ER  - 

TY  - JOUR
T1  - Staying in the comfort zones: low expectations in vocational education and training mathematics teaching in Sweden and Finland
T2  - European Educational Research Journal
SN  - 1474-9041
A1  - Rosvall, Per-Åke
A1  - Hjelmér, Carina
A1  - Lappalainen, Sirpa
PY  - 2016
VL  - 4
IS  - 16
SP  - 425
EP  - 439
DO  - 10.1177/1474904116669154
LA  - eng
PB  - : Sage Publications
KW  - mathematics education
KW  - vocational education
KW  - teacher response
KW  - educational sociology
AB  - Vocational education has a historical legacy of being low-status and aimed at producing skilled workers. Students with low marks in comprehensive school are still often guided to the vocational educational track. In this article we examine how mathematics teaching in a vocational educational context is framed (henceforth VET). Therefore, our aim with this article is to explore how teacher responses come into play in school mathematics classes, and the teacher–student interactions within those practices. The empirical material is based on educational ethnographic research, i.e. classroom observations and interviews, conducted in three upper secondary institutions, two in Sweden and one in Finland. The results indicate that both teachers and students seem to remain in what might be called their ‘comfort zones’, i.e. that pedagogic practices tend to strengthen the idea of a vocational learner as being practically oriented; using their hands instead of their heads and in need of care and surveillance. The analysis focuses on mathematics teaching rather than on the content and was chosen because it is associated with general qualifications and the notion of lifelong learning. In this respect it exemplifies the growing tension in VET between workplace and academic knowledge.
ER  - 

TY  - JOUR
T1  - Rurality and education relations: metro-centricity and local values in rural communities and rural schools
T2  - European Educational Research Journal
SN  - 1474-9041
A1  - Beach, Dennis
A1  - Johansson, Monica
A1  - Öhrn, Elisabet
A1  - Rönnlund, Maria
A1  - Rosvall, Per-Åke
PY  - 2018
VL  - 1
IS  - 18
SP  - 19
EP  - 33
DO  - 10.1177/1474904118780420
LA  - eng
PB  - : Sage Publications
KW  - rural
KW  - urban
KW  - education markets
KW  - ethnography
KW  - multi-sited ethnography
KW  - teacher education and education work
AB  - Based on ethnographic fieldwork in six different types of rural area and their schools in different parts of Sweden, this article identifies how rural schools relate to the local place and discusses some of the educational implications from this. Recurrent references to the local community were present in some schools and people there explicitly positioned themselves in the local rural context and valorised rurality positively in education exchanges, content and interactions, with positive effects on young people's experiences of participation and inclusion. These factors tended to occur in sparsely populated areas. An emphasis on nature and its value as materially vital in people's lives was present as was a critique of middle-class metrocentricity. Such values and critique seemed to be absent in other areas, where rurality was instead often represented along the metrocentric lines of a residual space in modernizing societies.
ER  - 

TY  - JOUR
T1  - The policy idea of ‘the teacher assistant’: Construction and legitimation through a discursive institutionalist lens
T2  - European Educational Research Journal
SN  - 1474-9041
A1  - Lidström, Tina
PY  - 2022
VL  - 1
IS  - 23
SP  - 108
EP  - 124
DO  - 10.1177/14749041221123636
LA  - eng
PB  - : Sage Publications
KW  - teacher professionalism
KW  - teacher assistant
KW  - discursive institutionalism
KW  - teacher quality
KW  - oecd
KW  - education policy
AB  - Transnational policy discourses shape teacher professionalism through discursive patterns in policy initiatives from the global policy actor, OECD. The policy idea of ‘the teacher assistant’ has emerged through discourses on teacher professionalism, spurring ambiguities regarding what the policy idea is and ought to be in Sweden. The aim of this article is to critically examine the construction and legitimation of the policy idea of ‘the teacher assistant’, in relation to teachers and the educational institution, through the lens of discursive institutionalism and strands in Curriculum Theory. The focus is a critical understanding of the interplay between ideas, discourses, actors and institutional context. The analysis of policy documents shows how the policy idea is constructed and legitimised through actors’ coordinative and communicative discourses at the national level, influenced by the OECD at the transnational level. The policy idea is intertwined with ideas and discourses on teachers’ professional development through a national professional programme and institutional conditions for goal attainment in schools. Tensions emerge regarding underlying assumptions about teacher quality, highlighting ideas of what teachers are and ought to be, within comprehensive reform strategies. Tensions entail emerging ideas of standardisation and differentiation and ambiguities regarding the policy idea of ‘the teacher assistant’.
ER  - 

TY  - JOUR
T1  - Preschool teachers and caregivers’ lack of repositioning in response to changed responsibilities in policy documents
T2  - Journal of Early Childhood Research
SN  - 1476-718X
A1  - Cervantes, Sara
A1  - Öqvist, Anna
PY  - 2021
VL  - 3
IS  - 19
SP  - 323
EP  - 336
DO  - 10.1177/1476718X20969742
LA  - eng
PB  - : Sage Publications
KW  - caregivers
KW  - leadership
KW  - positioning
KW  - preschool
KW  - preschool teacher
KW  - education
AB  - Preschool teachers and caregivers have a close working relationship as part of a working team to benefit the children in Swedish preschools. In 2011, a new educational reform was introduced according to which preschools became a school form in their own right within the overall educational system in Sweden. The objective of the policy was to strengthen the profession of preschool teachers by affording them clearer responsibility over the quality of educational practices and curriculum work. It also entailed a division of labour between the preschool teachers and caregivers in the working team. The current study explored how Swedish preschool teachers and caregivers positioned themselves in response to these changes in responsibility. In this qualitative study, data were collected from 17 preschool teachers and caregivers via an open-ended questionnaire. Preschool teachers and caregivers viewed themselves as having equal responsibility in the working team. Specifically, preschool teachers upgraded the competence and position of caregivers while downgrading their own professional competence and position. Caregivers downgraded the profession and position of preschool teachers and upgraded their own competence and position to be equal to that of preschool teachers.
ER  - 

TY  - JOUR
T1  - "We are all interconnected.": Relationships and hierarchies among preschool teachers' conceptions of early childhood education for sustainability
T2  - JOURNAL OF EARLY CHILDHOOD RESEARCH
SN  - 1476-718X
A1  - Navarrete, Anna-May
PY  - 2025
VL  - 3
IS  - 23
SP  - 294
EP  - 307
DO  - 10.1177/1476718X251325664
LA  - eng
KW  - phenomenography
KW  - early childhood education
KW  - practitioner experience
KW  - teacher beliefs
KW  - education for sustainability
KW  - sustainable development goals
AB  - As a response to the growing recognition of the importance of ensuring a sustainable future for humanity and the planet, there has been a push by various stakeholders for the integration of sustainability education in the early years. This small-scale, exploratory study uses a phenomenographic research approach to examine a variation of conceptions early childhood educators may adopt when practicing sustainability in their respective settings. Four preschool teachers from the Philippines and three preschool teachers from Sweden participated in this study, taking part in semi-structured interviews to explicate their present understandings and practices related to early childhood education for sustainability. From the responses, four preliminary categories of description were identified-connecting with the self; connecting with humans; connecting with more-than-humans; and interconnections-wherein there is a hierarchy in how these categories are related, beginning with the self and then radiating outwards. Participants do not necessarily practice from only one category, but rather embed the different categories of connections in their practice. This study offers an initial investigation of alternative ways of organizing preschool teachers' practices in education for sustainability in a logical, hierarchical structure, as well as allowing considerations for ways in which categories could be expanded or made more inclusive through further research.
ER  - 

TY  - JOUR
T1  - School and the future: How teachers and teacher education are articulated in the political debate
T2  - Policy Futures in Education
SN  - 1478-2103
A1  - Forssell, Anna
PY  - 2015
VL  - 6
IS  - 13
SP  - 712
EP  - 731
DO  - 10.1177/1478210315595164
LA  - eng
PB  - : SAGE Publications
KW  - education policy
KW  - educational debate
KW  - knowledge society
KW  - future
KW  - teacher and teacher education
AB  - To Govern in the name of the future is considered to be an essential part of policy-making in education. In Sweden, this is particularly evident in the political and public rhetoric used in debates on modern schooling and educational reform. However, this is not merely a national phenomenon; rather, educational governance in the name of the future is largely a global phenomenon that can be found in text and talk worldwide. These national and global narratives express ideas, hopes and visions of the future society and the school of tomorrow, but also the demands of and expectations from different actors on educational arenas. In this article I draw attention to the education policy debate in the Swedish Parliament during the period 2001-2010, with a certain focus on the debates about teacher education. The aim of the paper is to discuss how the future society is expressed in Swedish policy debate in times of changing conditions and demands of education mainly represented by knowledge-based economies and the increasing globalization of society.
ER  - 

TY  - JOUR
T1  - Educating competitive teachers for a competitive nation?
T2  - Policy Futures in Education
SN  - 1478-2103
A1  - Rönnström, Niclas
PY  - 2015
VL  - 6
IS  - 13
SP  - 732
EP  - 750
DO  - 10.1177/1478210315595171
LA  - eng
PB  - : SAGE Publications
KW  - teacher education
KW  - teacher training
KW  - education
KW  - globalisation
KW  - cosmopolitanism
KW  - democratic education
KW  - citizenship education
KW  - competition state
KW  - education policy
AB  - The aim of this article is to discuss recent Swedish teacher education investments and reforms, and the work of teachers in response to globalisation within the context of modern social imaginaries. I briefly outline Charles Taylor's concept of modern social imaginaries, and I examine the character of recent Swedish teacher education, teacher education reform and the work expected of teachers. I conclude that economic imaginaries are given primacy: aims and reforms are primarily linked to economic imaginaries of the competitive nation; economic norms are given primacy in the governance of schools and education; globalised and economic standards of quality and success are increasing in importance; and the concern about how to make teacher education an attractive career investment for groups the state finds important to attract to teaching is held to be vital for the quality in outcomes of education. I critically discuss the underlying globalist imaginary I think underpins Swedish education reform in the global era, and transform the teacher into a scientifically grounded economic agent for market integration and the competitive edge of the Swedish nation. I address the question of whether the modern social imaginary of democracy and citizenship should be restored and cosmopolitised in education and teacher education and in relation to the expected work of teachers rather than be reduced to or transformed into economic worldviews and agency in the era of globalisation.
ER  - 

TY  - JOUR
T1  - The role of examples, current designs and ideas for a cosmopolitan design of education
T2  - Policy Futures in Education
SN  - 1478-2103
A1  - Roth, Klas
PY  - 2015
VL  - 6
IS  - 13
SP  - 763
EP  - 774
DO  - 10.1177/1478210315595786
LA  - eng
PB  - : SAGE Publications
KW  - immanuel kant
KW  - examples
KW  - cosmopolitan education
KW  - moral disposition
AB  - This paper discusses the value and importance of examples in Kantian terms, and how students can cultivate their moral disposition through the use of examples in education. It is argued that students should not just copy or imitate examples automatically, nor appraise them unreflectively and uncritically. They should instead be enabled to think for themselves in the position of the other and consistently, through the use of examples. This paper also discusses the extent to which students in teacher education programmes in Sweden were enabled to cultivate a moral disposition through the use of literature which unveils a design of education in national, European and cosmopolitan terms. However, since it seems that they lacked such opportunities it is argued that they were not enabled to cultivate their moral disposition through the use of the above-mentioned literature.
ER  - 

TY  - JOUR
T1  - Exploring potentialities for cosmopolitan learning in Swedish teacher education.
T2  - Policy Futures in Education
SN  - 1478-2103
A1  - Scheja, Max
PY  - 2015
VL  - 6
IS  - 13
SP  - 775
EP  - 787
DO  - 10.1177/1478210315595787
LA  - eng
PB  - : SAGE Publications
KW  - globalisation
KW  - swedish teacher education
KW  - student teachers
KW  - interviews
KW  - approaches to learning
KW  - cosmopolitan learning
AB  - This study aimed to explore student teachers’ experiences of learning in teacher education, with a focus on how students describe their ways of thinking about their own learning in relation to their future professional role as teachers and how these descriptions relate to emerging cosmopolitan visions for student learning in teacher education. Data were collected through qualitative interviews with a small sample of student teachers at two Swedish universities. Thirty student teachers writing their final exam papers were invited to participate in an interview. Of these, 14 volunteered for audio-recorded, individual interviews exploring the students’ experiences of studying and learning. The analysis drew on a conceptual framework developed in research on students’ approaches to studying and learning and focused on how students described their experiences of learning in the course of studying, with an emphasis on the ways in which students reflected on their own emergent understandings of knowledge that they believe to be central to the process of becoming a professional teacher. These reflective accounts were subsequently analysed with a focus on the ways in which they connect to current philosophical ideas of cosmopolitan learning in teacher education. While the student teachers did not explicitly link their own understandings of what is involved in becoming a teacher to any cosmopolitan views raised in their teacher education, their ways of thinking about their own emergent professional understanding of teaching revealed a certain reflexive potential that can be linked to ideas of cosmopolitan learning in teacher education. This study contributes to educational research by linking an empirically derived conceptualisation of student learning in higher education to broader philosophical visions of higher education specifically addressing the challenges that teacher education faces in the light of the globalisation of society as a whole.
ER  - 

TY  - JOUR
T1  - Sámi children as thought herders: philosophy of death and storytelling as radical hope in early childhood education
T2  - Policy Futures in Education
SN  - 1478-2103
A1  - Johansson, Viktor
PY  - 2021
VL  - 3
IS  - 20
SP  - 316
EP  - 331
DO  - 10.1177/14782103211031413
LA  - eng
PB  - : Taylor & Francis
AB  - This article follows a story played out by children at a Sami early childhood centre in north Sweden. It does so by reflecting on the children's story as a form of Critical Indigenous Philosophy. In particular it explores what it could mean for a child to be a philosopher in a Sami context by developing the concept of jurddavazzi, or thought herder, in conversation with Wittgenstein's method of 'leading', and Cavell's of 'shepherding', 'words back from their metaphysical to their everyday use'. The children's play story - involving themes of death, struggles with natural surroundings, and interconnectivity through seeing life in nature - is read in relation to questions about traditional stories raised in the poetry of the Sami poet, artist and philosopher, Nils-Aslak Valkeapaa, or aillohas. The article ends by discussing how the children's invitation to follow their story can be seen as a decolonizing pedagogical gesture of the child that requires a particular kind of philosophical listening by the teacher or adult. The article is in its style an attempt to demonstrate a form of philosophical storytelling the children are engaged in.
ER  - 

TY  - JOUR
T1  - Reliability and Validity of a Teacher Impressions Scale to Assess Social Play of Swedish Children in Inclusive Preschools
T2  - Assessment for Effective Intervention
SN  - 1534-5084
A1  - Sedem, Mina
A1  - Siljehag, Eva
A1  - Westling Allodi, Mara
A1  - Odom, Samuel L.
PY  - 2022
VL  - 1
IS  - 48
SP  - 52
EP  - 61
DO  - 10.1177/15345084221100416
LA  - eng
PB  - : Sage Publications
KW  - structured observation of play
KW  - reliability
KW  - validity
KW  - special educational needs
KW  - disability
KW  - specialpedagogik
KW  - special education
AB  - Play and peer interactions are crucial for children’s socioemotional development and growth. However, children with special needs, disabilities, and developmental delays may not participate in play with peers as much as typically developing children. Reliable and valid assessment information of children’s social behavior is necessary to design programs that support the socioemotional development of young children with and without special needs. The Teacher Impression Scale (TIS) is a behavioral rating scale based on systematic observations of children’s social behaviors in play. The study aimed to examine the internal structure evidence and the reliability of the Swedish version of the TIS. A sample of 46 preschool teachers used the TIS to rate the social behavior of 92 children. Teachers observed children with special education needs (SEN) and typically developing children (TD) during a 2-week time to assess the children’s social interactions in different play situations. The results showed that the Swedish version of the TIS, hereafter called TIS-S is reliable and can help teachers to identify the need of support for children in play and social interaction in inclusive preschool environments. Furthermore, the instrument could also be useful for identifying special educational strategies aimed at strengthening the social interaction between children.
ER  - 

TY  - JOUR
T1  - Relationships between ethical conduct, ethics review and education within scholarship of teaching and learning research: exploring student perspectives from Sweden and Aotearoa New Zealand
T2  - Journal of Empirical Research on Human Research Ethics
SN  - 1556-2646
A1  - Lees, Amanda B
A1  - Godbold, Rosemary
A1  - Walters, Simon
A1  - Eliasson, Inger
PY  - 2025
VL  - 4
IS  - 20
SP  - 210
EP  - 221
DO  - 10.1177/15562646251360463
LA  - eng
PB  - : Sage Publications
KW  - sotl
KW  - participant community
KW  - students
KW  - moral-judgement
KW  - hands-on learning
AB  - Participant input in determining ethical conduct in research has the potential to play a greater role in shaping research ethics. Our study explored perspectives on ethical conduct in Scholarship of Teaching and Learning (SoTL) research from forty-two students from two universities, one in Sweden and one in Aotearoa New Zealand (NZ), where ethics review requirements for tertiary SoTL research significantly differ. A combination of global and local values informed participants' decisions. Commonly, students expected participation to be voluntary and informed, with grades protected. Students considered participation in SoTL research based on the trustworthiness of the teacher. We found two local differences. Firstly, a utilitarian justification was present within participatory decisions of the Swedish cohort, while a justice lens predominated among NZ students. Secondly, hands-on learning experiences may help nurture the capacity for moral judgment about research and research ethics. This appeared more likely in Sweden, where fewer ethics review restrictions exist for SoTL research.
ER  - 

TY  - JOUR
T1  - On Developments in Ethnographic Research: The Case of Two Swedish Universities
T2  - International Journal of Qualitative Methods
SN  - 1609-4069
A1  - Beach, Dennis
A1  - Larsson, Staffan
PY  - 2022
IS  - 21
EP  - 21
DO  - 10.1177/16094069221084432
LA  - eng
PB  - : SAGE Publications
KW  - case study
KW  - interpretive description
KW  - secondary data analysis
KW  - historical narrative
KW  - ethnography
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The past 40 years have formed a transitional period in Sweden’s education and political history. The social democratic reforms from the 1940s that aimed to create a centralised, expanded and integrated comprehensive education system came to an end. Decentralisation, neoliberal governance and the introduction of new public management with the creation of private schools and competition have shaped the policy regime since then. Ethnography emerged in Swedish educational research as a significant research methodology during this transitional period. Using a qualitative and quantitative investigation of research dissertations that classified and counted the use of ethnography as either classical (using core references and long-term participation research at one or a limited number of sites), or adapted (used within adaptations to other research methods), the present article explores these developments at two universities. It suggests that Swedish education ethnography has developed along similar kinds of historical trajectories to ethnography in other places, with roots similar to those in other European countries, though also with some variations. For instance, as elsewhere, ethnography needed a breakthrough point in Swedish education research. It got this in the 1980s. However, it quickly became an important part of educational research from the 1990s onwards and a strong quantitative take off early in the new millennium followed. Presently more than half of all PhD dissertations in Education at the two universities have some kind of participant observation, over half of which are also classically ethnographic. This leads us to conclude that education ethnography in Sweden has changed across its period of growth and that though configured in contemporary social science as having originated in anthropology as a methodology that employed long-term embedded participant observation, this does not limit the variations of ethnography’s development or its application.
ER  - 

TY  - JOUR
T1  - Managing inclusion in competitive school systems: The cases of Sweden and England
T2  - Research in Comparative and International Education
SN  - 1745-4999
A1  - Alexiadou, Nafsika
A1  - Dovemark, Marianne
A1  - Erixon-Arreman, Inger
A1  - Holm, Ann-Sofie
A1  - Lundahl, Lisbeth
A1  - Lundström, Ulf
PY  - 2016
VL  - 1
IS  - 11
SP  - 13
EP  - 33
DO  - 10.1177/1745499916631065
LA  - eng
PB  - London : Sage Publications
KW  - education policy
KW  - marketisation
KW  - inclusion
KW  - england
KW  - sweden
AB  - The last 40 years have seen great political attention paid to issues of inclusion in education, both from international organisations and also individual nations. This flexible concept has been adopted enthusiastically in education reforms concerned with increased standardisation of teaching and learning, decentralisation of education management, reduced teacher autonomy and marketisation of school systems. This paper draws from a research project that explores inclusion as part of the education transformations in England and Sweden. These two countries have been very different in their state governance and welfare regimes, but have been following similar directions of reform in their education systems. The paper evaluates the changing policy assumptions and values in relation to inclusion in the schooling changes of the last few decades, through an analysis of policy contexts and processes, and a presentation of selected empirical material from research in the two countries. We argue that, despite the similar dominant discourses of competition and marketisation, the two education systems draw on significantly different paradigms of operationalising inclusion, with distinct outcomes regarding equality.
ER  - 

TY  - JOUR
T1  - Career choice motives of early childhood educators: A cross-country comparison of four European countries
T2  - Research in Comparative and International Education
SN  - 1745-4999
A1  - Weiss, Sabine
A1  - Syring, Marcus
A1  - Keller-Schneider, Manuela
A1  - Hellstén, Meeri
A1  - Kiel, Ewald
PY  - 2018
VL  - 4
IS  - 13
SP  - 499
EP  - 515
DO  - 10.1177/1745499918807035
LA  - eng
PB  - : SAGE Publications
KW  - career choice motive
KW  - cross-country comparison
KW  - early childhood education
KW  - professional image
KW  - self-determination theory
KW  - teacher professionalisation
KW  - teacher training
AB  - The present study compares career choice motives of future early childhood educators studying for a tertiary qualification. Suitable analyses of this kind are still missing. Diverging training systems, traditions and professional images in the different countries are related to certain motives. These motives are categorised according to a theory that is used as a theoretical framework. The study takes into account 468 student teachers from Germany, Sweden, Switzerland and Romania and is methodologically based on variance analyses. Overall, intrinsic motives were found to be of greater significance. This applies equally to all countries. Furthermore, addressee-related motives are more pronounced among Swiss and German prospective early childhood educators than among those from Sweden or Romania. On the contrary, extrinsic motives have a stronger presence among Romanian student teachers. Income and prestige, as the only exceptions, are important for students from Sweden and Switzerland. The results are discussed referring to country-specific working conditions and the current status of professionalisation processes existing in problem areas.
ER  - 

TY  - JOUR
T1  - Exploring the supervisors’ writing experiences and their effects on undergraduate thesis supervisory practices: A comparison of Japanese and Swedish contexts
T2  - Research in Comparative and International Education
SN  - 1745-4999
A1  - Fujimoto-Adamson, Naoki
A1  - Adamson, John L
A1  - Aida Niendorf, Mariya
PY  - 2024
VL  - 1
IS  - 19
SP  - 23
EP  - 45
DO  - 10.1177/17454999241226773
LA  - eng
PB  - : Sage Publications
KW  - thesis supervision
KW  - english medium instruction
KW  - social and educational norms
KW  - japan
KW  - sweden
AB  - This study explored the effects of the writing experiences of supervisors on undergraduate English language thesis supervision, specifically focusing on the Japanese and Swedish tertiary contexts where English medium instruction (EMI) is delivered to students whose first language is not English. Employing a Collaborative Autoethnographic (CAE) approach, three teacher-researchers working at universities in Japan and Sweden jointly co-constructed their narratives about their own literacy practices in the historical development of their writing and current thesis supervision. Findings demonstrated limited influences of the teachers’ personal experiences on their practices, with social and educational norms in each country emerging as more significant factors. Particularly, the teacher-centeredness and exam-orientation were observed by the Japan-based supervisors to affect Japanese students, whereas the more horizontal relationship between students and teachers in Swedish education was reported as impacting university students’ autonomy in thesis writing. We concluded that in both tertiary EMI contexts, local embedded educational norms largely influenced teachers' supervisory practices.
ER  - 

TY  - JOUR
T1  - Social capital and trust for inclusion in school and society
T2  - Education, Citizenship and Social Justice
SN  - 1746-1979
A1  - Allan, Julie
A1  - Persson, Elisabeth
PY  - 2018
DO  - 10.1177/1746197918801001
LA  - eng
PB  - : SAGE Publications
KW  - confidence
KW  - inclusive education
KW  - social capital
KW  - trust
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This article reports on the outcomes for students who experienced a strongly inclusive learning environment as a means for all to succeed. This Swedish lower secondary school dramatically improved its results, and the article reports the outcomes from the students’ perspectives. Social capital, with its emphasis on relationships, was used to structure interviews with students who had since moved on to high schools across Sweden and was also used to analyse the interview data. Two elements of social capital that appeared to be strongly associated with the students’ success – trust and confidence – are discussed in depth. The article concludes with a consideration of the significance of the role of schools in cultivating trust and the risks associated with schools ignoring this obligation.
ER  - 

TY  - JOUR
T1  - Democracy and emancipation in teacher education: A summative content analysis of teacher educators' democratic assignment expressed in policies for Teacher Education in Sweden and Ireland between 2000-2010
T2  - Citizenship, Social and Economics Education
SN  - 1478-8047
A1  - Edling, Silvia
A1  - Mooney Simmie, Geraldine
PY  - 2017
VL  - 1
IS  - 7
SP  - 20
EP  - 34
DO  - 10.1177/2047173417743760
LA  - eng
PB  - : Sage Publications
KW  - teacher education
KW  - democracy
KW  - emancipation
KW  - theoretical frameworks
KW  - policy documents
KW  - content analysis
KW  - innovative learning
KW  - innovativt lärande
AB  - How questions concerning democracy and emancipation thread through teacher education is currently under theorized and there is a paucity of cross-national studies examining the problem. In this study, we draw from a number of theoretical frameworks for their discursive positioning of democracy and emancipation in teacher education and what we are calling teacher educators’ democratic assignment. The framework allowed us to identify key words which we then used for a limited content analysis of policy documents in two European countries, Sweden and the Republic of Ireland, in two separate timelines 2000/2002 and 2010/2012. Our findings indicate that despite significant cultural and contextual differences between the two education systems, key words linked to democracy and emancipation have significantly decreased in policy documentation in both countries in this timeline. This prompts our hypothesis that a paradigm shift has occurred in the discursive positioning of teacher educators’ democratic assignment. The findings suggest the need for a deeper discourse analysis of the four documents as the next phase in the research design. The findings while tentative have implications, well beyond two nation states, for contemporary issues in teacher education and society that require collective consciousness and action.
ER  - 

TY  - JOUR
T1  - Unlocking the Unfamiliar: What Preservice Teachers From India and Sweden Notice in a Japanese Video Vignette
T2  - ECNU Review of Education
SN  - 2096-5311
A1  - Raval, Harita Pankajkumar
A1  - Österling, Lisa
A1  - Norén, Eva
PY  - 2025
DO  - 10.1177/20965311251335667
LA  - eng
KW  - cross-cultural study
KW  - discourse
KW  - noticing
KW  - teacher education
AB  - Purpose: This study aims to distinguish the particular mathematics discourse and the teaching discourse in two countries, and explore how the differences in mathematics and teaching discourses influence what is noticed. Design/Approach/Methods: The study employs a cross-cultural case study methodology, using a mathematically rich video vignette from a Japanese classroom. Video-prompted focus-group interviews were conducted with preservice teachers (PSTs) from both countries. Findings: Indian PSTs, familiar with geometrical reasoning, notice more detailed mathematical discourses, whereas Swedish PSTs, less familiar with geometry discourse, notice broader teaching strategies. In addition, the PSTs notice unfamiliar teaching strategies and how they support mathematics learning. Both groups identify and reflect on the unfamiliar teaching practices and classroom culture observed in the Japanese video. Originality/Value: This study contributes to the research on noticing in teacher education (TE). The novelty is how the familiarity of mathematics discourse facilitates noticing details in students’ mathematical reasoning, and how an unfamiliar teaching discourse is an important learning opportunity.
ER  - 

TY  - JOUR
T1  - Preventing Cooperative Knowledge Production From Falling Apart: A Matter of Trust in Academia
T2  - SAGE Open
SN  - 2158-2440
A1  - Theandersson, Christer
A1  - Rolandsson, Bertil
PY  - 2013
VL  - 4
SP  - 1
EP  - 12
DO  - 10.1177/2158244013511259
LA  - eng
PB  - : SAGE Publications
KW  - trust
KW  - cooperation
KW  - working life
KW  - academy
KW  - joint knowledge production
KW  - trust-building practices
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The purpose of this article is to analyze why work life representatives are engaging themselves in joint knowledge production with academia. We intend to deepen our understanding of how the practitioners’ trust in academia is constituted, that is what trust-building practices conditions their trust. The article is based on interviews with practitioners who are cooperating with a Swedish research center. The result indicates that practitioners’ trust in cooperation is based on a combination of different trust-building practices, among which the academy as a dependable supplier of objective and authoritative knowledge production is still important. At the same time, practitioners’ trust is also dependent on the existence of shared and integrated knowledge production relevant to their professions. The main conclusion of the study is that academia has to manage a set of different conditions demanding that different trust-building practices be combined and managed for trust to be maintained.
ER  - 

TY  - JOUR
T1  - Regulation in Practice: Standards and Novice Language Teachers’ Perspectives on Summative Assessment in Sweden
T2  - SAGE Open
SN  - 2158-2440
A1  - Fröjdendahl, Birgitta
A1  - Yildirim, Ali
A1  - Dragemark Oscarson, Anne
A1  - Hilden, Raili
PY  - 2025
VL  - 1
IS  - 15
EP  - 1
DO  - 10.1177/21582440251323567
LA  - eng
KW  - constructivist grounded theory
KW  - deliberation
KW  - standards
KW  - summative assessment
KW  - test construction
AB  - Developing summative assessment literacy for valid instruction is a qualification requirement for language teachers in Sweden. Yet novice teachers may be unprepared for how to implement regulations in practice. They may even experience a reality shock when facing large classes in which knowledge levels and motivation vary substantially or when adjusting to entrenched assessment cultures in schools. Previous research has measured summative assessment literacy with several theoretical criteria, but no studies have focused on the alignment between regulations and teachers’ perspectives on summative assessment in Sweden. Hence, this investigation addressed 15 novice language teachers’ experiences from on-campus courses, teaching practice and current workplaces. Data were collected from graduates of a Swedish university, who are working at schools in eastern central Sweden. In view of regulations and standards, the findings were then analyzed. Deliberative curriculum theory and teacher cognition constituted the conceptual framework, while constructivist grounded theory provided a methodology for analyzing the qualitative data produced. The findings show that instruction was inadequate regarding aspects such as deliberation and test construction in teacher education. The novice language teachers appreciated teaching practice. However, they argued that the quality of mentoring could vary considerably and recommended that courses devoted to assessment for bridging theory, regulations, recommendations and practice as well as stricter, structured guidelines for teaching practice should be implemented. The main conclusion is that criterion-referenced standards require early timing and ample space for instruction devoted to summative assessment in teacher education.
ER  - 

TY  - JOUR
T1  - What We Can Learn From Entrepreneurship Education in the Nordics — A Literature Review
T2  - Entrepreneurship Education and Pedagogy (EE&P)
SN  - 2515-1274
A1  - Schild, Katharina
A1  - Håkansson Lindqvist, Marcia
A1  - Seikkula-Leino, Jaana
PY  - 2025
DO  - 10.1177/25151274251325865
LA  - eng
PB  - : Sage Publications
AB  - This article examines entrepreneurship education (EE) in school and in teacher education in the Nordic European countries including Denmark, Finland, Iceland, Norway, and Sweden. The research design is based on a semi-systematic literature review following the PRISMA 2020 statement and a reflexive thematic analysis after Braun and Clark. Within the findings, all Nordic countries identify a concordant subject-orientated understanding of entrepreneurship education as a didactical approach and a mindset of educators in the learning process by using several terms, summarized in the definition of the term “Nordic entrepreneurial pedagogy.” Our article highlights aspects of entrepreneurship education in the Nordics against the background of international understandings, focusing on the definition of entrepreneurship education, the role of the teacher and methods applied. The analysis reveals the importance of a standardized definition for entrepreneurship education and calls for more scholarship exploring Nordic entrepreneurial pedagogy in teacher education.
ER  - 

TY  - JOUR
T1  - Vocational education in practice: a study of work-based learning in a construction programme at a Swedish upper secondary school
T2  - Empirical Research in Vocational Education and Training
SN  - 1877-6345
A1  - Magnus, Fjellström
PY  - 2014
VL  - 2
IS  - 6
EP  - 2
DO  - 10.1186/1877-6345-6-2
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - project-based vocational education
KW  - learning environment
KW  - vocational competence
KW  - teacher guidance
AB  - In many OECD countries an apparent connection is shown between education, the local economy and the local labor market. This connection seems to be stronger and more radical in Sweden, than in other similar countries. The construction program is thereby also a part of this market. Given the needs of the building industry for competent workers and the requirements from specific course syllabuses this paper explores how project-based vocational education contributes to the student's vocational competences. The aim of this study was to describeand analyse students’ perceptions of vocational competence gained from a PBVE environment and identify how this competence is constituted. From this broad aim, the following research questions were asked: (1) What kinds of competence are the students able to develop in a PBLE? (2) In what ways do the developed competence and vocational skills relate to the specific course syllabuses? (3) How is the students’vocational competence constituted? Methods adopted for this study are observations over student action in a project-based vocational education and focus group interviews with observed students. The result indicates a gap between acquired vocational competence at the project and the related learning goals in the course syllabuses. The developed vocational competence seems more adopted to fit the demands of the building industry rather than the intended course goals. Further, the findings indicate that the relationship between learning and support from teachers are strong whereas the room for individual initiative in the learning environment is limited. This study highlights the relationship between student action and the complexity in vocational education as a project based vocational education. The project’s high complexity affects the students’ learning ability to take own decisionsin the learning environment. This also affects the students’ motivation and ability to develop competences required to fulfill goals in course syllabuses. So, if the students’ are supposed to be able to be a part of their own learning the complexity in the task should not be too high. Hence, if the task is to easy the students’ will not be challenge enough in order to develop vocational competences.
ER  - 

TY  - JOUR
T1  - Promoting healthy lifestyle behaviours in the preschool setting: perceptions and needs of teachers and principals
T2  - BMC Public Health
SN  - 1471-2458
A1  - Nilsson, E
A1  - Tigerstrand, Hanna
A1  - Delisle Nystrom, Christine
A1  - Soderstrom, Emmie
A1  - Alexandrou, Christina
A1  - Lof, Marie
PY  - 2025
VL  - 1
IS  - 25
EP  - 1
DO  - 10.1186/s12889-025-24379-4
LA  - eng
PB  - : BMC
KW  - early childhood education
KW  - eating behaviour
KW  - health promotion
KW  - mhealth
KW  - movement behaviours
KW  - physical activity
KW  - preschool children
KW  - qualitative
KW  - screen time
KW  - sleep
AB  - BackgroundPreschools are important environments in shaping young children's lifestyle behaviours, including movement (physical activity, screen time, and sleep) and eating behaviours. Few studies have investigated how teachers and principals can be supported in promoting healthy lifestyle behaviours in the preschool setting and whether a digital support tool could be a way forward. This study aimed to explore preschool teachers' and principals' perceptions, needs, and prerequisites for promoting healthy lifestyle behaviours, as well as their preferences for a potential digital support.MethodsIn 2024, ten teachers and five principals from five regions across Sweden were recruited through purposive sampling and semi-structured interviews were conducted through video calls. Analysis was guided by the research aims and conducted using inductive content analysis.ResultsTeachers as well as the preschool environment were highlighted as crucial for promoting physical activity in children. Teacher involvement was found to be central for motivating children to be physically active, especially children who do not spontaneously engage in physical activity. Communication between preschools and parents was also considered important for promoting healthy lifestyle behaviours. Furthermore, participants emphasized the value of face-to-face support such as lectures or workshops, potentially complemented by a digital tool, for increasing motivation and awareness among educators. Such combined support was highlighted as particularly useful for educators with low interest in physical activity. Finally, the sections on physical activity in the preschool curriculum were perceived as unclear and participants expressed a need for clearer guidance.ConclusionsFindings suggest that face-to-face support in combination with a digital tool can facilitate the promotion of physical activity and other healthy lifestyle behaviours in the preschool setting. Also, clear guidance within the curriculum and policies are warranted.
ER  - 

TY  - JOUR
T1  - Literacy as part of professional knowing in a Swedish dental education
T2  - BMC Medical Education
SN  - 1472-6920
A1  - Lindberg, Viveca
A1  - Louca Jounger, Sofia
A1  - Christidis, Maria
A1  - Christidis, N
PY  - 2021
VL  - 1
IS  - 21
EP  - 1
DO  - 10.1186/s12909-021-02800-x
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - dental education
KW  - professional literacy
KW  - academic literacy
KW  - professional content
KW  - teaching/learning
AB  - Background: Academic reading and writing are seen as self-evident literacy competences in most contemporary higher educations, however, whether students also are introduced to professional literacy of relevance for dentistry during their education is a question. The purpose of this study is to analyze one of the Swedish dental programmes, with respect to its design, in relation to possible content of relevance for academic and professional literacy. Secondarily, to identify and analyze Swedish dental students’ writing in an academic setting, i.e. what these students are expected to read and write, and how they write.Methods: Data, for this ethnographically inspired case-study, was produced by observations and audio-recordings of lectures, copies of teachers’ handouts and of volunteering students’ notes, and a multiple-choice-test. Dataanalysis was made in five steps, starting with macro-level data, i.e. curriculum and syllabuses, followed by the syllabuses for the two observed modules, the teacher-provided material, analysis of the students’ notes, while in the fifth and final step, the results from the previous steps were compared, to find patterns of what students were expected to read and write, and what in the teacher-provided multimodal material that was emphasized in teachers’ talk.Results: This study showed that students were engaged in several types of literacy events, such as reading, finding and watching videos on their learning platform, writing, and following instructions. The study also showed that there is a recurrent academic content comprised of anatomy, physiology and pathology, while the professional content comprised of patient communication and anamnesis. Further, an integrated content was found and was initiated in teacher-constructed PowerPoints and by student-questions. Note-taking patterns varied between individual students, but the general pattern for this group of students were the use of complementary notes. This type of note-taking was used to make available further descriptions of the teacher-constructed text in PowerPoints, but also an independent text describing pictures shown on teachers’ PowerPoints or the blackboard.Conclusion: Findings from the present study reveal that students either copy text from teachers’ PowerPoint-slides, re-formulate text from teachers’ PowerPoint-slides, or write complementing text to teachers’ PowerPoint-slides. Further, the students individually choses type of note-taking based on situation. The study also revealed that the academic literacy – in the two modules during the fifth and sixth semesters of a dental education analyzed – mainly has a professional basis for reading, writing, and communication purposes. The study also showed that academic and professional literacy are closely connected through recurrent integration.
ER  - 

TY  - JOUR
T1  - Early steps towards professional clinical note-taking in a Swedish study programme in dentistry
T2  - BMC Medical Education
SN  - 1472-6920
A1  - Christidis, N
A1  - Lindberg, Viveca
A1  - Jounger, Sofia Louca
A1  - Christidis, Maria
PY  - 2022
VL  - 1
IS  - 22
EP  - 1
DO  - 10.1186/s12909-022-03727-7
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - note-taking
KW  - theory
KW  - clinic
KW  - undergraduate
AB  - Background Higher education tends to focus on academic writing only, instead of emphasizing that professional texts are also used as a basis for communication in contexts with a variety of participators. When it comes to clinical notes, research is scarce and focused on technology and informatics. Therefore, the aim was to explore dental students’ clinical notes, and specifically which aspects of the clinical notes characterizes clinical notes that are not sufficient enough for professional purposes.Methods The object of analysis was the student’s written completion of a teacher constructed protocol regarding oral mucosa, the dental apparatus including pathology on tooth level, oral hygiene, and a validated international clinical examination protocol of the temporomandibular region. The study was framed within the New Literacy Studies approach, and the clinical notes were analyzed using thematic analysis.Results Within the clinical notes three themes were identified; a) familiar content; b) familiar content in new context; and c) new content. The forms of notes could refer to either categorizational clinical notes or descriptive clinical notes. Most students were able to write acceptable clinical notes when the content was familiar, but as soon as the familiar content was in a new context the students had difficulties to write acceptable notes. When it comes to descriptive notes students suffered difficulties to write acceptable notes both when it came to familiar content, or familiar content in a new context.Conclusions Taken together, the results indicate that students have difficulties writing acceptable notes when they are novices to the content or context, making their notes either insufficient, too short or even wrong for professional purposes. With this in mind, this study suggests that there is a need to strengthen the demands on sufficient professional quality in clinical notes and focus on clinical notes already in the early stages of the different medical educations.
ER  - 

TY  - JOUR
T1  - Person-centred care in the context of higher education: A discourse analysis based on interviews with programme directors
T2  - BMC Medical Education
SN  - 1472-6920
A1  - Jonnergård, Annie
A1  - Björkman, Ida
A1  - Forsgren, Emma
A1  - Feldthusen, Caroline
A1  - Lundberg, Mari
A1  - Wallengren, Catarina
PY  - 2024
IS  - 24
EP  - 24
DO  - 10.1186/s12909-024-05885-2
LA  - eng
PB  - : Springer Science and Business Media LLC
KW  - health care professionals
KW  - higher education institution
KW  - interprofessional education
KW  - interview study
KW  - national study programmes
KW  - students
KW  - teaching
AB  - BACKGROUND: As person centred care (PCC) is being implemented globally, higher educational institutions (HEI) have begun to play a crucial part in enabling this transition. In Sweden, however, the delivery of PCC is inconsistently implemented in medicine, nursing, occupational therapy, and physiotherapy study programmes. This inconsistency is partly the result of a lack of a national strategy across HEI. Program directors are responsible for the PCC content of their programs, so their views influence how PCC is taught. Using interviews with programme directors in higher education, we aim to deepen the understanding of the preconditions needed to implement PCC by exploring discourses and identifying subject positions of how PCC is taught and learned.METHODS: We performed a discourse analysis based on interviews with program directors in the above-mentioned national study programmes. A discourse can be seen as a struggle over identity. The subject position - i.e., discourses designate positions for persons to occupy as subjects - guided our analysis and identification of the subject positions of the teacher and the student in teaching and learning PCC.RESULTS: This study unfolded in two main antagonistic aspects with respect to teaching and learning PCC, resulting in four subject positions for the teacher and four corresponding subject positions for the students. First, the teacher and student were given a subject position as change agents towards a more egalitarian healthcare and were assigned a subject position to cope with a practical reality they could not change. Second, the teacher and student were assigned a subject position that embodied profession-specific identities, navigating and valuing these boundaries. Simultaneously, both teachers and students assumed a subject position that required interprofessional interaction and co-creation for teaching and learning PCC.CONCLUSION: This study demonstrates the discursive tension surrounding the implementation of PCC in HEI, and the findings can serve as a basis for creating future relevant and high-quality learning activities. The process of negotiating diverse and co-existing perspectives as well as building interprofessional trust when incorporating PCC into higher education is essential and requires further exploration.
ER  - 

TY  - JOUR
T1  - Generative artificial intelligence in physiotherapy education: great potential amidst challenges- a qualitative interview study
T2  - BMC Medical Education
SN  - 1472-6920
A1  - Lindbäck, Yvonne
A1  - Schröder, Karin
A1  - Engström, Torkel
A1  - Valeskog, Karin
A1  - Sonesson, Sofi
PY  - 2025
VL  - 1
IS  - 25
EP  - 1
DO  - 10.1186/s12909-025-07106-w
LA  - eng
PB  - : BMC
KW  - generative artificial intelligence
KW  - health and medical education
KW  - focus group interviews
KW  - qualitative method
KW  - student perspective
AB  - BackgroundGenerative Artificial Intelligence (GAI) has significantly impacted education at all levels, including health professional education. Understanding students' experiences is essential to enhancing AI literacy, adapting education to GAI, and implementing GAI technology. Therefore, the aim was to explore physiotherapy students' experiences of and thoughts on GAI in their education, and its potential implications for their future careers in healthcare.MethodsQualitative descriptive design. Focus groups were conducted, using a semi-structured interview guide, at the Physiotherapy program at Link & ouml;ping University, Sweden, from March to April 2024. The 15 students were organized into three focus groups, one for each education year. The data was analyzed using inductive content analysis.ResultsAn overarching theme "GAI-Great potential if navigating the challenges" emerged from three categories: 1) "Areas of GAI use in the learning process": Students viewed GAI as a tool for introduction and inspiration, assimilating course content and enhancing clinical reasoning and problem-solving; 2) "Optimizing GAI use in education": Students found GAI to be timesaving, tailored, and as a virtual study partner and teacher. They discussed the pros and cons of learning, concerns on permitted GAI usage, the need for a critical approach, and how individual experiences and interests influenced their interactions with GAI; 3) "Future with GAI in education and profession": Students believed future GAI would be more reliable, use subject-specific GAI models and enhance health care delivery, but also pose risks related to profit motives and knowledge gaps.ConclusionPhysiotherapy students found GAI beneficial for learning and clinical reasoning but expressed concerns about its impact on learning quality. They emphasized the importance of a critical approach when using GAI and the need for organizational support, including supporting permitted GAI use. Students believed that future advanced GAI models could provide accurate and reliable educational tools and healthcare tools supporting documentation and evidence-based decision-making. However, potential risks include business profit motives and knowledge gaps. Navigating these challenges is essential to fully leveraging GAI's benefits in education and physiotherapy practice. Therefore, fostering a critical approach and ensuring robust organizational support is crucial for maximizing the positive impact of GAI in physiotherapy.
ER  - 

TY  - JOUR
T1  - Virtual patient simulation strengthens confidence in clinical conversations among undergraduated nursing students: a randomized controlled trial
T2  - BMC Medical Education
SN  - 1472-6920
A1  - Karolina, Sörman
A1  - El Alaoui, Samir
A1  - Mårtensson, Sophie
A1  - Larsson, Margaretha
A1  - Knez, Rajna
A1  - Ljudvåg, Madeleine
A1  - Rebecka, Mac
A1  - Dahlström, Karin
A1  - Elvin Nowak, Ylva
A1  - Fors, Uno
A1  - Eckerström, Joachim
PY  - 2025
IS  - 25
EP  - 25
DO  - 10.1186/s12909-025-08413-y
LA  - eng
PB  - : Springer Nature
KW  - educational research
KW  - nursing education
KW  - nursing research
KW  - practice-as-research
KW  - psychological assessment
KW  - psychometrics
KW  - data- och systemvetenskap
KW  - computer and systems sciences
KW  - familjecentrerad hälsa (famceh)
KW  - virtual patient
KW  - simulation-based education
KW  - intimate partner violence
KW  - randomized controlled trial
AB  - BackgroundIntimate partner violence (IPV) is a major public health concern, and healthcare staff must be competent in identifying and responding to IPV. However, training opportunities to handle such cases remain limited. This study examined whether integrating a virtual patient (VP) simulation into nursing education improves confidence, self-efficacy, and knowledge in addressing IPV.MethodsIn this randomized controlled trial (RCT), fifty-four nursing students (87% female) were randomly assigned to an intervention group (n = 29) receiving a VP module in addition to standard training, or a control group (n = 25) receiving standard training only. Students were assessed at baseline and after each educational activity: (1) a web-based module (both groups) (2), VP training for the intervention group while the control group had no corresponding module, and (3) a teacher-led seminar (both groups). Primary outcomes were confidence in asking about IPV, general self-efficacy, self-assessed knowledge, and objective knowledge. Linear mixed-effects models were used to analyse changes over time.ResultsThe VP group showed a significantly greater improvement in confidence in asking about IPV (between-group difference + 1.26, 95% CI 0.40–2.15; p = 0.010). Objective knowledge scores were consistently higher in the VP group, although the group × time interaction was not significant. General self-efficacy and self-assessed knowledge improved similarly in both groups.ConclusionsIntegrating an interactive VP simulation into a nursing curriculum enhances learners’ confidence in addressing IPV and is associated with higher levels of factual knowledge. VP simulations may represent a scalable complement to conventional teaching for complex and sensitive clinical topics.
ER  - 

TY  - JOUR
T1  - Effectiveness of a universal parental support programme to promote health behaviours and prevent overweight and obesity in 6-year-old children in disadvantaged areas, the Healthy School Start Study II, a cluster-randomised controlled trial
T2  - International Journal of Behavioral Nutrition and Physical Activity
SN  - 1479-5868
A1  - Nyberg, Gisela
A1  - Norman, Åsa
A1  - Sundblom, E
A1  - Zeebari, Zangin
A1  - Elinder, Liselotte Schäfer
PY  - 2016
VL  - 1
IS  - 13
EP  - 1
DO  - 10.1186/s12966-016-0327-4
LA  - eng
PB  - : BioMed Central
KW  - accelerometer
KW  - bmi
KW  - diet
KW  - intervention
KW  - motivational interviewing
KW  - parental education
KW  - physical activity
KW  - pre-school class
KW  - sedentary behaviour
KW  - socio-economic status
KW  - accelerometry
KW  - article
KW  - behavior assessment
KW  - body height
KW  - body mass
KW  - body weight
KW  - child
KW  - clinical article
KW  - clinical effectiveness
KW  - controlled study
KW  - dietary intake
KW  - disease control
KW  - female
KW  - follow up
KW  - health behavior
KW  - health education
KW  - health program
KW  - health promotion
KW  - human
KW  - male
KW  - measurement
KW  - medical information
KW  - obesity
KW  - outcome assessment
KW  - parental support program
KW  - preschool child
KW  - randomized controlled trial
KW  - social status
KW  - controlled clinical trial
KW  - exercise
KW  - overweight
KW  - parent
KW  - pediatric obesity
KW  - poverty
KW  - procedures
KW  - questionnaire
KW  - school
KW  - school health service
KW  - sweden
KW  - treatment outcome
KW  - vulnerable population
KW  - humans
KW  - parents
KW  - school health services
KW  - schools
KW  - surveys and questionnaires
KW  - vulnerable populations
AB  - Background: There is increasing evidence for the effectiveness of parental support programmes to promote healthy behaviours and prevent obesity in children, but only few studies have been conducted among groups with low socio-economic status. The aim of this study was to develop and evaluate the effectiveness of a parental support programme to promote healthy dietary and physical activity habits and to prevent overweight and obesity in six-year-old children in disadvantaged areas.Methods: A cluster-randomised controlled trial was carried out in disadvantaged areas in Stockholm. Participants were six-year-old children (n = 378) and their parents. Thirty-one school classes from 13 schools were randomly assigned to intervention (n = 16) and control groups (n = 15). The intervention lasted for 6 months and included: 1) Health information for parents, 2) Motivational Interviewing with parents and 3) Teacher-led classroom activities with children. Physical activity was measured by accelerometry, dietary intake and screen time with a questionnaire, body weight and height were measured and BMI standard deviation score was calculated. Measurements were conducted at baseline, post-intervention and at 5months follow-up. Group effects were examined using Mixed-effect Regression analyses adjusted for sex, parental education and baseline values.Results: Fidelity to all three intervention components was satisfactory. Significant intervention effects were found regarding consumption of unhealthy foods (p = 0.01) and unhealthy drinks (p = 0.01). At follow-up, the effect on intake of unhealthy foods was sustained for boys (p = 0.03). There was no intervention effect on physical activity. Further, the intervention had no apparent effect on BMI sds for the whole sample, but a significant difference between groups was detected among children who were obese at baseline (p = 0.03) which was not sustained at follow-up.Conclusions: The Healthy School Start study shows that it is possible to influence intake of unhealthy foods and drinks and weight development in obese children by providing individual parental support in a school context. However, the effects were short-lived. Therefore, the programme needs to be prolonged and/or intensified in order to obtain stronger and sustainable effects. This study is an important contribution to the further development of evidence-based parental support programmes to prevent overweight and obesity in children in disadvantaged areas.
ER  - 

TY  - JOUR
T1  - Supportive and demanding managerial circumstances and associations with excellent workability: a cross-sectional study of Swedish school principals
T2  - BMC Psychology
SN  - 2050-7283
A1  - Persson, Roger
A1  - Leo, Ulf
A1  - Arvidsson, Inger
A1  - Nilsson, Kerstin
A1  - Österberg, Kai
A1  - Håkansson, Carita
PY  - 2021
VL  - 1
IS  - 9
EP  - 1
DO  - 10.1186/s40359-021-00608-4
LA  - eng
PB  - : BioMed Central
KW  - education
KW  - exhaustion
KW  - leader
KW  - organisation
KW  - self-rated health
KW  - stress
KW  - wellbeing
AB  - Background: The leadership of principals is important for school, teacher and student related outcomes. To be capable of doing their work (i.e., having sufficient workability), school principals need proper organisational preconditions, motivation, and good health. It is therefore concerning that some studies suggest that principals have a work situation that risks taxing their health and reducing their workability. However, few studies have examined the psychosocial working conditions of principals and no study has gauged principals’ workability. Accordingly, we decided to examine Swedish principals’ workability and their perceptions of eight demanding and five supportive managerial circumstances as well as the associations between managerial circumstances and reports of excellent workability.Methods: The participants comprised 2219 Swedish principals (78% women) who completed a cross-sectional web survey in 2018. A brief version of the Gothenburg Manager Stress Inventory (GMSI-Mini) gauged managerial circumstances. Workability was assessed with the workability score (0–10; WAS). Unadjusted and adjusted logistic regression analyses were used to examine associations between managerial circumstances and reports of excellent workability (WAS ≥ 9). Covariates were: length of work experience as a principal, school level, self-rated health, and general self-efficacy.Results: The results showed that circa 30% of the principals reported excellent workability. The GMSI-Mini results showed that role conflicts, resource deficits, and having to harbour co-workers’ frustrations were the most frequently encountered managerial demands. Meanwhile, cooperating co-workers, supportive manager colleagues, and a supportive private life were the most supportive managerial circumstances. Adjusted logistic regression analyses showed that role conflicts and role demands were associated with an increased likelihood of reporting less than excellent workability. In contrast, supportive managerial colleagues, a supportive private life and supportive organisational structures were associated with an increased likelihood of reporting excellent workability.Conclusion: Circa 30% of the participating principals perceived their workability to be excellent. Reducing role demands, clarifying the principals’ areas of responsibility and accountability in relation to other actors in the governing chain (role conflicts), striving for increased role clarity, and striving to find ways to separate work and private life, seem to be promising intervention areas if increasing principals’ workability is desired.
ER  - 

TY  - JOUR
T1  - Does teaching quality matter for Nordic primary school students’ mathematics confidence and mathematics achievement?: A multilevel structural equation analysis of Nordic TIMSS 2019 grade 4 data
T2  - Large-scale Assessments in Education
SN  - 2196-0739
A1  - Asp, Lena
A1  - Klapp, Alli
A1  - Rosén, Monica
PY  - 2025
IS  - 13
EP  - 13
DO  - 10.1186/s40536-025-00238-x
LA  - eng
KW  - teaching quality
KW  - classroom management
KW  - instructional clarity
KW  - mathematics achievement
KW  - mathematics confidence
KW  - timss
KW  - structural equation modelling
AB  - Background: Teaching quality is assumed to be an essential prerequisite for student learning outcomes such as mathematics confdence and mathematics achievement. Notwithstanding its signifcance, empirical research examining the relations between teaching quality and learning outcomes is still limited, particularly among primary school students. Addressing this gap is important for understanding how to support student learning outcomes. This study aims to examine the relationships between student-perceived teaching quality and student outcomes and diferences between classrooms. Methods: Utilizing Trends in Mathematics and Science Study (TIMSS) data 2019 from fourth graders in mathematics classrooms in the Nordic countries (Denmark, Finland, Norway, and Sweden), the present study examines the relationships between student-perceived teaching quality (classroom management and instructional clarity) and the two student outcomes mathematics confdence and mathematics achievement in Grade 4 at both student and classroom levels. To identify latent constructs of aspects of teaching quality (classroom management and instructional clarity) and mathematics confdence, multilevel confrmatory factor analysis (MCFA) is used in the modelling process. To capture the hierarchical structure of the data, multilevel structural equation modelling (MSEM) is used as it keeps individual and classroom variation separate when investigating relations between teaching quality, mathematics confdence and mathematics achievement. Results: This study shows how student-perceived instructional clarity relates substantially to mathematics confdence at both the student- and the classroom levels in the Nordic countries. Student-perceived classroom management relates, at the student-level, signifcantly and positively to mathematics achievement in all countries but Denmark. At the classroom-level, classroom management relates positively to classroom mathematics achievement in Sweden and Denmark. The relationships between the student background factors and mathematics achievement were higher at both levels compared to the relationships to mathematics confdence. The fndings suggest there are diferences between classrooms’ mathematics achievement related to the average SES of the classroom. Conclusions: The fndings highlight the importance of teachers’ generic pedagogical skills for high-quality teaching. The implications from these fndings emphasize the importance of teacher education to ascertain teachers’ ability to manage the classroom well to provide students with the opportunity to learn.
ER  - 

TY  - JOUR
T1  - Relationship between teachers’ cognitive activation practices, teacher characteristics and student achievement in science subdomains: a study of TIMSS 2019 in Sweden.
T2  - Large-scale Assessments in Education
SN  - 2196-0739
A1  - Hasani Yourdshahi, Zahra
A1  - Yang Hansen, Kajsa
A1  - Borger, Linda
PY  - 2025
IS  - 13
EP  - 13
DO  - 10.1186/s40536-025-00252-z
LA  - eng
KW  - teachers’ cognitive activation practices     teachers’ education and experience     classroom ses composition     home educational resources     science achievement
AB  - Abstract Background Science skills play a crucial role in fostering economic development and technological innovation, making the enhancement of science education a global priority. Despite the recognized importance of teacher practices in enhancing equitable and effective learning, much of the research on their impact on student outcomes has been conducted outside of the Nordic context and has predominantly focused on mathematics. Drawing upon teacher quality framework and the framework of three basic dimensions, the present study investigated the relations between teachers’ cognitive activation practices (generic and subject-specific), teacher characteristics, classroom SES composition, and student achievement in biology, chemistry, and physics in the eighth grade. It also examined whether teachers’ cognitive activation practices can mitigate the influence of student home educational resources on achievement. Methods Using the Swedish TIMSS 2019 data, multilevel structural equation modelling analyses were employed. Specifically, we worked with a sample of 4029 eighth graders in 209 biology classes, 3735 eighth graders in 204 chemistry classes, and 3803 eighth graders in 214 physics classes in Sweden. Results The results showed that biology achievement was positively related to teaching experience. Chemistry teachers’ education level was negatively related to the first dimension of subject-specific cognitive activation (receptive scientific practices), while teaching experience was positively related to the second dimension of subject-specific cognitive activation (hands-on scientific practices). Furthermore, physics teachers’ experience was positively related to the second dimension of subject-specific practices. Student achievement in biology, chemistry, and physics was positively related to classroom SES composition. Moreover, the results of the analyses showed that teachers’ cognitive activation practices (generic and subject-specific) did not impact the relationship between student home educational resources and achievement in the three science subdomains in the eighth grade in Sweden. Conclusions The findings call for further in-depth research regarding the mediating and moderating factors and mechanisms that can influence the relationship between SES and student science achievement in biology, chemistry, and physics.
ER  - 

TY  - CHAP
T1  - History and national policy documents on special education in Sweden
T2  - The Routledge history of disability
A1  - Wickman, Kim
A1  - Kristoffersson, Margaretha
PY  - 2017
SP  - 320
EP  - 338
DO  - 10.1201/9781315198781-22
LA  - swe
PB  - Abingdon : Routledge
AB  - Special education is a complex knowledge area containing several different approaches and perspectives, and is both a research area and a sphere of activity. Special education in Sweden may be said to have been started in connection with the introduction of general elementary education in 1842. The decision to introduce the remedial teacher education may be said to constitute the origin of special education as a knowledge area of its own in Sweden. In Sweden, since the decentralisation reform of 1994 it is the municipalities that are responsible for making decisions on special education, which has created great variation in how special education is organised. In the policy document of education, there was a mini-course for "the children who did not correspond to the concept of normality implicitly defined by the Elementary Education Ordinance, the children whose parents were worst off financially and children described as maladjusted".
ER  - 

TY  - JOUR
T1  - Artistic expression as a property of resonant musical experience: an interview study with upper secondary school music teachers
T2  - Routledge Open Research
SN  - 2755-1245
A1  - Tullberg, Markus
PY  - 2024
VL  - 17
IS  - 3
SP  - 1
EP  - 28
DO  - 10.12688/routledgeopenres.18158.3
LA  - eng
PB  - : Routledge
AB  - Background The curriculum for the courses given at the music specialization of the upper secondary school’s aesthetic program in Sweden includes the concept of artistic expression (AE). Being a criterion for assessment, no definition is provided by the National Agency of Education and there exists no consensus of how to interpret artistic expression among music teachers and music teacher students. Methods In order to explore how teachers understand, teach, and assess the concept and phenomenon of artistic expression, twelve qualitative interviews with music teachers were conducted and analyzed through an open coding process. Results The findings show that the concept of artistic expression is multifaceted and evasive. The results focus on two analytic threads: (i) situatedness and (ii) entanglement. (i) AE is situated due to context- specific parameters which underpins the meaning of the concept in this particular educational setting. (ii) Furthermore, the phenomenon of artistic expression is entangled (a) with the ongoing relationship between teacher and student, and (b) in a temporally unfolding and interactive musical event. The phenomenon of artistic expression as entangled is discussed, primarily through Hartmut Rosa’s concept of resonance, which brings into focus the intersubjective character of aesthetic experience. Doing so questions understandings of – and assessment procedures surrounding – artistic expression that relies on skill-based interpretations or reductions of entanglement. One example of such reduction is assessment of recordings of student performances which limits (a) the relational perspective (if assessed by a third person) or (b) the entanglement with the musical event. The perspective of resonance brings forth the teacher’s role during a student performance as characterized by self-efficacy and active listening, thus co-constitutive of artistic expression. Conclusions The article concludes with reflections on how the findings may contribute to the continuous discussion on how scientific grounding and proven experience may inform both the music education at upper secondary school and music teacher education. The concept of resonance provides a possibility to reframe conceptions of artistic competence in art education as being grounded in intersubjective and relational terms, rather than being reified as a set of measurable skills, an understanding which in turn risks replacing learning with criteria compliance.
ER  - 

TY  - JOUR
T1  - Views of poetry as a competence, expressed by students in teacher education
T2  - Theoria et Historia Scientiarum Journal
SN  - 0867-4159
A1  - Dahlbäck, Katharina
A1  - Lyngfelt, Anna
A1  - Bengtsdotter Katz, Viktoria
PY  - 2018
IS  - 15
SP  - 101
EP  - 121
DO  - 10.12775/ths.2018.007
LA  - eng
PB  - : Uniwersytet Mikolaja Kopernika/Nicolaus Copernicus University
KW  - aesthetic expressions
KW  - poetry for language development
KW  - competence
KW  - democracy through language development
KW  - teacher education
KW  - swedish comprehensive school
AB  - Since 2011 the Swedish curriculum has been oriented towards creating knowledge at school that is measurable and evidence-based. At the same time, there is still an overarching aim for education at school to stress equality by, among other things, letting all students use languages of their own to express themselves. This conflict, between knowledge that is measurable and goals aiming at maintaining democracy, also characterizes teacher education in Sweden. Hence, there are reasons to discuss the role of aesthetics at school by focusing on students’ views of the role of poetry in education. We present qualitative data consisting of interviews with eight student teachers being educated to work in primary school. In this way, a variety of conceptions of poetry, and the role of poetry at school, are captured and analyzed, which in turn, makes it possible to discuss what counts as a competence at school. The results show that lack of knowledge about aesthetic expressions limits the student teachers’ agency in several ways. They express a lack of self-confidence and they are afraid of being trapped by the school system in spite of their aspirations to work independently with poetry and other aesthetic expressions
ER  - 

TY  - JOUR
T1  - ’You Talk and Try to Think, Together’ - A Case Study of a Student Diagnosed with Autism Spectrum Disorder Participating in Philosophical Dialogues
T2  - Childhood & Philosophy
SN  - 2525-5061
A1  - Gardelli, Viktor
A1  - Backman, Ylva
A1  - Franklin, Anders
A1  - Gardelli, Åsa
PY  - 2023
IS  - 19
SP  - 1
EP  - 28
DO  - 10.12957/childphilo.2023.70493
LA  - eng
PB  - : State University of Rio de Janeiro
KW  - autism spectrum disorder
KW  - communication difficulties
KW  - philosophy for children
KW  - philosophy with children
KW  - philosophical dialogue
KW  - special needs education
KW  - education
KW  - school
KW  - case study
KW  - autism
KW  - kommunikationssvårigheter
KW  - filosofi med barn
KW  - filosofiska samtal
KW  - kommunikation
KW  - npf
KW  - neuropsykiatriska funktionsnedsättningar
KW  - skola
KW  - utbildning
KW  - specialpedagogik
KW  - särskilda behov
KW  - funktionsnedsättning
KW  - funktionsvariation
KW  - fallstudie
AB  - We present results from a single case study based on semi-structured interviews with a student (a boy in school year 3) diagnosed with autism spectrum disorder and his school staff after participating in a short and small-scale intervention carried out in a socio-economically disadvantaged Swedish elementary school in 2019. The student participated in a seven week long long intervention with a total of 12 philosophical dialogues (ranging from 45 to 60 minutes). Two facilitators, both with years of facilitation experience and teacher degree and at least BA in philosophy, facilitated the majority of the dialogues, mainly followed a ”routine” procedure. The student was interviewed in direct connection to the end of the intervention about his experiences from the dialogues and his perceptions about wether and how the dialogues had influenced him. The student’s two teachers, who had participated in the dialogues as participants, were interviewed as a pair, also in direct connection to the end of the intervention, while the school principal was interviewed two years after the study. These staff interviews concerned the staff’s experiences of the influence of the dialogues on the students within the intervention as well as transfer effects to other contexts in school. The data from the study include detailed elaborations from a student perspective of different effects on the student’s communicative and cognitive development, which are in several respects supported also by staff reports. The results show that the student was able, interested, and willing to participate in philosophical dialogues, and our data point to several positive outcomes for the student in the communicative and cognitive domains.
ER  - 

TY  - JOUR
T1  - Teachers’ Knowledge about Language in Mathematics Professional Development Courses: From an Intended Curriculum to a Curriculum in Action
T2  - Eurasia Journal of Mathematics, Science and Technology Education
SN  - 1305-8223
A1  - Hajer, Maaike
A1  - Norén, Eva
PY  - 2017
VL  - 7
IS  - 17
SP  - 4087
EP  - 4114
DO  - 10.12973/eurasia.2017.00808a
LA  - eng
PB  - : Modestum Ltd
KW  - content and language integrated learning
KW  - curriculum implementation
KW  - knowledge about language
KW  - mathematics teachers
KW  - pedagogical content knowledge
KW  - professional development
KW  - education
KW  - matematikämnets didaktik
KW  - mathematics education
KW  - education in languages and language development
KW  - utbildningsvetenskap med inriktning mot språk och språkutveckling
AB  - Explicit language objectives are included in the Swedish national curriculum for mathematics. The curriculum states that students should be given opportunities to develop the ability to formulate problems, use and analyse mathematical concepts and relationships between concepts, show and follow mathematical reasoning, and use mathematical expressions in discussions. Teachers’ competence forms a crucial link to bring an intended curriculum to a curriculum in action. This article investigates a professional development program, ‘Language in Mathematics’, within a national program for mathematics teachers in Sweden that aims at implementing the national curriculum into practice. Two specific aspects are examined: the selection of theoretical notions on language and mathematics and the choice of activities to relate selected theory to practice. From this examination, research on teacher learning in connection to professional development is proposed, which can contribute to a better understanding of teachers’ interpretation of integrated approaches to language and mathematics across national contexts.
ER  - 

TY  - JOUR
T1  - Administratörerna: administration, kontroll och styrning vid svenska universitet och högskolor
T2  - ARKIV. Tidskrift för samhällsanalys
SN  - 2000-6225
A1  - Agevall, Ola
A1  - Olofsson, Gunnar
PY  - 2020
VL  - 12
SP  - 7
EP  - 59
DO  - 10.13068/2000-6217.12.1
LA  - swe
PB  - Lund : Arkiv förlag & tidskrift
KW  - universitetsadministration
KW  - högskoleadministration
KW  - administratörer
KW  - lärare
KW  - forskare
KW  - profession
KW  - new public management
KW  - sociologi med utbildningsvetenskaplig inriktning
KW  - sociology education
AB  - Det svenska universitetssystemet har vuxit till att bli en omfattande och komplex institution. Expansionen har inte bara gällt antalet studenter, lärare och forskare utan också den administrativa ram de verkar inom och de personalkategorier som ingår däri. Men förhållandet mellan lärarkår och administratörer präglas inte sällan av misstro. I sin artikel vill Ola Agevall och Gunnar Olofsson tränga bortom parternas spontana föreställningsvärldar och se hur universitetsadministrationens sammansättning och omfång faktiskt förändrats under perioden 2001–2018. De pekar på hur tillväxten av administratörer i huvudsak håller jämna steg med tillväxten av lärare och forskare. Däremot har administratörsgruppen ändrat karaktär – vilket kommer till uttryck i vilka delar av den som ökat respektive minskat, liksom vad som hänt med gruppens utbildningsnivå och könsfördelning. Det nya mönster som etableras under perioden kan förstås som en omställning av den administrativa personalens uppgifter till att tjäna ledningarnas strävan att styra och kontrollera verksamhetens effektivitet och produktivitet. En utveckling som kan förklara ökade spänningar i förhållande till universitetslärarprofessionen. En annan möjlig implikation kan vara att det ur administratörskåren växer fram en ny profession.
ER  - 

TY  - JOUR
T1  - Competence Profiles of Vocational Teachers in Sweden
T2  - International Journal for Research in Vocational Education and Training
SN  - 2197-8638
A1  - Antera, Sofia
A1  - Nilsson, Staffan
PY  - 2025
VL  - 3
IS  - 12
SP  - 410
EP  - 432
DO  - 10.13152/ijrvet.12.3.5
LA  - eng
KW  - vocational educational and training
KW  - vet
KW  - vocational teachers
KW  - competence development
KW  - competence profiles
KW  - cluster analysis
KW  - education
AB  - Purpose: Vocational teachers' professional work builds on both vocational and teaching competence, requiring vocational teachers to balance multiple identities in their professional practice. As a professional group coming to education from different vocational disciplines, vocational teachers also have various educational backgrounds, teaching experience, or competence profiles. Nevertheless, teacher training programmes treat them as a homogeneous group. This study aims to identify competence profiles among vocational teachers in Sweden and analyse background factors associated with these competence profiles.Methods: Data was collected via an online survey, asking vocational teachers to respond to questions on how important they considered different competences to be for vocational teaching and rate to what extent they had achieved different competences. The sample included 280 vocational teachers from various disciplines. The survey data was analysed using k-means clustering.Results: Two main competence profiles emerged in the analyses. Profile 1 had mainly male vocational teachers with extended occupational experience and limited teaching experience. These teachers reported lower achieved competence in all areas compared to teachers in Profile 2. Profile 2 included mostly female vocational teachers with longer teaching experience and more limited occupational experience. A higher percentage of these teachers had teacher training, and they reported higher achieved competence in all areas. Several background factors were associated with these two competence profiles, but no relations of cause and effect were proved.Conclusion: The competence profiles rather highlight the differences and different learning needs among groups of vocational teachers, leading to the conclusion that vocational teachers in Profile 1 might need further or a different type of support in their professional development.
ER  - 

TY  - JOUR
T1  - Competence Profiles of Vocational Teachers in Sweden
T2  - International Journal for Research in Vocational Education and Training
SN  - 2197-8638
A1  - Antera, Sofia
A1  - Nilsson, Staffan
PY  - 2025
VL  - 3
IS  - 12
SP  - 410
EP  - 432
DO  - 10.13152/IJRVET.12.3.5
LA  - eng
PB  - : European Research Network in Vocational Education and Training (VETNET)
KW  - vocational educational and training
KW  - vet
KW  - vocational teachers
KW  - competence development
KW  - competence profiles
KW  - cluster analysis
AB  - Purpose: Vocational teachers' professional work builds on both vocational and teaching competence, requiring vocational teachers to balance multiple identities in their professional practice. As a professional group coming to education from different vocational disciplines, vocational teachers also have various educational backgrounds, teaching experience, or competence profiles. Nevertheless, teacher training programmes treat them as a homogeneous group. This study aims to identify competence profiles among vocational teachers in Sweden and analyse background factors associated with these competence profiles.Methods: Data was collected via an online survey, asking vocational teachers to respond to questions on how important they considered different competences to be for vocational teaching and rate to what extent they had achieved different competences. The sample included 280 vocational teachers from various disciplines. The survey data was analysed using k-means clustering.Results: Two main competence profiles emerged in the analyses. Profile 1 had mainly male vocational teachers with extended occupational experience and limited teaching experience. These teachers reported lower achieved competence in all areas compared to teachers in Profile 2. Profile 2 included mostly female vocational teachers with longer teaching experience and more limited occupational experience. A higher percentage of these teachers had teacher training, and they reported higher achieved competence in all areas. Several background factors were associated with these two competence profiles, but no relations of cause and effect were proved.Conclusion: The competence profiles rather highlight the differences and different lear-ning needs among groups of vocational teachers, leading to the conclusion that vocational teachers in Profile 1 might need further or a different type of support in their professional development.
ER  - 

TY  - JOUR
T1  - Factors influencing the value of CPD activities among VET teachers
T2  - International Journal for Research in Vocational Education and Training
SN  - 2197-8638
A1  - Andersson, Per
A1  - Hellgren, Mattias
A1  - Köpsén, Susanne
PY  - 2018
VL  - 2
IS  - 5
SP  - 140
EP  - 164
DO  - 10.13152/IJRVET.5.2.4
LA  - eng
KW  - vet
KW  - vocational education and training
KW  - continuing professional devel- opment
KW  - value creation
KW  - vocational teachers
KW  - staff development
AB  - Context: Teachers in vocational education and training (VET teachers) have specific conditions for their continuing professional development (CPD). They have a background in an initial occupation, in which they now teach and train the next generation. Thus, as VET teachers, they are expected to master the knowledge and skills of that occupa- tion, even if they have now crossed the boundary from the community of their initial occupation to the community of the school. This study explores the perceived values among VET teachers of different activities that may contribute to their CPD in teaching subjects/initial occupations. The study examines VET at the upper secondary level in Sweden. Here, the VET teachers have the main responsibility for students’ vocational learning in the vocational subjects, including the work-based parts. In the latter parts, the teachers are supplemented by supervisors at the workplace.Approach: We argue for the duality of a VET teacher identity with a professional competence that comprises two intertwined parts – teaching skills, and knowledge of the teaching subjects based in the teachers’ initial occupations. Our study is based on a situated learning perspective, and the empirical findings particularly concern values created from learning through participation and boundary crossing. CPD activities typi- cally include some form of participation in and/or boundary crossing between school and work-life practices. In the analysis we also include the possible influence of institutional, situational, and dispositional drivers and barriers for participation in different activities. The research question was: what factors can explain the variation in perceived values created by participation in different CPD activities among VET teachers? The study was conducted as a survey of 886 Swedish VET teachers. Focus was put on the values created through different types of activity, values for the teachers’ vocational knowledge, for networks in working life, and for teaching. The data were primarily analysed using logistic regression modelling.Findings: Dispositional drivers, the teacher’s sex, and regular performance of the ac- tivity are important for the perceived value. The dispositional factor is the one most commonly retained, and it has a consistently positive effect. Factors such as educa- tional background and vocational training have weaker influence, which suggests that individual driving factors are important when VET teachers assess the value of CPD activities.Conclusions: The study covers a general challenge for VET teachers, but is of particular relevance in systems with a high degree of school-based VET, full-time employed VET teachers, and VET teachers who are responsible for students’ vocational learning. Here, the values for vocational knowledge, for networks, and for teaching that are created through different activities are important for the VET teacher identity. They are also interrelated, and together they provide professional development in relation to the initial occupation, and for the occupation as a vocational teacher.
ER  - 

TY  - JOUR
T1  - Visualising the intended practical doing: Future-oriented movements in swedish vocational school workshop settings
T2  - International Journal for Research in Vocational Education and Training
SN  - 2197-8638
A1  - Asplund, Stig-Börje
A1  - Kilbrink, Nina
A1  - Asghari, Hamid
PY  - 2021
VL  - 2
IS  - 8
SP  - 160
EP  - 185
DO  - 10.13152/IJRVET.8.2.2
LA  - eng
PB  - : European Research Network Vocational Education and Training
KW  - cavta
KW  - interaction
KW  - vet
KW  - vocational education and training
KW  - vocational learning
KW  - vocational teaching
KW  - education
AB  - Context: This article focuses on teaching and learning processes in a vocational classroom in Swedish vocational education. There are few studies within the field of vocational education that have a focus on how vocational learning is done in interaction in the vocational classroom/workshop, and what vocational learning content is displayed in the interaction between teacher and student, and thus made possible to learn. This article aims to fill this gap by exploring the future-oriented movements that take shape when a vocational teacher and vocational students negotiate how a practical task could, and should, be handled and solved in vocational teaching situations in vocational plumbing school workshop settings. An increased understanding of these processes can help to improve the actual teaching of a specific subject content to support students in their vocational learning, aiming for learning a professional trade. Methods: The data consist of video recorded lessons from the Sanitary, Heating and Property Maintenance Programme in Swedish upper secondary school. Through concrete empirical examples from video recorded lessons the article explores the interaction between teachers and students in vocational school workshop settings using CAVTA. CAVTA is based on Conversation Analysis (CA) and Variation Theory (VT) and is a theoretical and methodological framework that can be used together and integrated to reach understanding of both how- and what-aspects of the learning process in practice, when analysing teaching and interaction. Findings: Findings show how aspects concerning a specific vocational learning content that revolves around a vocational practical doing compete for the space with a vocational learning content of a more general nature. These general objects of learning are also related to work-specific vocational learning and knowledge in relation to the future profession, but on a more general level than the task specific vocational knowledge. Altogether, this illuminates how different layers of work-specific vocational learning are made visible in the interaction, and how they mutually contextualise each other in the here and now. Conclusion: This article illustrates that the specific and the general vocational learning content can complement each other and open up for a more in-depth vocational learning. In conclusion, this article emphasises the importance for vocational teachers to develop teaching strategies to navigate between helping the students in their problem solving here and now, and contextualising the specific vocational learning content and making vocational learning relevant for future vocational occupation and working life.
ER  - 

TY  - JOUR
T1  - Being a Vocational Teacher in Sweden: Navigating the Regime of Competence for Vocational Teachers
T2  - International Journal for Research in Vocational Education and Training
SN  - 2197-8638
A1  - Antera, Sofia
PY  - 2022
VL  - 2
IS  - 9
SP  - 269
EP  - 293
DO  - 10.13152/IJRVET.9.2.6
LA  - eng
KW  - communities of practice
KW  - professional competence development
KW  - vet in sweden
KW  - vocational education and training
KW  - vocational teachers
KW  - workplace learning
AB  - Context: Vocational teachers are called to constantly meet the upcoming needs in social and working life. In Sweden, the high demand for vocational teachers has led to their recruitment in the early stages of vocational teacher studies or even before teacher training. Entering this new community of practice, vocational teachers cross boundaries between their previous occupation and their teaching job, mediating the introduction of competence between them. In this context, the study explores vocational teachers' competence through their own perceptions, addressing important competence areas, as well as how competence is understood.Approach: The study employs a socio-cultural perspective on learning. Communities of practice establish their regime of competence, a set of principles and expectations that recognise membership. To be competent is translated as understanding the shared enterprise of the community, being capable and allowed to engage in it and, thus, interact with the other members and with the available resources. Hence, what is expected by members to know and to be is defined by the regime of competence and, hence, by the community. Comprised of 14 semi-structured interviews with vocational teachers in different vocational disciplines, employed both in upper secondary and adult education schools, the study adopts a qualitative research strategy. The research material was analysed thematically.Findings: According to findings, important competence comprise of up-to-date vocational competence supporting the performance of vocational teaching, but also interpersonal competence, including good communication and the construction of a close relationship with the students. The student-teacher relationship serves as the basis to match students with their work placement, facilitating higher work-based training quality. Moreover, maintaining a continuous development attitude and openness to critique are crucial for teachers. Finally, teachers approach competence focusing on its relationship to action and performance, while also referring to its situated nature. Therefore, to be competent is understood differently in different practices (teaching and occupational), highlighting the importance of understanding the uniqueness and duality within the regime of competence of vocational teaching.Conclusion: Teachers have described the importance of competence which was not developed during teacher training. Instead, important competences were often developed in the previous profession or informal teaching activities. Vocational teachers seem to value and utilise their previous occupational worker identities to a high extent. This should be considered when teacher training or in-service training is designed to support individuals in developing their (new) teacher identity.
ER  - 

TY  - JOUR
T1  - Bimodal-Bilingual Teacher Training in Sweden
T2  - Sign Language Studies
SN  - 0302-1475
A1  - Thoutenhoofd, Ernst D.
A1  - Adams Lyngbäck, Liz
PY  - 2023
VL  - 4
IS  - 23
SP  - 555
EP  - 576
DO  - 10.1353/sls.2023.a905539
LA  - eng
PB  - : Project MUSE
KW  - educational inclusion
KW  - deaf students
KW  - bilingual competence
KW  - right to language
KW  - mainstream education
AB  - In 1981, Sweden was the first country in the world to entitle deaf pupils to a bimodal-bilingual education. However, drawing from interviews with key past Stockholm teacher trainers and on our own efforts to update teacher training, we note that sign-bilingual teacher training in Sweden has been ad hoc to this day. The interviewees' accounts highlight that deaf education is essentially about language access, that sign-bilingualism is core to the educational inclusion of all deaf pupils, and that only audism stands in the way of this. We argue against the Swedish national policy presumption of special need, pointing out that deaf pupils have an inalienable entitlement to sign language in much the same way that the right to speak Swedish is an inalienable part of being Swedish and not a need that only some Swedish people have. This makes national recognition of sign language a necessary precondition to deaf pupils' full educational inclusion. Policy should then likewise guarantee the sign-bilingual competence of teachers seeking to work with deaf pupils, this being a matter that necessarily conjoins educational and language ( minority) rights as the two flipsides of one single coin.
ER  - 

TY  - JOUR
T1  - Unveiling teachers’ beliefs on visual cognition and learning styles of deaf and hard of hearing students: A Portuguese-Swedish study
T2  - PLOS ONE
SN  - 1932-6203
A1  - Rodrigues, Filipa M.
A1  - Rato, Joana R.
A1  - Mineiro, Ana
A1  - Holmström, Ingela
PY  - 2022
VL  - 2
IS  - 17
EP  - 2
DO  - 10.1371/journal.pone.0263216
LA  - eng
PB  - : Public Library of Science (PLoS)
AB  - Vision is considered a privileged sensory channel for deaf and hard of hearing (DHH) students to learn, and, naturally, they recognize themselves as visual learners. This assumption also seems widespread among schoolteachers, which led us to analyse the intersection between teachers’ beliefs on deaf and hard of hearing students’ academic achievement, visual skills, attentional difficulties, and the perceived importance of image display in class. An online survey was designed to analyse the beliefs of the schoolteachers about the deaf and hard of hearing students learning in educational settings from Portugal and Sweden. Participated 133 teachers, 70 Portuguese and 63 Swedish, from the preschool to the end of mandatory education (ages 3–18) with several years of experience. The content analysis and the computed SPSS statistical significance tests reveal that surveyed teachers believe that deaf and hard of hearing students have better visual skills when compared with their hearing peers yet show divergent beliefs about visual attentional processes. Within the teachers’ perceptions on learning barriers to DHH students, the distractibility and cognitive effort factors were highlighted, among communicational difficulties in class. Conclusions about the prevalence of learning misconceptions in teachers from both countries analysed, corroborate previous studies on neuromyths in education, and bring novelty to Deaf Education field. The work of translation of scientific knowledge, teacher training updating, and partnership between researchers and educators are also urgently needed in special education.
ER  - 

TY  - JOUR
T1  - Image ecologies: Infrastructures of visual art education in Sweden and Estonia
T2  - International Journal of Education Through Art
SN  - 1743-5234
A1  - Forsler, Ingrid
PY  - 2018
VL  - 2
IS  - 14
SP  - 239
EP  - 246
DO  - 10.1386/eta.14.2.239_1
LA  - eng
PB  - : Intellect Ltd.
KW  - art education
KW  - collaboration
KW  - data visualization
KW  - media ecology
KW  - media infrastructure
KW  - social network analysis
KW  - östersjö- och östeuropaforskning
KW  - baltic and east european studies
AB  - This essay is a visual interpretation of the media ecologies of visual art education in Sweden and Estonia. As the title of the article suggests, an ecology of visual art education means infrastructures for accessing, producing, showing and sharing images. The study is empirically informed by social network analysis conducted in online communities and by interviews with teachers who are active in those communities. Graphs of activity and connectedness in online communities are included in a media ecology model, based on the teacher interviews. The model visually relates online collaboration with material technologies, such as classroom computers or cameras, and different forms of governance, such as curricula. The essay attempts to contribute to the existing literature regarding the relation between technologies and educational practice by combining digital methods with media ecology and infrastructure theory, and methodologically by using visual methods for interpretation.
ER  - 

TY  - JOUR
T1  - Intermezzo: a performative research project in teacher training
T2  - International Journal of Education Through Art
SN  - 1743-5234
A1  - Göthlund, Anette
A1  - Lind, Ulla
PY  - 2010
VL  - 2
IS  - 6
SP  - 197
EP  - 212
DO  - 10.1386/eta.6.2.197_1
LA  - eng
PB  - Bristol, UK : Intellect Ltd.
AB  - In this article we discuss an ongoing project named Performing Knowledge A project to improve knowledge in higher education through a double perspective: Theory and Performativity. This project is situated at the Department of Visual Art Education at Konstfack, University College of Arts, Crafts and Design in Stockholm, Sweden. The aim is to investigate and develop pedagogy and methods through double perspectives, whereby scientific research is joined with artistic practice as different, but compatible forms of knowledge in learning and degree projects in higher education. The research examined how different forms of knowledge appear in learning processes as well as in student theses; focus is equally placed on forms of representation and presentation. The article presents and discusses two different student projects as examples of performative knowledge. In this text we draw upon a presentation held at the 32nd InSEA World Conference, in Osaka, August 2008.
ER  - 

TY  - CHAP
T1  - Moving between different types of RE. Knowledge to be transferred or not?
T2  - Educating Religious Education Teachers
A1  - Berglund, Jenny
PY  - 2023
SP  - 75
EP  - 86
DO  - 10.14220/9783737015837.75
LA  - eng
PB  - Göttingen : V&R unipress Brill Deutschland GmbH
KW  - religious education
KW  - re
KW  - teacher students
KW  - immigration
KW  - “other knowledge”
KW  - teaching and learning with specialisation in the humanities education
KW  - ämnesdidaktik med inriktning mot de humanistiska ämnenas didaktik
AB  - In Sweden, the school subject, religion education (RE), is supposed to be integrative, compulsory and non-denominational, which means that all students are taught together in the same classroom about religion and religions from grade one until secondary school. Today, similar to the Swedish population, many RE teacher students have immigrant backgrounds. Some of these teacher students have therefore experienced RE as part of their Swedish school education and also in their country of origin where RE is divided based on denomination. This paper analyzes the experiences of the teacher students who have experienced these two RE types and explored the connections with international knowledge transfer
ER  - 

TY  - JOUR
T1  - The importance of music in preschool teacher education
T2  - Australian Journal of Teacher Education
SN  - 0313-5373
A1  - Ehrlin, Anna
A1  - Gustavsson, Hans Olof
PY  - 2015
VL  - 7
IS  - 40
SP  - 32
EP  - 42
DO  - 10.14221/ajte.2015v40n7.3
LA  - eng
PB  - : Edith Cowan University
AB  - At a few universities in Sweden students can chose a preschool teacher education programme with a music profile. At one of these universities, a study was undertaken that aimed to explore student teachers' understanding of self as musician, their future professional role as a preschool teacher and how the education equips for that. Sixteen students participated in focus group interviews, and thirty students answered a questionnaire. The study shows that almost three-quarters of the students did not choose the music profile for the sake of the specific profile in music. Instead, it happened that this was the programme they managed to get into or they found the location of the education suitable. How, then, to develop the design of a music profile that prepares preschool teacher students to become skilled leaders and a source of inspiration for music in preschools?.
ER  - 

TY  - JOUR
T1  - The transformation of creativity in entrepreneurial learning in teacher education: a critical reflection.
T2  - Australian Journal of Teacher Education
SN  - 0313-5373
A1  - Ehrlin, Anna
PY  - 2016
VL  - 6
IS  - 41
SP  - 35
EP  - 51
DO  - 10.14221/ajte.2016v41n6.3
LA  - eng
PB  - : Edith Cowan University
KW  - entrepreneurial learning
AB  - The purpose of this study is to examine how students on a teacher education programme interpret entrepreneurial learning. The study was performed in Sweden, based on a design theoretical and multimodal perspective on learning and communication which provides the basis for how we understand learning processes in early teacher education. The sample consists of course literature, teachers' PowerPoint presentations and handouts, and narrative texts written by students. The meaning given to entrepreneurial learning is presented from the analysis of the setting, in the teaching materials and the transformation in the students' texts. We conclude that entrepreneurial learning seeks to challenge traditional, authoritarian ways of teaching. However, it appears to be necessary in order to develop entrepreneurial abilities. There is a difficulty in finding a balance between control and freedom.
ER  - 

TY  - JOUR
T1  - Student teachers’ task perceptions of democracy in their future profession – a critical discourse analysis of students’ course texts
T2  - Australian Journal of Teacher Education
SN  - 1835-517X
A1  - Edling, Silvia
A1  - Liljestrand, Johan
PY  - 2018
VL  - 7
IS  - 43
SP  - 82
EP  - 97
DO  - 10.14221/ajte.2018v43n7.5
LA  - eng
PB  - : Edith Cowan University
KW  - innovative learning
KW  - innovativt lärande
AB  - The education system is still important for establishing and maintaining democracy in society. In relation to this, it is reasonable to suggest that teachers’ different interpretations of their mission to teach for democracy will influence their teaching practices. The purpose of this paper is to shed light on student teachers’ task perceptions as a dimension of their professional role to teach for democracy in school. An analysis of Swedish student teachers’ course texts written as an assignment during a course focusing on democracy is conducted using critical discourse analysis as an analytical tool. The task perceptions are described according to two main discourses: as narrow and broad approaches to teaching for democracy. These two approaches are further analyzed in terms of two corresponding strategies for teacher professionalism: outside-in professionalism and inside-out professionalism. The result partly confirms earlier studies of student teachers, where narrow approaches to democracy have been found to be most common.
ER  - 

TY  - JOUR
T1  - New Initiatives for Building Education for Sustainability in Initial Early Childhood Teacher Education in Sweden - Critical Aspects and Noticeable Needs
T2  - Australian Journal of Teacher Education
SN  - 0313-5373
A1  - Ärlemalm-Hagser, Eva
A1  - Gustavsson, Laila
A1  - Thulin, Susanne
A1  - Evans, Neus
PY  - 2022
VL  - 5
IS  - 47
SP  - 67
EP  - 79
DO  - 10.14221/ajte.2022v47n5.5
LA  - eng
PB  - : Edith Cowan University
KW  - education for sustainability
AB  - There is an identified need for research capable of enhancing understanding of effective practice in the embedding of Education for Sustainability (EfS) in Initial Early Childhood Teacher education (IECTE). Research further finds that innovative teaching strategies are needed to build new teachers' capacity to prepare future citizens to manage critical sustainability challenges. This study meets this need by investigating how EfS is implemented in two IECTE programmes at two Swedish universities where EfS is embedded throughout the years of study, and the learning students demonstrate at the end of the programmes in relation to EfS. Findings reveal that students demonstrate a range of understandings related to EfS and the role of the early childhood teacher in EfS. Findings further suggest there is an overall need to deepen IECTE students' EfS theoretical and pedagogical content knowledge to enable them to close a gap between the theory and teaching of EfS in early childhood education settings.
ER  - 

TY  - JOUR
T1  - ‘Throwntogetherness’: a travelling conversation on the politics of childhood, education and what a teacher does
T2  - Revista Eletrônica de Educação
SN  - 1982-7199
A1  - Kohan, Walter O.
A1  - Olsson, Liselott Mariett
A1  - Aitken, Stuart C.
PY  - 2015
VL  - 3
IS  - 9
SP  - 411
EP  - 427
DO  - 10.14244/198271991421
LA  - eng
PB  - : Universidade Federal de São Carlos
KW  - throwntogetherness
KW  - politics of childhood
KW  - education
AB  - This paper was written in a process of “throwntogetherness” for three academics - a Swedish pedagogue from France, a Scottish geographer from California, and an Argentinian philosopher from Brazil – over two and a half weeks in Brazil.
ER  - 

TY  - JOUR
T1  - Health in everyday teaching practice in Sweden: a social pedagogical analysis of high school teachers’ descriptions
T2  - International Journal of Social Pedagogy
SN  - 2051-5804
A1  - Hammerin, Zofia
A1  - Basic, Goran
PY  - 2024
VL  - 1
IS  - 13
SP  - 1
EP  - 12
DO  - 10.14324/111.444.ijsp.2024.v13.x.007
LA  - eng
PB  - : UCL Press
KW  - school practice
KW  - teacher identities
KW  - student identities
KW  - student health work
KW  - sociologi med utbildningsvetenskaplig inriktning
KW  - sociology education
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
KW  - social pedagogy
KW  - socialpedagogik
AB  - This article aims to contribute a social pedagogical perspective of high school teachers’ descriptions of working with student health in their teaching practice in Sweden. Ten high school teachers were interviewed. The teachers considered their student health work as consisting of two main aspects: creating a good relationship and helping the students to succeed. These aspects are implicitly and explicitly described as comprising the recognition of the actors’ social and pedagogical identities. This study shows that social pedagogical recognition is significant for common success in school practice in relation to student health work. Clarifying the teachers’ responsibility and competence in student health work and strengthening teachers in their identity as health promoters could improve student health practice.
ER  - 

TY  - BOOK
T1  - A Grammar of Elfdalian
A1  - Sapir, Yair
A1  - Lundgren, Olof
PY  - 2024
DO  - 10.14324/111.9781787355392
LA  - eng
PB  - UCL Press
AB  - Boken innehåller en beskrivning av den senklassiska älvdalskan, dess grammatik och fonologi älvdalskans nuvarande förhållanden och status samt texter på älvdalska.
ER  - 

TY  - JOUR
T1  - The educational power of heritage sites
T2  - History Education Research Journal (HERJ)
SN  - 2631-9713
A1  - Stolare, Martin
A1  - Ludvigsson, David
A1  - Trenter, Cecilia
PY  - 2021
VL  - 2
IS  - 18
SP  - 264
EP  - 279
DO  - 10.14324/herj.18.2.08
LA  - eng
PB  - : UCL Press
KW  - primary school
KW  - teachers
KW  - history education
KW  - heritage sites
KW  - affective practices
KW  - grundskolan
KW  - lärare
KW  - historieundervisning
KW  - kulturarv
KW  - historiska platser
KW  - affektiva praktiker
AB  - The aim of this article is to problematise the use of visits to heritage sites in history education in primary school. The empirical basis for the study is a questionnaire and interviews with teachers in Sweden. Theoretically, the perspective is linked to the discussion of affective practices. The results show the connection that some, but not all, teachers recognise between different forms of historical knowledge. According to these teachers, visits to heritage sites activate the sensory experiences of the pupils, which has a positive impact on the pupils’ learning. Two ideal approaches can be discerned when it comes to the use of visits to heritage sites in history education. Such visits form either a teacher-driven, integral part of the education, or the teacher assigns the display of the site to local guides. The two approaches can be related to the history subject that appears in education, although this is ultimately determined by the educational setting.
ER  - 

TY  - JOUR
T1  - The educational power of heritage sites
T2  - History Education Research Journal (HERJ)
SN  - 2631-9713
A1  - Stolare, Martin
A1  - Ludvigsson, David
A1  - Trenter, Cecilia
PY  - 2021
VL  - 2
IS  - 18
SP  - 264
EP  - 279
DO  - 10.14324/HERJ.18.2.08
LA  - eng
PB  - : Science open
AB  - The aim of this article is to problematise the use of visits to heritage sites in history education in primary school. The empirical basis is a questionnaire and interviews with teachers in Sweden. Theoretically, the perspective is linked to the discussion of affective practices. The results show the connection that some, but not all, teachers recognise between different forms of historical knowledge. According to these teachers, visits to heritage sites activate the sensory experiences of the pupils, which has a positive impact on the pupils’ learning. Two ideal approaches can be discerned when it comes to the use of visits to heritage sites in history education. Such visits form either a teacher-driven, integral part of the education, or the teacher assigns the display of the site to local guides. The two approaches can be related to the history subject that appears in education, although this is ultimately determined by the educational setting.
ER  - 

TY  - JOUR
T1  - Controversial issues and the nature of history: teachers’ views on controversial historical issues in Swedish lower secondary school
T2  - History Education Research Journal (HERJ)
SN  - 2631-9713
A1  - Åström Elmersjö, Henrik
A1  - Persson, Anders
PY  - 2023
VL  - 1
IS  - 20
EP  - 1
DO  - 10.14324/HERJ.20.1.08
LA  - eng
PB  - London : UCL Press
KW  - controversial issues
KW  - sweden
KW  - history teaching
KW  - epistemology
KW  - historia med utbildningsvetenskaplig inriktning
KW  - history of education
KW  - de samhällsorienterande ämnenas didaktik
AB  - Controversial issues are often regarded as abundant in history education. Most topics can be regarded as controversial in one way or another. The purpose of this article is to analyse the way history teachers in Swedish lower secondary schools relate controversial issues to a particular view of the nature of the subject of history. By analysing statements from six teacher interviews which centred on the risks and opportunities associated with teaching about controversial issues, the authors were able to see a clear relation between views on controversial issues and views on the nature of history as such. The teachers’ reactions to the introduction of controversial issues, whether introduced by the teacher or by the students, was in many cases directly related to a specific view of the subject itself and its epistemological nature.
ER  - 

TY  - JOUR
T1  - ‘Shameful histories’: shame and sex perceived by secondary school students in history education
T2  - History Education Research Journal (HERJ)
SN  - 2631-9713
A1  - Haltorp, Hära Jess
A1  - Backman Prytz, Sara
A1  - Danielsson, Anna
A1  - Almqvist, Jonas
PY  - 2024
VL  - 1
IS  - 21
EP  - 1
DO  - 10.14324/herj.21.1.07
LA  - eng
PB  - : UCL Press
KW  - history education
KW  - relationship and sex education
KW  - gender
KW  - sexuality
KW  - shame
KW  - curriculum studies
AB  - A challenge for history education in Sweden involves integrating questions regarding relationships and sex education. The purpose of this article is to explore how students and teachers relate historical narratives about women’s sexuality between the past and present, with a particular focus on students’ discussion of shame. To analyse shame as something beyond the individual, we focus on the interrelationship of gender, sexuality and shame. The study builds on a poststructural understanding of gender, norms, sexuality and subjectification. The data comprise video-recorded classroom observations, focus group interviews with 16–19-year-old students, and interviews with their teachers. The findings are structured into two themes: shame as regulating women’s sexuality, and sexualised shame as a historical continuity. We conclude that it is highly challenging for a history teacher to construe a classroom environment that breaks with traditional historiography without resorting to a fragmentation of history into isolated case studies of the spectacular.
ER  - 

TY  - JOUR
T1  - Governance of Swedish school mathematics — where and how did it happen?: A study of different modes of governance in Swedish school mathematics, 1910-1980
T2  - Espacio, Tiempo y Educación
SN  - 2340-7263
A1  - Prytz, Johan
PY  - 2017
VL  - 2
IS  - 4
SP  - 43
EP  - 72
DO  - 10.14516/ete.180
LA  - eng
PB  - Salamanca : FahrenHouse
KW  - governance
KW  - reform
KW  - mathematics education
KW  - sweden
KW  - 20th century
KW  - primary schools
KW  - lower secondary schools
AB  - The aim of this paper is to revise a standard narrative about governance of the Swedish school system in the period of 1910-1908. According to this narrative, the Swedish school system was centralized during this period. However, this narrative does not fit the history of Swedish mathematics education (years 1-9). The research questions are: where in the school system was change initiated and how was change enforced? On the basis of studies of syllabi, textbooks, teaching literature, teacher journals and reports from investigations and development projects, different modes of governance of school mathematics are identified. The main results are that textbook producers rather than national syllabi and exams were drivers of change in the period 1910-1960. Moreover, the centralized attempts to change school mathematics, prepared in the 1960s, were soon abandoned in the early 1970s. Thus, centralized governance of Swedish school mathematics, with the ambition to achieve change, was something that took effect relatively late and during a very short period of time.
ER  - 

TY  - CONF
T1  - Digital literacy and sustainability: a field study in EFL teacher development
T2  - CALL communities and culture
A1  - Allen, Christopher
A1  - Berggren, Jan
PY  - 2016
SP  - 14
EP  - 19
DO  - 10.14705/rpnet.2016.eurocall2016.531
LA  - eng
PB  - : Research-publishing.net
KW  - digital literacy
KW  - exploratory practice
KW  - in-service training
KW  - engelska med didaktisk inriktning
KW  - english education
AB  - This project introduces the concept of digital literacy at a practical level to a group of EFL teachers within the context of a single work place; a technologically well-resourced upper secondary school in Sweden. English teachers were provided with a theoretical and practical overview of the digital literacy concept as described by Dudeney, Hockly, and Pegrum (2013) before being given the task of each teaching a lesson. The teachers’ reflective experiences of incorporating digital literacy into advanced level English teaching were then evaluated through a focus group interview. The results obtained show the efficacy of incorporating small scale exploratory practice research projects alongside busy teaching schedules and administrative demands as well as developing teachers’ perspectives on Information and Communications Technology (ICT) in the English as a Foreign Language (EFL) classroom. In addition, the project has promoted synergies and collaboration among a school staff engaged in the long-term goal of continued professional development.
ER  - 

TY  - CONF
T1  - Intercultural exchanges among pre-service teachers in Israel and Sweden as a path of introduction into the epistemology and practice of teaching
T2  - CALL and professionalisation
A1  - Allen, Christopher
A1  - Hadjistassou, Stella
A1  - Richardson, David
A1  - Waldman, Tina
PY  - 2021
SP  - 18
EP  - 22
DO  - 10.14705/rpnet.2021.54.1302
LA  - eng
PB  - : Research-publishing.net
KW  - intercultural exchange
KW  - intercultural digital literacy
KW  - teacher training
KW  - engelska med didaktisk inriktning
KW  - english education
AB  - This paper presents the outcomes of a short intercultural exchangeproject involving pre-service English as a Foreign Language (EFL) teacher trainingestablishments in Sweden and Israel. The project comprised three online meetingsrecorded in Zoom in which student teachers gave feedback on each other’s projectassignments involving lesson planning and the use of spoken English in theclassroom. The sessions were moderated by a highly experienced teacher trainerwith contributions from other teacher trainers in the institutions involved. Withrestrictions imposed on physical meetings and student mobility by the Covid-19pandemic, the exchange helped to shed light on a number of perennial issues inEnglish language teaching methodology and offers a feasible model for futuresustainable virtual exchanges in EFL teacher training.
ER  - 

TY  - JOUR
T1  - Beliefs and experiences in the English classroom: Perspectives of Swedish primary school learners
T2  - Studies in second language language teaching and learning
SN  - 2084-1965
A1  - Nilsson, Maria
PY  - 2020
VL  - 2
IS  - 10
SP  - 257
EP  - 281
DO  - 10.14746/ssllt.2020.10.2.3
LA  - eng
PB  - : Adam Mickiewicz University Poznan
KW  - young language learners
KW  - learner beliefs
KW  - target language use
KW  - foreign language anxiety
KW  - sense of agency
KW  - litteraturdidaktik
KW  - språkdidaktik
KW  - language education
AB  - This study investigates how Swedish learners make sense of and perceive English instruction and the process of foreign language learning in a target language-only primary school classroom. In small group discussions, 26 learners aged 9-10 were audio recorded while discussing questions related to their language learner beliefs and their classroom experiences. Learners expressed a strong consensus about the importance of both the teacher’s extensive target language input and the learners’ oral engagement, in alignment with the beliefs of the teacher. However, the analysis identified three mismatches among high anxiety learners in this context, related to incomprehensible teacher talk, social fear of making mistakes and classroom organization. As their voiced beliefs were at odds with their emotionally guided behavior of refraining from asking questions or volunteering to speak, their sense of agency was reduced. In this context, the target language-only approach appeared to have a negative impact on the emotional, organizational and instructional dimensions of foreign language instruction for many of the young learners. The findings illustrate the interrelated dynamics of beliefs, emotions and classroom context, and contribute to our understanding of learners’ foreign language anxiety and sense of agency in the primary foreign language classroom.
ER  - 

TY  - CHAP
T1  - History and Ethic in Pre-Revolutionary Sweden
T2  - Nordic paths to modernity
A1  - Hallberg, Peter
PY  - 2012
SP  - 111
EP  - 142
DO  - 10.1515/9780857452702-007
LA  - eng
PB  - : Berghahn Books
KW  - sweden
KW  - eighteenth century
KW  - civil society
AB  - The purpose of this chapter is to analyze how historians and other writers in eighteenth-century Sweden conceived of the social benefits of history writing within the context of what they considered a modern(izing) enlightened polity. In the 1740s and 1750s the benefits of history were discussed in the context of an ongoing enlightenment discourse on society that stipulated a close relationship between knowledge about the past and values like civility, virtue and patriotism. Virtually all of the speeches that are analyzed in this article refer to how historical reflection is a social practice that creates civic bonds between individuals and groups, bonds that constitute the premises for the creation and prosperity of a modern civil society and for a collective identity based on civic, as opposed to religious, foundations. The first two sections of the chapter recreate some aspects of the discourse on society in Sweden around the middle of the century by considering contemporary notions of enlightenment and civil society respectively. The third section shows in more detail how contemporaries argued that moral education was the most powerful instrument to create a community based on fellowship rather than force. A fourth section specifically analyzes texts that articulated the notion of history as a teacher of modern sociability, which is then specified in a final section that considers contemporary ideas about the advantages of visual and written historical media – statues and biographies respectively – to engage broader segments of society in the civilizing project.
ER  - 

TY  - CHAP
T1  - National graduate schools in language education: Dimensions of collaboration and reciprocity
T2  - I Erickson, G., Bardel, C., & Little, D. (eds.), Collaborative Research in Language Education: Reciprocal Benefits and Challenges
SN  - 1868-6362
A1  - Bardel, Camilla
A1  - Erickson, Gudrun
PY  - 2023
SP  - 179
EP  - 194
DO  - 10.1515/9783110787719
LA  - eng
PB  - Berlin/Boston : De Gruyter Mouton
AB  - According to the Swedish Education Act, all education should be based on scientific knowledge and documented experience. Since 2008, the Swedish government has acted on this by funding national graduate schools to enable teachers and teacher educators to undertake educational research leading to an academic degree. In this chapter, we describe and discuss two such schools in language education. One brought ten lower and upper secondary teachers to a licentiate degree; the other is bringing nine language teacher educators to a PhD. The design of both programmes entailed collaboration at various levels, between Swedish universities – four in the first programme, three in the second – and between the participants in the research schools and national and international colleagues attached to the programmes as readers and discussants. A characteristic aspect of the two graduate schools that the chapter pays special attention to, highlighting benefits for the parties involved, is the reciprocity embedded in the pedagogical model used, which encompasses graduate students, researchers, schools, teachers and pupils, universities, and educational authorities.
ER  - 

TY  - CHAP
T1  - Pedagogy and the Humanities: Changing Boundaries in the Academic Map of Knowledge, 1860s–1960s
T2  - The Humanities and the Modern Politics of Knowledge
A1  - Landahl, Joakim
A1  - Larsson, Anna
PY  - 2022
SP  - 81
EP  - 103
DO  - 10.1515/9789048555024-004
LA  - eng
PB  - Amsterdam : Amsterdam University Press
KW  - humanities
KW  - organization of knowledge
KW  - sweden
AB  - This chapter traces the history of the relation between pedagogy and the humanities from a long time-perspective, spanning the 1860s to the 1960s. Focusing on boundary drawing processes, we distinguish two major shifts in which pedagogy established itself as a distinct discipline. The first consisted of a separation from philosophy, the second of a separation from psychology. Through and along this process, pedagogy became increasingly separated from the humanities and ended up in the new social science faculty in the 1960s. As pedagogy also got a central role in the new professional teacher education outside of the universities, its position as a non-humanistic discipline became manifest.
ER  - 

TY  - JOUR
T1  - Narrative Didactics in Mathematics Education: Results from a University Geometry Course
T2  - Open Education Studies
SN  - 2544-7831
A1  - Brandl, Matthias
A1  - Vinerean-Bernhoff, Mirela
PY  - 2023
VL  - 1
IS  - 5
EP  - 1
DO  - 10.1515/edu-2022-0186
LA  - eng
PB  - : De Gruyter Open
KW  - narrative didactics
KW  - teacher education
KW  - mathematical maps
KW  - technology
AB  - In a Swedish second semester course on Euclidean and non-Euclidean geometry in mathematics education at Karlstad University, a bridging teaching strategy comprising elements from Mathematics, Didactics, History, Literature, and Technology was applied by using the concept of Narrative Didactics and Digital Interactive Mathematical Maps developed by the Professorship for Didactics of Mathematics at the University of Passau, Germany. The complete assessment of the teaching strategy comprised both an evaluation of the technological and the narrative didactical scaffolding and was partly analysed previously concerning especially the technology acceptance aspect, while here we broaden and deepen the evaluation analysis of the application of narrative didactic elements. Regarding the latter, at the end of the course, students were asked to formulate a short historical-oriented narrative motivation for a school topic of own choice with the help of information provided by the timeline of the Mathematical Map. A representative example of these art-combining products is presented and evaluated according to elements of narrative didactics. Results indicate a fruitful, promising, and synergetic connection between different fields of Science, Technology, Engineering, the Arts, and Mathematics that can lead to a richer and more sustainable learning process in mathematics lessons both at university and school level.
ER  - 

TY  - JOUR
T1  - Translanguaging through an advocacy lens: The roles of multilingual classroom assistants in Sweden
T2  - European Journal of Applied Linguistics
SN  - 2192-9521
A1  - Dávila, Liv T.
A1  - Bunar, Nihad
PY  - 2020
VL  - 1
IS  - 8
SP  - 107
EP  - 126
DO  - 10.1515/eujal-2019-0012
LA  - eng
PB  - : Walter de Gruyter GmbH
KW  - refugee students
KW  - multilingual assistance
KW  - translanguaging
KW  - advocacy
AB  - This article examines the intersection between teacher agency and national language policy in Sweden. We present data from qualitative research across multiple urban Swedish school districts that explores the experiences and perspectives of multilingual classroom assistants (MCAs) on their work and in relation to national and district-level policies. We interrogate what it means to uphold translanguaging stances in otherwise monolingual Swedish classrooms. Data showcase the complexity with which MCAs articulate their roles as advocates for their students in translanguaging spaces, and in relation to school, district, and national policies. This inquiry also uncovers the need to position the experiences of MCAs more centrally in educational policy to support alternative visions for inclusion of newly arrived migrant students in school. It concludes with insights regarding the multifaceted nature of teacher advocacy and its relevance to future scholarship on the education of newly arrived migrant children.
ER  - 

TY  - JOUR
T1  - Teacher Attitudes Toward Game-based Learning in History Education
T2  - International Journal of Information and Communication Technologies in Education
SN  - 1805-3726
A1  - Mozelius, Peter
A1  - Hernandez, Wilfredo
A1  - Sällström, Johan
A1  - Hellerstedt, Andreas
PY  - 2016
VL  - 2
IS  - 5
SP  - 29
EP  - 50
DO  - 10.1515/ijicte-2016-0007
LA  - eng
PB  - : Walter de Gruyter GmbH
KW  - keywords game-based learning
KW  - gbl
KW  - history education
KW  - digital games
KW  - tangential learning
AB  - Game-based learning (GBL) is an emerging field reaching new contexts.  Research has reported about students’ rich use of digital games and the learning potential of GBL in traditional school subjects. Digital games have been tested as educational tools in various subjects in Swedish schools during the last decade, in areas such as teaching and learning of history and foreign languages. However, there is a lack of detailed research on attitudes toward the use of GBL in history education.Main aim of the study was to examine and discuss attitudes toward an increased use of digital games in formal history education. Earlier studies have analysed students’ opinions and preferences, but this study has a focus on the teacher perspective and on which design factors are important if digital games should be an alternative for self-learning in history education. The research approach has been qualitative cross-sectional study where secondary school teachers have answered questionnaires with open-ended questions on their view of didactics and the use of GBL in formal education. All selected respondents are registered as professional secondary school history teachers.  Furthermore, teachers have described their own gaming habits and their game design preferences. Findings show that a majority of the informants have good knowledge about digital games with historical setting and also a positive attitude toward an increased use of GBL. Secondary school teachers also have a tradition of using various media in their teaching and learning activities and there are neither any regulations against an increased use of digital games. An important aspect of history education, where digital games might not the first choice, is in the description of the main changes and influence of a historical époque. Authors’ recommendation is to use games that can enable tangential learning where the gaming sessions could be seen as appetisers for further and deeper learning.
ER  - 

TY  - JOUR
T1  - Teacher Attitudes Toward Game-based Learning in History Education
T2  - International Journal of Information and Communication Technologies in Education
SN  - 1805-3726
A1  - Mozelius, Peter
A1  - Hernandez, Wilfredo
A1  - Sällström, Johan
A1  - Hellerstedt, Andreas
PY  - 2018
VL  - 4
IS  - 6
SP  - 27
EP  - 35
DO  - 10.1515/ijicte-2017-0017
LA  - eng
PB  - : Walter de Gruyter GmbH
KW  - game-based learning
KW  - gbl
KW  - history education
KW  - digital games
KW  - tangential learning 1
AB  - Game-based learning (GBL) is an emerging field reaching new contexts. Research has reported about students’ rich use of digital games and the learning potential of GBL in traditional school subjects. Digital games have been tested as educational tools in various subjects in Swedish schools during the last decade, in areas such as teaching and learning of history and foreign languages. However, there is a lack of detailed research on attitudes toward the use of GBL in history education.Main aim of the study was to examine and discuss attitudes toward an increased use of digital games in formal history education. Earlier studies have analysed students’ opinions and preferences, but this study has a focus on the teacher perspective and on which design factors are important if digital games should be an alternative for self-learning in history education. The research approach has been qualitative cross-sectional study where secondary school teachers have answered questionnaires with open-ended questions on their view of didactics and the use of GBL in formal education. All selected respondents are registered as professional secondary school history teachers. Furthermore, teachers have described their own gaming habits and their game design preferences.Findings show that a majority of the informants have good knowledge about digital games with historical setting and also a positive attitude toward an increased use of GBL. Secondary school teachers also have a tradition of using various media in their teaching and learning activities and there are neither any regulations against an increased use of digital games. An important aspect of history education, where digital games might not the first choice, is in the description of the main changes and influence of a historical époque. Authors’ recommendation is to use games that can enable tangential learning where the gaming sessions could be seen as appetisers for further and deeper learning.
ER  - 

TY  - JOUR
T1  - Ecclesiastical Policies on Education: A democratic game of winners and losers?
T2  - International Journal of Practical Theology
SN  - 1430-6921
A1  - Aldrin, Viktor
PY  - 2024
VL  - 1
IS  - 28
SP  - 26
EP  - 38
DO  - 10.1515/ijpt-2022-0016
LA  - eng
PB  - : Walter de Gruyter GmbH
KW  - ecclesiastical policy
KW  - education
KW  - policy
KW  - church of sweden
KW  - church pf england
KW  - religious education
KW  - practical theology
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - In the post-secular societies of Northern Europe, Christian denominations have had to re-construct their identities as educational agents. This article focuses on the Church of England and the Church of Sweden, and their changed self-identification as expressed in their educational policy documents. Whereas the Church of England’sdiscourses are of partnership and business competition, the Church of Sweden’sdiscourses are about the Apocalypse and external threats. These approaches areanalysed using Habermas’ concept of religion, identifying a transformation of religious language into secular argumentation to become viable in the secular public space. The question posed is: “Is theology becoming a losing proposition in Northern Europe?"
ER  - 

TY  - JOUR
T1  - Teacher’s conceptions of quality in dance education expressed through grade conferences
T2  - Journal of Pedagogy
SN  - 1338-1563
A1  - Andersson, Ninnie
PY  - 2016
VL  - 2
IS  - 7
SP  - 11
EP  - 32
DO  - 10.1515/jped-2016-0014
LA  - eng
PB  - : Walter de Gruyter
KW  - conceptions of quality
KW  - assessment
KW  - grade conference
KW  - life-world phenomenology
KW  - dance education
KW  - education
AB  - The aim of the study is to illuminate a teacher‘s conceptions of quality expressed through verbal and non-verbal actions in relation to summative assessments of dance knowledge. The following research questions are considered in the study: What conceptions of quality emerge during grade conferences? In what ways do teacher’s conceptions of quality reflect knowledge hierarchies? How do the teacher’s and student’s conceptions of quality relate to each other? To grasp the phenomenon, material was gathered during observations in a Swedish upper secondary school and from the teacher’s written reflections. Individual grading conversations were observed between the teacher and ten students attending a course called Dance technique 1. In the analytical process, the phenomenon was seen, broadened out, varied, and then condensed into two themes: conceptions of quality expressed through the teacher‘s focus on abilities and conceptions of quality expressed through views on the progression of dance knowledge.
ER  - 

TY  - JOUR
T1  - Interactional role shift as communicative project in student teachers' oral presentations
T2  - Multimodal Communication
SN  - 2230-6579
A1  - Christensson, Johan
PY  - 2020
VL  - 2
IS  - 9
EP  - 2
DO  - 10.1515/mc-2020-0008
LA  - eng
PB  - : Walter de Gruyter GmbH
KW  - teacher education
KW  - communicative project
KW  - mediated discourse analysis
KW  - nexus analysis
KW  - role shift
KW  - scandinavian languages
AB  - Focusing on Swedish student teachers’ oral presentations in a rhetoric class, this article studies interactional role shift as a multimodal practice. The role shifts under scrutiny concern shifting from student teacher to teacher, thus anticipating the students’ future profession. A central feature of the article is a discussion of how role shift may be conceptualised as a communicative project, thus highlighting the different modes of communication used by the students, and consequently to examine its potential as a facilitator of students’ professional and academic development. The data was collected using an ethnographical approach, resulting in a collection of 21 video-recorded oral presentations, together with other relevant semiotic resources. The data is analysed by the employment of concepts from nexus analysis and the notion of communicative projects. Through a discourse analytical approach to social action in interaction, the analysis shows how role shifts are constructed of patterns of smaller actions that add up to three primary actions: setting the scene, changing perspective, and performing the new role. These primary actions are multimodally chained together, and the results demonstrate how social actors use instructional texts in combination with multimodal recourses in order to perform their role shifts.
ER  - 

TY  - JOUR
T1  - Playing the game and speaking the right language: Language policy and materiality in a bilingual preschool activity
T2  - Multilingua - Journal of Cross-cultural and Interlanguage Communication
SN  - 0167-8507
A1  - Martín-Bylund, Anna
PY  - 2017
VL  - 4
IS  - 36
SP  - 477
EP  - 499
DO  - 10.1515/multi-2016-0021
LA  - eng
PB  - Berlin : Mouton de Gruyter
KW  - language policy
KW  - bilingualism
KW  - flexible-separate
KW  - actor-network theory (ant)
KW  - material-semiotic
KW  - human and nonhuman
KW  - early childhood education
AB  - What are the material-semiotic relationships between a language policy and a table game activity in a bilingual preschool? Using Actor-Network Theory (ANT), the aim of this article is to explore this question, working with both human and nonhuman aspects of the activity, symmetrically, at the same level. The game playing activity takes place at a bilingual, Spanish-Swedish preschool in Sweden, which adopts a 50-50 approach in daily interaction. In interplay with video recordings, field notes and Actor-Network Theory, four different actor-network scenes of the activity are produced. Children, teacher, game pieces, die, cards, linguistic and other elements are described in the same language, as well as symmetrically drawn together in material-semiotic relations. The results indicate that the activity revolves mainly around two different, multilayered, and sometimes conflicting interests: to play the game and to speak the right language. The article describes the interrelatedness between these interests and how bilingualism emerges, transforms and becomes temporarily different in the relations of the actor-network. The approach opens up new avenues for understanding different constructions of bilingualism not in terms of a flexible-separate dichotomy but as entangled with one another in material-semiotic relations, which may illuminate creative potentials in the relations of policy and practice rather than implementation.
ER  - 

TY  - JOUR
T1  - Adjusting to linguistic diversity in a primary school through relational agency and expertise: a mother-tongue teacher team’s perspective
T2  - Multilingua - Journal of Cross-cultural and Interlanguage Communication
SN  - 0167-8507
A1  - Hedman, Christina
A1  - Magnusson, Ulrika
PY  - 2022
VL  - 1
IS  - 42
SP  - 139
EP  - 164
DO  - 10.1515/multi-2021-0070
LA  - eng
PB  - : Walter de Gruyter GmbH
KW  - linguistic inclusion
KW  - literature
KW  - mother tongue instruction
KW  - multilingualism
KW  - relational agency
KW  - språkdidaktik
KW  - language education
KW  - tvåspråkighet
KW  - bilingualism
AB  - This paper explores the role of collaborative teacher agency in facilitating translingual adjustments in a linguistically diverse primary school in Sweden. We focus on three multicompetent language teachers, who taught minoritized languages in the marginalized Mother Tongue (MT) subject, Modern Languages, and offered Multilingual Study Mentoring. Drawing from ethnographic fieldwork, including teacher interviews and fieldnotes from everyday MT practices and preparations for an annual musical performance, we investigated how the teachers adjusted to the students’ multilingual repertoires through relational agency and distributed expertise (Edwards, A. 2011. Building common knowledge at the boundaries between professional practices: Relational agency and relational expertise in systems of distributed expertise. International Journal of Educational Research 50(1). 33–39). These adjustments affected the offered language provisions beyond what was required, based on students’ linguistic competencies and parental involvement. Didactic adjustments also afforded migrant students literary experiences that starkly contrasted with the limited literacy content in beginner courses in Swedish. These “responsive professional actions” (Edwards, A. 2011. Building common knowledge at the boundaries between professional practices: Relational agency and relational expertise in systems of distributed expertise. International Journal of Educational Research 50(1). 33–39, p. 39) thus impacted on the students’ opportunities for multilingual development, expanded language registers, including verbal art, and linguistic inclusion. Through these actions, language was reformulated as asset, and we find that an ethics of care (Watkins, M. 2011. Teachers’ tears and the affective geography of the classroom. Emotion, Space and Society 4(3). 137–143) was closely intertwined with this relational agency. The findings contribute new knowledge on the role of collaborative teacher agency in diverse settings also of relevance to other national contexts.
ER  - 

TY  - JOUR
T1  - Language norms in L2 education for adult migrants: translanguaging pedagogy in the age of mobility
T2  - Multilingua - Journal of Cross-cultural and Interlanguage Communication
SN  - 0167-8507
A1  - Norlund Shaswar, Annika
PY  - 2021
VL  - 3
IS  - 41
SP  - 341
EP  - 358
DO  - 10.1515/multi-2021-0123
LA  - eng
PB  - : Walter de Gruyter
KW  - linguistically heterogeneous classrooms
KW  - swedish for immigrants
KW  - translanguaging pedagogy
KW  - language teaching and learning
KW  - språkdidaktik
AB  - International mobility has caused a need for language education where adults can learn the language(s) used in their new country. In Sweden, the language programme SFI (Swedish for immigrants) provides basic second language education for adult immigrants. For those learners who are not yet functionally literate, basic literacy education is included. This article aims to explore the concept translanguaging pedagogy in relation to the articulated and embodied language norms of one SFI teacher. The empirical data, produced by ethnographic methodology, consists of classroom observations and semi-structural interviews.The method of analysis comprises a set of sociolinguistic questions, three categories of language norms (double monolingualism, integrated bilingualism andpolylingualism) and discourse analysis, centering on deictics, indexical signs andreported speech. Findings show that although the teacher does engage in translanguaging practices, her teaching practices cannot be referred to as translanguaging pedagogy because she has made no deliberate decision to include the students’ full linguistic repertoires and there are contradictions both within and between her articulated and embodied language norms. It is concluded that it is crucial for educational development in contexts characterised by mobility that teachers in linguistically heterogeneous classrooms increase their awareness of their language norms and the students' linguistic resources
ER  - 

TY  - JOUR
T1  - Raising awareness about gender and language among teacher-training students: A cross-cultural approach
T2  - Open Linguistics
SN  - 2300-9969
A1  - Deutschmann, Mats
A1  - Steinvall, Anders
A1  - Lindvall-Östling, Mattias
PY  - 2021
VL  - 1
IS  - 7
SP  - 666
EP  - 684
DO  - 10.1515/opli-2020-0181
LA  - eng
PB  - : De Gruyter Open
AB  - In accordance with the Education 2030 agenda for sustainable development goals, the aim of this study is to contribute to gender-sensitive teacher training and learning environments using matched guise-inspired methods. The article offers an account of activities aimed at raising awareness of issues related to linguistic gender stereotyping among teacher trainees in Sweden and the Seychelles. The cross-cultural comparative approach also provided an opportunity to raise students' awareness of how gender stereo-typing is culture-related, and therefore may differ depending on cultural context. Results show that there seems to be significant differences in how Swedish and Seychellois teacher trainees stereotype men and women. While both groups seem to associate typically feminine linguistic behaviour with features accommodated under Cuddy et al.'s (2008, "Warmth and competence as universal dimensions of social perception: The stereotype content model and the BIAS map." Advances in Experimental Social Psychology 40, 61-149) "warmth dimension" (signalling interest, for example), behaviours typically associated with agentic behaviour and the competence dimension, such as taking space in a conversation and forcefully arguing one's case, seem to be regarded as relatively masculine in Sweden, but not in the Seychelles, arguably a result of a generally negative construction of masculinity in the Seychelles. Based on the responses from a post-survey, it is evident that a majority of those who participated in the exercise gained new insights into the mechanisms of gender stereotyping, knowledge that they also could relate to themselves and their own behaviour.
ER  - 

TY  - JOUR
T1  - Ecclesiastical Communication with Families During the COVID-19 Pandemic: A Comparative Study of Two German and Two Swedish Websites
T2  - Zeitschrift für Pädagogik und Theologie
SN  - 1437-7160
A1  - Aldrin, Viktor
PY  - 2025
VL  - 1
IS  - 77
SP  - 99
EP  - 112
DO  - 10.1515/zpt-2025-2009
LA  - eng
KW  - covid-19
KW  - practical theology
KW  - religious education
KW  - sweden
KW  - germany
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - teacher education and education work
AB  - This article examines the impact of the COVID-19 pandemic (2020–2022)on Religious Education in Germany and Sweden, focusing on online instructionalmaterials offered by four Protestant denominations. Using Hellspong’s compara-tive analysis framework, it assesses the language, content, and social tone of thesematerials. The study compares the denominations’ responses to the pandemic andfinds that they all acknowledge its challenges and offer coping strategies for Reli-gious Education. They primarily adhere to ‘denominational exclusivity’ and rarelyinclude links to other denominations. Additionally, the study explores the potentiallessons for future pandemics with ongoing lockdowns. These instructional textsserve as platforms to address suffering, offer hope, and provide support to familiesand parents engaged in home-schooling, demonstrating the value of instructionaldigital texts during crises like pandemics.
ER  - 

TY  - JOUR
T1  - A case study of a Green Flag-certified preschool in Sweden
T2  - Hungarian Educational Research Journal
SN  - 2064-2199
A1  - Borg, Farhana
PY  - 2019
VL  - 4
IS  - 9
SP  - 607
EP  - 627
DO  - 10.1556/063.9.2019.4.52
LA  - eng
PB  - : Akademiai Kiado Zrt.
KW  - early childhood education
KW  - eco-certified
KW  - sustainable development
KW  - transformative learning
KW  - whole-school approach
KW  - utbildning och lärande
KW  - education and learning
AB  - This paper presents findings from a case study intended to develop understanding of the practices within education for sustainable development at a preschool in Sweden and highlights its work with two themes: The Health of People and the Planet and Human and Animal Societies. This case study was part of a large school development project conducted by a university in collaboration with a municipality between 2017 and 2019. The preschool had two units with a total of 36 children aged 1–6 years, and 8 preschool teachers. Empirical materials were collected from observations of educational activities at two events, as well as group discussions with teachers and the preschool head teacher. Findings show that the interconnectedness of, and interdependencies between, the environmental, social, and, to some extent, economic aspects of sustainable development were present in educational practices of the preschool. They also indicate that young children, with support and encouragement from their teachers, can take responsibility for activities that are meaningful to them. In this preschool, children’s opinions were respected, and they were given the opportunity to participate in decision-making activities of relevance to their lives.
ER  - 

TY  - JOUR
T1  - Swedish as a Second Language Teachers' Perceptions and Experiences with CALL for the Newly Arrived
T2  - CALICO journal
SN  - 0742-7778
A1  - Hell, Anna
A1  - Sauro, Shannon
PY  - 2021
VL  - 2
IS  - 38
SP  - 202
EP  - 221
DO  - 10.1558/cj.41169
LA  - eng
PB  - : Equinox Publishing
KW  - call
KW  - education
KW  - newly arrived students
KW  - second language acquisition
KW  - swedish as a second language
AB  - The use of digital technology in the subject of Swedish as a second language (SSL) has increased in recent years. Schools in Sweden have received many newly arrived students due to the migration situation prevailing in contemporary European society. This article shares the findings of a study carried out on six SSL teachers' perceptions and experiences of using digital technology for SSL with newly arrived students. Participants' responses to interview questions were analyzed using thematic analysis. The findings indicated the following: participants negotiated the digital tools as an entry ticket for the newly arrived students to become engaged with the teaching, to support literacy development, and to aid communication. The findings also underscore the challenges that respondents struggled with in teaching using digital technology. Results suggest that although digital technology is a regular part of Swedish education, there is no clear research-based framework for computer-assisted language learning (CALL) in SSL education or teacher education that teachers can rely on, meaning that it is up to teachers themselves to uncover relevant uses of digital technology to support SSL teaching.
ER  - 

TY  - JOUR
T1  - Positioning oneself in relation to sources and context – Enactments of independence in undergraduate supervision
T2  - Journal of Applied Linguistics and Professional Practice
SN  - 2040-3658
A1  - Magnusson, Jenny
PY  - 2021
VL  - 3
IS  - 14
SP  - 351
EP  - 373
DO  - 10.1558/jalpp.19879
LA  - eng
PB  - : Equinox Publishing
KW  - appraisal
KW  - independence
KW  - interaction
KW  - supervision
KW  - teacher education
KW  - undergraduate degree projects
KW  - utbildningsvetenskapliga studier
KW  - studies in the educational sciences
AB  - Independence is becoming an increasingly important factor in Swedish higher education, especially in relation to undergraduate degree projects. Despite this, there is no shared understanding of what independence is or whether it is to be found in the finished text or in the supervision interaction. In this article I look at one specific definition of independence: the ability to position oneself and one’s work in relation to sources. Three supervision meetings are analysed, selected from a larger body of recorded material from teacher education courses in Sweden. I explore how independence can be enacted in the supervision of undergraduate degree projects, drawing on the analytical framework of appraisal. The theoretical framework is derived from the socio-cultural and dialogical perspective, which proposes that learning and understanding develop in context through interaction and dialogue. Independence, from this perspective, is something that can be explored in enactments in interactions of different kinds. The findings show that the students use different resources in order to relate to sources on different levels, and these levels could be related to independence in different ways.
ER  - 

TY  - JOUR
T1  - Evidence-based teaching in Swedish compulsory schools for pupils with intellectual disabilities
T2  - Journal of Interactional Research in Communication Disorders
SN  - 2040-5111
A1  - Frostlund, Jörgen
A1  - Nordgren, Pia M
PY  - 2023
VL  - 1
IS  - 14
SP  - 154
EP  - 188
DO  - 10.1558/jircd.23205
LA  - eng
PB  - : Equinox Publishing Ltd.
KW  - evidence-based teaching
KW  - compulsory schools
KW  - intellectual disabilities
KW  - professional development
KW  - special didactics
KW  - interaction
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Background: This study aims to identify the evidence-based teaching programs regarding communication and interaction that underpin Swedish compulsory schools for pupils with intellectual disabilities (ID).Method: This quantitative census survey fills a gap in the existing research literature, in that all qualified teachers in the schools report on the use of evidence-based teaching programs regarding communication and interaction for pupils with ID.Results: Only a small proportion of the teachers received any formal teacher training on evidence-based teaching programs or participated in any continuing professional development (CPD) on these programs. We also evidenced a teaching gap among Swedish special schools, as commonly used teaching programs differ within Swedish compulsory schools for pupils with ID. In addition, some commonly used teaching programs do not always promote interaction and learning for pupils.Discussion/conclusion: The teaching profession is in need of scientific guidance, in order to create evidence-based teaching practice for pupils with ID, which should be a focus of future studies.
ER  - 

TY  - JOUR
T1  - Acknowledging foreign language anxiety among student teachers of English: Preparing them for their classrooms
T2  - Journal of Second Language Teacher Education
SN  - 2752-4663
A1  - Nilsson, Maria
PY  - 2022
VL  - 2
IS  - 1
EP  - 2
DO  - 10.1558/slte.22121
LA  - eng
PB  - : Equinox Publishing
KW  - foreign language anciety
KW  - language teacher education
KW  - generalist teacher education
KW  - primary language instruction
KW  - talängslan
KW  - lärarutbildning
KW  - curriculum studies
AB  - Foreign language anxiety (FLA) has been found among language learners in all edu-cational contexts investigated. There is strong consensus as to the negative effects of FLA on various aspects of language learning, but also on teaching, affecting lan-guage use and teaching approaches. In primary language teacher education, FLA must be counteracted both for the sake of student teachers but also their future learners, as striving to alleviate FLA will be a crucial aspect of their profession. The current study investigated FLA among 193 Swedish pre-service non-native gener-alist teachers or English, by use of a questionnaire about oral classroom interac-tion. Results revealed that a third of student teachers experienced recurrent FLA. Furthermore, the instrument had previously been used with primary learners of English in the same educational region, which allowed for a comparison of levels and triggers of FLA (Nilsson, 2019). Student teachers reported more negative affect than young learners, and also confirmed the same contextual triggers of FLA. In light of the results, challenges and opportunities in relation to generalist language teacher education are discussed. In sum, explicitly addressing FLA during their edu-cation is a way of better preparing all student teachers for their future professional practice in primary school.
ER  - 

TY  - JOUR
T1  - Teacher perspectives on writing instruction in the Language Introduction Program in Sweden
T2  - Writing and Pedagogy
SN  - 1756-5839
A1  - Magnusson, Ulrika
A1  - Rejman, Katarina
PY  - 2023
VL  - 3
IS  - 14
SP  - 297
EP  - 322
DO  - 10.1558/wap.23269
LA  - eng
PB  - : University of Toronto Press Inc. (UTPress)
KW  - second language writing instruction
KW  - genre pedagogy
KW  - newly arrived students
KW  - language introduction program
KW  - teachers' beliefs
KW  - språkdidaktik
KW  - language education
AB  - This study explores teacher perspectives and beliefs on writing instruction in the Swedish Language Introduction Program (LI) through interviews with six teachers in Swedish as a second language. The study was guided by the following research questions: How do the teachers construct the students discursively, including the students’ educational background and prior knowledge? How do the teachers frame writing instruction, as evident by their discourses? LI is an upper secondary school program framed for newly arrived students, 15 to 18 years old, who need to qualify for mainstream programs by attaining the goals of compulsory school year 9. The study is framed within theory on second language writing instruction and teachers’ beliefs. The teachers’ discourses of writing instruction were analyzed against theory on second language writing instruction, genre pedagogy, and practices of care, and related to the teachers’ discursive constructions of the group of students as vulnerable and heterogeneous. All teachers exploited genre pedagogy, with its emancipatory aims, to enable access to the genres of schooling. The teachers’ expressed aims were directed toward long-term goals, such as employability and democratic participation. The teachers were firmly based in both theory and experience, which the demanding context seemed to require. In spite of indisputable challenges, the teachers conveyed a sense of belief in the possibilities of teaching.
ER  - 

TY  - JOUR
T1  - Towards an in-depth understanding of English-Swedish translanguaging pedagogy in multilingual EFL classrooms
T2  - HumaNetten
SN  - 1403-2279
A1  - Källkvist, Marie
A1  - Gyllstad, Henrik
A1  - Sandlund, Erica
A1  - Sundqvist, Pia
PY  - 2022
VL  - 48
SP  - 138
EP  - 167
DO  - 10.15626/hn.20224807
LA  - eng
PB  - : Linnaeus University Press
KW  - translanguaging
KW  - multilingualism
KW  - efl
KW  - engelska med didaktisk inriktning
KW  - english education
KW  - english
AB  - This paper focuses on language practices in multilingual English as a foreign language (EFL) classrooms in lower-secondary education. Based in the Ethnography of Language Policy, it presents a case study of a lead teacher of EFL and a year-8 class in a large urban multilingual school in Sweden. The study aims to map and understand language practices used in this classroom as being part of a larger sociocultural context, focusing on the perspectives of the teacher and four successively trilingual students who had had between four and eight years of schooling in Sweden. Field notes, lesson observations and interviews revealed that practices can be described as English Mainly + Swedish, referred to here as ‘English-Swedish translanguaging pedagogy’. While English was the base language in lessons, Swedish was used judiciously but consistently, serving different specific purposes. Discourse analysis of ethnographic data showed that the teacher’s practices can be traced to his lived experience and to discourses in policy documents. Student participants expressed positive attitudes to the language practices used, which can be explained by them having developed sufficient command of Swedish in the school domain and being loyal to an institutional policy document, their teacher and fellow students.
ER  - 

TY  - JOUR
T1  - Didaktiska kategorier inom distansutbildning i musik – en modellutveckling
T2  - HumaNetten
SN  - 1403-2279
A1  - Assarsson, Petra
A1  - Lonnert, Lia
PY  - 2023
VL  - 50
SP  - 164
EP  - 186
DO  - 10.15626/hn.20235008
LA  - swe
PB  - : Linnaeus University Press
KW  - music education
KW  - musikpedagogik
AB  - Distance courses are today a common feature in the university's range of courses. There are distance courses in different subject areas such as the subject of music. There have been distance learning courses for a long time, although much of the teaching has temporarily changed due to the reorganization of teaching during covid 19. In distance learning, the didactic elements may be different than in campus teaching. In 1978, Bjørndal and Lieberg (1978) developed a didactic relationship model. The model consists of different didactic categories; student and teacher conditions, goals, frame factors, methods, content and assessment. These categories influence each other relationally in different ways depending on what choices the teacher makes. A central aspect is that the teaching should be seen as a wholeness because the decisions the teacher makes based on one category also affect the other categories. The model was made to be a support for teachers' planning and it had a great influence on Norwegian didactics (Hanken & Johansen, 2021). Today, the didactic relationship model is also used in Swedish teacher education. When the didactic relational model was developed in 1978, the technology that today enables digital distance education did not exist. With this starting point, the purpose of this study was to make a model development of Hanken and Johansen´s model (2021) as a subject didactic development work with a focus on distance learning. The research question is: How can the didactic categories be described based on distance education in music? The study has been conducted as three pair interviews. The selection is goal-oriented (Bryman, 2002) and consists of university teachers who teach the subject of music in distance courses. The subject of music in this study consists of both musical-practical elements and theoretical elements. The analysis will be made on the basis of   Hanken and Johansen's (2021) definitions of the categories in the model. The study is ethically reviewed by the Ethics Committee Southeast, Sweden. The study is part of a development work within a university. The results of the study may be of interest to university teachers as well as other teachers who teach distance learning courses in the subject of music. The study could also make didactic choices and consequences visible to music education students.
ER  - 

TY  - JOUR
T1  - Konsumtionsuppsatser som ny bedömningspraktik för lärarutbildare [Systematic reviews as new assessment practice for teacher educators]
T2  - Pedagogisk forskning i Sverige
SN  - 1401-6788
A1  - Lundström, Mats
A1  - Stolpe, Karin
A1  - Björklund, Lars
A1  - Åström, Maria
PY  - 2019
VL  - 1
IS  - 24
SP  - 25
EP  - 45
DO  - 10.15626/pfs24.1.03
LA  - swe
PB  - : Linnaeus University
KW  - assessment crititerium
KW  - assessment practice
KW  - teacher education
KW  - construct
KW  - bedömningskriterie
KW  - konsumtionsuppsats
KW  - bedömningspraktik
KW  - lärarutbildning
KW  - konstrukt
AB  - Vid den senaste lärarutbildningsreformen beslutades att på de flesta lärarutbildningsprogrammen ska lärarstudenter skriva självständiga arbeten omfattande totalt 30 högskolepoäng. Vid många lärosäten har detta lett till en uppdelning i två olika självständiga arbeten: en konsumtions- och en produktionsuppsats. Denna studie undersöker om konsumtionsuppsatser – en typ av kunskapsöversikter – innebär en ny bedömningspraktik för lärarutbildare som examinatorer. Examinatorer vid lärosäten med lärarutbildning har blivit intervjuade och fått besvara en enkät rörande dessa bedömningskriterier. Resultaten indikerar att en majoritet av examinatorerna inte ser stora skillnader mellan att bedöma en konsumtionsuppsats och en mer traditionell produktionsuppsats där egen empiri i form av till exempel intervjuer samlas in och analyseras. Vid intervjuerna framkom dock några skillnader mellan de två uppsatstyperna. Dessa hänger huvudsakligen ihop med antingen hur strukturen byggs upp, vad som är metod eller hur forskningsförankringen är framskriven. Slutsatsen blir att den nya form av uppsatser som konsumtionsuppsatser innebär inte tycks ha renderat i någon stor förändring av bedömningspraktiken hos examinatorerna.
ER  - 

TY  - JOUR
T1  - Konsumtionsuppsatser som ny bedömningspraktik för lärarutbildare
T2  - Pedagogisk forskning i Sverige
SN  - 1401-6788
A1  - Lundström, Mats
A1  - Stolpe, Karin
A1  - Björklund, Lars
A1  - Åström, Maria
PY  - 2019
VL  - 1
IS  - 24
SP  - 25
EP  - 45
DO  - 10.15626/pfs24.1.03
LA  - swe
PB  - : Swedish Educational Research Association
KW  - bedömningskriterie
KW  - konsumtionsuppsats
KW  - bedömningspraktik
KW  - lärarutbildning
KW  - konstrukt
AB  - Vid den senaste lärarutbildningsreformen beslutades att på de flesta lärarutbildningsprogrammen ska lärarstudenter skriva självständiga arbeten omfattande totalt 30 högskolepoäng. Vid många lärosäten har detta lett till en uppdelning i två olika självständiga arbeten: en konsumtions- och en produktionsuppsats. Denna studie undersöker om konsumtionsuppsatser – en typ av kunskapsöversikter – innebär en ny bedömningspraktik för lärarutbildare som examinatorer. Examinatorer vid lärosäten med lärarutbildning har blivit intervjuade och fått besvara en enkät rörande dessa bedömningskriterier. Resultaten indikerar att en majoritet av examinatorerna inte ser stora skillnader mellan att bedöma en konsumtionsuppsats och en mer traditionell produktionsuppsats där egen empiri i form av till exempel intervjuer samlas in och analyseras. Vid intervjuerna framkom dock några skillnader mellan de två uppsatstyperna. Dessa hänger huvudsakligen ihop med antingen hur strukturen byggs upp, vad som är metod eller hur forskningsförankringen är framskriven. Slutsatsen blir att den nya form av uppsatser som konsumtionsuppsatser innebär inte tycks ha renderat i någon stor förändring av bedömningspraktiken hos examinatorerna.
ER  - 

TY  - JOUR
T1  - Kompetensutveckling för professionella lärare?: Introduktionen av kollegialt lärande i svensk skola
T2  - Pedagogisk forskning i Sverige
SN  - 1401-6788
A1  - Kirsten, Nils
A1  - Carlbaum, Sara
PY  - 2020
VL  - 1
IS  - 25
SP  - 7
EP  - 34
DO  - 10.15626/pfs25.01.01
LA  - swe
PB  - : Swedish Educational Research Association
KW  - collegial learning
KW  - teachers’ professional development
KW  - teacher professionalism
KW  - educational policy
KW  - problem representation
KW  - kollegialt lärande
KW  - kompetensutveckling
KW  - lärarprofessionalism
KW  - utbildningspolicy
KW  - problemrepresentation
KW  - education
KW  - statskunskap
AB  - Begreppet ”kollegialt lärande” som myntades av Skolverket 2011 har fått ett betydande genomslag i svensk skola, både i form av den kompetensutvecklingsmodell genom vilken begreppet initierades (fortsättningsvis kollegialt lärande-modellen) och genom begreppets stora spridning i allmän skoldiskussion. Denna studie undersöker det tidiga formandet av kollegialt lärande-modellen 2011-2012 och belyser de antaganden modellen vilar på. Med utgångspunkt i Bacchis (2009) angreppssätt ”What’s the problem represented to be?” undersöker vi hur de problem som modellen förväntades lösa representeras i texter som omgärdar modellens framväxt. Kollegialt lärande-modellen analyseras även i ett professionsteoretiskt perspektiv, för att därmed utforska de förutsättningar som modellen ger för utveckling och utövning av lärarprofessionalism. Analysen visar att kollegialt lärande-modellen representerades som en lösning på bristfällig matematikundervisning och byggde på antaganden om att lokala aktörer inte förmådde hantera problemen. Myntandet av begreppet ”kollegialt lärande” framstår som ett sätt att framställa kompetensutvecklingsmodellen som underbyggd av forskning, utan att kräva förankring i specifika forskningsbaserade begrepp och modeller. En betoning på likvärdigt genomförande motiverade att modellen gavs ett standardiserat upplägg och innehåll. Denna standardisering möjliggjorde att en professionell kunskapsbas kunde erbjudas, samtidigt som lärargruppers möjligheter att utveckla och utöva professionell autonomi begränsades.
ER  - 

TY  - JOUR
T1  - Lärare för andra?: Aktörskap, kompetens och yrkesroller på språkintroduktionsprogrammet
T2  - Pedagogisk forskning i Sverige
SN  - 1401-6788
A1  - Wedin, Åsa
A1  - Rosén, Jenny
PY  - 2021
VL  - 2
IS  - 27
SP  - 54
EP  - 74
DO  - 10.15626/pfs27.02.03
LA  - swe
PB  - : Linnaeus University
KW  - language introduction programme
KW  - recently arrived students
KW  - agency
KW  - professional roles
KW  - l2-students
KW  - språkintroduktionsprogrammet
KW  - nyanlända elever
KW  - aktörskap
KW  - yrkesroller
KW  - andraspråkselever
AB  - Här riktas intresset mot villkor för en likvärdig utbildning på Språkintroduktionsprogrammet, vilket undersöks med fokus på rektorers och lärares aktörskap, kompetens och yrkesroller. Studien bygger på en innehållsanalys av nationell utbildningspolicy samt rektor- och lärarutbildning. Genom en policyanalys med fokus på process genom styrdokumentens uttryckta innehåll i olika lager vad gäller kontinuitet, samstämmighet och motsägelsefullhet synliggörs ambivalens mellan olika texter. Motsägelser framträder mellan kompetenskrav på nationell nivå och den kompetens som rektors- och ämneslärarutbildningarna förväntas leda till, samt mellan å ena sidan det kvalitetsansvar som tillskrivs rektorer i nationella styrdokument med den specifika kompetens som där avkrävs för Språkintro, och å andra sidan det faktum att denna kompetens i princip enbart synliggörs i utbildning av lärare i svenska som andraspråk (sva). En diskontinuitet framträder mellan den nationella policynivån och rektors- och lärarutbildningsnivån liksom mellan olika lärarkategorier. Därmed kan en ambivalens identifieras mellan styrdokumentens samstämmighet med rådande forskning om andraspråkselevers villkor för lärande och de utbildningskrav som ställs på lärare och rektorer. Denna bristande överensstämmelse och diskontinuitet kan förklara vissa av de problem gällande Språkintro som identifierats i rapporter och tidigare forskning. Studiens resultat synliggör därmed att förutsättningar saknas för att erbjuda en likvärdig utbildning för elever på Språkintroduktionsprogrammet.  
ER  - 

TY  - JOUR
T1  - Att höra till eller inte? Föränderliga kapital, positioneringar och tillhörigheter från grundskola till högskola
T2  - Pedagogisk forskning i Sverige
SN  - 1401-6788
A1  - Eliaso Magnusson, Josefina
A1  - Bergnéhr, Disa
PY  - 2023
DO  - 10.15626/pfs28.03.05
LA  - swe
PB  - : Linnaeus University
KW  - capital
KW  - hybridity
KW  - positioning
KW  - ethnography
KW  - education
KW  - kapital
KW  - hybriditet
KW  - positionering
KW  - etnografi
KW  - utbildning
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - pedagogics and educational sciences
AB  - Denna studie undersöker en tonåring och sedermera ung kvinnas tal om att i olika skolsammanhang positioneras och positionera sig själv som avvikande, ’den Andre’, den ’invandrade’, i relation till majoritetsgruppen, ’det svenska’. Mer specifikt analyseras hur olika kapital och positioneringar förändras och får olika innebörd över tid, från grundskola till högskola. Studien bygger på longitudinella etnografiska data som samlades in genom fältarbete. Här analyseras intervjuer, samtal och fältanteckningar som genomfördes med studiedeltagaren vid två nedslag, under skolgången i årskurs 9 och under tiden som högskolestudent, med hjälp av begreppen kapital och hybriditet. Studien belyser hur tillhörighet och utanförskap kan förstås och få mening på olika sätt under olika perioder i livet, och är kopplade till olika sammanhang. Studiedeltagaren förstår och motiverar sina val och handlanden genom att positionera sig själv och andra som den/de som tillhör alternativt inte tillhör, men i delar präglas denna positionering av hybriditet och motsägelsefullhet.
ER  - 

TY  - JOUR
T1  - Gymnasieelevers kontextuella meningsskapande: Agens i teori och praktik
T2  - Pedagogisk forskning i Sverige
SN  - 1401-6788
A1  - Kullenberg, Tina
A1  - Eklöf, Anders
A1  - Nilsson, Lars-Erik
PY  - 2023
VL  - 4
IS  - 28
SP  - 194
EP  - 218
DO  - 10.15626/pfs28.04.08
LA  - swe
PB  - : Linnaeus University
AB  - Forskning har identifierat en till synes förbryllande företeelse, nämligen den att skolelever inte alltid uppskattar frihet och handlingsutrymme i lärandet. Vidare efterlyses pedagogisk forskning om agens inom ramen för skolans verksamhet. Syftet med denna artikel är således att bidra med kunskap om hur några agens-begrepp kan förstås, och hur de kan synliggöras i relation till den pedagogiska praktiken. Ett särskilt fokus är elevers tillskrivna agens och deras egna berättelser om studieerfarenheter och förhållningssätt i lärandet, närmare bestämt akade-miskt skrivande som grupparbete. Med utgångspunkt i tidigare forskning, samt datamaterial med gymnasieelevers yttranden om grupparbete i skrivande, disku-teras två kontrasterande agensbegrepp: instrumentell agens och författaragens. Didaktiska implikationer betänks i sammanhanget. Det är elever från Experi-mentgymnasiet på 70-talet vs. en konventionell svensk gymnasieskola i samtiden som i detta bidrag får representera skilda konceptioner av agens. I våra illustra-tioner av dessa teoretiska begrepp menar vi att gymnasieelevernas berättelse vid Experimentgymnasiet exemplifierar författaragens på ett tänkvärt vis. De samtida gymnasieeleverna ger enligt våra tolkningar uttryck för instrumentell agens i de samtalsepisoder som diskuteras och problematiseras.
ER  - 

TY  - JOUR
T1  - Lärarutbildningsforskning i Sverige och Internationellt: Om konversationer och nätverkande genom vetenskaplig publicering
T2  - Pedagogisk forskning i Sverige
SN  - 1401-6788
A1  - Lindblad, Sverker
A1  - Samuelsson, Katarina
A1  - Nelhans, Gustaf
PY  - 2024
VL  - 1
IS  - 29
SP  - 122
EP  - 156
DO  - 10.15626/pfs29.0102.06
LA  - swe
PB  - : Linnaeus University
KW  - lärarutbildning
KW  - bibliometri
KW  - forskningsfronter
KW  - intellektuell organisering
KW  - internationella jämförelser
KW  - library and information science
AB  - Syftet med denna artikel är att presentera en övergripande bibliometrisk utforskning och analys av konversationer inom lärarutbildningsforskning och hur denna komplexa verksamhet organiserar sig i form av forskningsproblem, kunskapsintressen och intellektuella traditioner. Analyserna behandlar de noder och nätverk som formas av länkar mellan publikationer genom konversationer i forskarsamhället. I fokus står svensk lärarutbildningsforskning och hur denna länkas till internationell forskning inom området. Undersökningarna bygger på de resurser som citeringsdatabasen Web of Science och analysverktyget VOSviewer erbjuder. Vi identifierade 23 866 publikationer totalt, varav 358 hade anknytning till Sverige. En omfattande expansion av publikationer har skett under senare år – såväl inom svensk som internationell lärarutbildningsforskning – med en påtaglig anglo-saxisk dominans inom området. Explorativa klusteranalyser utifrån länkar mellan publikationer gav olika forskningsfronter med skilda problem och ansatser som behandlades i skilda nätverk. Vi kunde också identifiera särskilda intellektuella traditioner och förgrundsfigurer i olika nätverk. Svensk och internationell forskning uppvisade här åtskilliga likheter i sin organisering. Våra studier visar på ett fragmenterat forskningsfält positionerat i olika sammanhang och kunskapsintressen. Forskarsamhället behöver reflektera över skillnader i inriktning och lokalisering av forskningsproblem inom fältet samt analysera varför dessa uppstår liksom innebörder av att lärarutbildning förflyttas mellan olika forskningsfronter och traditioner. 
ER  - 

TY  - JOUR
T1  - A comparative perspective on teacher attitude constructs that impact on Inclusive Education in South Africa and Sweden
T2  - South African Journal of Education
SN  - 0256-0100
A1  - Nel, Norma
A1  - Müller, Hélène
A1  - Hugo, Anna
A1  - Helldin, Rolf
A1  - Bäckman, Örjan
A1  - Dwyer, Helen
A1  - Skarlind, Anders
PY  - 2011
VL  - 1
IS  - 31
SP  - 74
EP  - 90
DO  - 10.15700/saje.v31n1a414
LA  - eng
PB  - : Education Association of South Africa
KW  - comparison
KW  - sweden
KW  - south africa
KW  - attitudes
KW  - inclusive education
KW  - specialpedagogik
KW  - special education
AB  - This article is based on joint research, between academics from South Africa and Sweden, comparing the influence of South African and Swedish teachers’  attitudes towards the practical application of inclusive education (IE) in the classroom. The aim of the study was to identify and investigate problem areas pertaining to teachers’ attitudes to IE. Attitudes often relate to interaction with others. This study departs from Festiger’s theory of cognitive dissonance, which deals with the influence of people’s attitudes and attitude change. In this research teachers from South Africa and Sweden completed the same questionnaire on perceptions pertaining to IE in their school system. A number of attitude-constructs were derivedfrom the data via exploratory factor analysis methodology. Attitude-constructs included policy issues and specialised support; practical implementation of IE; teacher support structures; teachers’ receptiveness of IE implementation; feasibility of proposed IE practices; and role of special schools in an IE environment. Negative responses to some of the attitude constructs identified problem areas in Swedish and South African inclusive systems. The comparative nature of the work enabled the researchers to suggest remedial action within each country’s socio-economic setting, and in this way affect change in teacher attitudes.
ER  - 

TY  - JOUR
T1  - Swedish Special Needs Teachers’ Views on their Work and Collaborations in Education for Students with Intellectual Disabilities
T2  - The New Educational Review
SN  - 1732-6729
A1  - Anderson, Lotta
A1  - Östlund, Daniel
PY  - 2019
IS  - 57
SP  - 225
EP  - 235
DO  - 10.15804/tner.19.57.3.18
LA  - eng
PB  - : Institute of Education and Communication Research in Silesian University of Technology, Poland
KW  - collaboration
KW  - intellectual disability
KW  - special needs teacher
KW  - school assignment
AB  - The aim is to analyze what characterizes the work of special needs teachers and what collaborations they engage in in schools for students with intellectual disability. Special needs teachers with degrees from three different universities in southern Sweden participated in the survey. The results show that a majority of the respondents had long experience before they started the special needs training program and they describe the direct encounters with students in the classroom as an important part of their work. Supervision and subject-development also exist, but not to the same extent as classroom teaching
ER  - 

TY  - JOUR
T1  - Maestro! Yrkesmusikers sociala praktik, relativa framgång och habitus
T2  - Praxeologi – Et kritisk refleksivt blikk på sosiale praktikker
SN  - 2535-6437
A1  - Nørholm Lundin, Anna
PY  - 2019
IS  - 1
EP  - 1
DO  - 10.15845/praxeologi.v1i0.1566
LA  - swe
PB  - : Universtity of Bergen Library
KW  - maestro
KW  - musicians
KW  - social practice
KW  - habitus
KW  - relative success
KW  - musiker
KW  - social praktik
KW  - relativ framgång
KW  - education
AB  - Maestro! The social practice, relative success and habitus of professional musicians In art music the Maestro is an important figure. The Maestro is an outstanding musician and teacher at one of the prestigious music colleges in Sweden. To be admitted as a student of a Maestro is to be granted access to the atrium of music. However, this is no guarantee of actually succeeding as a musician. Who is the Maestro? Which social practice is the Maestro part of, and which social practice is he/she maintaining? Who achieves a position as an outstanding musician, and what is required to hold such a position? The empirical material consists of three in-depth interviews with central musicians and teachers at the prestigious music colleges, which is used to reconstruct their positions and dispositions. The relative success of the musicians is understood in relation to the concept of habitus and in relation to a profession in transformation.
ER  - 

TY  - BOOK
T1  - Exploring language education: Global and local perspectives
PY  - 2022
DO  - 10.16993/bbz
LA  - eng
PB  - Stockholm University Press
KW  - språkdidaktik
KW  - language education
AB  - The overarching aim of this book is to offer researchers and students insight into some currently discussed issues at the Swedish as well as the international research frontline of Language Education in a selection of up-to-date work. Another aim is to provide teachers, teacher educators and policy-makers with input from research within the interconnected disciplines of Applied Linguistics, Language Education and Second Language Acquisition.  The volume includes five examples of topical research on language education and the authors are internationally renowned scholars. The chapters are based on a selection of talks presented at the 1st ELE Conference (‘Exploring Language Education’), which was held at Stockholm University in 2018. Employing a broad thematic scope, the volume reflects the variety of perspectives on language education brought together at the conference by authors working in diverse areas of the field and in different parts of the world. With the first ELE conference the organizers wished to call attention to the intersection of the global and the local, in terms of linguistic and cultural diversity, which may inform both research questions and language education practices. Issues related to multilingualism, Global Englishes, and experienced tensions between research and practice are examples of generally shared issues that were brought up by many speakers. The chapters of the book represent this variety of themes and illustrate how different regions and communities are contingent on local prerequisites and circumstances, leading to a number of particular challenges and assets when it comes to language education.  The chapters represent different parts of the broad array of research directions that can be discerned under the large umbrella of Language Education, zooming in on the Western context, specifically Sweden, Canada and the United States. Two of the plenary speakers from the conference, Nina Spada and John Levis contribute in the volume. In Spada’s text different ways to bridge the gap between research and practice in language education are discussed, an issue highly relevant to all of those interested in collaborative research between researchers and teachers. The second chapter, written by Levis, presents current research on phonology and the importance of pronunciation in second or foreign language communication.  These two are followed by three chapters reporting on empirical studies. Amanda Brown and colleagues present their work on translanguaging in the English L2 classroom, giving an extensive overview of ideological stances from the last decades on the use of mother tongues vs. target language only in the language classroom.  Liss Kerstin Sylvén reports on a recent study on very young Swedish learners of English, their exposure of English before school age and outside school and the role that this exposure plays for the development of English language proficiency. Finally, Gudrun Erickson and colleagues, present a questionnaire answered by a large number of modern language teachers in Sweden. The study explores the teachers’ answers on questions about their professional satisfaction, their use of the target language in the classroom, and the curricular status of foreign languages studied after English. Despite many critical points raised by these teachers, the survey reveals that they would not change profession, were they given the chance.  The book ends with an Afterword by Stellan Sundh, University of Uppsala.
ER  - 

TY  - CHAP
T1  - Attitudes and ambiguities – Teachers’ views on second foreign language education in Swedish compulsory school
T2  - In: C. Bardel, C. Hedman, K. Rejman & E. Zetterholm (Eds.), Exploring Language Education: Global and Local Perspectives
A1  - Erickson, Gudrun
A1  - Bardel, Camilla
A1  - Österberg, Rakel
A1  - Rosén, Monica
PY  - 2022
SP  - 157
EP  - 223
DO  - 10.16993/bbz.f
LA  - eng
PB  - Stockholm : Stockholm University Press
KW  - modern languages
KW  - sweden
KW  - compulsory school
KW  - survey
KW  - teacher cognition
KW  - practices
KW  - perceptions
KW  - applied linguistics
KW  - språkdidaktik
AB  - The chapter focuses on Second foreign languages (SFLs) in Swedish compulsory school, a non-mandatory subject referred to as Modern languages in the national curricula. The study builds on results from a questionnaire answered by 315 teachers of French, German and Spanish at 186 schools across the country. After a background section comprising brief descriptions of the project (TAL) framing the study, and of SFL education in Sweden, the conceptual basis of the study is described, as is the iterative development of the questionnaire. Three areas of the questionnaire are focused upon: professional satisfaction, target language use, and the curricular status of Modern languages in Swedish compulsory school. These issues are under constant discussion in the Swedish language education context and they represent three different levels of education – the individual, pedagogical and structural levels. Within these areas, a certain degree of ambiguity can be traced concerning the relationship between some aspects of the teachers’ practices and perceptions, specifically regarding target language use in the classroom and the question whether the second foreign language should be mandatory or not in compulsory school. Furthermore, in spite of several negative issues being revealed regarding the workplace, a weak provision of in-service education, and perceived negative attitudes toward the subject Modern languages in the school and in the surrounding society, a majority of the respondents stated that they would become teachers again if they could do it all over again.
ER  - 

TY  - JOUR
T1  - Designs for Learning: Focus on Special Needs: Designs for Digitalised Literacy Education in a Swedish Lower Primary School
T2  - Designs for Learning
SN  - 1654-7608
A1  - Forsling, Karin
PY  - 2019
VL  - 1
IS  - 11
SP  - 108
EP  - 117
DO  - 10.16993/dfl.106
LA  - eng
PB  - Stockholm : Stockholm University Press
KW  - keywords: special needs education
KW  - design-oriented theory
KW  - digital tools
KW  - digital literacy
KW  - relational perspective
KW  - transformation competences
KW  - orchestration
KW  - special education
KW  - specialpedagogik
AB  - The aim of this article is to contribute knowledge about challenges to literacy development in a digitalised learning environment, with focus on pupils in need of special support. The paper is based on a section of my doctoral thesis (Forsling, 2017), centring on how digital learning environments and situations were designed and orchestrated in a Swedish lower primary school with the aim to provide all pupils, including children in need of special support, with optimal opportunities for literacy development.The theoretical and methodological framework is grounded in design-oriented theories, with emphasis on how design and orchestration make affordances for learning and meaning-making. The ethnographically inspired study is based on observations and interviews at one school in Sweden. Six teachers, one special needs teacher and one literacy-developer participated in the study.The results show that the teachers’ intentions with their designs for learning focused on children in need of special support. From a special education perspective, this is a relational and democratic approach – an intention to close gaps. Nevertheless, the results manifest a parallelism where two special education perspectives appeared side by side. On one hand, the teachers’ relational perspective, and on the other hand, the special need teachers’ compensatory perspective.Another result indicates that the unequal allocation of digital tools displayed the school’s inadequate fulfilment of its mandate to provide equal education: there were differences between the preschool-class and the lower primary classes, and differences between pupils’ home circumstances and the preschool-class.
ER  - 

TY  - JOUR
T1  - Teaching about Personal Finance in HCS: Suggestions from a Design-Based Research Approach
T2  - Designs for Learning
SN  - 1654-7608
A1  - Hernvall, Patrik
A1  - Söderberg, Inga-Lill
PY  - 2020
VL  - 1
IS  - 12
SP  - 29
EP  - 44
DO  - 10.16993/dfl.142
LA  - eng
PB  - Stockholm : Stockholm University Press
KW  - personal finance
KW  - design-based research
KW  - education
KW  - home and consumer studies
KW  - teaching material
KW  - information society
KW  - informationssamhället
AB  - Supported by the notion of concept-driven design and design-based research, as well as the tradition of critical pedagogy and the idea of sociomaterialism, the aim of this article is to explore and develop a didactic tool for education in personal finance to be used within the formal education system. The object studied is an artefact for teaching about personal finance among Swedish middle school pupils in the subject area Home and Consumer Studies (HCS). We define personal finance as economizing with (limited) private resources. In this article, we (a) describe the process of developing a prototype for teaching about personal finance and (b) discuss qualities of platform and content in relation to such an artefact. The design process is based on three assumptions (Hernwall & Söderberg, 2019): in contrast to many statistical/assessment studies, children this age have at least an initial understanding of basic principles of personal finances and of economizing; HCS teacher education in Sweden has little (to no) focus on personal finance; and Swedish HCS teachers are confronted with an almost complete lack of teaching material in the domain. Conceptualized as a design-based research methodology, the focus is therefore a didactic interest in supporting teachers’ possibilities to teach personal finances to their pupils in a way that supports learning based on the pupils’ own understanding of the basic principles of economization. Framed by design-based research, the artefact developed within the project is a prototype of a digital tool to be used as a teacher support in teaching about personal finance. One acknowledged aspect of the use of digital tools is that they allow multimodal literacy. The development of a prototype with the purpose of creating a tool for teaching about personal finance followed an iterative cycle of three stages and four interpretative revisions. The parallel process of developing and testing a technological artefact has resulted in seven proto-theories on essential qualities for a didactic tool that supports learning about personal finance. This entails not only the appropriation of economy as “economization with (limited) resources”, but also guides the transition from understanding to a useful repertoire of teaching activities.
ER  - 

TY  - JOUR
T1  - Thermal Cameras as a Semiotic Resource for Inquiry in a South African Township School Context
T2  - Designs for Learning
SN  - 1654-7608
A1  - Dolo, Gilbert
A1  - Haglund, Jesper
A1  - Schönborn, Konrad J.
PY  - 2018
VL  - 1
IS  - 10
SP  - 123
EP  - 134
DO  - 10.16993/dfl.96
LA  - eng
PB  - : Stockholm University Press
KW  - science education
KW  - thermal cameras
KW  - heat conduction
KW  - township schools
KW  - physics
AB  - Inquiry-based approaches to science education are central to recent South African primary and secondary school curricula, but have been found challenging to adopt in disadvantaged township contexts. It is therefore important to find ways of introducing inquiry-based approaches, where pupils are encouraged to investigate phenomena they are interested in and to engage in true dialogue, as opposed to teacher-led triadic dialogue. We typically experience thermal phenomena through the sense of touch, but infrared (IR) cameras provide an additional opportunity to experience heat-related phenomena through the visual sense. Previously, in a Swedish context, we have found that hand-held IR cameras allow for strong pedagogical affordances and inspire pupils to engage in inquiry in the area of thermal science. In the present case study, grade 7 and 8 pupils (13–14 years old) in two South African township schools were introduced to IR cameras during predict-observe-explain (POE) exercises on heat conduction. The results revealed that if pupils had a sufficient conceptual understanding of heat conduction beforehand, they were capable of engaging in true dialogue in relation to the exercises and interpreting the thermal camera visual imagery. However, if pupils did not show such understanding, it was tempting for them and the facilitator to resort to triadic dialogue.
ER  - 

TY  - JOUR
T1  - Obstacles to Bilingual Education: A case study of policy appropriation in a lower secondary school
T2  - Apples - Journal of Applied Language Studies
SN  - 1457-9863
A1  - Lundberg, Osa
PY  - 2017
VL  - 3
IS  - 11
SP  - 29
EP  - 54
DO  - 10.17011/apples/urn.201712104583
LA  - eng
PB  - : Apples - Journal of Applied Language Studies
KW  - bilingual education
KW  - policy implementation in education
KW  - formulation
KW  - realization and transformation arenas
AB  - The purpose of this paper is to present some of the main findings from my thesis (Lundberg, 2015) that concern the policy formulation and implementation of bilingual education in a multi-ethnic lower secondary school in an urban suburb in Gothenburg, Sweden. This school was strategically chosen for its pedagogical approach towards social and linguistic diversity1. This article examines the formulation and appropriation of a bilingual and bicultural education program and what obstacles exist with regards to implementation of bilingual education in the realization arena. The theoretical impetus comes from the sociology of knowledge which examines how social policy connects to social practice by applying the concepts of formulation, realization and transformation (Lindensjö & Lundgren, 2000). Data was derived from interviews and participant observations between 2006 and 2009 with three different ninth grade classes from same school. The results show that in the formulation arena the policy was in favor of active bilingualism (a holistic and comprehensive approach throughout the curriculum), strong support for mother tongue education, and creating in students a bicultural identity. However, in the realization arena, the bilingual education program was reduced to the employment of bilingual teachers who provided mother tongue tuition. Support for the bicultural and multilingual development of students’ language and culture was never fully incorporated into the ordinary teaching and instruction. This was due in part to obstacles in the formulation and realization arenas (Lindensjö & Lundgren, 2000). Five types of obstacles to the appropriation of bilingual education were observed. Two primary obstacles in the formulation arena were 1) a strong separation of languages, and 2) bilingual teachers as representatives of diversity. In the realization arena the following three obstacles were observed: 1) teacher resistance to polylingual education, 2) insufficient study support for mother tongue tuition, and 3) a monolingual norm. In sum, the overriding obstacle is an overall lack of consensus about the aim and purpose of bilingual education. The discussion develops issues concerning the gap between what should be versus what could be in both the formulation and realization arenas (Lundberg, 2015).
ER  - 

TY  - JOUR
T1  - Can Do and Cannot Do – CEFR inspired examination and assessment in a Swedish higher education context
T2  - Apples - Journal of Applied Language Studies
SN  - 1457-9863
A1  - Baldwin, Richard
A1  - Apelgren, Britt Marie
PY  - 2018
VL  - 2
IS  - 12
SP  - 19
EP  - 35
DO  - 10.17011/apples/urn.201809144127
LA  - eng
PB  - : Apples - Journal of Applied Language Studies
KW  - common european framework of reference
KW  - efl learners
KW  - teacher education
KW  - teacher cognition
KW  - assessment
KW  - case study
AB  - The focus in this paper is on the introduction and implementation of learning outcomes based on the descriptors in the Common European Framework of References for Languages (CEFR). It discusses reaction to the introduction by teacher educators as well as the influence on teacher assessment practice in courses for prospective teachers of English as a foreign language. The paper presents some of the results from a case study concerning changes made in connection with the Bologna process in a department of education within a university college in Sweden. The results show that the adoption of the CEFR descriptors was contested and had a minimal influence on assessment practice. The aim of the paper is to explore possible reasons for the lack of influence, something that was not developed fully in the original case study.
ER  - 

TY  - JOUR
T1  - Learning, teaching and assessment of second foreign languages in Swedish lower secondary school – dilemmas and prospects
T2  - Apples - Journal of Applied Language Studies
SN  - 1457-9863
A1  - Bardel, Camilla
A1  - Erickson, Gudrun
A1  - Österberg, Rakel
PY  - 2019
VL  - 1
IS  - 13
SP  - 7
EP  - 26
DO  - 10.17011/apples/urn.201903011687
LA  - eng
PB  - : Apples - Journal of Applied Language Studies
KW  - modern languages
KW  - second foreign languages
KW  - lower secondary school
KW  - sweden
KW  - attitudes
KW  - språkdidaktik
KW  - language education
AB  - This paper presents an overview of second foreign language (SFL) education in Sweden, especially at lower secondary level. It offers a survey of the historical development of the study of other languages than English as well as a reflection over the current state of the subject. Currently, there is a shortage of research on the circumstances and conditions of the learning, teaching and assessment of the Swedish school subject Modern languages, as well as on young people’s proficiency in other languages than English in Sweden. In order to contribute to a knowledge base for further research, the current paper reviews work considering the Swedish context concerning: a) frame factors, policy issues and organization of SFL studies b) attitudes towards plurilingualism and SFL motivation, c) teacher education and recruitment policies, and d) levels of attainment at the end of compulsory school. Throughout the paper, the European context is also taken into account. The paper ends with a discussion of the general status of the subject Modern languages in Swedish school and society, the fact that this subject is not mandatory, and the consistently high dropout rate that characterizes the current situation.
ER  - 

TY  - JOUR
T1  - Whole class interaction in the adult L2-classroom: The case of Swedish for immigrants
T2  - Apples - Journal of Applied Language Studies
SN  - 1457-9863
A1  - Wedin, Åsa
A1  - Norlund Shaswar, Annika
PY  - 2019
VL  - 2
IS  - 13
SP  - 45
EP  - 63
DO  - 10.17011/apples/urn.201903251959
LA  - eng
PB  - Jyväskylä : Apples - Journal of Applied Language Studies
KW  - interaction
KW  - classroom interaction
KW  - adult education
KW  - sfi
KW  - education and learning
KW  - utbildning och lärande
AB  -  This article focuses on verbal interaction in whole class teaching in second language education for adults in Sweden. The article draws on theories treating language as multiple resources that are situated and embedded in material life, and including complex and diverse linguistic, semiotic, physical material and social resources. The material for the article was created in a project based in linguistic ethnography in the form of an action research project, including two municipal Swedish for Immigrants (SFI) schools. The interaction patterns that occurred challenged students’ language proficiency in ways that stimulated meaning negotiation through what we call extended interactions. This stresses the social aspect of interaction, which in these cases included the whole, or nearly the whole, class, students and the teacher. However, in whole class teaching, the space for each interlocutor is limited, and as our experience from other classrooms suggests that group tasks are not frequent in SFI classrooms, there seem to be reasons for the development of teaching practices that include more frequent use of interaction in small groups that offer students more space for interaction. We also see a need for developing more culture-sensitive pedagogies and making more space for the multilingual negotiation of meaning. 
ER  - 

TY  - JOUR
T1  - Language learning strategies and teaching practices in adult L2 education: The case of Swedish for Immigrants
T2  - Apples - Journal of Applied Language Studies
SN  - 1457-9863
A1  - Norlund Shaswar, Annika
A1  - Wedin, Åsa
PY  - 2019
VL  - 3
IS  - 13
SP  - 17
EP  - 34
DO  - 10.17011/apples/urn.201907063590
LA  - eng
PB  - Jyväskylä : Centre for Applied Language Studies, University of Jyväskylä
KW  - language learning strategies
KW  - swedish for immigrants
KW  - adult education
KW  - second language learning
KW  - language teaching and learning
KW  - språkdidaktik
KW  - education and learning
AB  - This article highlights the use and co-construction of language learning strategies (LLS) in second language education for adults with short previous education. In a case study, we explore how LLS are used and co-constructed by one student and one teacher. The data for the article was created in an action research programme comprising two Swedish for Immigrants (SFI) schools, and the methodology used was classroom observation based in linguistic ethnography. In accordance with Griffiths (2013, p. 15) LLS are defined as “activities consciously chosen by learners for the purpose of regulating their own language learning”. For the analysis of LLS, Oxford’s (1990) taxonomy was chosen. In the chosen case the teacher and student co-constructed direct and indirect strategies. In their co-construction, they sometimes seemed to work together, both using a strategy initiated by one of them, and sometimes appeared to have opposite goals, so that the teacher-initiated strategies turned out as complicated for the student, while the student-initiated strategies were counteracted by the teacher. Some of the LLS promoted by the teacher that were difficult for the student seemed to demand literacy skills that he had not yet developed. This underlines the importance of adapting teaching to the language and literacy competences of the individual learner. It also highlights the importance of further research on LLS with this group of students in order to find strategies that work in the process of developing functional literacy skills.
ER  - 

TY  - JOUR
T1  - Technology in L1: A Review of Empirical Research Projects in Scandinavia 1992-2014
T2  - L1-Educational Studies in Language and Literature
SN  - 1567-6617
A1  - Elf, Nikolaj
A1  - Hanghøj, Torkil
A1  - Skaar, Hårvard
A1  - Erixon, Per-Olof
PY  - 2015
IS  - 15
SP  - 1
EP  - 89
DO  - 10.17239/L1ESLL-2015.15.01.03
LA  - eng
KW  - technology
KW  - media
KW  - review methodology
KW  - policy
KW  - teacher education
AB  - In recent decades, several Scandinavian research projects have had an explicit focus on how technology intervenes in L1 (or so-called Mother Tongue Education) practices in Swedish, Norwegian and Danish educational contexts, and how this may impact on understanding of the subject. There is currently no systematic overview of the documented possibilities and challenges related to the use of technology in L1. At the same time, there is terminological confusion in use of ‘technology’ and related concepts in L1. Finally, there is a general lack of critical reflection on the relation between technological developments, political rhetoric, and the development of L1 teaching and learning as a social practice related to specific contexts and actors. Thus, the paper attempts to answer three interrelated research questions: 1) what do we mean when we talk about ‘technology’ in L1?; 2) based on a systematic review of empirical stud- ies, what characterizes the research field?; and 3) for discussion, which broader implications does the review suggest for a rethinking of L1 in terms of practice and research? Introducing the notion of educa- tional boundary objects, a theoretical framework is developed, which suggests four metaphors for un- derstanding technology within L1: as a tool, as media, as socialization, and as literacy practices. These are found useful for analyzing and comparing both theoretical perspectives and empirical research on L1. A key finding of the study is that, although the included research is characterized by a large degree of diversity, the conceptualization of technology as media is a dominating approach which downplays aesthetic, critical and tool-oriented perspectives. Another finding is the large number of studies that focus on student practices within L1 and the relationship to out-of-school literacy practices. A final find- ing is the emphasis on teacher uncertainty regarding how and why to integrate technology within exist- ing paradigms of the subject. This calls for further research on how technology may be justified in L1 practice, including various forms of teacher education. 
ER  - 

TY  - JOUR
T1  - Writing for life?: A case study of affordances of writing in four L1 upper secondary classrooms
T2  - L1-Educational Studies in Language and Literature
SN  - 1567-6617
A1  - Andersson Varga, Pernilla
A1  - Asplund Carlsson, Maj
PY  - 2015
IS  - 15
SP  - 1
EP  - 19
DO  - 10.17239/L1ESLL-2015.15.01.06
LA  - eng
KW  - horizontal discourse
KW  - pedagogic device
KW  - pedagogic identity
KW  - social reproduction
KW  - vertical discourse
KW  - writing social reproduction
KW  - educational science
KW  - pedagogics
KW  - writing
KW  - social interruption
AB  - During the period of 1994-2011 all programmes in Swedish upper secondary school comprised a set of core subjects with the aim to entail equity on the policy level. However, a division between programmes still prevailed on the school level, particularly in the core subject L1 Swedish. The main purpose of this study has been to explore how the teaching of writing in two academic and two vocational programmes differs, which writing repertoires are developed and how writing is assessed. The study is part of a long-term ethnography of writing in upper secondary school (Andersson Varga, 2014). The data produced during the two-year field study contain field notes from writing lessons, lesson observations and talks with four teachers, as well as recorded and transcribed, semi-structured teacher and student interviews, instructions on writing tasks, student texts and teachers’ responses to student texts. This article focus-ses on the preparation for the National Test, the afforded assignments, the realisations of the student texts and the assessment. The teachers in the four programmes handle the national syllabus in relation to the students, resulting in four different curricula in the classroom. Thus, issues of inequity, disparities in curricula as well as different expectations on students, depending on programme, became obvious. To understand the processes of social reproduction, we use Bernstein’s sociology of education (1996, 2000) and the concept of the pedagogic device and pedagogic identity. However, we also show one example of interruption (Singh, 2013) in one of the four classrooms. Thus, the main results demonstrate how one particular teacher brings about change to a group of working class girls. © 2015 International Association for the Improvement of Mother tongue Education.
ER  - 

TY  - JOUR
T1  - Four classrooms – four approaches to reading: Examples of disciplinary reading in social science subjects in years five and twelve
T2  - L1-Educational Studies in Language and Literature
SN  - 1567-6617
A1  - Hallesson, Yvonne
A1  - Visén, Pia
A1  - Wiksten Folkeryd, Jenny
A1  - af Geijerstam, Åsa
PY  - 2018
IS  - 18
SP  - 1
EP  - 29
DO  - 10.17239/L1ESLL-2018.18.01.06
LA  - eng
PB  - Hildesheim : International Association for Research in L1 Education (ARLE)
KW  - disciplinary literacy
KW  - reading approaches
KW  - reading development
KW  - reading to learn
KW  - social science subjects
KW  - education
KW  - swedish didactics
AB  - In this paper, we aim to explore and exemplify what opportunities to develop disciplinary reading literacy students are given access to in particular types of classroom reading environments in social science subjects. The investigation focuses on how the teacher organizes activities around reading, on what content is approached in text-related discussions and on whose perspectives are allowed space in the classroom discourse. The empirical data consists of classroom observations from two classes in year five and two classes in the Swedish upper secondary school, using different approaches to teaching reading, one being Reading to Learn. With a theoretical base in systemic functional linguistics (SFL), dialogism and reception theory, the classroom discourse was analysed in terms of sequential reading stages, text movability and dialogicality. The findings reveal how differently organized reading environments provide different support structures for students’ disciplinary reading. For example, the findings indicate that text activities that support the reading process in several stages bring about a larger potential for the development of reading literacy. However, the picture changes depending on to what extent students are given room to express their reception of the text, and thereby contribute to an active understanding of text in a dialogical classroom.
ER  - 

TY  - JOUR
T1  - Teaching fiction in the age of measurability: Teachers’ perspectives on the hows and whats in Swedish L1 classrooms
T2  - L1 Educational Studies in Language and Literature
SN  - 1578-6617
A1  - Wintersparv, Spoke
A1  - Sullivan, Kirk P. H.
A1  - Lindgren Leavenworth, Maria
PY  - 2019
IS  - 19
EP  - 19
DO  - 10.17239/L1ESLL-2019.19.01.10
LA  - eng
KW  - literary education
KW  - pisa
KW  - test
KW  - reading experience
KW  - reading habits
AB  - Studies have shown a slow but steady change in reading habits among students in Swedish upper secondary schools. The frequency with which they read fiction on a daily basis has decreased and reading comprehension has declined. Consequently, Swedish politicians and school authorities have taken measures to reverse these trends. Fiction reading has traditionally been a part of the Swedish subject, but whereas the course syllabi in the upper secondary school stipulate that fiction be taught, they pay little attention to how. This study examines how teachers describe the process of literary education. In doing so, it suggests that monitoring students is central to teachers’ didactic decisions, and that both teachers and students regard printed books more highly than both audiobooks and e-books. The data was collected using two focus groups interviews with upper secondary school teachers of Swedish, seven female and five male, age 28 to 61. The analysis was grounded in a phenomenographic examination of experience, allowing themes to emerge through iterative coding. The findings show that the teachers’ view on literary education is associated with instrumentality and teacher-centered activities—the discussions circled around practical aspects, with no mention of teaching objectives, approaches, or literary experience.
ER  - 

TY  - JOUR
T1  - Communicating metaknowledge to L2 learners: A fragile scaffold for participation in subject-related discourse?
T2  - L1-Educational Studies in Language and Literature
SN  - 1567-6617
A1  - Walldén, Robert
PY  - 2020
VL  - 1
IS  - 20
SP  - 1
EP  - 23
DO  - 10.17239/L1ESLL-2020.20.01.16
LA  - eng
PB  - : International Association for Research in L1-Education
KW  - classroom discourse
KW  - disciplinary literacy
KW  - writing pedagogy
KW  - primary education
KW  - second-language instruction
KW  - sociology of education
KW  - reading strategies
KW  - classroom interaction
KW  - genre-based instruction
KW  - svenska som andraspråk
KW  - swedish as a second language
AB  - In this article, I highlight how two teachers seek to scaffold second language learners’ use of language and engagement with texts in Grade 1 and 6. The aim is to explore the communication of metaknowledge in classroom discourse, more specifically, the communication of knowledge about language and metacogni-tive reading strategies. Two teachers participated in the study, and data were gathered through observa-tions, voice recordings, and the collection of teaching materials. Bernstein’s sociology of education is operationalized to reveal different aspects of framing during teaching activities in second language teaching and geography. Drawing upon systemic-functional linguistics, I show how metaknowledge was fore-grounded by the teacher in ways that sometimes de-emphasized the subject-related texts and concepts expected to be at the center of the teaching. An important empirical finding is that the foregrounding of metaknowledge such as features of the language and cognitive reading strategies in teaching can result in a pseudo-visible modality of pedagogy that provides insufficient scaffolding for dealing with subject-related texts and participating substantially in classroom discourse. Implications for teaching are discussed.
ER  - 

TY  - JOUR
T1  - Envisioning history: Shaping literacy practices in the teaching of the early modern period in Grade 6
T2  - L1-Educational Studies in Language and Literature
SN  - 1567-6617
A1  - Walldén, Robert
PY  - 2020
IS  - 20
SP  - 1
EP  - 26
DO  - 10.17239/L1ESLL-2020.20.01.17
LA  - eng
PB  - : International Association for Research in L1-Education
KW  - classroom discourse
KW  - classroom interaction
KW  - disciplinary literacy
KW  - history teaching
KW  - primary education
AB  - This article aims to contribute knowledge of how literacy practices are actively shaped in the teaching of history. One teacher and her two groups of Grade 6 students were followed during a content area spanning 12 weeks that focused on the Vasa era in Swedish history. The collected material consists of field notes, transcripts of peer group and whole-class interaction, samples of students’ writing, and documented teaching material. Based on theoretical frameworks of literacy and classroom interaction, the analysis of the findings shows how the teacher, using resources such as texts, images, and one epi-sode of a documentary series, facilitated the students’ initial immersion in the historical period and supported their developed understanding. The teacher is shown to employ a dialogic communicative approach while also introducing more abstract and content-relevant perspectives. Although the teacher positioned the students to consider representations of key historical figures, opportunities to critically analyze texts as historical sources were limited. The implications for shaping literacy practices in ways which promote Grade 6 students’ development of disciplinary literacy in history are discussed.
ER  - 

TY  - JOUR
T1  - Cultural and academic meetings in the writing classroom: China and the West
T2  - Sino-US English Teaching
SN  - 1539-8072
A1  - Mattisson Ekstam, Jane
PY  - 2015
VL  - 4
IS  - 12
SP  - 241
EP  - 249
DO  - 10.17265/1539-8072/2015.04.001
LA  - eng
PB  - : David Publishing Company
AB  - With growing numbers of Chinese students entering Western universities, cultural understanding is of increasing importance, not least in higher education. Without a good understanding of the academic conventions of Western universities, Chinese students, and undergraduates in particular, are at a disadvantage in the multi-cultural classroom. Lack of knowledge of structural influences on higher education, including teacher-student relations, reference management practices, and assessment procedures, are likely to lead to failure and disappointment. This paper, which is based on writing workshops conducted at Beijing University and in Sweden (Kristianstad University and Linnaeus University) in 2014, focuses primarily on writing practices and conventions because written texts are the main means of assessment in higher education. Addressing four key problems encountered by Chinese undergraduate writers in Western universities, namely lack of familiarity with the structure of academic papers, lack of focus on relevant issues, copying and pasting without giving proper reference, and inadequate understanding and mastery of the conventions of academic English, this paper argues for greater awareness of cultural differences between the Chinese and Western systems of education. Not until this has been achieved can Chinese students realize their full potential at Western universities.
ER  - 

TY  - JOUR
T1  - Preschool, Multilingualism and Translanguaging: Linguistic Diversity, Language Strategies and Participation
T2  - US-China Foreign Language
SN  - 1539-8080
A1  - Torpsten, Ann-Christin
PY  - 2017
VL  - 2
IS  - 15
SP  - 81
EP  - 90
DO  - 10.17265/1539-8080/2017.02.003
LA  - eng
PB  - : David Publishing Company
KW  - preschool
KW  - translanguaging
KW  - linguistic diversity
KW  - language norm
KW  - language development
KW  - education
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - This text focuses on multilingual children’s education and language development in the Swedish preschool contextdiscussing linguistic strategies, language diversity, native language, and native language support. Speaking Swedishin the Swedish preschool is the norm; it is the major language in Sweden and it is also the native language of themajority of the children. However, speaking about native language in the Swedish school context, it is often aboutnative languages other than Swedish. We are speaking about the children with a native language other than Swedish,the multilingual children. Research shows that interaction between the children and the teachers is crucial for thechildren’s learning, language acquisition, and identity development. The interaction, expectations, and attitudes thatthe child, the teacher, and others in the surroundings have both to the language or languages that should be learnedand to the child who should learn, are also critical for success in language development. When a child in thepreschool pedagogical practice develops the native language, the child becomes less subordinate, can play togetherin many settings, and get access to the world in the preschool and in the society that is expressed and understoodthrough language.
ER  - 

TY  - JOUR
T1  - Teaching a Language in Another Modality: A Case Study from Swedish Sign Language L2 Instruction
T2  - Journal of Language Teaching and Research
SN  - 1798-4769
A1  - Holmström, Ingela
PY  - 2019
VL  - 4
IS  - 10
SP  - 659
EP  - 672
DO  - 10.17507/jltr.1004.01
LA  - eng
PB  - : Academy Publication
KW  - sign language
KW  - second modality
KW  - second language
KW  - language instruction
KW  - second language teacher
KW  - linguistics
KW  - lingvistik
AB  - This study focuses on a Swedish Sign Language (STS) interpreting education, in which the students learn a second language (L2) that is expressed in the visual-gestural modality instead of the auditory-vocal one. Due to the lack of research on sign language L2 instruction, the teachers have limited scientific knowledge and proven experience to lean on in their work. Therefore, an action research-based project was started with the aim to enhance teachers’ knowledge about effective ways of teaching STS as an L2, and to examine how teaching can lead to students making good progress and attaining deep knowledge in STS. The article presents results from one of the projects’ sub-studies, Initial teaching through different primary languages, where a hearing STS L2 teacher’s approaches are examined when teaching the hearing students the new language in another modality than their previous language(s). The results show how this teacher uses her own knowledge from learning STS as an L2 and how she, through using spoken Swedish, provides rich metalinguistic knowledge that contributes to the students’ deeper theoretic knowledge about STS in addition to their practical STS learning. This had pedagogical implications for the further development of the instruction at the interpreting program.
ER  - 

TY  - JOUR
T1  - Special Education Teachers’ Narratives on Literacy Support for Bilingual Students with Dyslexia in Swedish Compulsory Schools
T2  - Nordic Journal of Literacy Research
SN  - 2464-1596
A1  - Jalali-Moghadam, Niloufar
A1  - Hedman, Christina
PY  - 2016
IS  - 2
SP  - 1
EP  - 18
DO  - 10.17585/njlr.v2.224
LA  - eng
PB  - : Cappelen Damm AS - Cappelen Damm Akademisk
KW  - bilingualism
KW  - bilingual education policy
KW  - literacy
KW  - special education
KW  - tvåspråkighet
KW  - education
AB  - The aim of the study is to investigate how special education teachers talk about their teaching in relation to bilingual students with dyslexia within Swedish compulsory schools. Data consist of transcripts from in-depth interviews with 15 special education teachers. According to the teacher narratives, the special education services appeared to be biased against bilingual students, as the support provided to bilingual students with dyslexia was revealed to be more or less the same as that provided to monolingual Swedish-speaking students with dyslexia. This bias is discussed in relation to the notion of difference blindness as well as in relation to practical constraints. Nevertheless, the teachers strongly advocated collaborative work with mother tongue teachers in order to facilitate dyslexia identification in bilingual students and to gain a more comprehensive picture of their language and literacy competencies, which is a desire that contrasts and contests a pedagogical monolingual master model within special education services.
ER  - 

TY  - JOUR
T1  - Lærerstudenten som leser: en undersøkelse av litterære erfaringer hos en gruppe norske og svenske lærerstudenter
T2  - Nordisk tidsskrift for pedagogikk og kritikk
SN  - 2387-5739
A1  - Wicklund, Beret
A1  - Larsen, Ann Sylvi
A1  - Vikbrant, Gunilla
PY  - 2016
VL  - 1
IS  - 2
SP  - 119
EP  - 132
DO  - 10.17585/ntpk.v2.149
LA  - nor
PB  - : Cappelen Damm AS - Cappelen Damm Akademisk
AB  - This article presents a study of literary experiences in a group of Norwegian and Swedish students in Teacher Education in the beginning of their studies. The authors have taught Norwegian and Swedish for many years in Teacher Education. We discuss the concept of «literary competence», attitudes to literature and reading, and what challenges teacher’s education face. The study is a result of cooperation betweenTeacher Education in the Nordic countries (Denmark, Sweden, Norway and Finland), financed by Norplus, in the project «Nabospra°k i lærerutdannelsen» (Neighbor languages in Teacher Education). The aim of the project has been to promote Nordic student’s mutual understanding of Nordic languages and culture, reading of literature and teaching abilities. This project has made it possible to see the situation not only in a Norwegian, but also in a Nordic perspective. The study shows that the students, who specialize in teaching Norwegian or Swedish on the lower levels in school, read less books than those whoqualify for higher levels. The students are positive to reading books in general, and many of them read a lot for pleasure and relaxation, but mostly crime and international bestsellers. They have less experience from other genres in literature and classic texts, and a more reflecting attitude to reading.
ER  - 

TY  - JOUR
T1  - Female Sports Journalists: The More Things Change, the More They Stay the Same
T2  - Media and Communication
SN  - 2183-2439
A1  - Radmann, Aage
A1  - Sätre, Anna
PY  - 2024
IS  - 12
SP  - 1
EP  - 16
DO  - 10.17645/mac.8200
LA  - eng
PB  - : Cogitatio
KW  - female sports journalism
KW  - gender
KW  - harassment
KW  - hegemonic masculinity
KW  - new media landscape
KW  - working conditions
AB  - This article aims to explore the experiences of female sports journalists in Sweden from a gender perspective. The theoretical framework is inspired by Yvonne Hirdman’s understanding of gender in a binary system and R. W. Connell’s definition of hegemonic masculinity. Data consist of 10 semi-structured interviews with the most prominent female sports journalists in Sweden. The sports journalists in this study express that there has been a change in the media industry, resulting in a better understanding of women’s working conditions within the industry. Even so, the work is still grounded in a culture signified by hegemonic masculinity, where women need to find their own strategies to build a successful career, handle harassment, and cope with other gender-related challenges.
ER  - 

TY  - JOUR
T1  - Social Inclusion Through Multilingual Assistants in Additional Language Learning
T2  - Social Inclusion
SN  - 2183-2803
A1  - St John, Oliver
PY  - 2023
VL  - 4
IS  - 11
SP  - 145
EP  - 155
DO  - 10.17645/si.v11i4.7337
LA  - eng
PB  - : Cogitatio Press
KW  - additional language
KW  - dialogue
KW  - inclusion
KW  - language use
KW  - multilingual assistants
KW  - second language learning
AB  - The aim of this study is to evaluate and explore the deployment of adult migrants’ first languages (L1s) by multilingual assistants (MAs) in additional language (AL) learning for the opportunities they afford to include students. The context is Sweden’s Swedish for Immigrants programme, in which a teacher team appointed MAs to support their students’ efforts to learn Swedish. In this context, MAs aremultilingual school personnel employed to support the students in their Swedish language development by, among other means, using the students’ L1s. The ensuing research study set out to investigate and develop MA and teacher roles in promoting Swedish language development through L1 use. The quest to include the students permeated this investigation. Action research provided a framework for the teachers to study their classroom interaction with MAs as a basis for professional development. Group interviews complemented video data. Different dimensions of inclusion and Bakhtin’s thinking about other‐orientedness offer theoretical support. The results are presented as four cardinal contributions made by MAs with significant potential to include adult migrants in AL education. The teachers’ conception of dialogic activity specifies inclusion as a transsubjective enterprise that, through instructional restraint and translingual space, allows students to explore language and achieve progressively coherent responsive understanding. The MAs’ socioemotional work of reassuring, affirming, and imparting faith in student capabilities to communicate in and learn Swedish posits inclusion as an equilibrium between the demands of instructional situations and the psychological fortitude to manage them. MAs key role in contextualizing content illustrates the way inclusion can be realized by transferring language form and content to the students’ personal experiences, extensive knowledge, and everyday communicative realities. The teacher’s plan to entrust the MAs with the task of making their formative feedback accessible to students projects inclusion as increasing students’ capacity to regulate their AL learning themselves.
ER  - 

TY  - CHAP
T1  - Nationalism som "dålig klang" eller att "gilla sitt land?": Om ett politiskt laddat "grundbegrepp" i högstadiets historieundervisning
T2  - Begreber om og i samfunnet
A1  - Olofsson, Hans
PY  - 2024
SP  - 107
EP  - 137
DO  - 10.18261/9788215055589-24-04
LA  - swe
PB  - Oslo : Universitetsforlaget
KW  - historry education
KW  - nationalism
KW  - basic concepts
KW  - koselleck
KW  - conceptual history
KW  - spontaneous conceptual network
KW  - historieundervisning
KW  - grundbegrepp
KW  - begreppshistoria
KW  - spontant begrepppsnät
KW  - subject-specific education
KW  - ämnesdidaktik
AB  - Det här kapitlet undersöker hur begreppet nationalism användes under historielektionerna i en svensk högstadieklass. Undersökningen visar hur begreppet laddades med politiska betydelser av både elever och lärare. I analyserna framträder ett ”spontant begreppsnät” som verktyg för elevernas begreppsförståelse. Ett annat resultat är att såväl den samtida som historiska kontexten är viktig när ett grundbegrepp som nationalism hanteras i historieundervisningen.
ER  - 

TY  - JOUR
T1  - Professional responsibility and accountability?: Balancing institutional logics in the enactment of new regulations and practices against bullying and degrading treatment in Swedish schools
T2  - Nordic Studies in Education
SN  - 1891-5914
A1  - Lindgren, Joakim
A1  - Carlbaum, Sara
A1  - Hult, Agneta
A1  - Segerholm, Christina
PY  - 2018
VL  - 4
IS  - 38
SP  - 368
EP  - 385
DO  - 10.18261/issn.1891-2018-04-06
LA  - eng
PB  - : Universitetsforlaget
KW  - juridification
KW  - education
KW  - institutional complexity
KW  - professional responsibility
KW  - accountability
KW  - policy enactment
AB  - This article reports an investigation of new forms of work against degrading treatment in Swedish compulsory school. It focuses particularly on how four schools in one municipality enact the far-reaching reporting obligation. The study is theoretically informed by institutional theory and theories on teacher professionalism, and is empirically based on interviews with teachers, head teachers, school health staff, and municipal officials, as well as analysis of policy documents and local statistics. The results show that legal regulation produces institutional complexity that creates tensions between the logic of accountability and the logic of professional responsibility, balanced by school actors in their everyday work.
ER  - 

TY  - JOUR
T1  - From methods and concepts to triple learning processes in school, teacher education and research
T2  - Nordic Studies in Education
SN  - 1891-5914
A1  - Tjernberg, Catharina
A1  - Heimdahl Mattson, Eva
PY  - 2017
VL  - 1
IS  - 37
SP  - 36
EP  - 45
DO  - 10.18261/issn.1891-5949-2017-01-04
LA  - eng
PB  - : Universitetsforlaget
KW  - professional development
KW  - theory and practice
KW  - praxis-oriented
KW  - interaction
KW  - learning process
AB  - This article examines and discusses how successful teachers develop professionally and relate this process to theory and practice. It elucidates some further aspects of an earlier longitudinal, praxis-oriented study in excellence that was carried out over a period of seven years in a nine-year Swedish compulsory school (Tjernberg, 2013). That case study was based on classroom observations and follow-up discussions to create consciousness of learning processes among the teachers and the researcher. According to the teachers in this study, the focus of pedagogical research is seldom on pedagogical practices, which means that they are not felt to be important. In contrast, the research is seen to be important if it has an inside perspective, using mutual and continuous communication between the pupils, themselves, and the researcher. One main finding is that a researcher can contribute to theorising and putting into words the teachers' pedagogical practices. At the same time, the researcher is able to deepen her or his research into issues that arise from the teachers' practices and knowledge. These two conditions are in turn necessary for the individual pupil to develop her or his proximal learning, which leads to further research questions. In this article, the term 'triple learning process' is used to describe this interaction.
ER  - 

TY  - JOUR
T1  - Svenske og norske læreres forventninger om å mestre elevtilpasset leseopplæring: Betydningen av lærernes praksiserfaring og andre lærer- og skolerelaterte variabler: Swedish and Norwegian Teachers’ Self-efficacy for Differentiated Reading Instruction: The Importance of Practice and Other Teacher and School-related Variables.
T2  - Nordic Studies in Education
SN  - 1891-5914
A1  - Andreassen, Rune
A1  - Reichenberg, Monica
PY  - 2018
VL  - 3
IS  - 38
SP  - 232
EP  - 251
DO  - 10.18261/issn.1891-5949-2018-03-04
LA  - nor
PB  - : Cappelen Damm AS - Cappelen Damm Akademisk
KW  - teacher self-efficacy
KW  - norway and sweden
KW  - reading instruction
KW  - teaching experience
AB  - The objective of this study was to investigate the role of teaching experience to obtain teacher self-efficacy for inclusive reading instruction in Sweden and Norway. 471 in-service teachers from both countries filled out questionnaires about their self-efficacy beliefs and other personal and contextual variables. Despite minor educational differences, we found that the Swedish teachers outperformed their Norwegian counterparts’ self-efficacy for inclusive reading instruction. Teaching experience was a significant contributor of such self-efficacy for teachers from both countries, while the contribution from other variables differed. We conclude that our findings should have consequences for teacher education in nurturing self-efficacy for teaching reading in diverse classrooms.
ER  - 

TY  - JOUR
T1  - What is the ‘problem’ that digital competence in Swedish teacher education is meant to solve?
T2  - Nordic Journal of Digital Literacy
SN  - 1891-943X
A1  - Hanell, Fredrik
PY  - 2018
VL  - 3
IS  - 13
SP  - 137
EP  - 151
DO  - 10.18261/issn.1891-943x-2018-03-02
LA  - eng
PB  - Oslo : Scandinavian University Press
KW  - digital competence
KW  - teacher education
KW  - policy analysis
KW  - global policy discourse
KW  - library and information science
AB  - This paper explores how policy makers argue for the importance of digital competence in Swedish teacher education. A policy analysis of key policy documents from the government and from government-affiliated organisations from the time period 2011–2016 is conducted using Carol Bacchi’s ‘what’s the problem represented to be?’ approach. The paper critically examines underlying assumptions and particular viewpoints that underpin how the concept digital competence is formulated in key policy texts.Digital competence is found to be a part of a globalised policy discourse that conceptualises education as a necessity for a competitive work force. Policy makers describe Swedish schools as unsuccessful in providing pupils with adequate digital competence and how this may cause Sweden to fall behind in global competition. Shortcomings in schools are considered to be caused by low digital competence being developed as part of teacher education. In the studied policy documents, the ‘problem’ that digital competence in teacher education is meant to solve is consequently an issue of economic growth and global competition. The strong emphasis on economic benefits and an instrumental perspective on technology expressed in the global policy discourse on digital competence leads to the need for a renewed focus on Bildung and civic competences.
ER  - 

TY  - JOUR
T1  - Promoting critical digital literacy in the leisure-time center: Views and practices among Swedish leisure-time teachers
T2  - Nordic Journal of Digital Literacy
SN  - 1891-943X
A1  - Martinez, Carolina
PY  - 2019
VL  - 3
IS  - 14
SP  - 134
EP  - 146
DO  - 10.18261/issn.1891-943x-2019-03-04-04
LA  - eng
PB  - : Idunn
KW  - critical digital literacy
KW  - digital literacy
KW  - digital competence
KW  - critical reflection
KW  - advertising
KW  - source criticism
KW  - leisure-time center
KW  - after-school program
AB  - This article focuses on the leisure-time center (LTC) as an arena for developing critical digital literacy. The main research question concerns how Swedish leisure-time teachers (LT teachers) work to promote critical digital literacy. In addition to this, the article directs attention to one specific aspect of critical digital literacy, namely, critical understanding of Internet advertising. The second research question thus concerns how LT teachers approach Internet advertising in the LTC, and whether their approaches to advertising encourage a critical understanding. The study is based on 20 in-depth interviews with Swedish LT teachers, and Buckingham’s (2015) conceptual framework for critical digital literacy is used to analyze and discuss the data. The results reveal a broad range of approaches and practices, from not promoting critical digital literacy at all, to planned learning activities and spontaneous discussions that encouraged critical reflections about digital media. The participants concentrated on source criticism, photo manipulation, and discussions with children about their digital media usage. There were also different approaches to Internet advertising, from not addressing this issue to critical reflections regarding the role of advertising. The participants also described uncritical ways of relating to Internet advertising, such as approaching advertising as a form of entertainment. The article discusses the implications of these results for policy, teacher education, and future research.
ER  - 

TY  - JOUR
T1  - Validating an instrument to measure teachers' preparedness to use digital technology in their teaching
T2  - Nordic Journal of Digital Literacy
SN  - 1891-943X
A1  - Viberg, Olga
A1  - Mavroudi, Anna
A1  - Khalil, Muhammed
A1  - Bälter, Olof
PY  - 2020
VL  - 1
IS  - 15
SP  - 38
EP  - 54
DO  - 10.18261/ISSN.1891-943X-2020-01-04
LA  - eng
PB  - : Universitetsforlaget AS
KW  - instrument development
KW  - teachers' digital competence
KW  - teachers' preparedness
KW  - technology integration
KW  - tpack
KW  - utaut
AB  - In order to effectively integrate digital technology into education, it is necessary to examine and understand teachers' preparedness to use digital technology in education. The objective of this pilot study is to validate a self-reported instrument to measure teachers' preparedness to use Information and Communication Technologies for learning and teaching. The survey items of the instrument are grounded and developed on the basis of the Unified Theory of Acceptance and Use of Technology and Technological Pedagogical Content Knowledge. Data was collected from a sample of 157 teachers at seven K-9 schools in Sweden and analysed mainly using exploratory factor analysis. The results yielded a seven-factor structure comprising a model of teachers' digital competence focusing on their preparedness. These factors are: (1) Abilities to use digital learning technology, (2) Social influence and support, (3) Intention of use, (4) Usefulness and efficiency, (5) Limitation awareness, (6) Pedagogical potential, and (7) Assistance awareness. The results of this study aim to support schools when encouraging and supporting teachers to use technology in teaching and learning. They can also be used to measure differences before and after inventions, such as on the job teacher training.
ER  - 

TY  - JOUR
T1  - Implementering av ett formativt verktyg för andraspråksbedömning. Exemplet Bygga svenska ur lärarperspektiv: [The implementation of a formative second-language assessment tool – a teacher perspective]
T2  - Nordand
SN  - 0809-9227
A1  - Lubińska, Dorota
A1  - Magnusson, Ulrika
PY  - 2021
VL  - 2
IS  - 16
SP  - 114
EP  - 133
DO  - 10.18261/issn.2535-3381-2021-02-02
LA  - swe
PB  - : Scandinavian University Press / Universitetsforlaget AS
KW  - swedish as a second language
KW  - language assessment
KW  - appropriation
KW  - language education policy
KW  - newly arrived students
KW  - svenska som andraspråk
KW  - språkbedömning
KW  - bygga svenska
KW  - appropriering
KW  - språkutbildningspolicy
KW  - nyanlända
AB  - Föreliggande studie syftade till att med bas i kritisk provteori öka kunskapen om implementering av formativa andraspråksbedömningsverktyg genom att studera implementeringen av Bygga svenska (BS), ett formativt material för bedömning av nyanlända elevers språkutveckling i svenska skolan. Studien genomfördes med hjälp av en internetbaserad enkät riktad till lärare som använt, hört talas om eller provat materialet. Studiens forskningsfrågor gällde hur lärarna fått kännedom om BS:s existens, för vilka syften BS används och vilken den upplevda användbarheten och validiteten hos BS är. Nittio procent av lärarna i studien är enligt enkätsvaren behöriga att undervisa i svenska som andraspråk i den årskurs de undervisar. Resultaten visar att lärarna fått kännedom om BS genom framför allt officiella kanaler. BS approprieras på olika sätt av lärarna och används både för formativa syften och för höginsatsfrågor. Lärarna uppskattar att andraspråksanvändning i BS relateras till skolans språkbruk samt att BS underlättar kommunikation med elever och vårdnadshavare. Ett implementeringsproblem tycks vara att dessa språklärare, som är mest lämpade att använda BS, ibland inte ges ett legitimt utrymme för att kunna dela information om elevers språkutveckling med övriga kollegiet. Lärarnas kritik av BS rör främst tid, omfattning och komplexitet; i vissa fall relaterar sig den kritiken till att ingen tid tillhandahålles för att implementera materialet på skolan.
ER  - 

TY  - JOUR
T1  - Adaptation and Resistance: Response to state governance in a local Swedish knowledge culture
T2  - Nordic Studies in Education
SN  - 1891-5914
A1  - Eliasson, Eva
PY  - 2013
VL  - 1
IS  - 33
SP  - 14
EP  - 30
DO  - 10.18261/ISSN1891-5949-2013-01-05
LA  - eng
KW  - nursing teacher education
KW  - knowledge culture
KW  - state governance
KW  - adaptation
KW  - resistance
KW  - education
AB  - The aim of this article is to illuminate and discuss the relationship between state governance and local Swedish knowledge culture from 1958 to 1999. The main questions are: How do conceptions of knowledge and learning in a local teacher education culture relate to state governance, and how can adaptation and resistance be understood? The overall perspective is one of curriculum theory and the methods used are archival studies and interviews. The concepts of strategy and ideology are used and found helpful for understanding adaptation and resistance in the knowledge culture under study. Adaptation occurred when local ideological standpoints were in harmony with state governance and there were no strategic losses for the culture as a whole.
ER  - 

TY  - JOUR
T1  - Teaching in preschool
T2  - Nordic Studies in Education
SN  - 1891-5914
A1  - Hedefalk, Maria
A1  - Almqvist, Jonas
A1  - Lundqvist, Eva
PY  - 2015
VL  - 1
IS  - 35
SP  - 20
EP  - 36
DO  - 10.18261/ISSN1891-5949-2015-01-03
LA  - eng
PB  - : Scandinavian University Press
KW  - teaching
KW  - meaning making
KW  - preschool
KW  - investigation
KW  - video observations
KW  - curriculum studies
AB  - The present study investigates the practice of teaching in preschool. Similarities and differences in Swedish science education in compulsory school and preschool practice are compared. This is executed by a study of teacher’s participation in the meaning making process in the activities. The empirical material consists of video observations and field notes from preschool and compulsory school. A pragmatist approach is used to analyse the activities.The result shows that even though no learning goals are articulated by the preschool teachers the analyses show that the teachers direct children in specific ways. Teaching in this context is understood as an action to direct children’s meaning making towards what is considered relevant in the practice.The study shows that children in both preschool and compulsory school learn the central principle to make investigations. The actions made by the teachers do not look like teacher-centered-teaching where play and caring necessarily is ignored. If teaching can be defined as directing children’s attention into a certain direction in line with the curriculum, teaching is a central activity through the whole day in preschool.
ER  - 

TY  - JOUR
T1  - Public servants on public religion: Attitudes among Swedish teachers of Religious Education
T2  - Nordic Journal of Religion and Society
SN  - 0809-7291
A1  - Sjöborg, Anders
PY  - 2025
VL  - 1
IS  - 38
SP  - 1
EP  - 16
DO  - 10.18261/njrs.38.1.1
LA  - eng
PB  - : Scandinavian University Press
KW  - public religion
KW  - symbols
KW  - veil
KW  - school
KW  - teacher
KW  - professionalism
KW  - sociology of religion
KW  - religionssociologi
AB  - This study investigates the attitudes of Swedish Religious Education (RE) teachers toward public religion and religious symbols, comparing their views to the general population. In secularized and diverse Sweden, the presence of religious symbols in public spaces is contentious. Data from a survey among Swedish teachers of Religious Education is compared with survey data from a representative population sample and complemented with teacher interviews. The study reveals that the Swedish teachers of RE are generally more accepting of public religion than the broader population. However, teachers show differing levels of acceptance for religious symbols: about half support smaller symbols like a cross or star of David, but there is less acceptance for more visible symbols such as the veil or turban. This ambivalence stems from their emphasis on neutrality and objectivity in their professional roles. The study underscores the complexity of public religion in secular societies and the need for ongoing discussion about religious symbols in education.
ER  - 

TY  - JOUR
T1  - Legitimeringsdiskurser om organisationen av nyanländas svenskundervisning
T2  - Nordand
SN  - 0809-9227
A1  - Uddling, Jenny
A1  - Duek, Susanne
A1  - Lindholm, Anna
PY  - 2023
VL  - 3
IS  - 18
SP  - 173
EP  - 189
DO  - 10.18261/nordand.18.3.2
LA  - swe
PB  - Oslo : Universitetsforlaget
KW  - nyanlända elever
KW  - grundläggande sva
KW  - svenska som andraspråk
KW  - legitimering
KW  - organisering
KW  - swedish as a second language
KW  - teacher education and education work
AB  - Det saknas forskning och nationell reglering om hur nybörjarsvenska ska bedrivas i svensk grundskola. Kursplanen i skolämnet svenska som andraspråk (sva) som finns idag riktas alltså inte mot grundläggande sva. I den här artikeln undersöks hur lärare i svenska som andraspråk legitimerar/delegitimerar sin skolas organisering av grundläggande sva. Studiens data består av tio transkriberade intervjuer som har analyserats med hjälp av van Leeuwens (2008) legitimeringsbegrepp. Resultaten bekräftar att organiseringen av grundläggande sva är decentraliserad. Lärarna legitimerar sin skolas organisation (eller brist på organisation) genom moralisk värdering med hänvisning till elevernas behov. Eftersom lärarna uttrycker sig som experter på vad nyanlända behöver, och hur deras behov kan tillgodoses, klassificeras denna legitimering också som personlig auktorisation. De lärare som arbetar i skolor som har en organiserad undervisning i grundläggande sva uttrycker i högre grad att nyanlända behöver systematiskt stöd i sin grundläggande andraspråksutveckling (diskursen separering med fokus på grundläggande andraspråksutveckling). De lärare som arbetar på skolor som saknar en organiserad undervisning i grundläggande sva framhåller istället att nyanlända elever generellt gynnas av att inkluderas i ordinarie sva/sve-undervisning men att lärarna kan behöva göra vissa anpassningar (diskursen inkludering med vissa anpassningar). Resultatet visar också att grundläggande sva legitimeras/delegitimeras genom rationalisering och företrädesvis uttrycks av de lärare som saknar en organiserad undervisning i grundläggande sva. Lärarna hänvisar i de fallen till bristande resurser (den ekonomiska diskursen). Överlag framkommer att de intervjuade sva-lärarna ser sig själva som centrala aktörer som tar ansvar för organiseringen av nyanländas utbildning.
ER  - 

TY  - JOUR
T1  - Problems in developing formative assessment: A physics teacher’s lived experiences of putting the ideas into practice
T2  - Assessment Matters
SN  - 1176-7839
A1  - Levinsson, Magnus
A1  - Hallström, Henrik
A1  - Claesson, Silwa
PY  - 2013
IS  - 5
SP  - 116
EP  - 142
DO  - 10.18296/am.0108
LA  - eng
PB  - : NZCER Press, New Zealand Council for Educational Research
KW  - formative assessment
KW  - science education
KW  - physics teaching
AB  - In Sweden, systematic reviews have prompted a strong government focus on implementing formative assessment in science and mathematics education. However, the intention behind this investment—to improve Sweden’s position in TIMSS and PISA—appears to overlook the difficulty of putting research into practice. The purpose of this study is to explore the problems associated with incorporating formative assessment into classroom work by focusing on the experiences of a physics teacher who participated in a local development project in an upper secondary school in Sweden. The case study is based on a phenomenological approach which emphasises collaboration between researcher and participant, and five different themes of lived experience are described as a result of joint interpretations: (1) resistance from the students; (2) stuck in formal teacher roles; (3) sacrifices to bring about change; (4) avoiding risks in the classroom; and (5) worries about the opinion of others. These lived-through dimensions deepen our understanding of the barriers which some teachers face and carry implications for the support they need. Finally, this article points out the challenge for the systematic review movement in Sweden, and elsewhere, to incorporate and communicate the different strands of research on formative assessment.
ER  - 

TY  - JOUR
T1  - Talking about writing – designing and establishing writing feedback and tutorials to promote student engagement and learning
T2  - Journal of Academic Writing
SN  - 2225-8973
A1  - Börjeson, Fia Christina
A1  - Carlsson, Carl Johan
PY  - 2020
VL  - 1
IS  - 10
SP  - 128
EP  - 135
DO  - 10.18552/joaw.v10i1.604
LA  - eng
PB  - : Coventry University, Lanchester Library
KW  - writing pedagogy
KW  - writing in the disciplines (wid)
KW  - feedback design
KW  - academic writing
KW  - active learning
AB  - This article describes different feedback designs that have been developed at Chalmers University of Technology, Sweden. These feedback activities are part of courses and programmes that faculty at the Department of Communication and Learning in Science, Division for Language and Communication, are involved in. The feedback setup has evolved from many years of designing and delivering writing instruction within STEM education, grounded in the challenge to make feedback a meaningful learning experience for all students and improve students’ understanding of disciplinary academic writing. The feedback designs described are based on dialogue to provide feedback and as a means for students to verbalize their own understanding of text, textual features and how discipline specific content is communicated. Examples of setups are large class active feedback lectures, scaffolded peer response sessions, and guided feedback workshops. These feedback activities are explored, and we argue for how they, potentially, result in more (useful) feedback and feedforward compared to traditional written teacher-student feedback.
ER  - 

TY  - JOUR
T1  - Sustainable reading and writing instruction: a question for teacher education
T2  - The International Journal of Literacies
SN  - 2327-266X
A1  - Alatalo, Tarja
PY  - 2013
VL  - 3
IS  - 19
SP  - 1
EP  - 11
DO  - 10.18848/2327-0136/CGP/v19i03/48778
LA  - eng
PB  - : Common Ground Publishing
KW  - reading and writing instruction
KW  - teacher education
KW  - teacher knowledge
KW  - utbildning och lärande
KW  - education and learning
AB  - Learning occurs in meaningful situations and is tied to cooperation and interaction, which teacher education needs to emphasize in all teacher preparation programs. Furthermore, communication in the information era is built largely on multimodal languages such as symbols and images, which teacher education also must pay attention to. But still the written word is fundamental in communication and therefore needs to be in focus in teacher education. For that reason, parallel to knowledge about sociocultural approaches on learning and development and multimodality in the literacy area, teacher students need basic knowledge about children’s reading and writing development. Such knowledge is essential for the teacher to be able to accurately identify where each student is in her or his reading and writing processes in order to be able to respond to and support her or his literacy development. In the literacy area there are skills that children need to learn by practicing on their own. In reading for example, such items are decoding, reading fluency, and reading comprehension. This means that teacher education students also need to possess the theoretical knowledge of literacy instruction. Thus teachers’ knowledge of reading and writing development is an important foundation for sustainable reading and writing instruction. The purpose of this study was to investigate whether teacher education should increase teacher education students’ opportunities to provide sustainable reading and writing instruction. The present study, with a teacher knowledge survey (TKS) completed by 269 Swedish teachers in primary school grades 1-3, indicated that a large part of them lack understanding of children’s written language development as well as of reading and writing instruction. For the reading and writing instruction to be sustainable, the conclusion is that teacher education should focus more on basic elements in reading and writing development, of course without forgetting the benefits of cooperative and multimodal learning. Limitations of the study are that the data only shows teachers’ knowledge but not how they use it in practice. Nor is there any data about teachers’ attitudes and knowledge of socio-cultural perspectives on learning or of multimodal learning. 
ER  - 

TY  - JOUR
T1  - Assessment of vocational knowing: experiences from the Swedish pilot project with upper secondary apprenticeship 2008-2011
T2  - Bulletin of Institute of Vocational and Technical Education
SN  - 1348-4893
A1  - Berglund, Ingrid
A1  - Lindberg, Viveca
PY  - 2012
VL  - 9
SP  - 24
EP  - 34
DO  - 10.18999/bulitv.9.24
LA  - eng
KW  - assessment
KW  - vocational education and training
KW  - research
KW  - apprenticeship
KW  - providers of education and training
AB  - In 2008, a pilot project with apprenticeship as an alternative pathway of upper secondary vocational education (USVE) started in Sweden. This paper is based on a follow-up study 2009-2011, funded by the Swedish National Agency for Education (SNAE) focusing on pedagogical aspects of apprenticeship. We interpreted ‘pedagogical aspects’ as concerning teachers’ curriculum work, i.e. the organisation and design of apprenticeship in relation to following aspects: division of labour between school and work; the content; the roles of teacher and supervisor; and follow-up and assessment of students’ development regarding vocational knowing in relation to the Swedish national curriculum for each of the programmes. In this article, we present results related to assessment in upper secondary VET apprenticeship. The issue for this article is to illuminate conditions for assessment in USVE-apprenticeship, the foci of assessment and the tools used for assessment.According to regulations of apprenticeship, trilateral assessment sessions (teacher-supervisor-apprentice) are to be held regularly for follow-up and, at the end of a course, marking students knowing. As a representative for the education authority, the teacher is responsible for marking, but the supervisor is to provide the teacher with the information needed for follow-up and marking. The assumption is that during these sessions, there will be a dialogue between supervisor, apprentice, and teacher that will contribute to both follow-up and marking.The results presented in this paper build on interviews with teachers, apprentices and supervisors, as well as some audio-recorded trilateral sessions for assessment. Our preliminary results show that these trilateral sessions are one of the critical situations in USVE-apprenticeship. A main result is that assessment was either focused on social and behavioural aspects or on vocational knowing. Which one that dominated was related to firstly, the qualifications of the teacher; secondly, to the division of labour on the workplace; and thirdly, to the local history of USVE-apprenticeship. These results and the consequences of them will be further developed in our article.
ER  - 

TY  - JOUR
T1  - Process-based assessment for professional learning in higher education: perspectives on the student-teacher relationship
T2  - International Review of Research in Open and Distance Learning
SN  - 1492-3831
A1  - Bergström, Peter
PY  - 2010
VL  - 2
IS  - 11
SP  - 33
EP  - 48
DO  - 10.19173/IRRODL.V11I2.816
LA  - eng
PB  - : Athabasca University
KW  - process-based assessment
KW  - power relations
KW  - learning process
KW  - assessment process
KW  - teacher direction
AB  - This article reports on a study that was carried out in autumn 2007 with students in a professional nurse education distance course at a Swedish university. The study aimed to develop a greater understanding of the student-teacher relationship based on research questions addressing the teachers’ role, the learning process, and the assessment process in traditional approaches to teaching and learning. A didactical design was adopted, focusing on three learning outcomes in three phases. In each of the three phases, these learning outcomes were assessed by each student documenting his/her knowledge at the beginning, middle, and end of the course. Data was collected via in-depth interviews with students (n = 14) and through a questionnaire (n = 40) and was analysed using an inductive thematic analysis of the material. The results indicate a student-teacher relationship involving ambiguity and complexity in relation to the degree of teacher direction as being teacher-centred or learner-centred and also in relation to the learning process as being reproductive or productive. The interpretation of the results shows diverse aspects of the student-teacher relationship arising from students’ beliefs about teaching, learning, and assessment and, in particular, process-based assessment. The locus of control involves the teachers’ role, the learning process, and the assessment process, which illuminates different perspectives of power relations in the student-teacher relationship.
ER  - 

TY  - JOUR
T1  - Expressions of Trust: How University STEM Teachers Describe the Role of Trust in their Teaching
T2  - Teaching and Learning Inquiry
SN  - 2167-4779
A1  - Sutherland, Kathryn A.
A1  - Forsyth, Rachel
A1  - Felten, Peter
PY  - 2024
IS  - 12
EP  - 12
DO  - 10.20343/teachlearninqu.12.22
LA  - eng
PB  - : University of Calgary Press
AB  - Positive teacher-student and student-student relationships are among the most significant factors contributing to learning, motivation, wellbeing, and graduation rates in higher education. Trust is commonly understood as a key element for the development and sustenance of positive educational relationships, yet relatively little empirical research investigates trust in higher education classrooms. In this study, we explore how science, technology, engineering and mathematics (STEM) teachers (n=29) from universities in four countries (Canada, New Zealand, Sweden, and USA) describe their intentions and actions related to trust in one of the large enrollment courses they teach. We consider the ways that teachers understand and value trust in their teaching, and what this might suggest about how they approach trust-building with and among their students. We report on four broad approaches to trust expressed by teachers in this study, framed as teacher statements to students: “trust me,” “trust yourself,” “trust each other,” and “I trust you.” This research has implications for teachers, SoTL scholars, and academic developers in higher education.
ER  - 

TY  - JOUR
T1  - Do personality traits matter? A comparative study of student preferences for teaching and learning activities and assessment modes in two different majors
T2  - Teaching and Learning Inquiry
SN  - 2167-4779
A1  - Fjelkner, Annika
A1  - Hakansson, Andreas
A1  - Rosander, Pia
PY  - 2019
VL  - 1
IS  - 7
SP  - 78
EP  - 102
DO  - 10.20343/teachlearninqu.7.1.6
LA  - eng
PB  - : University of Calgary Press
AB  - What, then, do we need to know about our students to better provide for more equitable outcomes? Who will succeed depend on many factors, and student personality traits is one factor less discussed in the engagement and First year experience literature. The aim of this study is to add to the teaching in higher education discussion by exploring how student differ regarding personality traits profile (IPIP-NEO-PI test; Goldberg, 1999), approaches to learning (R-SPQ-2F test; Biggs, Kember & Leung, 2001), and preference for teaching and learning activites and assessment modes. The on-line survey study was carried out in a small, teaching intensive Swedish university on students in a Business (n=144) and Pre-school teacher education program (n=179). Findings were that there seem to be systematic differences between the types of modes preferred, and also significant differences between the two majors regarding learning approach, motive and strategy. Findings are discussed in relation to Jarvis’ (2010) model of learning and disjuncture, Biesta’s (2005) discussion on educational relationships and risk, and Trowler’s (2008) concept of teaching and learning regimes (TLRs). There are two clear risks that teachers and curriculum developers face. First, teachers who are new or come from a different TLR may face the risk of alienating students and exposing them to extreme anxiety if using TLAs and assessment modes students are uncomfortable with and unused to. Second, teachers and curriculum developers run the risk of not challenging students enough, thus depriving them of valuable learning experiences.
ER  - 

TY  - JOUR
T1  - Students´ Experiences of Participation in a Research Team: Evaluation of a Research-based Teaching Activity in HigherEducation
T2  - International Journal for the Scholarship of Teaching & Learning
SN  - 1931-4744
A1  - Carlson, Elisabeth
A1  - Stigmar, Martin
A1  - Engberg, Maria
A1  - Falk, Magnus
A1  - Stollenwerk, Maria Magdalena
A1  - Gudmundsson, Petri
A1  - Enskär, Karin
PY  - 2022
VL  - 3
IS  - 16
EP  - 3
DO  - 10.20429/ijsotl.2022.160306
LA  - eng
PB  - : Faculty Center at Georgia Southern University
KW  - focus group
KW  - interdisciplinary
KW  - research-based learning
KW  - students
KW  - vertically integrated project
AB  - AbstractIn Sweden as well as internationally the teaching and research nexus has been described as the defining charac-teristics of higher education promoting generic skills such as information analysis and critical reflection. Vertically Integrated Projects has been proposed as one educational strategy where research and teaching are linked by in-viting students to take active part in actual research projects. The strategy is well aligned to Scholarship of teaching and learning enabling the transition from a teacher-centred accepted knowledge to a student-centred perspective where students are invited as producers of knowledge. The aim of the current study was to explore students’ experiences of participation in a research-based learning activity with academia and industrial partners, designed as a qualitative explorative study using focus group interviews. Findings describe not only factors students find motivating for learning, but also their experience of being part of professional life with its benefits and challenges.
ER  - 

TY  - JOUR
T1  - What motivates students to study in upper secondary school?: A study on students’ perspective on study motivation in four different study programs in Sweden
T2  - International Journal of Teaching and Education
SN  - 2336-2022
A1  - Boström, Lena
A1  - Bostedt, Göran
PY  - 2020
VL  - 2
SP  - 18
EP  - 34
DO  - 10.20472/TE.2020.8.2.002
LA  - eng
PB  - Prague : International Institute of Social and Economic Sciences
KW  - students‘ perspectives
KW  - study motivation
KW  - sweden
KW  - upper secondary school
AB  - Every fourth student in Sweden cancels their upper secondary school education, although the intention behind the new school reform 2011 (GY-11) was to increase the throughput. One important reason for this is a lack of study motivation, which, in turn, has different causes. The authors of this study have chosen to focus on students' perceptions of what is happening in the classroom (i.e., learning and teaching in four different study programs). The purpose of the article is to describe and analyze students' perceptions of what motivates or demotivates them. The research questions are: a) what is important to study motivation?, and b) are there any differences regarding study motivation between programs? The study is based on a web survey of 126 students and four group interviews of 12 students. The interviews were analyzed using thematic content analysis. This is across-sectional study that also was analyzed using descriptive statistics and chi-squared tests with correction. The results show the importance of learning and teaching strategies, teachers, and learning environments. Some similarities were found between the four upper secondary programs, such as a preference for more practically-oriented pedagogy, short-term goals and quick feedback, varied teaching methods, and good textbooks. However, there are also statistically significant differences between the programs regarding the need for structure, learning methods, and preferred perceptual preferences. The results have implications for teacher education, practicing teachers, and the students themselves. Conducting studies at the group- and program-level to better understand students is a way to develop the didactics for specific study programs and find ways to strengthen students' study motivation.
ER  - 

TY  - JOUR
T1  - Interteach - A Total Investigation Study of Swedish Schools Regarding the Education of Pupils with Intellectual Disabilities
T2  - International Journal of Technology and Inclusive Education
SN  - 2047-0533
A1  - Nordgren, Pia
A1  - Frostlund, Jörgen
PY  - 2022
VL  - 1
IS  - 11
SP  - 1727
EP  - 1731
DO  - 10.20533/ijtie.2047.0533.2022.0213
LA  - eng
PB  - : Infonomics Society
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Interteach is a national Swedish research project, which focuses on Evidence-Based Teaching Programs regarding language and interaction in Swedish special schools. It is a full population study, which means a survey was sent out to all teachers in Sweden who are qualified to teach in the Swedish special schools regarding pupils with intellectual disabilities. Followup studies with interviews and observations are planned for. The purpose of the study is more specifically to identify what teaching programs are used within Swedish special schools, and to what extent, in order to promote language and interaction regarding pupils with intellectual disabilities, ID (including Autism Spectrum Condition with ID). Our hope is that increased knowledge within these aspects can lead to development of the education in this area. To our knowledge this is the first Swedish study that studies Evidence-Based Practice in all Swedish special schools
ER  - 

TY  - JOUR
T1  - A variation theory approach to teaching calendar time in Swedish preschool
T2  - Literacy Information and Computer Education Journal
SN  - 2040-2589
A1  - Björklund, Camilla
PY  - 2013
VL  - 4
IS  - 4
SP  - 1144
EP  - 1152
DO  - 10.20533/licej.2040.2589.2013.0164
LA  - eng
PB  - : Infonomics Society
AB  - Swedish preschool has implemented a revised curriculum since the year 2011. The revision brings a stronger focus on literacy, mathematics and natural sciences as pedagogical content in early years’ education, giving the preschool teachers an extended responsibility for children’s early education. Yet, the curriculum and tradition in preschool highly values children’s interests and flow of ideas, thematic work and play as part of early childhood education. The consolidation of children’s perspectives, play and goal-oriented learning in pedagogical practices is the main purpose in early childhood education, according to the national guidelines. The Swedish preschool teacher is thus standing before great pedagogical challenges where their pedagogical content knowledge is put to the test. This issue has been addressed in a developmental empirical project which results are presented in this paper. The purpose is to analyze a designed teaching act in Swedish preschool, to discuss the possibilities for challenging children’s conception of calendar time through the pedagogical frames of Variation theory of learning. The discussion extends our knowledge of this particular content in early childhood education and highlights the opportunities to stimulate learning, through a theoretical analysis of both the children’s conceptual knowledge and their response to the teaching act related to this content.
ER  - 

TY  - JOUR
T1  - Inclusive STEM Teaching from a Language Perspective: Teacher Learning in a Professional Development Program
T2  - European Journal of STEM Education
SN  - 2468-4368
A1  - Smit, Jantien
A1  - Chisari, Lucía Beatriz
A1  - Kouns, Maria
A1  - Øyehaug, Anne Bergliot
A1  - Savelsbergh, Elwin
A1  - Hajer, Maaike
PY  - 2023
VL  - 1
IS  - 8
EP  - 1
DO  - 10.20897/ejsteme/13643
LA  - eng
PB  - : Lectito
KW  - inclusive stem education
KW  - teacher learning
KW  - multilingualism
KW  - scaffolding language
KW  - professional development
AB  - Worldwide, pupils with migrant backgrounds do not participate in school STEM subjects as successfully as their peers. Migrant pupils’ subject-specific language proficiency lags behind, which hinders participation and learning. Primary teachers experience difficulty in teaching STEM as well as promoting required language development. This study investigates how a professional development program (PDP) focusing on inclusive STEM teaching can promote teacher learning of language-promoting strategies (promoting interaction, scaffolding language and using multilingual resources). Participants were five case study teachers in multilingual schools in the Netherlands (N = 2), Sweden (N = 1) and Norway (N = 2), who taught in primary classrooms with migrant pupils. The PDP focused on three STEM units (sound, maintenance, plant growth) and language-promoting strategies. To trace teachers’ learning, three interviews were conducted with each of the five teachers (one after each unit). The teachers also filled in digital logs (one after each unit). The interviews showed positive changes in teachers’ awareness, beliefs and attitudes towards language-supporting strategies. However, changes in practice and intentions for practice were reported to a lesser extent. This study shows that a PDP can be an effective starting point for teacher learning regarding inclusive STEM teaching. It also illuminates possible enablers (e.g., fostering language awareness) or hinderers (e.g., teachers’ limited STEM knowledge) to be considered in future PDP design. 
ER  - 

TY  - CHAP
T1  - Using interactive tools and teaching methods to prepare teacher students for the task of conveying basic values
T2  - EDULEARN16 Proceedings
A1  - Lindström, Niclas
A1  - Samuelsson, Lars
PY  - 2016
SP  - 7197
EP  - 7201
DO  - 10.21125/edulearn.2016.0567
LA  - eng
PB  - Valencia : IATED Academy
KW  - basic values
KW  - evaluative profiles
KW  - conveying values
KW  - teacher education
KW  - value reproduction
KW  - individualism
KW  - interactive learning tools
KW  - teaching methodology
AB  - Generally, teachers are expected to convey certain basic values to their pupils in addition to the task of mediating knowledge. These values differ between different countries and may be either implicitly taken for granted within the educational system or explicitly established in regulatory documents. In light of this aspect of the teacher profession, we take it to be an important ingredient in the teacher education to prepare teacher students for the task of conveying such basic values. The present paper focuses on pedagogical challenges in relation to this task. In order to investigate the evaluative profiles of the teacher students and develop this aspect of the teacher education, we have worked according to a model with three distinct phases. (1) A survey was designed, using interactive tools and deliberately choosing questions in relation to (a) the task provided by The Swedish National Agency for Education (SNAE) of conveying a set of basic values, and (b) more extensive international studies. (2) Students were invited to answer the survey, where they received direct feedback, providing the basis for problematizing and discussing their evaluations in relation to alternative views. In addition their answers provided information for us to map their evaluative profile. (3) The evaluative profile wasin turn put in relation to the basic values of their future profession and international research. Hence the students were engaged in creating a substantial part of the study material of the course used as apoint of departure for critical analysis and discussion, making the students aware of their own evaluative profile and alternative points of view. We believe that such an increased awareness of one’s own evaluative profile is one prerequisite to develop a professional attitude to conveying both individual and social values in the teacher’s pedagogical practice and meet the requirements from SNAE and the challenges of evaluatively diverse teaching environments. In this paper we present our method and explain how it can be used as a general model for working with values in the teacher education.
ER  - 

TY  - CONF
T1  - Integrating Digital Literacy in Teacher Education - The Perpetual Challenge of a Learning Organization
T2  - EDULEARN16
A1  - Männikkö Barbutiu, Sirkku
A1  - Käck, Annika
PY  - 2016
SP  - 4255
EP  - 4264
DO  - 10.21125/edulearn.2016.2029
LA  - eng
PB  - : The International Academy of Technology, Education and Development
KW  - digital literacy
KW  - teacher education
KW  - learning organization
KW  - competence development
KW  - digital kompetens
KW  - lärarutbildning
KW  - lärande organisation
KW  - kompetensutveckling
KW  - information society
KW  - informationssamhället
AB  - Swedish teacher education has been subject to criticism for not providing teachers-to-be with sufficient training in the pedagogical use of ICTs. In 2005, a nationwide initiative was launched by the Swedish Knowledge Foundation to improve this situation in teacher education. One of the projects, called LIKA (Learning, Information, Communication, Administration), brought together four institutions of higher education in Stockholm region to integrate ICTs in teacher education. This six-year project engaged approx. 600 teacher educators and 6 000 teacher students in 245 different activities. In this paper, we analyze the experiences from LIKA project that aimed at taking a novel approach to ICT implementation combining the latest technology with participatory and collaborative approaches to teaching and learning. The project applied a holistic model emphasizing at one hand the importance of regarding theoretical, pedagogical, and technical competences as equally relevant parts of digital literacy, and on the other hand, the importance of including all aspects of teaching profession into the system of competence development i.e. Learning, Information, Communication and Administration. In a follow-up survey we examined whether the central ideas from LIKA project still define the competence development and organizational learning activities at departments, which are involved in teacher education, and what kind of new developments have taken place since the end of the project period in 2013. The survey responses indicate that crucial issues for the integration of digital literacy remain the same over the years: how to create and maintain a learning organization in the academic environment of higher education, and how to preserve a functioning, up-to-date notion of digital literacy. Our respondents maintain that digital literacy has increasingly become a part of everyday practices in teacher education. However, the challenges of dispersed teacher education programs involving several departments and the strenuous working conditions of teacher educators make it hard to develop the notion of digital literacy and make ICTs an inspiring part of their pedagogic practice.
ER  - 

TY  - CONF
T1  - GeoGebra in physics education
A1  - Solvang, Lorena
A1  - Haglund, Jesper
PY  - 2018
DO  - 10.21125/edulearn.2018
LA  - eng
PB  - IATED
KW  - metode de predarea a fizicii
KW  - geogebra
KW  - physics education
KW  - upper secondary school
KW  - fysikundervisning
KW  - gymnasiet
KW  - physics
AB  - In this presentation I would like to discuss some of the implications of using dynamic mathematics software in physics education in upper secondary schools in Sweden. The topic is in harmony with EU's Improving Teacher Quality Agenda (European Commission, 2010), with the Swedish National Strategy for School Digitization, and with enhanced formulations of digitization in the upper secondary school curriculum in Sweden and probably many other countries.Is not enough just to buy computers, tablets or other digital tools in order to increase a pupils’ digital skills. You need to create a good task for the pupils. Previous studies show that the use of digital tools can help improve student outcomes by facilitating more student-active methods and student-active methods lead to better learning outcomes than more traditional methods.Mats Brunström and Maria Fahlgren at Karlstad University have worked to develop computer-based student activities where students are given the opportunity to explore, experiment and resonate in mathematics. The dynamic mathematic program they have used is GeoGebra. Introduced in 2002 GeoGebra has a fast-growing user group with its own forums and own database of applications in mathematics and adjoining areas. We want to explore the benefits of using GeoGebra even in physics education so we have initiated a study where we analyze how pupils from an upper secondary school in Sweden interact with the software. We studied an application where the pupils examine dynamic and static friction by varying the influential variables in a systematic manner. Students worked in pairs and we video recorded the students working with the task we have created for this study. In the video analysis of student interaction, we focus on how the program supports their learning.At the Conference on Education and New learning Technologies we would like to contribute by giving examples of how to use GeoGebra for dynamic visualization in mathematics and physics and exchange ideas about how the program can be used in teaching and didactic research.
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TY  - CONF
T1  - Integrating Web-based Learning Management System in Home-school Communication
T2  - EDULEARN18 Proceedings
A1  - Gu, Limin
PY  - 2018
SP  - 4255
EP  - 4264
DO  - 10.21125/edulearn.2018.1073
LA  - eng
PB  - Palma, Spain : IATED
KW  - learning management system (lms)
KW  - learning room (lr)
KW  - perceived usefulness
KW  - perceived ease of use
KW  - home-school communication
KW  - teacher survey
KW  - education
AB  - Well-functioning home-school communication is seen as a fundamental prerequisite for improving parental involvement in school development and in children’s schooling. Traditionally, face-to-face, telephone and email contacts between teachers and parents have been the main pathways for home-school communication. Nowadays, almost all K-12 schools in Sweden have an integrated so-called learning management system (LMS) that enables the systematic management of school administration, teaching and learning, as well as internal and external information and communication. In spring 2015, one municipality in Sweden started to implement a new web-based LMS called Learning Space (LS) in all public schools. To evaluate its implementation process with regard to the teachers’ experiences, an online questionnaire was sent to all grade 1-12 teachers in the municipality. This study is part of the evaluation project. The purpose of this paper is to explore teachers’ (N=454) experiences and perceptions with regard to the use of LS in home-school communication. The utilisation of LMS framework developed by Asiri, Mahmud, Bakar and Ayub (2012) was adopted to identify critical factors for integrating new technology. The results indicated a great dissatisfaction with functional features of LS and the implementation process among the teachers, which negatively impacted the attitudes and beliefs towards the usefulness and ease of use of LS for communication between home and school. This in turn prevented teachers’ and parents’ use of LS, and caused a general decrease in home-school communication in daily practices, especially for those disadvantaged parents, according to the teachers. There is a need to reflect on the implementation process and to improve the system. A successful implementation of technology in education calls for policy commitment, quality features of the technical design, sufficient organisational support, and positive personal attitudes and efforts.
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TY  - CONF
T1  - Gamification for Self-Directed Learning in Higher Education
T2  - EDULEARN19 Proceedings
A1  - Lindberg, Susanne
PY  - 2019
SP  - 1764
EP  - 1773
DO  - 10.21125/edulearn.2019.0507
LA  - eng
PB  - : The International Academy of Technology, Education and Development
KW  - gamification
KW  - higher education
KW  - self-directed learning
AB  - This paper reports on how gamification was used to promote Self-Directed Learning (SDL) in a course at a Swedish university. SDL is a strategy to lifelong learning [1], and essential in today's fast-changing society. However, it is challenging to achieve in higher education due to an emphasis on extrinsic motivation, and a tradition of the teacher being in control. Gamification is the use of game elements in non-game contexts [2] and has been used in educational contexts to motivate and engage students. Based on six years experience of teaching a gamified course, this paper seeks to answer the question: How can gamification support Self-Directed Learning in higher education?Self-directed learners continue to learn after the formal education has ended, which is essential in most professions today. The concept was described by Garrison [1] as having three dimensions: self-management (control), self-monitoring (responsibility) and motivation. This paper focuses on SDL as one perspective on learning, exploring the possibility for using gamification to support SDL.The paper reports on the experiences from the past six years of teaching a gamified course for first-year interaction design undergraduate students. A total of 253 students have taken the course, which implements several game elements: points, levels, choice, boss, collaboration, player status, and feedback. The students' experiences have been evaluated in several ways: the university’s standard summative evaluation form, since 2015 also a summative oral evaluation, and during 2016 and 2017 oral evaluations were also performed halfway through the course. The experiences from teaching the course are analysed using the three dimensions of SDL.For example, self-management is supported by the use of choice and the transparency of the player status page. In this case, the students were able to strategically choose some of their assignments, based on their level of ambition, through the overview of their current points. Self-monitoring is for example supported by the transparency of the reward structure and frequent external feedback; in this case, the point system and associated profile page.Furthermore, the reward structure, levels, choice, bosses, and the overall novelty of the concept supported motivation. The challenge in SDL is to internalise extrinsic motivation [1], and in this case the overall strong grades of the students, and their continued motivation to participate in course activities show that this was at least partly successful. In this case, the challenge was how to balance the game elements in order to achieve SLD, yet still maintain the structure of formal education.We formulate four ways in which gamification can support SDL: feedback can support all three dimensions of SDL and is one of the essential game elements in higher education; game elements can be used to direct students towards critical thinking activities, and thus support self-monitoring; choice can be used to support self-management, but is the most difficult to design; and intrinsic motivation can be supported by using appropriate reward structures and frequent feedback. References:[1] Garrison, D.R., Self-directed learning: Toward a comprehensive model. Adult education quarterly, 1997. 48(1): p. 18-33.[2] Deterding, S. et al. From game design elements to gamefulness: defining gamification. in Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments. 2011.
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TY  - CONF
T1  - The implementation of digital tools in teaching: A qualitative case study at a swedish primary school
T2  - EDULEARN19 Proceedings
A1  - Josefsson, Pernilla
A1  - Jää-Aro, Kai-Mikael
A1  - Lundmark, Sofia
A1  - Mutvei Berrez, Ann
PY  - 2019
SP  - 2382
EP  - 2387
DO  - 10.21125/edulearn.2019.0643
LA  - eng
PB  - : IATED
KW  - primary education
KW  - digital teaching
KW  - technology integration
AB  - Many countries have recently implemented digital competence as an important part of their school curricula. In Sweden, the curriculum states: “Teaching should give students the opportunity to use digital tools in a way which promotes knowledge development” [3], making it mandatory to implement digital tools in teaching and learning. This poses challenges for schools and teachers: schools need to assist with infrastructure and make technology available, teachers need to acquire knowledge on how to use technology for educational purposes. Achieving technology integration to support teaching and learning in the classroom has been argued to be influenced by teachers’ attitudes and pedagogical beliefs [4], therefore the link between teachers’ pedagogical beliefs and their practices must be examined in order to fully understand the integration [1].This study is part of the Erasmus+ project Functional Information and Communication Technology Instruction On the Net (FICTION) [2] and investigates science teachers’ attitudes towards integration of technology, and how teachers elaborate and implement digital technologies into their teaching practices.In winter/spring 2019 five teachers from a local primary school took part in three focus group interviews. The first interview defined the current situation, the second generated input on how to challenge each teacher based on their needs. Each teacher was given instructions for a specific technology to try out during teaching. The teachers recorded their experiences on video for the third focus group discussion, which included an evaluation of how they perceived the specific technology to improve their students’ learning. The data so far consist of audio and video recordings from the interviews and the teachers’ experiences of using the proposed technologies in their teaching.Some preliminary findings are that while schools invest in infrastructure and technology, the opportunities to use the technology often are hindered by administrative issues such as scheduling, lack of time for competence development and no choice on platforms and systems to work with. The link between the teachers’ pedagogical beliefs and their practice is based on these prerequisites, but also on the teachers’ willingness to try out various technological tools. The data show that the teachers’ pedagogical perspectives and work with, e.g., formative teaching, pleasurable learning, and quality assured teaching and feedback, affect the teachers’ willingness to integrate new technologies and tools in their teaching.References:[1] Ertmer, P.A. and Ottenbreit-Leftwich, A.T. 2010. Teacher Technology Change. Journal of Research on Technology in Education. 42, 3 (Mar. 2010), 255–284.[2] FICTION 2018. Functional Information and Communication Technology Instruction On the Net https://fiction.pixel-online.org/[3] Lärarnas Riksförbund 2016. Digital framtid utan fallgropar: En undersökning om lärares och elevers digitala kompetens. Technical Report #2016–10.[4] Perrotta, C. 2013. Do school-level factors influence the educational benefits of digital technology? A critical analysis of teachers’ perceptions. British Journal of Educational Technology. 44, 2 (2013), 314–327.
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TY  - CONF
T1  - Collaborating over the Frontiers: Reflections on a French Course Given in Collaboration between Schools in Sweden and France
T2  - ICERI2016 Proceedings
A1  - Lutas, Liviu
PY  - 2016
SP  - 6192
EP  - 6200
DO  - 10.21125/iceri.2016.0408
LA  - eng
PB  - Seville : The International Academy of Technology, Education and Development
KW  - language didactics
KW  - informal learning
KW  - blended learning
KW  - contact time
KW  - constructive alignment
KW  - humaniora
KW  - humanities
AB  - In this paper, I describe a French course at the first level at a Swedish university, i.e. the level directly after at least one year of French studies in upper secondary school, which corresponds to level A 2.2 in the Common European Framework of Reference for Languages. The course is given in collaboration between Linnaeus University in Sweden and a language school in Nice, France. The Swedish students study on campus in Nice, but follow the Swedish syllabus, and the teachers from Sweden are mainly involved in online teaching activities, but have the main responsibility for the assessment and the final grades. It is a situation which creates very specific pedagogical challenges which I here try to analyse on the basis of the didactic triangle (Kugel 1993, Hopman 1997).I thus analyse the three possible relationships between teacher, content and student, and in the process I try to identify those aspects which are especially important for this kind of course. Such aspects can for instance be the combination campus teaching/online teaching (“blended learning” according to Ellins et al 2007), informal learning, the students’ contact time with the foreign language, the collaboration between teachers coming from different teaching cultures, the different perspectives on education and general knowledge, the different views on  subject knowledge, etc.On the basis of these analyses, I eventually present some suggestions for constructive alignment between the course’s learning objectives, the teaching and learning activities and the feedback and assessment methods (Biggs 2012, Elmgren & Henriksson, 2010). The main goal of this paper is not only to show an example of a successful collaboration between teachers from different countries, but also to reflect on possible improvements of this course, on the basis of recent research conducted in the fields of general didactics and language didactics.
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TY  - CONF
T1  - Teaching The Teachers To Teach Programming: On Course Design and Didactic Concepts
T2  - ICERI2018 Proceedings
A1  - Mozelius, Peter
PY  - 2018
SP  - 8031
EP  - 8037
DO  - 10.21125/iceri.2018.0445
LA  - eng
PB  - Sevilla : The International Academy of Technology, Education and Development
KW  - programming education
KW  - teacher training
KW  - k-12
KW  - course development
KW  - digitalisation
AB  - Involving computer programming in primary and secondary school is an urgent issue in many countries, and in Sweden this should be rapidly implemented during 2018. First subjects that should implement programming in the teaching and learning activities are mathematics and technology. Some teachers have earlier experiences of programming, but for many primary and secondary school teachers programming is a new discipline. The aim of this paper is to describe and discuss how requirements have been gathered and implemented in a course for teacher training on programming for mathematics and technology in K-12 education. The study was carried out as two phases of a development process inspired by design science. In the first phase requirements were gathered and discussed in a brainstorming workshop were the course developers tried to align learning outcomes with didactic ideas. In the second phase the requirements from the first phase were implemented in the actual course development. Conclusions are that the idea of teaching the teachers needs a different course outline than how traditional design of programming courses. Higher education have a tradition of training students for system development in the industry. Teacher training should have a focus on didactic concepts that later could be reused in courses on mathematics and technology in K-12 settings. Examples of such didactic concepts are, computational thinking, pair programming, visualisation and game-based learning.
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TY  - CONF
T1  - Teaching and learning in redesigned digitalized learning environments: A longitudinal study at the police education in sweden
T2  - ICERI2019 Proceedings
A1  - Holmgren, Robert
A1  - Holmgren, Tomas
A1  - Sjöberg, David
PY  - 2019
SP  - 1976
EP  - 1985
DO  - 10.21125/iceri.2019.0556
LA  - eng
PB  - : IATED Academy
KW  - digitalisation
KW  - police education
KW  - teachers
KW  - technology use
KW  - teaching and learning
AB  - This paper deals with an ongoing digitalisation process in Swedish police education seen from a teacher perspective. It is based on a one-year study conducted at a police education unit, which has undergone major changes as a result of the implementation of new technology-rich environments. The study is focused on teachers' use of digital technology and their perceptions of its value for teaching, student learning and education quality. In order to describe and analyse the teachers' perceptions of these aspects and whether they changed during a one-year period, data was collected using questionnaires administered in two stages, one 3 months after the implementation and the other after 15 months. The results obtained from the questionnaires show low use of the technology by the teachers, low estimated value for teaching and student learning, and only marginal changes in teacher perceptions during the period. The results indicate that teachers' use of digital technology is highly dependent on the equipment functioning properly, the quality and complexity of the technology, and its ability to support teachers' educational needs. The results are discussed and problematised in the conclusions section of the paper.
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TY  - CONF
T1  - Pre-service teachers' awareness raising of global issues in the english language classroom: case studies from Latvia and Sweden
T2  - ICERI2021 Proceedings
A1  - Sundh, Stellan
A1  - Ilisko, D.
A1  - Fjodorova, I.
A1  - Olehnovica, E.
A1  - Kravale-Paulina, M.
A1  - Skrinda, A.
PY  - 2021
DO  - 10.21125/iceri.2021.1900
LA  - eng
PB  - : IATED
KW  - communicative competence
KW  - global education
KW  - sustainable development
AB  - Communication about educational issues has moved into engaging teachers and researchers to discuss international topics and global aspects of education in their classes.Topicality of the study: Research areas such as Global Education are since about 40 years back well established and imply that education at schools needs to take an interest in important and even crucial areas for a better world. International communication is then necessary. The means of communication and the world’s lingua franca has come to be English and therefore teachers need to include issues of Global education in their teaching. In order to be able to succeed in communication internationally, European citizens will need the language (e g vocabulary, communication skills) and self-confidence to discuss matters such as climate change, migration and poverty in English.The aim of the article: to reflect the attitude of future teachers towards global events in the world and how these issues are discussed with students in English lessons in Latvia and Sweden. The article will reflect the obtained data from the case study carried out over the same period in Sweden and Latvia.Research methodology: By the use of interviews with teacher students, analyses will be carried out to study their attitudes towards global issues in the English language classroom at the upper primary school level (children aged 10 to 12).Research findings: The results of the analysis of the data will provide information about similarities and discrepancies between teacher students from two highly different educational and cultural contexts in Europe. The findings will give a picture of teacher students’ views on issues that are central for international cooperation between Latvia and Sweden and thus suggest ways for working in a successful way with these results. The possible recommendations may be how to establish a common context with the similarities and how to work with challenges of the differences.
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TY  - CONF
T1  - Designing teaching material for workplace pedagogy in school
T2  - ICERI 2022 Proceedings
A1  - Carlsson, Sandra
A1  - Willermark, Sara
PY  - 2022
SP  - 1154
EP  - 1159
DO  - 10.21125/iceri.2022
LA  - eng
PB  - : iated Digital Library
KW  - teaching
KW  - workplace pedagogy
KW  - arbetsintegrerat lärande
KW  - work-integrated learning
AB  - Vocational education is crucial for providing the labor market with professional vocational competence in a time of societal change, especially considering a technological change (Belaya, 2018). One of the challenges that vocational teachers face is to find, select and sometimes create appropriate teaching material for the pupils' learning (Persson 2020). Although vocational teaching constitutes an under-researched field of study, there is a stream of research that has explored a variety of e-learning tools such as blogs, video-based instructions, e-portfolios, workplace simulations, and hyper-videos (e.g., Belaya, 2018; Hamid et al., 2020; Jossberger et al., 2015;) and identify several possibilities. Thus, it is of interest to explore how vocational in-service teachers select teaching material and if they design their own teaching material. This study aims to explore the use of various teaching materials in vocational teaching in a Swedish context. A qualitative survey was conducted with a total of 22 teachers connected to a vocational teacher education in Sweden. Work-place pedagogy is used as a theoretical concept that can be understood as; “Guidance by others, situations, and artifacts are central to learning through work because the knowledge to be learned is historically, culturally, and situationally constituted” (Billett, 2002, p. 27). Early findings indicate that, what vocational teachers conceptualize as learning material, are varying and are both consisting of analog and digital tools. Vocational teachers also tend to create their own teaching material because of the need for scaffolding for their pupils as well as the need for mimicking the authentic working life. Contributions include identifying what teachers design and what aspects they consider in the design process.
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TY  - CONF
T1  - Barriers to the utilization of educational software
T2  - ICERI2022 Proceedings
A1  - Garrote Jurado, Ramon
A1  - Pettersson, Tomas
A1  - Zwierewicz, Malene
PY  - 2022
DO  - 10.21125/iceri.2022.0146
LA  - eng
PB  - Seville, Spain : IATED
KW  - e-learning
KW  - learning management systems
KW  - engineering education
KW  - higher education
KW  - educational software
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Quantitative data about the use of various tools in the Learning Management System (LMS) in the year 2004, the academic year 2009-2010 and 2018 at a small Swedish university confirm the notion that increased use of educational software usually does not lead to a wider use of collaborative pedagogical methods. This paper aims to explain why lecturers predominantly use LMS to distribute documents to students, rather than to facilitate collaborative learning and interaction. A survey of lecturers and students’ perceptions collected in the spring of 2019 with an online questionnaire provided additional qualitative data.The authors discuss the situation with restrictions due to the Corona pandemic and a change of LMS in the years 2019-2022 as a problem to both the education process and the collection of data, but also as an opportunity to accelerate the implementation of on-line digital methods. It remains to be seen if the increased use of off-campus methods in 2020 to 2022 will be persistent over time.        In their conclusions the authors assert that a wider use of the tools for interaction depends on pedagogical practices built on social constructivist, learner centered theories of learning. They suggest that if higher education is only justified by the impact on economic growth, creation of new jobs and new products rather than as a means for personal growth and development, it works as a barrier to the use of pedagogical methods intended to elicit student activity and promote the creation of learner communities and shared perspectives. 
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TY  - CONF
T1  - Where do we go from here? Didactic and organizational questions after the pandemic
T2  - ICERI2022 Proceedings
A1  - Willermark, Sara
A1  - Abrahamsson, Maria
A1  - Adolfsson, Lisa
A1  - Frykman, Malin
A1  - Gellerstedt, Martin
A1  - Nilsson, Pernilla
A1  - Svensson, Lars
PY  - 2022
SP  - 1144
EP  - 1151
DO  - 10.21125/iceri.2022.0309
LA  - eng
PB  - Valencia : The International Academy of Technology, Education and Development
KW  - covid -19
KW  - digitalization
KW  - school leader
KW  - teacher
KW  - future schooling
KW  - upper-secondary school
KW  - leads
AB  - COVID-19 changed the educational landscape as we know it. Due to the radical transformation of schooling, there is an imminent question of what lessons have been made and which transformations ‘will stick’ and become the ‘new normal’ after the obvious threats of the pandemic subsided [1]. There is a stream of research that addresses experiences from the pandemic [2-4]. In this study, we focus on the experiences of upper secondary schools in Sweden. The purpose of this paper is to synthesize teachers' and school leaders' experiences from the pandemic and, based on that, address implications for practice for future schooling. We conduct a meta-analysis of four studies within a research project in Sweden [5-8] where the data consists of surveys and workshops with teachers and school leaders and explores their experiences of the pandemic. The results show that Sweden has worked well in an international context, at the same time there are distinct differences regarding teachers' and school leaders' perceptions of what work effort was required, the result of the teaching, and its consequences. Contribution includes synthesizing experiences from the pandemic and pointing out its implications for future education. © Copyright 2022, IATED Academy
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TY  - CONF
T1  - Teacher Professional Development for Programming Education: A Lifelong Activity
T2  - ICERI2023 Proceedings
A1  - Mozelius, Peter
PY  - 2023
SP  - 660
EP  - 666
DO  - 10.21125/iceri.2023.0235
LA  - eng
PB  - Sevilla, Spain : The International Academy of Technology, Education and Development
KW  - professional development
KW  - teacher training
KW  - programming education
KW  - work-integrated learning
KW  - lifelong learning.
AB  - To introduce computer programming in K-12 education is an ongoing initiative in many countries in theworld. In the Swedish context this is a prioritised process with support from the Swedish National Agencyfor Education. The focus is on how to implement programming as a facilitating tool for teaching andlearning activities in secondary school mathematics and technology. In an earlier essay analysis, theauthor described and discussed how solutions to assignments in a teacher training course, could be ofuse in secondary school teachers daily teaching and learning activities. Essays were submitted toassignments in two batches of a 5 ECTS teacher training course on fundamental text-basedprogramming. Findings from the analysis also showed teachers' demand for further training inprogramming, to be able to use programming in their own teaching and learning. In this study the essayshave been reanalysed in an inductive thematic analysis aiming to find teachers' perceived needs ofcontinuous professional development. Findings show that especially the teachers without any otherexperience than the given 5 ECTS course, wanted more and broader knowledge in text-basedprogramming. With the current level of knowledge and skills many teachers are hesitating to write anddebug code, and to answer questions in front of a secondary school class. A completed introductorycourse had given the teachers fundamental skills and knowledge, but far from the training that theteachers have in their other STEM subjects. Moreover, the course is on text-based programming withlittle or no training in block programming and unplugged programming. Concepts that have beenintroduced in the course, but without any deeper explanations or assessment. The conclusion is thatprogramming is a complex and constantly developing field that would need continuous lifelong learningto make programming the enhancing tool it has a potential to be. A continuation course has beendeveloped with funding from the Swedish National Agency for Education, but to give the course do nothave funding anymore. As recommended by pedagogues and experts, the way to go is probably to offermicro-credentials where full-time working teachers in a continuous
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TY  - CONF
T1  - Lecturers' perceptions of generative AI usage in higher education: a case study at a Swedish university
T2  - ICERI2024 Proceedings
A1  - Garrote Jurado, Ramon
A1  - Pettersson, Tomas
A1  - Zwierewicz, M
PY  - 2024
DO  - 10.21125/iceri.2024
LA  - eng
PB  - : IATED
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
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TY  - CONF
T1  - Students' views on generative artificial intelligence in higher education: A qualitative study
T2  - ICERI2025 Proceedings
A1  - Garrote Jurado, Ramon
A1  - Pettersson, T
A1  - Moral Garcia, J.
A1  - Zwierewicz, M.
A1  - Pereira Da Silva, M.
PY  - 2025
DO  - 10.21125/iceri.2025
LA  - eng
KW  - ai
KW  - chatgpt
KW  - ict
KW  - higher education
KW  - educational software
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - teacher education and education work
AB  - This article presents students’ perceptions and experiences of using Generative Artificial Intelligence(GAI) in higher education, based on a qualitative case study at a Swedish university. Data were collectedthrough group interviews with 17 students from diverse fields, including technology, library andinformation science, health care, textiles, and design. The results show that while most students findGAI easy to use and beneficial for tasks such as translation, summarization, and idea generation, thereare substantial concerns regarding academic integrity, quality control of information, privacy, and thepotential loss of human interaction in learning. Views differed by study field: technology students focusedon efficiency gains, library and information science students stressed source criticism, healthcarestudents called for ethical guidelines, and textile/design students expressed limited current relevancebut anticipated future impact. These findings will inform the development of targeted pedagogicalstrategies, ethical and legal guidelines, and policy recommendations for universities. The studyconcludes that technical training in GAI is less critical than fostering peer learning, open access toteaching resources, and robust assessment methods that maintain academic standards in a GAI-richenvironment. The authors assert that the integration of GAI in higher education should be guided notonly by efficiency and innovation, but by a commitment to uphold academic integrity, foster ethical andcritical use of technology, and ensure that all students are equipped to thrive in a future where humanjudgement and digital tools must work hand in hand.
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TY  - CONF
T1  - AI as an Educational Tool: Findings From Five Disciplinary Pilot Studies
T2  - ICERI2025 Proceedings
A1  - Forsström, Stefan
A1  - Widmark Saari, Christina
A1  - Porten, Egmont
A1  - Lindahl Toftegaard, Eva
A1  - Bernhardsson, Jens
PY  - 2025
SP  - 2434
EP  - 2440
DO  - 10.21125/iceri.2025.0808
LA  - eng
PB  - : The International Academy of Technology, Education and Development
KW  - student engagement
KW  - interdisciplinary pilots
KW  - higher education
AB  - Generative AI is rapidly reshaping higher education, and in this article we investigate how it can enhance learning rather than erode. In this paper we report findings from five discipline-specific pilots (computer engineering, law, mathematics, psychology, and teacher education) at Mid Sweden University guided by the university’s policy for ethical AI use. Each pilot explored AI as a student-centred learning tool and education tool, but from different perspectives and conditions based on subject. Across the pilots, we have found that these new tools can scaffold reflection, self-regulation, and engagement when integrated into course tasks. As well as need for clarity towards the students are important, to show when and how they can use these tools. We conclude that AI, when framed by robust pedagogy and clarity, can act as a catalyst for deeper learning and improved throughput. Future work will examine long-term retention and pathways to scaling these approaches university-wide. 
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TY  - CONF
T1  - Developing awareness of digital competence and skills through dialogue – a methodological reflection
T2  - INTED2017: 11th International Technology, Education and Development Conference
A1  - Lindberg, Ola J.
A1  - Olofsson, Anders D.
A1  - Fransson, Göran
A1  - Hansson, Anneli
PY  - 2017
SP  - 5679
EP  - 5686
DO  - 10.21125/inted.2017.1329
LA  - eng
PB  - : IATED
KW  - ict
KW  - formative intervention
KW  - interviews
KW  - upper secondary schools
KW  - sweden
KW  - innovative learning
KW  - innovativt lärande
AB  - Great expectations have been placed on information and communication technology (ICT) to change and improve education. In research and evaluations, the picture seems to be of expectations not yet realized. To be able to change practice in the area of ICT in education, one key issue often put forward is teachers’ professional development (TPD). This paper investigates an alternative way of stimulating TPD in the area of ICT in education by building on ideas of formative intervention. The aim of this paper is to present an interview model used in a research project as a tool to develop awareness of digital competence and skills among upper secondary school teachers and discuss this as a model for TPD in the area of ICT. Furthermore, the aim is to present early results from an analysis of teacher interviews using the model and discuss the limitations and possible strengths of this model in relation to other models of formative intervention research and change in practice.
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TY  - CONF
T1  - Learning “theory and methodology of science” in professional education – a case study
T2  - INTED2017 Proceedings
A1  - Lagergren, Anniqa
A1  - Holmberg, Kristina
PY  - 2017
SP  - 6924
EP  - 6929
DO  - 10.21125/inted.2017.1605
LA  - eng
PB  - : IATED
KW  - professional education
KW  - teacher education
KW  - course design
KW  - participatory learning
KW  - problemoriented learning
KW  - self-organized learning
KW  - democracy
AB  - The aim of the project is to study students’ learning in a transformed course in Theory and Methodology of Science (TMS), a compulsory course in all teacher education programs in Sweden.The students perceive the course TMS as difficult and abstract. At the same time it offers an important foundation for their continued education such as their final thesis and other research-related courses. Hereby it’s important for students to successfully pass, not only for the course itself, but also for subsequent courses. In a wider perspective, it is also sigificant for the development of the educational field, and to the students’ future workplaces. Our students should be able to understand and apply research for years to come. Heavy courses can also be problematic for economic reasons. Since few students are passing, they do not generate as much money as courses that many students pass. There are also examples where teachers are asked by the management to lower the requirements to increase the pass rate.As teachers we have put a lot of effort into the course to support and help students learning. Despite this, only 35% passed the exam in spring 2016, which gave rise to the learning experiment we designed and studied this fall. The pedagogical idea is based on a problem-oriented learning, participatory learning and self-organized learning. This means that the students themselves are largely responsible for the organization of their learning. Teachers work with lectures and seminars, as well as coaching and scaffolding. The course is designed as an authentic empirical research project where both quantitative and qualitative data is used as a starting point. Students work in teams. They organize their work in the project by them selves and write a common research rapport. Through the reformed course, learning is combined with a great student responsibility, where students meaning making, socialization and co-learning are central. Hence, the most important research group work takes place is the project-office-rooms where the students’ main course work is performed. The organization of the course involves that students themselves designates project managers and that they take responsibility for their joint work, week by week. They can also request extra support from the teachers, if necessary.The result of the study shows that 86% of the students received a passing grade. The aspects that matter most to the success are: 1) common spaces, the project office, which creates opportunities to exchange knowledge and experience IRL, 2) problem-oriented learning, participatory learning and self-organized learning, increasing participation and motivation, 3) Collective responsibility for knowledge formation during the project period, and 4) Authentic approach of the course, which by its design as closely as possible should simulate real research projects.
ER  - 

TY  - CONF
T1  - Teacher Attitudes Towards The Integration Of Programming In Middle School Mathematics
T2  - INTED 2019 Proceedings
A1  - Mozelius, Peter
A1  - Ulfenborg, Malin
A1  - Persson, Nicklas
PY  - 2019
SP  - 701
EP  - 706
DO  - 10.21125/inted.2019.0249
LA  - eng
PB  - Valencia : The International Academy of Technology, Education and Development
KW  - programming education
KW  - middle school
KW  - teacher attitudes
KW  - digitalisation
AB  - Involving computer programming in primary school is an urgent issue in many countries, and in Sweden this should be done during 2018. In Mathematics this will a rapid and mandatory process for teachers that often lack programming proficiency. There are several studies conducted on the student impact of programming and the potential learning outcomes. Less has been published on the teacher attitudes and the teacher perspective of programming in primary school. The aim of this study was to explore and discuss teacher attitudes towards the introduction of programming in middle school.The study was carried out as a qualitative cross-sectional study with the idea of capturing the attitudes and beliefs amongst middle school teachers during the second half of the 2018 spring semester. Eight Mathematic teachers were selected for semi-structured interviews that were carried out by distance with rich media communication tools. Audio-recorded answers were analysed and divided into five predefined categories in a deductive thematic analysis. Interviewees have been kept as anonymous as possible through the process, and they all participated on a voluntary basis with the option to quit the interviews immediately at any moment.A main finding was that the majority of teachers are positive about the introduction of programming in middle school mathematics, although some challenges and shortcomings were identified. Furthermore, the interviewed teachers’ beliefs are that computer programming could have a positive impact on students’ mathematic skills through improved their problem-solving ability and improved their logical thinking. Some teachers also brought up the idea of programming as a way of creating energy and motivation in middle school mathematics. However, the fast introduction of programming will probably create stress on teachers without earlier programming experience. Teachers’ recommendation for facilitating and coping with stress is to provide courses in fundamental programming as soon as possible.
ER  - 

TY  - CONF
T1  - Understanding cooperative learning among teachers and pre-service teachers who integrate computer programming activities in their mathematics lessons
T2  - INTED2020 Proceedings
A1  - Fuentes Martinez, Ana
PY  - 2020
SP  - 3564
EP  - 3568
DO  - 10.21125/inted.2020.1002
LA  - eng
PB  - : International Association for Technology, Education and Development
KW  - work integrated learning
KW  - cooperative learning
KW  - programming in mathematics
KW  - pre-service teacher education
KW  - k-12 education
KW  - teacher certification.
KW  - arbetsintegrerat lärande
AB  - Students and professionals with background in technical subjects are increasingly opting for a teaching career as a result of a conscious plan from the Swedish government to facilitate transition and completion of a teaching degree. One of the expected benefits from this measure is that students with broader academical and professional experiences could bring that knowledge into their future teaching practice and share it with in-service teachers during their practicum. The purpose of this study is to understand the subjectivities and practices of teachers and pre-service teachers as they engage in professional development activities together. Michel de  Certeau’s work on practices of everyday life serves as a lens for bringing forward the tensions and opportunities that appear in cooperative learning settings within external policy constrains. The motivations of mathematics teachers and preservice teachers that participate in computer programming training activities are analyzed in terms of tactics and strategies that preserve individual autonomy and group coherence and that allow them to make their own spaces within imposed structures. Some teachers resorted to avoidance tactics to escape reporting about their programming assignment, such as postponing it to future meetings or claiming time constrains, while others considered programming  activities  as  intruders  that  obstructed  their mathematics lessons and introduced moments of struggle, deception, confrontation and resignation. This sheds light upon how the practical and intellectual production that schools expect to reap from the process is disseminated increative alliances but leaves also a sense of deprofessionalization in the community.
ER  - 

TY  - CONF
T1  - The State of Open Educational Resources (Oer) in Swedish Higher Education: A Case Study
T2  - INTED 2023 Proceedings
A1  - Arveklev Höglund, Susanna
A1  - Jobe, William
PY  - 2023
SP  - 4908
EP  - 4917
DO  - 10.21125/inted.2023.1276
LA  - eng
PB  - : International Association for Technology, Education and Development
KW  - covid19
KW  - oer
KW  - higher education
KW  - open textbooks
KW  - sustainability
KW  - arbetsintegrerat lärande
KW  - work integrated learning
AB  - Open Educational Resources are learning, teaching, and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation, and redistribution by others (UNESCO). Increasing the use of OER worldwide can be one of many steps toward reaching the United Nations Agenda 2030 sustainability goals (SDG), especially SDG 4 Quality Education, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.The UNESCO OER recommendations from 2020 provide clear goals and aims for OER, but how are they being implemented in higher education in Sweden? Specifically, how well are teachers and students aware of and how are they using OER, specifically open textbooks? This paper presents the use and needs of OER as well as current OER guidelines at University West in Sweden and investigates teachers’ and students' perceptions and experiences of open educational resources (OER) at University West, focusing on open textbooks. The method of the intervention was student and teacher surveys, both pre- and post-pandemic. The pre-pandemic surveys were sent out in April 2020 and had 79 student respondents and 82 teacher respondents. The post-pandemic surveys were sent out in June 2022 and had 83 student respondents and 76 teacher respondents.The aggregated results show that there were no significant differences in the use of OER and open textbooks due to the pandemic both for students and teachers. The current use of OER and open textbooks was limited and the primary motivations for using OER and open textbooks were economy, social justice, and adaptability with varying priorities among students and teachers. Additionally, OER and open textbooks are currently used marginally at University West but there is interest to increase the use of OER and student co-creation due to the three primary motivators. These preliminary results provide valuable insights regarding the key factors for increasing the use of OER and open textbooks in higher education to help achieve the UNESCO OER 2020 goals and the United Nations Agenda 2030 SDG goals, especially SDG 4 Quality Education.
ER  - 

TY  - CONF
T1  - Play-Doh Without Pixels: Artificial Intelligence in Swedish Preschool Education Programmes
T2  - INTED2025 Proceedings
A1  - Ljungcrantz, Lukas
A1  - Mozelius, Peter
A1  - Jaldemark, Jimmy
PY  - 2025
SP  - 451
EP  - 458
DO  - 10.21125/inted.2025.0196
LA  - eng
PB  - Valencia : The International Academy of Technology, Education and Development
KW  - ai
KW  - preschool education
KW  - teacher education
KW  - curricula analysis
KW  - digitalization
AB  - The current wave of digitalization and Artificial intelligence (AI) has highlighted the need for adaptation of AI techniques in various sectors, and particularly in education. Preparing students for a digitalized world with AI-tools and techniques is now imperative, with an extra strong need in programmes on teacher training. Universities must incorporate AI-related theories and practices into their curricula, to equip current and future educators with the necessary knowledge and skills to update teaching and learning activities. This study aims to examine, analyse and discuss the curricula of eight preschool education programmes at some selected universities. The focus of a document analysis has been on how these programmes incorporate concepts related to AI and digitalization. The research question that guided this study was: "How are digitalization and AI-related theories and methods integrated into the preschool teacher education curricula at Swedish universities, and what are the perceived challenges and opportunities in integrating these technologies?"The study approach was a document analysis that was carried out in the steps of:1) familiarization,2) identifying a thematic framework,3) indexing,4) charting, and finally5) interpretation.This was combined with a deductive thematic analysis with a focus on new emerging sub-themes of the preset themes. Findings show that none of the curricula mentions the word artificial intelligence or the abbreviation AI. However, themes from the analysis that have a relationship to AI, and probably in some form will involve AI in the future were: 'Digitalization of Higher Education', 'Digital Tools for Education', and 'Science, Math, and Digital Expression'. Authors recommendation is to open discussion fora about what kind of education we want our preschool teachers to receive to prepare children for a future world where AI is a ubiquitous part of everyday life. An interesting idea for future research would be to interview participants in the preschool education programmes to get their opinions on the existing curricula.
ER  - 

TY  - CONF
T1  - Perceptions of AI in higher education: affordances and risks for students with Swedish as their second language in developing academic literacy
T2  - INTED2025 Proceedings
A1  - Dahlström, Helene
A1  - Norberg, Malin
PY  - 2025
SP  - 2991
EP  - 2998
DO  - 10.21125/inted.2025.0788
LA  - eng
PB  - Valencia : IATED Academy
KW  - academic literacy
KW  - ai technology
KW  - higher education
KW  - second language students
KW  - education
AB  - To succeed in higher academic education, students are expected to master the academic language, which can be particularly challenging for students whose first language is not Swedish (L2). AI technology offers customized opportunities to understand and produce academic texts, which can reduce cognitive load for multilingual students by allowing them to use multiple languages. By utilising the interactive features offered, students can receive support in understanding academic content and developing their writing skills. However, applying AI technology also comes with risks such as AI plagiarism. The expected contributions of this study are to increase understanding of how L2 students perceive and use AI technology resources in academic reading and writing within Swedish higher education. Such insights can show how AI technology can reduce language barriers and cognitive load, providing these students with better opportunities to focus on academic content. The study aims to analyse how the application of AI in academic literacy practices may reshape the conditions for students with Swedish as a second language in higher education. To reach this aim qualitative interviews were conducted with eight preschool teacher students with Swedish as their second language.Each student participated in two different interviews:(1) a semi-structured interview and(2) a follow-up interview of a more narrative/reflective nature.The interviews were analyzed thematically using both inductive and deductive approaches. Initially, an inductive analysis was conducted in five steps based on the study's research questions. Subsequently, a deductive analysis was performed, categorizing the interview material according to the concepts of affordances and student agency. Results indicate that L2 students perceive the use of AI in academic reading and writing comes with affordances such as; Language Support Opportunities, Content Understanding Opportunities and Equity Opportunities. The risks students perceived were linked to the following themes: cheating and false information, and lack of personal ownership of knowledge. Regarding student agency, results indicate that students' perceptions were linked to the following themes: opportunities for increased understanding and confidence, opportunities for flexibility in studies, and opportunities for increased independence. The conclusion is that AI technology has the potential to transform the conditions for various student groups, particularly for L2 students, which can lead to more equitable conditions compared to students who have Swedish as their first language. However, it is crucial to include education on the opportunities and risks that AI usage in higher education can entail to prevent dishonest use of AI that could lead to unintentional plagiarism.
ER  - 

TY  - CONF
T1  - How to Support Teachers to Support Students With Neuropsychiatric Disorders: Towards Developing a Technology-enhanced Solution
T2  - INTED2025 Proceedings
A1  - Lodin-Sundström, Angelica
A1  - Jaldemark, Jimmy
A1  - Mozelius, Peter
A1  - Tengelin, Ellinor
PY  - 2025
SP  - 4679
EP  - 4685
DO  - 10.21125/inted.2025.1165
LA  - eng
PB  - Valencia : The International Academy of Technology, Education and Development
KW  - higher education
KW  - inclusive design
KW  - inclusive learning
KW  - neuropsychological disorders
KW  - special educational needs
KW  - supported education
KW  - teacher professional development
KW  - technology enhanced learning
AB  - To make higher education accessible for all students and to enable inclusive learning, teachers face high demands in pedagogic knowledge and skills. This assumes knowledge of students with neuropsychiatric disorders (NPDs) as well as specific skills on how to implement suitable pedagogical adaptations. Applicable pedagogic adaptations to this growing student group have also been shown to be beneficial for larger general student populations. However, teachers often indicate difficulties finding and executing adequate pedagogical approaches. There are also knowledge gaps regarding how teachers adapt and accommodate their education and what kind of support they need. The study was designed in two phases: in the first phase the aims were to explore (a) teachers’ knowledge of students with NPDs, and (b) teachers' need of support to implement suitable pedagogical adaptations. The aim of the second phase is to develop a digital technological support system for teachers to be used forhands-on inclusive learning skills. This study was conducted with an action research approach where two of the authors also have been teachers in some of the investigated courses. A questionnaire was constructed and distributed to teachers within various subjects at a Swedish university, targeting their experiences and needs ineducational practice with students with NPDs. The questionnaire involved a combination of background items and open-ended items. Experiences and needs were analysed with reflexive thematic analysis. The questionnaire was the first step in a process of developing a digital technological support system for teachers, based on specific gaps of knowledge and their need for support. 85 out of 260 teachers responded to the survey; 68 % of respondents were women. 42 % were seniorlecturing staff, 49 % junior staff and 9% PhD students. 57% reported that they had not sufficient knowledge about students with NPDs. Teachers described various pedagogical knowledge for accommodating students with NPDs, including universal, individual and relational strategies. Examples were to increase clarity and predictability in all educational efforts, being prepared to flexibly adapt to student needs including increasing teacher availability and strengthening the relation by creating trust and safe communication. Teachers also described their own needs of in-depth knowledge, hands-on guidance, expert advice, and common solutions/discussions with colleagues. They also saw the need for improved organisational structures and support. The findings indicate that despite university teachers being aware of different pedagogical strategies, they still need to develop their knowledge. The knowledge gained from this study will be used as the foundation for development of a digital technological support system for teachers, which can be motivated from three perspectives: to strengthen teachers’ knowledge and skills; to strengthen students’ opportunities to participate in higher education; and to enable the organisation to evaluate and reassure their commitments regulated by laws or regulations. Future research in line with this study may be to implement an artificial intelligence (AI) tool in the digital technological support system.
ER  - 

TY  - JOUR
T1  - Understanding L1 and L2 teachers’ talk about ‘digitalisation’: Discourses during the process of integrating digital technology in the educational practice
T2  - L1-Educational Studies in Language and Literature
SN  - 1567-6617
A1  - Magnusson, Petra
PY  - 2022
IS  - 22
SP  - 1
EP  - 27
DO  - 10.21248/l1esll.2022.22.1.361
LA  - eng
PB  - : International Association for Research in L1 Education (ARLE)
AB  - In Sweden, The Swedish national strategy for the digitalisation of the educational system has led to a vast number of projects. This study builds on material from a continuing professional development project among L1 and L2 teachers in Swedish on a local school level. The aim is to contribute to the understanding of how the teachers perceive the integration of digital technology in the educational practice by deconstructing their discussions in a Critical discourse analysis perspective. Research questions: 1) What perceptions about the integration of digital technology in the educational practice can be discerned? 2) How are these perceptions related to the teaching profession and the teaching of Swedish? and 3) How do the teachers build their understanding through the discussions? The study shows how a discourse of challenges dominates the teachers’ discussions and that the integration of digital technology in the educational practice is partly perceived as a threat to the teaching profession and, to some extent, the teaching of Swedish. A key finding is that in the way the discussions are enacted, ‘digitalisation’ becomes the reason for what happens. Consequently, the abstraction of ‘digitalisation’ seems to be a hindrance to the development work.
ER  - 

TY  - JOUR
T1  - Writing and Power: Conceptualising Early School Writing Instruction from a Critical Discourse Analytical Perspective
T2  - L1-Educational Studies in Language and Literature
SN  - 1567-6617
A1  - Björk, Oscar
PY  - 2024
VL  - 1
IS  - 24
SP  - 1
EP  - 30
DO  - 10.21248/l1esll.2024.24.1.631
LA  - eng
PB  - : University Library J. C. Senckenberg
KW  - critical discourse analysis
KW  - early school writing
KW  - primary school
KW  - l1
KW  - power
KW  - svenska med didaktisk inriktning
KW  - swedish and education
AB  - The primary aim of this theoretical and methodological paper is to conceptualise early school writing instruction (with 6 and 7-year-old students) through a critical discourse analytical (CDA; Fairclough, 2003) perspective. By drawing on empirical examples from two L1 classrooms, the paper provides an example of how a CDA analysis may be operationalised, particularly in an educational setting in primary school years. In doing so, the paper unveils how social power permeates the discourse practices of early school writing and how its effects on writing instruction may be understood. The data consists of video-recorded observations of writing instruction in two classrooms and transcribed semi-structured interviews with two teachers. The conceptualisation shows major differences in the effects of power in discourse in the two classrooms, shaping the discourse practice in various ways. It furthermore becomes evident that these classrooms are sites of power struggles with effects on discourse and where discourse practices, in various ways, (re)construe both the social world of the classroom as well as what is being taught. However, rather than reproducing social power structures per se, this paper suggests that the classroom holds potential for contestation and transformation of structural power, not least dependent on the actions of the teacher. 
ER  - 

TY  - JOUR
T1  - Swedish as a second language: Teachers’ perspectives on writing instruction for adult learners
T2  - L1-Educational Studies in Language and Literature
SN  - 1567-6617
A1  - Palm, Clara
PY  - 2025
VL  - 1
IS  - 25
SP  - 1
EP  - 19
DO  - 10.21248/l1esll.2025.25.1.769
LA  - eng
KW  - second language writing
KW  - adult education
KW  - literacy
KW  - second language teacher
KW  - discourse analysis
ER  - 

TY  - JOUR
T1  - The open work and the closing reading: Navigating openness and ambiguity in literature discussions
T2  - L1-Educational Studies in Language and Literature
SN  - 1567-6617
A1  - Tengberg, Michael
A1  - Johansson, Maritha
A1  - Sonneland, Margrethe
PY  - 2025
VL  - 1
IS  - 25
EP  - 1
DO  - 10.21248/l1esll.2025.25.1.782
LA  - eng
PB  - : Int Assoc Research L1 Education - ARLE
KW  - ambiguity
KW  - closing mechanisms
KW  - interpretation
KW  - literature discussions
KW  - openness
KW  - education
AB  - The tension between openness and ambiguity in literature and readers' expectation of coherence and consistency (i.e., their 'desire for closure') may present a pedagogical dilemma in literature classrooms. While prior research has identified an educational potential of using open works to de-automatize students' thinking, encourage tolerance for ambiguity, and shape literary awareness, empirically-based knowledge of such classroom practice is scarce. The present study examined the interaction between structured openness of literary texts and readers' 'desire for closure' in the context of literature discussions in lower secondary school. Drawing on videotaped whole-class discussions about narratively complex short stories in an ongoing intervention to support quality of literature discussions, we identified six different closing mechanisms used by either the teacher or the students: 1) Forcing a one-sided interpretation; 2) Inferring new context, not given by the text, to embed already preferred interpretations; 3) Magnifying peripheral details to support interpretations; 4) Staying on the surface-concentrating on the empirically verifiable and determinate; 5) Skipping between inquiries instead of developing lines of thought; and 6) Encouraging readers to connect fictive elements to their own lives. Based on the analysis, we discuss how interactional closure of literary openness in the classroom context relates to principal educational ideals of promoting clarity, comprehension, and coherence.
ER  - 

TY  - JOUR
T1  - Inclusive practice for students with neurodevelopmental disorders in Sweden.
T2  - Scandinavian journal of child and adolescent psychiatry and psychology
SN  - 2245-8875
A1  - Bölte, Sven
A1  - Leifler, Emma
A1  - Berggren, Steve
A1  - Borg, Anna
PY  - 2021
IS  - 9
SP  - 9
EP  - 15
DO  - 10.21307/sjcapp-2021-002
LA  - eng
KW  - adhd
KW  - autism
KW  - inclusive education
KW  - neurodevelopmental conditions
KW  - school
AB  - 'Inclusion' aims to achieve adaptation of the environment to the diverse prerequisites and needs of individuals, instead of demanding of individuals to cope with the challenges of a given context themselves exclusively. All Scandinavian countries have made formal decisions to enhance inclusive practice for children and adolescents with disabilities in educational settings, seeking to implement international conventions. We investigated current inclusive practice for students with neurodevelopmental disorders (NDDs) in Swedish primary, secondary and high-schools using the 61-item INCLUSIO scale among N=4778 school staff with educational responsibilities in 68 public and private schools across 11 municipalities. Overall, school staff reported not to be well prepared to teach students with NDDs and that their school's implementation of concrete inclusive practice was limited. Findings indicate a gap between inclusive educational ambitions and current practice for students with NDDs. Enriched teacher education and supervision for NDDs, a shift in pedagogical views of NDDs and better collaboration between community services, as well as systematic evidence-based implementation plans driven by policy makers and educational authorities may help improve inclusive practice.
ER  - 

TY  - JOUR
T1  - GenAI, ChatGPT and Critical Thinking in Swedish as a School Subject in Upper Secondary School
T2  - IARTEM e-journal
SN  - 1837-2104
A1  - Graeske, Caroline
PY  - 2024
VL  - 1
IS  - 16
EP  - 1
DO  - 10.21344/iartem.v16i1.1061
LA  - eng
PB  - : International Association for Research on Textbooks and Educational Media (IARTEM)
KW  - ai
KW  - chatgpt
KW  - teachers
KW  - upper secondary school
KW  - swedish as a school subject
KW  - language
KW  - litterature and education
KW  - språk och litteratur med didaktisk inriktning
AB  - Digital learning resources and generative artificial intelligence (GenAI) have, during recent years, been increasingly discussed in the Swedish school context. The aim of this study, therefore, is to investigate how GenAI and chatbots influence teachers working in upper secondary schools. In the study, which was conducted during 2023, teachers of Swedish (mother tongue) were interviewed. The material was analysed using thematic content analysis and teacher agency theories. The study shows that chatbots affect the teachers’ work and agency considerably. Almost all teachers highlight the work they have to do to prevent cheating, but several teachers also highlight the opportunities of chatbots as study buddies. Moreover, the teachers stress the importance of oral assessments, critical thinking, and AI-literacy, which tend to affect subject conceptions.
ER  - 

TY  - CONF
T1  - Teachers' reflections on their experiences teaching interdisciplinary project-based courses
T2  - SEFI 2023 - 51st Annual Conference of the European Society for Engineering Education: Engineering Education for Sustainability, Proceedings
A1  - Kjellberg, Malin
A1  - O Connell, Michael
A1  - Bergman, Becky
A1  - Stöhr, Christian
A1  - Larsson, Johanna
PY  - 2023
SP  - 652
EP  - 661
DO  - 10.21427/1C6T-W684
LA  - eng
PB  - : European Society for Engineering Education (SEFI)
KW  - facilitating diverse teamwork
KW  - interdisciplinary learning
KW  - project-based learning
KW  - teacher perspectives
KW  - engineering education
KW  - personnel training
KW  - students
KW  - sustainable development
KW  - engineering course
KW  - interdisciplinary programs
KW  - project based learning
KW  - project-based
KW  - project-based course
KW  - qualitative analysis
KW  - teacher perspective
KW  - teachers'
KW  - teaching
AB  - In project-based, interdisciplinary engineering courses, teachers face the challenge of not only imparting technical knowledge but also facilitating effective project- and teamwork. In this study we conducted a thematic qualitative analysis of 11 teachers' reflections on interdisciplinary project-based learning (PjBL). The results show that teachers appreciated PjBL as a means to motivate students and that one challenge was handling differences in terms of student disciplinary background. While most teachers did not see a need for further training, teachers who did identify such needs also seemed to already apply a wider range of PjBL teaching strategies. We discuss the implication of our findings for both practitioners and researchers. © 2023 Elsevier B.V., All rights reserved.
ER  - 

TY  - CHAP
T1  - The Student of Today: Some student's and Teachers' Conceptions of the Characteristics of a Good Student
T2  - Inside the New University
A1  - Johansson, Kristina
PY  - 2013
SP  - 3
EP  - 13
DO  - 10.2174/97816080572691130101
LA  - eng
PB  - : Bentham Publishers
KW  - new university
KW  - higher education
KW  - student
KW  - teacher
KW  - teacher role
KW  - conceptions
KW  - generation x
KW  - x-ers
KW  - digital natives
KW  - millennials
KW  - good student
KW  - instrumentalization
KW  - discourse
KW  - changing conditions
KW  - new generation.
KW  - work-integrated learning
KW  - wil
KW  - ail
KW  - arbetsintegrerat lärande
KW  - work integrated learning
KW  - pedagogics
AB  - In Sweden today, there is an intensive debate discussing the changing conditions within higher education, one of the major issues is the one of meeting a new student cohort, i.e. millenials, or the generation Y students, etc. But what if the problem may not be the new students entering the university but the fact that we have to adjust to a new order ? Barnett, (2004) argues that we have to educate for a new work life. Implying that the students need to develop skills that are functioning in the world we live in right now. Bowden and Marton (1998) are talking about being able to transfer knowledge to new situations. Whilst Weiler ( 2005) argues that we have to meet the new cohort with new educational methods. Students of today are more visual learners, and we have to design for that in order to make the education meaningful.
ER  - 

TY  - CHAP
T1  - One school for all?: Multilingualism in teacher education in Sweden
T2  - Preparing Teachers to Work with Multilingual Learners
A1  - Paulsrud, BethAnne
A1  - Lundberg, Adrian
PY  - 2021
SP  - 38
EP  - 57
DO  - 10.21832/9781788926119
LA  - eng
PB  - : Channel View Publications
ER  - 

TY  - BOOK
T1  - Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives
PY  - 2021
DO  - 10.21832/9781788927383
LA  - eng
PB  - Multilingual Matters
KW  - multilingualism
KW  - translanguaging
KW  - pedagogical translanguaging
KW  - classroom research
KW  - svenska som andraspråk
KW  - swedish as a second language
KW  - engelska med didaktisk inriktning
KW  - english education
KW  - swedish didactics
KW  - svenska språket med didaktisk inriktning
AB  - With increasing mobility of people across the world, there is a pressing need to develop evidence-based teaching practices that lead to high-quality education, which serves the needs of inclusive societies and social and epistemic justice. This book presents cutting-edge qualitative case-study research across a range of educational contexts, research-method contributions and theory-oriented chapters by distinguished multilingual education scholars. These take stock of the field of translanguaging in relation to the education of multilingual individuals in today's globalized world. The volume breaks new ground in that all chapters share a focus on teachers as 'knowledge generators' and many on teacher-researcher collaboration. Together, the chapters provide comprehensive and up-to-date applications of the concept of pedagogical translanguaging and present recent research in educational contexts that have hitherto received scant attention, namely secondary-level education, education for adult immigrants and the school-wide introduction of pedagogical translanguaging in primary school. 
ER  - 

TY  - BOOK
T1  - Early language learning: complexity and mixed methods
PY  - 2017
DO  - 10.21832/ENEVER8316
LA  - eng
PB  - Multilingual Matters
KW  - language learning
KW  - mixed methods
KW  - primary
KW  - education
AB  - This is the first collection of research studies to explore the potential for mixed methods to shed light on foreign or second language learning by young learners in instructed contexts. It brings together recent studies undertaken in Cameroon, China, Croatia, Ethiopia, France, Germany, Italy, Kenya, Mexico, Slovenia, Spain, Sweden, Tanzania and the UK. Themes include English as an additional language, English as a second or foreign language, French as a modern foreign language, medium of instruction controversies and content and language integrated learning (CLIL). The volume reviews the choice of research methodologies for early language learning research in schools with a particular focus on mixed methods, proposing that in the multidisciplinary context of early language learning this paradigm allows for a more comprehensive understanding of the evidence than other approaches might provide. The collection will be of interest to in-service and trainee teachers of young language learners, graduate students in the field of TESOL and early language learning, teacher educators, researchers and policymakers.
ER  - 

TY  - JOUR
T1  - A Multiprofessional and Intersectoral Working Model to Detect and Support Preschool Children With Neurodevelopmental Difficulties (PLUSS Model): Protocol for an Evaluation Study
T2  - JMIR Research Protocols
SN  - 1929-0748
A1  - Gustafsson, Berit
A1  - Korhonen, Laura
PY  - 2022
VL  - 6
IS  - 11
EP  - 6
DO  - 10.2196/34969
LA  - eng
PB  - Toronto, ON, Canada : JMIR Publications, Inc.
KW  - early detection
KW  - early intervention
KW  - preschool children
KW  - multiprofessional
KW  - neurodevelopmental difficulties
KW  - parental support
KW  - preschool support
KW  - mental health
KW  - neurological
KW  - behavioural
KW  - emotional
KW  - paediatrics
KW  - parenting
KW  - children
KW  - neurodevelopmental
KW  - developmental
AB  - Background: Neurodevelopmental difficulties with various emotional and behavioral symptoms increase the risk of mental health problems later in life. Although we know that early detection and interventions are effective, there is a lack of intersectoral, integrative, and evidence-based working models to provide these services for preschool children and their parents. PLUSS (Psykisk hälsa Lärande Utveckling Samverkan kring Små barn; English translation: mental health, learning, development, collaboration around preschool children) is a collaborative “one way in” model involving parents, health care providers, preschools, social services, and researchers. PLUSS provides coordinated services to screen, evaluate, and support toddlers with neurodevelopmental problems. It also offers parental interventions and education for preschool teachers.Objective: The model will be studied in a research project that aims to investigate (1) using a quasi-experimental study on longitudinal trajectories of neurodevelopmental difficulties and ability to function among participating preschoolers, (2) user satisfaction, and (3) implementation of the model and its effectiveness. The long-term goal is to provide evidence-based, coordinated services to reduce problems related to neurodevelopmental difficulties among preschool children and promote well-being and functioning in everyday life.Methods: The population of interest is children aged 1.5-5 years, whom the child health care nurse refers for further assessment due to suspected neurodevelopmental problems. Data are collected using questionnaires and semistructured interviews. Measures include sociodemographic data, longitudinal data on neurodevelopmental problems, parental well-being and satisfaction, the effectiveness of parental and preschool teacher training and implementation of the model, and fostered multisectoral collaborations. Data will be analyzed with qualitative and quantitative methods.Results: The PLUSS model has been approved by the National Ethics Review Board (2019–04839). This study was supported by FUTURUM grants 910161 and 910441. Data collection started in April 2019, with the data collection period planned to end in May 2024.Conclusions: PLUSS is an integrative working model with multiprofessional competence and intersectoral collaboration capacity to help preschool children with neurodevelopmental problems and their parents. It will be studied using quasi-experimental cross-sectional and longitudinal study designs. Data will be collected from parents, health care providers, and preschool teachers, and will be analyzed using quantitative and qualitative methods. The study will run in one Swedish county, and generalizability needs to be studied separately. Loss of follow-up could impact the longitudinal analysis.
ER  - 

TY  - JOUR
T1  - Policy Reforms Positioning Preschool Teachers from Invisible to Visible
T2  - International Journal of Education Policy and Leadership
SN  - 1555-5062
A1  - Öqvist, Anna
A1  - Cervantes, Sara
PY  - 2025
VL  - 4
IS  - 21
EP  - 4
DO  - 10.22230/ijepl.2025v21n4a1531
LA  - eng
PB  - : Simon Fraser University, University of Delaware, and PDK International
KW  - policy
KW  - preschool
KW  - positioning
KW  - preschool teacher
KW  - leadership / politique
KW  - maternelle
KW  - positionnement
KW  - enseignant de maternelle
KW  - leadership
KW  - education
AB  - Since 1972, the Swedish preschool has undergone several policy reforms that state guidelines for the work in preschool where preschool teachers and caregivers work close together in work teams. Since 2010, preschool teachers have been given increased responsibility for preschool education and its pedagogical content, including lead teaching, which has been identified as a challenging and complex issue in preschool practice. This study analyzes how preschool policies have positioned preschool teachers over time and how this plays a role in making it possible for preschool teachers to take increased responsibility for preschool education. Building on positioning theory and using a qualitative research design with content analysis of seven policy documents over time, the results show that policy documents have positioned preschool teachers as invisible between 1972 and 2010 by downgrading their position and as visible from 2010 to the present by upgrading their position. The results indicate that policies either marginalize or empower preschool teachers, with insights into the broader implications of policy decisions. Policy plays a crucial role as a mechanism with the power to reshape responsibilities and redistribute power within preschools. It is essential to overcome policy ambiguities when responsibilities overlap between preschool teachers and the work team, which enables opportunities for contested positions in which preschool teachers and caregivers can reinterpret their roles and responsibilities. 
ER  - 

TY  - CHAP
T1  - The use of digital technologies in Swedish teacher education: Experiences by migrant teachers
T2  - Innovations, Technologies and Research in Education
A1  - Käck, Annika
PY  - 2019
SP  - 129
EP  - 151
DO  - 10.22364/atee.2019.itre.09
LA  - eng
PB  - Riga : University of Latvia Press
KW  - teacher education
KW  - migrant teachers
KW  - digital technologies
KW  - transformative learning
KW  - informationssamhället
KW  - information society
ER  - 

TY  - JOUR
T1  - Teaching American Studies in Sweden: Navigating an Archipelagic Field
T2  - American Studies in Scandinavia
SN  - 0044-8060
A1  - Bonnevier, Jenny
A1  - Hjorthén, Adam
A1  - Mays, Christin
PY  - 2024
VL  - 2
IS  - 56
SP  - 47
EP  - 56
DO  - 10.22439/asca.v56i2.7374
LA  - eng
PB  - : Nordic Association for American Studies
KW  - higher education
KW  - teaching
KW  - north american studies
KW  - area studies
KW  - education
AB  - This article sets out to map the teaching of American studies in Sweden. Since American studies is not a degree-awarding discipline in Sweden, this is not a straightforward task. The first part of the essay discusses American studies as it looks at the only center of higher education in Sweden that identifies it as a subject, the Swedish Institute for North American Studies at Uppsala University. In the second part we look at the field in a broader sense, identifying courses about North America currently available at Swedish universities and surveying their subjects and topics. Together, the two parts outline the contours of a field of teaching that, we suggest, is best described as archipelagic. The article concludes with a discussion of the possibilities and challenges for American studies teaching in Sweden and offers some thoughts and suggestions for the future, arguing for increased teacher and institutional co-operation and the need to establish Americanstudies as a degree-awarding discipline.
ER  - 

TY  - JOUR
T1  - Teaching Practice Online: Challenges in Japan, India and Kenya Under Pandemic
T2  - IAFOR Journal of Education
SN  - 2187-0594
A1  - Hansson, Per-Olof
PY  - 2021
VL  - 2
IS  - 9
SP  - 77
EP  - 91
DO  - 10.22492/ije.9.2.05
LA  - eng
PB  - : The International Academic Forum
KW  - covid-19
KW  - challenges
KW  - lockdown
KW  - online teaching
KW  - trainee teachers
AB  - The coronavirus pandemic affected the whole world in 2020, with high pressure on the health sector, many deaths, reduced business activity, rising unemployment rates, travel restrictions and social distancing. These developments have had severe consequences for all areas of every society around the globe. This also includes education. In many countries, primary and secondary pupils and university students alike were sent home as schools and universities closed abruptly as part of efforts to control the spread of the virus. As teaching moved online, learners and teachers were unprepared for the new situation, which posed a unique set of challenges. In this context, trainee teachers at a Swedish university were encouraged to support online teaching at schools in Japan, India and Kenya. The purpose of the digital internship was threefold: to continue the trainees’ teaching placements in the absence of opportunities for in-class teaching; to provide an opportunity for trainee teachers to develop their own competence in online teaching; and to assist the foreign schools in the challenging task of delivering online classes. This article aims to investigate the challenges faced by pupils in Japanese, Indian and Kenyan schools and by 27 Swedish trainee teachers during this project. Data collection consisted of interviews, an online questionnaire, lesson observations, assessment forms, and reports given by trainees. The main challenges identified through our findings included internet access in host countries, the use of a teacher-centred approach to learning, and difficulty for trainees to relate to the pupils’ life conditions. However, we conclude that the trainee teachers increased their global awareness through a climate-friendly alternative to the traditional teaching placement abroad.
ER  - 

TY  - JOUR
T1  - The parent-teacher conference in the Swedish preschool. A study of an ongoing process as a “pocket of local order”.
T2  - Contemporary Issues in Early Childhood
SN  - 1463-9491
A1  - Markström, Ann-Marie
PY  - 2009
VL  - 2
IS  - 10
SP  - 122
EP  - 132
DO  - 10.2304/ciec.2009.10.2.122
LA  - eng
PB  - : SAGE Publications
KW  - education
AB  - This article explores the construction of parent-teacher conferences in the Swedish preschool and focuses on processes that construct and maintain these meetings. The analysis draws upon an ethnographic study in two preschools and the empirical material consists of 11 audiotaped parent-teacher conferences and observations of everyday activities related to them. By using empirical data from a wider context than the specific speech event, it is possible to gain knowledge about the complexity of the construction of parent-teacher conferences. Using the concept of a 'pocket of local order', it is argued that parent-teacher conferences are practices which consist of a large number of activities linked to resources and restrictions that can be interpreted as an imperative to the participants to conduct talks in preschool and at home, to fill in forms and then use these activities in the conference. In addition, parents and teachers, as well as children, contribute to the construction and maintenance of the pocket of local order, i.e. activities that can be interpreted as an imperative to the actors to reach institutional goals.
ER  - 

TY  - JOUR
T1  - Why not simply use the best theory?: A critical discourse analysis of the notion of plurality in three texts used at a teacher education institution in Sweden
T2  - Citizenship, Social and Economics Education
SN  - 1478-8047
A1  - Edling, Silvia
PY  - 2014
VL  - 3
IS  - 13
SP  - 156
EP  - 174
DO  - 10.2304/csee.2014.13.3.156
LA  - eng
PB  - : SAGE Publications
KW  - teacher education
KW  - evidence-based
KW  - theory
KW  - subject matter
KW  - violence
KW  - plurality
AB  - Drawing on ambitions to contest violence in education the paper challenges ideas that teacher students only need to rely on evidence-based theory in their future profession. This is accomplished by analyzing and comparing theories of plurality as described in three text-books used in courses at one Teacher Education in Sweden. The textbooks express three different theoretical discourses of approaching social challenges regarding violence, plurality in education, and teacher expectations. Hence, since violence is played out in a variety of ways the logic of evidence based research is insufficient as comes to handle plurality.
ER  - 

TY  - JOUR
T1  - Teacher education for democratic participation: the need for teacher judgement in times of evidence-based teaching
T2  - Citizenship, Social and Economics Education
SN  - 1478-8047
A1  - Liljestrand, Johan
PY  - 2014
VL  - 3
IS  - 13
SP  - 175
EP  - 184
DO  - 10.2304/csee.2014.13.3.175
LA  - eng
PB  - : SAGE Publications
AB  - According to national and international policy, teachers' work is supposed to be guided by reliable evidence in order to be effective and achieve the set goals. The purpose of this article is to problematise evidence-based approaches for teacher education by highlighting the occurrence of dilemmas in teachers' work connected to the assignment of educating democratic citizens. The article is a critical theoretical discussion that takes its departure in the teaching paradox of supporting students' initiatives to act as critical citizens. In order to address the current trend of anchoring teacher education in evidence-based methods, Swedish policy documents are used as a point of reference and are read through the lens of the teaching paradox and the need for teacher judgement. The analysis shows that policy texts fall short when it comes to the assignment to support students to take part in society as critical citizens. It is concluded that teacher education could gain from theoretically based case studies of dilemmatic everyday situations in which teaching for democratic participation is visible.
ER  - 

TY  - JOUR
T1  - Is "Pedagogik" as an Academic Discipline in Sweden just a Phenomenon for the Twentieth Century?: The Effects of Recent Education Reform.
T2  - European Educational Research Journal
SN  - 1474-9041
A1  - Lindberg, Leif
PY  - 2002
VL  - 1
IS  - 1
SP  - 65
EP  - 82
DO  - 10.2304/eerj.2002.1.1.13
LA  - eng
PB  - Oxford, UK : Symposium Books
KW  - education
AB  - n this article, the disciplinary transitions of Pedagogik in Sweden during the last century are examined. The material used includes written expert assessments, inaugural lectures, syllabuses, descriptions of teaching and research duties, governmental reports and research activities. Three different periods are detectable. From the first decade until the mid-century, an embryonic stage of psychometrics and intelligence testing could be observed. From mid-century up to the mid-1970s, a neo-behaviouristic paradigm was growing strong and dominated school research and a new teacher education was launched, supported with professorships in school research. From the mid-1970s up to the turn of the century, research was characterised by a variety of research perspectives and approaches. The conception of the discipline seems to be stable but under development. Parliamentarians searched for another knowledge base for teacher education than Pedagogik at the end of this period. There is evidence of Pedagogik moving towards an interdisciplinary approach, but there are also contradictory movements.
ER  - 

TY  - JOUR
T1  - The process of finding a shape: stabilising new research structures in Swedish teacher education, 2000-2007
T2  - European Educational Research Journal
SN  - 1474-9041
A1  - Erixon Arreman, Inger
PY  - 2008
VL  - 2
IS  - 7
SP  - 157
EP  - 175
DO  - 10.2304/eerj.2008.7.2.157
LA  - eng
PB  - : Symposium Journals Ltd
KW  - discourse
KW  - gender
KW  - interviews
KW  - power
KW  - professionalisation
KW  - research
KW  - sweden
KW  - teacher education
AB  - This article explores the development and effects of Swedish post-war policies on the emergence of a research base for teacher education. From 2001 onwards, it is possible to undertake research and post-graduate studies within teacher education in Sweden, which prior to the 2001 reform was not possible. The article draws on a variety of frameworks to explore relationships between various parts of teacher education and also more widely in the university. These include relations of power, discourse and gender based on the theoretical perspectives of Bourdieu, Foucault, Sarfatti Larson and Connell among others. Policy documents relating to teacher education and research into national, regional and local perspectives were used to explore institutional history, structures and research development in teacher education from 1946 to the present time. For a micro-level perspective, an interview study was also carried out between 2000 and 2002 with teacher educators and senior managers who from the late 1940s were responsible for teacher education programmes, in and around Umeå, in northern Sweden. A further complementary interview study was carried out with teacher educators and union representatives between 2005 and 2007. The extended study reveals the emergence of new research areas in teacher education as a multilayered process involving a variety of actors at different levels at Umeå University and elsewhere. The aim of the article is to explore the implications of the new research structures for teacher education in Sweden and also to contribute to current cross-national discourses on the need to establish a research base for teacher education.
ER  - 

TY  - JOUR
T1  - Developing research structures and research capacity: the Swedish National Postgraduate School in educational work (NaPA)
T2  - European Educational Research Journal
SN  - 1474-9041
A1  - Erixon Arreman, Inger
A1  - Erixon, Per-Olof
PY  - 2008
VL  - 4
IS  - 7
SP  - 554
EP  - 562
DO  - 10.2304/eerj.2008.7.4.548
LA  - eng
PB  - : SAGE Publications
AB  - This article focuses on the emergence and development of new research structures and research capacity within Swedish teacher education at the beginning of the new millennium. Since 2001, it has been possible in Sweden to undertake postgraduate and research studies within teacher education – something that was previously impossible. As a result of a national reform, a new research discipline, educational work, was established at several Swedish universities. At the same time, the National Postgraduate School in Educational Work (NaPA) was created, the responsibility for which was given to Umeå University, one of the larger Swedish teacher education providers. The aim of the article is to provide a picture of Swedish national teacher education policies in the first years of the millennium that have generated new research structures, which, in turn, have enabled a rapid and nationally distributed expansion of research within the field of Swedish teacher education. It draws on a combination of policy documents, research carried out by the two authors and reflections on their own experiences, as a former PhD student who now has a doctoral qualification in educational work and as the head of NaPA respectively.
ER  - 

TY  - JOUR
T1  - Teachers’ Collective Actions, Alliances and Resistance within Neo-liberal Ideasof Education: the example of the Individual Programme
T2  - European Educational Research Journal
SN  - 1474-9041
A1  - Dovemark, Marianne
PY  - 2010
VL  - 2
IS  - 9
SP  - 232
EP  - 244
DO  - 10.2304/eerj.2010.9.2.232
LA  - eng
PB  - : Symposium Journals
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The education system in Sweden has taken a strong neo-liberal turn over the past 15 years. This article uses ethnographic research from an Individual Programme (IP) in a Swedish upper secondary school to explore how alliances, collective actions and resistance can be materialised within the changed system. According to the author, the teachers in the study tried to implement consciousness-raising work in three ways: through 'encouraging critical awareness', 'encouraging students' collective actions' and 'working towards a collective'. This view of education stood in sharp contrast to a dominant ideology of education, which was characterised by self-regulation, self-governance, personal choice and other self-monitored activities.
ER  - 

TY  - JOUR
T1  - Development and Change in Swedish Municipal Adult Education: occupational life history studies and four genealogies of context
T2  - Policy Futures in Education
SN  - 1478-2103
A1  - Henning Loeb, Ingrid
PY  - 2007
VL  - 4
IS  - 5
EP  - 4
DO  - 10.2304/pfie.2007.5.4.468
LA  - eng
PB  - : SAGE Publications
AB  - This article is based on the author's dissertation work on development and change in Swedish municipal adult education (MAE), investigated through occupational life history studies of four teachers in different municipalities who have worked in MAE since the mid 1970s. Three periods of development – three ‘eras’ – in MAE have been identified in terms of its relationship to the state, comprising two restructuring shifts: (1) from centralization to decentralization in the early 1990s, and (2) the establishment of quasi-marketization of adult education in the late 1990s, with a variety of adult education providers, municipal boards and procurement processes. Comprehensive analysis of the four teacher trajectories and their genealogies of context has been carried out relating to the three eras, and concepts on mechanisms for institutional isomorphism have been used for analysis on why and how the different MAE organizations that the four teachers work in have developed in similar or homogenous ways. In the article, tensions and contestation in development and change in the local context are made explicit, and are analysed and provide the basis for problematizing late national reformation and restructuring efforts.
ER  - 

TY  - JOUR
T1  - Market competition in upper secondary education:: Perceived effects on teachers’ work
T2  - Policy Futures in Education
SN  - 1478-2103
A1  - Lundström, Ulf
A1  - Holm, Ann-Sofie
PY  - 2011
VL  - 2
IS  - 9
SP  - 193
EP  - 205
DO  - 10.2304/pfie.2011.9.2.193
LA  - eng
PB  - Oxford : Symposium Journals
KW  - teachers' work
KW  - market competition
KW  - upper secondary school
KW  - teacher education and education work
AB  - The development and expansion of market solutions is one of the mostimportant changes in Swedish education in the last 30 years. The aim of the article is todescribe and analyse how students and staff in upper secondary schools perceive the impactof market competition on teachers’ work. Three groups of actors in two Swedish regionswere interviewed: students, teachers and principals. The interviews were carried out at eightschools in five municipalities, at both public and independent schools. The results show thatcompetition relations are more complex than is often assumed. Intensification of teachers’work is a common theme in the interviews. Traditional professional values and identities arechallenged by the market competition and a market-oriented teacher is shaped – whetherthe teachers like it or not. The extension of teachers’ tasks is increasingly about marketing. Anew type of service-minded and flexible teacher is created. Regarding the effects ofcompetition on teacher performance, the results are contradictory. The quality discourse isproblematised as there is no evident link between winners in the school competition and thequality of teaching and student outcomes. The Swedish case is interesting in theinternational literature as an example of a rapidly growing upper secondary school marketwhich is closer to the logic of the market than many other nations’ school systems.
ER  - 

TY  - JOUR
T1  - The problem of the welfare profession: An example-the municipalisation of the teaching profession
T2  - Policy Futures in Education
SN  - 1478-2103
A1  - Ringarp, Johanna
PY  - 2012
VL  - 3
IS  - 10
SP  - 328
EP  - 339
DO  - 10.2304/pfie.2012.10.3.328
LA  - eng
PB  - : SAGE Publications
AB  - As an answer to the welfare state's transformation and increased focus on goal-and resultoriented regulation, Swedish educational policy is in a state of change. The matter of the teaching profession's aspirations with regard to professionalisation has come up once again: reminders that reference the introduction of teacher certification in order to guarantee the quality of education have emerged from political quarters, while union quarters are pleading for greater status for the teaching profession. The article discusses whether the municipalisation of the teaching profession in 1989 was a break with the goal of Sweden's previous political debate on education-namely, a comprehensive school for all-and whether the increased control over the work of the teachers can be said to be a consequence of the reform.
ER  - 

TY  - JOUR
T1  - The politics of teacher professionalism: intraprofessional boundary work in Swedish teacher union policy
T2  - Policy Futures in Education
SN  - 1478-2103
A1  - Lilja, Peter
PY  - 2014
VL  - 4
IS  - 12
SP  - 500
EP  - 512
DO  - 10.2304/pfie.2014.12.4.500
LA  - eng
PB  - : Proceedings from International Symposium Elementary Mathematics Teaching
KW  - boundary work
KW  - teacher professionalism
KW  - teacher unions
KW  - teacher education reform
KW  - professionalization
AB  - Taking the latest reformation of Swedish teacher education as a point of departure, the aim of this article is to analyze the way Swedish Teacher Unions construct a knowledgebase for teaching as a strategy of professionalization. The analysis shows that the unions construct such a knowledge base from opposing points of departure. Their professional ambitions are, thus, challenged by processes of intraprofessional boundary work complicating the construction of a unanimous ‘voice’ of teachers in Swedish education policy debates. This intraprofessional struggle over the meaning of teacher professionalism underlines the political nature of the use of professionalism in the transformed welfare sectors of today. In this respect, the article also underlines the importance of tradition in discussions of what is to be considered a professional teacher. Despite decades of political ambitions to unite Swedish teachers into one single profession, the historical differences between two separate teacher identities continue to fundamentally affect the policy positions of the Teacher Unions, a development that the recent reorientation of Swedish education policy seems to reinforce. As a result, the usefulness of talking about Swedish teachers as a single profession in the future may be questioned.
ER  - 

TY  - CHAP
T1  - Pedagogy and the humanities: changing boundaries in the academic map of knowledge, 1860s-1960s
T2  - The Humanities and the modern politics of knowledge
A1  - Landahl, Joakim
A1  - Larsson, Anna
PY  - 2022
SP  - 81
EP  - 103
DO  - 10.2307/j.ctv2svjznh.6
LA  - eng
PB  - Amsterdam : Amsterdam University Press
KW  - education sciences
KW  - humanities
KW  - sweden
KW  - organization of knowledge
KW  - historia med utbildningsvetenskaplig inriktning
KW  - history of education
AB  - This chapter traces the history of the relation between pedagogy and the humanities from a long time-perspective, spanning the 1860s to the 1960s. Focusing on boundary drawing processes, we distinguish two major shifts in which pedagogy established itself as a distinct discipline. The first consisted of a separation from philosophy, the second of a separation from psychology. Through and along this process, pedagogy became increasingly separated from the humanities and ended up in the new social science faculty in the 1960s. As pedagogy also got a central role in the new professional teacher education outside of the universities, its position as a non-humanistic discipline became manifest.
ER  - 

TY  - CHAP
T1  - Teaching and Learning Content through Two Languages: The Biology and History Teacher Perspective
T2  - Investigating Content and Language Integrated Learning
A1  - Sandberg, Ylva
PY  - 2019
SP  - 298
EP  - 314
DO  - 10.2307/jj.22730638.25
LA  - eng
PB  - Bristol : Multilingual Matters
KW  - teacher cognition
KW  - bilingual education
KW  - reflective practitioner
KW  - language practices
KW  - subject-specific literacies
KW  - clil teaching literacy
KW  - lärarkognition
KW  - tvåspråkig undervisning
KW  - reflekterande praktiker
KW  - språkpraktiker
KW  - ämnesspecifik litteracitet
KW  - clil lärarlitteracitet
KW  - språkdidaktik
KW  - language education
AB  - The present qualitative study focuses content teachers’ reflections on language practices in CLIL biology and history. Building on theory from teacher cognition and bilingual education, the study aims to document and interpret the teachers’ descriptions of, and motivations to, bilingual practices in the CLIL strand at their school. The study encompasses semi-structured interviews with eight teachers at three different upper secondary schools, four biology and four history teachers, and the data were collected over a two-year period. The analyses were thematic and adopted a constant comparative approach. Overall, findings show that English and Swedish co-exist as resources for teaching and learning in CLIL biology and history. More specifically, teachers’ motivations to language use could be related to two themes: access to study material and adaptation to student group. Following a discussion of the results, the study concludes with recommendations for teaching and implications for further research.  
ER  - 

TY  - JOUR
T1  - Literacy i fritidshemmet: En studie om förutsättningar för literacy i svenska fritidshem
T2  - Barn
SN  - 0800-1669
A1  - Dahlström, Helene
A1  - Damber, Ulla
A1  - Gidlund, Ulrika
A1  - Widmark Saari, Christina
A1  - Norberg, Malin
PY  - 2023
VL  - 4
IS  - 41
SP  - 81
EP  - 99
DO  - 10.23865/barn.v41.5211
LA  - swe
PB  - : Cappelen Damm Akademisk
KW  - school age educare
KW  - multilingualism
KW  - literacy events
KW  - access to literature
KW  - equity
KW  - fritidshem
KW  - flerspråkighet
KW  - literacyaktiviteter
KW  - litteraturtillgång
KW  - likvärdighet
KW  - education
AB  - This study aims to describe and analyze the literacy events that occur in school-age educare practice. Literacy in this article is seen as the social practice where people use reading, writing, meaning-making and communicative expressions in interaction with others, in particular in the informal context of everyday life. With the after-school activities as a context, many opportunities are provided for conversation and functional language use, thus creating good conditions for multilingual students’ language development. Observations were made of school-age educare teacher students in 68 after-school centres, and their reflections were collected. The article authors carried out the analysis of observation protocols and reflection protocols through thematic analysis. The results show a significant variation between the different school-age educare practices concerning literacy activities and access to books, in particular few books in languages other than Swedish. Furthermore, it turned out that both educators and children had a schooled view of reading and writing activities. We conclude that school-age educare centres have the potential as a literacy arena that can be utilized much more than this study has shown, especially to arouse students’ desire to read.
ER  - 

TY  - CHAP
T1  - Med livet som insats – en diskussion om möjligheter för bildning i samtida förskollärarutbildning
T2  - Kritisk danning i lærerutdanningen, Red. Hanne Rinholm, Øivind Varkøy, Bendik Fredriksen & Mildrid H. A. Bjerke
A1  - Söderman, Alexandra
A1  - Söderman, Johan
PY  - 2024
SP  - 89
EP  - 107
DO  - 10.23865/cdf.231
LA  - swe
PB  - : Cappelen Damm Akademisk
KW  - preschool teacher education
KW  - sociology of education
KW  - bildung
AB  - The preschool teacher education program was incorporated into the Swedish higher education system following the university reform of 1977, partly to promote social equality. Over time, however, it has become the most homogeneous program within the higher education system, with over ninety percent female students, primarily from non-academic backgrounds. In the hierarchy of teacher education programs, preschool teacher education ranks lowest in terms of status, partly due to low admission scores, limited career paths, and the fact that the program mainly attracts students from lower social backgrounds. At the same time, the seven-semester-long program represents a significant investment for individual students. In this chapter, we argue that the preschool teacher program should place greater emphasis on the Bildung pathways of students. The purpose is to better understand the opportunities for Bildung that the contemporary preschool teacher education may encompass. Following a qualitative tradition, the empirical material consists of two interviews with preschool teacher students at the beginning and end of their education. These interviews are analyzed and discussed from a comprehensive Bildung perspective. The results indicate that (i) a certain femininity, along with interests in fantasy and folk culture, has the potential to open up cultural educational opportunities, but also that (ii) cross-generational experiences hold potential for Bildung. Additionally, the results suggest that (iii) the sometimes indirect path to choosing preschool teacher education represents a life experience that can also serve as a potential educational resource.
ER  - 

TY  - CHAP
T1  - Tid att bilda: om att (o)möjliggöra en kritisk (lärarut)bildning
T2  - Kritisk danning i lærerutdanningen
A1  - Georgii-Hemming, Eva
A1  - Moberg, Nadia
PY  - 2024
SP  - 47
EP  - 67
DO  - 10.23865/cdf.231.ch3
LA  - swe
PB  - Oslo : Cappelen Damm Akademisk
KW  - bildung
KW  - critical thinking
KW  - swedish teacher education
KW  - media analysis
KW  - musikvetenskap med musikpedagogisk inriktning
KW  - musicology esp. musical education
AB  - Questioning the frameworks we live by requires analyzing and critiquing arguments – both our own and those of others – and a willingness to take action.In this chapter, we highlight the significance of Bildung, critical thinking, and knowledge in shaping individuals as citizens of society. Our starting point is that Bildung is related to societal development and potential for change, making critical Bildung normative rather than value-neutral.By examining the public debate on teacher education in the Swedish daily press over the past two decades, we explore the participating actors, the expressed opinions, and their implications. Our findings reveal the pervasive influence of neoliberal ideology, which contrasts solutions for a so-called crisis in teacher education with the “fluffy school of the 1990s.” We critically discuss the regulatory measures aimed at detailing teacher education content and equipping future teachers with practical tools and methodologies grounded in cognitive science, with the expectation that these measures will enable future teachers to handle ‘everything’ and ‘everyone’. The chapter concludes with a discussion of the consequences of these perspectives in relation to critical Bildung and power relations.
ER  - 

TY  - JOUR
T1  - Läraragens i lärarlagsdiskussioner om Skolverkets allmänna råd
T2  - Forskning Og Forandring
SN  - 2535-5279
A1  - Frey, Louise
A1  - Olin, Anette
PY  - 2019
VL  - 2
IS  - 2
SP  - 64
EP  - 83
DO  - 10.23865/fof.v2.1532
LA  - swe
PB  - : Cappelen Damm AS - Cappelen Damm Akademisk
KW  - läraragens
KW  - läraryrket
KW  - professionalism
KW  - policy
KW  - styrning
KW  - talhandlingar
KW  - teacher agency
KW  - teacher’s profession
KW  - governance
KW  - speech acts
AB  - Läraragens är en viktig aspekt i talet om läraren som en professionell yrkesutövare. Läraryrkets förändring har resulterat i ökade krav av olika slag för lärarna. Ett av dessa krav är att hantera styrning genom att reflektera över och tolka olika typer av policytexter. I studien undersöks samtal när lärarna i två lärarlag diskuterar sitt arbete utifrån läsning av ett allmänt råd från Skolverket. Studiens resultat visar att samtalet blir en kraftfull tillgång i detta arbete vilket tydliggörs genom att analysera olika former av talhandlingar. Lärarna låter sig påverkas av riktlinjerna i texten, men ifrågasätter samtidigt innehållet och konstruerar ny kunskap med hjälp av sin egen praktikkunskap. Hur lärarnas reflexiva förmåga kommer till användning samt hur olika former av läraragens synliggörs har kopplats till olika samtalssituationer. Studien bidrar således till att beskriva hur lärares agens i form av talhandlingar tar sig uttryck i en skärningspunkt där den statliga styrningen av skolan och lärarnas yrkeskunskap möts. Teacher agency is an important factor when discussing the professionalism of teachers in their work. One thing required of teachers is to engage with official policy by reflecting on and interpreting different types of policy texts. The study examines conversation between teachers in two teaching teams discussing their work based on their reading of a general advisory document from the Swedish National Agency for Education. The results show that such discussions constitute a powerful approach to this work, clearly illustrated by an analysis of different kinds of speech acts. Teachers are indeed influenced by the guidelines in the text, but at the same time question the content, and construct new knowledge using their own practical knowledge. How teachers’ reflexive abilities are used, as well as different forms of teacher agency, are identified in connection with different communicative situations. The study thus contributes to a description of how teacher agency, in the shape of speech acts, manifests itself at the intersection where state policy governing schools and teachers’ professional skills meet.
ER  - 

TY  - JOUR
T1  - Exploring reasons to attend formal teaching sessions among students: A self-determination theory perspective
T2  - Högre Utbildning
SN  - 2000-7558
A1  - Fröberg, Andreas
A1  - Jonsson, Linus
PY  - 2021
VL  - 2
IS  - 11
SP  - 70
EP  - 83
DO  - 10.23865/hu.v11.2561
LA  - eng
PB  - : Cappelen Damm AS - Cappelen Damm Akademisk
KW  - attendance
KW  - higher education
KW  - teacher education
AB  - Among students in higher education, attending formal teaching sessions might be important not only for academic achievement but also to foster human values. Despite this, the low and declining attendance rate is a growing concern in higher education. This study aimed to explore what students believe teachers could do to facilitate attendance at formal teaching sessions in the physical education part of the teacher education program in Sweden. Three focus group interviews were conducted among students aged 20 to 35 who attended the teacher education programme. The self-determination theory was used as a theoretical framework, and data were analysed and categorised using qualitative content analysis. The analysis of the interviews formed an overarching theme that intersected with four categories. The results show that teachers might facilitate attendance during formal teaching sessions by providing opportunities for students to interact with each other; match challenges with skills; be engaged, enthusiastic, and caring; and outline the value and rationale. The study’s implications for teachers are discussed in the paper.
ER  - 

TY  - JOUR
T1  - Closer to and further away – emergency-remote teacher education, orientations and student-bodies
T2  - Högre Utbildning
SN  - 2000-7558
A1  - Åkesson, Emilia
A1  - Just, Edyta
A1  - Eriksson Barajas, Katarina
PY  - 2022
VL  - 1
IS  - 12
SP  - 66
EP  - 78
DO  - 10.23865/hu.v12.3573
LA  - eng
PB  - Oslo : Cappelen Damm Akademisk
KW  - emergency remote education
KW  - teacher education
KW  - materiality
KW  - embodiment
KW  - intersectionality
AB  - This paper contributes knowledge on the effects of materiality and space on teaching and equal access to teacher education. Through an intersectional analysis, with a specific focus on orientations, bodies and materiality, we show how student-bodies orientate closer to or further from various parts of teacher education as an effect of the materiality of emergency remote vs. on-campus education. We elaborate on three different student-body orientating processes that take place during teacher education. These are all related to the emergency remote education implemented as a consequence of the COVID-19 pandemic. We call these processes ‘remote education as relief’, ‘the embodiedness of raising the hand on Zoom’ and ‘energy-draining pre-recorded lectures’. We show how the materiality of emergency-remote education orientates the participants situated within the bodily horizons of intersectional positions of being deaf, female, racialized as non-white and not having Swedish as a first language, both closer to and further away from various parts of their teacher education. The analysis is based on both individual and group interviews with twelve teacher students. The paper contributes insights to emergency-remote education, remote education and on-campus educating. 
ER  - 

TY  - JOUR
T1  - Tillsammans med andra: Att lära sig samarbeta i högskolepedagogisk utbildning
T2  - Högre Utbildning
SN  - 2000-7558
A1  - Bagerius, Henric
A1  - Ekström, Petronella
PY  - 2024
VL  - 2
IS  - 14
SP  - 42
EP  - 55
DO  - 10.23865/hu.v14.5968
LA  - swe
PB  - : Cappelen Damm Akademisk
KW  - teaching
KW  - assessment
KW  - scholarship of teaching
KW  - community of practice
KW  - microculture
KW  - association of swedish higher education institutions (suhf)
KW  - undervisning
KW  - examination
KW  - akademiskt lärarskap
KW  - praxisgemenskap
KW  - mikrokultur
KW  - sveriges universitets- och högskoleförbund (suhf)
KW  - education
AB  - I Sveriges universitets- och högskoleförbunds (SUHF) rekommendationer om mål för behörighetsgivande högskolepedagogisk utbildning finns ett delmål som säger att deltagarna ska ”självständigt, och tillsammans med andra, kunna planera, genomföra och utvärdera undervisning och examination på vetenskaplig eller konstnärlig grund inom det egna kunskapsområdet”. Den här artikeln undersöker vad pedagogiska utvecklare lägger i SUHF:s formulering tillsammans med andra och diskuterar vilka förutsättningar de högskolepedagogiska kurserna ger deltagarna att utveckla de kunskaper, färdigheter och förmågor som krävs för att kunna samarbeta i utbildning.I semistrukturerade intervjuer med tolv pedagogiska utvecklare vid nio svenska lärosäten har tre aspekter av pedagogiskt samarbete blivit särskilt tydliga: att utveckla ett språk för lärande, att utveckla ett kritiskt förhållningssätt och att utveckla en professionell handlingsberedskap. Det står också klart att de pedagogiska utvecklarna tolkar tillsammans som ihop med sina kollegor snarare än sida vid sida med dem och gärna vill att deras kursdeltagare lär sig kunskaper, färdigheter och förmågor som gör att de kan delta i en gemensam pedagogisk praktik. Samtidigt ser de pedagogiska utvecklarna det som problematiskt att de i princip aldrig möter lärarlag på sina kurser och därför har svårt att bedöma deltagarnas förmåga att samarbeta med andra lärare inom det egna kunskapsområdet. Det är med andra ord osäkert om det är möjligt att uppnå SUHF:s delmål i den behörighetsgivande högskolepedagogiska utbildningen som den är organiserad vid de nio lärosätena.
ER  - 

TY  - JOUR
T1  - En politisk vilja att förändra – men vad är problemet? En kritisk läsning av kommittédirektivet om att förbättra lärarutbildningen: A  Political  Will  to  Change  –  But  What  Is  the  Problem?  A  Critical  Reading  of  the  Committee Directive on Improving Teacher Education
T2  - Högre Utbildning
SN  - 2000-7558
A1  - Bylund, Linus
A1  - Player-Koro, Catarina
PY  - 2024
VL  - 3
IS  - 14
SP  - 28
EP  - 42
DO  - 10.23865/hu.v14.6770
LA  - swe
PB  - : Cappelen Damm AS - Cappelen Damm Akademisk
KW  - lärarutbildning
KW  - problematisering
KW  - policy
KW  - reformer
KW  - styrning
AB  - Den här texten avser att problematisera den pågående reformeringen av lärarutbildningen i Sverige genom en kritisk läsning och analys av regeringens direktiv till utredaren, där avsikten att höja lärarutbildningens kvalitet och läraryrkets status formuleras. Utifrån Millers och Roses begrepp  problematisering  undersöks  hur  problem  med  den  nuvarande  lärarutbildningen  konstrueras och vilka lösningar och förändringar som därefter framställs som naturliga och nödvändiga.  Analysen  visar  att  direktivet  inte  framställer  nuvarande  lärarutbildningar  som  bristfälliga. I stället kopplas problem med kvalitet i lärarutbildningarna samman med brister hos studenterna, bristfälligt samarbete mellan lärosätena samt samhällsförändringar i stort. I diskussionen belyses hur den politiska strävan att förändra lärarutbildningens vetenskapliga grund  kan  ses  som  ett  steg  mot  avprofessionalisering  av  läraryrket.  Vidare  lyfts  risken  att  höjda antagningskrav och införandet av lämplighetsprov kan leda till att vissa studentgrupper exkluderas, samt vilka konsekvenser en sådan förändring kan medföra.
ER  - 

TY  - JOUR
T1  - Förutsättningar för akademisk litteracitet - andraspråksstudenters perspektiv
T2  - Högre Utbildning
SN  - 2000-7558
A1  - Norberg, Malin
A1  - Dahlström, Helene
PY  - 2025
VL  - 2
IS  - 15
SP  - 64
EP  - 78
DO  - 10.23865/hu.v15.6206
LA  - swe
PB  - : Cappelen Damm Akademisk
AB  - Syftet med artikeln är att öka kunskapen om och förståelsen för hur studenter med svenska som sitt andraspråk upplever sina förutsättningar att utveckla akademisk litteracitet i högre utbildning. Teoretiska utgångspunkter utgörs av forskningsfältet Academic Literacies samt begreppet innanförskap. Studien bygger på intervjuer med 20 andraspråksstudenter som går förskollärar- eller F–3- grundlärarutbildning. I resultatet vittnar studenterna om att de lagt ned mycket möda och kraft för att lyckas med studierna. De beskriver även resurser som stöttat dem såsom engagerade lärare och digitala verktyg. Färdighetsdiskursen med ett bristperspektiv är den mest framträdande diskursen som kommer till uttryck i studenternas berättelser. I resultatet framträder sådant som påverkar akademiskt innanförskap, såväl bidragande som hindrande faktorer. I diskussionen förs ett resonemang om hur en utbildning som möter upp och stöttar vidareutveckling av kunskaper i akademisk litteracitet hos andraspråksstudenter kan skapas.
ER  - 

TY  - JOUR
T1  - Understanding Widening Participation: Teacher Perceptions and Policy Implications at Lund University
T2  - Högre utbildning
SN  - 2000-7558
A1  - Engström, Lisa
A1  - Severinsson, Emma
A1  - Lundin, Karin
PY  - 2025
VL  - 3
IS  - 15
SP  - 9
EP  - 24
DO  - 10.23865/hu.v15.7245
LA  - eng
PB  - : Swednet
AB  - Since 2002, Swedish higher education institutions have been mandated by the Higher Education Act to actively promote widening participation. However, there is no national definition of widening participation, leaving each institution to define its own objectives. This article investigates how teachers at Lund University in Sweden understand and implement widening participation, examining their perceptions in relation to the university’s policy documents. The analysis shows a tension between Lund University’s policies of widening participation and teachers’ possibilities to work with inclusive education. Individual teachers are given key roles, but they lack resources to handle this responsibility. At the same time, both policies and teachers’ perceptions hold different notions of widening participation, including both a meritocratic perspective focusing on fair access, and a transformative perspective emphasizing social justice and challenging power structures.
ER  - 

TY  - JOUR
T1  - Om forskarhandledningens mål, samförfattarskap och meritering: Några dilemman inom det utbildningsvetenskapliga fältet
T2  - Högre Utbildning
SN  - 2000-7558
A1  - Puskas, Tünde
A1  - Jeppsson, Fredrik
PY  - 2017
VL  - 2
IS  - 7
SP  - 51
EP  - 62
DO  - 10.23865/hu.v7.1062
LA  - swe
PB  - : Nordic Open Access Scholarly Publishing NOASP
AB  - Utbildningsvetenskap är ett relativt nytt forskningsfält, men det har redan genomgått en stor förändring sedan sin tillkomst i slutet av nittiotalet. Syftet med att utforma ett nytt vetenskapsområde för lärarutbildning, pedagogisk yrkesverksamhet och lärande i arbetslivet var att utveckla praktiknära forskning i en svensk kontext. Utbildningsvetenskapen har dock utvecklats till ett internationellt orienterat och teoriförankrat fält som liknar de närliggande vetenskapsfälten samhällsvetenskap och humaniora. Skillnaden mellan idéerna kring vad utbildningsvetenskap ursprungligen var tänkt att vara och vad den sedan utvecklades till kan bland annat ses mot bakgrund av ”hetsen” kring publicering, som har medfört att det har blivit allt vanligare att skriva sammanläggningsavhandlingar på engelska än monografier på svenska. Dessa förändringar har i sin tur påverkat hur forskarhandledare ser på sina doktoranders resa mot att bli självständiga forskare. I denna reflektion problematiseras några av de dilemman som forskarhandledare inom fältet möter. Reflektionen utgår från fyra intervjuer med forskarhandledare inom fältet. Forskarhandledningens dilemman kopplas till publiceringsstrategiernas samt hela fältets förändrade karaktär under de senaste tio åren.
ER  - 

TY  - JOUR
T1  - En skenbar tydlighet? En studie om VFU-handledares och lärarstudenters beskrivningar av hur bedömningsmatrisen används i handledningssamtal
T2  - Högre Utbildning
SN  - 2000-7558
A1  - Florin Sädbom, Rebecka
A1  - Bäcklund, Johan
A1  - Anderström, Helena
A1  - Manderstedt, Lena
PY  - 2019
VL  - 1
IS  - 9
SP  - 48
EP  - 60
DO  - 10.23865/hu.v9.1289
LA  - swe
PB  - : Cappelen Damm AS
KW  - bedömningsmatris
KW  - övningsskola
KW  - verksamhetsförlagd utbildning
KW  - handledning
KW  - lärarutbildning
KW  - svenska med didaktisk inriktning
KW  - swedish and education
AB  - I den här studien presenteras resultatet från en delstudie som ingår i ett större forskningsprojekt om kvalitetsaspekter rörande den verksamhetsförlagda utbildningen inom grundlärarutbildningens försöksverksamhet. Det övergripande syftet med försöksverksamheten är att höja kvaliteten på den verksamhetsförlagda delen av lärarutbildningen, och att på olika sätt förbättra studenternas möjligheter till god handledning inom ramen för projektet. Syftet med föreliggande studie är att bilda kunskap om på vilka sätt som VFU-handledare och lärarstudenter beskriver användandet av bedömningsmatrisen i handledningssamtal. Studien är genomförd på lärarutbildningens inriktningar år F–3 och 4–6. Materialet består av sju skuggningar av genomförda handledningssamtal, fjorton enskilda intervjuer med VFU-handledare och lärarstudenter samt två fokusgruppsintervjuer med studenter. Data analyserades med hjälp av kvalitativ innehållsanalys och analyserades sedan med utgångspunkt i en sociokulturell ansats. Resultatet visar att bedömningsmatrisen både tolkas och används på olika sätt under VFU:n och i handledningssamtal. Studenterna efterfrågar en tydligare formativ funktion för användning av matrisen i de handledningssamtal som genomförs inom ramen för övningsskolorna medan VFU-handledarna tenderar att uppehålla sig vid att problematisera innehållsliga aspekter av bedömningsdokumentet.
ER  - 

TY  - JOUR
T1  - Exploring Movement in Creative Dance: Introducing ‘Dancemblage’ in Physical Education Teacher Education
T2  - Journal for Research in Arts and Sports Education
SN  - 2535-2857
A1  - Engdahl, Christopher
A1  - Ceder, Simon
PY  - 2023
VL  - 3
IS  - 7
SP  - 43
EP  - 58
DO  - 10.23865/jased.v7.5852
LA  - eng
PB  - Oslo : Cappelen Damm Akademisk
KW  - movement exploration
KW  - materiality
KW  - gilles deleuze
KW  - post-anthropocentrism
KW  - assemblage
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - Materialities play a crucial role in both the educational practice of physical education (PE), and in physical education teacher education (PETE). This article explores how, often unnoticed, materialities, human as well as non-human, play part in movement exploration in creative dance in PETE. The methodological point of departure is a pedagogical unit in creative dance enacted as part of an optional dance course in a Swedish PETE program where movement exploration was studied. In the unit, students and a teacher collaboratively explored movement and movement assignments, including the use of materialities. In order to understand how materialities ‘co-act’ in movement exploration during class, this article provides a post-anthropocentric and Deleuzian approach. The concept dancemblage is introduced both as a way to analyse materiality and as something to work with in pedagogical practice. Moreover, the article suggests that by recognising dancemblages in creative dance teaching, teachers can be given a tool to further learn about learners’ explorations and to become open to divergent understandings about what it means to participate in creative dance
ER  - 

TY  - JOUR
T1  - Med värden i fokus: om den didaktiska vad-frågan i pragmatiskt informerad undervisning i förskolan
T2  - Nordisk Barnehageforskning
SN  - 1890-9167
A1  - Löf, Camilla
A1  - Vallberg Roth, Ann-Christine
PY  - 2023
VL  - 4
SP  - 63
EP  - 79
DO  - 10.23865/nbf.v20.413
LA  - swe
PB  - : Cappelen Damm Akademisk
AB  - Sedan undervisning fick en mer framträdande position i den svenska reviderade läroplanen för förskolan (Lpfö 18) har lärare i såväl förskola som förskollärarutbildning kämpat med att tolka konceptet. När 2011 års skollag trädde i kraft några år tidigare fick förskolans arbete med normer och värden en starkare ställning. Mot bakgrund av detta blir det intressant att studera båda dessa stärkta mandat – undervisning och värden. Med utgångspunkt i erfarenheter från ett didaktiskt och pragmatiskt informerat undervisningsupplägg är syftet med denna artikel att bidra med kunskap om vilka värderingar som kan framträda i undervisning i förskola. Det empiriska material som genererats genom undervisningsupplägget består av totalt 364 dokument, inklusive 64 videoinspelningar. Detta genomfördes på cirka 120 förskolor och/eller förskoleavdelningar i tio svenska kommuner. Analysen har en didaktisk ansats och kan metodo-logiskt beskrivas som abduktiv analys. Resultatet indikerar att pragmatiskt informerad undervisning om värden kretsar kring sociala värden, såsom demokrati och (barns) delaktighet. I förskolans praktik är undervisningen organiserad som möjligheter till reflektion, samt som ett ”flerdeltagande”. Vidare framträdde spår av flerstämmighet i relation till kunskapsinnehåll som samspelar på flera olika nivåer samtidigt.
ER  - 

TY  - JOUR
T1  - Music-specialized teachers’ reasoning on music practice in preschool: Music knowledge, courage, and visions
T2  - Nordisk Barnehageforskning
SN  - 1890-9167
A1  - Holmberg, Ylva
A1  - Zimmerman Nilsson, Marie-Helene
PY  - 2024
VL  - 3
IS  - 21
SP  - 403
EP  - 424
DO  - 10.23865/nbf.v21.539
LA  - eng
PB  - : Cappelen Damm AS - Cappelen Damm Akademisk
KW  - preschool
KW  - teacher
KW  - didaktiv
AB  - According to the Swedish curriculum (SKOLFS 2018, p. 50), preschool teachers bear the responsibility for teaching and incorporating music into preschool practice. However, due to limited time dedicated to music in preschool teacher education, teachers specialized in music play a critical role as valuable resources in practice. Existing music education research has focused predominantly on music in preschool from the perspectives of preschool teachers and students, rather than specifically examining a group of teachers specialized in music. Hence, this study aims to explore and discuss how teachers specialized in music approach music practice within preschool settings. The study adopts an educational philosophy and music didaktik perspective in analyzing focus group discussions with teachers specialized in music. The results reveal that music knowledge focuses on craftsmanship, courage, and visions for the music specialist. Alternative combinations of theoretical perspectives shed light on a complex and intertwined practice with shifting emphases.
ER  - 

TY  - JOUR
T1  - Undervisning i förskola: enligt skriftliga beskrivningar i samverkansforskning åren 2016 och 2023
T2  - Nordisk Barnehageforskning
SN  - 1890-9167
A1  - Vallberg Roth, Ann-Christine
A1  - Hansen, Helena
A1  - Persson, Max
PY  - 2024
VL  - 3
IS  - 21
SP  - 306
EP  - 329
DO  - 10.23865/nbf.v21.624
LA  - swe
PB  - : Cappelen Damm Akademisk
KW  - fou-program
KW  - undervisning i förskola
KW  - ulf-nätverk
AB  - Teaching in preschool - according to written descriptions in collaborative research in the years 2016–2023 Collaborative studies have been carried out in Sweden during 2016–2023 to address the question of what characterises teaching in preschool. This article explores participants’ written responses on teaching in a research and development (R&D) programme and an Education-Learning-Research (ULF) network during the mentioned period. Based on a didaktik approach, the article aims to contribute with knowledge about what characterises teaching in preschool in 2023 based on written descriptions by preschool teachers, principals, and administrative leaders in three school authorities/municipalities in an ULF network. Furthermore, it aims to identify similarities and differences between the answers to the question of teaching in preschool in 2016 and those in 2023 in collaborative research in Sweden.      The study is guided by continental/German/Nordic didaktik – more specifically, a critical didaktik (cf. Bengtsson, 2022; Biesta, 2011, 2017; Brante, 2016; Broström, 2012, 2022; Klafki, 1995, 1997). We use the German word didaktik (with use of the letter k), which is common in continental Europe and the Nordic countries, and not the Anglo-Saxon word didactics. The material was generated via questionnaires, with a 91% response rate in 2016 and a 71% response rate in 2023. Didaktikally oriented abductive analysis has been carried out based on alternating empirical and theoretical interpretations both in the 2016 and 2023 material. There is a big difference in scope between the 2016 and 2023 material, and we make no claim to any comparisons in a statistical sense. However, we have examined changes in thematic orientations within each year’s material.      Our results show six distinctive characteristics of teaching in preschool in 2023:1) Learning is not the same as teaching.2 Teaching is child-teacher-content oriented.3 Teaching is a goal-directed process – namely, teaching is related to governing documents.4 Teaching is both spontaneous and planned.5 Teaching is related to equality, inclusion, and sustainability.6 Teaching is linked to traces of scientific bases, such as didaktik and theoretical concepts. The result show both similarities and differences as well as shifts in what can characterise teaching in preschool between 2016 and 2023:1) There is evidence of distancing from teaching in 2016 and absence of distancing from teaching in 2023 – there is also descriptions change from “teaching is the same as learning” in 2016 to “teaching is not the same as learning” in 2023.2) There is a shift from child-oriented teaching in 2016 to child-teacher-content-oriented teaching in 2023.3) There are similarities and consistent descriptions of teaching as a goal-directed process in 2016 and 2023; further, the 2023 responses also contain mentions of global goals in teaching. 4) There is a shift from vague teaching where “all learning is teaching” in 2016 to teaching as simultaneously spontaneous and planned in 2023.5) There are similarities and consistent descriptions of the inclusion of all children in 2016 and 2023, with later emphasis on equity and sustainability in 2023.6) Scientific foundations in teaching are highlighted in both 2016 and 2023, with further emphasis on didaktik and didaktik models in 2023.
ER  - 

TY  - JOUR
T1  - Nordic Preschool Teachers' Views of the Physical and Psychological Literacy Environments Regarding Read-Alouds
T2  - Nordisk Barnehageforskning
SN  - 1890-9167
A1  - Alatalo, Tarja
A1  - Magnusson, Maria
A1  - Norling, Martina
PY  - 2025
VL  - 1
IS  - 22
SP  - 7
EP  - 27
DO  - 10.23865/nbf.v22.586
LA  - eng
PB  - : Cappelen Damm Akademisk
KW  - attitudes
KW  - book resources
KW  - language stimulation
KW  - meanding-making
KW  - high-quality literacy environments
KW  - education
AB  - This research aims to increase knowledge about how preschool teachers in three Nordic countries view their preschool’s physical and psychological literacy environment regarding read-alouds. A total of 222 Nordic preschool teachers (52 Finnish, 91 Norwegian, and 79 Swedish) responded to a survey about early literacy practices. Likert-scale questions that contained statements about teachers’ views of the physical literacy environment and methods of reading aloud were used. Scales indicating a physical and psychological literacy environment were created based on statements that reflected the respective literacy environment. The results revealed that the teachers, on average, rated their preschool’s physical literacy environment positively. Their attitudes towards the psychological literacy environment were, on average, high regarding reading aloud as an opportunity for meaning-making and even higher for language-stimulating interaction. The attitudes towards reading aloud to organise everyday activities scored very low on average, which was a somewhat unexpected finding. There were some statistically significant differences in the measures between countries and groups, such as educational level. Emphasising high-quality literacy environments as early as for one- to three-year-old children is discussed as being essential in preschool teacher training and in-service training.
ER  - 

TY  - JOUR
T1  - Child perspective and children’s perspectives in student preschool teachers’ talk about science in thematic teaching
T2  - Nordisk barnehageforskning
SN  - 1890-9167
A1  - Jonsson, Agneta
A1  - Fridberg, Marie
A1  - Redfors, Andreas
PY  - 2025
VL  - 3
IS  - 22
SP  - 117
EP  - 135
DO  - 10.23865/nbf.v22.646
LA  - eng
AB  - Den svenska förskollärarutbildningen avslutas med ett examensarbete som resulterar i en uppsats på kandidatnivå. Denna studie fokuserar på förskollärarstudenters erfarenheter av tematisk undervisning, inklusive naturvetenskap, under examensarbeten som involverar både äldre och yngre barn i förskolan. Förskollärarstudenterna intervjuades, och analysen som presenteras här styrdes av begreppen ”barnperspektiv”/”barns perspektiv” och ”being/becoming”. Resultaten pekar på tre kvalitativt olika kategorier, benämnda Barnperspektiv, Barns perspektiv och En kombination av barnperspektiv och barns perspektiv. Vi hävdar att ett sätt att tolka En kombination av barnperspektiv och barnens perspektiv är att förskollärarstudenterna strävar efter att förstå, närma sig och utnyttja barnens egna erfarenheter, uppfattningar och tidigare kunskaper under tematisk undervisning, inklusive naturvetenskap. Varje kategori innehåller underkategorier, och beskrivningen av varje underkategori kontrasteras med perspektiven being och becoming. Vi diskuterar konsekvenser för tematisk undervisning, inklusive naturvetenskap, inom lärarutbildning och förskola.
ER  - 

TY  - JOUR
T1  - Dialoguing on a Graphic Novel in the Language Learning Classroom with Upper Secondary School Students
T2  - Nordic Journal of Literacy Research
SN  - 2464-1596
A1  - Hedman, Christina
A1  - Magnusson, Ulrika
PY  - 2024
VL  - 1
IS  - 10
SP  - 101
EP  - 123
DO  - 10.23865/njlr.v10.5337
LA  - eng
PB  - : Cappelen Damm AS - Cappelen Damm Akademisk
KW  - book-group discussions
KW  - collaborative dialogue
KW  - graphic novel
KW  - literary reading
KW  - second language education
KW  - språkdidaktik
KW  - language education
AB  - Drawing on a larger project on teaching Swedish as a second language to migrant upper secondary school students in Sweden, this paper focuses on one teacher’s literature class and a book-group discussion about a graphic novel based on Selma Lagerlöf’s A Tale of a Manor. The aim was to contribute to further knowledge on the dialogic potential of teacher-led literary discussions on graphic novels with language learners, by focusing on the cumulative aspect of the interaction. We also analyzed the teacher’s role and how it affected the students’ responses and interpretations. Our findings show how the cumulative dialogue created new student insights relating to the novel’s protagonists, literary themes and the saga genre, which is central in Lagerlöf’s novels, and how literary concepts and visual cues were used as resources for interpretation. The discussion of the graphic novel included multifaceted and multimodal analyses, in which the teacher urged the students to formulate interpretations and responses anchored in both the written text and the images. This teacher-led dialogue holds great potential for encouraging students’ literary reading, as well as their confidence when it comes to giving responses to literature, which is of relevance to similar languageand literature teaching contexts.
ER  - 

TY  - JOUR
T1  - Är vi överens om det? Samspel och samstämmighet i svensklärares bedömningssamtal om gymnasieelevers skrivande
T2  - Nordic Journal of Literacy Research
SN  - 2464-1596
A1  - Blomqvist, Per
PY  - 2018
VL  - 1
IS  - 4
SP  - 1
EP  - 21
DO  - 10.23865/njlr.v4.1050
LA  - swe
PB  - : Cappelen Damm AS - Cappelen Damm Akademisk
KW  - writing assessment
KW  - social moderation
KW  - decision-making processes
KW  - summative assessment
KW  - skrivbedömning
KW  - beslutsprocesser
KW  - summativ bedömning
KW  - sambedömning
KW  - samstämmighet
KW  - språkdidaktik
KW  - language education
AB  - This article reports on a qualitative study of the interaction in Swedish teachers’ discussions about summative assessment of students’ writing. Interactional patterns of dominance, dynamics and coherens in the decision-making processes are described and analyzed, comparing the degree of assessment consistency between and within the groups. The analysis reveals a high degree of consistency within each teacher group’s discussion. However, the assessments that individual teachers make after the discussions comply only to some extent with the group’s decisions. The least degree of consistency was shown by the teacher group who seemed the most consistent in the discussions. Decision-making processes in these discussions are characterized by low intensity, where few assessment alternatives are being considered. In teacher group discussions characterized by higher intensity, a variety of suggestions for assessment are made by the teachers. The individual teachers' assessments in those groups are more consistent with the group's decisions. Meanwhile, the overall assessment consistency between the teachers was found to be low.
ER  - 

TY  - JOUR
T1  - Teachers’ perceptions of letter learning among adults: The case of basic literacy education in Swedish for immigrants
T2  - Nordic Journal of Literacy Research
SN  - 2464-1596
A1  - Wedin, Åsa
A1  - Norlund Shaswar, Annika
PY  - 2023
VL  - 1
IS  - 9
SP  - 39
EP  - 58
DO  - 10.23865/njlr.v9.3843
LA  - eng
PB  - : Cappelen Damm AS - Cappelen Damm Akademisk
KW  - letter learning
KW  - adult literacy learning
KW  - basic literacy
KW  - literacy teaching
KW  - phonological awareness
KW  - language teaching and learning
KW  - språkdidaktik
AB  - This article sets out to examine teacher perceptions of letter learning in literacy programmes for L2-adults with limited earlier schooling, as demonstrated in their teaching. The theoretical frame is taken from New Literacy Studies, with literacy perceived as socially shared and organised. The study draws on occasions during lesson observations where teachers addressed the issue of coding and decoding of letters. Findings suggest that these teachers follow patterns that build on assumptions and traditions with roots in the teaching of L1 children and use the material that they have at hand. The teachers’ prosodic knowledge in relation to letters and spelling was insufficient. We argue that when teachers are not aware of the phonetic and phonological challenges facing adult L2 learners, they may not give students enough support in their development of early literacy skills. Although explicit letter teaching represents only a small part of overall teaching, if teachers miss out on phonetic and phonological knowledge, they may not be able to identify difficulties for students and may even create unnecessary stumbling blocks for them. We conclude that there is a strong need for the development of basic literacy education for L2-adults to include both teacher knowledge and teaching aids.
ER  - 

TY  - CHAP
T1  - Mentoring for newly-qualified teachers in Sweden: Reforms and challenges.
T2  - New teachers in Nordic countries – Ecologies of induction and mentoring
A1  - Fransson, Göran
PY  - 2020
SP  - 177
EP  - 197
DO  - 10.23865/noasp.105.ch8
LA  - eng
PB  - Oslo : Cappelen Damm Akademisk
KW  - mentor
KW  - mentoring
KW  - teacher
KW  - induction
KW  - sweden
KW  - probation year
KW  - teacher registration
KW  - mentorskap
KW  - yrkesintroduktion
KW  - sverige
KW  - lärare
KW  - provår
KW  - lärarlegitimation
KW  - innovative learning
KW  - innovativt lärande
AB  - This chapter focuses on the mentoring of newly-qualified teachers (NQT) in Sweden and gives a brief historical overview of how mentoring has appeared on the educational agenda in Sweden and how its focus has changed over time. The research questions that guide this study are: (a) what major key events and reforms can be identified in relation to implementing mentoring of NQTs in Sweden, and how have these efforts turned out; (b) what is the state at present; (c) how is the issue of education and training dealt with; and (d) what key players and initiatives for the future can be identified? The methodological approach is a systematic review of policy documents and research on mentoring in Sweden from 1970 – 2019, as well as analyses of key actors web pages. Two important reforms are identified: (1) the national agreement (ÖLA, 2000) in 1995 between the Swedish Association of Local Authorities (SALAR), the Nation­al Union of Teachers in Sweden (Lärarnas Riksförbund) and the Swed­ish Teachers’ Union (Lärarförbundet), giving NQTs the right to be supported by a mentor and to participate in an induction programme; and (2) the parliamentary decision in 2011 to introduce a reform package which included teacher registration with a probationary year, evaluations of NQTs and a mentoring system. The probationary year and principals’ evaluations of NQTs were discontinued in 2014. A side effect of this was that mentoring became downplayed, which led to new initiatives to get mentoring back on the educational agenda. A professional programme with four levels of proficiency has been identified as a key reform that, if implemented, could put mentoring and the professional development of NQTs back on the educational agenda.The current situation in Sweden is that some legislation and regulations related to the mentoring of NQTs are in place, although recent data shows that induction and mentoring are not as widespread as might be expected. Major stakeholders such as the two teacher unions, the Swedish National Agency for Education and the Swedish Educational Broadcasting Company (UR) are identified as providers of web-based materials supporting NQTs. 
ER  - 

TY  - CHAP
T1  - A Mozart concert or three simple chords?: Limits for approval in admission tests for Swedish specialist music teacher education
T2  - Higher Education as Context for Music Pedagogy Research
SN  - 2703-7843
A1  - Sandberg Jurström, Ragnhild
A1  - Lindgren, Monica
A1  - Zanden, Olle
PY  - 2021
SP  - 19
EP  - 40
DO  - 10.23865/noasp.119
LA  - eng
PB  - Oslo : Cappelen Damm Akademisk
KW  - admission tests
KW  - assessment
KW  - music teacher education
KW  - social semiotic theory
KW  - video observations
KW  - interviews
KW  - education
AB  - Against the background of problems with unarticulated concepts of quality and assessment criteria when assessing music, this article concerns how the limit for approval is constructed and legitimised by jurors when assessing entrance auditions to Swedish specialist music teacher education. The data comprise video documented auditions, focus group conversations, and stimulated-recall based interviews, involving jury members at four music education departments. Social semiotic theory is used to study how jurors assess applicants’ knowledge representations in main instrument tests, what is considered decisive for an approval, and how this set limit is legitimised. Four approaches have been constructed:the demanding education and profession;the supposed capacity of the applicant; the flexible admission situation, and the care of the applicant.What is considered to be the minimum requirement for approval in these constructions differs markedly, which shows a striking difference between the views of jurors within and between institutions on how the applicants´ musical performances on a main instrument should be assessed. These findings are discussed in relation to two possible scenarios of revised admission tests.
ER  - 

TY  - BOOK
T1  - Morsmålsdidaktisk forskning og profesjonalisert lærerutdanning: fem nordiske beretninger om 50 års utvikling og kamp
PY  - 2023
DO  - 10.23865/noasp.197
LA  - nor
PB  - Cappelen Damm Akademisk
AB  - I denne boka søker fem erfarne, nordiske morsmålsdidaktikere og lærerutdannere sine faglige røtter som elever, studenter, lærere, lærerutdannere, ledere og forskere over en femtiårsperiode.I det vitenskapelige essayets form undersøkes ulike historiske fagkamper og prosesser som kan ligge bak denne profesjonaliseringen, dels i et kritisk perspektiv: Akademisering, teoretisering, didaktisering, tekstualisering og internasjonalisering, spesielt innen morsmål (L1), morsmålsdidaktikk og morsmålsdidaktisk forskning, men også fagdidaktisk forskning. Dokumentasjon og diskusjon av det komplekse forholdet mellom institusjonalisert akademisk drift og personlig og kollektiv kunnskapsutvikling utgjør likevel en hovedlinje i fremstillingen. De L1-fagene som beskrivelsene forankres i, er dansk, finlandssvensk, norsk og svensk.Bidragene gir personlige, erfaringsbaserte, historiske fremstillinger av utviklingen kontekstualisert med beretternes egen forskning på feltet samt beskrivelser av generelle utviklingstendenser innen skole, utdanning og samfunn. Et innrammingskapittel gir metodologiske og teoretiske premisser for tekstene og et avslutningskapittel analyserer innhold i og diskuterer utkommet av essayene. Boka henvender seg til alle som er interessert i fremveksten av en profesjonalisert lærerutdanning på nordisk grunn, særlig morsmåls- og fagdidaktikere.
ER  - 

TY  - CHAP
T1  - Nu var det år 2022: politiska, strukturella och personliga hinder för lärarutbildningens akademisering i Sverige 1948–2022
T2  - Morsmålsdidaktisk forskning og profesjonalisert lærerutdanning
A1  - Erixon, Per-Olof
PY  - 2023
SP  - 43
EP  - 81
DO  - 10.23865/noasp.197.ch7
LA  - swe
PB  - Oslo : Cappelen Damm Akademisk
KW  - lärarutbildning
KW  - akademisering
KW  - 'academic drift'
KW  - diskursordning
AB  - This essay is about the research development of Swedish teacher education (TE) with a particular focus on Umeå University during the 1990s. The historical background consists of the reform proposals in the field of schools and TE presented in the late 1940s by the 1946 School Commission and then carefully and slowly implemented the coming decades after numerous governmental investigations. The aim captures the question why it took so long time to integrate TE into the Swedish enlarged higher education system. One explanation that presented relates to the fact that TE did not receive its own academic structures when it was integrated in 1977 and that it was subordinated to the good will of the established university disciplines to develop research and postgraduate education with relevance to TE. Another explanation is that the incorporation of vocational education into university structures generally challenges the historical independence of the independent disciplines and the right to define their own research, while at the same time they became more dependent on political decisions. The order of discourse that prevails within the university is based on the university disciplines that constitute power base at the university, which is unreflectively traded by theuniversity’s top management, not infrequently recruited from a natural science discipline. The conclusion is that a new order of discourse should be built up before TE together with other vocational programs, fully becomes a natural part of the Swedish university structures.
ER  - 

TY  - CHAP
T1  - Early Primary Teacher Perspectives on Functional Writing in Relation to Their Plurilingual Students
T2  - I skriftkulturens grenseland
A1  - Norrman, Kimberly
PY  - 2024
SP  - 221
EP  - 258
DO  - 10.23865/noasp.229.ch8
LA  - eng
PB  - Oslo : Cappelen Damm Akademisk
KW  - writing instruction
KW  - plurilingual students
KW  - early school years
KW  - functional writing
KW  - teacher cognition
KW  - skrivundervisning
KW  - flerspråkighet
KW  - tidiga skolår
KW  - funktionellt skrivande
KW  - lärarkognition
KW  - education
AB  - This study examines teachers’ perspectives about the challenges and opportunities in regards to the teaching of and learning by their plurilingual students during a teacher professional development functional writing intervention, in the subject of Swedish (L1). A thematic analysis of teacher interviews, collaborative reflection discussions and short response answers from a survey was conducted. Seven themes could be identified: varied writing instruction content, teacher andpeer support, multimodal expression and communication, student motivation to write, development in language and writing, opportunities for self-reflection, and structural challenges. These results show teachers’ perspectives about teaching to and the learning of their plurilingual students. Teachers indicated that placing writing in a real-life, child-familiar context, not only motivated plurilingual students but also supported them with concrete examples on which to base their writing. The results are important because teachers’ perspectives are closely linked to the didaktik choices made in the classroom and thereafter even have implications for student performance. 
ER  - 

TY  - JOUR
T1  - The conditions for learning musical interpretation in one-to-one piano tuition in higher music education
T2  - Nordic Research in Music Education
SN  - 2703-8041
A1  - Holmgren, Carl
PY  - 2020
VL  - 1
IS  - 1
SP  - 103
EP  - 131
DO  - 10.23865/nrme.v1.2635
LA  - eng
PB  - : Cappelen Damm Akademisk
KW  - musical interpretation
KW  - higher music education
KW  - one-to-one tuition
KW  - western classical music
KW  - poetry
KW  - musikalisk gestaltning
KW  - musical performance
AB  - Research has indicated that one-to-one teaching in higher music education in Western classical music typically favours technical over interpretive aspects of musicianship, and imitation of the teacher's rather than the student's explorative interpretation. The aim of the present study is to investigate students' and teachers' understandings of how musical interpretation of Western classical music is learned in this context. Semi-structured qualitative interviews with six piano students and four teachers in Sweden were conducted and hermeneutically analysed using haiku poems and poetical condensations. The analysis found that the conditions for learning musical interpretation centred upon students achieving a high level of autonomy, as affected by three key aspects of teaching and learning: (1) the student’s and the teacher's understandings of what musical interpretation is, (2) the student's experience of freedom of interpretation as acknowledged by the teacher, and (3) (expectations of) the student's explorative approach. As none of these aspects were reported as being explicitly addressed during lessons, there might be a need for both teachers and students to verbalise them more clearly to support piano students' development.
ER  - 

TY  - JOUR
T1  - Care as technology for exclusion: Power operating in jurors’ talk about admission tests to Swedish music teacher education
T2  - Nordic Research in Music Education
SN  - 2703-8041
A1  - Lindgren, Monica
A1  - Sandberg Jurström, Ragnhild
A1  - Zanden, Olle
PY  - 2021
VL  - 2
IS  - 2
SP  - 58
EP  - 73
DO  - 10.23865/nrme.v2.2916
LA  - eng
PB  - : Cappelen Damm Akademisk
KW  - admission tests
KW  - governmentality
KW  - music teacher education
KW  - subject positioning
KW  - technology of power
KW  - education
KW  - technology and power
AB  - In this article, we explore and problematise admission tests to specialist music teacher education in Sweden from a governing perspective, where higher music education is considered a discursive practice. It illustrates how power operates in legitimating the tests. The study uses stimulated recall in jury members’ talk about assessing applicants for music teacher education programmes, and uses Foucault’s concept of governmentality to reveal entrance tests as something regarded as generally good for all. This operating discourse is built on governmental rationality and processes that make it possible to reach conclusions about the applicants’ personalities and prospects for learning and developing in the future. Through care as technology of power, failing applicants are excluded from becoming music teachers and at the same time they are rescued from struggling in the future. The results are discussed in relation to issues of democratic music education, ethics and requirements for widened access to higher music education.
ER  - 

TY  - JOUR
T1  - Interdisciplinary co-teaching in higher education: Comparing results from music-drama and music-physics partnerships in Sweden and Ireland
T2  - Nordic Research in Music Education
SN  - 2703-8041
A1  - Zimmerman Nilsson, Marie-Helene
A1  - Kerin, Marita
PY  - 2022
IS  - 3
SP  - 75
EP  - 91
DO  - 10.23865/nrme.v3.3701
LA  - eng
PB  - : Cappelen Damm AS - Cappelen Damm Akademisk
KW  - interdisciplinarity
KW  - music teacher
KW  - education higher education
KW  - co-teaching
AB  - Few studies exist on the impact of interdisciplinary co-teaching in Higher Music Education. The aim of the present study is to compare and analyse the findings from two pioneer interdisciplinary co-teaching studies involving music/drama and music/physics co-teaching partnerships, conducted independently in Sweden and Ireland. Elements of Vygotskian scholarship informed the theoretical framework and a reflexive and thematic analytic methodology was employed. Four themes emerged similar to those from interdisciplinary scholarship in diverse disciplines. These include: a heightened awareness of subject synergies, problem solving as a catalyst for creativity, new/deeper insights into collaboration and expanded professional identity. In conclusion, didactical implications are addressed, related to potential challenges.
ER  - 

TY  - JOUR
T1  - Motivations to Become a Teacher in Finland, Sweden, and the United States
T2  - Nordic Studies in Education
SN  - 1891-5914
A1  - Giersch, Jason
A1  - Carlhed Ydhag, Carina
A1  - Korhonen, Vesa
PY  - 2021
VL  - 1
IS  - 41
SP  - 62
EP  - 79
DO  - 10.23865/nse.v41.2200
LA  - eng
PB  - : Cappelen Damm AS - Cappelen Damm Akademisk
KW  - teacher motivation
KW  - comparative education
KW  - education policy
KW  - education
AB  - How does the motivation to become a teacher vary across countries? We conducted an exploratory study among aspiring teachers in three countries to explore the possibility of detecting differences in teacher motivation across education policy contexts. Using the FIT-Choice Scale developed by Watt and Richardson (2007), we found that participants in Finland and Sweden expressed different impressions of and attractions to the teaching profession. A sample from the United States revealed further differences still. Between-country differences were significant. Using these results, we suggest further comparative analyses regarding policy and the motivations of teacher candidates.
ER  - 

TY  - JOUR
T1  - Scenkonst eller gatuteater?: Lärares arbete i relation till struktur, organisering och yrkesgränsernas utsträckning
T2  - Nordic Studies in Education
SN  - 1891-5914
A1  - Gardesten, Jens
A1  - Nordänger, Ulla Karin
A1  - Herrlin, Katarina
PY  - 2021
VL  - 2
SP  - 148
EP  - 166
DO  - 10.23865/nse.v41.2251
LA  - swe
PB  - : Cappelen Damm Akademisk
KW  - core practices
KW  - teacher student relationship
KW  - teachers’ work
KW  - education
AB  - The study highlights the extension and scope of teachers’ work. Swedish teachers reflected on this before and after visiting schools in France, where “CPE-staff” alleviate teachers with different tasks. In sum, findings indicate that the extension and scope of teachers’ work can be discussed in terms of what, when and where, but also as already institutionalized or something that reshapes during negotiations on a daily basis. The findings are analyzed by the concepts of “structure” and “communitas” (Turner, 1974, 2008), highlighting how the professional boarders are dependent on patterns of structures and relationships within the school as an organization.
ER  - 

TY  - JOUR
T1  - En samtida diskurs om betydelsen av fysisk aktivitet för undervisning och lärande: Kritisk analys av artiklar i lärarfackliga tidskrifter.
T2  - Nordic Studies in Education
SN  - 1891-5914
A1  - Levinsson, Magnus
A1  - Norlund, Anita
A1  - Johansson, Jonas
PY  - 2022
VL  - 3
IS  - 42
SP  - 249
EP  - 271
DO  - 10.23865/nse.v42.3535
LA  - swe
PB  - : Cappelen Damm AS - Cappelen Damm Akademisk
KW  - critical discourse analysis
KW  - physical activity
KW  - pupil learning
KW  - teacher union journals
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - teacher education and education work
AB  - This article explores how teacher union journals in Sweden construct (1) problems related to teaching and learning assumed to be caused by pupils’ physical inactivity, and (2) solutions regarding how and by whom these problems should be addressed. This is done through a critical discourse analysis of four strategically selected articles published in two teacher union journals where researchers, physicians, school leaders and teachers are interviewed about the potential of more physical activity in schools. The overall conclusion is that the examined teacher union journal articles connect physical activity to teaching and learning in ways that de-professionalise teachers.
ER  - 

TY  - JOUR
T1  - Thinking and re-thinking: a qualitative study of university teachers' perspectives on the development process for a new online interprofessional education curriculum in a Swedish higher education institution
T2  - Nordic Studies in Education
SN  - 1891-5914
A1  - Einarsson, Sandra
A1  - Johansson, Anna
A1  - Kautto, Ethel
A1  - Lindberg, Veronica
A1  - Ljusbäck, Ann Margreth
A1  - Rydén, Petra
A1  - Salander Ulander, Monica
A1  - Fjellman-Wiklund, Anncristine
A1  - Wiklund, Maria
PY  - 2023
VL  - 3
IS  - 43
SP  - 225
EP  - 240
DO  - 10.23865/nse.v43.4165
LA  - eng
PB  - : Cappelen Damm Akademisk
KW  - teacher collaboration
KW  - teacher experience
KW  - higher education
KW  - curriculum development
AB  - The objective was to reflect on the experience of working collaboratively across education programmes, departments, and faculties from the perspective of university teachers at a higher education institution. Nine teachers from five programmes working together to develop a new curriculum for interprofessional education (IPE) participated in a focus group discussion. Data were analysed using thematic analysis. Findings suggest that teacher experiences can be understood in terms of teamwork processes valued from both professional and IPE experiential variations within the group. Since findings illustrate pedagogical collaboration across department and faculty boundaries, they can inspire teachers who are planning a similar process.
ER  - 

TY  - JOUR
T1  - Fritidshem - ett gränsland i utbildningslandskapet: Lärare i fritidshems institutionella identitet
T2  - Nordisk tidsskrift for pedagogikk og kritikk
SN  - 2387-5739
A1  - Ludvigsson, Ann
A1  - Falkner, Carin
PY  - 2019
IS  - 5
SP  - 13
EP  - 26
DO  - 10.23865/ntpk.v5.1181
LA  - swe
PB  - : Cappelen Damm Akademisk
KW  - teacher
KW  - teaching
KW  - confidence
KW  - principal
KW  - educational leadership
KW  - lärare
KW  - undervisning
KW  - trygghet
KW  - rektor
KW  - pedagogiskt ledarskap
AB  - Fritidshemmet utgör en väsentlig del av grundskolan och är positionerat som ett gränsland i det svenska utbildningslandskapet, mellan förskola, förskoleklass och grundskola. Mot bakgrund av fritidshemmets positionering som gränsland och de stora strukturella förändringar som genomförts under senare årtionden är syftet med artikeln att diskutera hur lärare i fritidshem konstruerar en gemensam förståelse av sitt uppdrag – en institutionell identitet – utifrån fritidshemmets position i utbildningslandskapet. Artikeln bygger på en studie med två fokusgruppssamtal med sammanlagt åtta lärare. För att tolka resultatet används begreppen gränsland, kultur och institutionell identitet. Lärarnas institutionella identitet beskrivs i fokusgruppssamtalen med ord som uttrycker att de är: ”lagspelare”, ”föränderliga”, ”flexibla”, ”fyrkantiga”, ”professionella” och ”logistiker”. Centralt för lärarna är att skapa trygghet och de säger sig göra det genom: att vara tydliga i ledarskapet, relationsskapa med elever och föräldrar, kontrollera vad eleverna gör och befinner sig samt organisera elevgruppen och verksamheten. Lärarna upplever att deras uppdrag är otydligt och att rektorer brister i sin kunskap om fritidshem och därmed i sitt ledarskap. Dessa omständigheter kompenseras av lärarna genom att de anstränger sig för att visa sig professionella.
ER  - 

TY  - JOUR
T1  - Japanese and Swedish Mathematics Teacher Educators’ Pedagogical Content Knowledge: An Institutional Perspective
T2  - Educaçao Matemática Pesquissa
SN  - 1983-3156
A1  - Asami-Johansson, Yukiko
A1  - Attorps, Iiris
PY  - 2019
VL  - 4
IS  - 21
SP  - 157
EP  - 170
DO  - 10.23925/1983-3156.2019v21i4p157-170
LA  - eng
PB  - : Educação Matemática Pesquisa
KW  - teacher knowledge
KW  - teacher education
KW  - the anthropological theory of the didactic
KW  - praxeology
KW  - innovative learning
KW  - innovativt lärande
AB  - The aim of this paper is to investigate which kind of conditions and constraints affect Japanese and Swedish teacher educators’ pedagogical content knowledge (PCK). We analyse the praxeologies of the lessons in which the educators teach area determination. Our study shows that the Japanese teacher educators’ PCK are more explicitly shared by the community of the teacher educators compared to the Swedish counterpart. Also, the detailed Japanese curriculum and the structured problem solving approach promote to illustrate how to construct rich mathematical and didactical organisations for prospective teachers.
ER  - 

TY  - JOUR
T1  - Knowledge contributions from different school subjects to cross-curricular didactics for Bildung and sustainability
T2  - Suomen ainedidaktisen tutkimusseura / Studies in Subject Didactics
SN  - 1799-9596
A1  - Sjöström, Jesper
A1  - Economou, Catarina
A1  - Edström, Ann-Mari
A1  - Ekberg, Jan-Eric
A1  - Svensson Källberg, Petra
A1  - Larneby, Marie
A1  - Liljefors Persson, Bodil
A1  - Ryan, Ulrika
A1  - Schubert, Per
A1  - Wangen, Bjørn
A1  - Örbring, David
PY  - 2024
IS  - 25
SP  - 66
EP  - 91
DO  - 10.23988/sats.1009
LA  - eng
PB  - Vasa : Finnish Research Association for Subject Didactics ; Åbo Akademi University, Faculty of Education and Welfare Studies
KW  - curriculum
KW  - content
KW  - knowledge
KW  - transformation
KW  - knowledge contribution
KW  - school subject
KW  - curriculum subject
KW  - subject didactics
KW  - general subject didactics
KW  - cross-curricular
KW  - cross-curricular didactics
KW  - interdisciplinary
KW  - bildung
KW  - contemporary bildung
KW  - educational content
KW  - klafki
KW  - bildung dimension
KW  - material bildung
KW  - formal bildung
KW  - sustainability
KW  - citizenship
KW  - secondary school
KW  - subject education
KW  - geography
KW  - physical education
KW  - religious education
KW  - science education
KW  - science studies
KW  - science for citizenship
KW  - language education
KW  - second language
KW  - l2
KW  - comparative
KW  - epistemic
KW  - climate change education
KW  - climate change literacv
KW  - wicked problems
KW  - socio-scientific issues
KW  - anthropocene
KW  - scientific literacy
KW  - future literacy
KW  - critical literacy
KW  - disciplinary literacy
KW  - capabilities
KW  - competences
KW  - knowings
KW  - powerful subject knowings
KW  - action competence
KW  - agency
KW  - innehåll
KW  - kunskap
KW  - kunskapsbidrag
KW  - skolämne
KW  - skolämnen
KW  - ämnesdidaktik
KW  - allmän ämnesdidaktik
KW  - ämnesundervisning
KW  - ämnesövergripande
KW  - tvärvetenskap
KW  - bildning
KW  - allmänbildning
KW  - bildningskategorier
KW  - hållbarhet
KW  - geografi
KW  - idrott och hälsa
KW  - religionskunskap
KW  - naturkunskap
KW  - svenska som andraspråk
KW  - språk
KW  - bild
KW  - klimatundervisning
KW  - sustainable studies
KW  - hållbarhetsstudier
AB  - In the context of humanistic Bildung-centred Didaktik, the educational potential of different school subjects is emphasized. But how can different school subjects collectively contribute to the ‘cultivation-of-human-powers’ and Bildung with a focus on sustainability? In this article, seven different school subjects are compared. Eleven teacher educators from Malmö University, Sweden, have written scholarly about the roles of their respective school subjects for Bildung and sustainability. Drawing from the texts related to the seven school subjects – geography, mathematics, physical education and health, religious education, science for citizenship, Swedish as a second language, and visual arts – a comparative analysis was conducted. The primary focus was to understand the unique characteristics of each school subject, explore their epistemic differences, and discern their potential roles in fostering cross-curricular didactics for Bildung and sustainability. It is shown that the different school subjects collectively provide complementary contributions to contemporary Bildung and climate change literacy.
ER  - 

TY  - JOUR
T1  - Bichronous Learning in Practice: How Immigrant Students Learn Swedish Online
T2  - Online Learning
SN  - 2472-5749
A1  - Al Massalmeh, Rasha
A1  - Nilsson, Pernilla
A1  - Sjöberg, Jeanette
A1  - Utterberg Modén, Marie
PY  - 2025
VL  - 4
IS  - 29
SP  - 595
EP  - 617
DO  - 10.24059/olj.v29i4.4613
LA  - eng
PB  - Newburyport, MA : Online Learning Consortium
KW  - bichronous learning
KW  - online language education
KW  - second language learning
KW  - adult migrant students
KW  - student engagement
KW  - swedish for immigrants (sfi)
KW  - remote teaching
KW  - remote learning
KW  - leads
AB  - As online education becomes increasingly common in language learning, there is a pressing need to understand how students experience bichronous (synchronous and asynchronous) teaching formats in second language learning contexts. Drawing on qualitative group interviews with participants enrolled in an SFI (Swedish for Immigrants) program, the study identifies key benefits and challenges associated with this blended format. Thematic analysis was used to analyse the data, revealing insights into the advantages and limitations of online sessions for language skills development. The findings indicate that bichronous online teaching supports language skills development, feedback practices, structured participation, flexibility, and autonomy. However, the students reported challenges to self-paced learning, peer interaction, and digital competence. Teacher presence, feedback, and session design emerges as crucial for students’ engagement and participation. These insights suggested an enhanced approach to online teaching, combining synchronous and asynchronous methods for second language learning. Recommendations for optimising online second language teaching were discussed, emphasising the importance of adaptive pedagogical strategies, technological support, and individualised approaches to meet diverse learner needs. Copyright © 2025 Rasha Al Massalmeh, Pernilla Nilsson, Jeanette Sjöberg, Marie Utterberg
ER  - 

TY  - JOUR
T1  - A snapshot of substitute early childhood teachers in Sweden and Australia: Differences in training, regulation and quality
T2  - Journal of Early Childhood Studies
SN  - 2564-7601
A1  - Karlsson, Rauni
A1  - Bigsten, Airi
A1  - Garvis, Susanne
PY  - 2018
VL  - 1
IS  - 2
SP  - 21
EP  - 32
DO  - 10.24130/eccd-jecs.196720182145
LA  - eng
PB  - : Association for the Development of Early Childhood Education in Turkey
KW  - substitute teachers
KW  - early childhood
KW  - regulation
KW  - registration
AB  - Substitute teachers play an important role within early childhood education. They are expected to take on the roles and responsibilities of working with children and parents when the regular teacher is away. While they have an important role, they have received little attention within the research literature. This study helps to fill this void by providing a snapshot of early childhood substitute teachers in Sweden and Australia. A comparative analysis was used to find similarities and differences across the two contexts. Findings show that while the role may be similar, there are many differences in the training, regulation and quality assessment of early childhood substitute teachers. These differences are important for investigation to help improve the quality within early childhood education.
ER  - 

TY  - JOUR
T1  - Exploring Prospective Teachers’ Initial Views on the Teaching and Learning of Mathematics: A Narrative Approach
T2  - Edma 0-6: Educación Matemática en la Infancia
SN  - 2254-8351
A1  - Ebbelind, Andreas
A1  - Helliwell, Tracy
PY  - 2024
VL  - 2
IS  - 13
SP  - 32
EP  - 46
DO  - 10.24197/edmain.2.2024.32-46
LA  - eng
PB  - Spain : University of Valladolid
KW  - art-based approaches
KW  - fictionalised dialogue
KW  - mathematics teacher education
KW  - prospective mathematics teachers
KW  - mathematical education
KW  - matematikdidaktik
AB  - Mathematics teacher education research often focuses on ways teacher education can change prospective teachers' views in ways prescribed by teacher educators. In this paper, we explore a different perspective, one that emphasises the importance of understanding the diversity of views that prospective teachers bring to their teacher education programmes, not as a basis of change, but as a platform to build upon. In doing so, we make a case for ‘aestheticising’ mathematics teacher education research and propose an arts-based approach to analysing and presenting data concerning prospective teachers views on the teaching and learning of mathematics. We exemplify this approach by presenting a fictionalised dialogue between four prospective teachers from Sweden, based on interviews conducted prior to them entering teacher education.
ER  - 

TY  - JOUR
T1  - From a teacher student’s view – how STEM-actors have impact on teacher education and teaching in STEM
T2  - Design and Technology Education: An International Journal
SN  - 2040-8633
A1  - Engström, Susanne
PY  - 2022
VL  - 2
IS  - 27
SP  - 38
EP  - 52
DO  - 10.24377/DTEIJ.article1095
LA  - eng
PB  - : The Design and Technology Association
KW  - stem actors
KW  - science centres
KW  - technology teachers training
KW  - student teacher training
KW  - teknikvetenskapens lärande och kommunikation
KW  - education and communication in the technological sciences
AB  - In this study, Swedish STEM-teacher students' experiences of STEM-actors are explored. 85teacher students have visited each, of a total of 21 different STEM-actors (science centres,museums, maker spaces, code clubs etc.) who all offer school classes STEM-activities but alsoin-service teacher education. The teacher students were given the task of observing,interviewing and analysing. The teacher students' report texts constitute data that has beenanalysed thematically. In the teacher students' statements, no disputing attitude towards theSTEM-actors emerge. It seems that a preconceived approach is being developed among theteacher students that the school system needs external STEM-actors for both further educationand teaching in T&S. The student teachers become convinced that the formal school settingfails to make the subject of technology fun and interesting enough. Nevertheless, the studentteachers are not completely convinced that doing (construction), i.e. practical work, is alwayswhat should bemost important. They express the view that the teaching must containengaging, fun and interesting elements and that it requires subject competence of the teacher.The student teachers are undergoing a teacher training course which includes encounters withSTEM actors, that seem to have resulted in a view that technology teaching in a formal schoolsetting is insufficiently interesting, engaging and fun.
ER  - 

TY  - JOUR
T1  - Teaching programming in technology teacher education: Revealing student teachers’ perceptions
T2  - Design and Technology Education: An International Journal
SN  - 1360-1431
A1  - Perez, Anna
A1  - Svensson, Maria
A1  - Hallström, Jonas
PY  - 2024
VL  - 2
IS  - 29
SP  - 280
EP  - 294
DO  - 10.24377/DTEIJ.article2383
LA  - eng
KW  - student teachers
KW  - technology education
KW  - programming
KW  - phenomenography
AB  - This study explores the changing landscape of technology teacher education, in relation to the increasing integration of digital content, especially programming, in teacher education for grades 4–6 (pupils 10-12 years old) and how student teachers in Sweden perceive this content.Limited research exists on student teachers in technology, particularly focusing on programming. This study therefore investigates student teachers' perceptions of teaching programming in technology education, after completing their technology course in teacher education. We answer the following research questions: What are the student teachers’ perceptions of teaching programming in technology education? and How ispotential subject didactics knowledgefor teaching programming manifested in student teachers’ perceptions of technology teaching?Using a phenomenographic approach, 25 student teachers’ perceptions of programming in technology education were investigated through semi-structured individual and group interviews. Different perceptions were revealed and presented in four categories: (1) following instructions in a logical order, (2) learning a programming language, (3) solving technological problems, and (4) understanding and describing a technological environment. The results show that student teachers' perceptions of the subject of technology predominantly focuses on following instructions and the learning of a programming language. The identified potential subject didactics knowledge is constituted of an awareness of three critical aspects: understanding programming language, understanding programming as a way of solving problems, and the relationships of technological problems to everyday life and society. This study offers valuable insight into the development of competencies required to teach programming in technology, informing educational strategies and future research in this emerging field.
ER  - 

TY  - JOUR
T1  - Timeless, socially relevant engineering knowledge and skills for future education
T2  - Design and Technology Education
SN  - 1360-1431
A1  - Norström, Per
A1  - Engström, Susanne
A1  - Fahrman, Birgit
PY  - 2024
VL  - 2
IS  - 29
SP  - 110
EP  - 125
DO  - 10.24377/DTEIJ.article2438
LA  - eng
PB  - London : LJMU Library Journal Hosting Service
KW  - engineering education
KW  - future compliant knowledge
KW  - secondary school
KW  - technology education
KW  - timeless knowledge
KW  - teknik och lärande
KW  - technology and learning
AB  - What pupils learn in school should ideally be useful throughout their whole lives. It should help them in further studies, in working life, and when acting as responsible citizens in democratic society. This is challenging for all subjects, including technology. Technology develops fast. It is most likely that wheels, wedges, and inclined planes will be used in the future, but it is difficult to know which programming languages, sources of energy, and materials that will be relevant a few decades from now. This article describes how these problems are handled in international curricula and standards, and by Swedish teachers, teacher students, and teacher educators. In curricula they are seldom addressed explicitly, but handled by giving deliberately vague descriptions of what students are to learn. The interviewed teachers, teacher educators, and teacher students were unused to think about future-compliant or timeless knowledge. When prompted to do so during the interviews, they found it easier to describe timeless skills than timeless factual knowledge. Prominent among their suggestions were abilities related to engineering design processes, technical problem solving strategies, fundamentals of computer programming, and engineering mechanics.
ER  - 

TY  - JOUR
T1  - Teachers’ Scaffolding Strategies in Relation to Enacted Verbal Reasoning in the Design Process
T2  - Design and Technology Education
SN  - 1360-1431
A1  - Hultmark, Ellinor
A1  - Engström, Susanne
A1  - Gullberg, Annica
PY  - 2024
VL  - 2
IS  - 29
SP  - 202
EP  - 218
DO  - 10.24377/DTEIJ.article2440
LA  - eng
PB  - : The Design and Technology Association
KW  - cause-effect reasoning
KW  - design process
KW  - means-end reasoning
KW  - scaffolding
KW  - teacher strategies
KW  - technology education
AB  - Learning to reason in the design process is enclosed in the process of learning to design. Hence, in this study, we explore teacher-student interactions with the aim of describing teachers’ support strategies in relation to enacted reasoning in the design process in secondary school technology education in Sweden. The study deploys social cultural theory as a lens, with a focus on scaffolding means and intentions of the teacher. Relevant reasoning in the design process is theoretically framed as means-end reasoning and cause-effect reasoning. Empirical data was collected through three classroom observations with three different Swedish secondary school technology teachers, with subsequent interviews with the teachers using stimulated recall. During the observations the students were engage in different design processes. The data was analysed using thematic analysis, where themes as strategies were constructed for each reasoning type from patterns of meaning in teachers’ scaffolding means and intentions. For each reasoning type, teachers employed strategies of decreasing control and increasing control. However, the enactment of these strategies differed in scaffolding intentions and means in relation to what reasoning was verbally enacted. Our findings indicate that teacher-student interactions within the design process in technology education classrooms hold significant meaning and value. This has implications for both teaching and learning in the field.
ER  - 

TY  - JOUR
T1  - Assessing Students’ Computer Programming Skills: How Technology Teachers in Sweden Evaluate Learning in Grades 4–6
T2  - Design and Technology Education
SN  - 1360-1431
A1  - Bjursten, Eva-Lena
A1  - Gumaelius, Lena
A1  - Hartell, Eva
PY  - 2025
VL  - 3
IS  - 30
SP  - 49
EP  - 71
DO  - 10.24377/DTEIJ.article3377
LA  - eng
PB  - : The Design and Technology Association
KW  - assessment
KW  - computer programming
KW  - pedagogical content knowledge
KW  - teacher perspective
KW  - technology education
AB  - This study aims to deepen the understanding of how computer programming is taught and assessed in Swedish schools by focusing on teachers’ perspectives. It explores how technology teachers (teaching years 4–6, students aged 10-12) perceive their roles and responsibilities in teaching computer programming, primarily within the technology subject, and examines what computer programming content is taught and assessed. The research is based on a survey and interviews with seven experienced teachers who taught computer programming before it became mandatory. The findings reveal similar views among the teachers but also significant variation in assessment practices, categorized into four distinct personas, ranging from a strong disciplinary content and product focus to a weaker disciplinary content and process orientation. The discussion reflects upon how these variations may be influenced by teachers’ backgrounds, computer programming knowledge, and unclear policy documents. The conclusions suggest that, due to this variety, Swedish students may not be equally equipped with the digital skills needed for participating in a digitalized society. To enhance equity, we argue that teachers need better preparation to effectively integrate computer programming skills across subjects. Additionally, we recommend clearer national guidelines on how to teach computer programming and how to assess this subject content in compulsory education.
ER  - 

TY  - CONF
T1  - Authenticity in Integrated STEM Education – Boon or Fantasy?: Observing Upper Secondary Technology Classroom Practice
T2  - Pupils’ Attitudes Towards Technology (PATT) 40
A1  - Hallström, Jonas
A1  - Nordlöf, Charlotta
A1  - Norström, Per
A1  - Schönborn, Konrad
PY  - 2023
SP  - 397
EP  - 404
DO  - 10.24377/PATT40.2023
LA  - eng
PB  - Liverpool : Liverpool John Moores University
KW  - technology education
KW  - engineering design
KW  - integrated stem education
KW  - upper secondary school
KW  - authentic learning
KW  - teknik och lärande
KW  - technology and learning
AB  - Engineering design and technological modelling have been argued as valid premises from which to increase authenticity, relevance and create bridges between the STEM disciplines while maintaining subject integrity. Previous research indicates that projects which emulate how engineers work has the potential of both integrating STEM disciplines and being authentic. At the same time, earlier research also cautions that few integrated STEM projects consider students’ interests and their everyday contexts. The aim of this study is to investigate the implementation of an integrated STEM project in the Technology Programme at a Swedish upper secondary school. The studied STEM project involves students’ designs for improving their physical school environment in terms of well-being, feasibility, and sustainability. Data collection consisted of participatory observations, as well as teacher and student interviews. The results are presented in terms of three themes, namely (1) cooperation and real-life application are fundamental for authentic learning; (2) using models and modelling for communicating design ideas are central to authentic technology and engineering; and (3) integration of STEM content and methods do not draw on all four disciplines. It is concluded that there might be easily accessible pathways to promote integrated STEM and authenticity, such as utilizing the school environment as a starting point. However, formally implementing authentic practices remain a challenge even though a majority of teachers are enthusiastic about real-world relevance in design projects. Integrated STEM in the design project mostly included technology and engineering content, and aspects of science and mathematics albeit to a lower degree, which made simultaneous integration of all STEM disciplines a challenging task.
ER  - 

TY  - CONF
T1  - Subject Specific Pedagogy in Technical Vocational Education: The Implementation of a New Way of Teaching.
T2  - The 40th International Pupils’ Attitudes Towards Technology Educational Research Conference 2023, Liverpool.
A1  - Axelsson, Jan
A1  - Kilbrink, Nina
A1  - Asplund, Stig-Börje
PY  - 2023
DO  - 10.24377/PATT40.2023
LA  - eng
KW  - technical vocational education
KW  - cavta
KW  - action research
KW  - learning study
KW  - subject-specific education
KW  - ämnesdidaktik
AB  - Research regarding classroom pedagogy of subject specific contents in the field of technical vocational education is scarce, nationally in Sweden, but also in an international perspective. This paper presents results from a Swedish action research project and it aims at exploring the process of a learning study, which deals with the settings in MIG/MAG welding and the intervention of the new pedagogic approach CAVTA (Conversation Analysis and Variation Theory Approach). The empiric material consists of video recorded welding education in a workshop and documented meetings in a welding teacher team. The theoretical toolbox of CAVTA permeates the teaching and learning processes as the teachers in the intervention try to implement patterns of variation in the planning, enactment and evaluation of the teaching and learning processes. In combination with the variation theoretic principles embedded in the teaching, ideas inspired by conversation analysis are implemented – the main element being an enhanced interaction, thus enabling for the students to display their understanding of the subject specific contents. The results show how CAVTA can be integrated in the teaching of settings regarding MIG/MAG welding, so that certain aspects of the object of learning is visualized. Furthermore, the findings show how the integration of CAVTA support the manifestation of a student’s understanding of the object of learning. How variation and the use of several senses and simultaneous different semiotic resources are activated as essential components in the teaching and learning processes, is made explicit in the paper. Plans for a recently launched research project including several different technical vocational education programs are also presented. The lack of classroom studies regarding technical vocational education calls for exploration in research, but should not avoid the ambition of development. This study captures the design and the development of a new pedagogic approach. Our hope is that the study will contribute to a growing body of knowledge within the field of technical vocational education and spur on further studies in this field of research. 
ER  - 

TY  - CONF
T1  - Using the Mirror as a Working Tool in Handicraft Education
T2  - The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023, 1(October)
A1  - Arvidsson, Minna
A1  - Kilbrink, Nina
A1  - Asplund, Stig-Börje
PY  - 2023
DO  - 10.24377/PATT40.2023
LA  - eng
PB  - Liverpool
KW  - handicraft
KW  - technical vocational education
KW  - interaction
KW  - cavta
AB  - In interaction between students and vocational teachers, technical artefacts constitute an essential part for the development of vocational students’ future professional knowledge. Although vocational learning has been an under-researched area, there has been an increased interest within the vocational education research to examine the teaching and learning processes that take place when vocational students and teachers interact in vocational school settings. The presence of physical objects such as tools, machines and material in the teaching and learning processes within vocational education, which encompass a central aspect of a vocational subjects’ specific characteristics, is a dimension which is often overlooked. In the Handicraft programme (specialization hair- and makeup stylist) at Swedish upper secondary vocational education, a large part of the practical work that students are engaged in is to view their work through the mirror. Therefore, the focus in this study is what learning content is made relevant when teacher and student(s) are interacting in front of the mirror. The data for the study consists of video recorded lessons from the Handicraft Programme, and the study is based on CAVTA (Conversation Analysis and Variation Theory). Based on CAVTA, the process of learning includes what is being learned and how learning is done in interaction between the teacher and student(s) in the authentic and enacted teaching session. At the conference, we will present results from detailed analysis of sequences when the teacher and the students interact in front of the mirror and what vocational knowledge is made possible to learn in these interactions.
ER  - 

TY  - CONF
T1  - Approaches to industrial processes in technology textbooks
T2  - The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023, 1 (October).
A1  - Engström, Susanne
A1  - Sundqvist, Pernilla
A1  - Nordlöf, Charlotta
A1  - Klasander, Claes
PY  - 2023
DO  - 10.24377/PATT40.2023
LA  - eng
KW  - technology education
KW  - technical solutions
KW  - industrial processes
KW  - textbook analysis
AB  - The aim of this study is to explore how technology textbooks can provide students with a basis for expressing knowledge about technical solutions within industrial processes. The base and the delimitation for the study is the formulation of the specific content on industrial processes that must be taught to 13 to 15-year-olds in Swedish schools pursuant to the national syllabus. Textbooks constitute an important foundation for teaching, particularly in the subject of technology, in which teachers may find the breadth of content they are expected to teach challenging. The study analyses the sections concerning industrial processes in four different technology textbooks commonly used for students in the age group 13–15. Analysis involved interpreting content in the form of text, images, assignments etc. related to aspects that are expected to characterise students’ descriptions and explanations of technical solutions: understanding of technical solutions purpose and functionality, how components interact as a whole, similarities to other technical solutions and relating them to their own experiences. The results show that these aspects emerge in different ways depending on, among other things, how the area is presented. We found three different ways in which industrial processes are presented in the textbooks: A unique industrial process is described carefully and in detail, Sub-processes and methods are presented systematically and Industrial processes are described as technological systems at a general level. One interpretation is that, as a teacher, you can teach about industrial processes in these different ways and that which one you choose affects to what extent certain aspects of technical solutions are visualised for the students.
ER  - 

TY  - JOUR
T1  - International exchange of ideas in student- interactive videoconferences: – sustainable communication for developing intercultural understanding with student teachers
T2  - Discourse and communication for sustainable education
SN  - 2255-7547
A1  - Sundh, Stellan
PY  - 2019
VL  - 2
IS  - 9
SP  - 123
EP  - 133
DO  - 10.2478/dcse-2018-0019
LA  - eng
PB  - : Walter de Gruyter GmbH
KW  - sustainable communication
KW  - teacher students
KW  - interactive video-conferences
AB  - International communication with different digital tools is now established both atuniversities and in other contexts worldwide. It is therefore relevant to describe howone of these tools is used in higher education. In the present study the focus is onseminars carried out in student-interactive video-conferences on didactic and pedagogicalissues with student teachers. The participants were international and Swedish studentteachers at the Department of Education at a Swedish university and at two differentcampuses. The results are based on analyses of the studentsí written reports completedafter the seminars and show that the interactive video-conference is useful to establishcontacts between students in different places and to develop intercultural understandingof school-related matters. The video-conference is thus a way to work with internationalizationin a sustainable way in teacher education, giving opportunities for the exchangeof ideas and experiences both at personal and professional levels without mobility.
ER  - 

TY  - JOUR
T1  - Educators' Digital Competence in Swedish Rural Schools
T2  - European Journal of Open, Distance and E-Learning
SN  - 1027-5207
A1  - Pettersson, Gerd
A1  - Näsström, Gunilla
PY  - 2020
VL  - 2
IS  - 23
SP  - 65
EP  - 82
DO  - 10.2478/eurodl-2020-0011
LA  - eng
PB  - : Sciendo
KW  - class teacher
KW  - digital communication
KW  - remote consulting
KW  - rural schools
KW  - special needs education
KW  - special educator
AB  - This article presents a survey census study performed in a small, remotely located municipality with four rural schools in the north of Sweden. The study is part of a larger project, Remote Consulting in special needs education between special educators and class teachers, the aim of which is to increase the equivalence between the municipality’s schools by giving more class teachers improved access to special needs education (SNE) consultations provided by special educators via remote consulting.Prior to the start of the project, a questionnaire was sent out to all the class teachers in the participating schools. All the teachers approached answered the questionnaire. One of the aims of the survey was to gain increased knowledge about the teachers’ self-efficacy in their use of ICT. The most intriguing result was that three of the five 50-59 year-old teachers estimated their knowledge about ICT to be above average compared to that of their colleagues. A similar pattern was identified in the teachers’ use of ICT in their teaching. Of those who used ICT every day, three were 30-39 years old, three were 50-59 years old and one was 40-49 years old, while all of those who used ICT less than once a week were younger than 39. The results of the study indicate that the teachers in this study are adequately equipped to proceed from physical counselling to remote consulting in special needs education.
ER  - 

TY  - JOUR
T1  - Directions for improving the quality of education in Belarusian universities (sociological analysis)
T2  - Geopolitical, Social Security and Freedom Journal
SN  - 2587-3326
A1  - Kalesnik, Yury
A1  - Kleiman, Vadzim
A1  - Vasicheva, Valentina
PY  - 2020
VL  - 1
IS  - 3
SP  - 39
EP  - 50
DO  - 10.2478/gssfj-2020-0004
LA  - eng
PB  - : Sciendo
KW  - economy
AB  - Educational institutions all over the world realize the importance of promoting international cooperation. In order to stay competitive in such fields like education, research, innovations it is no longer enough to count on only internal resources. Exchange of experience, knowledge sharing, benchmarking provide possibilities for universities to constantly remain updated on modern know-hows.New opportunities for improving the quality of higher education in Belarus are provided by different international programs and projects. Among them there is the project of the EU Program ERASMUS + CBHE “University Teaching and Learning Enhancement” / UniTeLE, which has been implemented since 2019. The project coordinator is Linnaeus University (Sweden).In the framework of the ERASMUS + UniTeLE project, a consortium of Belarusian universities has conducted a higher education quality research. The purpose of this research is to identify areas for improving the quality of higher education in Belarus.The research was carried out on the basis of a sociological survey of a representative sampling of teachers, staff and students of six Belarusian universities (more than 350 respondents from Minsk, Gomel, Brest, Gorki, Polotsk, Grodno were interviewed). Both SWOT analysis of higher education quality in Belarus and focus group of possible improvement were performed. The discussion was attended by work groups of 25 leaders, teachers and students from each of the Belarusian universities of the project consortium.The following fundamental research results should be noted. Among the strengths of Belarusian universities are: specialization in the regions, the system of additional adult education, and practical experience of teachers (2/3 of respondents). 58% of respondents are confident in the advantages of innovative educational technologies used by teachers, 47% indicated a low intensity of innovation implementation. Respondents noted the high level of Hard Skills competencies of the teaching staff and insufficiently of Soft Skills competencies for both teachers and students. The respondents identified outdated educational technologies and methods and the content of curricula as the fundamental weakness of Belarusian education.The following areas of quality improvement have been identified as the most important for Belarusian universities: -the development of Soft Skills competencies of both teachers and students to provide their close interaction;-the development of Soft Skills competencies among students to provide their close interaction with employers (the development of job search skills, entrepreneurial activity);-the introduction of active teaching and learning methods, the development of interactive educational technologies;-the inсlusion of students in the process of education quality internal assessment;-systematic assessment of teachers, including the process of applying for a job, teacher academic development planning (HR management). For the practical improvement in the suggested areas, it is advisable to create Life Long Learning Centres and Centres of Academic Development of teachers in Belarusian universities, as well as a student-oriented quality assessment system. To improve the quality and competitiveness of Belarusian education, it is also advisable to develop international cooperation and networking among universities. The positive experience of such projects as TEMPUS ECOTESY, ERASMUS + UniTeLE, ERASMUS + BELL and others, can contribute to such cooperation and interaction.
ER  - 

TY  - JOUR
T1  - Successes and obstacles in the work of upper-secondary schools with newly arrived students: A constructivist-inspired analysis of teachers’ verbal accounts regarding their schools’ organizational and practical work
T2  - Journal of Pedagogy
SN  - 1338-1563
A1  - Medegård, Emma
A1  - Henrixon, Karolina
A1  - Basic, Goran
PY  - 2022
VL  - 1
IS  - 13
SP  - 5
EP  - 29
DO  - 10.2478/jped-2022-0001
LA  - eng
PB  - : sciendo
KW  - school success
KW  - social pedagogical recognition
KW  - education
KW  - self-realization
KW  - norm
KW  - moral
KW  - deviant
KW  - oral account
KW  - representation
KW  - verbal emphasis
KW  - dramatization
KW  - second language teacher
KW  - mother tongue teacher
KW  - special education teacher
KW  - headmaster
KW  - counselor
KW  - language introduction program
KW  - swedish as a second language
KW  - mother tongue study supervisor
KW  - subject teacher
KW  - integration
KW  - sociologi med utbildningsvetenskaplig inriktning
KW  - sociology education
KW  - pedagogik och utbildningsvetenskap
KW  - pedagogics and educational sciences
AB  - This study presents new knowledge arising from teachers’ verbal accounts of successes and obstacles in the organizational and practical work of upper-secondary schools with newly arrived students. The analysis reveals several dimensions contributing to the construction and reconstruction of successes and obstacles in the teachers’ accounts. Teachers are constructed as actors with a power advantage relative to the “newly arrived student.” They set the agenda for student behavior, with an inclusive approach that is crucial to achieving success and counteracting obstacles. The approach imposes demands on how upper-secondary schools organize their work with newly arrived students and plays a role in determining supports and room for maneuvering that teachers have. Through the presented analysis, the study contributes to the development of knowledge in terms of four areas. First is the narrative processing of the combination of success and obstacles in the work with newly arrived students. Second is the importance of these stories for the representation of social pedagogical recognition and lack of recognition in the school context. The third area is identity creation and re-creation of professional actors (teachers), and the fourth area of knowledge involves alternative approaches to analysis compared to the typically expected didactic perspective. The study also contributes to the development of knowledge regarding the question of how a school’s morals function in relation to the previous and current experiences of teachers and newly arrived students.
ER  - 

TY  - JOUR
T1  - Establishing Sustainable Teacher Education with Weekly School Practice: Identifying Teacher Students' Experiences of Didactic Dilemmas in the Swedish Primary School Classroom
T2  - Journal of Teacher Education for Sustainability
SN  - 1691-4147
A1  - Sundh, Stellan
PY  - 2020
VL  - 1
IS  - 22
SP  - 37
EP  - 48
DO  - 10.2478/jtes-2020-0004
LA  - eng
PB  - : Walter de Gruyter GmbH
KW  - teacher students
KW  - didactic dilemmas
KW  - weekly school practice
KW  - primary school
KW  - sweden
KW  - curriculum studies
AB  - Teachers face dilemmas of different kinds in their everyday practice. It is therefore essential that teacher students become aware of the dilemmas they will face in their future profession. By integrating school practice in teacher education programs, students apply theoretical knowledge to classroom situations. In a project at a Swedish university campus, the students worked as teacher candidates one day a week at different primary schools during their first semester. The purposes were to make the teacher education at the campus sustainable by attracting more students, limiting the number of dropouts and improving the quality in the education. In the present study, it is of interest to identify the didactic dilemmas teacher students experience in classrooms with 6 to 12 year-olds. By analysing the students' written reports, the results indicate that the students' identified dilemmas relate to classroom management, the lesson content and the establishing of relationships with the children.
ER  - 

TY  - JOUR
T1  - Situational subject teaching - towards understanding the details of teachers’ subject‐specific didactic competence
T2  - Research in Subject-matter Teaching and Learning
SN  - 1863-0502
A1  - Lilja, Annika
A1  - Hipkiss, Anna Maria
A1  - Rocksén, Miranda
A1  - Osbeck, Christina
A1  - Solli, Anne
A1  - Rahm, Jessica
A1  - Svensson, Maria
PY  - 2025
VL  - 1
IS  - 8
SP  - 18
EP  - 34
DO  - 10.2478/ristal-2025-0002
LA  - eng
KW  - situational subject teaching
KW  - classroom communication
KW  - subject‐specific didactic
AB  - The aim is to contribute to a characterisation of teachers’ situational subject teaching, i.e. how teachers take into account the contributions from students in situ and how they create communication grounded in students’ understanding of the topic, and thus facilitate topical progression. Observations from three classroom settings in social studies, science and Swedish are analysed. The results show two main types of teacher follow‐up moves, these are re‐phrasing what the students say in different ways and bridging between different parts that complement one another, thus giving the student opportunities to expand their understanding of the phenomenon. The results illustrate how situational subject teaching is constructed in different classroom settings, and how these interactions might impact both teachers’ teaching and students’ opportunities for learning. We suggest that more knowledge about the nature of situational teaching in different school subjects is of importance for developing theory and practice applicable in teacher education.
ER  - 

TY  - JOUR
T1  - “This is not my world”: Essential support strategies for newly arrived adult migrants learning Swedish
T2  - Sustainable Multilingualism
SN  - 2335-2027
A1  - St John, Oliver
A1  - Liubinienė, Vilmantė
PY  - 2021
IS  - 18
SP  - 85
EP  - 110
DO  - 10.2478/sm-2021-0005
LA  - eng
PB  - Warsaw : De Gruyter Poland
KW  - adult migrants
KW  - cultural values
KW  - second language acquisition
KW  - swedish for immigrants
KW  - translanguaging
AB  - In Sweden, the state-sponsored language education, Swedish for immigrants (Sfi), provides language and cultural knowledge for the integration of newly arrived adult migrants in Swedish society. Sfi’s educational quality has sustained severe criticism. Through qualitative investigation of Sfi teacher work, this study aims to find out what pedagogical priorities guide the teachers’ classroom practices with linguistically and culturally diverse students. Furthermore, it aims to compare the contributions to Sfi learning environments of ethnically diverse teachers whose language experiences are different. Research into second language acquisition and native and non-native second language teachers contextualize the research aims. Bakhtin’s (1986) conception of human understanding as the meeting of two consciousnesses and García’s ideas about translanguaging in language education for adult migrants provide theoretical perspectives. Classroom observation alongside teacher focus groups generated data. Content analysis condensed the data into five essential support strategies that foreground students’ existential needs, their home languages as a learning resource, integration, learning challenge and instructional partnership between ethnically diverse teachers. Findings do not support the view that non-native language teachers are better equipped to teach second language students than their native counterparts but illuminate the unequivocal advantage of harnessing the pedagogical strengths of both teacher groups cooperatively. 
ER  - 

TY  - JOUR
T1  - Crossing disciplinary borders: Perspectives on learning about sustainable development
T2  - Journal of Teacher Education for Sustainability
SN  - 1691-4147
A1  - Dimenäs, Jörgen
A1  - Alexandersson, Mikael
PY  - 2012
VL  - 1
IS  - 14
SP  - 5
EP  - 19
DO  - 10.2478/v10099-012-0001-0
LA  - eng
PB  - Daugavpils : Daugavpils Universitate
KW  - content
KW  - teaching
KW  - civic science
KW  - socio-scienti c
KW  - sustainable development
KW  - teacher education and education work
AB  - With regard to education, traditional environmentally-related issues have been intertwined with courses in natural sciences, which could entail opportunities as well as difficulties. The study concerns two knowledge matters that are usually divided into two different subject traditions - water and justice. In this article, we focus on the way teachers consider instruction within the frameworks of these two discourses and how teaching is related to sustainable development. The findings suggest that water and justice are two examples that are suitable for the problematisation of sustainable development with respect to holistic education. Current educational policies in Sweden advocate a tendency towards a more closed and subject-centred discourse, which means that the ability to successfully teach about sustainable development is made even more problematic.
ER  - 

TY  - JOUR
T1  - Training for coaching or teaching: a challenge for Swedish physical education teacher education
T2  - Sport Science Review
SN  - 2066-8732
A1  - Karlefors, Inger
PY  - 2010
VL  - 1
IS  - 19
SP  - 63
EP  - 86
DO  - 10.2478/v10237-011-0005-z
LA  - eng
PB  - : Walter de Gruyter GmbH
KW  - education
AB  - Ever since the establishment of compulsory education in Sweden, competitive sports have had an important influence on the subject of physical education (PE) and Physical Education Teacher Education (PETE). In the latest curriculum of the subject of Physical Education, the name changed from Sports to Sport and Health indicating that health education should have a greater impact on the subject than before. Research and evaluation of the subject shows that activities related to competitive sports are the most frequent content during the lessons. It is also established by research that PE teacher educators share the value and norms of competitive sports, e.g. the necessity of using the body as a tool for success in sport. The teacher education students have a background in competitive sports and are also more interested in an education in sports than in a teacher education. PETE as well as the subject of PE is seen as conservative and reproductive. It is likely to believe that the connection to competitive sports is part of that conservatism. In order to develop PETE and really implement the aims of the curriculum it could be valuable to take the PE trainees' opinions of their future profession as a point of departure, supporting them in the tasks they find difficult and challenging them in the tasks they find easy. 25 PE trainees at a teacher education in Sweden were asked what tasks they find easy and what tasks they find difficult in the PE teacher profession? The answers were interpreted with the help of Bernstein's theory of the concepts of ‘classification' and ‘framing' and ‘educational transmission'. The PE trainees' view of the PE teacher profession can be described as: "just and distinct with motivated pupils," meaning that if the teacher is just and distinct the pupils will be motivated. They drew a picture of a teacher more like a referee in a sport game than a modern teacher. Can PETE challenge this picture and support the trainees' to build a PE teacher identity that is more in line with a skilled modern teacher. Can such an effort even be valuable for the leaders in competitive sports?
ER  - 

TY  - JOUR
T1  - "Vi förstår, du behöver inte översätta": Elevperspektiv på tvåspråkig undervisning i den svenska skolan
T2  - Educare
SN  - 1653-1868
A1  - Sandell, Anna
PY  - 2011
VL  - 3
SP  - 119
EP  - 144
DO  - 10.24834/educare.2011.3.1199
LA  - swe
PB  - : Malmö högskola, Lärande och Samhälle
KW  - bilingual education
KW  - elementary school
KW  - migration background
KW  - pupils’ perspective
KW  - school success
AB  - The overall aim of this article is to contribute with a pupils’ perspective on bilingual education, as well as their views on the mother tongue teachers who taught them. 1 Swedish schools are exploring bilingual education because pupils with migration background do not perform as well as pupils with non-migration background. Beside the reason of employing mother tongue teachers for language support, earlier research suggests three dominating motives for employing teachers with migration backgrounds: supporting school success, creating role models, and bridging the gap between families and school. The empirical study consists of interviews with nine pupils in a class of 19, contextualized by a few weeks spent in their class. Results suggest that from the pupils’ perspective the mother tongue teacher does not add anything besides the language support. However, pupils are clear about these teachers’ importance for language development, and thereby their own school development. Furthermore they feel that knowledge development only takes place when classes are held in Swedish. It thus appears that schools have failed to convey that the mother tongue is just as important for the pupils as Swedish. A key conclusion is that schools need to enhance the status of different languages within the school context.
ER  - 

TY  - JOUR
T1  - Att utmana eller återskapa traditionen: sex skolors arbete med elever i relationssvårigheter
T2  - Educare
SN  - 1653-1868
A1  - Larsson, Hans
A1  - Nilholm, Claes
PY  - 2012
VL  - 1
SP  - 29
EP  - 51
DO  - 10.24834/educare.2012.1.1190
LA  - swe
PB  - Malmö : Lärande och Samhälle, Malmö högskola
KW  - behavioral problems
KW  - organization
KW  - prevention
KW  - principals
KW  - schools
KW  - segregation
KW  - sencos
KW  - special needs teachers
KW  - specialpedagogik
KW  - relationssvårigheter
KW  - education
AB  - Being part of a decentralized system Swedish schools have a rather large possibility to shape their own activities. In the present article we analyze the activities of different schools, working with children who are considered to have problems relating to others. Four schools represent a traditional way to work with these children. In contrast, two additional schools present challenges towards this tradition. Specifically, the work of these two latter schools is focused. The analysis is built upon interviews with 3 persons in each school: the headmaster, one teacher and the special educational needs coordinator (the SENCO). The two groups of schools are compared with regard to a number of themes: organizational solutions, the importance of school leadership, the role of the “small group”, the role of the SENCOs, occupational development, preventive work, and relations. The two groups of schools differ with regard to all these themes. Finally we discuss the implications of the two different approaches.
ER  - 

TY  - JOUR
T1  - Rethinking 'Method' in Early Childhood Writing Education
T2  - Educare
SN  - 1653-1868
A1  - Hermansson, Carina
A1  - Saar, Tomas
A1  - Olin-Scheller, Christina
PY  - 2014
IS  - 2
SP  - 121
EP  - 145
DO  - 10.24834/educare.2014.2.1157
LA  - eng
PB  - Malmö : Malmö högskola
KW  - deleuze
KW  - early childhood education
KW  - emergence
KW  - method
KW  - writing
AB  - This article describes how the process of writing a fictional narrative, “My Story”, transforms and emerges over a period of five days in a Swedish early childhood classroom. Our purpose is to explore and describe how this method-driven writing project emerge in relation to material and discursive conditions, and to provide an empirically based understanding of the forces, flows and processes at work. This entails understanding processes of writing as an effect of complex relationships between the individual (the teacher and the student), the learning outcome, the affect, the talk, the motion, the body and the material. The results show how the writing project on some occasions come to a stop, sometimes take new directions or activate unforeseen affects and open for new becomings. The article also discusses how methods on the one hand has an explicit and formalized side, possible to articulate and predict. But on the other hand, is embedded in and driven by affects that changes both the method, the text production and the writing-learning subject. The article ends with a discussion of implications and possibilities understanding teaching methods of writing as dynamic processes that continually open for a variety of assemblages, flows and forces.
ER  - 

TY  - JOUR
T1  - Didactics for life?
T2  - Educare
SN  - 1653-1868
A1  - Löf, Camilla
PY  - 2014
VL  - 2
SP  - 147
EP  - 172
DO  - 10.24834/educare.2014.2.1158
LA  - eng
PB  - : Malmö högskola, Lärande och Samhälle
KW  - life competence education
KW  - childhood
KW  - value system
KW  - ethnography
KW  - teacher
AB  - Drawing upon ethnographic fieldwork, this article explores how the national value system is organized in a Swedish compulsory school. With a starting point in ethnographic data, combined with video recordings in a 5th form class in a compulsory school in Malmö. Combining critical discourse analysis (Fairclough, 2010) with childhood sociology (Lee, 2001; James & Prout, 1997) I analyze local interpretations of the value system, when organized within the non-mandatory school subject Life Competence Education (Löf, 2011). A common feature in this subject is the ambition to establish a feeling of companionship and to strengthen togetherness among children through the teaching of this subject. In the task of strengthening togetherness within groups of children, the establishment of common values becomes central. In order to see how the teacher socializes children into discourses of companionship, I specifically emphasize which values are established in the drama exercises: Which is the view on children, teaching and learning permeating the work? What childhood is constituted through teaching? The results point out that the values and norms that are constructed in the local school practices, claimed to be part of the value system, are based on teacher’s own interpretations of what children need.
ER  - 

TY  - JOUR
T1  - Lärare, barn och lärande i kurslitteratur – ideologiska dilemman i talet om fritidshem
T2  - Educare
SN  - 1653-1868
A1  - Ljusberg, Anna-Lena
A1  - Holmberg, Linnéa
PY  - 2019
VL  - 3
SP  - 17
EP  - 33
DO  - 10.24834/educare.2019.3.2
LA  - swe
PB  - : Malmo University
KW  - course literature
KW  - ideological dilemmas
KW  - school-age educare
KW  - subject positioning
KW  - teacher training
KW  - child and youth studies with focus on educational science
KW  - barn- och ungdomsvetenskap med inriktning mot utbildningsvetenskap
AB  - In recent years, the number of different course books focused on school-age educare available for undergraduates in teacher education programs for primary school has increased. Thus studying what particular version of school-age educare is legitimized in this discursive practice and how this is done rhetorically becomes pertinent. This article examines and illuminates how this course literature – used at several universities in Sweden – stages a certain way of speaking about school-age educare and thereby may ascribe teachers and children specific subject positions. The study shows how recurrent ideological dilemmas are used as linguistic resources to manage some constantly present contradictions: school-age educare is supposed to be both democratic and child centered, as well as professionally planned and lead. The findings illuminate a homogenous depiction of how school-age educare is distinguished from traditional and formal schooling and thereby promoted as a unique but also necessary form of education. As a consequence, an ideal teacher is someone who is specialized in being actively passive and passively active, and an expert on children’s learning while children are considered expertson themselves and in the activities as well. That is, teacher’s professionalism in educare is tied to the skill of not being formal and school-like, but still being educational in a way that promotes politically-approved learning and development.
ER  - 

TY  - JOUR
T1  - Förskolepersonals tal om ansvar i relation till den förtydligade ansvarsstrukturen i svensk förskolepolicy.
T2  - Educare
SN  - 1653-1868
A1  - Eriksson, Anita
A1  - Svensson, Ann-Katrin
A1  - Beach, Dennis
PY  - 2019
VL  - 3
SP  - 87
EP  - 112
DO  - 10.24834/educare.2019.3.6
LA  - swe
PB  - : Malmo University
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Based on interviews, field conversations and participant observation with head teachers and preschool teachers at four preschools in four different municipalities in Sweden, this article considers how preschool staff interpret and describe their workplace responsibilities four years after the revision of these in the 2010 Education Act and the preschool curriculum and how these descriptions may reflect increasing professionalization.The results demonstratethat the national curriculum discourse of increased preschool teacher professional responsibility was reproduced in general talk about work-duties and responsibilities, but that in more specific conversation related to concrete examples and tasks this was not as clearly the case. Instead, there was a re-contextualisation of the prevailing conditions in the actual preschool contexts. There was also a distinction between the two groups of participants. The head teachers expressed high expectations for preschool teachers to be responsible leaders in the pedagogical activities carried out by the team, but the preschool teachers did not represent themselves as leaders in the same sense. Finally, this study addresses whether the way of talking about the preschool teachers’ responsibilities can contribute to or limit their professionalisation.
ER  - 

TY  - JOUR
T1  - Being in motion through an aesthetic working process
T2  - Educare
SN  - 1653-1868
A1  - Edström, Ann-Mari
A1  - Wangen, Bjørn
PY  - 2020
VL  - 1
SP  - 144
EP  - 161
DO  - 10.24834/educare.2020.1.7
LA  - eng
PB  - : Malmö universitet
KW  - aesthetic working processes
KW  - art teacher education
KW  - contextual analysis
KW  - visual analysis
KW  - phenomenography
AB  - The article reports the results of an empirical investigation into movement viewed as a quality of an aesthetic working process. Any process presupposes movement - there is no process if one stands still. At times, movement is deliberately provoked by artists wanting to view their work from a different perspective. This was the approach applied in the first-year course of an art teacher’s program in Sweden, where movement was provoked through shifts of media (cardboard, sketching, Minecraft) during a four-week working process. The assignment was to work with a 3D shape through these media. The students' process journals (containing writings and photography) constitute the material for the study. The results are visualized on an individual level as movement patterns and five characteristic patterns are discerned. Movement within and between media are visualized collectively, showing not only how media shifts stimulate movement but also how the students themselves can provoke movement within a medium. Sketching shows the most movement, typically triggered by the students themselves when they get bored by the repetitiveness of multiple sketching. Minecraft encourages the least amount of movement, which is discussed in relation to preconceptions embedded in the software design. The study relates to a phenomenographic approach.
ER  - 

TY  - JOUR
T1  - Didaktiska stämmor om undervisande förskollärare: Chefers och förskollärares språkliga modelleringar om förhållningssätt, kunskaper och utövning i förskola
T2  - Educare
SN  - 1653-1868
A1  - Palla, Linda
A1  - Vallberg Roth, Ann-Christine
PY  - 2020
VL  - 2
EP  - 2
DO  - 10.24834/educare.2020.2.1
LA  - swe
PB  - : Malmö universitet
KW  - multi-vocaldidactic modelling
KW  - preschool teacher
KW  - preschool
KW  - swedish early childhood education
KW  - teaching
AB  - We usedidactic grounding to explore and develop knowledge regarding what might constitute a teaching preschool teacher. The research questions are 1)Which didactic components emerge in preschool teachers’ and managers’ written descriptions?and 2)How may these didactic components be interpreted and understood? In 2018, at the end of a 3-year-long project about teaching in preschool, we have analysed 160 written reflections by preschool teachers and managers from 10 Swedish municipalities through multi-vocal didactic modelling. Similar to previousresearch, this study indicates a linguistic shift as the preschool teachers and managers have embraced theconcept of “teaching” and, with their written descriptions, fill the picture of a “teaching preschool teacher” with didactic content and meaning. The results highlight characteristic components that can be understood as preschool teachers’ didactic approaches, knowledge, and practice. These components include aspects such as awareness, presence, reflection, theoretical knowledge, goal-oriented planning, implementation, and follow-up.
ER  - 

TY  - JOUR
T1  - Relationskompetens i specialpedagogiska utbildningar: hur framställs ämnet i kursplaner för specialpedagog- och speciallärarprogram i Sverige?
T2  - Educare - Vetenskapliga skrifter
SN  - 1653-1868
A1  - Aspelin, Jonas
A1  - Östlund, Daniel
PY  - 2020
VL  - 2
SP  - 117
EP  - 142
DO  - 10.24834/educare.2020.2.6
LA  - swe
PB  - : Malmo University
AB  - Research shows that the quality of the teacher-student relationship is crucial to students’ learning and development, especially for students in need of special support. In Scandinavia, the concept of relational competence is increasingly used to define a teacher’s ability to build supportive relationships. In this article, relational competence is discussed in the context of special education. The article investigates how relational competence is described in the curriculum for special education teacher training. Syllabuses (n = 142) at all Swedish universities that have programs in special education (n = 11) are included in the analysis, with a focus on the learning goals (n = 857). Content analysis provides both an overall and a more in-depth picture. The first study shows that there are relatively few learning goals relevant to relational competence. For example, the key concepts “relation,” “participation,” and “empathy” are very rarely used, and “care” and “trust” are completely absent. The second studyshows, among other findings, that relevant content mainly concerns the special educator as a qualified interlocutor vis-à-vis colleagues. Hardly any goals include teacher–student or teacher–parent relationships. On the whole, the results indicate that relational competence is a neglected topic in this discourse, and that it has a fairly narrow focus. The implications of this lack are discussed, and suggestions for improvement are added.
ER  - 

TY  - JOUR
T1  - “That’s not Proper English!”: Using Cross-cultural Matched-guise Experiments to Raise Teacher/Teacher-trainees’ Awareness of Attitudes Surrounding Inner and Outer Circle English Accents
T2  - Educare
SN  - 1653-1868
A1  - Lindvall-Östling, Mattias
A1  - Deutschmann, Mats
A1  - Steinvall, Anders
A1  - Strömberg, Satish
PY  - 2020
IS  - 3
SP  - 109
EP  - 141
DO  - 10.24834/educare.2020.3.4
LA  - eng
PB  - Malmö : Malmö högskola
KW  - matched guise
KW  - linguistic stereotyping
KW  - received pronunciation (rp)
KW  - indian english
KW  - seychelles
KW  - sweden
KW  - teacher education
KW  - cross-cultural
KW  - english
KW  - engelska
AB  - From a structural perspective, some English accents (be they native or foreign) carry higher status than others, which in turn may decide whether you get a job or not, for example. So how do language teachers approach this enigma, and how does this approach differ depending on the cultural context you are operating in? These are some of the questions addressed in this article. The study is based on a matched-guise experiment conducted in Sweden and the Seychelles, a small island nation outside the east coast of Africa, where respondents (active teachers and teacher trainees) were asked to evaluate the same oral presentations on various criteria such as grammar, pronunciation, structure etc. Half of the respondents listened to a version that was presented in Received Pronunciation (RP), while the other half evaluated the same monologue presented by the same person, but in an Indian English (IE) accent. Note, that careful attention was paid to aspects such as pacing, pauses etc. using ‘Karaoke technique”. Our results indicate that the responses from the two respondent groups differ significantly, with the Seychelles group being far more negative towards IE than the Swedish group. We try to explain these results in the light of subsequent debriefing discussions with the respondent groups, and we also reflect over the benefits and drawbacks of this type of exercise for raising sociolinguistic awareness among teacher trainees and active teachers. The study is part of a larger project (funded by the Wallenberg foundation) that approaches the challenge of increasing sociolinguistic awareness regarding language and stereotyping, and highlighting cross-cultural aspects of this phenomenon.
ER  - 

TY  - JOUR
T1  - What Are Literary Studies For?: A Review of English Teacher Education in Sweden
T2  - Educare
SN  - 1653-1868
A1  - Dodou, Katherina
PY  - 2020
IS  - 3
SP  - 110
EP  - 157
DO  - 10.24834/educare.2020.3.5
LA  - eng
PB  - : Malmo University
KW  - curriculum theory
KW  - disciplinary repertoires
KW  - literature didactics (litteraturdidaktik)
KW  - teachers’ knowledge base
KW  - value of literary studies.
KW  - utbildning och lärande
KW  - education and learning
AB  - The present article addresses the nature and purposes of literary studies in secondary and upper secondary English teacher education programmes in Sweden. It is based on a study of syllabi from all programmes nationally and for the academic year 2017-2018. The article maps the goals formulated for literary studies as well as the literary and disciplinary repertoires foregrounded in these documents, and so provides a snapshot of the kinds of literary studies that student teachers of English had access to. It situates literary studies in the context of steering documents for English teacher education, and it shows that, whilst literary studies were a given part of English teacher education in the studied period, they relied on a narrow conception of the discipline. Literary studies mainly attended to twentieth and twenty-first century prose fiction and regarded literature primarily as a source of worldly knowledge. Indeed, the repertoires mediated seemed based on their potential to cover curricular ground in relation to steering documents for Swedish schools. Given the relative freedom institutions had to define the subject-specific content of teacher education, the results prompt a discussion about the knowledge repertoires that student teachers need as part of their higher education and as preparation for professional practice.
ER  - 

TY  - JOUR
T1  - Skönlitteraturens språk: det dubbla perspektivets möjligheter vid textanalys
T2  - Educare - Vetenskapliga skrifter
SN  - 1653-1868
A1  - Dahl, Christoffer
A1  - Smedberg Bondesson, Anna
PY  - 2020
VL  - 2
IS  - 2
SP  - 1
EP  - 22
DO  - 10.24834/educare.2021.2.1
LA  - swe
PB  - : Malmo University
AB  - This article explores the possibilities of combining literary and linguistic text analyses: a double perspective on the teacher education for lower secondary school. The aim is to analyze how two students, in a course in text analysis, solve an examination assignment where they are asked to combine literary and linguistic tools in their analysis of Pär Lagerkvist's short story "Father and I" (1924). We ask the following questions: How do students use literary and linguistic tools in the analysis of Lagerkvist's work and how do they combine these tools? What kind of didactic potentials do students see in a double perspective? The result shows both similarities and differences in how the students combine linguistic and literary tools and how they underpin the analysis. The students’ meta-reflections indicate that such double perspective provides a deeper understanding of literary texts containing both literary and linguistic resources. Our conclusion is that the double perspective may provide a powerful theoretical and didactic tool for students of the Swedish language at the teacher education for lower secondary school.
ER  - 

TY  - JOUR
T1  - Verktygsrelaterad flexibilitet som undervisningskompetens: En fallstudie av tre multiinstrumentala musiklärare
T2  - Educare
SN  - 1653-1868
A1  - Frostenson Lööv, Cecilia Charlotta
A1  - Huovinen, Erkki
PY  - 2021
VL  - 2
SP  - 182
EP  - 206
DO  - 10.24834/educare.2021.2.7
LA  - swe
PB  - : Malmo University
KW  - improvisation
KW  - music teachers
KW  - musical instruments
KW  - school of arts
KW  - versatility
AB  - In the current debate concerning the Swedish Schools of Music and Performing Arts (SMPAs) the concept of flexibility is frequently used. Here it mostly describes the necessity to take students’ requests and needs into account in teacher education and the institutions’ ability to adapt to changing demands for artistic activities among children and adolescents. In contrast to this view, this study examines flexibility as a central competency of the teaching profession and particularly in a curriculum-free environment such as the SMPAs. Resting on the assumption that teachers with a large toolkit have a certain advantage in practising flexibility, the study is based on interviews with three multi-instrumentalists, all of them experienced music teachers in SMPAs. The analysis suggests three forms of flexibility that are related to the teachers’ use of instrumental tools, each of them emerging in particular kinds of teaching activities: problem-solving flexibility in instrument-related counseling, method flexibility in ensemble leadership, and role flexibility in group music-making. The findings are discussed in relation to ideals of teacher specialization and versatility, and the notion of tool-based flexibility is distinguished from improvisation as a teaching skill.
ER  - 

TY  - JOUR
T1  - Prövad eller beprövad? Praktiker för prövande av lärares yrkeserfarenheter i skolan
T2  - Educare
SN  - 1653-1868
A1  - Åman, Pia
A1  - Lindberg, Ylva
A1  - Rapp, Stephan
PY  - 2021
VL  - 3
SP  - 1
EP  - 31
DO  - 10.24834/educare.2021.3.1
LA  - swe
PB  - : Malmö högskola
KW  - proven experience
KW  - teacher
KW  - professional practices
KW  - phenomenography
KW  - phenomenology
KW  - education
AB  - The rationale for this study stems from the Swedish educational context, where teacher practice is subject to policies stating that education must be built on research foundation and proven experience. In a previous article (Åman & Kroksmark, 2018), we demonstrated that the research foundation is operating in concurrence of teachers’ practices and experiences. This study in turn aims to explore how teachers understand proven experience and practices of proving professional experiences. The data was collected in 2014 in the project Modellskolan [The Model School], financed by the Swedish Research Council, through a stimulated recall method. We filmed 14 interviews with teachers focusing on group discussions about teachers’ practical dilemmas. The interviews were analyzed with a phenomenographic method, and the result revealed five categories with which the teachers evaluated collegial and individual experiences. The categories were analysed through praxis theory and linked to the phenomenological concepts of time and space to elucidate how fluid situated and unspoken professional experiences become systematic, general and partly transferable through proving practices. The results shed light on how teachers’ experiences and everyday practices challenge and encourage revisions of the definitions of research foundation and proven experiencea in Swedish national policies.
ER  - 

TY  - JOUR
T1  - Joy in Learning: When Children Feel Good and Realize They Learn
T2  - Educare
SN  - 1653-1868
A1  - Cronqvist, Marita
PY  - 2021
IS  - 3
EP  - 3
DO  - 10.24834/educare.2021.3.3
LA  - eng
PB  - : Malmo University
KW  - compulsory school
KW  - emotions
KW  - joy in learning
KW  - life world
KW  - phenomenology
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Both in research and inthe Swedish curricula, positive emotions such as joy, pleasure and desire are said to stimulate learning. However, it is not clear what the meaning of joy is in relation to learning. The purpose of this phenomenological study is to gain knowledge about the essential meanings of the phenomenon joy in learning for children aged 9 and 12 years in compulsory school. The questions are as follows: What meanings constitute the phenomenon joy in learning in the current context? What implications do the findings have for teaching? The study is phenomenological and is based on interviews with or written stories by the participating children. The findings indicate how joy stimulates learning and emerges when children understand and ‘own’ their learning process. Teachers are important as ‘facilitators’ for joy in learning through being supportive and inspiring. Joy in learning during lessons is related to joy and friendship during school breaks. Teachers’ decisive importance for joy is discussed in relation to various modalities of pedagogical contact. Conclusions can be drawn that school breaks need attention from a learning perspective and that children need teacher support to understand their learning process.
ER  - 

TY  - JOUR
T1  - Power, Politeness and Liquid Persona: Intercultural Reflection and Virtual Exchange in Teacher Education
T2  - Educare
SN  - 1653-1868
A1  - Reljanovic Glimäng, Malin
PY  - 2021
VL  - 4
SP  - 1
EP  - 28
DO  - 10.24834/educare.2021.4.1
LA  - eng
PB  - : Malmö universitet
AB  - This article explores pre-service English teachers’ self-reflections as participants in online intercultural exchange (VE). The aim is twofold: to examine participants’ perceptions of intercultural experiences in response to VE; and, to understand whether and how teacher trainees gain pedagogical insights through self-reflection situated in a cross-cultural online project. The study draws upon two iterations of exploratory research in a VE-project carried out with two cohorts of student groups. The first cycle involved students in Indonesia and Sweden, and the second cycle, a three-way collaboration, involved students in Argentina, Poland and Sweden. This article focuses on the Swedish side and examines empirical data incorporating e-diaries and interviews. A qualitative transcript analysis generated three intersecting themes: language and power, politeness, and participation through digital tools. Two theoretical constructs provide the analytical lens: persona (Hinrichsen & Coombs, 2014) and liquid interculturality (Dervin & Dirba, 2006). The findings challenge fixed notions of identity and interculturality, showing how participants engage in negotiations and fluid constructions of persona in response to perceived expectations of their interlocutors. The findings also indicate affordances of VE as a lingua franca contact zone in developing pre-service English teachers’ self-awareness and pedagogical competences.
ER  - 

TY  - JOUR
T1  - Teachers of Swedish as a Second Language: Identity, Agency and Voice
T2  - Educare
SN  - 1653-1868
A1  - Wedin, Åsa
A1  - Straszer, Boglárka
PY  - 2023
VL  - 1
SP  - 216
EP  - 237
DO  - 10.24834/educare.2023.1.812
LA  - eng
PB  - : Malmo University
KW  - swedish as a second language
KW  - swedish as a second language teachers
KW  - teacher agency
KW  - teacher identity
KW  - teacher voice
AB  - This article explores the professional role of teachers of Swedish as a second language (SSL). The study is based on interviews with highly qualified SSL teachers to examine their perspectives regarding their professional identity; the opportunities, if any, that exist for them to have agency; and the changes they believe would lead to them having a stronger voice. Findings demonstrate that their everyday reality as teachers makes their role in education difficult. One contributing factor is that principals and teachers of other subjects lack sufficient knowledge about second language students (L2 students), which makes it unrealistic to assume SSL teachers can lead the type of school development and organisational change that they require to establish a voice in their role. To strengthen their profession, SSL teachers require a new type of role, one in which they not only are experts in the field of L2-student learning and educational needs but are also trained in issues of leadership.
ER  - 

TY  - JOUR
T1  - World Literature and Transformative Learning: Reading and Teaching Season of Migration to the North in Swedish Upper Secondary School
T2  - Educare
SN  - 1653-1868
A1  - Bradling, Björn
PY  - 2024
VL  - 1
EP  - 1
DO  - 10.24834/educare.2024.1.858
LA  - eng
PB  - Malmö : Malmö universitet
KW  - litteraturdidaktik
KW  - transformativt lärande
KW  - gymnasiet
KW  - världslitteratur
KW  - utvandringens tid
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This study investigates how Tayeb Salih’s Season of Migration to the North (2006) can be read and taught as an example of world literature in accordance with the transformative and culturally empowering ambitions of the Swedish upper secondary school curriculum.A total of18 third-yearstudents inthe upper secondary science programme read the novel and recorded their reading experiences in journals. These journals have been thematically analysed,and the results show that the students’ processes of deconstructingand reconstructing the finalised reading,using literary concepts,help forward estrangement effects, which produce critical readings. As the students read for the plot and closedin on the end, their text-centred understandings of the novel wereheightened, and by actively using subject-specific terminology (i.e. stylistic devices and modes of reading concepts),they strengthened the sense-making of their relations to the world as mediated through the text. Frames of reference about historical andcurrent Sudan support the students in allowing the novel to become a merging point, at which their cultural horizons are nuanced through the juxtaposing of different perspectives. The students’ meta-reflexive readings allow for experiencing culture on the move as part of their transformative learning.
ER  - 

TY  - JOUR
T1  - Svenskämnesdidaktik som akademiskt professionsfält
T2  - Educare
SN  - 1653-1868
A1  - Johansson, Maritha
A1  - Martinsson, Bengt-Göran
PY  - 2024
VL  - 2
SP  - 57
EP  - 83
DO  - 10.24834/educare.2024.2.1165
LA  - swe
PB  - Malmö, Sweden : Malmö Högskola
KW  - cademic posts
KW  - career paths
KW  - higher education
KW  - research fields
KW  - swedish l1
KW  - akademiska anställningar
KW  - karriärvägar
KW  - högre utbildning
KW  - forskningsfält
KW  - svenskämnesdidaktik
AB  - Several Swedish reforms in the early 2000s had the goal of implementing a more solid research foundation for teacher education. In this study, we investigate how external mechanisms contribute to and counteract the establishment of new research areas related to the teacher profession, through the example of the L1 subject Swedish. The study explores how the materialistic and intellectual landscape of the academic field has evolved in terms of new academic positions with new content and merit assessment. Through the investigation of a corpus of job announcements, from 1990 to 2022, we have been able to follow the development of a new research area, regarding career paths. The development of a new research area can be described in terms of a fight between different opponents for what is considered a valuable cultural capital (Bourdieu, 2000). The analysis of how the research area is formed relates to Bernstein’s (2003) distinction between singularities and regions.
ER  - 

TY  - JOUR
T1  - ”Jag ville testa på att plugga på universitetet… och så ville jag få jobba med barn”: En intervjustudie om kön, klass och utländsk bakgrund i relation till studieval bland studenter på grundlärarprogrammet med inriktning mot fritidshem
T2  - Educare - Vetenskapliga skrifter
SN  - 1653-1868
A1  - Stretmo, Live
PY  - 2024
VL  - 2
IS  - 2024
EP  - 2
DO  - 10.24834/educare.2024.2.923
LA  - swe
PB  - : Malmo University
KW  - breddad rekrytering
KW  - klass
KW  - kön
KW  - utländsk bakgrund
KW  - lärarutbildning
AB  - During the past two decades, teacher education has come to comprise the largest student enrollment in higher education programs in the Swedish context. This study examines 11 students enrolled in a teacher program specializing in school-age educare (grundlärare i fritidshem). School-age educare students exhibit a notable gender balance and many come from low-level educational and/or migrant backgrounds, leading to an exploration into the (re)production of class and gender dynamics. Through a thematic analysis of interviews,  this  article  delves  into  how  these  students  articulate  their  educational  choices  in  relation  to migrant background, gender, and class, and envision their future profession. The study highlights the dual motivation driving their specific educational decision: a desire for higher education and the need to enhance employability. Within this context, school-age educare emerges as a distinct and special kind of teacher endeavor. Gender, as perceived by the students, could both be framed as an asset and as a possible obstacle in discussions about their future profession. Male teachers could be both viewed as important role models yet  also  as  ambivalent  figures.  This  study  offers  insights  into  the  interplay  of  class,  gender,  migrant background and educational aspirations, contributing to a more nuanced understanding of contemporary teacher education in Sweden.
ER  - 

TY  - JOUR
T1  - Flerspråkighet som outnyttjad resurs: Modersmål arabiska i den anpassade grundskolan
T2  - Educare
SN  - 1653-1868
A1  - Wedin, Åsa
A1  - Berg, Lovisa
PY  - 2025
VL  - 3
SP  - 176
EP  - 202
DO  - 10.24834/educare.2024.3.1231
LA  - swe
PB  - : Malmo University
KW  - arabiska
KW  - den anpassade gymnasieskolan
KW  - elever med intellektuell funktionsnedsättning
KW  - modersmålsundervisning
AB  - Here Mother Tongue Instruction (MTI) in secondary school education for students with intellectualdisabilities is investigated. Earlier research shows that multilingual development may have positive effectson students’ development of language and cognition. The specific aim is to investigate what MTI in theadapted school for students with intellectual disabilities can be. The study builds on fieldnotes andrecordings from observations from eight lessons in one class, which is analysed based on aspects of space,activities and language use. The results show that the Arabic instruction was separated from the students’other education and the MTI teacher did not collaborate with other teachers at the school. Thus,opportunities for teachers and students to compare the two languages were few. The study also showed theimportance of collaboration between different categories of staff. The conclusion is that collaboration is anunused resource with potential to improve the learning conditions. Thus, more research is needed on howcollaboration could be developed for multilingual students between different teachers, such as MTI teachers,teachers in Swedish as a second language and special needs teachers.
ER  - 

TY  - JOUR
T1  - In i texten och ut ur den - nordiska lärarstudenter samtalar om lyrik
T2  - Educare
SN  - 1653-1868
A1  - Johansson, Maritha
PY  - 2019
VL  - 3
SP  - 62
EP  - 86
DO  - 10.24834/educare.3.5
LA  - swe
PB  - Malmö : Malmö universitet
KW  - begreppsanvändning
KW  - litteraturanalys
KW  - litteraturreception
KW  - litteratursamtal
KW  - lärarstudenter
AB  - The study aims to explore literary text-talk in higher education and how some students’ reception of a poem is influenced by their interaction with each other. A particular focus is on whether and how the students use a set of literary conceptual tools when they talk about the poem. The study also illuminates factors that prompt the students perform close readings of the text. The data comes from four recorded and transcribed text-talks, where the students from different teacher training programs in Sweden, Denmark and Norway talk about a poem. These text-talks have been analysed through a thematic analysis. The results show that the students start by focusing on details and try to interpret the vocabulary rather than trying to understand the poem in its entirety. Initially, they also perform close readings and then continue with more extra-textual interpretations. However, because of the interactive nature of the text-talk, the students keep returning to the text. All the four groups use quite a few literary concepts, but they hesitate about the meaning and the use of these concepts. The results further show that the students help each other achieve a deeper understanding of the poem, and the talk itself has an impact on their reception of the poem.
ER  - 

TY  - JOUR
T1  - Embodiment and aesthetics in teaching and examinations: Possibilities for Higher Education(alternative subtitel: Potentials for higher education)
T2  - Journal of Teaching and Learning in Higher Education
SN  - 2004-4097
A1  - Mattsson, Torun
A1  - Winther, Helle
A1  - Pastorek Gripson, Märtha
PY  - 2024
VL  - 1
IS  - 5
SP  - 1
EP  - 9
DO  - 10.24834/jotl.5.1.1128
LA  - eng
PB  - Malmö : Malmö universitet
KW  - embodiment
KW  - higher education
KW  - teaching
KW  - kroppslighet
KW  - högre utbildning
KW  - undervisning
AB  - I ett demokratiskt samhälle spelar kunskap och forskning centrala roller. För att stödja studenters lärande är det nödvändigt att lärare kan motivera och skapa utmanande och stimulerande lärandemöjligheter. Frågor om akademisk kompetens saknar ofta kroppsliga och estetiska perspektiv (Carlgren, 2015), vilket leder till utmaningar i att överbrygga klyftan mellan kunskap och undervisning. Studier har visat att traditionella akademiska undervisningsmetoder och dualistiska föreställningar om lärande kan identifieras inom vissa högre utbildningskontexter (Pastorek et al., 2021; Østern et al., 2021). Syftet med denna artikel är att belysa och diskutera potentialen av kroppslighet och estetik i undervisning och examination inom högre utbildning. För att öka studenters engagemang krävs ett mer holistiskt tillvägagångssätt till utbildning, där individer berörs och ges utrymme på olika sätt (Østern et al., 2019). Genom att uppmärksamma studenters kroppsliga kommunikation, kontakt och närvaro kan kvaliteten på lärandeprocesserna förbättras (Winther, 2018). Baserat på forskning inom förskollärarutbildning (Pastorek et al., 2021) framträder en bild där akademiska värden, såsom skriftlig och muntlig kommunikation, tar upp en betydande plats i innehåll, mål och bedömningar på bekostnad av estetiska och kroppsliga perspektiv. Istället kan kroppsliga och estetiska perspektiv på kunskap och kunskapsproduktion inom högre utbildning vara ett bidrag till varierade former av undervisning och examination samt ett sätt att vidareutveckla diskussionen kring artificiell intelligens (AI).
ER  - 

TY  - JOUR
T1  - Student expectations: an aspect easily overlooked
T2  - Journal of Teaching and Learning in Higher Education
SN  - 2004-4097
A1  - Nordgren, Camilla
A1  - Christensen, Jonas
A1  - Spikol, Daniel
A1  - Tudorache, Petronela
PY  - 2025
VL  - 2
IS  - 6
EP  - 2
DO  - 10.24834/jotl.6.2.1852
LA  - eng
PB  - : Malmö University
KW  - expectation
KW  - teaching
KW  - course introduction
KW  - health and society studies
KW  - hälso-och samhällsstudier
AB  - It is reasonable to believe that students have preconceptions about a course and an education programme, standing on the threshold of entering. It is also likely that these preconceptions will influence the perception of a range of aspects of the course due to content, pedagogy, lecturers, and the level of satisfaction. These expectations were investigated at the time of course introductions at a Swedish university for three different courses and subjects in three different years. A mix of methods, qualitative and quantitative, via two open-ended surveys were employed: one focused on the expectations before the course introduction, the other on the reflections on the expectations after the course introduction. Overall, it can be concluded that the student groups are diverse regarding expectations of a course. Academic skills such as academic writing was highlighted as an expectation and seemed to overshadow other course objectives. Active verbs that govern different steps of learning were neglected and not noticed at all. The course introduction could be viewed as an underestimated aspect of developing a course design. However, as a teacher, it is imperative to raise one’s awareness of students’ expectations and preferences concerning the initial part of a curriculum design, ensuring its potential.
ER  - 

TY  - CHAP
T1  - Aesthetic Learning Encounters at the Old Church of Jokmokk
T2  - Relate North
A1  - Hellman, Annika
PY  - 2019
SP  - 68
EP  - 83
DO  - 10.24981/2019-2
LA  - eng
PB  - Rovaniemi : Lapland University Press
KW  - aesthetical learning process
KW  - learning encounter
KW  - challenging normative thinking
KW  - creativity
KW  - image of thought
AB  - The purpose of the present chapter is to add to the body of knowledge about what aesthetic learning encounters might be and become by investigating local events of learning in a Swedish higher education visual art course. By making visible how aesthetic learning encounters unfold in an educational practice, the aim is to improve understandings of what learning in open-ended and experimental processes might mean for a learner and for visual art education. The research material consists of one student’s portfolio from a visual art course at the teacher training programe. To create a sustainable and ethical visual art education, it seems necessary to collaborate with the students on their learning processes, and being sensitive to the student’s expectations. At the same time, the collectively shared image of thoughtregarding what visual art learning should be and look like needs to be challenged. Doing so allows student subjectivity to expand beyond the academic fields of knowledge, which in turn helps students to access the power of being heard and trusting their own abilities to change and make changes as a collaborate process.
ER  - 

TY  - JOUR
T1  - A/r/tography in Visual Arts Teacher Training Program Examination
T2  - InSEA ART Education VISUAL Journal  IMAG
SN  - 2414-3332
A1  - Hellman, Annika
A1  - Häikiö, Tarja Karlsson
PY  - 2020
VL  - 9
SP  - 210
EP  - 218
DO  - 10.24981/2414-3332-7.2020-21
LA  - eng
PB  - : InSEA
KW  - visual arts teacher education
KW  - student’s degree project
KW  - a/r/tography
KW  - becoming-other
AB  - The overall aim of the article is to make visible and discuss the entangled process of student examination in visual arts teacher education in Sweden. We do this by investigating one student’s visual and textual exam, where learning through artistic work, research exploration and teaching didactics merges into the becoming of a visual arts teacher. The merging of becoming artist, researcher and teacher seems to open up to uncontrollable learning processes where affect, ethics and fluid movements of becoming-other are imagined, actualised, articulated and materialised.
ER  - 

TY  - JOUR
T1  - Classrooms going online: Nordic lower secondary teachers’ readiness at the COVID-19 outbreak
T2  - Education in the North
SN  - 0424-5512
A1  - Nilsberth, Marie
A1  - Slotte, Anna
A1  - Høegh, Tina
A1  - Zophoníasdóttir, Sólveig
A1  - Högström, Jenny
A1  - Johansson, Annelie
A1  - Olin-Scheller, Christina
A1  - Tarander, Eva
PY  - 2021
VL  - 3
IS  - 28
SP  - 44
EP  - 62
DO  - 10.26203/6358-rk88
LA  - eng
PB  - : Northern College of Education
KW  - covid-19
KW  - digitalization
KW  - emergency remote teaching
KW  - teaching practices
KW  - teacher experiences
KW  - education
AB  - The aim of this article is to make visible Nordic lower secondary teachers’ experiences of the initial period of the COVID-19 pandemic, guided by three research questions: 1. What challenges and strategies can be identified in teachers’ descriptions of teaching during the pandemic outbreak? 2. What appears to be the role of digital technology in these challenges and strategies? 3. How can we understand the readiness and educational priorities of these Nordic schools in this time of crisis? Theoretically, we draw on the three main domains of purposes of education coined by Biesta (2015); qualification, socialisation and subjectification. The empirical data consists of online qualitative interviews with 17 lower secondary teachers from Denmark, Finland, Iceland and Sweden, teaching in different school subjects. A thematic content analysis was conducted, finding three main areas of challenges in relation to organisation of teaching, classroom dialogue and assessment of student learning. Our analysis makes visible how besides digital readiness, the readiness of the studied schools relied on the teachers' ability to act independently in finding professional solutions in a time of crisis. The teachers did not just sit and wait for instructions on what to do, but took initiatives and managed the situation as best as they could drawing on their professional competence.
ER  - 

TY  - JOUR
T1  - Remote teaching of Ume Sámi to young learners in Sweden
T2  - Education in the North
SN  - 0424-5512
A1  - Lindelöf, Sara
A1  - Toropainen, Outi
PY  - 2023
VL  - 2
IS  - 30
SP  - 81
EP  - 100
DO  - 10.26203/b1c5-7q19
LA  - eng
PB  - Scotland : University of Aberdeen
KW  - remote teaching
KW  - ume sámi language
KW  - teacher experiences
KW  - young learners
KW  - svenska med didaktisk inriktning
KW  - swedish and education
AB  - This article is based on a qualitative case study of remote teaching in the endangered, indigenous language Ume Sámi. The purpose of the study is to support the revitalisation of the endangered Ume Sámi language in educational settings. Further, the aims for the study is to enhance knowledge of teaching this language. Through teacher interviews and lesson observations, the study focuses on teacher experiences in the remote teaching of young learners. The verbatim-transcribed data was analysed through a data-driven thematic analysis. The results show that remote education is necessary for teaching Ume Sámi due to the geographical distribution of the Sámi people. The challenges of teaching through remote education originate outside the digital Ume Sámi classroom. Challenges identified in this study comprise teaching time, scheduling across different schools, shortage of educational material in the Ume Sámi language and lack of commitment from the young learners’ regular school. Moreover, teachers perceive that communicating Sámi culture beyond language is challenging due to a shortage of resources. The cultural aspects are crucial, especially when pupils live outside Sápmi, the core geographical area of the Sámi people. Teachers expressed a desire for conventional Swedish schools to carry their responsibility and teach about Sápmi and the Sámi people to all pupils in Sweden.
ER  - 

TY  - JOUR
T1  - Wayfinding Through Disrupting Controversies in the Religious Education Classroom: Teachers’ Views
T2  - Education in the North
SN  - 0424-5512
A1  - Lindström, Niclas
A1  - Sullivan, Kirk P H
PY  - 2021
VL  - 1
IS  - 28
SP  - 68
EP  - 81
DO  - 10.26203/cyb1-wr18
LA  - eng
PB  - Aberdeen
KW  - controversial questions
KW  - critical incidents
KW  - sweden
KW  - religious education
KW  - wayfinders
AB  - Controversial issues are a teaching challenge that can either be accepted and pedagogically grasped by the teacher, or repressed. However, there is no generally accepted definition of ‘controversial issues’ in the literature. Most definitions contain behavioural, epistemic and political elements. Hence, controversial issues are topics about which individuals tend to disagree, about which individuals tend to hold conflicting explanations, and about which individuals create solutions based on different values (Cooling, 2012; Hand, 2008; Ljunggren et al., 2015; Stradling, 1984). We collected critical incidents (Flanagan, 1954) from teachers working in the north of Sweden in an Indigenous language zone. We found that the teachers do not consider an given issue as controversial per se, but rather they see controversiality as created in the specific classroom context. For example, one teacher expressed this as follows: “a controversial issue is created through the students in the classroom and what backgrounds they have.” Globalisation and refugee flows have created classrooms with students from the North and South allowing more issues to be perceived as controversial than earlier when school was more homogeneous. In this paper, we problematise the teachers’ construction of critical issue incidents.
ER  - 

TY  - JOUR
T1  - Teacher shortage in Sweden: time to take action?
T2  - Education in the North
SN  - 0424-5512
A1  - Håkansson Lindqvist, Marcia
A1  - Boström, Lena
A1  - Gidlund, Ulrika
PY  - 2022
VL  - 2
IS  - 29
SP  - 48
EP  - 67
DO  - 10.26203/d9gc-4a72
LA  - eng
KW  - school organizers
KW  - teacher education
KW  - teacher shortage
KW  - teacher supply
KW  - teachers
AB  - In Sweden, the lack of teachers is a national challenge and a societal problem, and the difference between supply and demand for teacher students will increase until 2035. Today, only 7 out of 10 teachers in compulsory school have certification and the variation between schools and regions is great. The overall aim of this article is to explore and analyse the current state of teacher shortage in Sweden. Document analysis was used for reviewing, evaluating and analysing documents, and constructionist thematic analysis was adopted. The results show that there are many different, overlapping or similar factors behind the Swedish teacher shortage and are related to reforms, retention and recruitment. Several curriculum and teacher education reforms have changed and deteriorating work environments and have led to many dropouts for the profession. Low status and the constant poor picture the media portray of Swedish schools and teachers have a strong impact on Sweden’s teacher shortage. Further, political reforms on communalization, decentralization, teacher certification and privatization of schools have changed the structural conditions. Therefore, we call for a change in the attitude towards the teaching profession. Thus, this article provides insights for teachers, teacher educators, policy makers and other stakeholders on the national and international level.
ER  - 

TY  - JOUR
T1  - Changes and actions taken in online teaching during the first period of COVID-19: a teacher perspective on pupils' equity
T2  - Education in the North
SN  - 0424-5512
A1  - Slotte, Anna
A1  - Rejman, Katarina
A1  - Wallinheimo, Kirsi
PY  - 2021
VL  - 3
IS  - 28
EP  - 3
DO  - 10.26203/srbz-y171
LA  - eng
KW  - online teaching
KW  - horizontal and vertical equality
KW  - teacher interviews
KW  - covid-19
KW  - interaction
AB  - The aim of this article is to explore a teacher perspective on issues of equity for pupils in online teaching during lockdown in the first period of the COVID-19 pandemic. Using the concepts of horizontal and vertical equity and equal educational opportunities adapted by Maiztegui-Oñate and Santibáñez-Gruber, we study how the changed conditions during online teaching affected issues of equity for pupils and what action the interviewed teachers took that promoted equity in teaching. The data was collected through interviews with twelve teachers in years 5­–9, in Swedish-medium schools in Finland, from April to June 2020. Qualitative content analysis was used. The results show that the horizontal equity is robust, although the teachers noticed challenges related to access to teaching, especially in the areas of the changed forms of interaction, increased amount of texts and lack of structures. The teachers took different steps of action in all three areas e.g. emphasising keeping contact with pupils, clear instructions, use of digital affordances, feedback and structure, thus displaying pedagogical autonomy and creativity. By that the teachers promoted equal education for all. The study shows the significance of professional teachers’ work in exceptional circumstances.
ER  - 

TY  - JOUR
T1  - Lighting the fire: unleashing student agency in emergency remote teaching during the covid-19 pedagogical shift
T2  - Education in North
SN  - 0424-5512
A1  - Sullivan, Kirk P. H.
A1  - Lindström, Niclas
A1  - Lindfors, Hannah
A1  - Oskarsson, Lukas
A1  - Surting, Gustav
A1  - Vestring, Nils
PY  - 2023
VL  - 2
IS  - 30
SP  - 120
EP  - 135
DO  - 10.26203/w38e-j819
LA  - eng
PB  - : University of Aberdeen
KW  - participatory research
KW  - teacher education students
KW  - emergency teaching
KW  - collaborative learning
KW  - self-directed learning
AB  - This paper explores the implications of the COVID-19 pandemic on university pedagogy and the lessons that can be learned from students who experienced emergency remote teaching. Unlike many countries, Sweden did not impose a lockdown or curfew, allowing students to gather in small groups on university campuses while receiving online instruction. This unique hybrid situation enhances the relevance of our findings for the post-pandemic context. Employing a participatory research methodology, we collaborated with first-year university teacher education students to co-construct their experiences as new students during COVID-19. Our research aimed to understand how the students' socio-cultural context and their university experiences influenced their learning and what insights these experiences provide regarding students' agency for learning. Through collaborative discussions and thematic analysis, we identified that students formed close-knit study groups, developed a strong sense of agency, became self-directed learners, and offered each other mutual support. Our conclusions highlight the resilience of students, the value of informal and spontaneous collaborative learning groups, the high degree of agency among students, and the potential benefits of a pedagogy that is less controlling and scaffolded, allowing for spontaneous, creative, and inquiry-directed learning. Future research could investigate whether collaborative learning groups are more effective with reduced mandatory lecture and seminar loads.
ER  - 

TY  - JOUR
T1  - Regional perspectives on remote teaching in Sweden
T2  - Education in the North
SN  - 0424-5512
A1  - Öjefors Stark, Katarina
A1  - From, Jörgen
PY  - 2020
VL  - 2
IS  - 27
SP  - 7
EP  - 23
DO  - 10.26203/x7t6-fh57
LA  - eng
PB  - Aberdeen : School of Education at the University of Aberdeen
KW  - remote teaching
KW  - rural schools
KW  - content analysis
KW  - school leader's perspectives
KW  - school development
AB  - In rural parts of Sweden, there is a growing interest in remote teaching, i.e. synchronous teaching using ICT. The Swedish National Agency for Education views remote teaching as a way to meet teacher shortage. However, there is limited research on remote teaching as an educational form. The purpose of this study was to investigate opportunities and challenges with remote teaching from three perspectives: school, region, and research. The method chosen was content analysis of qualitative interviews with school leaders, regional officials and researchers. All informants ment that remote teaching had great opportunities. Common themes were equality, meeting teacher shortages, access to qualified teachers, and increased teaching quality. However, the informants highlighted challenges related to the technological, practical and organizational issues, learning, and legal issues. Limited use by the Education Act was the foremost challenge according to regional officials and researchers, while school leader more often highlighted technology, pedagogy, and organization as challenges. In conclusion, all three perspectives saw remote teaching as a way to ensure pupils in rural areas the right to equal education and teaching quality. Despite challenges introducing a novel form of teaching, there is a consensus on remote teaching as an integral part of the future school.
ER  - 

TY  - JOUR
T1  - Educating Scientists. Philosophy and Practice of University Pedagogy
T2  - Academia
SN  - 2241-1402
A1  - Gougoulakis, Petros
PY  - 2017
VL  - 8
SP  - 35
EP  - 75
DO  - 10.26220/aca.2794
LA  - eng
KW  - university pedagogy
KW  - teaching and learning in higher education
KW  - professionalism
KW  - teacher education
KW  - teaching competencies
KW  - educational science
KW  - pedagogik med inriktning mot utbildningsvetenskap
AB  - A large number of people are educated every year in universities and higher education institutions allover the world to gain competencies, skills and knowledge, with a view to contributing after graduationfrom several important positions, to the proper functioning of society and the improvement of itsproduction and reproduction base. All of them come into contact with teachers in various roles; some ofthem delivering lectures or seminars, coordinating or helping them in laboratory activities, orsupervising undergraduate and graduate course work and as examiners of their performance andknowledge. It is of immense interest to probe what kind of skills and competencies a university teachershould possess. This paper focuses on the role of the University as a knowledge producer, as well as anenvironment for education and training, based on sound scientific research and reflective experience.Thereafter, a particular understanding is delineated on the academic disciplines of Pedagogy andDidactics, in an effort to draft a philosophical framework of the University Pedagogy, concluding with apresentation of specific teacher training practices of faculty members applied in Sweden.
ER  - 

TY  - CONF
T1  - Barriers to Learning in Humanities: The Relationship between First Language Skills and Learning Outcomes in Educational Science
T2  - The Future of Education Conference Proceedings 2025
A1  - Gunnars, Fabian
A1  - Mozelius, Peter
A1  - Jaldemark, Jimmy
A1  - Håkansson Lindqvist, Marcia
PY  - 2025
SP  - 687
EP  - 693
DO  - 10.26352/L625_2384-9509
LA  - eng
PB  - : Filodiritto Editore
KW  - higher education
KW  - learning outcomes
KW  - educational science
KW  - humanities readiness
KW  - stem readiness
KW  - university programmes
AB  - In higher education, different disciplines have different prerequisites. Science, Technology, Engineering and Math (STEM) education often requires certain earlier course studies with specified grades in subjects such as mathematics and physics. In humanities, many research studies report on student failure due to insufficient second language skills in English. Fewer studies have reported on the importance of sufficient first language skills to cope with reading and writing in the intensive courses that are frequent in social science and humanities. The aim of this study is to investigate the potential relationship between students’ secondary school grades in their first language, and their learning outcomes in university programmes, given in the same language, at a department of education. The research question that guided this study was: what is the relationship between students’ grades in Swedish at secondary level and their level of completion of five-year university programmes. Data include N=2,583 unique students taking full teacher certification programmes at the university during 2016–2024 and was obtained and examined by SQLs from national databases Swedish Council for Higher Education and Ladok. Cross-mapping of data and basic statistical analysis, including linear multiple regression, was performed in SPSS. Results indicate that above average grade levels were connected with higher expected degree completion. A trend with increasingly higher grades in all admitted students during recent years was also observed. These results may concern educational stakeholders and policymakers that work with educational design and related implementations in university programmes. Implications from this study are further discussed, such as potential consequences of restricting university programmes to certain grade level prerequisites, and considerations to generic skills for degree completion of the students. 
ER  - 

TY  - JOUR
T1  - Learning to Teach in Out-of-University and Out-ofSchool Environments in Primary Teacher Education in Estonia, Finland, and Sweden
T2  - Center for Educational Policy Studies Journal (C·E·P·S Journal)
SN  - 1855-9719
A1  - Uppin, Helene
A1  - Norrman, Kimberly
A1  - Näkk, Anne-Mai
A1  - Areskoug, Linn
A1  - Timoštšuk, Inge
A1  - Corner, Solveig
A1  - Löfström, Erika
PY  - 2023
DO  - 10.26529/cepsj.1564
LA  - eng
PB  - : University of Ljubljana
KW  - learning environments
KW  - pre-service teacher training
KW  - primary teacher education
KW  - reflective practice
KW  - case-study
KW  - education
AB  - Learning in diverse settings during pre-service teacher training equips future primary teachers with the knowledge and skills to teach in au-thentic learning environments later in their work lives. This experi-ence helps to meet the varying needs of their future students who have increasingly diverse cultural and socio-economic backgrounds with varying levels of access to learning and knowledge. During their uni-versity studies, pre-service teachers need to recognise the value of out-of-school environments, reinforce awareness in practice, and reflect on experiences to deepen pedagogical thinking about learning environ-ments. This multiple case study describes the common practices in the pre-service training of primary teachers at Tallinn University, University of Helsinki and Uppsala University concerning teaching in out-of-class-room learning environments. Our aim was to explore the ways that the three universities support pre-service primary teachers in using out-of-school learning environments in their future practice. We intended to identify practices regarding our respective national curricula and uni-versity courses for pre-service primary teachers. We have three main suggestions for teacher educators regarding learning to teach in diverse environments: enable meaningful and reflective practical tasks in out-of-university learning environments for pre-service teachers; ensure the sustainability of external partnerships by stating collaborative practices in course programmes while leaving flexibility in the details; and reflect on professional networking across the boundaries of institutions.
ER  - 

TY  - JOUR
T1  - "We Need to Give the Profession Something that No One Else Can": Swedish Student Teachers' Perceptions and Experiences of their Preschool Teacher Training Programme
T2  - International Journal of Learning, Teaching and Educational Research
SN  - 1694-2493
A1  - Malm, Birgitte
PY  - 2017
VL  - 9
IS  - 16
SP  - 73
EP  - 87
DO  - 10.26803/ijlter.16.9.6
LA  - eng
PB  - : Society for Research and Knowledge Management
KW  - early childhood education
KW  - preschool
KW  - student teachers
KW  - personal and professional development
KW  - teacher training
AB  - Current research points towards preschool and qualitative pedagogical relationships as being determined and formed by a close link between care and teaching. An Early Childhood Education should lead not only towards the acquisition of knowledge within specific areas but should also enhance the  personal development of student teachers. New and creative competences need to be developed to cope with increasingly complex, changing and diversified learning environments. The crucial questions are: How well does contemporary Teacher Education prepare student teachers for their future role? Do students feel that their teacher-training programme has sufficiently prepared them for their profession? This study comprises Swedish student teachers’ perceptions and experiences of their Early Childhood Education. Data is based on 181 written evaluations by final year student teachers. Results are discussed using a theoretical framework based on the sociological concept of an “educational contract” comprising three different levels of negotiation: students’ education and their current workforce; students and their teacher training programme; students, teachers and learning in any given educational situation
ER  - 

TY  - JOUR
T1  - "Separating the wheat from the chaff" - failures in the practice based parts of swedish teacher education
T2  - International Journal of Learning, Teaching and Educational Research
SN  - 1694-2493
A1  - Lindqvist, Per
A1  - Nordänger, Ulla Karin
PY  - 2018
VL  - 1
IS  - 17
SP  - 83
EP  - 103
DO  - 10.26803/ijlter.17.1.6
LA  - eng
PB  - Flacq : Society for Research and Knowledge Management
KW  - student teaching
KW  - failures
KW  - aptitude tests
KW  - teacher education
KW  - teacher competence
KW  - pedagogik och utbildningsvetenskap
KW  - pedagogics and educational sciences
AB  - The present case study is part of a larger project where the overall ambition is to understand how an organization, through its way of arguing for the failures in student teaching, at the same time constitutes what is accepted as sufficient teacher quality. The article examines the students short comings from the supervisors and teacher educators perspectives. The analysis shows that the indicators of failure include passivity and rigidity, lack of posture, social timing and selfawareness. The indicators can be categorized into two groups of failures, "those that are of too light weight" and "those carrying some weight". Critical for the categorization was the time for the discovery of the short comings as well as the assessors' experiences of hope for development. The result is then set in relation to the on-going discussion in Sweden about the possibility of introducing an aptitude test before admission to teacher education.
ER  - 

TY  - JOUR
T1  - Assessment Support as Part of Teacher Duties in the Subject of Swedish at the Elementary Level
T2  - International Journal of Learning, Teaching and Educational Research
SN  - 1694-2493
A1  - Fälth, Linda
A1  - Nordström, Thomas
A1  - Andersson, Ulrika B.
A1  - Gustafson, Stefan
PY  - 2019
VL  - 4
IS  - 18
SP  - 85
EP  - 109
DO  - 10.26803/ijlter.18.4.5
LA  - eng
PB  - Flacq : Society for Research and Knowledge Management
KW  - formative assessment
KW  - teachers’ perspective
KW  - reading instruction
KW  - data-based decision making
KW  - education
AB  - The aim of this study was to examine and describe the use of a formative assessment support regarding reading instruction in grades 1-3, viewed from a teacher perspective. Sixty-five teachers from all parts of Sweden responded to a questionnaire, who had used the support for at least one year. Of the participant teachers, nine were interviewed for the purpose of performing an in-depth analysis of the questions. The teachers stated that the primary use of the assessment results was to identify students in need of extra support, as a basis for performance appraisals, as well as for further lesson planning. Formative assessment was, on the one hand, described as a concrete practical method and, on the other hand, as an attitude. The results also indicate a feeling of frustration that, notwithstanding the current deeper insight into what every student needs, the teaching still proceeds on some middle-ground path or level.
ER  - 

TY  - JOUR
T1  - University Teachers’ Ambivalence about the Digital Transformation of Higher Education
T2  - International Journal of Learning, Teaching and Educational Research
SN  - 1694-2493
A1  - Sjöberg, Jeanette
A1  - Lilja, Patrik
PY  - 2020
VL  - 13
IS  - 18
SP  - 133
EP  - 149
DO  - 10.26803/ijlter.19.1.7
LA  - eng
PB  - Port Louis : Tresorix Ltd
KW  - digital transformation
KW  - digital technology
KW  - higher education
KW  - tpack framework
KW  - university teachers
AB  - In contemporary higher education institutions, the digital transformation is obvious and necessary; new times call for new teaching approaches with the help from digital technology. This is a requirement not only from students but also from society at large, and it implies a partly changed teacher role, including digital competence alongside content, didactic and pedagogical competence. For many teachers this means an increased workload and stress, at the same time as they recognize the opportunities and possible benefits that digital tools offer. To provide a contribution to the understanding of the complexity that digital transformation in higher education means, we investigate how theoretical assumptions about technology integration in education relate to the teaching practice of university teachers. The article draws from two separate studies with university teachers, carried out in a small Swedish university; a survey with 254 respondents and a focus group interview with six participants. Results indicate that the teachers are hesitant yet positive towards using digital technology in their pedagogical practice and that there is ambivalence surrounding the issue at hand, as the integration of technology in teaching is connected to organizational and societal processes beyond their direct control. We argue that one-sided theoretical assumptions about technology integration may be an explanation of the situation where the practice and rhetoric of technology use in higher education diverge.
ER  - 

TY  - JOUR
T1  - Design and redesign of a multimodal classroom task: implications for teaching and learning
T2  - Journal of Information Technology Education
SN  - 1547-9714
A1  - Öman, Anne
A1  - Sofkova Hashemi, Sylvana
A1  - Kjellsdotter, Anne
PY  - 2015
VL  - 1
IS  - 14
SP  - 139
EP  - 159
DO  - 10.28945/2127
LA  - eng
PB  - Santa Rosa, CA : Informing Science Institute
KW  - computational linguistics
KW  - education
KW  - marketing
KW  - collaboration
KW  - design elements
KW  - digital resources
KW  - digital technologies
KW  - learning trajectories
KW  - multi-modality
KW  - primary education
KW  - teaching and learning
KW  - teaching
KW  - educational science
KW  - multimodality
KW  - available designs
KW  - pedagogics and educational sciences
AB  - Digital technologies are increasingly implemented in Swedish schools, which impact on education in the contemporary classroom. Screen-based practice opens up for new forms and multiplicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents a case study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resources during three introductory classes. The aim was also to explore the pupils’ redesigning of advertising films based on teacher’s instructions and available digital resources. Sequences of a learning trajectory were video recorded and analysed from a multimodal perspective with a focus on the designed task and the processes of how pupils orchestrate meaning through their selection and configuration of available designs. The findings show a distinction between the selection of design elements in the teacher’s orchestration of the laptop resources during instruction and the pupils’ redesigning of the task. Pupils’ work developed from the linguistic design provided by the teacher towards visual design and the use of images as the central mode of expression in the process of creating advertising films. The findings also indicate a lack of orientation towards subject content due to the teacher’s primary focus on introducing the software.
ER  - 

TY  - JOUR
T1  - Teacher Educators in Neoliberal Times: A Phenomenological Self-Study
T2  - Phenomenology & Practice
SN  - 1913-4711
A1  - Levinsson, Magnus
A1  - Norlund, Anita
A1  - Beach, Dennis
PY  - 2020
VL  - 1
IS  - 14
SP  - 7
EP  - 23
DO  - 10.29173/pandpr29395
LA  - eng
PB  - : University of Alberta
KW  - neoliberalism
KW  - teacher educator
KW  - phenomenology
KW  - self-study
KW  - ict
KW  - markets
KW  - bologna
AB  - In Sweden, and most Western countries, pervasive neoliberal policies have dramatically transformed the entire education sector in a matter of decades. As teacher educators, we have experienced how neoliberal currents have pushed Swedish teacher education towards a teacher training paradigm which may risk undermining the foundations for professional judgement. Moreover, the Bologna Process and the introduction of New Public Management have had significant consequences for what it means to be a teacher educator. In this study, we present our everyday experiences of being teacher educators, immersed in a teacher education culture in Sweden which has evolved under the pressures of neoliberalism. To address these complex lived experiences, we engaged in a phenomenological first-person account. Three main themes emerged from an analysis of lived experience descriptions: (a) Alignment Slaves; (b) Audit Puppets; (c) Techno Phobes. These themes reflect different lived dimensions of being teacher educators confronted with neoliberal agendas. The paper concludes with a call for resistance to bring about change within teacher education.
ER  - 

TY  - JOUR
T1  - Student Teachers’ Storytelling: Countering Neoliberalism in Education
T2  - Phenomenology & Practice
SN  - 1913-4711
A1  - Henricsson, Ola
PY  - 2020
VL  - 1
IS  - 14
SP  - 24
EP  - 38
DO  - 10.29173/pandpr29396
LA  - eng
PB  - : University of Alberta Libraries
KW  - teacher education
KW  - storytelling
KW  - neoliberalism
KW  - phenomenology
AB  - Everyday teaching involves emotional and relational irrationalities, and these aspects of pedagogical sensitivity and sense are critical for beginning teachers as they develop their practice. The complex elements of what it means to teach are often impossible to grasp from an instrumental approach to teacher education, which emphasizes subject matter knowledge and practical behavioral know-how. Increased educational standardisation and a new teacher training paradigm in Sweden have resulted in positioning future teachers as responsible only for communicating official school knowledge and assessing their learning process. This narrowed understanding of teachers’ practice requires another perspective of teaching to be articulated. This article explores the internships of beginning teachers from a phenomenological perspective, drawing on storytelling in teacher education as a way to reveal student teachers’ lived experiences. These beginning teachers are learning professional ways of being, which reveal the complexities of teaching, and their accounts have the potential to counter the dominance of neoliberalism in education.
ER  - 

TY  - JOUR
T1  - How is Teachers’ Relational Competence Manifested in Online Higher Education Contexts?
T2  - International Educational Research
SN  - 2576-3059
A1  - Segerby, Cecilia
A1  - Aspelin, Jonas
PY  - 2023
VL  - 2
IS  - 6
SP  - 35
EP  - 45
DO  - 10.30560/ier.v6n2p35
LA  - eng
PB  - : Ideas Spread
AB  - Research shows that the teacher-student relationship is a critical factor in students’ learning and development in both traditional and online classrooms. However, research on teachers’ relational competence in online higher education contexts is scarce. The present exploratory study aims to identify manifestations of teachers’ relational competence in such contexts, focusing on teaching in ongoing interactions. Data were collected from three online seminars conducted during year two of special-education teacher training through a university in Sweden; approximately eight hours of video-recorded material was collected. The findings indicate that the teachers’ relational competence is manifested in practice along five main themes: open-ended questions, respectful responses, personal connection, social framing, and humor. We propose that these five themes are important to acknowledge regarding teacher-student relationships in online teaching in higher education. On a more comprehensive level, the article suggests that teachers’ relational competence is an important feature in this educational context also. The results are discussed in light of previous research. Overall, the study contributes by outlining how teachers’ relational competence is manifested in ongoing interactions in pedagogical practice online. Implications for practice and further research are then discussed.
ER  - 

TY  - JOUR
T1  - Uttalets plats i undervisningen i svenska som andraspråk
T2  - AFinLA-e: Soveltavan kielitieteen tutkimuksia
SN  - 1798-7822
A1  - Huhtamäki, Martina
A1  - Zetterholm, Elisabeth
PY  - 2018
VL  - 10
SP  - 45
EP  - 60
DO  - 10.30660/afinla.73123
LA  - swe
PB  - : AFinLA-e: Soveltavan kielitieteen tutkimuksia
KW  - pronunciation teaching
KW  - swedish as a second language
KW  - teacher cognition
KW  - uttalsundervisning
KW  - andraspråksinlärning
KW  - lärarens kognition
KW  - språkdidaktik
KW  - language education
AB  - This is a case study about pronunciation teaching in Swedish as a second language. The aim of this study is to compare pronunciation teaching for adults in Finland and Sweden. Data were gathered via interviews with eight teachers and observations of eight Swedish classes. The theoretical framework is language teacher cognition, which implies that we compare what teachers say with what they actually do in the classrooms. The study shows that teachers in both countries find pronunciation a central field of Swedish teaching. However, they think that they lack methods for pronunciation teaching. Most of the pronunciation teaching observed is implicit and integrated in the teaching of other elements, such as vocabulary and grammar. In Sweden, there were more examples of explicit pronunciation teaching than in Finland. In Finland, the minority position of Swedish implies certain challenges for teaching pronunciation and other aspects of the language. Overall, there was much correspondence between the interviews and the observed classes in the two countries.
ER  - 

TY  - JOUR
T1  - Didaktiska reflektioner om judendom, stereotyper och tankefigurer
T2  - Nordisk judaistik - Scandinavian Jewish Studies
SN  - 0348-1646
A1  - Bengtsson, Håkan
PY  - 2020
VL  - 2
IS  - 31
SP  - 3
EP  - 20
DO  - 10.30752/nj.89966
LA  - swe
PB  - : Nordisk judaistik/Scandinavian Jewish Studies
KW  - judendom
KW  - stereotyper
KW  - religionsdebatt
KW  - lärarutbildning
KW  - prästutbildning
KW  - curriculum studies
AB  - This article addresses the issue of teaching Judaism for students in the teacher-trainingprogramme and those training to become clergy in a Swedish milieu. A major challenge in thesecular post-Protestant setting is to pinpoint and challenge the negative presuppositions of Judaismas a religion of legalism, whereas the student’s own assumption is that she or he is neutral. Even ifthe older paradigms of anti-Jewish stereotypes are somewhat distant, there are further patterns ofthought which depict Judaism as a ‘strange’ and ‘legalistic’ religion. Students in the teacher-trainingprogramme for teaching religion in schools can in class react negatively to concepts like kosherslaughter, circumcision and the Shabbat lift. Even if the explanatory motives vary, there is nonethelessa tendency common to ordination students, relating to a Protestant notion of the Jewish Torah,commonly rendered as ‘Law’ or ‘legalism’. This notion of ‘the Law’ as a means of self-redemptioncan, it is argued in the article, be discerned specially among clergy students reading Pauline textsand theology. This analysis shows that both teacher-training and textbooks need to be updated inaccordance with modern research in order to refute older anti-Jewish patterns of thought. As forthe challenge posed by the simplistic labelling of both Judaism and Islam as religions of law, theimplementation of the teaching guidelines concerning everyday ‘lived religion’ enables and allowsthe teacher to better disclose Judaism, Christianity and Islam as piously organised living faiths ratherthan as being ruled by legalistic principles.
ER  - 

TY  - JOUR
T1  - La función de las teorías en la enseñanza como una estrategia para enfrentar la diversidad humana: Dos enfoques diferentes [The function of theories in teaching as a strategy to face human diversity: Two different approaches]
T2  - PROFESORADO
SN  - 1138-414X
A1  - Edling, Silvia
PY  - 2019
VL  - 3
IS  - 23
SP  - 223
EP  - 245
DO  - 10.30827/profesorado.v23i3.9474
LA  - spa
PB  - : Grupo de Investigacion FORCE
KW  - professionality
KW  - school violence
KW  - teacher education
KW  - theory
KW  - innovative learning
KW  - innovativt lärande
AB  - Over the past few years, demands for evidence-based teaching have increased, resulting notably in a decrease in the use of theories in teaching elsewhere in Sweden, while research on violence has shown the need for teachers to interact in their school practice with the support of a theoretical framework. This article analyses different approaches to the use of theories in teacher training in relation to their potential to address bullying. For this purpose, some beliefs against which critical research on violence has been struggling are revealed and are directly related to evidence-based positivist research. A theoretical analysis of educational practice is necessary to avoid the existence of pedagogical strategies against violence where the use of dichotomies and essentialist claims dominate, highlighting the controversies that teachers face on a day-to-day in their daily practice. © 2019 Grupo de Investigacion FORCE. All rights reserved.
ER  - 

TY  - JOUR
T1  - Formación del profesorado, diversidad cultural, justicia social e igualdad: políticas, desafíos y posibilidades abandonadas en la educación de los maestros suecos
T2  - Profesorado, Revista de Currículum y Formación del Profesorado
SN  - 1138-414X
A1  - Beach, Dennis
PY  - 2019
VL  - 4
IS  - 23
SP  - 26
EP  - 44
DO  - 10.30827/profesorado.v23i4.11390
LA  - spa
PB  - Granada : Editorial de la Universidad de Granada
KW  - diversidad
KW  - etnografía
KW  - formación del profesorado
KW  - inclusión
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Desde finales de la década de 1940 hasta 2000, en Suecia ha habido diferentes políticas para introducir conocimientos de investigación en la formación de los futuros profesores para un sistema escolar integrado e inclusivo. El desarrollo de estas políticas se inició tras la investigación de la Comisión Escolar Nacional sobre las posibilidades de una única escuela común, que identificó la división histórica (dualidad) en la educación de los maestros como un obstáculo. Aunar estas divisiones y formar maestros a partir de contenidos de educación basados en investigación fueron los desafíos a los que se enfrentó y las consideraciones señaladas como una posible solución para una escuela única común. Sin embargo, el proyecto falló y la división ha permanecido. Así, las escuelas no han superado la reproducción social. Y en las últimas décadas los desafíos se han intensificado a medida que la hiperdiversidad, la globalización y el giro reciente hacia la gobernanza del mercado han añadido nuevas complicaciones. Se ha utilizado una metodología basada en la crítica explicativa, con el objetivo de identificar explicaciones de por qué las reformas planificadas parecen haber fallado. Entre los principales hallazgos cabe destacar que las reformas tuvieron una base ideológica y también han sido frenadas tanto desde dentro de las universidades como desde los espacios de práctica, aunque por razones diferentes.
ER  - 

TY  - JOUR
T1  - Teacher education cultural diversity, social justice and equality: Policies, challenges and abandoned possibilities in Swedish teacher education: Formación del profesorado, diversidad cultural, justicia social e igualdad: Políticas, desafíos y posibilidades abandonadas en la educación de los maestros suecos
T2  - Profesorado
SN  - 1138-414X
A1  - Beach, Dennis
PY  - 2019
VL  - 4
IS  - 23
SP  - 26
EP  - 44
DO  - 10.30827/PROFESORADO.V23I4.11390
LA  - eng
KW  - diversity
KW  - ethnography
KW  - inclusión
KW  - teacher education
AB  - There is a history of policies from the late 1940s to 2000 for the introduction of research based knowledge in Sweden for supporting the intellectual preparation of future teachers for an integrated and inclusive school system. The development of these policies was initiated following the National School Commission Inquiry into the possibilities for a common unitary comprehensive school, which had identified the historical divisions (duality) in teacher education as an obstacle. Pulling these divisions together and educating teachers in a shared content developed from a common research base in the education field about the challenges faced in the realization of the comprehensive school vision was expressed as a possible solution. However, the project failed. The divisions have remained. Schools have not overcome social reproduction. And in recent decades challenges have intensified as hyper-diversity, globalization and a recent turn towards market governance have added new complications. Using the methods of explanatory criticism the aim with this article is to identify explanations as to why the planned reforms seem to have failed. Main findings: Reforms were ideologically grounded and have also been resisted from within universities but also from praxis fields, though for different reasons. © 2019 Grupo de Investigacion FORCE. All rights reserved.
ER  - 

TY  - JOUR
T1  - Teachers’ use of inquiry and language scaffolding questions when preparing an experiment
T2  - European Journal of Science and Mathematics Education
SN  - 2301-251X
A1  - Øyehaug, Anne Bergliot
A1  - Kouns, Maria
A1  - Savelsbergh, Elwin. R.
PY  - 2024
VL  - 1
IS  - 12
SP  - 139
EP  - 155
DO  - 10.30935/scimath/14074
LA  - eng
PB  - : Bastas, Cyprus
KW  - inquiry questions
KW  - science experiments
KW  - language scaffolding
KW  - primary school science
KW  - literacy
AB  - This study analyze data from three national contexts in which teachers worked with the same teaching materials and inquiry classroom activities, investigating teachers’ use of strategies to promote interaction and scaffolding when participating in a professional development program. The data material is collected from three case studies from the Netherlands, Norway, and Sweden, respectively. Each case is from a teaching unit about green plants and seed sprouting. In one lesson in this unit, students were involved in planning an experiment with sprouting seeds, and this (similar) lesson was videotaped in three national settings. The main research question is, as follows: How do primary teachers use questions to scaffold conceptual understanding and language use in inquiry science activities? The data analysis shows that teachers ask different kind of questions such as open, closed, influencing and orienting questions. The open, orienting questions induce students to generate their own ideas, while closed orienting and influencing questions often scaffold language and content-specific meaning-making. However, both open, closed, orienting and influencing questions can scaffold student language and conceptual understanding. Often, teacher questions scaffold both language content-specific meaning-making at the same time. The study shows the subtle mechanisms through which teachers can use questions to scaffold student science literacy and thereby including them in classroom interaction.
ER  - 

TY  - JOUR
T1  - Online surveillance and education for digital competence
T2  - Athens Journal of Education
SN  - 2407-9898
A1  - Samuelsson, Lars
A1  - Lindström, Niclas
PY  - 2022
VL  - 4
IS  - 9
SP  - 545
EP  - 557
DO  - 10.30958/aje.9-4-1
LA  - eng
PB  - Aten : Athens Institute for Education and Research (ATINER)
KW  - education for digital competence
KW  - digital competence
KW  - education for digital literacy
KW  - digital literacy
KW  - digitalization
KW  - online surveillance
KW  - soft surveillance
KW  - surveillance
KW  - surveillance culture
KW  - privacy
AB  - Digital competence has become increasingly important in modern societies and is today central to the possibility of participating on equal terms as a citizen in a contemporary democracy. Thus, it is now stressed as a crucial learning objective, nationally as well as internationally. One pervasive consequence of the digitalization of society is the facilitation of intrusive online surveillance: when we are online, we leave traces that provide useful information to companies, organizations, and individuals, who can collect, process, use, and share this information. The purpose of this article is to reveal the need for an increased awareness of the surveillance aspect of digitalization in teacher education and schools. The argument is partly based on a questionnaire survey with 560 current and former Swedish student teachers, about online behavior and privacy. The results indicate that Swedish teachers in general need to further their digital competence in order to be able to appropriately aid their pupils in developing digital literacy. Given that Swedish student teachers can be expected to possess a comparatively very high level of digital competence, we think it is safe to generalize this point to comprise teachers in many other countries as well. We argue that an awareness of the surveillance aspect of digitalization is crucial to being a cognizant citizen in a democratic society, and that it should therefore constitute a natural part of education for digital competence. 
ER  - 

TY  - JOUR
T1  - Student teachers’ common content knowledge for solving routine fraction tasks
T2  - LUMAT
SN  - 2323-7112
A1  - Tossavainen, Anne
PY  - 2022
VL  - 2
IS  - 10
SP  - 256
EP  - 280
DO  - 10.31129/lumat.10.2.1656
LA  - eng
PB  - : University of Helsinki
KW  - common content knowledge
KW  - elementary school
KW  - fractions
KW  - student teacher
KW  - teacher education
KW  - mathematics education
KW  - matematik och lärande
AB  - This study focuses on the knowledge base that Swedish elementary student teachers demonstrate in their solutions for six routine fraction tasks. The paper investigates the student teachers’ common content knowledge of fractions and discusses the implications of the findings. Fraction knowledge that student teachers bring to teacher education has been rarely investigated in the Swedish context. Thus, this study broadens the international view in the field and gives an opportunity to see some worldwide similarities as well as national challenges in student teachers’ fraction knowledge. The findings in this study reveal uncertainty and wide differences between the student teachers when solving fraction tasks that they were already familiar with; two of the 59 participants solved correctly all tasks, whereas some of them gave only one or not any correct answer. Moreover, the data indicate general limitations in the participants’ basic knowledge in mathematics. For example, many of them make errors in using mathematical symbol writing and different representation forms, and they do not recognize unreasonable answers and incorrect statements. Some participants also seemed to guess at an algorithm to use when they did not remember or understand the correct solution method.
ER  - 

TY  - JOUR
T1  - Examining interpersonal aspects of a mathematics teacher education lecture
T2  - LUMAT
SN  - 2323-7112
A1  - Ebbelind, Andreas
A1  - Helliwell, Tracy
PY  - 2024
VL  - 1
IS  - 12
SP  - 113
EP  - 125
DO  - 10.31129/LUMAT.12.1.2147
LA  - eng
PB  - : University of Helsinki
KW  - mathematics teacher education
KW  - mathematics teacher educator
KW  - enactivism
KW  - systemic functional linguistics
KW  - language
KW  - mathematical education
KW  - matematikdidaktik
AB  - In this paper we present findings from an initial phase of a more extensive study focussed on ways in which prospective mathematics teachers negotiate meaning from mathematics teacher education situations. The focus of this paper is on the language of one mathematics teacher educator and specifically the interpersonal aspects from one mathematics teacher education lecture in Sweden for prospective upper-primary school teachers. We draw on the enactivist view of cognition as a theoretical basis for a methodology we develop that utilises Systemic Functional Linguistics as an analytical tool for studying language-in-use. We exemplify our interpretations through a series of extracts from the mathematics education lecture. This initial phase of our study has exposed several important questions about how participating in an initial teacher education situation may contribute to the development of teacher identities, questions we raise throughout our analyses to provoke further investigation as part of our future research.
ER  - 

TY  - JOUR
T1  - What is scientific literacy for future science teachers?: A comparative study of Türkiye and Sweden
T2  - LUMAT
SN  - 2323-7112
A1  - Ates, Kardelen Azra
PY  - 2026
VL  - 2
IS  - 14
EP  - 2
DO  - 10.31129/lumat.14.2.2982
LA  - eng
PB  - : University of Helsinki
KW  - scientific literacy
KW  - teacher education
KW  - comparative didactics
KW  - pre-service science teacher
AB  - This study has two related aims; to investigate the perspectives of pre-service science teachers from Türkiye and Sweden on scientific literacy including what content is relevant and important and how these perspectives might be related to their future teaching practices. Utilizing the framework of Visions of Scientific Literacy and Curriculum Emphases by Roberts (1998, 2007), the research conducts a comparative analysis to give an overview of how pre-service teachers privilege specific contents that they attributed to science education in terms of “why to teach science” according to their perspectives. The findings reveal that participants from both countries referred to the curriculum emphases, Everyday Coping (EC) and Correct Explanation (CE), as the most important reasons to teach science, whereas Scientific Skills Development (SSD) and Science, Technology, and Decision (STD) were notably underemphasized in both contexts. However, the study also revealed differences in the perspectives of pre-service science teachers. For the pre-service teachers from Türkiye, teaching science was important to deal with daily life issues, whereas the ones from Sweden privileged more scientific facts and processes. Furthermore, participants from both countries problematized science teacher education but in different ways, including teaching evolution, having too few or too many subject courses in the teacher education. This cross-cultural comparison provides insights into how scientific literacy is promoted within diverse educational environments; the results help to reflect on what may be included and excluded in science teacher education and inform possible future improvements within science teacher education.
ER  - 

TY  - JOUR
T1  - University mathematics students’ self-efficacy beliefs about proof and proving
T2  - LUMAT International Journal of Math, Science and Technology Education
SN  - 2323-7104
A1  - Viholainen, Antti
A1  - Tossavainen, Timo
A1  - Viitala, Hanna
A1  - Johansson, Maria
PY  - 2019
VL  - 1
IS  - 7
SP  - 148
EP  - 164
DO  - 10.31129/LUMAT.7.1.406
LA  - eng
PB  - : University of Helsinki, Finland and LUMA Centre Finland
KW  - mathematics student teacher
KW  - motivation
KW  - proof
KW  - self-efficacy
KW  - mathematics education
KW  - matematik och lärande
AB  - We examine university students’ motivation and self-efficacy beliefs about proof and proving, i.e., beliefs about personal abilities to understand, construct and present mathematical proofs, as well as their certainty about self-produced proofs. The sample of the study consists of 29 Finnish and Swedish students who were studying mathematics in tertiary level. The results show that the students were highly motivated to learn to understand and construct proofs, but they were more uncertain about their proving skills. Moreover, the study revealed reasons for the uncertainty about proving achievements. Most of the reasons are caused bydeficiencies with respect to knowledge of, understanding about or experience from proof and proving.
ER  - 

TY  - JOUR
T1  - Teachers’ Reports on Interaction and Evidence-BasedMethods in Swedish Compulsory School for Pupils with Intellectual Disabilities
T2  - Journal of Interactional Research in Communication Disorders/Equinox
SN  - 2040-5111
A1  - Nordgren, Pia
PY  - 2025
VL  - 4
IS  - 15
SP  - 331
EP  - 361
DO  - 10.3138/jircd-2024-0018
LA  - eng
PB  - Toronto : University of Toronto Press
KW  - autism
KW  - compulsory school
KW  - evidence-based education
KW  - intellectual disabilities
KW  - interaction
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This paper is a partial result of the Interteach project, a national study based on a Swedish survey regarding interaction and evidence-based methods in teaching of pupils 7–16 years of age in the Swedish compulsory school for pupils with intellectual disabilities (ID). The study aims to quantitatively investigate the teachers’ views on interaction and to what extent pupils in Swedish compulsory schools for pupils with ID (focusing on pupils with autism spectrum disorder [ASD]) are given the opportunity to interact with other people in their daily education, according to the teachers’ reports. Some qualitative data are also included, generated via an open-ended question in the survey. To the best of our knowledge this is the !rst Swedish study that aims to unpack this practice. The majority of the teachers in the study !nd the use of communication maps in interaction important (87%), while 67% !nd the use of speech-generating devices (SGD) in interaction important. Another !nding of this study is that 95% of the teachers in the study state that it is of great importance that pupils with ASD interact with their surroundings, while 39% describe the pupils’ involvement in interaction as being restricted in practice. The open-ended question reveals that the participants view a combination of methods as useful in improving speech, language, and interaction. The results indicate that the teachers believe that interaction is important and, in addition, are positive toward the use of augmentative and alternative communication. This fact is also established via answers to the open-ended question, in which teachers discuss the importance of relationship building and using empathy, knowledge, and understanding in their work. However, there may be a paradox present, manifested through a discrepancy between the teachers’ views and practice. Among the participants, 39% describe pupils’ involvement in interaction during the school day as restricted. Another !nding is that in Sweden as a whole, about 26% state that using SGD for pupils with ASD is not important (compared to communication maps, which are considered unimportant by 10% of the population), although about 95% state that it is important for pupils with ASD to interact with others. 
ER  - 

TY  - JOUR
T1  - Quality Aspects of the Physical Learning Environment in Relation to Teaching in Swedish School-age Educare
T2  - International Journal for Research on Extended Education
SN  - 2196-3673
A1  - Grewell, Christina
A1  - Haglund, Björn
PY  - 2024
VL  - 2
IS  - 12
SP  - 134
EP  - 156
DO  - 10.3224/ijree.v12i2.06
LA  - eng
PB  - : Verlag Barbara Budrich
KW  - extended education
KW  - premises
KW  - psychological ownership
KW  - structuration theory
KW  - teaching
KW  - staff perspectives
KW  - innovative learning
KW  - innovativt lärande
AB  - The curriculum states that Swedish school-age educare (SAEC) should offer students a meaningful leisure time and stimulate their development and learning through SAEC teaching, which is defined as a combination of care, development, and learning. In recent decades SAEC has relocated from a social to an educational arena with a different governance,teacher qualifications, terminology, physical location, and integration within schools (Boström & Augustsson, 2016). Studies have highlighted problems related to the condition sof the physical learning environment (Boström & Augustsson, 2016; Lager, 2020), althoughthe empirical research in this field is limited. The aim of this study is therefore to investigate how the physical learning environment, from a staff perspective, enables or limits teaching in four SAEC centers. This is important, in that according to Harms et al. (2014), pedagogical quality in extended educational settings arises in interaction between features that include physical, organizational, and social aspects. The study concludes that regionalization, dimensioning, layout of the premises, and organizational aspects, together with the staff’ spsychological ownership and/or subordination, have a clear impact on the nature and quality of teaching, the staff’s opportunities to develop their teaching, and the students’ possible choices and activities.
ER  - 

TY  - JOUR
T1  - Improving Pedagogical Practices through Gender Inclusion: Examples from University Programmes for Teachers in Preschools and Extended Education
T2  - International Journal for Research on Extended Education
SN  - 2196-3673
A1  - Kreitz-Sandberg, Susanne
PY  - 2016
VL  - 2
IS  - 4
SP  - 71
EP  - 91
DO  - 10.3224/ijree.v4i2.25782
LA  - eng
PB  - Leverkusen : Verlag Barbara Budrich
KW  - gender
KW  - preschool
KW  - extra-curricular education
KW  - preschool teacher education
KW  - sustainability
KW  - intersectionality
KW  - theory and practice
KW  - geschlecht
KW  - intersektionalität
KW  - vorschule
KW  - kindergarten
KW  - hort
KW  - theorie und praxis
KW  - förskola
KW  - fritidshem
KW  - förskollärare
KW  - lärarutbildning
KW  - hållbarhet
KW  - teori och praktik
AB  - Working with gender equality in teacher education embraces a wide range of policies and practices. Against the backdrop of relevant research on gender in preschools, universities and teacher education, the study provides an outlook of the praxis on selected Swedish university programmes for preschool teacher education and teachers in extended education. The study is inspired by educational ethnography and applies quantitative and qualitative text analyses of programme and course documents. The article describes how gender perspectives can be systematically incorporated into university teaching through curriculum design and constructive aligned teaching. The author discusses whether the described pedagogical practices and gender inclusion in higher education have the potential to promote (preschool) teacher students’ systematic acquisition of values, knowledge and skills as a precondition for improving sustainable pedagogical practices. The article also touches on the relevance of the results for the eld of extended education and academic training for pedagogues and teachers who work in non-formal educational settings.
ER  - 

TY  - JOUR
T1  - Child Labour, Parental Neglect, School Boards, and Teacher Quality: School Inspector Reports on the Supply and Demand of Schooling in Mid-nineteenth-century Sweden
T2  - Historical Studies in Education
SN  - 0843-5057
A1  - Larsson, Germund
A1  - Westberg, Johannes
PY  - 2020
VL  - 1
IS  - 32
SP  - 69
EP  - 88
DO  - 10.32316/hse-rhe.v32i1.4743
LA  - eng
PB  - : Historical Studies in Education
KW  - schooling
KW  - nineteenth century
KW  - school boards
KW  - economic elites
KW  - protestantism
KW  - utbildningssociologi
KW  - sociology of education
AB  - By examining the state school inspector reports of 1861–1863, which provide rich insights into the local conditions of schooling in Sweden, this article sheds further light on the wide range of factors that weakened school enrolment and attendance in nineteenth-century Sweden. In terms of parental demand, these included child labour on farms, at manors, and in industries; the transformation of the servant system among rural households; and religious practices, such as the confirmation and the beliefs of Protestant sectarian groups. On the supply side, factors that school inspectors reported included the inability of Swedish teacher seminars to examine enough teachers and the problematic behaviour of local school boards. As a result, this article provides additional input into the debate in educational history regarding the role of the state, religion, rural elites, and parents in the rise of mass schooling, while simultaneously providing further qualitative evidence to a quantitatively oriented research field in economic history on the determinants of schooling.
ER  - 

TY  - JOUR
T1  - Information-seeking behaviours of teacher students: A systematic review of quantitative methods literature
T2  - Education for Information
SN  - 0167-8329
A1  - Dahlqvist, Claes
PY  - 2021
VL  - 3
IS  - 37
SP  - 259
EP  - 285
DO  - 10.3233/EFI-200400
LA  - eng
PB  - : SAGE Publications
KW  - information-seeking behaviour
KW  - information-searching behaviour
KW  - information literacy
KW  - teacher students
KW  - teacher education
KW  - systematic literature review
KW  - thematic analysis
AB  - Teachers are the key to an inclusive and quality education for all. Therefore, training teachers and teacherstudents and understanding how they learn, including information-seeking behaviours, is crucial. Thissystematic literature review explores the observed research gap regarding teacher students’ informationseeking behaviours. Of specific interest is information-seeking affective behaviours and the researchpractice context. Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidedthe review process. Searches were conducted in three key research databases and resulted in 1006 references.Abstracts and titles were screened and assessed using Rayyan. After screening, 56 publications were chosenfor the qualitative synthesis, of which 39 used only or partly quantitative methods and thereby of interest forthe review. The high number of studies resulted in a need to divide the review into two studies. The secondpart will focus on qualitative methods studies. The results were then analysed through thematic analysis.The results revealed a research gap regarding quantitative and mixed methods studies of non-normative andqualitative features of teacher students’ information-seeking behaviours, especially affective behaviours andin research practices. This is the first systematic review of teacher students’ information-seeking behaviours.Thus, a valuable contribution to information-seeking behaviour and information literacy research has beenprovided.
ER  - 

TY  - JOUR
T1  - Information-seeking behaviours of teacher students: A systematic review of qualitative methods literature
T2  - Education for Information
SN  - 0167-8329
A1  - Dahlqvist, Claes
PY  - 2021
VL  - 3
IS  - 37
SP  - 287
EP  - 313
DO  - 10.3233/EFI-200448
LA  - eng
PB  - : SAGE Publications
KW  - information-seeking behaviour
KW  - information-searching behaviour
KW  - information literacy
KW  - teacher students
KW  - teacher education
KW  - systematic literature review
KW  - thematic analysis
AB  - Teachers are the key to an inclusive and quality education for all. Therefore, training teachers and teacher students and understanding how they learn, including information-seeking behaviours, is crucial. This systematic literature review explores the observed research gap regarding teacher students’ affective information-seeking behaviours. Of specific interest is the research practice context. Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guided the review process. Searches were conducted in three key research databases and resulted in 1006 references. Abstracts and titles were screened and assessed using Rayyan software. After screening, 56 publications were chosen for the qualitative synthesis; 17 used qualitative methods and were thereby of interest for the review. The high number of publications resulted in a need to divide the review into two studies. The first part focused on quantitative and mixed methods studies. The results were then analysed through thematic analysis. The results revealed a research gap regarding qualitative methods studies of non-normative and qualitative features of teacher students’ information-seeking behaviours, especially affective behaviours and in research practices. This is the first systematic review of teacher students’ information-seeking behaviours using thematic analysis. Thus, a valuable contribution to information-seeking behaviour and information literacy research has been provided.
ER  - 

TY  - JOUR
T1  - Appearance between professionalism and work-related stress among marketing employees
T2  - Work
SN  - 1051-9815
A1  - Sollerhed, Ann-Christin
A1  - Bringsén, Åsa
PY  - 2023
VL  - 4
IS  - 75
SP  - 1231
EP  - 1242
DO  - 10.3233/WOR-220307
LA  - eng
PB  - : IOS Press
AB  - BACKGROUND: Appearance and body language are key components of non-verbal communication and play an important role in the service and marketing sector. OBJECTIVE: The aim was to explore experiences and perceptions of appearance issues related to work among employees in the marketing sector in Sweden. METHODS: Interviews were conducted with 15 marketing and communication employees (five males, ten females), at multinational companies and a university. Thematic analyses were conducted, and content was organised in two themes with sub-themes: 1. Appearance from a resource perspective (Appearance benefits; Physical activity resources; Age benefits). 2. Appearance from a demand perspective (Adaptation to gender roles; Investment in appearance; Adaptation to situation and culture). RESULTS: The findings showed that appearance was perceived as a resource for professionalism, work engagement and career in various ways. Appearance-related issues were not considered on organisational work level, but employees perceivedunspoken demands to look good and appropriate to represent the company brand. The employees spent a considerable amount of time, money, and effort on appearance. CONCLUSION: Appearance creates dualistic questions and points out several dilemmas that the individual struggle to solve, which creates stress in work. The character of unspoken demands on appearance and absent communication on organisational level make the stress-coping strategies complicated and the stress coping is mostly left for the individual to handle. A gender difference shows that compared to men, women more often experience negative stress generated by appearance-related issues in work. Education and actions at the managerial level of companies are needed.
ER  - 

TY  - JOUR
T1  - Oenighet i handledningssamtal: Att säga emot sin handledare
T2  - Språk och stil
SN  - 1101-1165
A1  - Magnusson, Jenny
PY  - 2020
VL  - 30
SP  - 175
EP  - 204
DO  - 10.33063/diva-427679
LA  - swe
PB  - : Adolf Noreen-sällskapet
KW  - handledning
KW  - självständiga arbeten
KW  - uppsats
KW  - oenighet
KW  - handledare
KW  - student
KW  - samtal
KW  - interaktion
KW  - utbildningsvetenskapliga studier
KW  - studies in the educational sciences
AB  - The purpose of this article is to attempt to identify practices of resistance in supervision meetings, specifically the graduate student’s resistance in relation to the supervisor’s recommendations and advice. How do students account for their resistance in relation to the supervisor’s advice and recommendations? How do the graduate students enact their resistance in the interaction, and how does the supervisor relate to that? To answer these questions, practices of advice resisting in 24 re- corded supervision meetings from teacher education and journalist education in two different Swedish universities are analysed. The analysis is conducted within a conversation analytical framework including the concepts of preference structure and accountability. The results show that it is unusual to express resistance to the supervisors’ advice and recommendations. Four different kinds of advice resisting practices are however identified in the interaction, in which the students use different accounts. Following the supervisors’ advice:– is too complicated and time consuming– has negative far-reaching implications– is contrary to what other authorities express/state – is contrary to the own ideas.Both students and supervisors use hedging and mitigation strategies in relation to the practices of resistance. These and other interactional strategies indicate that both advising and resisting advis- ing is complicated and challenging.
ER  - 

TY  - JOUR
T1  - Beyond colour-blind intercultural education: Operationalising the concept of culture for future preschool teachers
T2  - kritisk etnografi
SN  - 2003-1173
A1  - Smith, Åsa Wahlström
PY  - 2020
VL  - 2
IS  - 3
SP  - 37
EP  - 53
DO  - 10.33063/diva-432447
LA  - eng
PB  - Stockholm : Svenska Sällskapet för Antropologi och Geografi
KW  - applied anthropology
KW  - intercultural education
KW  - colour-blindness
KW  - teacher education
KW  - kulturantropologi
KW  - cultural anthropology
AB  - Swedish preschool teachers have a duty to protect and promote cultural diversity in their teaching and care of young children. Yet, there are underlying notions of culture in the national curriculum for preschools and university preschool teacher education that accentuate rather than undermine existing racial inequality. Preschool teachers’ understandings of culture and cultural difference matter for how they treat children, parents and colleagues. This means that what university Early Childhood Education programs teach about cultural difference also matters, since students will ultimately work in preschools and apply their knowledge in practice. In this article I draw on my experience as a faculty member in a School of Education to scrutinise course literature used in preschool teacher education and my supervision of student dissertations on the topic of cultural diversity in preschools. I argue that teacher education often delivers well-intentioned, colour-blind, anti-racist approaches to cultural diversity, which inadvertently sustain rather than change the status quo around everyday and systemic forms of racism. I then discuss the supervision process through which some students came to incorporate critically oriented approaches towards race relations in their observations of preschool practice. Some students were able to rethink how preschool teachers can operationalise the concept of culture by embracing an open-ended and explorative anthropological stance. Their analysis of preschool practice, therefore, can inform a wider theory of culture, valuable for both educational sciences and anthropology in practice.
ER  - 

TY  - CONF
T1  - Preschool Teachers and Caregivers Positioning and Re Positioning in Preschool Due to New Division of Responsibilities in Policy Documents
T2  - Proceedings of ‏The 3rd International Conference on Research in Education, Teaching and Learning
A1  - Öqvist, Anna
A1  - Cervantes, Sara
PY  - 2020
SP  - 126
EP  - 126
DO  - 10.33422/3rd.icetl.2020.02.46
LA  - eng
PB  - : Diamond Scientific Publishing
KW  - caregivers
KW  - leadership
KW  - positioning
KW  - preschool
KW  - preschool teacher
KW  - education
AB  - In Swedish preschools two occupational categories working side-by-side in working team: preschool teachers and caregivers. In 2011, a new educational reform was introduced in Sweden were preschool become a school form in its own right within the overall educational system. The Swedish preschool teacher profession was changed and strengthened were preschool teachers were given a clearer responsibility for the quality of the educational practice and for the work being carried out in line with the curriculum assignment. This resulted in a division of labor between the working team, the preschool teacher and the preschool principal. This study explores how preschool teacher and caregivers in Swedish preschools position themselves in relation to the changed responsibility between preschool teachers and the work team in preschool practice. Using a qualitative research design, this study collected data comprising 17 open-ended questionnaire with preschool teachers and caregivers in preschool. The result shows that both preschool teachers and caregivers position themselves as equal doing the same work, which indicate a challenge to reposition by moving away from their previous position with equal responsibility in the working team. Caregivers degrade preschool teachers’ profession and position and upgrade their own competence and position as equal preschool teachers. Preschool teachers on the other hand upgrade caregivers’ competence and position and degrade their own competence and position.
ER  - 

TY  - JOUR
T1  - The use of computer enhanced education: twenty years of dashed hopes
T2  - Research, Society and Development journal
SN  - 2525-3409
A1  - Garrote Jurado, Ramon
A1  - Pettersson, Tomas
A1  - Zwierewicz, Marlene
A1  - Böhme Suchara, Stephanie Cristina
A1  - Leite Schaefer, Joely
A1  - Pereira da Silva, Madalena
PY  - 2022
VL  - 5
IS  - 11
EP  - 5
DO  - 10.33448/rsd-v11i5.28181
LA  - eng
PB  - : Research, Society and Development
KW  - information and communication technology
KW  - learning management systems
KW  - higher education.
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The purpose of this article is to present conditions implied in the use of Learning Management Systems (LMS), at the University of Borås (UB), Sweden, specifically in 2004, 2009, 2010, and 2018, highlighting patterns that characterize the routines adopted by the teachers. Utilizing quantitative and qualitative approaches, the exploratory research included the analysis of courses in area of STEM (Science, Technology, Engineering, and Mathematics). In addition to a general analysis of the respective courses, a questionnaire was applied to 76 professors and 926 students from the mentioned courses. The pattern of use is analyzed by means of classification of tools in four groups; distribution tools, communication tools, interaction tools, and course management tools. The results confirm that LMS is widely utilized to distribute documents to students, while the tools facilitating interaction and collaboration are used sparingly and this pattern is consistent over time. Despite an increase in the total use of LMS, there is no increase in the use of digital tools for interaction in Higher Education, which indicates the importance of promoting a wide use of collaborative methods and of encouraging interaction.
ER  - 

TY  - JOUR
T1  - ChatGPT (GPT-3.5) as an assistant tool in microbial pathogenesis studies in Sweden: a cross-sectional comparative study
T2  - JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS
SN  - 1975-5937
A1  - Hultgren, C
A1  - Lindkvist, A
A1  - Ozenci, V
A1  - Curbo, S
PY  - 2023
IS  - 20
SP  - 32
EP  - 32
DO  - 10.3352/jeehp.2023.20.32
LA  - eng
PB  - : Korea Health Personnel Licensing Examination Institute
AB  - ChatGPT (GPT-3.5) has entered higher education and there is a need to determine how to use it effectively. This descriptive study compared the ability of GPT-3.5 and teachers to answer questions from dental students and construct detailed intended learning outcomes. When analyzed according to a Likert scale, we found that GPT-3.5 answered the questions from dental students in a similar or even more elaborate way compared to the answers that had previously been provided by a teacher. GPT-3.5 was also asked to construct detailed intended learning outcomes for a course in microbial pathogenesis, and when these were analyzed according to a Likert scale they were, to a large degree, found irrelevant. Since students are using GPT-3.5, it is important that instructors learn how to make the best use of it both to be able to advise students and to benefit from its potential.
ER  - 

TY  - JOUR
T1  - Teachers’ way of contextualising the science content in lesson introductions
T2  - Science Education International
SN  - 1450-104X
A1  - Davidsson, Eva
A1  - Granklint Enochson, Pernilla
PY  - 2021
VL  - 1
IS  - 32
SP  - 46
EP  - 54
DO  - 10.33828/sei.v32.i1.5
LA  - eng
PB  - Izmir : International Council of Associations for Science Education (ICASE)
KW  - contextualization
KW  - science teaching
KW  - authentic situations
KW  - lessons
KW  - naturvetenskapernas didaktik
KW  - science education
AB  - Previous studies have pointed to the benefits of involving students’ everyday life experiences in lessons and in contextualizing the sciencecontent to enhance learning and positive attitudes toward school science. However, most of these investigations have been conductedas intervention studies. By contrast, the present study explored how teachers, in authentic situations and without interventions, relatedthe school science context to other contexts. We analyzed a total of 490 min of lesson introductions in Swedish Grade 9 classes. Theresults revealed that teachers employed contextualization at the intersection of science content and the everyday life context, the schoolcontext, and the language context. Furthermore, it appeared that contextualization was created in the moment, as a way of explicatingthe scientific content. Compared to intervention studies, the present study shows that occasions of contextualization are rare. It ispossible to conclude that the use of contextualization in science learning situations could be viewed as a teacher competence and mustbe explicit in teacher education and professional development to achieve the benefits of enhanced student interest and learning shownin the mentioned intervention studies.
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TY  - JOUR
T1  - Yrkesutbildningsutmaningar i nya tider – vilken väg ska vi ta?
T2  - Nordic Journal of Vocational Education and Training
SN  - 2242-458X
A1  - Moreno Herrera, Lázaro
PY  - 2016
VL  - 2
IS  - 6
SP  - 66
EP  - 83
DO  - 10.3384/njvet.2242-458X.166266
LA  - swe
KW  - vocational education & training
KW  - socio-economic development
KW  - education
AB  - Vocational education and training is amongst the educational areas drawing the biggestattention by mass media and a key topic of political debate in Sweden. This is byno means surprising if we take into account that nearly half of Swedish youngster followsany of the vocational training lines offered at upper secondary education. But, isthis a unique ´Swedish discussion`? Are there other international frame factors influencingand some how conditioning the discussion about the strategic importance ofVET? If, so which are these frame factors? This paper attempts to give initial answer tothese questions by contextualizing VET discussion in Sweden from an internationalperspective that includes social transformations from modernity to the so called postmodernityand the impact on work market demands. The paper present these newdemands, as well as qualifications required. The chapter uses a wide range of referencesthat includes Education For All (EFA) Global Monitoring Report of 2012 focused onthe third goal of Education for All, that is to ensure that all young people have the opportunityto acquire skills. The urgency of reaching this goal has sharpened acutelysince 2000 as a consequence of a global economic downturn impacting on unemployment.The paper intends to contribute to better understanding of the challenges as wellto create awareness and encourage discussion in different contexts and levels, that isvocational school, VET teacher training, policy making and VET planning.
ER  - 

TY  - JOUR
T1  - Uppgifter som medierande artefakter inom yrkeslärarutbildningen
T2  - Nordic Journal of Vocational Education and Training
SN  - 2242-458X
A1  - Lagercrantz All, Katarina
A1  - Petterson, Jan
A1  - Teräs, Marianne
PY  - 2018
VL  - 3
IS  - 8
SP  - 78
EP  - 97
DO  - 10.3384/njvet.2242-458X.188378
LA  - swe
KW  - artefacts
KW  - assignments
KW  - knowledge culture
KW  - vocational knowledge
KW  - vocational teacher education
AB  - Assignments as mediating artefacts in vocational teacher educationVocational teacher students accomplish a number of different assignments, which are meaningful for their learning and future work as vocational teachers. In Sweden, this education is relatively short (90 ECTS), partly conducted as distance education. The students enter the education with previous vocational knowledge and experiences. The aim of this study was to explore and describe assignments the students face during their vocational teacher education. The study questions focused on what is a form of assignment as mediating artefact and what kind of vocational knowledge is required? Conceptual background involved the concepts of mediation, artefact, vocational knowledge and knowledge culture. The data consisted of 13 course overviews. The results suggested dominance of individual written assignments. Even though some assignments were identified as ‘doings’ like teaching. The assignments were complex involving several vocational knowledge dimensions and the students needed to navigate between different knowledge domains. Furthermore, the students were asked to integrate their previous vocational knowledge with pedagogical knowledge. The assignments as mediating artefacts were connected to different knowledge cultures.
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TY  - JOUR
T1  - Yrkesämnesdidaktik på universitet: Mål, innehåll, arbetssätt och examination
T2  - Nordic Journal of Vocational Education and Training
SN  - 2242-458X
A1  - Andersén, Annelie
A1  - Asghari, Hamid
A1  - Petersson, Maria
PY  - 2018
VL  - 3
IS  - 8
SP  - 98
EP  - 123
DO  - 10.3384/njvet.2242-458X.188398
LA  - swe
PB  - Linköping : Linköping University Electronic Press
KW  - vocational subject didactics
KW  - vocational teacher education
KW  - vocational teacher educators
KW  - working methods
KW  - goal
KW  - examination
KW  - content
KW  - education
AB  - The purpose of this article is to investigate learning goals, content, working methods and examinations in the vocational didactic sections of the vocational teacher education programme. In a case study, a total of forty study guides from one vocational teacher education programme have been analysed in order to answer what central content is highlighted, how the goals are examined, and what course literature is used in vocational subject didactics in a selected vocational teacher education programme at a Swedish university. The aim of the analysis, based on Hiim’s (2010) model, is to find both clearly expressed and more latent elements. The results answer questions on what the subject didactics contain in three different courses. Vocational teacher educators plan their teaching with regard to the goals of vocational subject didactics, but the interpretation of goals varies among different educators and within different vocational subjects. The result also gives some indications of what could be general differences and similarities within and between different didactics teacher groups and/or vocational subjects. The analysis of the study guides also shows that educational background and the form of employment of educators seem to be of importance.
ER  - 

TY  - JOUR
T1  - Editorial: Challenges and development in and of vocational teacher education
T2  - Nordic Journal of Vocational Education and Training
SN  - 2242-458X
A1  - Henning Loeb, Ingrid
A1  - Gustavsson, Susanne
PY  - 2018
VL  - 3
IS  - 8
EP  - 3
DO  - 10.3384/njvet.2242-458X.1883iii
LA  - eng
KW  - vocational teacher education
KW  - vocational subjects
KW  - vet pedagogy
KW  - higher education
AB  - Welcome to this special issue of the Nordic Journal of Vocational Education and Training titled Challenges and development in and of vocational teacher education. The particular focus and context as represented by the research articles and magazine articles in this issue is vocational teacher education in Sweden, Norway and Denmark. Paper presentations on vocational teacher education at the yearly NORDYRK conference in 2017 showed that although the structure and the length of the programmes differ in these Scandinavian countries, there are many similarities regarding content and subjects, and similar challenges that are addressed. We are very glad for the contributions in this special issue. The research articles contribute to knowledge of vocational teacher education, its problems and opportunities, while the magazine articles provide concrete examples of work in the area for review and development. In both cases, it is possible to draw attention to the vocational teacher education in each country, even though there are differences between them.  http://www.njvet.ep.liu.se/issues/2018/v8/i3/01/njvet_18v8i3a1.pdf
ER  - 

TY  - JOUR
T1  - Att vetenskapligt förankra ett yrkeslärarprogram: Erfarenheter från ett utvecklingsprojekt
T2  - Nordic Journal of Vocational Education and Training
SN  - 2242-458X
A1  - Annerberg, Anna
A1  - Fändrik, Anna Karin
PY  - 2018
VL  - 3
IS  - 8
SP  - 124
EP  - 140
DO  - 10.3384/njvet.2242-458X.18v8i3
LA  - swe
KW  - academic competence
KW  - vocational teacher education
KW  - scientific foundation
KW  - course content
KW  - development project
KW  - utbildning och lärande
KW  - education and learning
AB  - Demands on the scientific foundation of Swedish Vocational Teacher Education has led to a development project on academic competence at Dalarna University in 2018. The project contained two sub-projects; the construction of a matrix, to display the progression of students’academic competence; and the implementation of a series of seminars on VET research. This article presents the point of departure and the methods used, together with the results of mappings and analysis of four different aspects of academic competence. This inventory of features of academic competence in teacher education, evokes a wide range of questions onthe meaning and consequence of scientific foundation, the research-practice relationship and concrete questions concerning course content.
ER  - 

TY  - JOUR
T1  - A recruiter, a matchmaker, a firefighter: Swedish vocational teachers’ relational work
T2  - Nordic Journal of Vocational Education and Training
SN  - 2242-458X
A1  - Mårtensson, Åsa
A1  - Andersson, Per
A1  - Nyström, Sofia
PY  - 2019
VL  - 1
IS  - 9
SP  - 89
EP  - 110
DO  - 10.3384/njvet.2242-458X.199189
LA  - eng
PB  - Linköping : Linköping University Electronic Press
KW  - vocational teacher
KW  - work-based learning
KW  - relational work
KW  - community of practice
KW  - boundary crossings
AB  - A central part of Swedish vocational teachers’ work concerns their students’ work-based learning (WBL). The focus of this article is the character of the relational work carried out by teachers of vocational education and training (VET) concerning WBL. The qualitative study is based on 15 interviews with teachers on the upper-secondary level Child and Recreation, Building and Construction, and Handicraft programmes. The study is based on a situated learning perspective, and uses the concepts of community of practice, broker and boundary crossing. The findings highlight three central aspects of VET teachers’ relational work with WBL: recruiting workplaces for WBL, matchmaking between students and workplaces, and ‘firefighting’ to prevent and deal with problems that occur during WBL periods. The study contributes to the understanding of the work of VET teachers, as they cross the blurred boundaries between school and working life and strive to create a good learning environment for all students during WBL periods.
ER  - 

TY  - JOUR
T1  - Svensk yrkeslärarutbildning efter reformen 2011: Lärarstudenters uppfattningar om antagning, VFU och läraranställning.: Swedish vocational teacher education after the reform 2011: Teacher students’ perceptions of admission, practicum internship and teacher appointment.
T2  - Nordic Journal of Vocational Education and Training
SN  - 2242-458X
A1  - Asghari, Hamid
A1  - Berglund, Ingrid
PY  - 2020
VL  - 2
IS  - 10
SP  - 21
EP  - 43
DO  - 10.3384/njvet.2242-458X.2010221
LA  - swe
KW  - vocational teacher education
KW  - vocational teacher students
KW  - application for vocational teacher education
KW  - practicum internships
KW  - supervisor at work placements at schools
AB  - Through a survey to former vocational teacher students at two universities in Sweden, we explore their perceptions of admission, practicum internship during vocational teacher education, and employment as a vocational teacher after education, since teacher education reform in 2011. The questionnaire used in the survey was answered by 140 former teacher students and the result contributes with knowledge about which vocational subjects were applied for, and which subjects the students later were admitted to, how long the former students’ professional experience was when they applied for the education. The result shows that measures should be taken to support the application process. The study also illustrates how students perceive their practicum at schools and to what extent they were taught in their vocational subjects, and how they value the supervision during the practicum at schools. Here, we can draw conclusions from the questionnaire about differences between different vocational programmes regarding the supervision. Finally, we examined what happened after the vocational teacher education and we see that a large majority of former students have employment as vocational teachers, but that the possibilities of competence development and the broadening of the competencies for more vocational subjects vary.
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TY  - JOUR
T1  - Yrkeslärares bedömningar i gränslandet mellan skola och arbetsliv: Utifrån studier av svensk gymnasial lärlingsutbildning: VET teachers’ assessments in the borderland between school and work: Based on studies of Swedish upper secondary apprenticeship education)
T2  - Nordic Journal of Vocational Education and Training
SN  - 2242-458X
A1  - Berglund, Ingrid
PY  - 2020
VL  - 3
IS  - 10
SP  - 83
EP  - 98
DO  - 10.3384/njvet.2242-458X.2010383
LA  - swe
KW  - apprenticeship education
KW  - swedish vocational education
KW  - boundary work
KW  - assessment actions
KW  - informal assessment
AB  - Based on their dual professional identities, both as a professional and as a teacher, the VET teachers are well familiar with the working conditions in their vocational field and can therefore integrate these conditions into their teaching so that the students also can comprehend the prevailing working conditions. VET-teachers can thus be regarded as border workers between school and working life. In Swedish upper secondary vocational education, the VET teachers are responsible for following up, assessing and grading students’ vocational knowledge regardless of whether the education is carried out at a workplace or at school. Assessing and grading students’ knowledge in vocational subjects is the formal assessment assignment of VET teachers. In parallel VET teachers also make informal assessments based on their knowing of the conditions of work and workplaces that vary between different vocations and workplaces. The article highlights how VET teachers border work is manifested in assessment actions in the case of students’ transitions between school and workplaces based on studies of the Swedish upper secondary apprenticeship education.
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TY  - JOUR
T1  - The vocational teacher, an inventor in special needs education: a study on Swedish vocational programmes
T2  - Nordic Journal of Vocational Education and Training
SN  - 2242-458X
A1  - Holmgren, Robert
A1  - Pettersson, Gerd
PY  - 2024
VL  - 2
IS  - 13
SP  - 100
EP  - 123
DO  - 10.3384/njvet.2242-458x.23132100
LA  - eng
PB  - Linköping : Linköping University Electronic Press
KW  - vocational education and training (vet)
KW  - special needs education (sne)
KW  - upper secondary school
KW  - vocational teacher
KW  - special educational needs (sen)
KW  - special educator
AB  - Upper secondary vocational education and training (VET) in Sweden has been subject to frequent educational policy reforms which have resulted in reduced numbers of students and student groups comprising many students with special education needs (SEN). These changes can be assumed to have resulted in increasing demands on VET teachers’ work with special needs education (SNE). The purpose of this study is to contribute knowledge about VET teachers’ conditions for, and work with, SNE in Swedish VET programmes. An analysis of interviews with 15 teachers from eight VET programmes revealed the following themes: 1) Framework factors in the learning environments affecting  teaching and learning, 2) The schools’ organisation of special educational competence and the VET teachers’ application of special needs education, 3) Communicative teaching for increased knowledge of students’ strengths and needs, 4) Adaptations at individual and group level, 5) Integration of theory and practice, and 6) Reconsidering teaching approaches through follow-ups. The analysis, based on Skrtic’s theory, reveals a dichotomy in the VET teachers’ conditions for, and work with, SNE. In the schools, a bureaucratic approach is applied where overriding goals are attributed high value, while the VET teachers strive for an adhocratic approach where the teaching is based on their students’ needs. Based on Ainscow’s theory, the analysis shows that the VET teachers take an interactive learning environment-related approach, which means that, based on their understanding of the students’ difficulties, they develop adaptations to stimulate their students’ learning and development. 
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TY  - JOUR
T1  - Spegeln som resurs i hår- och makeupstylistklassrummet: Yrkesämnesundervisning på hantverksprogrammet
T2  - Nordic Journal of Vocational Education and Training
SN  - 2242-458X
A1  - Arvidsson, Minna
A1  - Asplund, Stig-Börje
A1  - Enochsson, Ann-Britt
A1  - Kilbrink, Nina
PY  - 2024
VL  - 2
IS  - 14
SP  - 30
EP  - 54
DO  - 10.3384/njvet.2242-458x.2412230
LA  - swe
PB  - : Linköping University Electronic Press
KW  - vocational education
KW  - conversation analysis
KW  - variation theory
KW  - cavta
KW  - vocational learning
KW  - hair- and make-up stylist classroom
KW  - interaction
KW  - object of learning
AB  - This study explores the interaction between students and teachers in subject-specificvocational education, specifically focusing on the hair and make-up stylist classroomwithin the handicraft programme in Swedish upper secondary school. The aim is tounderstand the role and significance of the mirror in enabling teacher-studentinteraction and mutual understanding. By integrating Conversation Analysis andVariation Theory into a unified approach (CAVTA), the study seeks to providecomprehensive insights into the ‘what’ and ‘how’ aspects of learning. CAVTA enablesthe identification of the visible content in teaching and how it manifests in the stagedvocational education setting. The findings reveal the teacher’s strategic use of the mirrorto emphasise critical aspects of the Object of learning, in this study referring to theapplication of eye shadow. This utilisation of the mirror serves as a valuable teachingtool in the interaction between the teacher and student.
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TY  - JOUR
T1  - How does it feel?: An exploration of teaching perceptive sensoriality in hairdressing education
T2  - Nordic Journal of Vocational Education and Training
SN  - 2242-458X
A1  - Öhman, Anna
A1  - Klope, Eva
PY  - 2024
VL  - 2
IS  - 14
EP  - 2
DO  - 10.3384/njvet.2242-458X.241421
LA  - eng
PB  - : Linköping University Electronic Press
KW  - vocational knowledge
KW  - teaching
KW  - (perceptive) sensoriality
KW  - hairdressing
KW  - classroom
KW  - metaphors
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - This study explores vocational didactics and embodied knowledge in hairdressing education by studying how perceptive sensoriality is used by teachers and students in creating shared understandings of vocational knowledge. Among multiple actions, touch is distinguished as a central resource in learning the vocation, as it emerges in interaction between teacher and student related to the ongoing teaching and its assignment. The data is based on video-recordings displaying how touch is used in manipulating objects and material, or in assessing qualities and defects. In such instances, touch becomes a  diagnostic criterion (Goodwin, 1997) to investigate how the material worked with can be evaluated and handled. To bridge the gap between individual and collective vocational knowledge, metaphors are of use. The results show two approaches to the teaching of perceptive sensoriality. In order to learn the vocational subject content the teaching need to provide for and practice the individual’s embodied sense of touch as well as the vocation’s verbalised collective feel. This is the core of the didactical challenge.
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TY  - JOUR
T1  - Vocational knowing and becoming in VET and VTE: How bringing them together can provide new insights for vocational pedagogies
T2  - Nordic Journal of Vocational Education and Training
SN  - 2242-458X
A1  - Korp, Helena
A1  - Grundberg, Lina
A1  - Lindholm, Maj-Lis
A1  - Påsse, Marie
A1  - Wyszynska Johansson, Martina
PY  - 2025
VL  - 3
IS  - 14
SP  - 207
EP  - 233
DO  - 10.3384/njvet.2242-458x.24143207
LA  - eng
PB  - : Linkoping University Electronic Press
KW  - vocational education and training
KW  - vocational teacher education
KW  - vocational knowing
KW  - vocational bildung
KW  - practical wisdom
KW  - communities of practice
AB  - This article addresses how vocational knowing and becoming are cultivated in vocational education and training (VET) as part of upper secondary and adult education, as well as in vocational teacher education (VTE). It is based on a study within a Swedish government initiative aimed at promoting the development of school-relevant research and educational practice in partnership between the academia and the school sector and draws on interviews with VET and VTE teachers. Our findings show that VET and VTE teachers share similar ideas of what a good teacher is and does, and how these qualities are cultivated through participation in various communities of practice. VET and VTE teachers also share ideas of what their students need to become skilled professionals. These ideas include critical judgement, the integration of theory and practice, ethical reflection, and the propensity to handle diversity and relate to the Other. We identify and discuss these as aspects of VET and VTE teachers’ vocational phronesis. Implications for VTE include the need for supporting students’ educational journeys, developing teachings strategies for vocational phronesis and reflecting on the purpose of education.
ER  - 

TY  - JOUR
T1  - Vocational knowing and becoming in VET and VTE: How bringing them together can provide new insights for vocational pedagogies
T2  - Nordic Journal of Vocational Education and Training
SN  - 2242-458X
A1  - Korp, Helena
A1  - Grundberg, Lina
A1  - Lindholm, M
A1  - Påsse, M
A1  - Wyszynska Johansson, Martina
PY  - 2025
VL  - 3
IS  - 14
SP  - 207
EP  - 233
DO  - 10.3384/njvet.2242-458X.24143207
LA  - eng
KW  - vocational education and training
KW  - vocational teacher education
KW  - vocational knowing
KW  - vocational bildung
KW  - practical wisdom
KW  - communities of practice
AB  - This article addresses how vocational knowing and becoming are cultivated in vocational education and training (VET) as part of upper secondary and adult education, as well as in vocational teacher education (VTE). It is based on a study within a Swedish government initiative aimed at promoting the development of school-relevant research and educational practice in partnership between the academia and the school sector and draws on interviews with VET and VTE teachers. Our findings show that VET and VTE teachers share similar ideas of what a good teacher is and does, and how these qualities are cultivated through participation in various communities of practice. VET and VTE teachers also share ideas of what their students need to become skilled professionals. These ideas include critical judgement, the integration of theory and practice, ethical reflection, and the propensity to handle diversity and relate to the Other. We identify and discuss these as aspects of VET and VTE teachers’ vocational phronesis. Implications for VTE include the need for supporting students’ educational journeys, developing teachings strategies for vocational phronesis and reflecting on the purpose of education.
ER  - 

TY  - JOUR
T1  - Who’s account(able)?: Making sense of Instagram in vocational teaching practices
T2  - Nordic Journal of Vocational Education and Training
SN  - 2242-458X
A1  - Carlsson, Sandra
A1  - Willermark, Sara
PY  - 2025
VL  - 2
IS  - 15
SP  - 1
EP  - 22
DO  - 10.3384/njvet.2242-458x.251521
LA  - eng
KW  - social media
KW  - instagram
KW  - vocational education
KW  - vocational teaching
KW  - technological frames
KW  - arbetsintegrerat lärande
KW  - work-integrated learning
AB  - While social media in an educational context has interested researchers for a long time, its use in vocational education constitutes a sparsely explored field of research. In this study, we explore how three vocational teachers in Sweden make sense of Instagram in their teaching practice through interviews and analyses of their Instagram accounts over time. Technological frames are used as a theoretical lens to explore how teachers perceive the nature, the strategy, and the use of Instagram at an individual level.Results show that initiatives, motivations, and approaches clearly differ among the teachers and that questions about accountability and expectations on the teacher and the accounts remain vague. Contributions include demonstrating how vocational teachers make sense of Instagram and how it can be linked to different levels of engagement that are rooted in diverse perceptions of how their role and their practice can be supported. 
ER  - 

TY  - CONF
T1  - Neuropsykiatriska funktionsnedsättningar som kunskapsområde i lärarutbildningen: Om forskningsförankring av ett nytt examensmål
T2  - Konferens i pedagogiskt arbete, 2023
A1  - Michaëlsson, Madeleine
PY  - 2023
DO  - 10.3384/wcc32
LA  - swe
PB  - Linköping : Linköping University Electronic Press
KW  - lärarutbildning
KW  - npf
KW  - examensmål
KW  - profession
AB  - Enligt Högskolelagen ska all utbildning vid svenska lärosäten vila på vetenskaplig grund. Sedan år 2021 stipulerar samma förordning att alla lärarutbildningar ska förmedla kunskap om neuropsykiatriska funktionsnedsättningar (NPF). Examensmålet ska säkerställa att examinerade lärare har kompetens att bemöta elever med NPF-diagnoser i skolan och anpassa klassrumssituationen efter olika behov.Denna statliga styrning har därmed ålagt landets lärosäten att utbilda lärare med vissa specifika förmågor att identifiera, och i samverkan med andra, tillgodose elevers behov av specialpedagogiska insatser för elever med neuropsykiatriska svårigheter. Undervisningen kring det nya examensmålet skall vila på vetenskaplig grund. En fråga som infinner sig är huruvida det exempelvis handlar om den medicinska vetenskapliga grunden, eller om den pedagogiska.Syftet med detta konferensbidrag är att bidra till en problematisering av NPF i lärarutbildningssammanhang med fokus på hur några av landets lärarutbildningar forskningsförankrar sin undervisning mot detta examensmål. Aktuella forskningsfrågor är a) hur undervisning om NPF bedrivs vid tio av landets lärarutbildningar, och b) vilken vetenskaplig grund som råder för undervisningen.Via en jämförande analys av relevant undervisningsmaterial, tillika en kompetensinventering från tio av landets lärosäten, presenteras ett underlag för reflektion kring vad som utgör vetenskaplig grund för utbildning mot detta examensmål. Analysen utgår från professionsteori med fokus på professionell autonomi där begreppet organisatorisk professionalism är centralt för analysen.Ett resonemang om studiens förväntade resultat kan gå i två riktningar. Den första kan innebära att koherens råder mellan landets lärosäten när det gäller såväl undervisning som vetenskaplig grund. En sådan samstämmighet kan förklaras av gemensamma diskussioner vid exempelvis Lärarutbildningskonventets träffar. Den andra riktningen är att landets lärosäten skiljer sig sinsemellan i denna fråga, vilket skulle kunna förklaras av att lokal spetskompetens har haft inflytande över verksamhetens inriktning. ReferenserAlvunger, D. & Wahlström, N. (Red.) (2018). Den evidensbaserade skolan: svensk skola i skärningspunkten mellan forskning och praktik. Stockholm: Natur & Kultur.Ansari, D., De Smedt, B., & Grabner, R.H. (2012). Neuroeducation - A critical overview of an emerging field” i Neuroethics, 2012, 5.American Psychiatric Association (2014). MINI-D 5 Diagnostiska kriterier enligt DSM-5. Stockholm: Pilgrim Press AB.Carlgren, I. (2011). ”Forskning ja, men vilken slags och i vilket syfte? Om avsaknaden och behovet av en “klinisk” mellanrumsforskning” i Pedagogisk forskning, 15(4), 65–79.Clark, J. (2015). “Philosophy, Neuroscience and Education” i Educational Philosophy and Theory, 47(1), 36-46.Clement, N. D. & Lovat, T. (2012). ”Neuroscience and Education: Issues and Challenges for Curriculum” i Curriculum Inquiry, 42(4), 534-557.Evetts, J. (2009) “Sociological Analysis of Professionalism: Past, Present and Future” i Comparative Sociology 10(1).Gaussel, M. & Reverdy, C. (2013). Neurosciences et éducation: la bataille des cerveaux. Dossier d’actualité Veille et Analyses IFÈ, n° 86, septembre. Lyon: ENS de Lyon.Grskovic, A. Janice & Zentall, S. Sydney, (2010). “Understanding ADHD in girls: Identification and social characteristics” i International journal of special education, vol. 25, nr 1, ss. 171-184.Howard-Jones, P. (2014). “Neuroscience and education: myths and messages” i Nature Reviews Neuroscience, 15, 817-824.Kitchen, W. H. (2017). Philosophical Reflections on Neuroscience and Education. Bloomsbury Philosophy of Education. London: Bloomsbury.Levinsson, M. (2013). Evidens och existens: evidensbaserad undervisning i ljuset av lärares erfarenheter (Doktorsavhandling, Göteborg Studies in Educational Sciences, 339). Göteborg: Acta Universitatis Gothoburgensis.Mangels, J. A., Butterfield, B., Lamb, J., Good, C., & Dweck. C. S. (2006). “Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model” i Social Cognitive and Affective Neuroscience, 1(2), 75- 86.Michaëlsson, Madeleine, Yuan, Shuai, Melhus, Håkan, Baron, John A, Byberg, Liisa, Larsson, Susanna C. & Michaëlsson, Karl (2022) “The impact and causal directions for the associations between diagnosis of ADHD, socioeconomic status and intelligence by use of a bi-directional two-sample Mendelian randomization design”, BMC Medicine 20:106.OECD (2002). Understanding the brain: Towards a new learning science. OECD Publishing. OECD. (2007a). Evidence in Education. Linking research and policy. Paris: CERI. OECD (2007b). Understanding the brain: The birth of a learning science. OECD Publishing.Wollscheid, S. & Opheim, V. (2016). “Knowledge brokering initiatives in education: a systematic map of the Nordic countries” i Nordic Journal of Studies in Educational Policy, 2(1), 1-18. 
ER  - 

TY  - CONF
T1  - Akademisk drift av lärarutbildning i estetiska ämnen från 1940-talet till 1970-talet
T2  - Konferens i pedagogiskt arbete, 2023
A1  - Wikberg, Stina
A1  - Erixon, Per-Olof
PY  - 2023
SP  - 48
EP  - 48
DO  - 10.3384/wcc32
LA  - swe
PB  - : Linköping University Electronic Press
AB  - Presentationen fokuserar en delstudie av det VR-finansierade projektet Estetikens ekologi: akademiseringen och digitaliseringen, eller ”amatörisering” av skolämnena bild och slöjd. Syftet med delstudien, som är av utbildningshistorisk karaktär, är att beskriva och analysera den ”akademiska drift” (Kyvik 2007; Kyvik & Skodvin 2003) i svensk lärarutbildning som började i och med 1946 års skolkommission (SOU 1948:27) och de konsekvenser som det innebar för lärarutbildning i estetiska ämnen. Våra frågeställningar är: Vad motiverade förslagen att akademisera lärarutbildning efter 2:a världskriget? Vilka principer föreslås av 1946 års skolkommission och hur görs de mer konkreta i senare utredningar? På vilka sätt utmanas lärarutbildning i teckning (bild), musik och slöjd av reformförslagen i utredningarna? I delstudien görs en kritisk diskursanalys av fem av statens offentliga utredningar, från tiden mellan 1946 och 1972, som föreslår reformer av skola och lärarutbildning. Statens offentliga utredningar betraktas som en typ av auktoritativ policyskrift avsedd att påverka en aktivitet, men som styr mindreformellt än propositioner, som har en lagstiftande karaktär. Vår studie visar att vetenskapligt baserat innehåll föreslogs få större utrymme i olika lärarutbildningar, samtidigt som praktiska frågor kom att teoretiseras. Vi drar slutsatsen att de reformersom föreslås i utredningarna har utmanat ämnesparadigmen och förändrat utbildningsekologin inom estetiska ämnen, vilket här inbegriper förändrade rekryteringsmönster och mindre förberedande studier i praktisk-estetiska ämnen, genom att göra lärarutbildningen mer teoretisk och likriktad.
ER  - 

TY  - JOUR
T1  - Teachers’ Experiences of Facilitators and Barriers to Implement Theme-Based Cooperative Learning in a Swedish Context
T2  - Frontiers in Education
SN  - 2504-284X
A1  - Fohlin, Lisa
A1  - Sedem, Mina
A1  - Westling Allodi, Mara
PY  - 2021
IS  - 6
EP  - 6
DO  - 10.3389/feduc.2021.663846
LA  - eng
PB  - : Frontiers Media SA
KW  - early childhood education
KW  - in-service teacher training
KW  - implementation
KW  - cooperative learning
KW  - theoretical domains framework (tdf)
KW  - specialpedagogik
KW  - special education
KW  - förskoledidaktik
AB  - Implementing Evidence-Based Practice (EBP) in school settings can be challenging. This case study presents barriers and facilitators expressed by kindergarten teachers (N = 6) during the implementation of a theme-based cooperative learning project over the course of a semester. During three group interviews, at the start, mid-point, and end, the teachers expressed their thoughts and experiences about the project. The Theoretical Domains Framework (TDF) was used to identify and analyze barriers and facilitators throughout the project. The importance of organizational investment, collegial connection and collaboration, the pedagogical fit of the EBP, and plans for long-term change were highlighted as beneficial factors for successful implementation in this case study.
ER  - 

TY  - JOUR
T1  - Psychometric Properties of the Elementary Social Behavior Assessment in Swedish Primary School: A Teacher Rated Index of Students' Prosocial School Behaviors
T2  - Frontiers in Education
SN  - 2504-284X
A1  - Wikman, Carina
A1  - Westling Allodi, Mara
A1  - Ferrer-Wreder, Laura
PY  - 2021
IS  - 6
EP  - 6
DO  - 10.3389/feduc.2021.681873
LA  - eng
PB  - : Frontiers Media SA
KW  - elementary social behavior assessment
KW  - social skills
KW  - teacher-rated
KW  - sweden
KW  - psychometric properties
KW  - specialpedagogik
KW  - special education
AB  - This study examined the psychometric properties of a Swedish language adaption of the teacher-rated Elementary Social Behavior Assessment (ESBA), which provides an index of students’ prosocial school behaviors. Participants were eight teachers (two teachers per school in four schools) who rated their students (N = 143 children, M age = 8 years old). The ESBA factor structure was tested with Confirmatory Factor Analysis in a series of models. The two- and three-factor models showed better fit. ESBA showed high internal consistency at the observed level. ESBA’s psychometric properties show initial promise as a tool to help Swedish teachers to support students’ prosocial skills development. 
ER  - 

TY  - JOUR
T1  - Regional differences in educational achievement: A replication study of municipality data
T2  - Frontiers in Education
SN  - 2504-284X
A1  - Boman, Björn
PY  - 2022
IS  - 7
EP  - 7
DO  - 10.3389/feduc.2022.854342
LA  - eng
PB  - : Frontiers Media SA
KW  - sweden
KW  - educational achievement
KW  - socioeconomic status
KW  - grades
KW  - migration
KW  - education
AB  - The current study analyzed the relationships between explanatory variables such as socioeconomic status (SES), migration background (MB), and formal teacher competence, and aggregated grades in the Swedish lower-secondary school context by using aggregated municipality data from 2013, 2018, and 2019. SES indicators had larger effect sizes when data from different years were merged and when the outcome variable was changed to an alternative measure of educational achievement. In one model, the MB variable even became statistically insignificant. These results indicate that SES is an important variable which explains a substantial amount of variance in regard to school achievement indicators such as grade point average. Nonetheless, aggregated data may still suffer from omitted variable bias and biased effect size estimates.
ER  - 

TY  - JOUR
T1  - Supporting children’s social play with peer-based intervention and instruction in four inclusive Swedish preschools
T2  - Frontiers in Education
SN  - 2504-284X
A1  - Gladh, Maria
A1  - Siljehag, Eva
A1  - Westling Allodi, Mara
A1  - Odom, Samuel L.
PY  - 2022
IS  - 7
EP  - 7
DO  - 10.3389/feduc.2022.943601
LA  - eng
PB  - : Frontiers Media SA
KW  - social play
KW  - preschool instruction
KW  - preschool intervention
KW  - inclusion
KW  - peer-based
KW  - social skills
KW  - specialpedagogik
KW  - special education
AB  - This multiple case study investigated a peer-based intervention and instruction (PBII) for social play, Play Time/Social Time (PT/ST), in four inclusive Swedish preschools. PT/ST contains 28 learning activities where children playfully practice six social skills with significance for social play and friendships. One teacher in each preschool was trained and instructed to implement PT/ST, two with coaching early in the implementation, and two without. At each preschool, one child with special educational needs (SEN) in social play (n = 4) and one or two socially skilled peers (n = 6) participated. The study aimed to explore how the teachers perceived the influence of PT/ST on social engagement and social play skills in the children with SEN, with/without coaching, and if PT/ST supported social play between the children with and without SEN. It also aimed to examine the feasibility of PT/ST and the influence on preschool inclusion quality in the preschools, with/without coaching. Observational assessments and video observations were used. The results indicate that PT/ST was beneficial for the children with SEN to engage in social play with peers and practice social skills, and for the preschool’s inclusion quality regarding involvement in peer interactions and guidance in play, both with/without coaching for the teachers. However, the coaching strengthened the intervention fidelity. Social play occurred between the children with and without SEN in activities where they seemed similarly attracted by the toys and play materials and when they all could engage in the play goals, tasks, and roles. For this, they sometimes needed instructions and encouragement from the teachers.
ER  - 

TY  - JOUR
T1  - Patterns of observed child participation and proximity to a small group including teachers in Swedish preschool free play
T2  - Frontiers in Education
SN  - 2504-284X
A1  - Åström, Frida
A1  - Almqvist, Lena
PY  - 2022
IS  - 7
EP  - 7
DO  - 10.3389/feduc.2022.982837
LA  - eng
PB  - : Frontiers Media SA
KW  - preschool
KW  - participation
KW  - inclusion
KW  - engagement
KW  - free play
KW  - special needs
KW  - second language
KW  - person-oriented
AB  - The participation of all children in preschool activities is the main outcome of inclusive Early Childhood Education and Care (ECEC). The current study used the Child Observation in Preschool (COP) to explore the observed participation patterns in the free play of a sample of 3–5-year-old Swedish preschool children (N = 453), and to examine the characteristics of the resulting clusters in terms of child and preschool unit characteristics. Based on a series of hierarchical and K-means cluster analyses, we identified eight distinct and meaningful clusters that could be ranked from very high to very low observed participation. Four of the clusters indicated average-to-very high observed participation. Two clusters indicated low-to-very low observed participation. The cluster displaying low observed participation had high proximity to a small group including teachers. On average, children in this cluster came from preschool units with significantly more second language learners. The cluster displaying a very low observed participation had low proximity to a small group including teachers. On average, children in this cluster were significantly more often second language learners, and the children came from units with a significantly higher number of resource staff. No significant differences appeared in the number of children with special educational needs across the clusters, although tendencies emerged. The results imply that the children in this sample had a varied degree of observed participation. Two clusters of children appeared to have difficulties in participating in free play activities where second language learners and children from preschool units with more second language learners were more common. Preschool teachers need to identify children who participate less in preschool activities and who might benefit from more teacher proximity. Teachers also need to reflect on how their proximity impacts the participation of children differently and on the type of support they provide when being close to the children.
ER  - 

TY  - JOUR
T1  - Primary school teachers’ patterns in using communication-supporting strategies following a professional development program: lessons learned from an exploratory study with three teachers
T2  - Frontiers in Education
SN  - 2504-284X
A1  - Edlund, Karin
A1  - Kjellmer, Liselotte
A1  - Hemmingsson, Helena
A1  - Berglund, Eva
PY  - 2023
IS  - 8
EP  - 8
DO  - 10.3389/feduc.2023.1036050
LA  - eng
PB  - : Frontiers Media SA
KW  - oral language
KW  - communication-supporting strategies
KW  - professional development
KW  - verbal interactions
KW  - structured small group conversations
KW  - primary school
KW  - specialpedagogik
KW  - special education
KW  - professional
KW  - development
AB  - Oral language skills underpin later literacy achievement and life prospects, and many children struggle with oral language for various reasons. Hence, it is crucial for teachers to provide a learning environment with rich opportunities for all children to practice their oral language. The aim of this exploratory study was to explore a professional development (PD) program designed to coach teachers in using communication-supporting strategies during verbal teacher-child interactions in regular classrooms. In focus were five strategies from the Communication Supporting Classroom Observation Tool. The study used a mixed-method case design with multiple observations across four time points over 10 weeks and a follow-up observation after two months. Outcome measures were collected at pre-and, post-intervention, and at follow-up. The cases were two intervention teachers and one comparison teacher in second grade in Swedish primary schools. The teachers were directly observed and video-recorded during teacher-child structured small group conversations while discussing different texts with two groups of children each. The groups were mixed and comprised both children struggling with oral language as well as more typically developing children. To further understand the verbal interactions, the teachers’ amount of talk in relation to the children was analyzed in terms of the percentage distribution of the total number of words per minute. The overall patterns of strategy use showed that the two intervention teachers applied more varied strategies from the PD program during the intervention period, but this was not maintained at the follow-up. The amount of teacher talk appeared stable over time, with individual differences in the three teachers. We also discuss the teachers’ own insights and our experience in the design of the PD program, which may guide future research and applications of the PD program.
ER  - 

TY  - JOUR
T1  - Will an app-based reading intervention change how teachers rate their teaching self-efficacy beliefs? A test of social cognitive theory in Swedish special educational settings
T2  - Frontiers in Education
SN  - 2504-284X
A1  - Reichenberg, Monica
A1  - Thunberg, Gunilla
A1  - Holmer, Emil
A1  - Palmqvist, Lisa
A1  - Samuelsson, Jenny
A1  - Lundälv, Mats
A1  - Mühlenbock, Katarina
A1  - Heimann, Mikael
PY  - 2023
IS  - 8
EP  - 8
DO  - 10.3389/feduc.2023.1184719
LA  - eng
PB  - : Frontiers Media SA
KW  - teacher self-efficacy beliefs
KW  - reading research
KW  - special education
KW  - intellectual disability
KW  - computer-assisted instruction
KW  - social cognitive theory
AB  - Educational researchers have challenged Bandura’s prediction that self-efficacy beliefs tend to be established early in learning and that once set, self-efficacy beliefs persist unless a critical event causes them to be reevaluated. However, the results have been mixed in previous research, including being positive, negative, and unchanged. In response, we evaluated how 75 teachers (i.e., special educators) rate their teaching self-efficacy beliefs in motivating student reading and adapting reading instruction at two time points. All teachers taught students with an intellectual disability, communication difficulties, and poor reading skills. The teachers participated in a workshop to learn teaching reading strategies with apps under various conditions (comprehension strategies, phonemic strategies, or both comprehension and phonemic strategies). We analyzed teacher self-efficacy beliefs at two time points with a 12-week span (pre-and postintervention). First, we developed measures of teacher self-efficacy through confirmatory factor analyses. Next, we analyzed the data with multiple imputation and mixed linear regression with difference-in-differences (DiD). The results indicated no statistically significant treatment effect on teachers’ rating of their teaching self-efficacy beliefs. We conclude that our results agree with Bandura’s original prediction and thus, his social cognitive theory.
ER  - 

TY  - JOUR
T1  - Family quality of life and family-school collaboration during the COVID-19 pandemic: perceptions of Swedish parents of adolescents with special educational needs
T2  - Frontiers in Education
SN  - 2504-284X
A1  - Zakirova-Engstrand, Rano
A1  - Wilder, Jenny
PY  - 2024
VL  - 1277218
IS  - 8
SP  - 1
EP  - 13
DO  - 10.3389/feduc.2023.1277218
LA  - eng
PB  - : Frontiers Media SA
KW  - family quality of life
KW  - family-school collaboration
KW  - parents’ perspectives
KW  - special educational needs
KW  - covid-19
KW  - sweden
KW  - specialpedagogik
KW  - special education
AB  - Introduction: Compared to other countries, Sweden did not introduce sudden lockdowns and school closures during the COVID-19 pandemic. Instead, the country chose a less restrictive approach to managingthe pandemic, such as staying at home with any symptoms of cold orCOVID-19, washing hands, and maintaining social distancing. Preschools and compulsory schools remained open. In this context, limited evidenceexists about how Swedish families of students with special educationalneeds and disabilities (SEND) experienced collaboration with school professionals to support their children during the COVID-19, and how the pandemic affected parents’ perceptions of quality of their family life. The present study investigated parental perceptions of satisfaction with family-school collaboration and with family quality of life during the COVID-19 pandemic.Methods: Twenty-six parents of students with SEND who attended general lower secondary schools (grades 7-9) completed a survey using three measures: the demographic questionnaire, the Beach Center Family Quality of Life scale (FQOL), and the Family-School Collaboration scale – the adapted version of the original Beach Center Family-Professional Partnership Scale. Descriptive statistics, Pearson correlations were used to analyse data.Results: Parents felt less satisfied with family-school collaboration related to child-oriented aspects; they were least satisfied with their emotional well-being aspect of family quality of life. Strong, significant and positive associations were found between family-school collaboration and disability-related support aspect of FQOL.Discussion: The findings point to the importance of family-schoolpartnerships in promoting students’ positive school achievements, and inenhancing FQOL. The findings have practical implications for professional development of pre- and in-service teachers within the existing curricula of teacher preparation programs. Implications for further research are discussed given the study’s small sample size and challenges in recruitmentof participants.
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TY  - JOUR
T1  - Are relations between children's hyperactive behavior, engagement, and social interactions in preschool transactional?: A longitudinal study
T2  - Frontiers in Education
SN  - 2504-284X
A1  - Sjöman, Madeleine
PY  - 2023
IS  - 8
EP  - 8
DO  - 10.3389/feduc.2023.944635
LA  - eng
PB  - : Frontiers Media S.A.
KW  - hyperactive behavior
KW  - core engagement
KW  - social interaction
KW  - early childhood education
KW  - bidirectional paths
KW  - special support needs
AB  - Based on bioecological systems theory, engagement is the mechanism for children's learning and development. However, children with hyperactive behavior tend to be less engaged in early childhood education and care (ECEC), which might negatively influence their learning and development. On the other hand, social interaction might support children with hyperactive behavior staying engaged in these activities. The current study investigates whether the association between teacher responsiveness, positive peer-to-child interaction (i.e., the quality of peer interaction) and children's hyperactive behavior and engagement levels are transactional. Two hundred and three children aged 1 to 5 in Swedish preschool settings were followed. Data was collected at three points in time between 2012 and 2014. This data was then analyzed to identify associations and how they changed over time. Transactional paths were found between children's levels of core engagement, teacher responsiveness, and the quality of positive peer-to-child interaction. Children's core engagement increases the probability of better quality positive peer-to-child interaction and teacher responsiveness, increasing core engagement over time. Teacher responsiveness and the quality of positive peer-to-child interaction are predictors of reduced hyperactive behavior over time. Meanwhile, children's hyperactive behavior does not significantly influence these two types of social interaction, that is, decreased hyperactivity may not improve social interaction to the same extent as increased engagement. The findings are discussed in relation to how special support for children with hyperactive behavior can be designed, with a focus on increasing core engagement in preschool settings.
ER  - 

TY  - JOUR
T1  - An exploratory study of children’s expressive language productivity in relation to teachers’ use of communication-supporting strategies
T2  - Frontiers in Education
SN  - 2504-284X
A1  - Edlund, Karin
A1  - Kjellmer, Liselotte
A1  - Hemmingsson, Helena
A1  - Berglund, Eva
PY  - 2024
IS  - 9
EP  - 9
DO  - 10.3389/feduc.2024.1308388
LA  - eng
PB  - : Frontiers Media SA
KW  - expressive language productivity
KW  - communication-supporting strategies
KW  - structured  small-group conversations
KW  - response to intervention
KW  - primary school
KW  - specialpedagogik
KW  - special education
KW  - structured small-group conversations
AB  - Supporting children’s language development, particularly oral language, is crucial as it constitutes the basis for the further development of literacy skills. This study explored patterns of primary school children’s expressive language productivity over time in relation to a professional development (PD) program designed to further teachers’ use of communication-supporting strategies to promote child talk. Framed by a Tier 2 response to intervention model, teacher-child verbal interactions were observed during structured small-group conversations. The participants were 36 children (M age 8;2  years old), with and without speech, language and communication needs (SLCN) attending three mainstream classes in two Swedish municipalities. Two teachers followed a 10-week PD program, and a third teacher participated for comparison purposes. We  measured the children’s expressive language productivity in relation to the teachers’ strategy use pre-intervention, post-intervention, and at a two-month follow-up. In the results, we found a tendency that when the teachers used the strategies frequently, the children’s expressive language productivity seemed suppressed. Although the results showed a large variation in the children’s expressive language productivity, a tentative conclusion is that the children with SLCN may also be stimulated and willing to participate verbally during this type of small-group conversation. This finding suggests support for an inclusive Tier 2 approach of mixed groups with both children with and without SLCN. Based on our findings, we also suggest stressing in the PD program the need for teachers to balance their strategy use in the interactions with the children to provide ample opportunities for the children to talk and express themselves.
ER  - 

TY  - JOUR
T1  - How to make a bridal bouquet: sensory knowing in action
T2  - Frontiers in Education
SN  - 2504-284X
A1  - Gåfvels, Camilla
PY  - 2024
IS  - 9
EP  - 9
DO  - 10.3389/feduc.2024.1316981
LA  - eng
PB  - : Frontiers Media S.A.
KW  - intention understanding
AB  - This study explored the planning and making of a bridal bouquet in classroom interaction between a teacher and a student in a Swedish upper-secondary adult floristry education school. The purpose was to empirically reveal floristry disciplinary aesthetics. Aesthetics can be said to involve the exploration of sensory perception in general, entailing a focus on tacit sensory knowing. Methodologically, this study drew on the principles of ethnomethodology and (multimodal) conversation analysis to investigate video-recorded empirical data. The analysis included three separate sequences of interaction after the student requested the teacher’s attention. In the sequences, the student repeatedly provided answers to her own known-answer questions, and it remained her privilege to define what should be done and why as a consequence of the teacher’s authoritative guiding and gentle support. The results include examples of floristry disciplinary aesthetics in action when making a bridal bouquet, such as airiness and the role of outer shape. Moreover, in situ aesthetic judgement as part of sensory knowing is shown to be ample in the form of embodied actions, such as showing with the hands and communicating with facial expressions.
ER  - 

TY  - JOUR
T1  - Drawing the future: gender and future occupational aspirations of young children in Sweden
T2  - Frontiers in Education
SN  - 2504-284X
A1  - Wamala-Andersson, Sarah
A1  - Richardson, Matt X.
A1  - Schölin Bywall, Karin
A1  - Norgren, Therese
A1  - Chambers, Nick
PY  - 2025
IS  - 9
EP  - 9
DO  - 10.3389/feduc.2024.1485425
LA  - eng
PB  - : Frontiers Media S.A.
KW  - education
AB  - Introduction: Research on young children’s occupational aspirations and the factors shaping them is still limited, especially in early interventions addressing gender disparities in high-status fields like STEM.Methods: This is the first study in Sweden utilizing the Drawing the Future method, surveyed 1,832 children (aged 5–13) from 28 schools in Skåne region of southern, asking them to draw their dream jobs. This exercise was conducted in a classroom setting and facilitated by their class teacher.Results: Significant gender differences emerged, revealing distinct stereotypical patterns in children’s future occupational aspirations and influencing factors. Only three occupations—footballer, doctor, and police officer—were popular among both genders. Girls preferred people- or animal-centered roles, while boys leaned toward jobs involving “things” (p < 0.001). Girls felt they could pursue similar careers as boys, but boys showed more skepticism (p < 0.001). Influence patterns also varied by gender: 25% of girls were inspired by mothers, while 45% of boys were inspired by fathers (p = 0.02). Beyond immediate family, girls often sought career information from acquaintances, while boys turned to media (p < 0.001). STEM interest was limited, with “game developer” being the only STEM job on boys’ lists. Additionally, a larger proportion of boys ranked STEM subjects among their top 10 favorite school subjects, while girls preferred crafts, art, and English (p < 0.001).Discussion: These findings highlight the need for early, unbiased, evidence-based career interventions and policies to broaden children’s awareness of diverse job options and opportunities in the labor market.
ER  - 

TY  - JOUR
T1  - Student Assessment of Teaching as a Source of Information about Aspects of Teaching Quality in Multiple Subject Domains: An Application of Multilevel Bifactor Structural Equation Modeling
T2  - Frontiers in Psychology
SN  - 1664-1078
A1  - Scherer, Ronny
A1  - Gustafsson, Jan-Eric
PY  - 2015
IS  - 6
EP  - 6
DO  - 10.3389/fpsyg.2015.01550
LA  - eng
PB  - : Frontiers Media SA
AB  - Research on educational effectiveness most often uses student assessments of classroom instruction for measuring aspects of teaching quality. Given that crucial inferences on the success of education are based on these assessments, it is essential to ensure that they provide valid indicators. In this study, we illustrate the application of an innovative application of a multilevel bifactor structural equation model (ML-BFSEM) to examine the validity of student assessments. Analyzing a large-scale data set of 12,077 fourth-grade students in three countries (Finland, Norway, and Sweden), we find that (i) three aspects of teaching quality and subject domain factors can be established; (ii) metric and scalar invariance could be established for the ML-BFSEM approach across countries; and (iii) significant relations between students’ assessments of how easy the teacher is to understand and achievement in all subjects exist. In support of substantive research, we demonstrate a methodological approach for representing the complex nature of student assessments of teaching quality. We finally encourage substantive and methodological researchers to advance the ML-BFSEM.
ER  - 

TY  - JOUR
T1  - Emotion Socialization in Teacher-Child Interaction: Teachers Responses to Childrens Negative Emotions
T2  - Frontiers in Psychology
SN  - 1664-1078
A1  - Cekaite, Asta
A1  - Ekström, Anna
PY  - 2019
IS  - 10
EP  - 10
DO  - 10.3389/fpsyg.2019.01546
LA  - eng
PB  - : FRONTIERS MEDIA SA
KW  - social interaction
KW  - child-adult interaction
KW  - emotion socialization
KW  - norms and values
KW  - emotion regulation
AB  - The present study examines 1- to 5-year-old childrens emotion socialization in an early childhood educational setting (a preschool) in Sweden. Specifically, it examines social situations where teachers respond to childrens negative emotional expressions and negatively emotionally charged social acts, characterized by anger, irritation, and distress. Data consisted of 14 h of video observations of daily activities, recorded in a public Swedish preschool, located in a suburban middle-class area and include 35 children and 5 preschool teachers. By adopting a sociocultural perspective on childrens development and socialization, the study examines the communicative practices through which the expressions of negative emotions are responded to and the norms and values that are communicated through these practices. The data are analyzed by using multimodal analysis of interaction that provides a tool for detailed analysis of participants verbal and embodied actions and sense-making. The analyses show that teachers responded to childrens negatively charged emotional expressions as social acts (that were normatively evaluated), and the adults instructed children how to modify their social conduct (rather than deploying explicit discussions about emotions). The teachers used communicative genres that prioritized general moral principles and implemented the non-negotiability of norms over individual childrens emotional-volitional perspectives and individual preferences. The teachers instructive socializing activities were characterized by movement between multiple temporal horizons, i.e., general (emotional) discourse that transcended the hereand-now, and specific instructions targeting the childrens conduct in a current situation. The study discusses how emotion socialization can be related to the institutional characteristics and collective participatory social conditions of early childhood education.
ER  - 

TY  - JOUR
T1  - Executive Functions, Pragmatic Skills, and Mental Health in Children With Congenital Cytomegalovirus (CMV) Infection With Cochlear Implants: A Pilot Study
T2  - Frontiers in Psychology
SN  - 1664-1078
A1  - Löfkvist, Ulrika
A1  - Anmyr, L
A1  - Henricsson, Cecilia
A1  - Karltorp, E
PY  - 2020
IS  - 10
EP  - 10
DO  - 10.3389/fpsyg.2019.02808
LA  - eng
PB  - : FRONTIERS MEDIA SA
KW  - executive functions
KW  - pragmatcis
KW  - mental health
KW  - cytomegalo virus infection
KW  - cochlear implant
AB  - Congenital cytomegalovirus (cCMV) infection is the most common cause of progressive hearing impairment. In our previous study around 90% of children with a cCMV infection and CI had severely damaged balance functions (Karltorp et al., 2014). Around 20% had vision impairment, 15% were diagnosed with Autism-Spectrum-Disorder, and 20% with ADHD. One clinical observation was that children with cCMV infection had problems with executive functioning (EF), while controls with a genetic cause of deafness (Connexin 26 mutations; Cx26) did not have similar difficulties. A follow-up study was therefore initiated with the main objective to examine EF and pragmatic skills in relation to mental health in children with a cCMV infection and to draw a comparison with matched controls with Cx26 mutations (age, sex, hearing, non-verbal cognitive ability, vocabulary, and socioeconomic status level). Ten children with a cCMV infection and CI (4.8-12:9 years) and seven children with CI (4:8-12:8 years) participated in the study, which had a multidisciplinary approach. Executive functioning was assessed both with formal tests targeting working memory and attention, parent and teacher questionnaires, and a systematic observation by a blinded psychologist during one test situation. Pragmatics and mental health were investigated with parent and teacher reports. In addition, the early language outcome was considered in non-parametric correlation analyses examining the possible relationships between later EF skills, pragmatics, and mental health. Children with cCMV had a statistically significant worse pragmatic outcome and phonological working memory than controls despite their groups having similar non-verbal cognitive ability and vocabulary. However, there were no statistical differences between the groups regarding their EF skills in everyday settings and mental health. There were associations between early language outcomes and later EF skills and pragmatics in the whole sample. Conclusion: Children with a cCMV infection are at risk of developing learning difficulties in school due to difficulties with phonological working memory and pragmatic skills in social interactions.
ER  - 

TY  - JOUR
T1  - Complexity Thinking as a Tool to Understand the Didactics of Psychology
T2  - Frontiers in Psychology
SN  - 1664-1078
A1  - Harmat, László
A1  - Herbert, Anna
PY  - 2020
IS  - 11
SP  - 1
EP  - 17
DO  - 10.3389/fpsyg.2020.542446
LA  - eng
PB  - : Frontiers Media S.A.
KW  - complexity theory
KW  - complexity thinking
KW  - education
KW  - didactics of psychology
KW  - psychology teaching
AB  - The need to establish a research field within psychology didactics at secondary level has recently been voiced by several researchers internationally. An analysis of a Swedish case coming out of secondary level education in psychology presented here provides an illustration that complexity thinking-derived from complexity theory-is uniquely placed to consider and indicate possible solutions to challenges, described by researchers as central to the foundation of a new field. Subject matter didactics is defined for the purpose of this paper as a combination of general didactics and subject matter content, and considering the international nature of research traditions coming out of psychology, the implications of the results presented here cannot be regarded as limited solely to national concerns. An online survey was sent to secondary schools in Sweden. Discussions and lectures along with teaching to the book-alternatively used as inspiration-emerged as central from the thematic analysis of the results, providing the first mapping of teaching practices secondary level psychology in Sweden. An analysis, founded on complexity thinking-combined with a model enabling a delimitation of the scope of study-focused on time use and the importance placed on self-knowledge, along with the transformation of theory into practice. The former pointed to a teacher-centered nested subsystem (e.g., asymmetric relations between teachers and students), whereas the latter pointed to student-centered nested subsystems coming out of embodied knowledge (e.g., students as node) where psychological perspectives are learnt through self-reflection, case studies, and everyday life experiences (turning theory to practice), implying a holistic approach. The analysis applied to the Swedish case provides an illustration of how complexity theory has the potential to address challenges at the micro and the macro levels to the establishment of a new research field in psychology didactics and to indicate possible solutions (drawing among other things upon teaching experiences coming out of the Swedish case study). Psychology's high relevance to everyday life, multi-causality, perspective pluralism, dynamic systems character, and scientific character make complexity thinking a relevant approach in the consideration of challenges to the establishment of a research field in didactics of psychology.
ER  - 

TY  - JOUR
T1  - Factors associated with implemented teacher-led movement and physical activity in early childhood education and care
T2  - Frontiers in Psychology
SN  - 1664-1078
A1  - Sollerhed, Ann Christin
PY  - 2023
IS  - 14
EP  - 14
DO  - 10.3389/fpsyg.2023.1221566
LA  - eng
PB  - : Frontiers Media SA
AB  - Movement and physical activity (MoPA) is critical for children’s development and health. This study aimed to explore early childhood education and care (ECEC) educators’ reported frequency of implemented gross motor and physical activities (MoPA) among children in ECEC, as well as the educators’ reported personal physical activity (PA) levels in leisure time. A cross-sectional survey was performed in 68 preschools in southern Sweden. Data were obtained from questionnaires completed by 359 ECEC educators. The participation rate was 61%. About two thirds offered MoPA once a week or more seldom, while one quarter offered MoPA at least every other day. Educators who reported personal PA three times or more per week, offered MoPA for the children at least every other day to a higher extent (37%) compared to colleagues who reported personal PA once or twice a week (26%) or colleagues who reported that they were never or seldom active (18%) (p = 0.034). The results from multiple logistic regression analysis showed that reported implemented MoPA among children in ECEC was significantly associated with the educators’ perceptions that free play improved children’s gross motor skills (OR 2.7), the educators’ perceptions of needed curricular guidelines for MoPA (OR 2.1), the educators’ own leisure PA level (OR 2.0) and the educators’ perceptions that adequate gross motor skills were not learned at home (OR 0.4). Teacher-led MoPA occurs sparingly during the preschool day and the teachers believe that the children get sufficient MoPA in free play. The children are expected to develop their motor skills to a sufficient extent during the short moments of offered outdoor play. Teachers who are physically active in their leisure-time seem to offer gross motor training for the children to a higher extent than less active or inactive colleagues.
ER  - 

TY  - JOUR
T1  - A Short-Term Longitudinal Study on the Development of Moral Disengagement Among Schoolchildren: The Role of Collective Moral Disengagement, Authoritative Teaching, and Student-Teacher Relationship Quality
T2  - Frontiers in Psychology
SN  - 1664-1078
A1  - Bjärehed, Marlene
A1  - Sjögren, Björn
A1  - Thornberg, Robert
A1  - Gini, Gianluca
A1  - Pozzoli, Tiziana
PY  - 2024
IS  - 15
SP  - 13
EP  - 13
DO  - 10.3389/fpsyg.2024.1381015
LA  - eng
PB  - : Frontiers Media SA
KW  - moral disengagement
KW  - collective moral disengagement
KW  - authoritative teaching
KW  - student-teacher relationship quality
KW  - bullying
KW  - peer aggression
AB  - The aim of this study was to examine whether collective moral disengagement and authoritative teaching at the classroom level, and student-teacher relationship quality at the individual level, predicted individual moral disengagement among pre-adolescent students 1 year later. In this short-term longitudinal study, 1,373 students from 108 classrooms answered a web-based questionnaire on tablets during school, once in fifth grade (T1) and once in sixth grade (T2). The results showed, after controlling for T1 moral disengagement, gender, and immigrant background, that students with better student-teacher relationship quality at T1 were more inclined to score lower on moral disengagement at T2, whereas students in classrooms with higher levels of collective moral disengagement at T1 were more inclined to score higher on moral disengagement at T2. In addition, both collective moral disengagement and authoritative teaching were found to moderate the associations between student-teacher relationship quality at T1 and moral disengagement at T2. These findings underscore the importance of fostering positive relationships between students and teachers, as well as minimizing collective moral disengagement in classrooms. These measures may prevent the potential escalation of moral disengagement in a negative direction.
ER  - 

TY  - JOUR
T1  - Perceived insufficient pedagogical content knowledge in teaching movement and physical activity. Experiences from an action-oriented study among educators in early childhood education and care
T2  - Frontiers in sports and active living
SN  - 2624-9367
A1  - Sollerhed, Ann Christin
PY  - 2023
IS  - 4
EP  - 4
DO  - 10.3389/fspor.2022.1050311
LA  - eng
PB  - : Frontiers Media S.A.
AB  - Movement and physical activity (MoPA) are critical to children's health and development. Many children aged 1–5 years are enrolled in Early Childhood Education and Care (ECEC) in Sweden, and high expectations are placed on educators to deliver education of sufficient quality to support children's development. The aim of the 18-month-long action-based study was to investigate how 88 ECEC educators in five preschools perceived and experienced the priority and teaching of MoPA. The educators planned and implemented MoPA sessions among children. They filmed sequences from the sessions, which were shown in the focus groups and were the starting point for the collegial discussions. Content analysis of the focus group discussions revealed three themes: Teaching aspects; Educational aspects; Structural aspects, with associated subthemes. During the project with the trial-and-error MoPA teaching, the educators detected insufficient PCK to teach MoPA and that teaching was often replaced with free play. Increased metacognition made the educators aware of children's different MoPA levels and that free play did not always increase all children's skills. The perceived insufficient pedagogical content knowledge to teach MoPA was perceived as a troublesome barrier for promoting MoPA. During the project, the educators' metacognition about MoPA increased, which made the educators aware of children's different MoPA levels and that free play did not always increase all children's skills. Despite of increased metacognition, most of the educators were not ready to leave their comfort zones and were not open to extra work or effort when it came to MoPA. However, the educators demonstrated the need for improved education in MoPA in early childhood teacher education, as well as the need for continuous education for working educators in ECEC to enhance the pedagogic content knowledge for adequate teaching in MoPA, which is important for children's present development and future health.
ER  - 

TY  - JOUR
T1  - Monitoring mental distress in Para athletes in preparation, during and after the Beijing Paralympic Games 2022: A 22 week prospective mixed-method study.
T2  - Frontiers in Sports and Active Living
SN  - 2624-9367
A1  - Bentzen, Marte
A1  - Kenttä, Göran
A1  - Karls, Tommy
A1  - Fagher, Kristina
PY  - 2022
IS  - 4
EP  - 4
DO  - 10.3389/fspor.2022.945073
LA  - eng
PB  - : Frontiers Media S.A.
KW  - para athletes
KW  - paralympic games
KW  - anxiety
KW  - depression
KW  - mental disorder (disease)
KW  - monitoring athlete health
KW  - sport for persons with disability
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - It is common in elite sport to monitor athletes' training load, injuries and illnesses, but mental distress is rarely included. An improved understanding of the epidemiology of mental distress among elite Para athletes and how their coaches perceive such monitoring would allow us to better develop and implement preventive measures. The purpose of this study was therefore to (1) prospectively describe elite Para athletes' mental distress, before, during and after the Beijing Paralympic Games (Paralympics Games 22 = PG22); and to (2) gain a better understanding of if and potentially how awareness of athletes' mental distress changed, through weekly monitoring, and influenced how coachers perceive athletes' mental distress and if they accounted for this before, during and after PG22. A mixed-method study design was used, in which prospective mental distress (depression and anxiety) data were collected weekly from 13 [Swedish] elite Para athletes in preparation, during and after PG22. Data were screened and evaluated weekly by a physiotherapist and a sports psychologist, and coaches also received weekly reports. A focus-group interview with the coaches were conducted post Paralympics to address coaches' awareness about mental distress and athlete health monitoring in Parasport. For data analyses, descriptive statistics was used for the quantitative data and a content analysis was conducted for the qualitative data. The results reveled the following proportion of datapoints indicating symptoms of anxiety and depression: before PG22 (15.8 and 19.1%); during PG22 (47.6 and 38.2%); and after PG22 (0 and 11.8%). The qualitative results indicated that coaches perceived athlete health monitoring as helpful for increasing their awareness of mental distress, and as a useful tool to initiate support for their athletes as well as improving their coaching. In summary, this cohort of elite Para athletes reported a high proportion of mental distress during the Winter Paralympic Games in Beijing. The results also show that it is important and feasible to monitor Para athletes' mental distress to detect and manage early symptoms of mental distress.
ER  - 

TY  - JOUR
T1  - A comparative analysis of movement and physical activity in early childhood teacher education policy in five Nordic countries
T2  - Frontiers in Sports and Active Living
SN  - 2624-9367
A1  - Christiansen, Lars Breum
A1  - Ekberg, Jan-Eric
A1  - Soini, Anne
A1  - Froberg, Karsten
A1  - Kristjansdottir, Gudrun
A1  - Sollerhed, Ann Christin
A1  - Sääkslahti, Arja
A1  - Fjørtoft, Ingunn
A1  - Vilhjalmsson, Runar
A1  - Olesen, Line Grønholt
PY  - 2024
IS  - 6
EP  - 6
DO  - 10.3389/fspor.2024.1352520
LA  - eng
PB  - : Frontiers Media S.A.
KW  - education policies
KW  - preschool
KW  - early childhood education
KW  - international comparison
KW  - physical development and movement
AB  - Introduction: The aim of this study is to investigate the integration of movement and physical activity (MoPA) within Early Childhood Teacher Education (ECTE) policies across Denmark, Finland, Iceland, Norway, and Sweden. This knowledge can inform the development of ECTE policies and practices that promote MoPA in Early Childhood Education and Care (ECEC) in Nordic countries and other countries worldwide.Methods: In this study, a Nordic cross-national network of researchers collaborated in investigating policy documents at the national and university levels, which govern the education of ECEC teachers. This study was inspired by the Non-affirmative Theory of Education, which provides a framework for understanding the various influences on curricular development in higher education. Based on this, a four-step comparative analytical process of national and university documents across the Nordic countries was conducted. It included keyword search for MoPA related courses and a qualitative description of MoPA in ECTE. Thus, a combination of investigations of policy documents at the national and university level and expert knowledge set a solid foundation for international comparison.Results: The comparative analysis of MoPA in ECTE reveals diverse approaches influenced by national and university policies. A central theme is the variability in MoPA integration across these nations. Finland and Norway prioritize MoPA with independent mandatory courses. In Iceland, compulsory MoPA courses exist at one of two universities, and in Sweden at three out of 19. All university colleges in Denmark offer an elective course. Furthermore, learning objectives related to MoPA are, to varying degrees, part of the internships in the countries, with Sweden being an exception. In the participating countries, the teachers decide the content of the MoPA courses with little guidance, support, and agreement on essential MoPA content within and across the ECTE's. Norway has established guidelines, and in Finland, there is a network of ECTE Physical Education (PE) educators, which, to some degree, increases the consistency and quality of MoPA in education.Discussion: The Nordic countries present diverse MoPA integration approaches rooted in national policies and educational traditions. The findings emphasize the necessity of independent and mandatory MoPA courses, integration of MoPA into internships and promoting networks across the educational and academic sectors to equip future early childhood educators with competencies for fostering physical activity, motor development and children's well-being.
ER  - 

TY  - JOUR
T1  - Negotiating adolescents' physically active life during the school day.
T2  - Frontiers in Sports and Active Living
SN  - 2624-9367
A1  - Hoy, Sara
A1  - Thedin Jakobsson, Britta
A1  - Lunde, Carolina
A1  - Larsson, Håkan
PY  - 2025
IS  - 7
EP  - 7
DO  - 10.3389/fspor.2025.1505189
LA  - eng
PB  - : Frontiers Media S.A.
KW  - agency
KW  - ethnography
KW  - health equity
KW  - health promotion
KW  - physical activity
KW  - school context
KW  - whole school approach
KW  - youth
KW  - samhällsvetenskap/humaniora
KW  - social sciences/humanities
AB  - INTRODUCTION: School contexts are addressed as important for encouraging adolescents' physically active lives, where whole-school approaches have emerged as globally recognized strategies. Recent research emphasizes the need to further understand the contexts relating to physical activity (PA) and strategies to enhance students' and staff's agency in relation to PA opportunities. In the current study, we explore early adolescent students' daily PA from an ecological perspective, examining the negotiated opportunities and barriers to PA within differing school contexts and how individual agency is expressed in relation to PA.METHODS: This ethnographic collective case study was conducted in four Swedish middle schools that varied in size, resource denseness, and whether they were independent or public providers. The main empirical material was collected through ∼720 h of fieldwork during a school year, along with 86 interviews involving 50 students and 52 staff members. A comparative reflexive thematic analytical approach was used.RESULTS AND DISCUSSION: The transition between educational stages brought changes that influenced students and staff's agency related to PA. Against this backdrop, the analytical findings were organized into four themes. Students' PA was negotiated against the logic associated with being a "good" middle school student and teacher. Realizing daily PA also stood in relation to an anything-is-possible spirit, which was pitted against the lack of an organizational structure and high hopes for PA outcomes-creating a tension between vision and practicality, where student voices were overlooked. While all four schools claimed a commitment to providing PA opportunities for all, students negotiated their agency based on gender, age, social status, and previous experiences with traditional sports, which dominated recess activities. Students' PA during and after school was closely interconnected, especially expressed in physical education and health classes. This connection often benefited already active students in resource-rich environments while marginalizing those who were less active, further creating an uneven playing field regarding PA opportunities. Various schools shared challenges connected to students' daily PA, but challenges differed between and within schools. Future school policies, practices, and research should aim at addressing cultural, structural, and material dimensions focusing on sustainability, equity, and pedagogical issues, enabling young people to develop autonomy and ability to shape their PA experiences in ways that are meaningful to them.
ER  - 

TY  - JOUR
T1  - Systematic Child Talks in Early Childhood Education-A Method for Sustainability
T2  - Children
SN  - 2227-9067
A1  - Engdahl, Ingrid
A1  - Pramling Samuelsson, Ingrid
A1  - Ärlemalm-Hagser, Eva
PY  - 2023
VL  - 4
IS  - 10
EP  - 4
DO  - 10.3390/children10040661
LA  - eng
PB  - : MDPI AG
KW  - early childhood education
KW  - sustainability
KW  - systematic child talks
KW  - child
KW  - interviews
KW  - teacher competence
KW  - preschool
KW  - early childhood education for
KW  - child interviews
AB  - One of a preschool teacher's most important competencies is to be able to talk with children and to invite them to share their ideas, knowledge, and experiences. This skill is of utmost importance within Early Childhood Education for sustainability. The aim of this article is to show various ways in which preschool teachers carry out systematic talks with children. Data come from a large Swedish development and research project, Sustainable Preschool, involving around 200 teachers in Early Childhood Education. During the spring of 2022, the preschools carried out theme-oriented projects linked to sustainable development. The participating preschool teachers were then asked to carry out systematic child talks with children about learning for sustainability and their understanding of the sustainability-related content. Using content analysis, three different approaches were identified as to how teachers communicate with children systematically about various content related to sustainability: (1) joint creation of meaning, (2) question and answer, focusing on remembering facts, and (3) following the children. There is a large variation in the teachers' communicative competences. A key factor seems to be to create a shared inter-subjective atmosphere, while at the same time being open for alterity, that is, introducing new or slightly changed perspectives for the dialogue to deepen and continue.
ER  - 

TY  - JOUR
T1  - Looking for Special Education in the Swedish After-School Leisure Program Construction and Testing of an Analysis Model
T2  - Education Sciences
SN  - 2227-7102
A1  - Karlsudd, Peter
PY  - 2020
VL  - 12
IS  - 10
SP  - 1
EP  - 13
DO  - 10.3390/educsci10120359
LA  - eng
PB  - : MDPI
KW  - special pedagogy
KW  - after school activities
KW  - leisure time center
KW  - analysis model
KW  - learning impairments
KW  - special education
KW  - specialpedagogik
AB  - How the Swedish after-school leisure program pedagogy relates to special education is rarely the subject of research. The problematization of the special education concept in the after-school leisure centers will be the starting point of this analysis model. This has been constructed with the aim of investigating how actors in the Swedish after-school leisure activities define how special education is being actualized in after school programs. The premises for the study regard the after-school leisure program mission; namely, to complement, compensate, and teach. In order to validate the analysis model, an exploratory pilot study was conducted through interviews with two teacher educators and two teachers in the after-school leisure program. The results show that the models developed for this investigation can be used in further studies. The analysis model provided important key words for further investigation and discussion of the program. These results can in no way be generalized, but they clearly show that the constructed and tested analysis model may form the basis for valuable discussions and pedagogical approaches in teacher education and in the program that the education prepares students for. Therefore, the pilot study comprises the foundation for a more comprehensive future study.
ER  - 

TY  - JOUR
T1  - Early Years Physics Teaching of Abstract Phenomena in Preschool: Supported by Children’s Production of Tablet Videos
T2  - Education Sciences
SN  - 2227-7102
A1  - Redfors, Andreas
A1  - Fridberg, Marie
A1  - Jonsson, Agneta
A1  - Thulin, Susanne
PY  - 2022
VL  - 7
IS  - 12
SP  - 1
EP  - 13
DO  - 10.3390/educsci12070427
LA  - eng
PB  - : MDPI AG
AB  - In 2011, a renewed national curriculum for preschools in Sweden introduced explicit pedagogical tasks concerning chemistry and physics. This article is about the analysis of physics teaching supported by video productions with tablets, part of a three-year professional development pro-gramme on collaborative inquiry teaching of chemistry and physics in Swedish preschools. The temporal case studies reported here were focused on children’s and teachers’ communication during extended teaching sequences with three- to six-year-old children in two Swedish pre-schools. Eleven children and two teachers participated in this study. The children worked in small groups with one teacher. Results indicate that children’s video productions by tablets con-tributed to children’s learning, with differences indicated for children’s experiences of objects of learning in physics at different levels of abstraction. Consequences of the results for future teach-ing of early years physics are discussed.
ER  - 

TY  - JOUR
T1  - Signs of Learning: Multiple Modes as Support for Interaction in a Linguistically Diverse Physics Classroom
T2  - Education Sciences
SN  - 2227-7102
A1  - Danielsson, Kristina
A1  - Uddling, Jenny
PY  - 2022
VL  - 10
IS  - 12
SP  - 1
EP  - 23
DO  - 10.3390/educsci12100662
LA  - eng
PB  - : MDPI AG
KW  - multimodality
KW  - science education
KW  - design for learning
KW  - signs of learning
KW  - linguistically diverse classrooms
KW  - subject learning and teaching
KW  - ämnesdidaktik
KW  - utbildningsvetenskap med inriktning mot språk och språkutveckling
KW  - education in languages and language development
KW  - naturvetenskapsämnenas didaktik
KW  - swedish didactics
KW  - teacher education and education work
AB  - Students’ and teachers’ meaning making in science classrooms is dependent on language in a broad, multimodal, sense, comprising specialized lexicogrammar and ways of using semiotic resources such as models, diagrams, and subject specific symbols. Altogether, the multimodal demands of science can be challenging, in particular for students learning the language of instruction in parallel with the subject content. Yet, multimodal perspectives are scarce in research concerning science learning in linguistically diverse classrooms, where several students are educated in their second language. Drawing on designs for learning theory, the interaction in a linguistically diverse physics classroom was analyzed through the Learning Design Sequence model to investigate the teacher’s design for learning for students’ meaning-making about ‘sound’. Thereto, students’ ‘signs of learning’ regarding subject content and how to communicate content in line with the discourse of science was analyzed. The teacher’s design for learning gave the students opportunities to interact about content by use of different semiotic modes, with gradually higher demands regarding both content and how to express the content which appeared to support students’ development of content knowledge and competency to express this knowledge in line with the discourse of science. However, some of the teacher’s choices appeared to be a hindrance for the students.
ER  - 

TY  - JOUR
T1  - Learning to Teach as a Spectator or a Participant-Ideas of Vocational Learning in Policy on Teacher Education
T2  - EDUCATION SCIENCES
SN  - 2227-7102
A1  - Jederud, Sandra
PY  - 2022
VL  - 10
IS  - 12
EP  - 10
DO  - 10.3390/educsci12100726
LA  - eng
PB  - : MDPI
KW  - teacher education
KW  - school-based education
KW  - policy documents
KW  - participatory perspective
KW  - spectator perspective
AB  - This article explores how ideas about teacher student learning are expressed in policy documents, especially the school-based part of teacher education in the Swedish educational system. The study concerns how these parts of the education process are outlined through two reforms, one in 2001 and one in 2011. Of particular interest in the article is how these reforms represent, and to some extent, produce ideas for learning the teaching profession in relation to the specific context of practicum, and that this context pertains to specific knowledge, theoretical and practical knowledge. However, the analysis of the documents points towards a tension between theory and practice. By additionally analyzing policy documents on a local level, where the national policy is operationalized, the tension between theory and practice becomes more explicit. By introducing the notion of spectatorship knowledge and participatory knowledge, two different visions of students’ learning emerge in policy. However, the relation between these two perspectives is problematic, as will be shown in the concluding part of the article. In conclusion, it is suggested that rather than muddling spectatorship knowledge and participatory knowledge together, teacher education programmes should provide for conditions where these knowledge forms are better taken care of.
ER  - 

TY  - JOUR
T1  - Countering Discourses of Derision: Moving towards Action in Teacher Education in the USA and Sweden
T2  - Education Sciences
SN  - 2227-7102
A1  - Blennow, Katarina
A1  - Malmström, Martin
A1  - Stolle, Elizabeth Petroelje
PY  - 2023
VL  - 7
IS  - 13
EP  - 7
DO  - 10.3390/educsci13070635
LA  - eng
PB  - : MDPI
KW  - teacher educator
KW  - liminality
KW  - activism
KW  - identity
KW  - positioning
KW  - emotions
KW  - self-study
AB  - This article is about how negative discourses of teacher education position teacher educators and how they might influence or inspire action. We use self-study methods to investigate the political dimension of teacher education in two national contexts: Sweden and the USA. More specifically, we examine the emotions stirred by the positioning related to being a teacher educator and how those emotions can be used to take a line to and resist boundaries that limit us within the profession in the two contexts. We aim to contribute to the self-study field by emphasizing a political dimension, in addition to the personal and professional dimensions of teacher education more often studied by scholars. Using the concepts of positionality, emotions, liminality, and action, we conclude that the liminal spaces offered us time to think about the emotions we have experienced due to the derisive discourses that position us in negative ways as teacher educators, and with that thinking came opportunities to reflect on our identity as teacher educators and what we look to accomplish as teacher educators. A new understanding of liminality as a space of possibility has boosted us to take action. An important conclusion is that emotional labor can be a hindrance in relation to teacher educator action, while emotions can act as clues for opportunities of growth and action. Telling our stories opened space for us to use our emotions to take a line to and resist the derogatory discourse, engage in the political, and move closer to becoming teacher educator activists.
ER  - 

TY  - JOUR
T1  - Assessment and Gifted Discourse in Swedish Early Years Education Steering Documents: The Problem of (In)Visibility
T2  - Education Sciences
SN  - 2227-7102
A1  - Margrain, Valerie
A1  - van Bommel, Jorryt
PY  - 2023
VL  - 9
IS  - 13
EP  - 9
DO  - 10.3390/educsci13090904
LA  - eng
PB  - : MDPI
KW  - gifted
KW  - early childhood
KW  - preschool
KW  - assessment
KW  - curriculum
KW  - policy
KW  - sweden
AB  - This study explores how assessment is presented in Swedish early years’ steering documents and considers risks for young gifted students in relation to assessment (or lack thereof). Document analysis was undertaken on, firstly, Swedish curriculum documents for the preschool and for the compulsory school, and secondly, mapping materials used in the preschool class with six-year-old children. Results show that assessment is not a term used in Swedish early years curricula. Instead, preschool teachers are asked to evaluate their own practice; preschool class teachers are asked to engage with mapping and only to consider working toward later assessment goals in year 3 of school. A plethora of alternative assessment terms are used in the curriculum without definition. Giftedness is also invisible in the curriculum. However, the mapping materials used with six-year-old students in the subject areas of mathematics and Swedish do encourage teachers to consider children who achieve mastery early. Further, these materials provide supportive questions and activities for teachers to use in exploring further. The specific examples of assessment discourses and the need to consider gifted children are combined in this article to highlight aspects of teacher work that are important for the educational rights of an often-forgotten group of learners.
ER  - 

TY  - JOUR
T1  - On Being Twice Exceptional in Sweden - An Interview-Based Case Study about the Educational Situation for a Gifted Student Diagnosed with ADHD
T2  - Education Sciences
SN  - 2227-7102
A1  - Holmgren, Anna-Carin
A1  - Backman, Ylva
A1  - Gardelli, Viktor
A1  - Gyllefjord, Åsa
PY  - 2023
VL  - 11
IS  - 13
EP  - 11
DO  - 10.3390/educsci13111120
LA  - eng
PB  - : MDPI
KW  - case study
KW  - gifted education
KW  - inclusive education
KW  - special needs education
KW  - talented education
KW  - twice exceptional
KW  - 2e
KW  - education
AB  - The gifted education research area is rapidly expanding in Sweden. In the context of very limited research nationally, demands are increasing for steering documents and addressing of student and teacher needs in practice. However, Swedish research on students that are ‘twice exceptional’—students classified as being both gifted and disabled (for instance, through a neurodevelopmental disorder such as ADHD)—is nearly non-existent. In this study, we present an exploratory single case study of a female student in school year seven based on semi-structured individual interviews with the student and her two guardians regarding her educational situation. The data were first inductively coded and triangulated in collaboration between three of the authors. A fourth author later independently and deductively coded one-third of the data based on the previously inductively determined thematic structure and conducted a consensus interrater reliability check, exceeding 85% percent agreement. The three main themes are as follows: (1) multiplex perspectives on academic outcomes and expectations, (2) the intersection between twice exceptionality and academic work, and (3) information and perceptions about twice exceptionality. The results indicate several educational challenges and opportunities for twice exceptional students. Further research is needed regarding twice exceptional students in Sweden.
ER  - 

TY  - JOUR
T1  - Evaluation of the Collaborative and Proactive Solutions Model in an Alternative Educational Setting
T2  - Education Sciences
SN  - 2227-7102
A1  - Boström, Stefan
A1  - Karlberg, Martin
A1  - Schell, Candace
A1  - Klang, Nina
PY  - 2024
VL  - 3
IS  - 14
EP  - 3
DO  - 10.3390/educsci14030245
LA  - eng
PB  - : Multidisciplinary Digital Publishing Institute (MDPI)
KW  - behavioural challenges
KW  - collaborative and proactive solutions
KW  - single-subject experimental design
AB  - The aim of this study was to evaluate the Collaborative and Proactive Solutions (CPS) intervention in an alternative educational setting for students with behavioural problems. The effect of the CPS intervention on students’ off-task behaviour was studied using a single-subject experimental design that included two students with behavioural problems via systematic direct observations and direct behaviour ratings. The usability of the CPS intervention was investigated through questionnaires and interviews with the participating students and teacher assistant. The results revealed no significant effects of the CPS intervention on students’ off-task behaviour. The students and teacher assistant viewed the CPS intervention as acceptable but the teacher assistant’s ratings of the feasibility of the intervention were lower, together with the ratings of the extent to which the intervention matched the socio-political climate of the educational setting.
ER  - 

TY  - JOUR
T1  - Initial Assessment of First Language Literacy Resources for Adult Instruction in Swedish
T2  - Education Sciences
SN  - 2227-7102
A1  - Lindström, Eva
A1  - Eklund Heinonen, Maria
PY  - 2024
VL  - 5
IS  - 14
SP  - 550
EP  - 550
DO  - 10.3390/educsci14050550
LA  - eng
PB  - : MDPI
KW  - second language teaching and learning
KW  - newcomers
KW  - assessment of first language literacy
KW  - literacy practices
KW  - language teacher education development
KW  - utbildningsvetenskapliga studier
KW  - studies in the educational sciences
AB  - This study is part of a project on initial assessment of first language (L1) literacy in adult newcomers prior to the commencement of L2 studies in Swedish. Here, we explore the assessment summariesof newcomers’L1 literacy, performed by L2-teachers, with assistance from an inter-preter. According to the syllabus, instruction in Swedish for Immigrants (SFI) should be adapted to the individual ́s needs and goals; however, SFI often fails to do so. L1 literacy—i.e., using texts in different domains (school, work, society, and everyday life)—serves as a foundation for L2 learning and teachers’access to and utilization of students L1 literacy can significantly enhance instruction. From a sociocultural approach to literacy and based on Luke and Freebody’s ‘Four Resource Model’, a qualitative document analyses of L1 literacy assessment summaries (N=50) demonstrated literacy practices form different domains of student life, beyond school literacy. Literacy practices from all four learner roles, i.e.,Code-Breaker, Text Participant, Text Userand Text Analyst were identified in the assessments to various degrees dependent on the students’background, which is illustrated by a close analysis of 5 summaries. This information is both important for teachers’planning of second language teaching and in the long term for the development of second language teacher education.
ER  - 

TY  - JOUR
T1  - The possible impact of department teaching culture on teaching styles of new teachers: a case study of a Swedish university department focused on engineering education
T2  - Education Sciences
SN  - 2227-7102
A1  - Mohammadi, Younes
A1  - Vinnervik, Peter
A1  - Khodadad, Davood
PY  - 2024
VL  - 6
IS  - 14
EP  - 6
DO  - 10.3390/educsci14060631
LA  - eng
PB  - : MDPI
KW  - teaching culture
KW  - new teacher
KW  - challenges
KW  - teaching style
KW  - enhanced and constructive learning
KW  - work–life balance
KW  - engagement
AB  - Understanding the influence of teaching culture (tradition) within academic departments is crucial for new teachers navigating the complex landscape of higher education. This paper investigates the possible impact of the department’s teaching culture on the pedagogical approaches of new teachers, forming their teaching style, concentrating on insights gathered from interviews with experienced colleagues in a Swedish university department with a focus on engineering education. By exploring the department’s teaching traditions and identifying potential challenges faced by new teachers, this study offers valuable insights into enhancing teaching styles and fostering student engagement. Drawing upon both experiential knowledge and insights from pedagogic literature and courses, the authors provide practical strategies to overcome obstacles and promote operative teaching practices. Ultimately, the outcomes of this study aim to empower new teachers to create enriching learning environments that promote student motivation, engagement, and overall academic success, aligning with the findings of existing literature on pedagogy and student learning outcomes.
ER  - 

TY  - JOUR
T1  - Embracing Linguistic Diversity: Pre-Service Teachers’ Lesson Planning for English Language Learning in Sweden
T2  - Education Sciences
SN  - 2227-7102
A1  - Paulsrud, BethAnne
A1  - Gheitasi, Parvin
PY  - 2024
VL  - 12
IS  - 14
EP  - 12
DO  - 10.3390/educsci14121326
LA  - eng
PB  - : MDPI AG
KW  - english language learning and teaching (ellt)
KW  - language orientations
KW  - lesson planning
KW  - multilingual stance
KW  - pre-service teachers
KW  - teacher education
AB  - Pre-service teachers today face challenges and opportunities in increasingly linguistically diverse Swedish schools. The present study aims to understand how pre-service English teachers of Years 4–6 (ages 10–12) plan lessons while considering this linguistic diversity. The focus is on pre-service teachers studying a course, English Language Learning and Teaching, with an analysis of their lesson unit assignments, spotlighting multilingual perspectives in their planning. Language orientations (language-as-right, language-as-problem, and language-as-resource) form the theoretical foundation of this study. An ecological perspective is also utilized, focusing on how potential affordances for lesson planning found in contextual layers (e.g., the national curriculum or course materials) may affect their planning. The findings indicate that pre-service teachers generally employ a multilingual stance in their lesson unit planning, revealing a clear language-as-resource orientation across the cohorts studied. Furthermore, micro-level factors, such as course literature, have a more immediate impact than macro-level influences, such as the Swedish Language Act. New knowledge of how and why pre-service teachers understand multilingualism, as well as how they then plan lessons for English as a foreign language in the linguistically diverse classrooms of today, can be of value to all teacher educators.
ER  - 

TY  - JOUR
T1  - What Are Priorities and Didactic Choices of Teachers at Schools for Swedish Students with Intellectual Disability?: A Study of Teacher-Initiated Professional Development in a Swedish Context
T2  - Education Sciences
SN  - 2227-7102
A1  - Andersson, Anna-Lena
A1  - Klang, Nina
A1  - Östlund, Daniel
PY  - 2025
VL  - 2
IS  - 15
EP  - 2
DO  - 10.3390/educsci15020122
LA  - eng
PB  - : MDPI AG
KW  - didactic choices
AB  - This article presents findings from an ongoing project focused on teaching in Schools for Students with Intellectual Disabilities (SSIDs) in Sweden. Methodologically, the project employs professional development circles as a collaborative working method, aiming to bridge the gap between research and practice by facilitating dialog between teachers and researchers. Through qualitative content analysis of data collected from these circles, the study delves into professionals’ instructional priorities and didactic choices, offering insights into how teachers adapt instruction to meet students’ diverse needs and prerequisites. By fostering knowledge exchange and shared knowledge production, the project aims to support school development and enhance teacher professionalism in SSIDs
ER  - 

TY  - JOUR
T1  - Merging Didactic and Relational Competence: A Student Perspective on the Teacher’s Role in Working with Student Health
T2  - Education Sciences
SN  - 2227-7102
A1  - Hammerin, Zofia
A1  - Westerlund, Jenny
A1  - Basic, Goran
PY  - 2025
VL  - 7
IS  - 15
SP  - 856
EP  - 856
DO  - 10.3390/educsci15070856
LA  - eng
PB  - : MDPI
KW  - student health
KW  - teachers
KW  - student perspective
KW  - sweden
KW  - sociologi med utbildningsvetenskaplig inriktning
KW  - sociology education
KW  - social pedagogy
KW  - socialpedagogik
KW  - education
AB  - School has been identified as a suitable arena for targeting improvements in the health of children and young people. Teachers are highlighted as crucial contributors to student health which has resulted in changes in the teaching profession. The aim of this study is to examine the students’ perspective on the role of the teacher in working with student health. Interviews with 34 students aged 16–19 years were carried out. Data were analysed using qualitative content analysis with theoretical underpinnings from pragmatism and symbolic interactionism. This approach identified four dominating roles for teachers: (1) a creator of joyful learning, (2) a creator of a sense of control, (3) a spreader of happiness, and (4) a creator of feeling valued. This study shows that the role of the teacher in working with student health is in acting, not in being, and that this role is constantly (re)created through interaction. The student perspective on the role of the teacher in student health work has close similarities to the role of the teacher in inclusive teaching, merging relational competence with didactic skill. In conclusion, we argue that developing teachers’ didactic as well as relational competency, along with understanding competence within a pragmatic and symbolic interactionist theoretical framework, could improve student health practices.
ER  - 

TY  - JOUR
T1  - Teachers’ responses to six-year-old students’ input: Learning opportunities in early mathematics education
T2  - Education Sciences
SN  - 2227-7102
A1  - Elofsson, Jessica
A1  - Ekdahl, Anna-Lena
PY  - 2025
VL  - 9
IS  - 15
EP  - 9
DO  - 10.3390/educsci15091127
LA  - eng
PB  - : MDPI
KW  - teacher response
KW  - student input
KW  - early mathematics education
KW  - preschool class
KW  - learning opportunities
KW  - mpm framework
KW  - variation theory
AB  - This study explores how teachers in Swedish preschool classes respond to and elaborate on six-year-old students’ input during mathematics teaching. The aim is to understand how different teacher responses offer different learning opportunities related to numbers and number relations. Data were collected through classroom observations of 145 teaching episodes across 95 preschool classes. Each episode was analyzed using an adapted version of the Mediating Primary Mathematics framework. Four qualitatively different response categories, predefined within the framework, were used to capture variation in how student input was responded to. Although most teaching episodes involved brief confirmations, only a few episodes included elaborations that offered students opportunities to engage more deeply with mathematical ideas. Two teaching episodes were selected for a closer analysis, using variation theory of learning, with the aim of describing the different learning opportunities offered depending on how the teachers responded to and elaborated on student input. The results show that, in both teaching episodes, students were given opportunities to learn that numbers can be represented in different ways. In one episode, the teacher’s elaboration enabled students to learn how to use units of five to count collections larger than five. In the other episode, although groups of five were represented visually, they were not explicitly used as a strategy for determining the total, and no alternative to counting by single units was offered. The study highlights the importance of how teachers respond to student input and how these responses influence what becomes possible to learn in early mathematics education.
ER  - 

TY  - JOUR
T1  - From Framework to Practice: A Study of Positive Behaviour Supports Implementation in Swedish Compulsory Schools
T2  - Education Sciences
SN  - 2227-7102
A1  - Abou Zaid, Fathi
A1  - Boström, Lena
PY  - 2025
VL  - 12
IS  - 15
EP  - 12
DO  - 10.3390/educsci15121621
LA  - eng
PB  - : MDPI
KW  - behavioural management
KW  - classroom observation
KW  - positive behaviour supports (pbs)
KW  - social environment conducive to learning
KW  - teacher interviews
KW  - teacher leadership
AB  - Improving the social environment conducive to learning in schools is a critical challenge globally and within the Swedish context, as education systems face persistent issues like a lack of classroom safety and a concurrent crisis in teacher well-being and professional leadership. Therefore, various intervention frameworks are implemented to address the issue. This study investigated how two Swedish compulsory schools implemented the Positive Behaviour Supports (PBS) framework. By combining classroom observations and teacher interviews, the research addresses a gap in existing research that often provides an incomplete view of actual practices. The results, based on observations and interviews with 14 staff members, confirmed that PBS successfully creates a calm and predictable school climate. Teachers consistently maintained a calm demeanour and used clear lesson structures, along with positive feedback. However, the study also revealed a significant gap between the intended proactive nature of PBS and the observed reactive behaviours of teachers. While the framework fostered a shared, collaborative approach among staff, it was inconsistently applied when it came to proactive strategies, such as explicitly teaching social and life skills. The results suggest that future professional development should focus on helping teachers shift from a reactive to a more consistently proactive and positive model of behavioural support.
ER  - 

TY  - JOUR
T1  - Parents’ Views on the Significance of Formal Preschool Teacher Education in Sweden
T2  - Education Sciences
SN  - 2227-7102
A1  - Yngvesson, Tina Elisabeth
A1  - Garvis, Susanne
PY  - 2026
VL  - 1
IS  - 16
EP  - 1
DO  - 10.3390/educsci16010016
LA  - eng
PB  - : MDPI
KW  - childhood
KW  - ecec
KW  - family
KW  - parents
KW  - preschool
KW  - teacher education
AB  - In Sweden, collaboration between families and preschools is strongly emphasized, yet little is known about how parents perceive preschool teachers’ education, qualifications, and professional skills. Through a socio-cultural lens, this article explores parents’ views on preschool teacher competence within the context of parent–teacher partnerships. It is guided by the central question: What skills, competencies, and qualifications do parents consider important in a preschool teacher? Based on interviews with 25 parents of preschool-aged children in Sweden, the findings revealed three key themes: (i) parents’ knowledge about the teachers’ formal education, (ii) formal education and curriculum as meaningful/important when working in preschools, and (iii) parents’ perceptions of teachers’ professional competence in practice. This study thus highlights that, while formal qualifications are not a primary concern for parents, they place significant value on interpersonal qualities that foster a sense of safety and emotional security for both children and their families.
ER  - 

TY  - JOUR
T1  - Cultivating the Next Generation: How Teacher Leadership Identity Shapes Aspirational Engagement with Students in Compulsory School
T2  - Education Sciences
SN  - 2227-7102
A1  - Öqvist, Anna
A1  - Malmström, Malin
PY  - 2026
VL  - 1
IS  - 16
EP  - 1
DO  - 10.3390/educsci16010087
LA  - eng
PB  - : MDPI
KW  - teacher leadership
KW  - aspirational engagement
KW  - competence supply
KW  - students’ beliefs and intentions
KW  - education
KW  - entreprenörskap och innovation
KW  - entrepreneurship and innovation
AB  - A global decline in students’ motivation and academic performance poses a serious threat to future competence supply, particularly in knowledge-driven economies such as Sweden. Despite higher education’s growing importance for economic and social mobility, the number of students pursuing such education continues to fall. This study employs a mixed-methods design using an explanatory sequential approach to explore how teachers’ leadership identity influences their aspirational engagement in shaping students’ beliefs and intentions to pursue higher education and future career opportunities. The results show that teachers who identify strongly with their leadership role exhibit a type of leadership that influences aspirational engagement with students. This, in turn, may promote students’ beliefs in their potential and intentions to pursue higher education through (1) aspirational engagement in individual dialogues with students, (2) aspirational engagement when introducing new subject areas in whole-class communication, and (3) aspirational engagement related to practical work experience (PRAO). This study demonstrates an understanding of the important potential of teachers’ contributions to elevate society’s future competence supply.
ER  - 

TY  - JOUR
T1  - School Leadership and the Association to Teachers’ Digital Competence in Supporting Students with Special Educational Needs
T2  - Education Sciences
SN  - 2227-7102
A1  - Ramberg, Joacim
A1  - Hemmingsson, Helena
PY  - 2026
VL  - 2
IS  - 16
SP  - 226
EP  - 226
DO  - 10.3390/educsci16020226
LA  - eng
KW  - specialpedagogik
KW  - special education
AB  - The digitalisation of education has introduced new possibilities for inclusive teaching practices, particularly in supporting students with special educational needs (SEN). While digital tools have demonstrated potential to enhance learning outcomes and engagement for these students, the role of school leadership in fostering teachers’ digital competence remains underexplored. The aim of the study is to investigate the association between school leadership, as rated by teachers, and teachers’ self-reported digital competence in supporting students with SEN. To this end, cross-sectional data from 285 Swedish teachers enrolled in special education training programmes have been used. The data were collected through the SELFIE survey, a European Commission tool designed to assess schools’ digital capacity. A stepwise linear regression analysis was conducted to examine the association between perceived school leadership and teachers’ self-reported digital competence in supporting students with SEN, controlling for teacher collaboration, infrastructure and equipment, and demographic variables. The results show a consistent and significant positive relationship between school leadership and teachers’ digital competence, even when other factors are accounted for. Teacher collaboration also contributed positively, though to a lesser extent, while infrastructure and equipment and demographic variables showed no significant effect. The study contributes knowledge by showing that teachers’ digital competence development depends not only on individual efforts but also on organisational factors, such as supportive school leadership, highlighting the importance of recognising school leadership as vital alongside digital resources in schools. Given the cross-sectional design, the findings should be interpreted cautiously and not as evidence of causal relationships. These findings suggest that school leadership is important in enabling teachers to use digital technologies to support students with SEN, highlighting practical and policy implications for strengthening school leadership in developing teachers’ digital competence in supporting students with SEN.
ER  - 

TY  - JOUR
T1  - Treading old paths in new ways: upper secondary students using a digital tool of the professional historian
T2  - Education Sciences
SN  - 2227-7102
A1  - Nygren, Thomas
A1  - Vikström, Lotta
PY  - 2013
IS  - 3
SP  - 50
EP  - 73
DO  - 10.3390/educsci3010050
LA  - eng
PB  - Basel : MDPI
KW  - digital databases
KW  - history teaching
KW  - historical thinking
KW  - teachers
KW  - students
KW  - ict
KW  - historia med utbildningsvetenskaplig inriktning
KW  - history of education
KW  - historia med didaktisk inriktning
KW  - history and history teaching
KW  - historiedidaktik
KW  - didactics of history
AB  - This article presents problems and possibilities associated with incorporating into history teaching a digital demographic database made for professional historians. We detect and discuss the outcome of how students in Swedish upper secondary schools respond to a teaching approach involving digitized registers comprising 19th century individuals and populations. Even though our results demonstrate that students experience the use of this digital database as messy, stressful, complicated, even meaningless and frustrating, they also perceive working with it as most interesting. We discuss this twofold outcome, its reasons and lessons to learn from it. When technology is functioning and the task is specialized and sufficiently guided by the teacher, which is not always the case, our results propose that digital databases can stimulate young people’s interest and historical thinking. Knowledge construction based upon historical thinking is evident in the students’ examination papers in which they present and debate their findings. These papers indicate that students can use a digital database and write history based upon empirical evidence, source criticism and historical empathy, just as professional historians do.
ER  - 

TY  - JOUR
T1  - A pilot study on the relationship between primary-school teachers’ well-being and the acoustics of their classrooms
T2  - International Journal of Environmental Research and Public Health
SN  - 1661-7827
A1  - Karjalainen, Suvi
A1  - Brännström, Jonas K.
A1  - Christensson, jonas
A1  - Sahlén, Birgitta
A1  - Lyberg-åhlander, Viveka
PY  - 2020
VL  - 6
IS  - 17
EP  - 6
DO  - 10.3390/ijerph17062083
LA  - eng
PB  - : MDPI
KW  - acoustics
KW  - classroom sound environment
KW  - teacher
KW  - vocal health
KW  - well-being
KW  - correlation
KW  - noise
KW  - primary education
KW  - quality of life
KW  - questionnaire survey
KW  - teaching
KW  - adult
KW  - age distribution
KW  - article
KW  - class size
KW  - classroom acoustics
KW  - clinical article
KW  - environment
KW  - female
KW  - hearing
KW  - hearing impairment
KW  - human
KW  - job stress
KW  - male
KW  - occupational hazard
KW  - occupational health
KW  - physical well-being
KW  - pilot study
KW  - primary school
KW  - professional burnout
KW  - questionnaire
KW  - reverberation time
KW  - school teacher
KW  - self concept
KW  - self report
KW  - sound environment
KW  - speech clarity
KW  - teacher wellbeing
KW  - teaching experience
KW  - teaching grade
KW  - ventilation system noise
KW  - visual analog scale
KW  - voice disorder
KW  - voice parameter
KW  - sound
KW  - humans
KW  - pilot projects
KW  - school teachers
KW  - voice disorders
AB  - Although teachers’ well-being and vocal health are affected by noise, research on classroom sound environment from the teachers’ perspective is scarce. This study investigated the relationship between teachers’ well-being and classroom acoustics. The possible influence of teachers’ age, experience, teaching grade and class size on the relationship was also investigated. In this study, well-being refers to self-reported vocal health, stress, burnout and self-efficacy. Twenty-three primary-school teachers answered questionnaires on well-being. In each teacher’s classroom, the acoustical properties were measured with the variables reverberation time, clarity of speech (C50) and ventilation system noise (VSN). A series of non-parametric correlations were run to determine the relationship between teachers’ well-being and classroom acoustics. Initially, there was a significant bivariate correlation between burnout and VSN, as well as voice symptoms correlated with VSN and teaching grade. Although the results became not significant after correction for multiple tests, the findings indicate that higher degree of burnout is associated with higher levels of VSN in classrooms, and voice symptoms increase with higher VSN. Teachers working in lower grades had more voice symptoms than those working in higher grades. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.
ER  - 

TY  - JOUR
T1  - Movement and physical activity in early childhood education and care policies of five nordic countries
T2  - International Journal of Environmental Research and Public Health
SN  - 1661-7827
A1  - Sollerhed, Ann Christin
A1  - Olesen, Line Grønholt
A1  - Froberg, Karsten
A1  - Soini, Anne
A1  - Sääkslahti, Arja
A1  - Kristjánsdóttir, Gudrún
A1  - Vilhjálmsson, Rúnar
A1  - Fjørtoft, Ingunn
A1  - Larsen, R.
A1  - Ekberg, Jan-Eric
PY  - 2021
VL  - 24
IS  - 18
EP  - 24
DO  - 10.3390/ijerph182413226
LA  - eng
PB  - : MDPI
KW  - children
KW  - curriculum
KW  - early childhood education and care
KW  - education
KW  - movement
KW  - nordic
KW  - physical activity
KW  - preschool
AB  - The purpose of this study was to examine the values of movement and physical activity (MoPA) using government policy documents (e.g., laws and curricula) on early childhood education and care (ECEC) from Denmark, Finland, Iceland, Norway, and Sweden. This descriptive, comparative study was designed based on curriculum theory and used word count and content analyses to identify similarities and differences in the occurrence of MoPA in the ECEC policies of Nordic countries. Seven terms were identified as MoPA-related in Nordic policy documents. These terms occurred in various content contexts: development, environment, expression, health and well-being, learning and play, albeit sparsely. MoPA was referred to as both a goal in and of itself and as a means of achieving other goals (e.g., learning or development in another area). Formulations specifically dedicated to MoPA as a goal were present in the Danish and Finnish curricula and, to some extent, also in the Norwegian curriculum, while the Icelandic and Swedish curricula mentioned MoPA mostly as a means. Findings indicated that MoPA, which is important for children’s development, health, and well-being, is a low-priority value, to varying degrees, in the ECEC policies enacted by Nordic countries and the guidance provided to educators and stakeholders therein is inexplicit. 
ER  - 

TY  - JOUR
T1  - Sustainable development competencies among more than 1100 certified physical education and health teachers in Sweden
T2  - International Journal of Environmental Research and Public Health (IJERPH)
SN  - 1661-7827
A1  - Fröberg, Andreas
A1  - Wiklander, Petter
A1  - Lundvall, Suzanne
PY  - 2022
VL  - 23
IS  - 19
EP  - 23
DO  - 10.3390/ijerph192315914
LA  - eng
PB  - : MDPI AG
KW  - 2030 agenda
KW  - education for sustainable development
KW  - physical education
KW  - sustainable development goals.
AB  - School physical education and health (PEH) may not only be an important cornerstone to the holistic development of students but may also contribute to the sustainable development (SD) agenda. Although PEH may have unique characteristics that can contribute to the SD agenda, most research to date has been theoretical. The overall aim of this study was to explore sustainable development competencies among physical education and health teachers (PEH) teachers in Sweden. An online questionnaire was used to collect data about background and SD competencies. SD competencies was collected through the use of the Physical Education Scale for Sus-tainable Development in Future Teachers (PESD-FT). Of the 1153 participants, 31% reported being males, and 48% of the participants reported teaching PEH when completing the questionnaire. The median SD competencies score for all participants was 105 (range: 18-144) out of 144. Virtually no differences were observed across groups of participants. A stronger correlation was observed between SD competencies vs long-time interests in health and health issues (rs = 0.343) than for long experience of participating in organised sports (rs = 0.173). In the total sample, 26% reported having taught about SD in PEH, such as using outdoor education, interdisciplinary projects, picking, and sorting waste, as well as paying attention to material issues. Among those who reported teaching PEH when completing the questionnaire, 70% perceived that they are in great need of professional development education in the area of SD. In conclusion, SD competencies were higher for the PESD-FT items that concerned the social dimension of SD compared to the economic and environmental dimensions. Relatively few teachers had taught about SD in PEH, and the majority perceive that they are in great need of professional development education in the area of SD. Future studies are required to understand more of what types of competencies practicing PEH-teachers, and PEH teacher education programmes, are lacking to fulfil the call for a contribution to the SD agenda.
ER  - 

TY  - JOUR
T1  - Researching the Complexities of the School Subject Swedish as a Second Language: A Linguistic Ethnographic Project in Four Schools
T2  - Languages
SN  - 2226-471X
A1  - Hedman, Christina
A1  - Magnusson, Ulrika
PY  - 2021
VL  - 4
IS  - 6
EP  - 4
DO  - 10.3390/languages6040205
LA  - eng
PB  - : MDPI AG
KW  - language policy
KW  - second language teaching and learning
KW  - swedish as a second language
KW  - multilingualism
KW  - policy friction
KW  - språkdidaktik
KW  - language education
AB  - This article focuses on language education policy for language learners in Sweden by building on a synthesis of findings from a research project on the school subject Swedish as a second language (SSL). The project was located in three upper secondary schools and one primary school with a large proportion of migrant students, of whom a majority studied SSL. We present previously published core findings, as well as revisit data for new analyses. The overarching aim is to contribute new knowledge on the complexities of arranging for sustainable, equitable and high-quality language educational provisions that include the teaching and learning of the language of schooling, through the lens of SSL. First, we outline and discuss the relatively unique design of SSL and discourses surrounding the subject, and also make some international comparisons with English as an Additional Language. Secondly, we discuss the role of pedagogical scaffolding of advanced literacy and literary content, and of multilingual aspects in SSL, as well as examine policy frictions in the data. We conclude by reflecting on the role of teacher competences and research methodology. Researching a second language subject is to stand in the crossroad of macro policy, the theory and practice of language education, and equity. All these aspects need to be considered to reach sustainable educational goals.
ER  - 

TY  - JOUR
T1  - Swedish and Finnish Pre-Service Teachers’ Perceptions of Summative Assessment Practices
T2  - Languages
SN  - 2226-471X
A1  - Hilden, Raili
A1  - Dragemark Oscarson, Anne
A1  - Yildirim, Ali
A1  - Fröjdendahl, Birgitta
PY  - 2022
VL  - 1
IS  - 7
EP  - 1
DO  - 10.3390/languages7010010
LA  - eng
PB  - : MDPI AG
KW  - language teaching
KW  - assessment literacy
KW  - summative assessment
KW  - teacher education
KW  - pre-service teacher education
AB  - Summative assessments are an exercise of authority and something that pupils cannot easily appeal. The importance of teachers being able to assess their pupils correctly is consequently both a question of national equivalence and individual fairness. Therefore, summative assessment is a paramount theme in teacher education, and we aimed to investigate the perceptions and competence of student teachers regarding common summative assessment practices. The study was conducted at three universities, two in Sweden and one in Finland involving prospective language teachers responding to an online survey (N = 131). In addition, interviews were carried out with 20 Swedish and 6 Finnish student teachers. The analysis of the data indicates that student teachers value practices that enhance communication and collaboration as well as the curricular alignment of summative assessments. With respect to perceived competence, the respondents in general felt most confident with deploying traditional forms of summative assessment, while they were more uncertain about process evaluation and oral skills. Regarding significant differences in the participants’ perceptions of competence among the three universities, Finnish university students reported higher levels in all variables. However, room for improvement was found at all universities involved. 
ER  - 

TY  - JOUR
T1  - Comparing Teacher Priorities and Student Uptake in EMI Lectures: An Exploratory Study
T2  - Languages
SN  - 2226-471X
A1  - Siegel, Joseph
PY  - 2022
VL  - 1
IS  - 7
EP  - 1
DO  - 10.3390/languages7010039
LA  - eng
PB  - : MDPI AG
KW  - english medium instruction
KW  - listening comprehension
KW  - lectures
KW  - main ideas
AB  - English medium instruction (EMI) has been increasing in higher education with broad intentions of stimulating internationalization and cross-cultural learning experiences. This form of education presents opportunities and challenges for teachers and students alike. Key challenges involve various levels of second language (L2) speaking and listening abilities among teachers and students operating in EMI contexts. This exploratory study therefore examines the relationship between the main ideas two EMI lecturers in Sweden intended for their students to learn during lectures and the main ideas that EMI students report learning in the same lectures. Prior to six lectures, the teachers summarized to the researcher the main ideas to be included in the respective lecture. Immediately following the lecture, students provided their own summaries of the main ideas. A keyword analysis comparing the teachers’ intended messages and students’ reports shows that students may not be recognizing and acquiring the main ideas that the teacher intends. Further analysis distinguished two sub-groups of students: those with self-reported Swedish as a first language (L1) and those with self-reported L1s other than Swedish. A binomial proportion test showed that L1 impacted the amount of lecture main idea key words reported by the students in this study. The paper closes with a pedagogic perspective encouraging EMI lecturers to monitor student uptake on a regular basis and adjust their lecture delivery to support better learning and retention of content delivered via EMI.
ER  - 

TY  - JOUR
T1  - Overall, a Good Test, but... - Swedish Lower Secondary Teachers' Perceptions and Use of National Test Results of English
T2  - Languages
SN  - 2226-471X
A1  - Erickson, Gudrun
A1  - Tholin, Jörgen
PY  - 2022
VL  - 1
IS  - 7
EP  - 1
DO  - 10.3390/languages7010064
LA  - eng
PB  - : MDPI AG
KW  - language education
KW  - sweden
KW  - national assessment
KW  - efl
KW  - young learners
KW  - teachers’ use of test results
KW  - final grades
KW  - validity
KW  - curriculum
AB  - This article builds on a study set within the Swedish educational system and focuses on lower secondary teachers’ use of national test results when awarding final grades of English as a foreign language (EFL). In Sweden, teachers are entrusted with the responsibility of assessing their own students’ competences as well as assigning grades. To support them, there are compulsory national tests to be used as important advisory tools; however, they are not exams in a strict decisive sense. After a brief contextualization and conceptualization regarding language education in Sweden, including the assessment, teachers’ somewhat contradictory perceptions and use of results from the national EFL test for 11–12-year-olds are described and discussed. Data emanate from large-scale teacher questionnaires conducted for three years (2013, 2016 and 2019), which are analyzed from quantitative as well as qualitative angles. Results indicate that a number of teachers struggle with factors related to the language construct as well as to the educational context and consequences at individual, pedagogical and structural levels. This is discussed from various angles, linked not least to the policy, curriculum and other frame factors. Furthermore, the need for further research in direct collaboration with teachers is emphasized.
ER  - 

TY  - JOUR
T1  - Discursive Norms and Incentives for Equipping Students with Religion and Worldview Literacy in Swedish Preschool Teacher Education Policy
T2  - Religions
SN  - 2077-1444
A1  - Raivio, Magdalena
A1  - Skaremyr, Ellinor
A1  - Kuusisto, Arniika
PY  - 2023
VL  - 9
IS  - 14
EP  - 9
DO  - 10.3390/rel14091194
LA  - eng
PB  - : MDPI
KW  - higher education
KW  - preschool teacher education
KW  - religion
KW  - worldviews
KW  - religion and worldview literacy
KW  - social sustainability
KW  - policy
KW  - religious studies and theology
KW  - teacher education and education work
AB  - The increasing societal diversity of religions and worldviews (R&W) in Swedish preschools affects what competencies today’s preschool teachers need and what needs to be taught in Swedish Preschool Teacher Education (PTE). The study aims to investigate the content and discursive norms regarding religion and worldviews in Swedish PTEs on a national policy level and contribute to knowledge in the research field of Religious Studies and Higher Education. The PTE curricula of all the twenty Higher Education institutions offering PTE in Sweden in 2022 are investigated using text-centred discourse analysis, together with a theoretical and analytical tool for analyzing different dimensions of the PTEs and the potential for them to function as socially sustainable communities of care. The results show that even though there might be implicit incentives for teaching about R&W, all but one of the educational curricula of the twenty PTEs in Sweden lack explicit mention of ‘religion’. Based on the results, we can see that at a national policy level, the content of the educational curricula reproduces liberal secular and humanist worldviews as norms for the PTEs. There is also a lack of explicit policy-related incentives for the PTEs to promote social sustainability regarding equipping students with proper knowledge and skills for developing care-centered and norm-critical R&W literacy.
ER  - 

TY  - JOUR
T1  - On the Inevitable Bounding of Pluralism in ESE: An Empirical Study of the Swedish Green Flag Initiative
T2  - Sustainability
SN  - 2071-1050
A1  - Hellquist, Alexander
A1  - Westin, Martin
PY  - 2019
VL  - 7
IS  - 11
EP  - 7
DO  - 10.3390/su11072026
LA  - eng
PB  - : MDPI AG
KW  - environmental and sustainability education
KW  - transformative learning
KW  - education for sustainable development
KW  - environmental education
KW  - pluralism
KW  - libertarian paternalism
KW  - legitimacy
AB  - This paper explores potential tensions in transformative learning and environmental and sustainability education (ESE) between, on the one hand, pluralistic approaches, and, on the other hand, promotion of societal change to address urgent issues. We stipulate that design of ESE inevitably contributes to a bounding of the plurality of facts and values that are acknowledged in a given learning process. Based on a frame analysis of the Swedish Green Flag initiative, we argue that such bounding by design is a key aspect of how ESE practitioners handle tensions between pluralism and urgency, either consciously or unconsciously. Given its inevitability and importance, we assert that bounding by design is insufficiently theorized in ESE literature, which might partly explain that practitioners perceive pluralistic ideals as challenging. In the empirics, we discern three justifications for bounding by design: (i) certain facts or degree of scientific consensus; (ii) objectives decided by elected bodies; and (iii) decisions taken by student and teacher representatives. We point to the theory of libertarian paternalism and a typology of democratic legitimacy as conceptual tools that can guide further scrutiny of pluralistic ESE and support practitioners in undertaking conscious and transparent bounding by design. 
ER  - 

TY  - JOUR
T1  - Nordic student teachers’ views on the most effcient teaching and learning methods for species and species identification
T2  - Sustainability
SN  - 2071-1050
A1  - Palmberg, Irmeli
A1  - Kärkkäinen, Sirpa
A1  - Jeronen, Eila
A1  - Yli-Panula, Eija
A1  - Persson, Christel
PY  - 2019
VL  - 9
IS  - 11
EP  - 9
DO  - 10.3390/su11195231
LA  - eng
PB  - : MDPI Multidisciplinary Digital Publishing Institute
AB  - Teachers need knowledge of species and species identification skills for teaching thestructure and function of ecosystems, and the principles of biodiversity and its role in sustainability.The aim of this study is to analyze Nordic student teachers’ views on the most ecient methodsand strategies to teach and learn species and species identification, and to find some trends abouthow well their views are reflected in a species identification test. Student teachers in Finland,Norway, and Sweden (N = 426) answered a questionnaire consisting of fixed and open-endedquestions, and a species identification test. An analysis of variance, Chi-Square, and t-test were usedfor quantitative data and an inductive content analysis for qualitative data. Results showed thatoutdoor teaching and learning methods are more ecient than indoor methods. The majority ofstudent teachers considered outdoor experiential learning with living organisms as the most ecientteaching and learning method. Student teachers who highlighted outdoorexperiential learning andoutdoor project work as their most ecient methods received significantly better results in the speciesidentification test than the others. Field trips and fieldwork were emphasized as the most importantsources in schools and universities, while the Internet was the most important source among media.The student teachers underlined teachers’ expertise in the form of in-depth understanding of subjectsand supervising skills for ecient teaching both outdoors and indoors. Therefore, teaching andlearning of species and species identification as the practical part of biodiversity and sustainabilityeducation is emphasized as an integral part of teacher education programs.
ER  - 

TY  - JOUR
T1  - Teaching and Fostering an Active Environmental Awareness Design: Validation and Planning for Action-Oriented Environmental Education
T2  - Sustainability
SN  - 2071-1050
A1  - Thor, Daniel
A1  - Karlsudd, Peter
PY  - 2020
VL  - 8
IS  - 12
SP  - 1
EP  - 17
DO  - 10.3390/su12083209
LA  - eng
PB  - : MDPI
KW  - environment
KW  - climate
KW  - gamification
KW  - pupils
KW  - environmental instruction
KW  - education
AB  - In recent years, there have been frequent scientific reports focusing on high carbon dioxide emissions. Many people feel concerned about efforts not happening quickly enough to reduce the negative impact on the climate. The responsibility for reversing this trend rests primarily on adults, but hope is now directed more and more toward the younger generation. The present project, which is a collaboration between design and education, lays the foundation for an educational endeavor based on an idea of environmental citizenship. By creating environmental citizen tokens for children and youths, this project aims to change learned living patterns and encourage a new generation to work toward a sustainable climate. There is also good possibility that the young people’s involvement and striving for a better environment will transfer to adults. This has become clear in the global movement started by the environmental activist, Greta Thunberg. This article describes the work of designing and preparing the implementation of a learning project, with its basis in knowledge about environmental impact and personal responsibility. The methods underlying the project are gamification and digital activities, allied with a proven system for making a progression of skills visible. The project has resulted in a finished design and an implementation plan, which have been validated through interviews with teacher educators, principals, teachers, student-teachers, parents and pupils, and which after this validation will be tested at ten specially selected Swedish compulsory schools.
ER  - 

TY  - JOUR
T1  - The use of reflective pedagogies in sustainability leadership education-a case study
T2  - Sustainability
SN  - 2071-1050
A1  - Ayers, James
A1  - Bryant, Jayne
A1  - Missimer, Merlina
PY  - 2020
VL  - 17
IS  - 12
EP  - 17
DO  - 10.3390/SU12176726
LA  - eng
PB  - : MDPI AG
KW  - higher education
KW  - leadership
KW  - reflective learning
KW  - sustainability
KW  - educational development
KW  - participatory approach
KW  - perception
KW  - student
KW  - blekinge
KW  - karlskrona
KW  - sweden
AB  - This study aims to examine the use of reflective pedagogies in sustainability leadership education by investigating two specific pedagogical tools-the Portfolio and Pod-employed by the Master's in Strategic Leadership towards Sustainability (MSLS) program at Blekinge Institute of Technology in Karlskrona, Sweden. The study analyzed data gathered from student surveys, teacher interviews, and staff reflections to determine the benefits and challenges faced by students and staff in implementing and engaging with these pedagogical tools. Benefits include the provision of distinct structures to guide student reflection towards individual skill development and the use of collective reflection to encourage generative dialogue between students and staff. This holds benefits for collaboration, self-awareness, understanding of multiple perspectives, and creating self-directed graduates. Staff and students also, however, suggest a number of challenges. These include the 'constrictive' nature of guided reflection and the emotional and mental load faced by staff in hosting and holding students through often challenging personal reflective processes. For the potential of reflective pedagogies to be truly realized for Education for Sustainable Development in higher education institutions need to develop an understanding of the impacts that reflective pedagogies have on students and teachers and create institutional structures to support them. © 2020 by the authors.
ER  - 

TY  - JOUR
T1  - More than two decades of research on selective traditions in environmental and sustainability education: seven functions of the concept
T2  - Sustainability
SN  - 2071-1050
A1  - Sund, Per J.
A1  - Gericke, Niklas
PY  - 2021
VL  - 12
IS  - 13
EP  - 12
DO  - 10.3390/su13126524
LA  - eng
PB  - : MDPI
KW  - environmental and sustainability education
KW  - esd teaching approaches
KW  - functions of education
KW  - functions of teaching
KW  - selective traditions
KW  - teaching habits
KW  - teaching traditions
KW  - environmental science
AB  - This study investigates functions of the concept of selective traditions by means of a qualitative systematic review synthesis of earlier research. The study is based on a review method for integrating qualitative studies and looks for “themes” in or across them. In this case, it is about how the identified publications (twenty-four in total) use the concept of selective traditions. All but two studies stem from the Swedish context. The selective traditions relate to teachers’ approaches to the content, methods and purposes of environmental and sustainability education (ESE). Teachers mainly work within one specific selective tradition. Seven different functions were found in the publications of which five are claimed to be valuable for the development of ESE teaching, while the other two functions are useful in monitoring changes and development in ESE teaching. The results are discussed in terms of the consequences for research, practice and teacher education aiming at offering suggestions on how to develop future (transformative) ESE teaching.
ER  - 

TY  - JOUR
T1  - Responding to Global Challenges through Education: Entrepreneurial, Sustainable, and Pro-Environmental Education in Nordic Teacher Education Curricula
T2  - Sustainability
SN  - 2071-1050
A1  - Seikkula-Leino, Jaana
A1  - Jónsdóttir, Svanborg R.
A1  - Håkansson Lindqvist, Marcia
A1  - Westerberg, Mats
A1  - Eriksson Bergström, Sofia
PY  - 2021
VL  - 22
IS  - 13
EP  - 22
DO  - 10.3390/su132212808
LA  - eng
PB  - : MDPI
KW  - entrepreneurship education
KW  - sustainability
KW  - sustainable education
KW  - teacher education
KW  - curriculum
KW  - nordic education
KW  - entreprenörskap och innovation
KW  - entrepreneurship and innovation
AB  - The United Nations’ Sustainable Development Goals (SDGs), and the European Union’s strategies both set goals for solving environmental challenges faced by societies and communities. As part of solving these challenges, both the UN and the EU stress the development of entrepreneurial and innovative education. Teacher education plays a crucial role in these efforts, since teachers and teacher educators have a significant impact on educating citizens far into the future. In this research, we studied how Nordic (Finnish, Swedish, and Icelandic) primary teacher education curricula involve entrepreneurial, sustainable, and pro-environmental education. For this study, the authors analyzed the B.Ed. curricula of three academic teacher education institutions in Spring 2021. We used qualitative content analysis as our research method. According to the results, all three curricula incorporated both entrepreneurship education and sustainable development to some extent, although often not very explicitly. Given the urgency of problems such as global climate change, the educational goals and contents in these curricula related to entrepreneurial education and sustainable development are very limited. The idea of integrating environmental/sustainable and entrepreneurship education could be promoted in the future more explicitly, with these interdisciplinary educational themes emphasised more strongly in the curricula and education policies.
ER  - 

TY  - JOUR
T1  - A Sustainable Swedish School Intervention with Extra Aerobic Exercise-Its Organization and Effects on Physical Fitness and Academic Achievement
T2  - Sustainability
SN  - 2071-1050
A1  - Seger, Izabela
A1  - Lundvall, Suzanne
A1  - Eklund, Annika
A1  - Jamshidpey, Ali
A1  - Takats, Johnny
A1  - Stålman, Cecilia
A1  - Tidén, Anna
A1  - Andersson, Eva A.
PY  - 2022
VL  - 5
IS  - 14
EP  - 5
DO  - 10.3390/su14052822
LA  - eng
PB  - : MDPI AG
KW  - physical activity
KW  - physical education
KW  - school
KW  - teachers
KW  - academic
KW  - achievements
KW  - fitness
KW  - shuttle run test
KW  - reliability
KW  - validity
KW  - performance
KW  - science & technology - other topics
KW  - environmental sciences & ecology
KW  - samhällsvetenskap/humaniora
AB  - A large majority of Swedish children do not reach the recommended daily activity level. Some, but not all, studies show that extra physical activity may have positive effects on children's school performance, physical fitness and health. The present purpose was to offer pupils from the 7th to the 8th grade extra aerobic exercise led by physical education teachers and to evaluate the effects on aerobic fitness, muscle strength, school grades and health. The hypothesis was that extra aerobic exercise would improve physical fitness, school grades and health. In the two-year project, 122 pupils aged 13-14 years from three schools constituted an aerobic group with 30 min extra exercise sessions (>= 70% maximal heart rate) twice weekly. A control group of 26 pupils was included. All 148 pupils also had regular 60 min physical education lessons (2/week). A moderate to large significant effect size (via partial eta-squared) of the interaction effect for the aerobic group compared to the control group over time was generally seen for aerobic fitness, the muscle strength test with push-ups, school grades in Swedish, English and physical education, and in average school grade for four school subjects combined, thus also including mathematics. Within the aerobic group, significant improvements were also shown for aerobic fitness, endurance and strength of abdominal and leg muscles, and the total physical test index during the two-year project. The control group showed no corresponding improvement in these parameters. Improvements in school grades were generally seen among both sexes in the aerobic group, whereas improvements in physical capacity were distinctly more pronounced among boys and seldom among girls. A similar pattern with significant improvement in several school grades was noted in all three intervention schools, although one of the schools had a distinctly larger proportion of children who immigrated to Sweden. The aerobic group showed significantly higher ratings (with a small to moderate effect size) on several questions about physical self-perception than the control group at the end of the 8th grade. This teacher-led school intervention generated a sustainable project with improvements in physical fitness and school grades. The project might act as an inspiration for other schools to increase physical activity to improve physical fitness and possibly school grades.
ER  - 

TY  - JOUR
T1  - Sustainable development goals-oriented learning objectives and competencies in physical education teacher education: An analysis of learning outcomes
T2  - Sustainability
SN  - 2071-1050
A1  - Fröberg, Andreas
A1  - Lundvall, Suzanne
PY  - 2022
VL  - 10
IS  - 14
EP  - 10
DO  - 10.3390/su14105955
LA  - eng
PB  - : MDPI AG
KW  - agenda 2030
KW  - physical education
KW  - sustainable development
KW  - teacher education
AB  - Although school education, including the subject of physical education (PE), has the potential to contribute to the visions set out by the 2030 Agenda and its sustainable development goals (SDGs), little attention has been directed towards sustainable development perspectives in PE teacher education (PETE). In this explorative paper, we aimed to investigate how sustainable development perspectives are reflected in Swedish PETE course syllabi, focusing on learning outcomes. The source of data was 496 learning outcomes retrieved from PETE course syllabi at the eight Swedish PETE institutions that examine PE teachers for compulsory school grades 7−9 and upper secondary school. A qualitative thematical analysis was performed, and two educational resources developed to support how to use education in achieving SDGs were used as a guiding framework. The findings show eight learning outcomes (<2%) explicitly related to sustainable development perspectives. We found these learning outcomes in courses dealing with outdoor education, movement and health didactics, and work environment and ergonomics. Our further analysis suggests that 37 learning objectives (19% as cognitive, 43% as socio-emotional, and 38% as behavioural) and 31 competencies (35% within knowledge and understanding, 32% within skills and applications, and 32% within values and attributes) could be linked to our themes of learning outcomes. These learning objectives and competencies of the SDGs were good health and well-being, quality education, gender equality, reduced inequalities, peace, justice, and strong institutions.  The main findings signal a possibility to work with the conceptualisation of sustainable development perspectives and SDGs in PETE. PETE educators should be encouraged to critically reflect on what it can mean to include sustainable development perspectives in PETE course syllabi.
ER  - 

TY  - JOUR
T1  - Learning for the Future?: Effects of ESD on teacher education students
T2  - Sustainability
SN  - 2071-1050
A1  - Andersson, Klas
A1  - Jagers, Sverker
A1  - Lindskog, Annika
A1  - Martinsson, Johan
PY  - 2013
VL  - 12
IS  - 5
SP  - 5135
EP  - 5152
DO  - 10.3390/su5125135
LA  - eng
PB  - : MDPI
AB  - Currently, politicians, university representatives, scholars and leading NGOs share a strong belief in the ability of educational systems to generate positive attitudes to sustainable development (SD) among citizens, with the idea of Education for Sustainable Development (ESD) as perhaps the most apparent expression of this conviction. The aim of this paper is to investigate whether ESD might have the intended effects on teacher education students. More specifically, we account for the results from a panel study on the effects of a course on SD held in autumn 2010 at the University of Gothenburg (n = 323) on teacher education students. The surveys consisted of questions about the students’ concerns about various issues, including issues related to SD, and their attitudes towards SD and views of moral obligations to contributing to SD. The study included a control group (n = 97) consisting of students from the teacher-training programme at University West, which had not and did not include ESD. We find positive effects of ESD on almost all attitudes and perceptions, including e.g., personal responsibility in relation to SD and willingness to contribute to SD, while there is no noticeable effect in the control group. We conclude the paper by discussing the implications of our results for the idea of ESD in teacher training programmes at Swedish higher education institutions.
ER  - 

TY  - JOUR
T1  - Learning for the Future? Effects of Education for Sustainable Development (ESD) on Teacher Education Students
T2  - Sustainability
SN  - 2071-1050
A1  - Andersson, Klas
A1  - Jagers, Sverker C.
A1  - Lindskog, Annika
A1  - Martinsson, Johan
PY  - 2013
VL  - 12
IS  - 5
SP  - 5135
EP  - 5152
DO  - 10.3390/su5125135
LA  - eng
PB  - : MDPI AG
KW  - sustainable development
KW  - education
KW  - environment
KW  - teacher training
AB  - Currently, politicians, university representatives, scholars and leading NGOs share a strong belief in the ability of educational systems to generate positive attitudes to sustainable development (SD) among citizens, with the idea of Education for Sustainable Development (ESD) as perhaps the most apparent expression of this conviction. The aim of this paper is to investigate whether ESD might have the intended effects on teacher education students. More specifically, we account for the results from a panel study on the effects of a course on SD held in autumn 2010 at the University of Gothenburg (n = 323) on teacher education students. The surveys consisted of questions about the students’ concerns about various issues, including issues related to SD, and their attitudes towards SD and views of moral obligations to contributing to SD. The study included a control group (n = 97) consisting of students from the teacher-training programme at University West, which had not and did not include ESD. We find positive effects of ESD on almost all attitudes and perceptions, including e.g., personal responsibility in relation to SD and willingness to contribute to SD, while there is no noticeable effect in the control group. We conclude the paper by discussing the implications of our results for the idea of ESD in teacher training programmes at Swedish higher education institutions.
ER  - 

TY  - JOUR
T1  - Giftedness and talent in inclusive preschools: A multiple-case study regarding identification, teaching, quality of interactions, and experiences of children
T2  - Journal of Pedagogical Research
SN  - 2602-3717
A1  - Mossberg, Fanny
A1  - Lundqvist, Johanna
PY  - 2025
VL  - 5
IS  - 9
SP  - 20
EP  - 39
DO  - 10.33902/jpr.202534450
LA  - eng
PB  - : Journal of Pedagogical Research
KW  - classroom assessment scoring system (class)
KW  - early childhood education and care
KW  - gifts and talents
KW  - inclusion
AB  - There are gifted and talented children who go unnoticed in education systems and who are not provided with adequate teaching. This is a matter of concern, both for individual children and society at large. This mixed methods, multiple-case study of three inclusive preschools in Sweden investigates identification, teaching, quality of interactions, and experiences of children to advance knowledge on these four matters. The framework includes the Bioecological Model for Human Development and the Differentiating Model of Giftedness and Talent. Before the study started, ethical approval was attained. Structured and semistructured observations, as well as semi-structured interviews, were conducted over a period of 13 days. Six gifted and talented children and three preschool teachers were enrolled. Both thematic analyses and descriptive statistics were accomplished. Identification was conducted using a bird´s-eye view (comparing with peers) and a close look (getting to know each child) using interactions. Teaching was achieved using whole group teaching, small group teaching, one-to-one teaching, and independent work. Overall, there are positive preschool teacher-child interactions and environments in the three preschools. The experiences and interests of the six children confirmed these identifications, teaching forms, and quality of interactions. Significance and knowledge contributions, and suggestions for further research are discussed. This study has relevance to student preschool teachers, preschool teacher educators, preschool teachers, preschool principals, and others interested in giftedness, talent, inclusive education and preschool.
ER  - 

TY  - JOUR
T1  - Reform and Reaction in Teacher Education at Umeå University
T2  - Education Inquiry
SN  - 2000-4508
A1  - Täljedal, Inge-Bert
PY  - 2016
VL  - 2
IS  - 2
SP  - 319
EP  - 329
DO  - 10.3402/edui.v2i2.21983
LA  - eng
PB  - : Routledge
KW  - faculty board
KW  - research training
KW  - teacher education
AB  - From 2000 to 2009 Umeå University had a genuine faculty board for teacher education that was responsible for both first-cycle teaching and research training. The board itself was an innovation in the Swedish high school system and introduced a new practice-oriented subject for the doctoral degree, pedagogiskt arbete (“Educational Work”). The origin, development and abolition of this faculty board, as perceived by a former Vice-Chancellor, is sketched against the background of political trends and academic rivalries. It is proposed that the local course of events at Umeå reflects the fortuitous interaction of two different kinds of polarised fields of interest. In the more general and long-standing tension between conservatism and progression in school politics, the conservative camp lost in 2000 but presently has the upper hand. This fact is to the advantage of the traditional academic subject pedagogik (Education) by lessening the threat to funding and positions represented by more practice-oriented school educators.
ER  - 

TY  - JOUR
T1  - “Living with market forces”: Principals’ perceptions of market competition in Swedish Upper Secondary School Education
T2  - Education Inquiry
SN  - 2000-4508
A1  - Holm, Ann-Sofie
A1  - Lundström, Ulf
PY  - 2011
VL  - 4
IS  - 2
SP  - 601
EP  - 617
DO  - 10.3402/EDUI.V2I4.22002
LA  - eng
PB  - Umeå : Umeå universitet
KW  - upper secondary school principals
KW  - market influence
KW  - school competition
KW  - school leadership
KW  - teacher education and education work
AB  - The Swedish education system has undergone major restructuring since the early 1990s. The newpolicy, including e.g. decentralisation, accountability, school choice and a tax-funded voucher system,has led to an expanding “school market”. This article explores how upper secondary school principalsperceive the increased competition among schools and its impact on their work and the school organisation.The data emanate from interviews with principals at eight schools in five municipalities.The presence of the market in everyday work is perceived as a reality, even if its significance varies.The principals argue that competition increases the staff’s efforts and improves school development.However, it is also perceived as problematic since it causes increased stress and uncertainty. The principals’professional identities seem to have changed from a pedagogical role to a more economics ditto.Most principals are pragmatic and make efforts to handle the new policy context the best they can.
ER  - 

TY  - JOUR
T1  - School as “Edu-business”: Four “serious players” in the Swedish upper secondary school market
T2  - Education Inquiry
SN  - 2000-4508
A1  - Erixon Arreman, Inger
A1  - Holm, Ann-Sofie
PY  - 2011
VL  - 4
IS  - 2
SP  - 637
EP  - 664
DO  - 10.3402/EDUI.V2I4.22004
LA  - eng
PB  - Umeå : Umeå University: School of Education
KW  - upper secondary education
KW  - independent schools
KW  - school market
KW  - education companies
KW  - sweden
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - In the early 1990s, Sweden experienced state policy reforms, which opened the way for new, private actors to run publicly funded independent schools. In 2010 the independent schools recruited almost a quarter of the upper secondary students. More than eight of the ten schools were managed by limited companies. Against this backdrop, and drawing on Ball (2007) and Whitfield (2006) who focus on policy trends of the transfer of public education (and other public services) to the private sector, this article explores and analyses current commercial trends in Swedish upper secondary education. The aims are to identify expansion trends inside and outside Sweden, including new trends of business formations. In the study four large actors were identified on the basis of official data, company reports, school and company websites and national and international media. The study indicates that the upper secondary education in Sweden has today become “big business”, or “edu-business” (Ball 2007:67).
ER  - 

TY  - JOUR
T1  - Who owns the words?: Teaching vocabulary in a multicultural class
T2  - Education Inquiry
SN  - 2000-4508
A1  - Svensson, Gudrun
PY  - 2016
VL  - 2
IS  - 4
SP  - 261
EP  - 278
DO  - 10.3402/edui.v4i2.22073
LA  - eng
PB  - Umeå : Co-Action Publishing on behalf of the School of Education at Umeå University
KW  - diverse society
KW  - multilingual classroom
KW  - critical literacy
KW  - teacher education
KW  - swedish
KW  - svenska språket / nordiska språk
AB  - The increasing diversity of Swedish society is affecting the Swedish school. Applying the perspective of critical literacy (Janks 2010), this study examines how teachers’ attitudes in a multilingual classroom affect the ability of pupils to develop semantic and critically reflective competence. The study shows that the class teachers hardly considered the pupils’ multilingualism and cultural background when devising a procedure using literary tests to engage pupils in talking, listening and writing and to increase their lexical knowledge. With its one nation, one people and one language (May 1999), the Western cultural heritage seems to be taken for granted as natural. The teachers’ domination, the pupils’ powerlessness, and the lack of diversity do not give the pupils access to the learning that the teachers expect, and the pupils are not provided with an opportunity to develop critical-analytical thinking. The study also shows that the teachers feel inadequately trained for teaching in a society of diversity, and often experience powerlessness in their role as teachers, searching for good tools to guide their pupils.
ER  - 

TY  - JOUR
T1  - Digital media embedded in Swedish art education: a case study
T2  - Education Inquiry
SN  - 2000-4508
A1  - Marner, Anders
PY  - 2013
VL  - 2
IS  - 4
SP  - 355
EP  - 373
DO  - 10.3402/EDUI.V4I2.22078
LA  - eng
PB  - Umeå : Umeå School of Education, Umeå University
KW  - media ecology
KW  - semiotics
KW  - screen culture
KW  - multivoicedness
AB  - In this case study a secondary school and its art education is studied. Pupils and the art teacher are interviewed and observations are made in school and out of school. The study is based on socio-cultural theory, media ecology and semiotics. In this school manual and digital media each share about 50 percent of the time available for art. It is shown that it is the teaching method – the change from a dialogic to a multivoiced method – that enables the embedded use of digital media. Arguments for digital media in art are that they are time-saving, promote aesthetic aspects and will put an end to the process of traditional education where the teacher is reduced to being a conveyor of information. The computer lab is no option for an embedded art education. On monitors and in exhibitions pupils are surrounded by other pupils´ works, which promotes a desire among them to improve their creativity, and a local art culture is developed in a cumulative process.
ER  - 

TY  - JOUR
T1  - Teachers’ peer group mentoring: Nine steps to heaven?
T2  - Education Inquiry
SN  - 2000-4508
A1  - Langelotz, Lill
PY  - 2013
VL  - 2
IS  - 4
SP  - 375
EP  - 394
DO  - 10.3402/edui.v4i2.22079
LA  - eng
PB  - Umeå : School of Education, Umeå Universitet
KW  - teaching team facilitation
KW  - profesional learning communities
KW  - peer group mentoring
KW  - power relations
KW  - foucault
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Various kinds of mentoring processes to enhance teachers’ collective learning and professional development have become popular. Collective learning and collective practice development within professions may be approached as an integral part of ‘professional learning communities’. Research emphasizes that learning communities cannot be commanded into existence and it requires voluntary participation. It is implicit that the participating teachers are open-minded and willing to share their teaching experiences. Yet in this article the situation is different. The article draws on a three-year-long case study in a Swedish secondary school involving one teacher team ‘forced’ to participate in peer group mentoring. The project aimed at developing teaching team facilitation using a nine-step model of peer group mentoring (PGM). Framed by Michel Foucault’s notion of power, the analysis shows that the disciplining practice of PGM generated new and complex processes. These processes can be described as disciplining, democratizing and developing for both the individual and the teacher team.
ER  - 

TY  - JOUR
T1  - Educational marketization the Swedish way
T2  - Education Inquiry
SN  - 2000-4508
A1  - Lundahl, L
A1  - Erixon Arreman, I
A1  - Holm, Ann-Sofie
A1  - Lundström, U
PY  - 2013
VL  - 3
IS  - 2013
SP  - 497
EP  - 517
DO  - 10.3402/edui.v4i3.22620
LA  - eng
PB  - : Umeaa Universitet:  School of Education
KW  - sweden
KW  - marketization
KW  - education policy
KW  - upper secondary education
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Sweden has commonly been regarded as a striking example of a social democratic welfare-state regime (Esping-Andersen 1996), characterized by strong state governance and active involvement in welfare matters. In the last two decades, however, the Swedish public sector and education system have been radically and extensively transformed in a neo-liberal direction, a move that was preceded by extensive decentralization of decision-making from the state to municipalities and schools. In this article the scope, character and some of the consequences of internal and external marketization of Swedish education in the early 2000s are summarized, and the impact of competition on the internal workings of upper secondary schools is highlighted in particular. We conclude that the external marketization of education has proceeded a long way and Sweden also fully embraces new public management, i.e. ‘inner marketization’, of education in most respects. However, aspects of the older social democratic policy paradigm are still visible with regard to the assigned functions, values and governance of education.
ER  - 

TY  - JOUR
T1  - The construction of the ideal pupil: teacher training as a discursive and governing practice
T2  - Education Inquiry
SN  - 2000-4508
A1  - Sjöberg, Lena
PY  - 2014
VL  - 4
IS  - 5
SP  - 517
EP  - 533
DO  - 10.3402/edui.v5.23136
LA  - eng
PB  - : Informa UK Limited
KW  - the competent child
KW  - policy
KW  - governmentality
KW  - discourses
KW  - performativity
KW  - pedagogics
AB  - In this article Foucault’s theoretical concept of governmentality is used to scrutinise the ways in which the ideal pupil is constructed, governed and positioned in and through teacher training in Sweden. The analysis focuses on the construction of subject positions as well as governing 10 technologies and techniques operating in the shaping of the ‘ideal’ pupil. The result shows how teacher training plays an active role in the construction of the entrepreneurial subject, a discursive subject position that constitutes a solution in Sweden’s aim of being competitive in the international education market.
ER  - 

TY  - JOUR
T1  - Silent and explicit borrowing of international policy discourses. The case of the Swedish teacher education reforms of 2001 and 2011
T2  - Education Inquiry
SN  - 2000-4508
A1  - Wermke, Wieland
A1  - Höstfält, Gabriella
PY  - 2014
VL  - 4
IS  - 5
SP  - 445
EP  - 460
DO  - 10.3402/edui.v5.23417
LA  - eng
PB  - : Informa UK Limited
KW  - teacher education
KW  - comparative education
KW  - policy borrowing and lending
KW  - educational reform
AB  - The article presents different models of comparative education by discussing the government committee reports (SOU) which prepared the Swedish teacher education reforms of 2001 and 2011. These serve as examples for different kinds of policy borrowing from an international Bologna process discourse in national government document. The article facilitates Waldow (2009) term of “silent borrowing”. The reform of 2001 shows distinct references to international discourses without making this explicit. The reform of 2011 is then an example for explicit borrowing. The related government committee report refers very obvious to the Bologna process. However, this is seen as strategy in order to mark its distinction to its predecessor reform. Our cases are assumed to show how socio-historical and political contexts condition national discourses’ resources of legitimation.
ER  - 

TY  - JOUR
T1  - Becoming a special educator: Finnish and Swedish students' views of their future profession
T2  - Education Inquiry
SN  - 2000-4508
A1  - Takala, Marjatta
A1  - Wickman, Kim
A1  - Uusitalo-Malmivaara, Lotta
A1  - Lundström, Agneta
PY  - 2015
VL  - 1
IS  - 6
SP  - 25
EP  - 51
DO  - 10.3402/edui.v6.24329
LA  - eng
PB  - : Co-Action Publishing
KW  - special education
KW  - expectations
KW  - special teacher
KW  - senco
KW  - ecological model
AB  - In this article, we discuss the views of 117 special education student teachers related to their oncoming profession in the framework of ecological theory. Together, 68 students from Sweden (26 special teachers and 41 SENCo students) and 49 from Finland responded to a questionnaire. We compared the respondents’ thoughts about their future work content, the focus areas of special education and inclusion. According to the expectations, the main task for these future special educators is to work with pupils and adults at school. The focus areas of their future work included co-operation and consultation, more so in Sweden. In addition, excellent interaction skills were central. The Swedish respondents supported full inclusion to a greater extent than the Finnish respondents. Finally, no critical aspects of resource allocation or conditions to ensure the child’s right to adequate support within the existing school systems were emphasised by the respondents. The results and the differences among the various respondents are discussed.
ER  - 

TY  - JOUR
T1  - Everyday practice at the Sunflower: the staff’s representations and governing strategies as contributions to the order of discourse.
T2  - Education Inquiry
SN  - 2000-4508
A1  - Haglund, Björn
PY  - 2015
VL  - 2
IS  - 6
SP  - 209
EP  - 229
DO  - 10.3402/edui.v6.25957
LA  - eng
PB  - : Informa UK Limited
KW  - leisure-time centres
KW  - social constructionism
KW  - ethnography
KW  - discourses
KW  - governing strategies
AB  - Swedish leisure-time centres were formerly part of Swedish social and family policies but were transferred to an educational context in the 1990s. This transfer was accentuated by both the Education Act of 2010 and the new teacher training established in 2011, which also included education particularly directed for leisure-time centres. The state’s intention with this discursive shift was to highlight education and learning within the activity in a more distinct way. This article is based on an ethnography-inspired study at one leisure-time centre called the Sunflower. The data are based on six weeks of field work including participating observations, field notes and walk-andtalk conversations. The study takes its point of departure from representations by staff concerning what they emphasise regarding the centre’s activity, how these representations are related to each other and which strategies staff members use when talking about and monitoring the pupils’ activities. The results show the strong presence of older traditions concerning values and practices regarding the performance at work: supporting children with good care, stressing the importance of children’s free play and using a peripheral subject position during work. The results also show that a stress on the child-to-staff ratio as circumscribing the activity which is enhanced by the pupils misallocated age distribution
ER  - 

TY  - JOUR
T1  - Changes in teacher education in Sweden in the neo-liberal education age: Toward an occupation in itself or a profession for itself?
T2  - Education Inquiry
SN  - 2000-4508
A1  - Beach, Dennis
A1  - Lindström, Margareta Nilsson
PY  - 2015
VL  - 3
IS  - 6
SP  - 641
EP  - 258
DO  - 10.3402/edui.v6.27020
LA  - eng
PB  - : Informa UK Limited
KW  - professional knowledge base
KW  - profession for itself
KW  - disciplinary pedagogy
KW  - education theory
KW  - didactic turn
KW  - generification
AB  - In the last two decades, the Swedish welfare state has been radically transformed in a neo-liberal direction, including extensive decentralisation and marketisation of the education sector with significant consequences for the work and professional identities of its teachers. Teacher education has also been directly included in this transformation. The present article addresses the changes that have been introduced. We are concerned that key elements of theoretical disciplinary professional knowledge may be lost in the transformation at serious cost to future teachers and teacher professionalism, and that research knowledge that would help in this respect is no longer being financed for production nor communicated as examined knowledge in teacher education in Sweden today.
ER  - 

TY  - JOUR
T1  - The degree project in Swedish Early Childhood Education and Care: what is at stake?
T2  - Education Inquiry
SN  - 2000-4508
A1  - Erixon Arreman, Inger
A1  - Erixon, Per-Olof
PY  - 2015
VL  - 3
IS  - 6
SP  - 309
EP  - 332
DO  - 10.3402/edui.v6.27779
LA  - eng
PB  - : Informa UK Limited
KW  - academic writing
KW  - student thesis
KW  - early childhood education and care
KW  - imrad
KW  - teacher education
AB  - This study deals with the undergraduate degree project in teacher training programmes for early childhood education and care in Sweden. For the study we draw on documents and qualitative interviews with teacher educators of different disciplinary backgrounds. The aims of this study were to identify discourses on the degree project in the field of early childhood education and care: (1) in documents; and (2) among teacher educators. Our study points to the tensions between discourses on the degree project as being of primary relevance for the vocational field, or as preparation for research activities. It also shows that varying perceptions on the degree project among teacher educators are largely related to different disciplinary fields. It further emerges that teacher educators have different views about text norms for the degree project, based on different underlying epistemologies to which the student teachers must adapt. We conclude that the multiple and often contradictory requirements of the degree project need critical examination and be reviewed. We also suggest an opening up for new and more creative ways of dealing with the degree project, with greater recognition of professional values and knowledges in the field.
ER  - 

TY  - JOUR
T1  - Research on pedagogical entrepreneurship – a literature review based on studies from Finland, Iceland and Sweden
T2  - Education Inquiry
SN  - 2000-4508
A1  - Dal, Michael
A1  - Elo, Janne
A1  - Leffler, Eva
A1  - Svedberg, Gudrun
A1  - Westerberg, Mats
PY  - 2016
VL  - 2
IS  - 7
SP  - 159
EP  - 182
DO  - 10.3402/edui.v7.30036
LA  - eng
PB  - : Taylor & Francis
KW  - literature review
KW  - pedagogical entrepreneurship
KW  - finland
KW  - iceland
KW  - sweden
KW  - entreprenörskap och innovation
KW  - entrepreneurship and innovation
KW  - effective innovation and organisation (aeri)
KW  - effektiv innovation och organisation (foi)
AB  - Strategies for entrepreneurship in the educational system are present not only in the Nordic countries, but also in the majority of other Western countries. Linked to these strategies different research efforts have been made. Although the research efforts have a common origin in supranational policies on entrepreneurship, there has been little research analysing the similarities and differences in how the topic is addressed by researchers in different countries. Being able to relate to both the policy and the available research in a nuanced way is important especially in the context of teacher education. The purpose of this article is to review the most recent research in pedagogical entrepreneurship from three countries: Finland, Iceland and Sweden. The aim is to discover whether the common phenomena of entrepreneurship in an educational context are approached differently in these three countries. The review of 21 articles in all, covering aim, method, concepts, references and results, draws a rather fragmented picture of the research. The main results are that the reviewed research was mostly qualitative and covered the entire spectrum from theoretical research to practice-oriented research. A variety of concepts were used. The analysis of the use of references uncovered a need to be more aware of including research from neighbouring regions. The research field seems to be quite lively and is still developing. However, it would benefit from a better dialogue between researchers in order to strengthen the contribution of Nordic research on pedagogical entrepreneurship.
ER  - 

TY  - JOUR
T1  - Food as a tool for learning in everyday activities at preschool: an exploratory study from Sweden
T2  - Food & Nutrition Research
SN  - 1654-6628
A1  - Sepp, Hanna
A1  - Höijer, Karin
PY  - 2016
VL  - 1
IS  - 60
EP  - 1
DO  - 10.3402/fnr.v60.32603
LA  - eng
PB  - : SNF Swedish Nutrition Foundation
AB  - Background: There is a need for research both in relation to food education at preschools and in relation to how the individual teacher can handle and relate to the many different scientific facts and paradigms that are prevalent in relation to food, health, and a sustainable lifestyle. Objective: The aim of this study was to explore the experiences and meanings that preschool teachers associate with involving food as a tool for learning in planned educational activities. Design: An exploratory study was conducted in 14 preschools with 131 teachers. Twenty semi-structured individual or group interviews with 45 preschool staff were conducted, and 10 interviews were selected for analysis. Results: According to participants, both children and teachers developed a sensory language; children became more positive towards tasting and teachers discovered new possibilities for interdisciplinary work. However, the results also show that an allowing system, with both an interested and confident teacher who recognisesthe competent child and a supportive organisation, is needed in order to make food a meaningful tool for learning in preschool. Discussion: According to previous studies, food has the potential to play an important part in everyday activities at preschool, both in planned educational activities as well as at meal situations. Our results imply that a holistic understanding of food in preschool is required for long-term work with food as a natural part of the everyday activities. Conclusion: The results imply that it is fun and meaningful for both children and teachers, and quite possible, to work with food as a tool for learning in everyday activities at preschool. In order to include food as a way to work with the preschool curriculum for a sustainable lifestyle, an allowing system is needed.
ER  - 

TY  - JOUR
T1  - Local educational actors doing of education: A study of how local autonomy meets international and national quality policy rhetoric
T2  - Nordic Journal of Studies in Educational Policy
SN  - 2002-0317
A1  - Bergh, Andreas
PY  - 2015
VL  - 2
EP  - 2
DO  - 10.3402/nstep.v1.28146
LA  - eng
PB  - : Co-Action Publishing
KW  - quality
KW  - conceptual history
KW  - autonomy
KW  - control
KW  - teacher
KW  - sweden
KW  - education
AB  - This article studies how local autonomy meets international and national quality policy rhetoric. The research question asked is: How can the local doing of education be understood in relation to international and national quality policy rhetoric, and how does this affect teachers’ autonomy to realise nationally formulated goals? To answer this, two sets of theoretical concepts are combined: horizon of expectation and space of experience (Koselleck, 2002) and autonomy and control (Cribb & Gewirtz, 2007). An earlier study (Bergh, 2010) of how the use of the quality concept has successively changed in Swedish authoritative educational texts from the 1990s and onwards provides a broader context for the local study, which empirically builds on interviews with local politicians, civil servants, school leaders and teachers. The results show that the national policy rhetoric has a strong impact on local practice, but also that certain interpretations are taken further in the local context, such as an emphasis on market forces. Although possible conflicts in the national context are concealed by the use of positive concepts like quality, these conflicts eventually erupt in the local setting, often with far reaching consequences for its different actors and for the education in question. 
ER  - 

TY  - JOUR
T1  - Autonomy in education: theoretical and empirical approaches to a contested concept
T2  - Nordic Journal of Studies in Educational Policy
SN  - 2002-0317
A1  - Wermke, Wieland
A1  - Maija, Salokangas
PY  - 2015
VL  - 2
IS  - 1
EP  - 2
DO  - 10.3402/nstep.v1.28841
LA  - eng
PB  - : CoAction Publishing
KW  - teacher autonomy
KW  - teacher professionalism
KW  - autonomy
KW  - comparative education
KW  - education
AB  - Autonomy is a widely used concept in education policy and practice. The etymology of the concept derives from the Greek autonomos ‘having its own laws’ (Oxford Dictionaries, 2015). As such, the debates around the concept circulate around individuals’ or groups’ ability and capacity to self-rule, and the governance and/or constraints, which limit such a capacity. However, autonomy has also been widely contested in philosophy, and as suggested by Rawls (1980), for example, the concept has been defined in a variety of ways. In educational research too, the concept has been debated from varying viewpoints, as, for example, scholars engaged in education history (Smaller, 2015), education sociology and policy (Ball, 2006; Apple, 2002), legal issues (Berka, 2000) and pedagogy (Reinders, 2010; Little, 1995) have all problematised and defined its meaning in relation to education.When applied to educational practice, this nuanced and complex concept may indeed mean a variety of things. Take school-level autonomy as an example. Schools are complicated social systems in which multiple actors operate in different roles, and in which one's scope of action may affect the decision-making capacity of that of others. The question of who in a school community may possess autonomy (e.g. the teachers, the principals, or the learners) has fundamental implications for the ways in which the school operates. Also, the matters over which the members of the school community enjoy autonomy have important implications for what school autonomy means in practice. If we consider teacher autonomy more closely, it becomes apparent that teacher autonomy is often understood in terms of a dichotomous pairing of constraint vs. freedom (Wermke & Höstfält, 2014). It could be argued that teacher autonomy is always about constraint, and drawing from Gewirtz's and Cribb's (2009) work, we suggest focussing on the ways in which autonomy is constrained, as well as the matters over which autonomy is enjoyed and by whom. Therefore, teacher autonomy should be distinguished from other forms of autonomy, for example, school or local autonomy. Indeed, increased school autonomy, or local autonomy, as witnessed, for example, in relation to the Friskola movement in Sweden or Academies movement in England, does not automatically grant to teachers an increased scope of action (Kauko & Salokangas, 2015; Salokangas & Chapman, 2014; Wermke & Höstfält, 2014).Moreover, the teacher autonomy debate has been influenced by and reflects wider global education trends and international comparisons. Indeed, autonomy has been a central concept in education policy in Nordic countries (Frostenson, 2012) as well as elsewhere (Caldwell, 2008; Glatter, 2012). Recently, this could be seen, for example, in relation to ‘PISA envy’, and the ways in which Finland's consistent success in PISA has been explained, at least partly, through its highly educated and autonomous teaching workforce (Lopez, 2012; Stenlås, 2011). However, as the contributions in this issue highlight, international comparisons concerning teacher autonomy must remain sensitive to the national and local contexts in which teachers operate, and consider what autonomy actually means for teachers in those settings (Salokangas & Kauko, in press; Wermke, 2013).It is these complexities, inherent in the concept of autonomy, as well as its practical applications, that this edited collection was set to discuss and offer contributions to varied discourses concerning this important, widely debated, and contested concept. The special issue is divided into two sections. The first section presents three invited essays that offer theoretical perspectives on autonomy. The first two, by Gerald Dworkin and Evert Vedung, respectively, are not educational per se, but offer important conceptual contributions to the discussion. The third essay by Magnus Frostenson discusses the multidimensionality of the concept with a focus on education and teaching. The second section comprises empirical studies that discuss the concept of autonomy in different national and local contexts. The articles report on research conducted in Norway (Christina Elde Mølstadt & Sølvi Mausethagen), Germany (Martin Heinrich), Sweden (Sara Maria Sjödin, Andreas Bergh, Ulf Lundström) and England (Ruth McGinity).
ER  - 

TY  - JOUR
T1  - Opening up communicative spaces for discussion ‘quality practices’ in early childhood education through middle leadership
T2  - Nordic Journal of Studies in Educational Policy
SN  - 2002-0317
A1  - Rönnerman, Karin
A1  - Edwards-Groves, Christine
A1  - Grootenboer, Peter
PY  - 2015
IS  - 1
EP  - 1
DO  - 10.3402/nstep.v1.30098
LA  - eng
PB  - : Informa UK Limited
KW  - collaborative learning
KW  - communicative space
KW  - middle leadership practices
KW  - practice architectures
KW  - systematic quality work
KW  - practice based research
AB  - Professional learning communities (PLCs) are often established and organised through collaboration among teachers, with one teacher having the role of facilitator. Such communities are widely recognised as important for facilitating both teacher and student learning. However, less is known about the leadership practices and the nature of the communicative spaces for learning as part of a PLC. The case study presented here focused on a district in Sweden involving 14 early childhood teachers who led their colleagues in implementing the revised curriculum for early childhood education (Lpfö-98). In this case, the leadership practices resembled a shared form of activity, which recognises that leading peers in learning-focused professional activities require what we describe as ‘middle leadership’. Data was collected in the form of field notes and recordings of participants’ dialogue in meetings involving middle leaders as they discussed their work; the dialogue was analysed through the lens of the theory of practice architectures. The results show the nature of communicative spaces as mechanisms for enabling teachers to engage in learning-focused meaning-making activities connected to systematic quality work. The results also reveal the practices and practice architectures that enabled the middle leader to conduct the work of leading the development of his or her colleagues.
ER  - 

TY  - JOUR
T1  - Towards new forms of educational leadership?: The local implementation of förstelärare in Swedish schools
T2  - Nordic Journal of Studies in Educational Policy
SN  - 2002-0317
A1  - Alvunger, Daniel
PY  - 2015
VL  - 3
IS  - 1
SP  - 55
EP  - 66
DO  - 10.3402/nstep.v1.30103
LA  - eng
PB  - : Taylor & Francis Group
KW  - educational leadership
KW  - advanced skills teachers
KW  - school improvement
KW  - career pathways for teachers
KW  - education
AB  - In 2013, the Swedish government launched a reform of career services for teachers that introduced förstelärare (‘first teacher’) as a new category. This article presents results from an ongoing research project about the implementation of the reform in a municipal local context in public schools with attention to leadership practices förstelärare engage in and the impact on the educational leadership of the principals. The theoretical framework for the analysis provides perspectives on the interdependencies between and within different levels and sub-systems in the school organisation through the concepts of nested learning systems and distributed leadership. The main results indicate that the introduction of förstelärare strengthens the idea of distributed leadership through the fact that förstelärare engage in leadership practices mandated by the principals. However, it also challenges existing collegial structures through an increased need for collaboration and interaction among both principals and förstelärare.
ER  - 

TY  - JOUR
T1  - Ideological Governing Forms in Education and Teacher Education: a Comparative Study between highly secular Sweden and highly non-secular Republic of Ireland
T2  - Nordic Journal of Studies in Educational Policy
SN  - 2002-0317
A1  - Mooney Simmie, Geraldine
A1  - Edling, Silvia
PY  - 2016
VL  - 1
IS  - 2
EP  - 1
DO  - 10.3402/nstep.v2.32041
LA  - eng
PB  - : Taylor & Francis
KW  - education
KW  - teacher education
KW  - ideological governing forms
KW  - emancipation
KW  - democracy
KW  - moral and political
KW  - secular
KW  - non-secular
KW  - comparative study
KW  - sweden
KW  - ireland
KW  - innovative learning
KW  - innovativt lärande
AB  - There is an abundance of cross-national quantitative studies of ‘what works’ in education and teacher education in the international literature. However, there is a paucity of cross-national studies in relation to ideological governing forms in education and teacher education, what is perceived as worthwhile and desirable. This study seeks to address this gap in the literature through a comparative socio-historical meta-analysis of ideological governing forms in education and teacher education, in Sweden and the Republic of Ireland, from the mid-19th century to contemporary times. The study uses categories of governance, ideology, emancipation and democracy as linkage points to examine similarities and differences in contextual, moral and cultural politics. Despite significant differences between a highly secular education system in Sweden and a highly non-secular system of education in the Republic of Ireland, findings show remarkable similarities in the shaping of ideological governing forms over this long historical timeline, signalling a contemporary governance turn towards scientific rationalism and moral conservatism more typically associated with the 1960s.
ER  - 

TY  - JOUR
T1  - Higher Education and Research in a Steady State: Changing premises and practices for educational research in Sweden.
T2  - Nordic Journal of Educational Policy, NordSTEP
SN  - 2002-0317
A1  - Foss Lindblad, Rita
A1  - Lindblad, Sverker
PY  - 2016
VL  - 1
IS  - 1
EP  - 1
DO  - 10.3402/nstep.v2.32371
LA  - eng
PB  - : Informa UK Limited
KW  - steady state
KW  - educational research
KW  - sweden
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - research governance
KW  - knowledge organization
KW  - higher education
KW  - contraction
KW  - collegiality
AB  - This chapter addresses changing premises and practices for and in educational research in the case of Sweden. The ambition is to analyse changing preconditions for educational research and potential implications of this for research practices and knowledge production in the field of education. The text is organised in three inquiries: First, we present a general framework of transitions in the system of higher education and research as a combination of expansion and contraction. Second, we analyse educational research in Sweden, its trajectory, playground and play performances, indicating possible changes in the rules of the game. Here we apply an international perspective. Thirdly, based on this, we discuss the current situation - the condition we are in for educational research, and where to go?
ER  - 

TY  - JOUR
T1  - Teacher education encounters climate change and critical mathematics education: Thinking about controversies in a statistics course
T2  - Prometeica
SN  - 1852-9488
A1  - Ödmo, Magnus
A1  - Boistrup, Lisa Björklund
A1  - Chronaki, Anna
PY  - 2024
IS  - 31
SP  - 274
EP  - 284
DO  - 10.34024/prometeica.2024.31.19520
LA  - eng
PB  - : Universidade Federal de São Paulo
KW  - critical mathematics education
KW  - climate change
KW  - teacher education
KW  - actor network theory
KW  - educação    matemática    crítica
KW  - mudanças    climáticas
KW  - formação    de    professores
KW  - teoria de redes ativas
KW  - educación matemática crítica
KW  - cambio climático
KW  - formación docente
KW  - teoría de redes activas
KW  - matematikens didaktik
KW  - mathematics education
AB  - In this study we discuss the complexity faced by a teacher when Critical Mathematics Education (CME) and climate change are being brought into a specific teaching setting that is part of a teacher education program a large university in Sweden. Taking CME and Active Network Theory into account along with the teacher’s dilemmas, we here perform an inquiry that aims to map potential actants and their relationships, as they are core in a teacher’s experience to plan and enact a statistics course that engages the theme of climate change through CME. For this inquiry, the teacher’s log (or course diary notes) is analysed. The analysis locates instances where the teacher connects to different actants such as the climate change phenomenon, the curricula, the course plan, and student teachers. In some instances, these actants suggest ways of doing that contradict each other. In short, the analysis shows that since diverse arguments can be narrated, one might be left with the feeling of missing something in just following one. It is a rather vulnerable situation the teacher is in; risking being hold accountable for not dealing with the mathematical content that has good arguments for it to be dealt with, but, yet, knowing that taking this risk allows mathematics to enter the social.
ER  - 

TY  - CONF
T1  - Digital Tools in the Thesis Process: A Case Study from Sweden
T2  - Proceedings of the 23rd European Conference on e-Learning - ECEL 2024
A1  - Aghaee, Naghmeh
A1  - Karunaratne, Thashmee
A1  - Aghaee, Nam
PY  - 2024
SP  - 1
EP  - 8
DO  - 10.34190/ecel.23.1.2904
LA  - eng
PB  - : Academic Conferences International Ltd
KW  - autonomous learning
KW  - chatgpt
KW  - digital tool
KW  - generative ai
KW  - thesis
AB  - The emergence of autonomous learning has revolutionized educational systems, offering new pathways to enhance higher education. Across most Swedish universities, Bachelor's and Master's theses (final projects) represent an important part of students' academic journey. Embracing technology as a tool, rather than an end in itself, has become imperative in contemporary higher education and thesis processes. Departing from traditional instructional methods, the focus has shifted towards interactive and autonomous learning, propelled or supported by digitalization. Despite the growing emphasis on autonomous learning and the benefits of technology-enhanced learning (TEL), there are concerns about the misuse of digital tools such as Generative Artificial Intelligence (GAI) in educational contexts. The scarcity of knowledge to properly use available tools would potentially affect students' academic performance and future employment prospects, which has recently caused significant concern for educational authorities, educators, and even policymakers. This study reflects on students' perceptions of using digitalization and GAI to facilitate autonomous and interactive learning to support the thesis writing process. The focus is to understand how digital natives (predominantly Gen Z) view the integration of new digital tools in autonomous learning. A case-based approach in the form of an open survey conducted during the spring semester of 2024 gathered 52 responses from students within the informatics discipline at bachelor's and master's levels in a Swedish university. Results indicate that most students used digital tools such as GAI interactively, in the thesis process, mainly for constructive learning. They indicated that learning about digital tools as part of their formal learning leads them towards effective and more structured use of the tools for brainstorming, drawing inspiration, and developing interactive learning, which simulates real-world peer interactions or teacher-student dynamics. This instructional approach equips students with the skills to responsibly use tools as academic support rather than for any other inappropriate purposes. Effective utilization of digital tools promotes autonomous learning, leading to improved quality of bachelor's and master's theses and overall academic performance in higher education. Conversely, inadequate knowledge and improper use of these tools can negatively impact students' educational outcomes.
ER  - 

TY  - CONF
T1  - Investigating Social Media Potential for Supporting Teachers’ Digital Games Literacy
T2  - Proceedings of the 16th European Conference on Games Based Learning - ECGBL 2022
A1  - Máthé, Melinda
A1  - Verhagen, Harko Henricus
A1  - Wiklund, Mats
PY  - 2022
SP  - 329
EP  - 338
DO  - 10.34190/ecgbl.16.1.712
LA  - eng
PB  - : Academic Conferences International Ltd
KW  - games literacy
KW  - k-12 education
KW  - social media
KW  - informal learning
KW  - teacher games literacy
KW  - data- och systemvetenskap
KW  - computer and systems sciences
AB  - Digital games have the potential to address a variety of pedagogical objectives across a range of subject areas in education and research shows that teachers are interested to learn about the use of games in teaching. However, due to the lack of professional development opportunities, teachers typically learn about the use of games informally from their peers and on social media. This raises questions about the kind of knowledge that social media resources may be catering to teachers and their relevance for more formalized ways of game literacy development. Further, the reason for the lack of professional development options could be that research is lagging behind in testing and developing systemic models that frame teachers’ knowledge of game-based learning such as the recently proposed Game Literacy for Teacher Education (GLTE) framework. To address the research gap, we investigate the following question: How do social media resources address key literacy areas of the Game Literacy for Teacher Education framework? The study tests the GLTE framework to investigate the research question. Data has been collected between autumn 2021 to spring 2022 from YouTube, Twitch, and Twitter using 1) search words in English, German and Swedish, 2) built-in recommendations and discovery functions, and 3) following links and references. Data relevant to supporting teachers in Digital Game-based Learning (DGBL) at primary and secondary levels in education were included, and 150 multimedia resources were selected for further analysis. Data were deductively coded onto the broad categories of the GLTE framework and descriptive coding was used to explore new categories. Findings show that DGBL resources shared on social media address the key literacy areas of the GLTE framework at least partially while also indicating that conceptualisations of games literacy for teachers need to go beyond technological and pedagogical integration and consider the broader societal role of games and gaming. Based on the findings we propose that game literacy for teachers is conceptualised from a broader social-cultural, critical perspective, and we suggest an updated model and recommendations for future research
ER  - 

TY  - CONF
T1  - On the Role of Unplugged Programming in K-12 Education
T2  - Proceedings of the 18th European Conference on e-Learning, ECEL
A1  - Humble, Niklas
A1  - Mozelius, Peter
A1  - Sällvin, Lisa
PY  - 2019
SP  - 224
EP  - 230
DO  - 10.34190/EEL.19.049
LA  - eng
PB  - Reading, UK : Academic Conferences and Publishing International Limited
KW  - unplugged programming
KW  - block programming
KW  - textual programming
KW  - k-12 education
KW  - teacher professional development
AB  - The integration of programming in K-12 setting is a global phenomenon with different implementations in different countries. In Sweden this is a rapid process where programming should be a part of K-12 mathematic and technology with an implementation during 2018 and 2019. The time frame has been narrowly defined, but there are few directives considering which types of programming that should be used. Three main programming types are textual programming, block programming and unplugged programming, this study has a focus on unplugged programming. The research question to answer was: Which are K-12 teachers attitudes on the role of unplugged programming in education? The research study has been a qualitative cross-sectional study with the aim to collect teachers' attitudes towards unplugged programming halfway through their introductory programming course. Cross-sectional study is an approach to capture snapshots of an ongoing process at a given point in time. Data were collected from discussions and online postings during a workshop in the above-mentioned programming course. Participants postings have been grouped into categories in a content analysis based on the frequency of occurrence and relevance for answering the research question. Findings show that most teachers see a benefit of unplugged programming as a means to learn the fundamental programming concepts in their teaching and learning activities. However, there are different opinions on when this unplugged introduction should occur. Some teachers also pointed out that unplugged programming could be used as an alternative to block programming and textual programming when the digital environment lacks or fails. Conclusions are that unplugged activities are a valuable complement to block programming and textual programming, but teachers have different opinions on the optimum age group for unplugged programming activities. The recommendations for K-12 teachers is to seriously consider the unplugged complement, both for pedagogical reasons and as a never-failing analogue backup. 
ER  - 

TY  - JOUR
T1  - Governance of teachers' professional development and learning within a new career position
T2  - Dyskursy Młodych Andragogów
SN  - 2084-2740
A1  - Bergmo-Prvulovic, Ingela
A1  - Hansson, Kristina
PY  - 2019
VL  - 20
SP  - 157
EP  - 178
DO  - 10.34768/dma.vi20.17
LA  - eng
PB  - Zielona Góra : Oficyna Wydawnicza Uniwersytetu Zielonogórski
KW  - career
KW  - governmentality
KW  - education policy
KW  - social/professional representations
KW  - teachers
KW  - teaching qualities
KW  - research and proven experience
KW  - kariera
KW  - rządomyślność
KW  - polityka edukacyjna
KW  - reprezentacje społeczne/zawodowe
KW  - nauczyciele
KW  - jakość nauczania
KW  - badania i udokumentowane doświadczenie
AB  - In 2013, the Swedish government introduced a career reform for teachers (SFS 2013, p. 70) that established two new career-track positions, namely, lead teachers and senior subject teachers. This study analyses the process of integrating this career reform into the Swedish school system in its early stage and focuses on lead teachers’ professional development and learning when trying to interpret and translate this new career position in their daily working life. The study explored teacher´s ideas, strategies and actions to govern themselves in relation to the demands for research and proven experience within the career reform, as well as their underlying views of career. For the empirical data collection, we interviewed twelve lead teachers. The analysis of the data generated four different governmentalities that these teachers used to govern themselves when trying to handle the career reform in their practices: the school developer, the process manager, the subject specialist and the involuntary careerist. Teachers relate their rationalities to different career discourses where organizational, individual and professional discourses are prominent to various degrees. Furthermore, underlying representations of career relate to both hierarchical views, and to a perspective of exchange. In addition, two new representations of career emerged: career as a non-hierarchical or equal level position, and career as a sorting tool. The results indicate that lead teachers have found themselves caught in tensions between multifaceted meanings of career, research-based education, and personal and organizational pressures associated with the intentions of the career reform.
ER  - 

TY  - JOUR
T1  - Aesthetic Dimensions of Literary Studies: Multimodality and Creative Learning
T2  - Nordic Journal of English Studies
SN  - 1502-7694
A1  - Svensson, Anette
PY  - 2021
VL  - 2
IS  - 20
SP  - 160
EP  - 182
DO  - 10.35360/njes.693
LA  - eng
PB  - : University of Gothenburg
KW  - teacher education
KW  - literary education
KW  - literature teaching and learning
KW  - creativity
KW  - literary production
KW  - text universe
KW  - litteraturdidaktik
AB  - In Sweden, the occurrence of fictional texts in various media formats, including TV series, films, and computer games, most of which are in English, is constantly growing. In an increasingly digitalised society, there is a need for teaching that understands and meets the demand for aesthetic values as well as multimodality and creativity. Highlighting the aesthetic dimension of literary studies, this article reports on a small-scale practice-based study that explores students’ experiences of working with a teaching unit that focuses on text universes, literary productions, and creative learning. It argues for an innovative type of course design with the potential to strengthen students’ engagement in, and their self-assessed understanding of, literary texts, which can inspire future English teachers to adopt similar approaches in their own teaching practice.The teaching unit was included in a programme for upper-secondary subject teachers in English. The empirical data consists of 14 students’ responses to a questionnaire that was conducted after the completion of the unit. The study shows that although some students initially found the teaching unit challenging, they later acknowledged having acquired significant insights into their own and their peers’ creative processes. Because student autonomy and student responsibility are central aspects when teaching for creativity, the teaching unit provided the students with a model that addresses the what and the how of literature teaching and learning, a model that they themselves want to use in their future careers as English teachers at the upper secondary level.
ER  - 

TY  - JOUR
T1  - Revisiting the Computer as Informant from a TeacherMediated Perspective: Suggested Implementation of an Automated Language Diagnostics Tool
T2  - Nordic Journal of English Studies
SN  - 1502-7694
A1  - Ihrmark, Daniel
PY  - 2023
VL  - 1
IS  - 22
SP  - 42
EP  - 67
DO  - 10.35360/njes.794
LA  - eng
PB  - Göteborg : Göteborgs universitet
KW  - second language acquisition
KW  - sla
KW  - l2 writing
KW  - corrective feedback
KW  - english as an additional language
KW  - eal
KW  - feedback routines
KW  - engelska med didaktisk inriktning
KW  - english education
AB  - This article argues for considering a shift in focus toward teacher-mediated tools in English as an Additional Language (EAL) teaching. The argument is primarily carried by previous research within Data-Driven Learning (DDL) and Second Language Acquisition (SLA). A tool currently being developed as a part of an ongoing dissertation project in collaboration with EAL teachers is used to showcase how such an implementation could look, and respondent drawings collected as a part of that project are used to fit the implementation within the routines of a small sample of practicing EAL teachers at the upper-secondary level in Sweden (n=4). The results indicate that teacher-mediated data-driven tools could work within theoretical frameworks of corrective feedback, language learning models and suggested routines of practice, but also highlight that much more research is needed before a wider implementation is considered. 
ER  - 

TY  - JOUR
T1  - Reserved for Research? Normalising Corpus Use for School Teachers
T2  - Nordic Journal of English Studies
SN  - 1502-7694
A1  - Allan, Rachel
PY  - 2023
VL  - 1
IS  - 22
SP  - 68
EP  - 92
DO  - 10.35360/njes.795
LA  - eng
PB  - : Umeå University/Nordic Association of English Studies
KW  - data-driven learning
KW  - corpus-use
KW  - language teaching
KW  - classroom practice
AB  - There has been much discussion about the persistent gap between research and practice in the use of corpora in the classroom (Frankenberg-Garcia 2012; Chambers 2019 among others), despite strong evidence of its benefits (Boulton 2017). The majority of studies into data-driven learning (DDL) have been carried out by those with a particular interest and skill level, predominantly in higher education, and the need to complement these with a broader base of studies involving practising language teachers in a school environment has been highlighted (e.g., Boulton 2010; Chambers 2019). For such studies to take place, however, more school teachers need to be made aware of DDL and its potential for use in the classroom.This article discusses what we can learn from research into DDL with younger learners and teacher training in this context in order to shape a teacher training programme. It describes a pilot project introducing DDL to a group of secondary school student teachers (STs) of English at a Swedish university, and their responses to it regarding the feasibility of including it in their future teaching practice. The need for further training, particularly in practical pedagogical applications suitable for their learners, was apparent, echoing the outcomes of previous studies. It is suggested that integrating a range of classroom-focused DDL activities throughout their remaining course may be an effective approach. This also provides an opportunity to raise awareness of pre-prepared resources and novel approaches to DDL more likely to appeal to their learners, and practical examples of this are discussed.
ER  - 

TY  - JOUR
T1  - Building a Corpus of Written Tasks of Swedish National Tests in English: Motivation, Method and Research Applications
T2  - Nordic Journal of English Studies
SN  - 1502-7694
A1  - Allan, Rachel
A1  - Shaw, Irina
A1  - Shaw, Martin
PY  - 2023
VL  - 2
IS  - 22
SP  - 128
EP  - 154
DO  - 10.35360/njes.821
LA  - eng
PB  - : Umeå University/Nordic Association of English Studies
KW  - swedish national test in english
KW  - writing
KW  - corpus
KW  - assessment
KW  - grading
KW  - teacher training
AB  - This article describes a collaborative project involving the construction of a corpus of graded year 9 National Tests in written English. National Tests are standardized high stakes tests which are an important part of the Swedish education system because the results provide an indication of performance at national level, and also feed into pupils’ overall assessment. The grading of National Tests in written English has been found to be problematic for teachers, and a need for assessment training identified (Erickson and Tholin 2022). By providing a searchable database of graded written texts, together with the teacher feedback, this project aims to create a resource to support pre- and in-service teachers in interpreting knowledge requirements and assessment guidelines, and providing effective feedback. The corpus will also provide a resource for research into the features of student writing at different grade levels. To create the corpus, past papers from collaborating schools have been anonymized, digitized and coded. As a result, pupils’ texts can be easily sorted by a range of criteria, for example, year, gender, education type, grade achieved on the written paper and overall grade for the National Test. Teacher feedback can be accessed similarly. We outline potential research areas provided by this resource, and demonstrate how some of these might be explored. We also give examples of how the developing corpus has already been used as a resource for English teacher training programmes, and outline future plans for the project.
ER  - 

TY  - JOUR
T1  - Fairy Tales in the Anthropocene: A Proposal for Advancing Sustainability Literacy through Jeanette Winterson’s ‘Hansel and Greta’
T2  - Nordic Journal of English Studies
SN  - 1502-7694
A1  - Farkas, Zita
A1  - Brock, Malin Lidström
A1  - Wallin, Marie
PY  - 2025
VL  - 2
IS  - 24
SP  - 108
EP  - 130
DO  - 10.35360/njes.v24i2.62129
LA  - eng
PB  - : Nordic Association of English Studies/Umeå University
KW  - education for sustainable development
KW  - english as a foreign language
KW  - english language teaching
KW  - critical literacy
KW  - picturebooks
KW  - swedish teacher training grades 4-6
KW  - litteraturdidaktik
KW  - language
KW  - litterature and education
KW  - språk och litteratur med didaktisk inriktning
AB  - Fairy tales promise teachers of English as a Foreign Language (EFL) in Swedish primary school an engaging and supposedly simple way to teach both language and cultural content. By its very nature the genre is didactic; it depends on moral absolutism to address questions on how best to live and act in the world. When the content proposes how to live and act sustainably in the Anthropocene, however, a contrast emerges between the clear-cut morality of the fairy tale genre and the complexity of any proposed solutions. In this article we approach Winterson’s fairy tale Hansel and Greta from the perspectives of the three pillars of sustainability as defined by the United Nations, namely environmental sustainability, economic sustainability and social sustainability. We identify a set of productive entry points for Swedish teacher educators to begin from when seeking to develop grades 4–6 (ages 10–12) student teachers’ sustainability literacy and critical literacy, both skills that teachers arguably need to make appropriate selections among the many children’s books that address sustainability. These entry points illustrate instances in the text where tensions spring up between the solutions offered by Winterson’s fairy tale and the complex and often challenging problems that it addresses. 
ER  - 

TY  - CONF
T1  - Teacher Training on Fundamental Programming for Mathematics and Technology: What are the Course Takeaways?
T2  - Education and New Developments 2023 – Volume I
A1  - Mozelius, Peter
PY  - 2023
SP  - 191
EP  - 195
DO  - 10.36315/2023v1end041
LA  - eng
PB  - Lisboa : inScience Press
KW  - programming education
KW  - teacher training
KW  - learning outcomes
KW  - python
KW  - k-12 stem
AB  - The introduction of computer programming in K-12 education is a prioritised initiative in many countries. In the Swedish context this is an ongoing process with support from the government and the National Agency for Education. The focus has been set on secondary school and how to implement programming as an extension for teaching and learning activities in mathematics and technology. Several studies have reported on how to optimise the teacher training, but less has been presented on learning outcomes that can have an impact on teaching and learning in secondary school. The aim of this study was to analyse and discuss how learning outcomes could be of use in secondary school teachers daily teaching and learning activities. The main research question to answer was: "In what parts of secondary school mathematics and technology can programming add value, and how might this be related to the learning outcomes of the teacher training?" Data have been gathered from course participants essays that were submitted in two batches of the teacher training course on programming. Essays were analysed thematically with the research strategy of analytical induction. Found themes have been grouped into main categories that are related to the essayists course outcomes. Most of the essayists have completed the course, but not all of them. Findings indicate that the subset of course takeaways that the essayists have chosen to reuse are related to their learning outcomes, but also to the stage of secondary school where they teach.  Lower secondary school teachers with low learning outcomes have a tendency to choose the themes of visualisation of geometrical concepts and computational thinking. To be compared with upper secondary school teachers with high learning outcomes that had a preference for using programming to illustrate number series and statistics. However, there are a lot of variations from these themes and counterpoints, which is the main discussion in this paper. Interesting new themes that emerged from the analysis of the essays were Debugging, General problem solving
ER  - 

TY  - CHAP
T1  - Abelian groups and what student teachers should learn for teaching algebra
T2  - Education Applications &amp; Developments IX
A1  - Karlsson, Natalia
A1  - Kilborn, Wiggo
PY  - 2024
SP  - 159
EP  - 168
DO  - 10.36315/2024eadIX13
LA  - eng
PB  - Lisbon : World Institute for Advanced Research and Science
KW  - pre-service teachers’ learning of mathematics
KW  - subject matter knowledge
KW  - algebra
KW  - other research area
KW  - annat forskningsområde
KW  - utbildningsvetenskapliga studier
KW  - studies in the educational sciences
AB  - The purpose of this didactic project is to analyze a current research question, namely how student teachers’ knowledge of Abelian groups contributes to their understanding of an essential aspect of teaching algebraic concepts by extending numbers and arithmetic operations. The theoretical approaches employed are Subject Matter Knowledge, and the choice of algebraic content with focus on students’ learning of algebra. The analysis includes a broad perspective of modern algebra that leads to logical, conceptual consequences, and, for the student teachers, a course of education adapted to provide sustainable development of students’ mathematical knowledge. For example, special attention should be given to the Abelian groups as a framework for teaching and learning algebra.The outcome of this didactic analysis is a follow-up of an earlier research project titled Student teachers’ knowledge of and perceptions of mathematics. This analytical result has been implemented and tested at the teacher training programs for courses in mathematics and mathematics didactics at the K-3 and 4-6 programs at Södertörn University in Sweden.
ER  - 

TY  - JOUR
T1  - Statliga undervisningsideal och materiella ambitioner: om skolbänkens svenska historia 1865–1981: [Governmental teaching ideals and material ambitions: on the Swedish history of the school desk 1865–1981]
T2  - Nordic Journal of Educational History
SN  - 2001-7766
A1  - Westerberg, Andreas
PY  - 2023
VL  - 1
IS  - 10
SP  - 89
EP  - 113
DO  - 10.36368/njedh.v10i1.348
LA  - swe
PB  - Umeå : Umeå universitet
KW  - school desks
KW  - teaching ideals
KW  - teaching systems
KW  - socio-materiality
KW  - sweden
KW  - skolbänkar
KW  - undervisningsideal
KW  - undervisningssystem
KW  - socio-materialitet
KW  - sverige
KW  - historia med utbildningsvetenskaplig inriktning
KW  - history of education
AB  - From 1865 up to 1981 Swedish national authorities issued regulations on design of school desks and furnishing of classrooms. This article investigates what teaching ideals that were expressed in these regulations and how they have changed over time. The article shows that the teaching ideal for the early decades of the study period where teacher centred, resulting in regulations aiming for school desks and classrooms where pupils could sit and listen for long periods of time. From the 1920’s up to the beginning of the 1960’s the regulations held on to teacher centred ideals while the desks used in schools were designed to facilitate variation and cooperation between pupils. Regulations from the last decades of the study show strong changes in teaching ideals. Desks and furnishing now should make interaction and cooperation between pupils easy, and the teacher were to be more of a mentor than a lecturer.
ER  - 

TY  - JOUR
T1  - Mellan tradition och reform: Pedagogiska examensuppsatsämnen vid två svenska folkskoleseminarier 1915–1937
T2  - Nordic Journal of Educational History
SN  - 2001-7766
A1  - Persson, Anders
A1  - Hult, Lars Andersson
PY  - 2024
VL  - 1
IS  - 11
SP  - 25
EP  - 51
DO  - 10.36368/njedh.v11i1.388
LA  - swe
PB  - Umeå : Umea University Library
KW  - teacher education
KW  - curriculum change
KW  - elemen-tary school
KW  - teachers
KW  - examination practice  pedagogical essays
KW  - lärarutbildning
KW  - läroplansförändring
KW  - folkskola
KW  - lärare
KW  - examinationspraktik
KW  - pedagogiska examensuppsatser
KW  - de samhällsorienterande ämnenas didaktik
AB  - Between tradition and reform: Pedagogical essay topics at two Swedish teacher training seminars, 1915–1937.During the beginning of the twentieth century, a series of school reforms was carried out in Sweden. One concerned the education of elementary school teachers. In this article, we examine which knowledge and teaching ideals that was posed by some of those who had the task of putting this reform into practice. At the center are the nearly five hundred essay topics that were offered at the teacher training seminars in Lund (only male apprentices) and Falun (only female apprentices) 1914–1937. The results advocate that two rather different local cultures of knowledge were developed at the two seminars. While the essay topics that were offered in Lund mostly seems to promote a more traditional reproductive view on teaching, the ones proposed in Falun rather appears to encourage a much more reformistic understanding of schooling. Hence it is suggested that the latter might be understood as an aspiration to establish a more autonomous and independent women teacher identity.
ER  - 

TY  - JOUR
T1  - Language Shift as a Way of Acquiring New Citizenship and a Profession: The Educational Background of the First Female Students at the Jyväskylä Teachers Seminary
T2  - Nordic Journal of Educational History
SN  - 2001-7766
A1  - Kotilainen, Sofia
PY  - 2024
VL  - 2
IS  - 11
SP  - 9
EP  - 35
DO  - 10.36368/njedh.v11i2.1057
LA  - eng
PB  - Umeå : Umeå University Library
KW  - female citizenship
KW  - multilingualism
KW  - professions
KW  - social motherhood
KW  - teacher training
AB  - This article sheds light on gendered aspects of the early years of the Finnish teacher training system. It focuses on the first generation of female students at the Jyväskylä Teachers Seminary in central Finland, their educational background, and their language competences. My main sources are the students’ applications to the seminary, which I explore with the help of the collective biographical method. The Jyväskylä Teachers Seminary, the first Finnish-language teacher training college for elementary school teachers in Finland, was established in central Finland in 1863, partly in response to the increasing significance of the Finnish language to the nation. For the girls who entered the seminary, their preparatory private education and the language shift they experienced there from Swedish to Finnish were significant factors both in their training as teachers and in the opportunity to gain a public profession of their own, as well as a new kind of female citizenship. Most of these women had graduated from private schools or had only private tutoring at home.
ER  - 

TY  - JOUR
T1  - From Seminar to University: Dismantling an Old and Constructing a New Teacher Education in Finland and Sweden, 1946–1979
T2  - Nordic Journal of Educational History
SN  - 2001-7766
A1  - Furuhagen, Björn
A1  - Holmén, Janne
PY  - 2017
VL  - 1
IS  - 4
SP  - 53
EP  - 81
DO  - 10.36368/njedh.v4i1.87
LA  - eng
PB  - Umeå : Umeå University Library
KW  - teacher education
KW  - educational reforms
KW  - finland
KW  - sweden
KW  - historia med utbildningsvetenskaplig inriktning
KW  - history of education
AB  - In the 1970s, Sweden and Finland abandoned the system of seminars for folk school teachers and incorporated all teacher education into the system of higher education. The visions behind the new education, as well as the original plans for its structure, were similar in both countries, but the outcomes were different. Finland managed to a greater extent to implement an academic teacher education located at universities, while the Swedish solution was deemed unsatisfactory by many actors, leading to several new reforms in the following decades. This can be explained by the different nature of the conflicts surrounding the reforms in Sweden and Finland. In Finland, the early 1970s was a period of intense left-right polarisation, followed by attempts to depoliticise teacher education. In Sweden, the vision of an academic teacher education met successful resistance from regional actors, resulting in the preservation of much of the old seminar system under the guise of small teacher education colleges.
ER  - 

TY  - JOUR
T1  - Karolina Widerström och skolans dissektionsundervisning 1900-1920
T2  - Nordic Journal of Educational History
SN  - 2001-7766
A1  - Thorsén, David
PY  - 2021
VL  - 1
IS  - 8
SP  - 3
EP  - 30
DO  - 10.36368/njedh.v8i1.143
LA  - swe
PB  - Umeå : Umeå University Library
KW  - biology
KW  - dissection
KW  - science education
KW  - sexual hygiene
KW  - teacher training
KW  - dissektion
KW  - naturvetenskapsundervisning
KW  - sexuell hygien
KW  - lararutbildning
AB  - Karolina Widerström and Animal Dissection in Swedish Schools 1900–1920This article examines the attempts to introduce dissections of small animals in Swedish primary schools and secondary girls' schools during the early twentieth century. It demonstrates that the new teaching methods were a part of a further ambition to transform the pupil's relationship to nature and how teachers taught the natural sciences. Knowledge of the human body was emphasised and produced in analogy with other species, leaving none of the body's organs or basic functions outside the curriculum. One of the strongest voices in this process was the Swedish physician Karolina Widerstrom (1856-1948). Through hers-but also others-engagement in annual training courses in basic dissection techniques for female teachers and the production of wildly distributed illustrated dissection manuals, extensive effort was made to change the pupil's understanding of nature in general as well as their own bodies including the fundamental principles of human reproduction.
ER  - 

TY  - JOUR
T1  - Technology as a Woman’s Call: The Efforts of the Fredrika Bremer Association to Promote Women’s Education in Technology 1978–1999
T2  - Nordic Journal of Educational History
SN  - 2001-7766
A1  - Cantarell, Rosalía Guerrero
PY  - 2022
VL  - 2
IS  - 9
SP  - 125
EP  - 147
DO  - 10.36368/njedh.v9i2.268
LA  - eng
PB  - Umeå : Umeå University Library
KW  - fredrika bremer association
KW  - gender
KW  - gender and technology
KW  - history of knowledge
KW  - women in stem
KW  - women in technology education
AB  - In 1978, Sweden’s oldest women’s organisation, the Fredrika Bremer Association (FBF), organised an event on women and technology. This was the first event of its kind in Sweden and it was met with great interest. Consequently, it became a recurring annual event until the late 1990s. At a time when the computerisation of society precipitated a response from the Swedish state, labour market parties and civil society, the FBF became an authority in the area of technology and gender equality. Framed within the field of history of knowledge, this article claims that the FBF sought to redefine the concept of technology to include what they considered to be female features. They circulated this new definition in the school system and among the broader society. The FBF has been overlooked as a relevant actor in the circulation of technology knowledge, even though it played a significant role in the discussion of women and computer technology in Sweden from the late 1970s to the late 1990s.
ER  - 

TY  - CONF
T1  - Different European Fostering Policies and Teaching Practices for Mathematically Gifted Individuals - Overview And Examples
T2  - Mathematical Creativityand Giftedness in DiverseEducational Settings
A1  - Brandl, Matthias
A1  - Benölken, Ralf
A1  - Mellroth, Elisabet
A1  - Szabo, Attila
PY  - 2024
SP  - 41
EP  - 47
DO  - 10.36615/9780796189578
LA  - eng
PB  - : Mamotale Tsenoli Power House
KW  - fostering policies
KW  - support programs
KW  - prospective teachers
KW  - teacher training programs
KW  - matematikdidaktik
KW  - mathematics didactics
AB  - Although considerable attempts have been carried out within the EU towards a by some means common strategy for nurturing gifted pupils, national policies related to the development of mathematical giftedness, as well as fostering practices in schools and approaches within teacher education are still defined by sociocultural differences between respective European regions. In this paper, we are presenting research-based approaches for the development of mathematically gifted pupils in three European regions and concrete examples from Germany and Sweden of how the concept of mathematical giftedness can be introduced in teacher education.
ER  - 

TY  - JOUR
T1  - Study Demands, Social Support and Mental Health in Teacher Education Students: A Cross-Sectional Study
T2  - Journal of Educational and Social Research
SN  - 2239-978X
A1  - Söderberg, Mia
A1  - Andersson, Eva M.
A1  - Björk, Lisa
A1  - Wastensson, Gunilla
PY  - 2020
VL  - 3
IS  - 10
EP  - 3
DO  - 10.36941/jesr-2020-0040
LA  - eng
PB  - : Richtmann Publishing
KW  - teacher education students
KW  - psychosocial study demands
KW  - social support
KW  - mental health
AB  - The aim of this paper was to investigate relationships between psychosocial factors in a study environment and mental health in teacher education students. Study objectives were explored in 593 Swedish teacher education students (80% women). Psychosocial variables were measured with the standard Swedish demand-control-support questionnaire. Associations to mental health were calculated with logistic regression analyses, stratified by gender. Female students, on average reported higher demands, exhaustion and anxiety, than men. High study demands were associated with severe exhaustion in both men and women, even in models including all potential confounders and social support. Although, social support was related to lower exhaustion in women and less anxiety in men, this variable only contributed to minor effect changes in the associations study demands to mental ill-health. High study demands seem important for mental health in teacher education students. Future studies, perhaps using qualitative methods, would benefit the state of knowledge regarding students’ psychosocial conditions and poor mental health. Such knowledge could assist universities in interventions to enhance both health status and future stress resilience.
ER  - 

TY  - JOUR
T1  - Using teaching and learning regimes in the international classroom to encourage student re-subjectification
T2  - Journal of Applied Learning & Teaching
SN  - 2591-801X
A1  - Bommenel, Elin
A1  - Ek, Richard
A1  - Reid, Stuart
PY  - 2023
VL  - 1
IS  - 6
SP  - 81
EP  - 92
DO  - 10.37074/jalt.2023.6.1.14
LA  - eng
PB  - : Kaplan Higher Education Academy
KW  - foucault
KW  - multinational classroom
KW  - neoliberal university
KW  - power
KW  - student subjectification
KW  - teaching and learning regime
KW  - turismvetenskap
AB  - This paper addresses one of the pedagogical challenges that followed the presence of increasingly multinational student groups, particularly the increased diversity of academic backgrounds among students. Theoretically, this challenge can be understood as an encounter between different teaching and learning regimes (TLRs). TLR, coined by Trowler and Cooper (2002), implies a constellation of assumptions, rules, relationships, and practices regarding the conduct of higher education that colours academic staff members’ performance in their profession. It has become a widely used heuristic tool in the reflection process among university staff. It is shown in this paper that TLRs are not only a heuristic tool that can be applied in teacher reflection but may also be fruitfully applied in the classroom in student-teacher interaction. Consequently, we decided to bring the TLR into the classroom. The written student reflections constitute the empirical material that this analysis is based on. We approach these reflections as expressions of confessions of the Self, as laid out by Michel Foucault. We conclude that it is useful for the students to reflect upon TLR’s, but simultaneously, such an approach runs the risk of enhancing pedagogical and epistemological conformism at the neoliberal university. 
ER  - 

TY  - JOUR
T1  - The Inclusion of a Student Voice in Teacher Professional Learning to Create Relevance in Science Education
T2  - Social Education Research
SN  - 2717-5723
A1  - Jidesjö, Anders
PY  - 2021
VL  - 2
IS  - 2
SP  - 134
EP  - 148
DO  - 10.37256/ser.222021772
LA  - eng
PB  - Woodlands Bizhub, Singapore : Universal Wiser Publisher
KW  - teacher’s professional learning
KW  - student’s voice
KW  - science education
AB  - Students’ perceptions of a lack of relevance in science and technology (S&T) education have been reported in research and policies for a long time. In many countries this is a problem that is not decreasing despite numerous measures to address it. In the study presented here a new approach to the problem was developed and empirically tested. The study targets the theoretical development of “teacher professional learning”. Key elements of the approach include distributed leadership with adaptive expertise, boundary spanners to relate leadership structures to student learning, and facilitators to initiate such work. Five Swedish municipalities were involved in this approach, from a model where 10 core concepts were adapted to the Swedish educational context and incorporated in a professional learning model. The model suggests including two initial steps to create a professional learning cycle, e.g. students’ and teachers’ needs together with leadership structures. The empirical evidence comes from pre-studies investigating these two initial steps with a qualitative research design. The results are compiled in five themes showing that learners, teachers and school leaders perceive S&T education to be ‘special’ and describe progression, organization and beneficial changes. Facilitators were found to be important and organizational relationships were described and discussed. Differences in the nature of the relevance problem between students and their teachers and in different parts of the educational system were also identified, which have consequences for the progression in a professional learning cycle. This is discussed and pointed out as important for future research. Overall, the results indicate that published notions regarding teacher professional learning and students’ perceptions of S&T education, can be combined to formulate a robust new approach to address the relevance problem
ER  - 

TY  - JOUR
T1  - An international scoping review focused on gifted and talented children: Early identification and inclusive education
T2  - Journal of Childhood, Education &amp; Society
SN  - 2717-638X
A1  - Mossberg, Fanny
A1  - Lundqvist, Johanna
A1  - Sund, Louise
PY  - 2024
VL  - 3
IS  - 5
SP  - 407
EP  - 423
DO  - 10.37291/2717638x.202453488
LA  - eng
PB  - : Journal of Childhood, Education and Society
KW  - education
KW  - gifts and talents
KW  - identification strategies
KW  - preschool and school
AB  - Gifted and talented children should be identified at an early stage and provided with opportunities to thrive, flourish, and develop in inclusive education. Inclusive education refers to a sense of belonging, and development to one’s fullest, including talent development. This international scoping review aims to investigate contextual and environmental factors contributing to well-functioning inclusive education, with a particular focus on early identification of gifted and talented children. The Bioecological model for human development and the Differentiating Model of Giftedness and Talent constituted the framework. Twenty-three (N=23) research articles were included and two thematical analyses were conducted. Regarding early identification, five influential factors (i.e., themes) were created: Knowledge about giftedness and talent; Opportunities for all children to demonstrate their abilities; Identification strategies; Collaborations; and Teacher education and professional development. Regarding well-functioning inclusive education, five factors (i.e., themes) were created, which, in addition to early identification, will also play a role; these were: Policies recognising inclusion and gifted and talented children; Appreciation of diversity; Additional educational provisions; Peer interactions and learning; and Home-school partnership. A factor model for early identification and well-functioning inclusive education targeting giftedness and talent is presented, and suggestions for practitioners and further research are provided.
ER  - 

TY  - JOUR
T1  - Enactment processes in the implementation of European and national foreign language proficiency policies: The case of Spanish as an optional school subject in the Swedish school system
T2  - European Journal of Language Policy
SN  - 1757-6822
A1  - Francia, Guadalupe
A1  - Riis, Ulla
PY  - 2016
VL  - 2
IS  - 8
SP  - 173
EP  - 189
DO  - 10.3828/ejlp.2016.11
LA  - eng
PB  - Liverpool : Liverpool University Press
KW  - policy
KW  - plurilingualism
KW  - foreign language education
KW  - teacher education
ER  - 

TY  - JOUR
T1  - La recherche en sciences de l’éducation : pour qui et pour quoi faire ? Le cas suédois
T2  - Revue internationale d'éducation Sèvres
SN  - 1254-4590
A1  - Nihlfors, Elisabet
A1  - Selander, Staffan
PY  - 2020
IS  - 85
SP  - 127
EP  - 134
DO  - 10.4000/ries.10096
LA  - eng
PB  - : OpenEdition
KW  - information society
KW  - informationssamhället
AB  - The links between teacher education, teachers’ work and research has, to say the least, not always been strong in Sweden. However, during the last decades, there has been much work to strengthen this link, and there is an ongoing process to identify areas and key questions where new, systematic knowledge is needed. It is like a floating landscape where these questions change over time, due to political, economic as well as technological possibilities. This article focuses on some key issues in the Swedish scene.
ER  - 

TY  - JOUR
T1  - Les syndicats d’enseignants suédois : un travail stratégique commun
T2  - Revue internationale d'éducation Sèvres
SN  - 1254-4590
A1  - Ringarp, Johanna
A1  - Baltzer, Charlotte
PY  - 2022
VL  - 91
SP  - 55
EP  - 65
DO  - 10.4000/ries.13312
LA  - fre
PB  - : OpenEdition
AB  - Education faces major challenges and teachers’ unions have a major role to play. We discuss how unions reacted to Swedish educational reforms and which career path they advocate for their members. We particularly examine the 2011 initial teacher certification reform, when the teachers’ unions pushed to strengthen the professional legitimacy of their members. Arguments for reform are examined as an expression of an ideological process. We analyse ideas and ideologies to see how policy is shaped in the relationship between union representatives and politicians and how messages are formulated and addressed among stakeholders. This article is based on the authors’ research.
ER  - 

TY  - CHAP
T1  - Resourcing an ethical global issues pedagogy: A participatory project with secondary teachers in northern Europe
T2  - Teaching and Learning Practices that Promote Sustainable Development and Active Citizenship
A1  - Pashby, Karen
A1  - da Costa, Marta
A1  - Sund, Louise
A1  - Corcoran, Su
PY  - 2020
SP  - 47
EP  - 66
DO  - 10.4018/978-1-7998-4402-0
LA  - eng
PB  - : IGI Global
KW  - education
AB  - In this chapter, the authors report on a participatory research project with secondary school teachers in England, Finland, and Sweden that aimed to explore the possibilities for ethical global issues pedagogy in the classroom. The project had three integrated stages: 1) development and delivery of a workshop for teachers based on a synthesis of theoretical work in critical global citizenship education and environmental and sustainability education, and introducing Andreotti's (2012) HEADSUP tool; 2) classroom visits and reflective interviews with teachers where the workshop material was applied and adapted; and 3) drafting, reviewing, piloting, and publishing online a resource to support teacher practice. Findings show teachers are inspired and committed to engaging with deep ethical pedagogical approaches to global issues. However, in order to be able to take up critical approaches in the classroom, teachers require resources and spaces where they can engage with theory and research, reflect, experiment, and exchange information with other teachers.
ER  - 

TY  - CHAP
T1  - Children’s Cultural Backpack and Preschool Education: A Design-Based Study in a Swedish Preschool
T2  - Connecting disciplinary literacy and digital storytelling in K-12 education
A1  - Forsling, Karin
PY  - 2021
SP  - 169
EP  - 191
DO  - 10.4018/978-1-7998-5770-9.ch009
LA  - eng
PB  - : IGI Global
KW  - education
AB  - This chapter centres on how children’s informal acquisition of textual knowledge is used or not used when children and teachers interact in formal literacy situations involving digital tools in preschool. When an interactive learning environment becomes meaningful in the eyes of children, there is potential for creativity and learning and children become competent agents in their own context and cultural en-vironment. The empirical starting point for the chapter is qualitative observations made for a research project at a Swedish preschool. The study was organised as design-based research. The study displayed an interesting dimension of interaction in which the child had or assumed agency in dialogue with an adult. This involved occasions when the teacher was responsive to understanding the child’s cultural backpack. The study is based on didactic design theories. The perspective adds to the understanding of learning in relation to human sign-creating activities.
ER  - 

TY  - CHAP
T1  - Mother tongue teacher education in Sweden: reflections on the course “Russian language learning and teaching” from a multilingual perspective
T2  - Handbook of research on multilingual and multicultural perspectives on higher education and implications for teaching
A1  - Ringblom, Natalia
A1  - Mattsson, Olga
PY  - 2022
SP  - 63
EP  - 86
DO  - 10.4018/978-1-7998-8888-8.ch003
LA  - eng
PB  - Hershey, PA : IGI Global
KW  - mother-tongue instruction
KW  - sweden
KW  - russian
KW  - heritage language
KW  - reflective practice
KW  - language studies
KW  - education
AB  - This chapter looks at the development of a course for mother tongue teachers in Sweden and discusses the methodology of teaching a course that allows participants acquire a deeper knowledge about the challenges of mother tongue instruction and engages them in collaborative learning. The course focused on developing knowledge, skills, and attitudes to prepare the participants for working professionally as mother-tongue teachers of Russian and to be involved in the development of the subject. The main purpose was to bring together relevant knowledge from research, provide necessary cultural competence, and create an atmosphere for open reflection. The ambition was that the course participants would understand that the way they teach and the choices they make should be aligned with previous research. The results suggest that the participants had very different perspectives on their role as a teacher as a result of their cultural background. This role became much clearer with the help of reflection with colleagues.
ER  - 

TY  - CHAP
T1  - Piloting Competence-Based Digital Open Badges EduSTA Project Sweden
T2  - IGI Global Scientific Publishing
A1  - Uusimäki, Liisa
PY  - 2025
DO  - 10.4018/979-8-3693-9861-6.ch010
LA  - eng
KW  - edusta project
KW  - sweden
KW  - vocational education (vet) student teachers
KW  - micro-credential
KW  - competency-based digital open badge
KW  - reflective cycle.
AB  - The purpose of the EduSTA project (Erasmus+ Teacher Academies, 2021) is to build an ‘Academy of Educators for a Sustainable Future’. The countries involved in the project are Finland, Sweden, Spain, the Netherlands, and the Czech Republic. The focus of the project has been to co-design a constellation of competence-based digital open badges and to pilot these in each partner country’s Higher Education Institutions during 2024. This chapter will present two Swedish pilots completed in December 2023 and June 2024 focusing on Vocational Education Student Teachers (VET) trialling the competence-based digital open badge “Knowledgeable Problem Articulator”. The study is guided by Gibb’s (1988) Reflective Cycle, allowing for a structured and systematic process of reflection to support learning. A total of 20 out of 81 students applied for the digital open badge. Despite the small number of applications, the feedback received showed both a curiosity and interest in digital open badges.
ER  - 

TY  - JOUR
T1  - Contextualising religious education - Different understandings of teaching in Sami confirmation courses
T2  - HTS Teologiese Studies/Theological Studies
SN  - 0259-9422
A1  - Runemark Brydsten, Johan
PY  - 2020
VL  - 1
IS  - 76
EP  - 1
DO  - 10.4102/hts.v76i1.5827
LA  - eng
PB  - : AOSIS
KW  - christian confirmation
KW  - sami people
KW  - the church of sweden
KW  - religious education
KW  - indigenous education
KW  - contextual theology
AB  - For the last 30 years, the Church of Sweden, along with other institutions, has offered special confirmation courses for the church’s young Sami members. The organisers and teachers involved with these Sami confirmation courses all stress the necessity of adapting their teaching to fit Sami contexts. Their views are supported by various steering documents, but the wording of these documents leaves room for differing interpretations, which has resulted in multiple understandings of what concrete adjustments should be implemented in the teaching.The overarching aim of this article is to analyse the differing views of how to adapt the teaching in Sami confirmation courses so as to better fit the Sami contexts. In particular, I examine whether these different views can be traced to differing understandings of what contextualising Religious Education entails.Ten interviews with people involved in teaching or organising the courses were analysed, along with archival material, using qualitative content analysis and theories regarding contextual theology, religious education and indigenous education.To capture these different theoretical perspectives, I suggest the concept of contextualised religious education and three central analytical questions: (1) ‘who is the teacher?’, (2) ‘how is the teaching organised?’ and (3) ‘what is the content of the teaching?’My in-depth analysis of the interviews and archival material, the sorting of the different views voiced in this material (based on the three questions above), together with inspiration from models of contextual theology, resulted in three new categories: dialogical contextual religious education, context-driven contextual religious education and faith-driven contextual religious education.
ER  - 

TY  - JOUR
T1  - Teaching Financial Literacy: Competence, Context and Strategies Among Swedish Teachers
T2  - Journal of Social Science Education
SN  - 1618-5293
A1  - Björklund, Mattias
PY  - 2019
VL  - 2
IS  - 18
SP  - 28
EP  - 48
DO  - 10.4119/jsse-1426
LA  - eng
PB  - Bielefeld : Sowi-online e.V.
KW  - financial literacy
KW  - pedagogical content knowledge
KW  - experienced teachers
KW  - novice teachers
KW  - social science
KW  - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik
KW  - teaching and learning with specialisation in the social sciences education
AB  - Purpose: The aim of this article is to compare if and how experienced and novice teachers differ from each other regarding teaching and expressed aims regarding their financial literacy education.Method: Thematic analysis together with the PCK framework were used to analyse 21 teacher interviews.Findings: Both aims and teaching differ between experienced and novice teachers even though none of the interviewed teachers has any formal content knowledge regarding financial literacy. This seems related to experienced teachers using their everyday financial knowledge when teaching where novice teachers use their pedagogical skills and refer to syllabus.Practical implications: Both pre-service and in-service teachers should receive a financial literacy education. Teachers’ experience from financial literacy instruction should be considered when designing teacher training in financial literacy.
ER  - 

TY  - JOUR
T1  - Pluriversal possibilities and challenges for Global Education in Northern Europe
T2  - Journal of Social Science Education
SN  - 1618-5293
A1  - Pashby, Karen
A1  - da Costa, Marta
A1  - Sund, Louise
PY  - 2020
VL  - 4
IS  - 19
SP  - 45
EP  - 62
DO  - 10.4119/jsse-3463
LA  - eng
PB  - : Universität Bielefeld
KW  - global citizenship education
KW  - postcolonial theory in education
KW  - decolonial engagements in education
KW  - colonialism and education
KW  - global issues in the classroom
KW  - pluriversal pedagogy
KW  - education
AB  - Purpose: This paper considers the relevance of critical and decolonial approaches to global education in northern Europe through theoretical and empirical research.Methodology: We present a case for an approach that engages the modern/colonial dynamic (Mignolo, 2000; Andreotti, 2014) and pluriversality (Mignolo & Walsh, 2018). We conducted a project involving workshops with secondary teachers in England, Finland, and Sweden centred on Andreotti’s (2012) HEADSUP tool. We recorded discussions at the workshops and individual interviews after applying the tool in practice.Findings: Teachers are both strategic and reticent in how they take up colonialism when teaching global issues. Wider political contexts and teachers’ and students’ own experiences with colonialism and racialisation are very much part of how ethical global issues are framed, unpacked, and responded to in classrooms. While there are some significant challenges evident, several teachers deepened their approach and co-produced a teacher resource supporting the application of HEADSUP to classroom practice.
ER  - 

TY  - JOUR
T1  - Global Citizenship Education for global citizenship?: Students’ views on learning about, through, and for human rights, peace, and sustainable development in England, India, New Zealand, South Africa, and Sweden
T2  - Journal of Social Science Education
SN  - 1618-5293
A1  - Nygren, Thomas
A1  - Kronlid, David
A1  - Larsson, Esbjörn
A1  - Novak, Judit
A1  - Bentrovato, Denise
A1  - Wasserman, Johan
A1  - Welply, Oakleigh
A1  - Anamika, Anamika
A1  - Guath, Mona
PY  - 2020
VL  - 4
IS  - 19
SP  - 63
EP  - 97
DO  - 10.4119/jsse-3464
LA  - eng
KW  - education   for   sustainable   development
KW  - human   rights   education
KW  - peace education
KW  - teaching methods
KW  - global citizenship education
KW  - curriculum studies
AB  - Highlights:-Education about, through and for human rights, peace and sustainability in the global north and south is investigated from students’ point of view.- Knowledge, skills, and attitudes in line with international recommendations are evidentin all national contexts.- Students may identify violations of human rights and recognise acts of violence but struggle more to identify issues linked to sustainability and strategies to solve conflicts.- Knowing how to promote human rights, peace, or sustainability is more of a challenge than identifying human rights, peace, or sustainability.- Impact from teaching is associated with local contexts and a mix of teaching methods,both student centred and teacher directed
ER  - 

TY  - JOUR
T1  - Diseño e implementación de un marco de competencias flexible para la inclusión digital y social desde la docencia: [Design and Implementation of a Flexible Framework for Digital and Social Inclusion Through Teacher Training]
T2  - Perspectiva Educacional
SN  - 0716-0488
A1  - Morales-Romo, Noelia
A1  - Cullen, Joe
A1  - Stark Ekman, Diana
A1  - Morales-Romo, Beatriz
PY  - 2024
VL  - 2
IS  - 63
SP  - 155
EP  - 178
DO  - 10.4151/07189729-Vol.63-Iss.2-Art.1549
LA  - spa
PB  - : Pontificia Universidad Católica de Valparaíso
KW  - teacher qualifications
KW  - social skills
KW  - higher education
KW  - educational technology
KW  - teacher training
KW  - competencias del docente
KW  - competencias sociales
KW  - enseñanza superior
KW  - tecnología educacional
KW  - formación de docentes
KW  - research on citizen centered health
KW  - university of skövde (reacch us)
KW  - medborgarcentrerad hälsa (mech)
AB  - This study aims to generate a flexible competence framework that enables the digital and social inclusion of students through teacher training. In order to understand the needs of the teaching staff, both focus groups and interviews were used in a qualitative framework. A total of 6 focus groups with the participation of 29 educators were carried out, as well as 23 semi-structured individual interviews. The research work involved teachers from several countries: Italy, Spain, Sweden and the United Kingdom. Fifty-two teachers participated in the fieldwork. The data obtained from the interviews and focus groups were analyzed based on five dimensions: everydayness, temporality, spatiality, intersubjectivity and vulnerability. The results indicate deficits linked to the digital and social competences of teachers, which are addressed with the design of the FLEXI-COMP competence framework that includes different levels and is articulated based on knowledge and skills in three dimensions: basic digital competences, advanced digital competences and specific competences for working with vulnerable students. These dimensions are divided into 8 areas, developed in turn into 26 specific competences. This competence framework has been implemented in online training courses for teachers in different countries by applying podcasting, gaming and microlearning as learning strategies. This competence framework proposal is considered an innovation by combining the explicit digital dimension with the inclusion of soft competences, in accordance with the emerging demands of the fieldwork. Based on existing frameworks, teachers have been involved to become agents of change with their students, paying more attention to infodemically vulnerable students. The teachers who participated in the training highlighted the promotion of creativity, collaborative intelligence and the use of digital resources as key elements. The combination of digital and social competences of the competence framework responds to the demands detected and its flexibility of methods guarantees a wide replicability. This study allows advancing on the needs of educators in relation to digital competences, both instrumental and those related to soft skills.
ER  - 

TY  - JOUR
T1  - Patterns of variation: a way to support and challenge early childhood learning?
T2  - Creative Education
SN  - 2151-4755
A1  - Ljung-Djärf, Agneta
A1  - Holmqvist Olander, Mona
A1  - Brante, Eva Wennås
PY  - 2013
VL  - 7
IS  - 4
SP  - 33
EP  - 42
DO  - 10.4236/ce.2013.47A1005
LA  - eng
KW  - patterns of variation
KW  - variation theory
KW  - learning study
KW  - early childhood education
AB  - The purpose in this article is to elaborate on how the use of patterns of variation designed by variation theory can challenge and develop the early childhood education (ECE) practice. The analysis is based on six learning study (LS) projects conducted in Swedish ECE. A LS is a systematical, theoretical based de- velopment of teacher professionalism, often in close cooperation with researchers. The projects included 17 teachers, 140 children and 7 researchers. The video documented empirical material consists of 16 analysis meetings, 14 interventions and 407 pre-, post-, and delayed posttests. Each project is a concrete example of the use of patterns of variation to increase early childhood learning. In all cases a tendency of qualitative changes in children’s ways of discerning the object of learning could be noticed. The purpose is to search for how this can be understood from a variation theoretical perspective. The main focus is on changed ways of performing the interventions to search for how patterns of variation were used to create and capture the learning situations throughout the projects. One of our findings is that we have seen that it takes more than one intervention for the teachers to capture which aspects of the object of learning are critical in the targeted group, but as the iterative process allows them to try out the design more than once, they manage to find them. The second finding is that the teachers changed focus from taken for granted assumptions of each child to focusing on their own design to facilitate the child’s learning. Finally, the aspect supposed to be discerned has to vary against an invariant background to be discerned by the chil- dren, and to separate the principle from the representation is needed to be able to generalize their new knowledge
ER  - 

TY  - JOUR
T1  - Mathematics and Puppet Play as a Method in the Preschool Teacher Education
T2  - Creative Education
SN  - 2151-4755
A1  - Forsberg Ahlcrona, Mirella
A1  - Östman, Ann
PY  - 2018
VL  - 10
IS  - 9
SP  - 1536
EP  - 1550
DO  - 10.4236/ce.2018.910113
LA  - eng
PB  - : Scientific Research Publishing, Inc.
KW  - teacher education
KW  - puppet play
KW  - preschool education
KW  - educational science
AB  - This study explores students'€™ perceptions and understanding of mathematics as a subject and using aesthetic expressions in their own mathematics teaching in preschool, more specifically, with puppet play as a method. In all teacher education in Sweden, mathematics in preschool is taught in different ways, which means that the teaching about the aesthetic possibilities as a part of the teaching of mathematics in preschool varies. The main purpose of the study has been to investigate students’ mathematical development in preschool practice based on the changes made in the educational and methodological implications during teacher education. The data collection consists of texts from 73 students. The qualitative content analysis focuses on the students’ descriptions of understanding and meaning of mathematics and aesthetics in their own teaching with the children. The results show that the methodological implications in the course’s organization and structure enabled a variation of qualitative changes in the students perceptions and beliefs about mathematics and aesthetics, but also that the conceptual languages of mathematics could be varied and concretized by new methodological strategies.
ER  - 

TY  - JOUR
T1  - Teacher´s Talk about Group Work Assessment before and after Participation in An Intervention
T2  - Creative Education
SN  - 2151-4755
A1  - Hammar Chiriac, Eva
A1  - Forslund Frykedal, Karin
PY  - 2019
VL  - 9
IS  - 10
EP  - 9
DO  - 10.4236/ce.2019.109149
LA  - eng
PB  - : Scientific Research Publishing, Inc.
KW  - educational science
KW  - group work assessment
AB  - Previous research has shown that teachers use an indistinct vocabulary, employ few concepts, and expose an embryonic professional language when talking about group work assessment, thus indicating a lack of a professional language. Building on Granström´s three different modes of language use everyday, pseudo-meta- and meta-language, the purpose of this article was to examine the teachers use of languages when talking about group work assessment. Specifically, if and how teachers use of modes of languages are influenced by them partaking in 1) a study about assessment in group work and 2) in an intervention in form of a short educational session. Data were gathered from interviews with eight teachers working in years five and eight in five Swedish compulsory schools and analysed both qualitatively and quantitatively. The results revealed that all of the teachers use Granstöms mode of languages to a varying degree when talking about assessment in cooperative situations. A core finding was that intervention in the form of a short education influenced the teachers way of talking in a positive way. By participating in the intervention, the teachers developed and expanded their mode of language, thereby promoting the use of a common professional language about group work assessment.
ER  - 

TY  - JOUR
T1  - Head Teachers, Women and Hesitation to Discuss Gender Issues.
T2  - Open Journal of Social Sciences
SN  - 2327-5952
A1  - Hedlin, Maria
PY  - 2017
VL  - 6
IS  - 5
SP  - 238
EP  - 250
DO  - 10.4236/jss.2017.56021
LA  - eng
PB  - : Scientific Research: An Academic Publisher
KW  - women educational administrators
KW  - educational leadership
KW  - head teachers
KW  - gender issues
KW  - gender equality policy
KW  - pedagogics and educational sciences
KW  - pedagogik och utbildningsvetenskap
AB  - The purpose of this paper is to explore how a group of Swedish head teachers approaches the importance of gender issues in terms of their work. The empirical material is from so-called “research circles”, which were part of a gender equality project conducted in southern Sweden. A research circle is similar to a focus group interview. The group, which consists of eight women who were head teachers within compulsory education, met on six occasions. The results show that the women initially expressed strong hesitation about whether discussing gender issues in relation to the role of head teacher was beneficial at all. The entire gender equality project was called into question by the suggestion that the connection between head teacher and gender implied a weakening of women. However, examples of gender playing a role within educational settings were increasingly noted. By highlighting female head teachers’ ambivalence towards discussing issues related to gender and gender equality, this paper contributes to the discussion about why these issues do not occupy a stronger position within schools. Also, the female head teachers’ hesitation and ambivalence are connected to the decline in status of the head teacher profession due to the restructuring of education, for which women in educational leadership in Sweden have been blamed.
ER  - 

TY  - BOOK
T1  - Movement and Experimentation in Young Children's Learning: Deleuze and Guattari in Early Childhood Education
A1  - Olsson, Liselott Mariett
PY  - 2009
DO  - 10.4324/9780203881231
LA  - eng
PB  - Routledge
KW  - preschool
KW  - subjectivity
KW  - movement
KW  - experimentation
KW  - micro-politics and segmentary
KW  - transcendental empiricism
KW  - event
KW  - assemblages of desire
KW  - other research area
KW  - annat forskningsområde
AB  - This study departs from experiences made in a setting where preschool children, teachers, teacher students, teacher educators and researchers in the Stockholm area in Sweden have been collectively experimenting with subjectivity and learning since the beginning of the 1990’s. However, during later years, questions were raised in the context of cooperative work about the changes that have been achieved so far, possibly becoming new and somewhat rigid ‘mappings’ of young children and learning. What has become the latest challenge to practice and research is finding ways of regaining movement and experimentation in subjectivity and learning. The present study sets out to contribute to these recent efforts by having as its purpose to construct the problem of how to work with movement and experimentation in subjectivity and learning in the field of early childhood education practice and research.Through weaving together later years efforts in practice, with theoretical resources found in the French philosophers Gilles Deleuze and Félix Guattari, three decisive points are identified in order to work theoretically and practically with movement and experimentation.The first decisive point states that the focus needs to be on process rather than position, as positioning of any kind implies detracting movement from the picture. The concepts ’micro-politics’ and ‘segmentarity’ are used, presenting movement as flows of belief and desire and as that which precedes positions, constituting the starting point of all change in subjectivity and learning. This is connected to how researchers and teachers try to latch on to children’s desires rather than trying to predict, supervise, control and evaluate them according to preset standards. It is argued that in relation to contemporary society, where governing takes place through appealing to these flows of desire, pedagogical and academic institutions need to engage in their own desiring production in order to avoid being inevitably one step behind.The second decisive point states that one needs to admit science’s inventiveness and productiveness, rather than being confined to its critical agenda, as the latter implies that production processes of subjectivity and learning are treated as taking place separately from the undertaking of research, which can only register them, and thereby also immobilize them as effects and not as ongoing and continuously changing processes. It is demonstrated how switching to methods that recognize and account for their own productiveness and inventiveness can account for movement and experimentation. One such method is tried out through using the concept ‘transcendental empiricism’ to account for the collective, intense and unpredictable experimentation that takes place in between researchers and teachers in the above described setting. Another method is tried out through treating the empirical material in the study - pedagogical documentations of learning processes - as ‘events’. Through insisting upon a continuous production of sense in events it is demonstrated how children’s own sense production can be accessed and how this permits to keep the events in which they take part open ended and in movement.The third decisive point concerns the dualism individual/society and states that this must no longer be treated as a cause-effect relationship, as this immobilizes subjectivity and learning and hinders experimentation, but rather one must find another logic for how to treat what takes place in between constructed and imagined entities such as individuals and societies. In an analysis of a project in a class of two years olds, the concept ‘assemblages of desire’ is used so as to describe how subjectivity and learning take on the features of ‘a relational field’, where children through their collective desires produce new realities in the classroom.It is argued that the formalized school and research system could benefit from adding to attempts to predict, supervise, control and evaluate young children’s learning, some of the experiences that become visible in the encounter in between Deleuze’s and Guattari’s philosophy and the practices present in this study. When working theoretically and practically with movement and experimentation it is possible to access very young children’s learning in ways that might force a rethinking of the educational system. 
ER  - 

TY  - CHAP
T1  - Entrepreneurial learning and the merging of progressive and economic ideals
T2  - The Impacts of Neoliberal Discourse and Language in Education: Critical Perspectives on a Rhetoric of Equality, Well-Being, and Justice
A1  - Dahlbeck, Johan
A1  - Lilja, Peter
PY  - 2021
SP  - 86
EP  - 99
DO  - 10.4324/9780367815172-6
LA  - eng
PB  - New York, NY : Routledge, 2021. | Series: Routledge studies in education, neoliberalism, and Marxism : Routledge
AB  - In this chapter we use the Swedish example of entrepreneurial learning as a springboard to discuss the curious alliance between student-centered progressive education and the economization of education. In doing so we wish to highlight the effects of this alliance on the relationship between teaching and learning and, consequently, on the teacher-student relation. In order to do this, we will first examine the conditions for the economization of contemporary education, and its impact on the teacher-student relation. Having done so, we will turn to progressive education, examining the link between the ideal of student-centeredness and the economization of the role of the student, as well as looking closer at the contradictory figure of the entrepreneurial teacher. The chapter concludes with a discussion on some inherent tensions visible in entrepreneurial learning, being at once an effect of the economization of education and a pedagogical project firmly rooted in progressive ideals. 
ER  - 

TY  - CHAP
T1  - Parental involvement in Swedish preschools: A reflection of current steering documents
T2  - Parental Engagement and Early Childhood Education Around the World
A1  - Yngvesson, Tina
A1  - Garvis, Susanne
PY  - 2021
SP  - 256
EP  - 268
DO  - 10.4324/9780367823917-22
LA  - eng
PB  - London : Routledge
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CHAP
T1  - Preschool teachers being people alongside young children: The development of adults' relational competences in playworlds
T2  - Rethinking play as pedagogy
A1  - Ferholt, Beth
A1  - Nilsson, Monica
A1  - Lecusay, Robert
PY  - 2019
SP  - 17
EP  - 32
DO  - 10.4324/9780429454042-2
LA  - eng
PB  - New York : Routledge
AB  - One of the productive challenges of working in early childhood education and care is combining researchers’ and teachers’ knowledge and ways of knowing. This chapter presents findings from studies that combine researchers’ perspectives and teacher’s insights. We suggest that a certain type of adult–child joint play, called playworld, (Lindqvist, 1995), can be a means for preschool teachers to bring their personal selves, not just their professional, teacher selves, into their work with young children (Ferholt & Schuck, forthcoming; Nilsson et al., 2018). We begin from a relational pedagogical perspective (Aspelin & Persson, 2011) where concepts of co-existence and co-operation are central. This conceptual framework is applied in a case study using observations from a two-year ethnographic investigation of three Swedish preschool teachers implementing playworld pedagogy for the first time. Their work was influenced by a pedagogy of listening and exploratory learning, originating from the municipal preschools of Reggio Emilia.
ER  - 

TY  - CHAP
T1  - Action (re)call in the theatre classroom, Sweden
T2  - The Routledge Companion to Drama in Education
A1  - Ahlstrand, Pernilla
PY  - 2022
DO  - 10.4324/9781003000914-21
LA  - eng
PB  - London : Routledge
AB  - This essay will elaborate on a method called action (re)call (Ahlstrand 2020). There are further possibilities in the method that is promising in relation to a theatre teaching practice. These will be emphasized and discussed in this essay. First, I will introduce the method as it developed in the context of theatre education at upper secondary school level. Then I will give an example of how the method was used in a higher education context, namely at a theatre teacher training program.
ER  - 

TY  - CHAP
T1  - Drama workshops as single events in higher education – what can we learn?
T2  - The Routledge Companion to Drama in Education
A1  - Österlind, Eva
PY  - 2022
SP  - 324
EP  - 337
DO  - 10.4324/9781003000914-34
LA  - eng
PB  - Abingdon : Routledge
AB  - In Swedish higher education, drama is often seen as a teaching method to be utilised in other subjects, and Drama in Education/Applied Drama is put forward by drama teachers as a creative form of learning in pre-schools as well as at university level. Here, drama is often organised as single workshops, but this chapter problematises drama work as single events, drawing on experiences of drama workshops on sustainability for university students in Athens, Helsinki, and Stockholm. Preliminary results, based on questionnaires, indicate significant differences in the students’ learning, connected to previous drama knowledge and level of teacher training. The findings provide a more precise understanding of the interplay between context and outcome. This may inform decisions about when, how, and why drama is applied in various educational settings.
ER  - 

TY  - BOOK
T1  - Social Justice Pedagogies in Health and Physical Education
A1  - Gerdin, Göran
A1  - Smith, Wayne
A1  - Philpot, Rod
A1  - Schenker, Katarina
A1  - Mordal Moen, Kjersti
A1  - Linnér, Susanne
A1  - Westlie, Knut
A1  - Larsson, Lena
PY  - 2021
DO  - 10.4324/9781003003953
LA  - eng
PB  - Routledge
KW  - education
AB  - This book makes the case that school Health and Physical Education (HPE) can make a unique contribution to young people’s physical, emotional and social health outcomes when teachers of HPE engage in pedagogies for social justice that emphasise inclusion, democracy and equity.Drawing on observations and teacher interviews across Sweden, Norway and New Zealand, the book explores successful school teaching practices that promote social justice and equitable health outcomes. In particular, it draws attention to the importance of building relationships, teaching for social cohesion and explicitly teaching about and acting on social inequities as pedagogies for social justice. The book also argues that context matters and that pedagogies for social justice need to recognise how both approaches to, and focus on, social justice vary in different contexts.This is essential reading for academics and students interested in social justice and working in the fields of education, HPE and teacher education.
ER  - 

TY  - CHAP
T1  - Understandings of Religion as Culture: Renegotiating Troublesome Concepts in Swedish ECEC Policy
T2  - The Routledge International Handbook of the Place of Religion in Early Childhood Education and Care
A1  - Raivio, Magdalena
A1  - Skaremyr, Ellinor
PY  - 2022
DO  - 10.4324/9781003017783-26
LA  - eng
PB  - London : Routledge
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
ER  - 

TY  - CHAP
T1  - Positioning in a Swedish Music-Profiled School
T2  - Gender Issues in Scandinavian Music Education
A1  - Persson, Mikael
PY  - 2021
SP  - 114
EP  - 134
DO  - 10.4324/9781003038207-6
LA  - eng
PB  - New York : Routledge
KW  - gender
KW  - music education
KW  - music pedagogy
KW  - interactions
KW  - positioning theory
KW  - secondary school
KW  - musikundervisning
KW  - musikpedagogik
KW  - interaktionsstudier
KW  - positioneringsteori
KW  - högstadium
KW  - education
AB  - Research has pointed at music as an important feature of teenagers’ everyday life, especially when it comes to identity construction. Persson argues that this assumption in fact blurs the picture, hiding students’ complex interactions in which other things could be as much at stake as music, even in a classroom in a so-called music profiled school. In this chapter, the author presents the how different positions regarding general themes such as conformity/rebelliousness, seriousness/humour, uncertainty/confidence, and emotionality/rationality becomes at stake for the students. A detailed reading, using methodology from conversation analysis and discursive psychology, shows how different rhetorical resources are available to accomplish attractive positions and how this affects their possibilities to engage in musical activities in the classroom. The rhetorical resources and the positions are finally discussed in the light of research showing how these resources in different contexts are being used to express femininity and masculinity. The author argues that close attention to this positioning work done by the students could be fruitful to open possibilities for the teacher to achieve greater social inclusion in particular in music education among highly motivated students where competition is an important feature. 
ER  - 

TY  - CHAP
T1  - Schooling and the professionalisation of teaching in Sweden: A socio-historical perspective
T2  - The Staus of the Teaching Profession
A1  - Beach, Dennis
A1  - Margareta, Nilsson Lindström
PY  - 2022
SP  - 101
EP  - 121
DO  - 10.4324/9781003042563-6
LA  - eng
PB  - Oxford : Routledge
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This chapter presents a socio-historical perspective on the origin and development of the Swedish school field and the teaching professions. With Bourdieu as a source of inspiration, the school field is defined as a system of specialized institutions and agents (church, state, academy, teachers’ unions) who, based on different interests and positions, compete for recognition and power to define the aims and subject content of school education. The historical overview shows how the struggles between established and competing knowledge ideals and interests challenged the existing field structures and resulted in the establishment of new school forms and teacher categories. The history of the school field is presented in five phases. The first three phases cover the emergence, formation and consolidation of a socially segregated school system. The fourth phase begins with the welfare state’s efforts to counteract the segmentation characterizing the traditional schools and teacher categories, by establishing a secularized and integrated school system with a unified teaching profession. Also, referring to Freidson (2001), the development of profession-specific knowledge was an important State initiative. Today the school field is characterized by communalization and deregulation and new logics of segmentation have had far reaching consequences for teaching as profession.
ER  - 

TY  - CHAP
T1  - Challenges and Dilemmas With Play-Based Pedagogy in Swedish Early Childhood Education
T2  - In E. Loizou & J. Trawick-Smith (Eds.), Teacher education and play pedagogy: International perspectives.
A1  - Karlsson Lohmander, Maelis
A1  - Pramling Samuelsson, Ingrid
PY  - 2022
DO  - 10.4324/9781003149668-11
LA  - eng
PB  - London : Routledge
KW  - play
KW  - early childhood education and care (ecec)
KW  - sweden
KW  - preschool-teacher education
ER  - 

TY  - CHAP
T1  - Exploring a South African and a Swedish teacher-education programme of Biology teachers for ESD: A comparative study
T2  - Science and Technology Teacher Education in the Anthropocene: Addressing Challenges in the North and South
A1  - Kavai, Portia
A1  - Thorén Williams, Alexina
A1  - Tsakeni, Maria
PY  - 2022
SP  - 129
EP  - 148
DO  - 10.4324/9781003190158-10
LA  - eng
PB  - New York : Routledge
ER  - 

TY  - CHAP
T1  - (Re)thinking teacher education in the Anthropocene. Perspectives from South Africa and Sweden
T2  - Science and Technology Teacher Education in the Anthropocene
A1  - Weldemariam, Kassahun
A1  - Christenson, Nina
A1  - Thorén Williams, Alexina
A1  - Mushayikwa, Emmanuel
A1  - Kamar Singh, Suresh
PY  - 2022
SP  - 55
EP  - 73
DO  - 10.4324/9781003190158-5
LA  - eng
PB  - New York : Routledge
KW  - jämförande pedagogik
KW  - lärare
KW  - teknikundervisning
KW  - comparative education
KW  - science teachers training of
KW  - technical education teachers training of
KW  - science study and teaching sweden case studies
KW  - science study and teaching south africa case studies
KW  - technology study and teaching sweden case studies
KW  - technology study and teaching south africa case studies
KW  - science
KW  - technical education
KW  - teachers
KW  - sverige
KW  - sydafrika
KW  - geography
AB  - This study is a critical inquiry on how teacher education programmes respond to the contemporary Anthropocene era and associated challenges. Theoretically, the study is framed within critical inquiry framework. Data is generated through comparative analysis of four teacher education programmes in South Africa and Sweden: University of Gothenburg, Karlstad University, University of the Witwatersrand and University of Limpopo. The analysis is anchored around these four aspects: essence of the programme, views of knowledge, goals and learning outcomes and core competence emphasised. Although there are some varieties, findings indicate that across the four programmes, there is an emphasis on: mastery of content, subject specialisation, theoretical knowledge, teaching methods/didactical competence, assessment and leadership competence. While these knowledge and skill areas remain vital, we argue that there is an inevitable need to challenge and even demystify education at large, and teacher education in particular, in today's precarious Anthropocene era. Given impending catastrophe, we argue that it is high time for teacher education to pose and address these existential questions pertaining to Anthropocene and prepare teacher trainees accordingly.
ER  - 

TY  - CHAP
T1  - A Cross-Continental Journey Through Academia: Life Partners, Tension, and the People Who Influenced My Path
T2  - Women in Behavior Science
A1  - Roll-Pettersson, Lise
PY  - 2023
SP  - 318
EP  - 329
DO  - 10.4324/9781003216773-23
LA  - eng
PB  - New York : Routledge
KW  - specialpedagogik
KW  - special education
AB  - Academic environments differ between cultures and faculties, with some more hierarchical, and less supportive of women and minorities than others. Academic structures are often complex, competitive, and stressful, and one may be expected to work as many as six days a week. Affecting an individual’s survival and success within academia requires alignment of the outer and inner layers and contingencies within the individual’s ecological system. Outer-level contingencies may initially consist of having the economical means for basics including university tuition, enabling or not enabling an individual to pursue an academic career. Inner-level or proximal contingencies consist of collaborative relationships, leadership, colleagues, and friends, but also an inner drive: for example, to improve some aspect of society or the situation for groups of individuals. In this chapter I will present sources of tensions and support encountered within academia with a basis in my experience as a woman professor in Special Education and as a behavior analyst in Sweden. I will combine my personal story with a section on the Swedish “Folkhemmet” (the people’s home), a strong humane political ideology with epistemological roots in social solidarity and equality, followed by a section on the Swedish post-modernistic movement within teacher education and how my interest in applied behavior analysis evolved. The importance of collaborative partners and friendships in academia, and how those and my own continual reflection on how to avoid direct confrontation with mainstream pedagogy have affected the growth of behavior analysis in Sweden, will be discussed.
ER  - 

TY  - CHAP
T1  - Parallelingualism, translanguaging, and English-medium instruction in Nordic higher education
T2  - English in the Nordic Countries
A1  - Paulsrud, BethAnne
A1  - Cunningham, Una
PY  - 2023
SP  - 127
EP  - 147
DO  - 10.4324/9781003272687-9
LA  - eng
PB  - New York and London : Routledge
KW  - english-medium
KW  - higher education
KW  - parallelingualism
KW  - translanguaging
KW  - tvåspråkighet
KW  - bilingualism
KW  - språkdidaktik
KW  - language education
AB  - English-medium instruction (EMI) is increasingly common in educational contexts today, especially in higher education institutions (HEIs). The focus of EMI is primarily on the disciplinary content in courses rather than on the English language as a subject. HEIs choose to offer EMI for reasons such as internationalization and marketing, as well as providing students with exposure to the English language, although explicit language goals are not often articulated. In this chapter, EMI in relation to language ideologies, policy, student and teacher perspectives, and multilingualism is presented. Using the twin lenses of “parallelingualism” and “translanguaging,” the possible challenges to linguistic hierarchies and ideologies underlying EMI in Swedish HEIs are considered. The conclusion is that giving implementational and ideological space to languages that are currently not visible – including multiple local languages – may be a move beyond the binaries implied by a call for parallelingualism in the Nordic EMI context.
ER  - 

TY  - CHAP
T1  - The Changing Landscape of Sport Facilities: Consequences for Practitioners and the Environment
T2  - Sport, Performance and Sustainability
A1  - Backman, Erik
A1  - Svensson, Daniel
A1  - Danielski, Itai
PY  - 2023
SP  - 50
EP  - 65
DO  - 10.4324/9781003283324-6
LA  - eng
PB  - London : Routledge
KW  - sport facilities
KW  - artificial turf
KW  - environmental sustainability
KW  - performance
KW  - contextual sport
AB  - The environmental impact of sports facilities has received increasing attention over the last decades. However, studies within this area primarily deal with how the actual construction of sports facilities affects the environment. We know far less about how an active presence in sports facilities influences sporting practitioners’ thoughts about their own environmental impact. Therefore, this chapter critically discusses environmental issues connected to sports facilities generally and more specifically in relation to artificial sports facilities. We use several theoretical concepts to discuss the current research with examples taken from the artificial landscapes of cross-country skiing, canoe slalom, and turf-based sports. What makes artificial sports facilities especially interesting from an environmental perspective is the ambiguity they involve. On one hand, the actual constructions involve direct interventions in nature. On the other hand, there is a lack of knowledge about the impact these facilities have on health, environmental awareness, and travel. We argue that future sports facilities will need to stimulate more logic than competition if sport and outdoor recreation is to be environmentally sustainable. The process of sportification, which has prioritised the growth of sport economies and encouraged ever higher performance levels, would need to shift its focus to incorporate environmental concerns.
ER  - 

TY  - CHAP
T1  - Understanding systemic, personal, and linguistic challenges in the internationalisation of doctoral studies
T2  - Internationalization of the doctoral experience
A1  - Rönnqvist, Carina
A1  - Sullivan, Kirk P. H.
A1  - Thomas, Enlli
PY  - 2024
SP  - 155
EP  - 163
DO  - 10.4324/9781003317555-20
LA  - eng
PB  - London : Routledge
KW  - internationalisation
KW  - doctoral training
KW  - models
KW  - higher education
KW  - exchange
KW  - language studies
AB  - Doctoral students are expected to develop internationally transferable qualities and skills alongside acquiring the disciplinary content of their thesis. However, how universities support the development of these qualities and skills through international experience can run into barriers that affect participation, experiences, and outcomes. This chapter focuses on those barriers that can be viewed as systemic, personal, and linguistic, specifically in relation to the models and cases studies presented in Section One of this volume. These challenges include the legal and administrative routes to consensus; the variation in notions of doctorateness and the examination of the dissertation; and the balancing of economic and environmental costs against cultural, democratic, and linguistic gains. This chapter highlights aspects to be considered on the route to consensus to minimise friction between academics, students, and universities and to improve the doctoral student international experience.
ER  - 

TY  - CHAP
T1  - Education for Sustainable Development: Fostering Sustain‘abilities’ in Sports Coaches
T2  - Sports Coaching Education and Alternative Pedagogies
A1  - Barker-Ruchti, Natalie
A1  - Purdy, Laura G.
PY  - 2025
DO  - 10.4324/9781003439646-9
LA  - eng
PB  - New York : Routledge
AB  - Consensus is that despite critical discussions, formal coach education is limited in equipping practitioners to operate within complex and ever-changing sport environments. In this article, we (1) introduce Education for Sustainable Development (ESD) and consider its value in relation to coach education; (2) conceptualise how coach education can foster sustain‘abilities’ and (3) showcase the university course (read also module; paper) IIG206 Sustainable Sports Coaching, which was developed based on the ESD approach and delivered to third-year undergraduate sports coaching students at the University of Gothenburg, Sweden. Important considerations include pedagogical approach and delivery, time to reimagine a course, positioning of course in a degree programme, course time frame, curricular coherence and teacher flexibility.
ER  - 

TY  - CHAP
T1  - Keeping the Balance: Reflections on Religion Education in Upper Secondary School in Sweden
T2  - Ancient And Indigenous Wisdom Traditions In African And Euro-Asian Contexts
A1  - Jonsson, Linda
A1  - Månsson, Niclas
PY  - 2024
SP  - 199
EP  - 219
DO  - 10.4324/9781003482307
LA  - eng
PB  - New York : Routledge
KW  - utbildningsvetenskapliga studier
KW  - studies in the educational sciences
AB  - This chapter originates from the educational reform of Swedish upper secondary school in 2011, where the focus for religious studies education changed from being based on different religious perspectives, various existential questions, and pupil-initiated questions to an emphasis based on a scientific-rational content, with an exceptional position for Christianity in relation to other world religions. The aim of the chapter is twofold. The first purpose is to clarify the subject scientific approach and its exceptional position for Christianity in relation to other world religions mean for the socializing dimension in upper secondary education. The second purpose is to illuminate how teachers in religion education studies respond to and handle existential and pupil-related questions that emerge during the lessons. Given both the historical study on the purpose of religious study education and the interview study focusing on a common educational dilemma, the objective perspective, based only on facts, risks losing its relevance for the pupils if the teacher does not nuance the images of different beliefs and their forms of expression and considers a student-oriented perspective. Hence the teacher must keep the balance between what they must do and what they want to do to fulfill their assignment in situ.
ER  - 

TY  - CHAP
T1  - Reflections on Critical Conversations about Teacher Education/Refugee. Education in Sweden and England
T2  - Preparing Teachers for Social Change
A1  - McIntyre, Joanna
A1  - Neuhaus, Sinikka
PY  - 2025
SP  - 181
EP  - 194
DO  - 10.4324/9781003513841-16
LA  - eng
PB  - : Taylor & Francis
AB  - In this chapter we share, reflect and learn from the findings of a long-standing collaboration between two teacher educators who have been working together on the topic of refugee education since 2016. Based in Sweden and England, the two researchers have over that time reflected on the changing educational and political discourse which permeates the contexts in which they work. In this chapter, we present a series of critical conversations between the two researchers in which we consider what we are learning about changes to teacher education in our contexts and the shifting discourse around refugee education in our contexts. We conclude by considering the potential for rethinking teacher education such that it can adapt to this aspect of (global) social change of forced migration.
ER  - 

TY  - CHAP
T1  - A lot is at stake: Possibilities and Limitations of Religion-Related Dialogue in Schools in Europe
T2  - Possibilities and Limitations of Religion-Related Dialogue in Schools in Europe
A1  - Vikdahl, Linda
PY  - 2023
SP  - 80
EP  - 100
DO  - 10.4324/9781032685120-5
LA  - eng
PB  - London : Routledge
KW  - dialog
KW  - religion education
KW  - religious education
KW  - safe space
KW  - östersjö- och östeuropaforskning
KW  - baltic and east european studies
KW  - utbildningsvetenskapliga studier
KW  - studies in the educational sciences
AB  - This article reports the experiences of religion-related dialog among 24 Swedish students and their teacher in religion education. All students had immigrant backgrounds from the Middle East and all of them had strong religious convictions. By using qualitative analysis to reveal their experiences with dialog in school, the concept of “safe space” is critically discussed. The students’ educational environment was not a “safe space” when it came to religion-related dialog, in part because historical and political conflicts in the Middle East have an impact on students’ willingness to open up. The case study provides an example of the effects of the wider political and societal context on the micro-structure of classroom-interaction.
ER  - 

TY  - BOOK
T1  - Assessment and documentation in early childhood education
A1  - Alasuutari, Maarit
A1  - Markström, Ann-Marie
A1  - Vallberg Roth, Ann-Christine
PY  - 2014
DO  - 10.4324/9781315818504
LA  - eng
PB  - Routledge
KW  - assessment
KW  - documentation
KW  - early childhood education
AB  - The chapters of this book study documentation and assessment from three perspectives: considering them as issues of curricula and pedagogy and as tasks of an educator; studying them as negotiations on and about the child; and examining them as actions on and of parents. The book is divided into different sections according to these perspectives. The first section ‘A view on curricula, didaktik and teachers’ includes three chapters. Chapter 2, ‘Assessment and documentation in the ECE curriculum - focus on the Nordic tradition’ discusses the basis of documentation and assessment in early education, the curriculum. Since it focuses on the Nordic curricula, it also illuminates the broader frame that the examinations of the following chapters are embedded in. The Nordic tradition of curriculum design emphasizes children’s performance and defines goals to strive for without specifying the objects of achievement. The other tradition to curricula design presented in the chapter, the Anglo-Saxon tradition, is characterized by the focus on the individual and by detailed formulations of goals to achieve for different age categories. The chapter discusses the contradictory tendencies of de- and re-centralization in the Nordic curricula, evident for example in the regulations and directions concerning documentation and assessment. It also argues that we can recognize a movement towards the Anglo-Saxon tradition of curriculum design in the Nordic countries. Chapter 3 ‘Different Forms of Documentation and Assessment in ECE’ familiarizes the reader with the documentation practices of Nordic early education at the grass root level. Drawing on a case study of three Swedish preschools, it illuminates the types of documentation tools that are applied in ECE. It proposes that the documentation practices can best be characterized by the term multi-documentation. The examination of the multi-documentation shows how the documentation tools comprise different forms of assessment, ranging from developmental-psychological, narrative and activity oriented assessments to self- and personality assessments. Finally, the chapter raises questions about in what sense the documentation and assessment practices are about empowering, supporting, and strengthening children, parents and professionals and in what sense they can weaken, mislead, and constrain the different actors. The fourth chapter, which ends the first part of the book, ‘Teachers in intensified assessment and documentation practices - a didaktik approach’ builds on the previous chapter and considers documentation and assessment practices and teachers’ role in them from the view of the reflective, Continental approach of didaktik. It approaches documents as co-actors in educational processes on focuses on the following questions regarding it: why (the function), who (subjects/actors), what (the content) and how (the form). The chapter introduces the concept of transformative assessment as a boundary object between different forms and functions of assessment and between micro-, meso- and macro-level actors of assessment and documentation practices. The preschool teachers’ role can be described as trans-actors in the transformative multi-documentation and assessment. The second part of the book, ‘Auditing the child’ with its two chapters will move the focus to the social study of childhood and consider the notions of the child in documentation and assessment from two different starting points. Chapter 5, ‘Documentation and listening to the children’, begins its discussion from a common understanding of child documentation as a means to give children a ‘voice’. By drawing on empirical data from parent-teacher discussions considering children’s responses to specific questions, the chapter problematizes this notion. It argues that despite of its benevolent aims, listening to children through documentation is constrained by and deeply embedded in, institutional and generational practices and assumptions about professionalism in ECE. Consequently, the child’s view can be ‘lost in translation’. Chapter 6, ‘The normal child’, continues the discussion about the notions of the child by inviting the reader to consider how documentation and assessment practices produce normative ideas about the child and how these ideas are intertwined with the social order of the ECE institution. This order both controls and empowers the institutional actors in different ways. The chapter illustrates how the ‘ordinary’ or ‘normal’ child is produced in written documentation and in the intertwinement of text and talk. It also illuminates how the assessments and the normative function of documentation are predominantly implicit and actualized, especially, when the child shows ‘resistance’ of the system of ECE or otherwise departs from its expectations. The third part of the book positions ‘Parenthood on focus’ and consists of two chapters. Chapter 7, ‘The governance and pedagogicalization of parents’, highlights the demands on parents in the documentalized practices used to establish collaboration between home and ECE. It considers practices and tools that are used to involve parents in the assessment and documentation of their child and the family. Through them, the parents are expected to embrace the ideas and discourses of the ECE institution. Furthermore, the documentalized practices yield unspoken expectations about how the parents should support their child in lifelong learning and how they can meet the institutional norms of good parenting. Chapter 8, ‘Parenthood between offline and online – about assessment and documentation’ draws on a ‘netnographic’ research on what parents write about assessment and documentation of children on Internet sites. In the discussions parents are free from the institutional constraints that are evident, for example, in parent-teacher meetings. The chapter considers whose interests seem to be involved in the discussions and who is assessing whom. Moreover, it considers in what ways the discussions can be seen both as empowering and constraining parenthood. The final chapter, ‘Conclusion: Dilemmas of documentation’, ties together the key points of the preceding chapters by discussing the ‘junction’ of discourses and contradictory tendencies that are embedded in the assessment and documentation practices of Nordic ECE, regarding children, parents, and professionals. The chapter illuminates the different fields of the contradictory discourses by a multi-dimensional model of the steering of assessment and documentation and proposes the concept of ‘documentalized childhood’ as capturing the function of the steering in the transnational context of contemporary ECE.  
ER  - 

TY  - CHAP
T1  - Entrepreneurship in teacher education: Conceptualisation and tensions
T2  - Entrepreneurship, Innovation and Education
A1  - Axelsson, Karin
A1  - Westerberg, Mats
PY  - 2018
SP  - 123
EP  - 145
DO  - 10.4337/9781788972307.00015
LA  - eng
PB  - cheshire : Edward Elgar Publishing
KW  - entrepreneurship
KW  - teacher education
KW  - case study
KW  - entreprenörskap och innovation
KW  - entrepreneurship and innovation
AB  - Entrepreneurship education is an area of growing importance within entrepreneurship research. This book critically discusses innovation and entrepreneurship in new and varied contexts in Europe. Entrepreneurship, Innovation and Education explores the need for researching innovation and learning in family firms, micro firms, SMEs and in rural and network contexts. The chapters offer new insights into the antecedents of business performance in SMEs by investigating social capital and marketing capabilities. The book includes a new typology for analysing entrepreneurship education programmes, discusses opportunities for embedding entrepreneurship in teacher education and explores entrepreneurship in the informal learning arenas in universities. This book includes a wide range of studies from different analytical and methodological perspectives and from various regional and industrial contexts. As such, it is a valuable tool for advanced students of European entrepreneurship. Researchers in entrepreneurship will also benefit from the up-to-date research analysis in this book.
ER  - 

TY  - JOUR
T1  - Remote special educational consultation in Swedish rural schools
T2  - Australian and International Journal of Rural Education
SN  - 1036-0026
A1  - Ström, Kristina
A1  - Pettersson, Gerd
A1  - Wickman, Kim
PY  - 2024
VL  - 1
IS  - 34
SP  - 108
EP  - 121
DO  - 10.47381/aijre.v34i1.713
LA  - eng
PB  - : The Society for the Provision of Education in Rural Australia (SPERA)
KW  - remote educational consultation
KW  - special education
KW  - rural school
KW  - special educator
AB  - With advances in communication technologies, remote special educational consultation has become a promising strategy for indirect special education provision aiming to support students with special educational needs as well as their teachers in remote and rural areas. This study explores how special educators in a rural municipality in Sweden offer remote special educational consultation to teachers and how the two teacher categories experience remote special educational consultation. The empirical data of the study consist of special educators’ and teachers’ responses to an online questionnaire (N=11). The analysis revealed themes reflecting experienced challenges as well as opportunities. The challenges relate to lack of professional commitment and consensus, lack of school leaders’ trust, knowledge and support, and barriers associated with distance and technology, while opportunities relate to increased access to special educational competence, increased structure in consultation and increased professional development and collaboration. The results of this study highlight the potential value of remote special educational consultation as an acceptable, cost-effective, and efficient way of increasing access to special educational expertise and providing special educational support to teachers working in rural and underserved schools.
ER  - 

TY  - JOUR
T1  - Remote special educational consultation in Swedish rural schools: experiences of special educators and class teachers
T2  - Australian and International Journal of Rural Education
SN  - 1036-0026
A1  - Ström, Kristina
A1  - Pettersson, Gerd
A1  - Wickman, Kim
PY  - 2024
VL  - 1
IS  - 34
SP  - 108
EP  - 121
DO  - 10.47381/aijre.v34i1.713
LA  - eng
PB  - : The Society for the Provision of Education in Rural Australia (SPERA)
KW  - remote educational consultation
KW  - rural school
KW  - special education
KW  - special educator
AB  - With advances in communication technologies, remote special educational consultation has become a promising strategy for indirect special education provision aiming to support students with special educational needs as well as their teachers in remote and rural areas. This study explores how special educators in a rural municipality in Sweden offer remote special educational consultation to teachers and how the two teacher categories experience remote special educational consultation. The empirical data of the study consist of special educators’ and teachers’ responses to an online questionnaire (N=11). The analysis revealed themes reflecting experienced challenges as well as opportunities. The challenges relate to lack of professional commitment and consensus, lack of school leaders’ trust, knowledge and support, and barriers associated with distance and technology, while opportunities relate to increased access to special educational competence, increased structure in consultation and increased professional development and collaboration. The results of this study highlight the potential value of remote special educational consultation as an acceptable, cost-effective, and efficient way of increasing access to special educational expertise and providing special educational support to teachers working in rural and underserved schools.
ER  - 

TY  - JOUR
T1  - What Content in Early Childhood Education for Sustainable Development is Present in Swedish Preschools?
T2  - International Journal of Changes in Education
SN  - 3029-133X
A1  - Pramling Samuelsson, Ingrid
A1  - Engdahl, Ingrid
A1  - Ärlemalm-Hagser, Eva
PY  - 2024
VL  - 1
IS  - 2
SP  - 1
EP  - 9
DO  - 10.47852/bonviewijce42023611
LA  - eng
PB  - : BON VIEW PUBLISHING PTE
AB  - This article shares what Swedish preschool teachers are working with in the field of early childhood education for sustainable development (ESD) as e, merged in talks with their children, aged two to five years. The tasks carried out as the basis for the present analyses were informal child talks about a topic related to sustainability that the teachers and children had worked with in practice. The teachers themselves chose what content to talk about. The 200 teachers participated in the Swedish research and development programme Sustainable Preschool. The aim of the present study was to make visible the content of teacher-child talks about sustainable development in early childhood education. The research question is: What content areas do teachers communicate about with children 2-5 years of age related to ESD? The teacher-child talks were initiated by the teachers, but through the use of interpretative content analysis the children’s voices were also made visible. The main result is narratives about the content, the most common topics being recycling, growing plants, and animals, areas which have long been common topics in Swedish preschools. For many preschools, however, the talks show an integration of transformative and transactional perspectives in how the content was handled together with the children. ESD in early education in Sweden is no longer dominated by the environmental dimension, as earlier content studies have shown; a new common content relates to the UN Sustainable Development Goal (SDG) 4.7 regarding sustainable lifestyles and human rights and sustainability is a long process, founded in empowerment, action competence, and changed policy.
ER  - 

TY  - JOUR
T1  - Co-assessment among language teachers: A master–apprentice relationship
T2  - Apples - Journal of Applied Language Studies
SN  - 1457-9863
A1  - Caliolo, Susanna
A1  - Hedman, Christina
PY  - 2022
VL  - 1
IS  - 16
SP  - 133
EP  - 153
DO  - 10.47862/apples.111634
LA  - eng
PB  - : Apples - Journal of Applied Language Studies
KW  - assessment practices
KW  - co-assessment
KW  - dialogue
KW  - language assessment
KW  - language teaching
KW  - mother tongue instruction
KW  - språkdidaktik
KW  - language education
AB  - This paper reports on a case study of online co-assessment practices among teachers of minoritized languages in the so-called Mother Tongue (MT) subject in Sweden. These co-assessments, involving both qualified and unqualified teachers, have not previously been investigated, despite the strong emphasis on co-assessment practices in the Swedish school. The data was collected both for a master’s thesis project (see unpublished thesis, Caliolo, 2021) and for the sake of this paper. On the basis of interactional analyses of three co-assessments and four teacher interviews, our aim was to contribute new knowledge on co-assessment within this institutional frame regarding how the two teacher roles in a master-apprentice relationship were produced through interaction. The scripted frame included a collaborative act of matching assessment criteria to student performance, through the authorized teacher’s controlling moves (Linell, 1990, p. 161). The authorized teachers used their roles as experts to ask clarifying questions and to orient the dialogue toward the stated standards (cf. directive moves, Linell, 1990), but also to provide space for teacher reflections through an interactional balancing act. A challenge was identified in terms of better integrating teacher experience and of providing better opportunities to co-assess with teachers who teach the same language, which allows for a closer focus on aspects of teaching. The study points to a need for further critical inquiry into these assessment practices, which undergird increasing equal educational opportunities for multilingual students, and how interpretations of current standards are linked to student performance in similar language learning contexts. 
ER  - 

TY  - JOUR
T1  - Classroom work with literature in basic literacy and second language education for adults
T2  - Apples - Journal of Applied Language Studies
SN  - 1457-9863
A1  - Norlund Shaswar, Annika
PY  - 2024
VL  - 2
IS  - 18
SP  - 113
EP  - 132
DO  - 10.47862/apples.130329
LA  - eng
PB  - : Jyväskylän yliopisto
KW  - swedish for immigrants
KW  - basic literacy
KW  - families of practice
KW  - aesthetic and efferent reading
KW  - literature
KW  - language teaching and learning
KW  - språkdidaktik
AB  - This article examines classroom work with literature in the Swedish for Immigrants (SFI) programme in which adult migrants study Swedish at a basic level. The participants were a teacher and a group of students with limited previous education. The study explores practices that the participants applied during classroom work with an easy-to-read novel. The theoretical and analytical framework includes the four resources model, transactional theory and the concepts of translanguaging and embodied literacy practices. Data for the study were collected in a large action research and linguistic ethnography project by means of classroom observations and focus group conversations with teachers. Findings show that decoding and meaning-making practices were most prominent, while text-using and text-analysing practices were scarcer. Aesthetic reading and efferent reading were in different ways integrated with the different families of practice. Aesthetic reading was connected to multimodal aspects and embodied literacy practices. Efferent reading was found at many levels in the reading and was interconnected with all families of practice. Translanguaging practices often intersected with meaning-making practices.
ER  - 

TY  - JOUR
T1  - “I feel like I cannot manage without her” : Literacy brokers for recently immigrated adolescents with little prior experience of school-based learning.
T2  - Apples - Journal of Applied Language Studies
SN  - 1457-9863
A1  - Winlund, Anna
PY  - 2024
VL  - 2
IS  - 18
SP  - 61
EP  - 75
DO  - 10.47862/apples.130436
LA  - eng
PB  - : Apples - Journal of Applied Language Studies
KW  - literacy brokers
KW  - emergent literacy
KW  - migrant adolescents
AB  - This study explores how a teacher at a Swedish language introductory school is perceived as a literacy mediator or literacy broker (Brandt, 1998) by a group of migrant adolescents with limited prior formal education. Beyond traditional language acquisition elements like grammar and vocabulary, these students are navigating emergent literacy in a second language while adapting to a new society (Gee, 2005). My research is guided by two main questions: (1) How do the students report that their teacher supports their engagement in literacy practices? (2) What do the students think about the fact that certain literacy practices seem to be enabled while others are hindered? Conducted during the 2017/18 school year as an ethnographic case study in an introductory language class, the investigation utilizes field notes, recorded interactions, field conversations, and formal interviews with nine students. The analysis reveals the students’ appreciation for the teacher’s support in meeting new literacy standards, while also highlighting their acceptance of the devaluation of some prior literacy practices as a strategic choice to facilitate engagement in mainstream society’s literacy practices (Nocon & Cole, 2009; Janks, 2010). The study also discusses the students’ opportunities to express themselves, both in interviews and within the classroom, in connection to these findings. Additionally, the concept of literacy sponsorship is explored in relation to these discussions.
ER  - 

TY  - JOUR
T1  - Swedish L2 teacher cognitions of the initial assessment of students' L1 literacy resources
T2  - Apples - Journal of Applied Language Studies
SN  - 1457-9863
A1  - Eklund Heinonen, Maria
A1  - Lindström, Eva
PY  - 2024
VL  - 2
IS  - 18
SP  - 39
EP  - 60
DO  - 10.47862/apples.130473
LA  - eng
PB  - : University of Jyväskylä
KW  - swedish for immigrants
KW  - adult education
KW  - second language learning
KW  - newly arrived students
KW  - teacher cognitions
KW  - l1 literacy assessment
AB  - In this paper, we explore second language (L2) teachers’ cognitions regarding the initial assessment of adult learner literacy in their strongest language. Instruction can thus be adapted according to what is stipulated in the curriculum and syllabus. The literacy assessment is conducted in the student’s strongest language with assistance from an interpreter, translated decoding and reading comprehension tasks and concerns assessment of learners with little or no prior education. Questionnaires and interviews with L2 teachers reveal great variation based on four categories of teacher knowledge, namely, Subject matter knowledge, Knowledge of students, Pedagogical knowledge, and Knowledge of educational contexts. These four categories were partly intertwined with each other and both a resource and a deficit perspective emerged. The teachers’ cognitions regarding the concept of literacy, the value of initial L1 literacy assessment and students’ prior literacy and multilingual resources, as well as its potential for instruction planning were diverse. This may have significant implications for what emerges in initial assessments of a student's L1 literacy. In turn, this affects the validity of the assessment and, ultimately, the quality of education.
ER  - 

TY  - JOUR
T1  - Negotiating Translanguaging Space: The Case of Mother Tongue Instruction in Arabic in Sweden
T2  - Apples - Journal of Applied Language Studies
SN  - 1457-9863
A1  - Wedin, Åsa
A1  - Berg, Lovisa
PY  - 2025
VL  - 1
IS  - 19
SP  - 93
EP  - 110
DO  - 10.47862/apples.147714
LA  - eng
KW  - mother tongue instruction
KW  - arabic
KW  - translanguaging space
KW  - diglossia
AB  - In this article, translanguaging as a concept is used to study the negotiation of meaning in Mother Tongue Instruction (MTI) in Arabic in a classroom. The case of Arabic makes translanguaging relevant to the diglossic situation between MSA and varieties of Arabic. The aim of this article is to study classroom interaction in MTI Arabic in relation to students’ space for their varied linguistic repertoires. The material used includes fieldnotes, audio recordings from classroom observations in MTI Arabic and one teacher interview. A seamless shuttling between Swedish and Arabic varieties appears. The diglossic situation in Arabic means that while all students need to learn Modern Standard Arabic, the challenges are greater for those students whose language variety differs most from the teacher’s. In this case, the teacher’s Levantine variety was closer to the variety of some students than of others. The critical and creative aspects inherent in translanguaging put issues of student engagement and participation in focus. In this case, the teacher took a central position and students were rather passive, answering questions and completing set tasks. We conclude that the syllabus and teacher education for MTI need to include issues of linguistic variation and, in the case of Arabic, implications of the diglossic situation.
ER  - 

TY  - JOUR
T1  - Teacher professionality at a time of mobility: Positioning teachers in the language introduction programme in Sweden
T2  - Apples - Journal of Applied Language Studies
SN  - 1457-9863
A1  - Wedin, Åsa
PY  - 2021
VL  - 2
IS  - 15
SP  - 1
EP  - 18
DO  - 10.47862/apples.99557
LA  - eng
PB  - : Apples - Journal of Applied Language Studies
KW  - language introduction programme
KW  - recently arrived migrants
KW  - positioning
KW  - teacher professionality
AB  - This study aims to investigate how the educational and linguistic backgrounds of teachers affect how they are positioned and how they position themselves in relation to their profession in a language introduction programme at upper secondary school in Sweden. Material from two years of study at one school was used to conduct a nexus analysis. The material comprised policy documents at the national and local levels; interviews with principals and teachers; and classroom and school environment observations. Conflicting discourses appear in the analysis in terms of teacher competence and teacher roles. Those teachers who had the relevant professional competence, as according to national documents, felt that their knowledge was not acknowledged and that they were not listened to. Official documents state that principals are responsible for fulfilling stipulated demands; however, they do not always have the necessary knowledge as this is not a requirement for their position. Thus, an ambiguous picture appears where teachers who are positioned as competent at the national level are positioned only to teach their own subject and are not given voice on issues relating to general teacher competence and organisation of education at the local level. This article highlights the importance of knowledge and understanding relating to L2 student learning at the management level.
ER  - 

TY  - JOUR
T1  - På spaning efter ett modernt samhälle: Läroverkselevers betraktelse över sin samtid
T2  - Scandia
SN  - 0036-5483
A1  - Andersson Hult, Lars
PY  - 2024
VL  - 1
IS  - 90
SP  - 40
EP  - 63
DO  - 10.47868/scandia.v90i1.26311
LA  - swe
PB  - : Statens Humanistiska Forskningsrad
AB  - Artikeln riktar sig mot det unga 1900-talet då Sverige genomgick en betydande samhällsförvandling med stora politiska klyftor. Materialet utgörs av studentsvar inom ämnet modersmål från två läroverk i Malmö; Tekla Åbergs högre läroverk för flickor och Malmö Högre allmänna läroverket, under perioden mellan 1905 och 1927. Intresset riktas främst mot de frågor eller teman som formuleras i förhållande till hur eleverna betraktar sitt samtida samhälle och hur pojkar och flickor använder sig av historia i sina svar. De flesta studentsvaren präglas av objektiva svar, som fokuserar på neutrala fakta. I andra svar uttrycker eleverna oro över bristen på stabilitet och enighet i det svenska samhället, samt över de snabba teknologiska framstegen. När hot presenteras tenderar eleverna att använda historiska exempel för att illustrera problemen till exempel genom att måla upp en berättelse om förfall och en längtan efter en bättre förfluten tid. Det finns studentsvar där främst flickor uttrycker besvikelse över bristen på könsjämställdhet i det samtida samhället och de uttrycker en nästan otålig längtan efter ett mer modernt samhälle.
ER  - 

TY  - JOUR
T1  - The concept of authority and the Swedish educational crisis
T2  - Philosophy of Education
SN  - 8756-6575
A1  - Dahlbeck, Johan
A1  - Lilja, Peter
PY  - 2016
IS  - 72
SP  - 265
EP  - 273
DO  - 10.47925/2016.265
LA  - eng
PB  - : Philosophy of Education Society
KW  - arendt
KW  - authority
KW  - crisis in education
AB  - In 1958, Hannah Arendt published “The Crisis in Education” 1 addressing what she considered to be the poor state of contemporary American education. While the causes of this educational crisis were identified as being part of much broader processes of social and political change, education stood out as the social arena where the effects of these transformations were most obvious. The lack of authority in modern societies, in particular, was one of the most manifest symptoms of the crisis in education.. Arendt claimed that this lack of authority eroded the fundamental relation between teacher and student and the mutual trust necessary for safeguarding the social position of the teacher. In this paper, we aim to use Arendt’s concept of authority in order to diagnose a current crisis in Swedish education, and to argue that this may help us understand the role of the teacher from a perspective that is missing in the current debate on Swedish education.
ER  - 

TY  - CONF
T1  - Understanding information-seeking achievement emotions: exploring a cognitive appraisal theory framework
T2  - Proceedings of the 11th International Conference on Conceptions of Library and Information Science, Oslo Metropolitan University, Norway, May 29 - June 1, 2022
A1  - Dahlqvist, Claes
PY  - 2022
DO  - 10.47989/colis2214
LA  - eng
PB  - : University of Borås
KW  - information-seeking behavior
KW  - information literacy
KW  - information-seeking skills
KW  - cognitive appraisals
KW  - information-seeking emotions
KW  - achievement emotions
KW  - primary teacher students
AB  - Introduction. Given the limited body of literature on information-seeking emotions in library and information science research in general and relative to appraisal theories in an educational context, the findings of this paper will make a valuable conceptual and theoretical contribution to the field. The paper explores a proposed appraisal theory framework for understanding the informationseeking emotions of higher education students in learning and achieving information-seeking skills. Studying this process is crucial for academic success and future research-informed practice.Method. The relevance of applying the framework, Scherer's (2005) semantic space of emotions and Pekrun's (2006) control-value theory of achievement emotions, is presented, elucidated and discussed. Concepts, elements, structure and dynamics of the theories are presented.Analysis and results. Analysis and results. The framework offers an understanding and explanation of the nature of information-seeking emotions and their interplay with cognitive appraisals in the complex constructivist learning process of achieving information-seeking skills.Conclusions. Viewed together, the framework has the potential to be an appropriate analytical tool to investigate information-seeking emotions in the process of learning and achieving information seeking skills.
ER  - 

TY  - JOUR
T1  - Teacher educators’ perspectives on shaping a preschool teacher education while dealing with internal and external demands.
T2  - Journal of Praxis in Higher Education
SN  - 2003-3605
A1  - Ribaeus, Katarina
A1  - Löfdahl Hultman, Annica
PY  - 2022
VL  - 1
IS  - 4
SP  - 179
EP  - 199
DO  - 10.47989/kpdc116
LA  - eng
PB  - : Högskolan i Borås
KW  - public good
KW  - student-centred learning and teaching
KW  - teacher agency
KW  - teacher education
KW  - webs of commitment
KW  - education
AB  - Being a teacher educator (TE) of today is often described as a complex task. TEs have to deal with internal demands from students, colleagues and leaders and with external demands from state authorities when shaping the education programme in which they teach. The present article focuses on TEs in Swedish preschool teacher education and aims to explore how commitment to and demands, inside and outside the higher education system, are handled and reflected upon, specifically the demands on considering student-centred learning. Results from interviews with 10 TEs show a perceived lack of support from the faculty board and its office and how colleagues contribute to tensions but also are perceived as supportive colleagues to learn from. Results also show the TEs’ efforts to overcome less desirable traditions. The combined results show how TEs are part of webs of commitments regarded as related fields and threads dependent on each other rather than separate parts, making the web/teacher education programme fragile. If any part breaks, the whole programme will be damaged. The discussion relates to how to overcome traditions and making actors in the programme shape a future-directed good education together
ER  - 

TY  - JOUR
T1  - Leadership praxis and the logic of capital: Accumulated labour and the exploitation of teaching in teaching intensive fields by academic leaders as agents of academic capitalism
T2  - Journal of Praxis in Higher Education
SN  - 2003-3605
A1  - Beach, Dennis
PY  - 2021
VL  - 1
IS  - 3
SP  - 49
EP  - 77
DO  - 10.47989/kpdc128
LA  - eng
PB  - : University of Borås
KW  - academic capitalism
KW  - accumulated labour
KW  - exploitation
KW  - gender
KW  - social  class
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Marx identified exploitation as involving asymmetric relationships between individuals or groups who hold different relative positions within the nexus of cultural, political, economic and social power and advantage. Based on a synthesis of critical ethnographic research,the present article provides an analysis of exploitation in an unexpected domain, that of Swedish higher education. Its focus is on one specific part of the higher education field, that of local trust-based leadership and its management of the Swedish government block grant for research, at three higher education institutions. Using mainly auto-and meta-ethnographic methods, and looking specifically at data and analyses related to the enactment of recent higher education governance and finance acts, the article uncovers a structure of decision-making that undergirds an exploitation of accumulated labor from teaching intensive fields, through a form of academic capitalism that is adding to the un-evening of the academic field. There are seriously negative effects on teaching intensive fields like teacher education. These fields now struggle to maintain adequate scientific research connections and career opportunities for research-qualified staff whilst seeded fields have difficulty finding qualified staff toteach undergraduate courses and programs. The patterns of extraction and redistribution have clear links to the social-class and gender hierarchies of higher education and society in material history and may be an illustration of class and gender injustice.
ER  - 

TY  - JOUR
T1  - Like stepping into a spaceship: Adjunct lecturers lived experiences during their initial time in teacher education programs in Sweden
T2  - Journal of Praxis in Higher Education
SN  - 2003-3605
A1  - Florin Sädbom, Rebecka
PY  - 2024
VL  - 5
IS  - 6
EP  - 5
DO  - 10.47989/kpdc585
LA  - eng
PB  - : Högskolan i Borås
KW  - adjunct lecturers
KW  - higher education
KW  - teacher education
KW  - teacher professionalism
AB  - The Swedish teacher education has undergone numerous reforms and is currently heavily influenced by neo-liberal governance, which shapes the internal work for different kinds of teacher educators. The study focuses on how a group of adjunct lecturers within a regional university college, experienced their initial period in the profession of teacher education programs in Sweden. The study departs from Seeman’s theoretical framework. The findings indicate that adjuncts lecturers do not feel that their knowledge is being appreciated or valued within the organization. The adjuncts lecturers are driven by a desire to contribute relevant professional knowledge, teach, and serve as good role models for teacher students. From this, conflict arises—mainly due to a governance system which heavily emphasizes standards, documentation, and high academic expectations. In conclusion, the study reveals how the organization's demands may differ from what adjunct lecturers anticipate, potentially leading to various forms of work conditions and alienation.
ER  - 

TY  - JOUR
T1  - Research or teaching? Contradictory demands on Swedish teacher educators and the consequences for the quality of teacher education
T2  - Journal of Praxis in Higher Education
A1  - Angervall, Petra
A1  - Baldwin, Richard
A1  - Beach, Dennis
PY  - 2020
VL  - 1
IS  - 2
SP  - 63
EP  - 84
DO  - 10.47989/KPDC60
LA  - eng
PB  - Borås
KW  - teacher education
KW  - research
KW  - teaching
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Based on a policy analysis and interviews with assistant lecturers and lecturers (with a PhD) who are heavily involved in teacher education, the present article addresses contemporary tensions and challenges in Swedish teacher education. The point of departure is the theoretical framework of mission stretch and the third space professional in teacher education with the aim of investigating how teacher educators experience and navigate their daily work. The findings of the study illustrate the tensions teacher educators experience between research and teaching tasks, between a constant flow of tasks, large student groups, and demands of high-quality teaching. The findings also show a gap between the practical anchoring of some research in teacher education and feelings of tension between teaching practices and the value of research. In conclusion, teacher education would seem to be developing into a cluster of tasks, challenges, expectations, and skills. This indicates that teaching and research are not the only missions and cannot be taken for granted in light of how teachers struggle to define their professional knowledge and value with respect to increasingly strong competitive demands for research performance.
ER  - 

TY  - JOUR
T1  - Collective dimensions of academic supervision: How the acknowledgment of different actors in degree project supervision can contribute to scaffolding
T2  - Journal of Praxis in Higher Education
SN  - 2003-3605
A1  - Magnusson, Jenny
A1  - Zackariasson, Maria
PY  - 2025
VL  - 1
IS  - 7
SP  - 1
EP  - 23
DO  - 10.47989/kpdc605
LA  - eng
PB  - : Högskolan i Borås
KW  - historical studies
KW  - historiska studier
AB  - Academic supervision involves several key actors in addition to supervisors and students, who share the same general objectives. Our aim here is to investigate and discuss collective dimensions of degree project supervision practice by examining how supervisors use the acknowledgment of such key actors within the degree project context, in their interaction with supervised students. In what ways do supervisors in their supervision practice acknowledge various actors within the degree project context? What functions may this have in the supervision interaction?The empirical material consists of recorded supervision sessions with students within teacher education at two Swedish universities. The results show how supervisors used attribution and active voicing to acknowledge the various actors in the degree project context, and how this could be part of the scaffolding means giving instructions and modelling. Based on the analysis of our material, we argue that this can be seen as contributing to the scaffolding intention cognitive structuring, by a) helping students understand the different roles and responsibilities of the different actors, by b) helping them to assess the importance and relevance of the advice given by these actors, and by c) emphasising the students' own role as active participants in the process.
ER  - 

TY  - JOUR
T1  - Learning of academics in the time of the coronavirus
T2  - Journal of Praxis in Higher Education
SN  - 2003-3605
A1  - Sjølie, Ela
A1  - Francisco, Susanne
A1  - Mahon, Kathleen
A1  - Kaukko, Mervi
A1  - Kemmis, Stephen
PY  - 2020
VL  - 1
IS  - 2
EP  - 1
DO  - 10.47989/kpdc61
LA  - eng
PB  - Borås, Sweden : Högskolan i Borås, Petra Angervall
KW  - practice architectures
KW  - practice theory
KW  - professional learning
KW  - coronavirus pandemic
KW  - higher education
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This article explores academics’ learning. Specifically, it focuses on how academics have come to practise differently under the abrupt changes caused by responses to the Coronavirus pandemic. We argue that people’s practices—for example, academics’ practices of teaching and research—are ordinarily held in place by combinations of arrangements that form practice architectures. Many existing practice architectures enabling and constraining academics’ practices were disrupted when the pandemic broke. To meet the imperatives of these changed arrangements, academics have been obliged to recreate their lives, and their practices. We present case stories from four individual academics in Norway, Finland, Sweden, and Australia. Building on a view of learning as coming to practice differently and as situated in particular sites, we explore these academics’ changed practices—working online from home with teaching, research, and collegial interactions. The changes demonstrate that academics have learned very rapidly how to manage their work and lives under significantly changed conditions. Our observations also suggest that the time of the Novel Coronavirus has led to a renewal of the communitarian character of academic life. In learning to practise academic life and work differently, we have also recovered what we most value in academic life and work: its intrinsically communitarian character.
ER  - 

TY  - JOUR
T1  - Studentexamen under 1900-talets början: En studie av studentprovsfrågor i modersmålet mellan år 1901–1930
T2  - Utbildning & Demokrati – tidskrift för didaktik och utbildningspolitik
SN  - 1102-6472
A1  - Andersson Hult, Lars
PY  - 2024
VL  - 2
IS  - 32
SP  - 79
EP  - 102
DO  - 10.48059/uod.v32i2.2205
LA  - swe
PB  - : Orebro University
AB  - Student examination at the beginning of the 20th century – A study of exam questions between 1901 and 1930. The purpose of this article is to examine the subject and knowledge ideals that emerge in the student questions posed in secondary school exams in the subject of Swedish from 1901 until 1930, particularly questions directed towards history or questions reminiscent of social studies. Sweden was in a significant social transformation with major political divides during the early 1900s, which is partly similar to Sweden’s situation today. The theoretical framework in this article is based on the concepts of pre-modernity and modernity, with an approach that leans towards the German didactic tradition. The primary material is secondary school exam questions, but it has also been supplemented with the government’s public inquiries and statistics, as well as educational historical articles. The method was thematic analysis with a deductive approach, which involved categorizing student questions. One result that this study shows is that there is continuity in history questions. There were always three questions, one about Sweden, one about ancient Rome or Greece, and one about Europe. Another result is that students preferred to answer questions related to the history subject rather than other subjects. A third result is the effect on student exam questions by the increasing modern society, especially in the field that later became a field of its own, social studies.
ER  - 

TY  - JOUR
T1  - Vem är den goda läraren?: Föränderliga lärarideal i undervisning om sexualitet och relationer
T2  - Utbildning och Demokrati
SN  - 1102-6472
A1  - Nordmark, Jonas
A1  - Bolander, Eva
PY  - 2025
VL  - 2
IS  - 33
SP  - 15
EP  - 40
DO  - 10.48059/uod.v33i2.2305
LA  - swe
PB  - : Orebro University
KW  - teacher ideals
KW  - sexuality education
KW  - curriculum
AB  - This paper explores the construction of teacher ideals in the context ofsexuality education – a curricular area marked by numerous, and oftenconflicting, expectations on the teachers responsible for teaching it. Using a curriculum theory approach, a thematic analysis of Swedish teacher guides on sexuality education from 1956 to 2014 was conducted. The study examines how these manuals shape conceptions of both the knowledge domain and teacher ideals. The findings identify four main teacher ideals across the guides, revealing a mix of divergent and recurring ideas about teachers’ roles, encompassing both personal and professional qualities. Notably, the teacher ideals in the earlier guides (from 1956 and 1977) arepresented implicitly, while the 1995 guide explicitly outlines the attributes of a good teacher. The study suggests that shifts in teacher ideals may belinked to broader changes in the content focus of the guides, though this relationship must be understood within the often-fragile amalgamation of competing ideals.
ER  - 

TY  - JOUR
T1  - Om behovet av samsyn och riktlinjer: Fokusgruppsamtal om sexualitet och sexualundervisning i förskolan
T2  - Utbildning och Demokrati
SN  - 1102-6472
A1  - Hulth, Magdalena
PY  - 2025
VL  - 2
IS  - 33
SP  - 135
EP  - 153
DO  - 10.48059/uod.v33i2.2312
LA  - swe
PB  - : Orebro University
KW  - preschool practitioners
KW  - sexuality
KW  - sexuality education
KW  - focus  groups
KW  - discourse analysis.
KW  - early childhood education
KW  - förskoledidaktik
AB  - On the Need for Consensus and Guidelines: Focus Group Discussions on Sexuality and Sexuality Education in Preschool.The article is based on a discourse analysis of focus group discussions with preschool practitioners in Sweden. It explores the professional considerations made in relation to children, sexuality, and Sexuality Education. Three subject positions emerge: the consensus-seeking teacher, characterized by uncertainty and a need for guidelines; the curriculum-oriented teacher, who uses the curriculum to support children’s rights; and the (reluctant) reporting teacher, who struggles between mandatory reporting and personal judgment. The study highlights the curriculum as a tool for professional competence, but that societal norms about children’s sexuality profoundly shape preschool practitioners’ professional considerations. This emphasizes the need for education and dialogue about children’s sexuality in preschool teacher education.
ER  - 

TY  - JOUR
T1  - Praktiknära forskning och lärarutbildningens forskningsbas
T2  - Utbildning och Demokrati
SN  - 1102-6472
A1  - Gynne, Annaliina
A1  - Jakobsson, Max
PY  - 2025
VL  - 1
IS  - 34
SP  - 97
EP  - 124
DO  - 10.48059/uod.v34i1.2340
LA  - swe
AB  - Practice-oriented research and research base in teacher education. A discourse analytical case study. The aim of the article is to analyse how a discourse focusing on practice-oriented research as a tool to develop the research base in teacher education emerges in Swedish national educational policy and is transformed at a local university level. We focus on the discourse as connected to university-internal calls for related to practice-oriented educational research. The empirical materials analysed comprise local policy documents and interviews with decisionmakers at the university. The study is inspired by Foucault’s discourse theory, in particular the notions of knowledge, truth and power. The results highlight a discursive movement of taken-for-granted ideas about what practical research should be and how it should contribute to teacher education. Moreover, the discursive construction of power relations on the local level is analysed. Finally, we argue that the seemingly positivist discourse on practice-oriented research as a solution for strengthening research base holds several ideological and practical challenges for universities.
ER  - 

TY  - JOUR
T1  - Norms at stake in the history classroom: Norms, values, and sexuality in upper secondary school with an anti-oppressive intent
T2  - Utbildning och Demokrati
SN  - 1102-6472
A1  - Haltorp, Hära Jess
PY  - 2025
VL  - 2
IS  - 34
SP  - 7
EP  - 33
DO  - 10.48059/uod.v34i2.2359
LA  - eng
PB  - : Örebro universitet
KW  - controversial issues
KW  - history education
KW  - relationship and sexuality education
KW  - anti-oppressive educational intent
KW  - curriculum studies
AB  - This study examines how norms and gender are negotiated in history lessons integrating Relationship and Sexuality Education (RSE) with an anti-oppressive intent in Swedish vocational programs. Through classroom observations and interviews, it explores student positioning, resistance, and didactic dilemmas. Findings show that while the teacher aimed to challenge traditional gender norms, male students often resisted, reinforcing conservative views, whereas female students generally supported the norm-critical approach. The study highlights how meaning-making is shaped by intersecting norms of gender, education, and social belonging, often resulting in classroom power struggles. A key challenge is that anti-oppressive education can unintentionally reinforce hierarchies if not supported by explicit strategies for critical engagement. By address-ing the complexities of integrating norm-critical perspectives in history education, the study contributes to understanding how controversial issues can be pedagogically managed and calls for clearer frameworks to support teachers.
ER  - 

TY  - JOUR
T1  - What happens under the duvet?: Teaching about sexual practices in Swedish secondary school
T2  - Utbildning och Demokrati
SN  - 1102-6472
A1  - Arvola Orlander, Auli
A1  - Planting-Bergloo, Sara
PY  - 2025
VL  - 2
IS  - 34
SP  - 35
EP  - 60
DO  - 10.48059/uod.v34i2.2360
LA  - eng
KW  - sexuality education
KW  - sexual practices
KW  - secondary school
KW  - patchwork
KW  - subject learning and teaching
KW  - ämnesdidaktik
AB  - “Less of everything else, more of what sex is!” fifteen-year-old Hilda declared in a student interview about her recent sexuality education unit. Although the interview also indicated that students found the teaching engaging, it was clear that something was missing. This study is part of a four-year research project exploring Swedish sexuality education in five secondary schools. In this paper, we focus on the teaching at one of the participating schools, where teachers chose to address the question of what sex might be. The study builds on the work of Annemarie Mol and her perspective on multiple realities. The aim is to investigate how sex might be enacted in Swedish secondary sexuality education. The study contributes with a patchwork of situated events from the teaching of sexual practices. This patchwork comprises student expectations, teacher planning, student participation, sexual role models, and the experiences of both students and teachers.
ER  - 

TY  - JOUR
T1  - En annan verklighet? Möten med generativ AI i gymnasieskolans svenskämne
T2  - Utbildning och Demokrati
SN  - 1102-6472
A1  - Ekberg, Niclas
A1  - Graeske, Caroline
PY  - 2025
VL  - 2
IS  - 34
SP  - 61
EP  - 84
DO  - 10.48059/uod.v34i2.2361
LA  - swe
PB  - : Örebro universitet
KW  - generative ai
KW  - swedish as a school subject
KW  - teacher agency
KW  - upper secondary school
KW  - education
KW  - language
KW  - litterature and education
KW  - språk och litteratur med didaktisk inriktning
AB  - Another Reality? Encounters with Generative AI in the Swedish Subject at the Upper-Secondary Level. This article presents a qualitative study that investigates how upper-secondary teachers of Swedish engage with Generative AI (GAI). Drawing on interviews with eight teachers, the researchers analysed the perceived challenges and opportunities the technology poses and how it reshapes instruction and conceptions of the subject. The interviews were reflexively thematised, and the salient themes were elaborated through an ecological framework of teacher agency, which formed the basis for a metaanalytic discussion of subject specific educational approaches and the professional spaces for action they enable. The findings show that GAI can both transform teaching and learning and challenge task design, assessment practices, and relational dynamics in the classroom. The study further demonstrates how encounters with GAI can be critically understood as temporal movements in relation to surrounding social, material, and cultural resources. It also offers nuanced perspectives on constructive didactic stances and strategic choices regarding the teacher’s role and conceptions of the subject in relation to generative AI.
ER  - 

TY  - JOUR
T1  - Minding the English trap: A crosslinguistic pedagogical approach to teaching the V2 rule to young German L3 learners in Sweden
T2  - Zeitschrift für Interkulturellen Fremdsprachenunterricht
SN  - 1205-6545
A1  - Beslagic, Deni
PY  - 2024
VL  - 2
IS  - 29
SP  - 137
EP  - 161
DO  - 10.48694/zif.3854
LA  - eng
KW  - tertiary language (l3)
KW  - language teacher cognition
KW  - grammar teaching
KW  - crosslinguistic pedagogy
KW  - v2 rule
KW  - drittsprachen
KW  - sprachlehrerkognitionen
KW  - grammatikunterricht
KW  - sprachenübergreifende pädagogik
KW  - v2-stellung
KW  - german
KW  - tyska
KW  - språkdidaktik
KW  - language education
AB  - Based on a case study with four teachers of German L3 at Swedish lower secondary schools, this article explores: a) the teachers’ pedagogical views on the role of English L2 in L3 teaching, and b) how they make explicit crosslinguistic references to English when teaching German. The analyzed interviews, observations and lesson plans suggest that the participants have positive views on crosslinguistic pedagogy and that they also apply it in their practice, for example by making trilingual comparisons of word order when highlighting the V2 rule. Based on the findings, it is suggested that English can function as a bridging language between Swedish L1 and German L3.
ER  - 

TY  - CONF
T1  - Collegial evaluation of online English for Specific Purposes (ESP) courses
T2  - EUROCALL 2023: CALL for all Languages
A1  - Allen, Christopher
A1  - del Carmen Boloña, Maria
PY  - 2023
SP  - 74
EP  - 79
DO  - 10.4995/EuroCALL2023.2023.16926
LA  - eng
KW  - esp
KW  - teacher assessment
KW  - collaborative work
KW  - conversational framework
KW  - online and hybrid learning environment.
KW  - engelska med didaktisk inriktning
KW  - english education
AB  - This paper reports on a joint pilot study project between two universities in Ecuador and Sweden to develop a practical working framework for the evaluation of each respective institution’s online/blended courses in English for Specific Purposes (ESP). The basis for the evaluation is the Conversational Framework (Laurilland, 2012), later developed in the form of a MOOC course in online and blended learning. This course is offered by the Future Learn social learning platform, which offers a large variety of online courses from a consortium of universities worldwide. The teaching and learning of ESP is characterised as the development of learner concepts and practice through interaction between the instructor and learner peers through collaboration and interaction. The learning process in ESP is envisaged using the Conversational Framework in terms of six basic learning types: acquisition, collaboration, discussion, inquiry/investigation, practice, and production. Our work reports on the process of assessing each other’s online courses in terms of the extent to which opportunities are provided for students to engage in these learning types. Results from this pilot study suggest that the Conversational Framework can provide a simple, robust, and transparent basis for the initial evaluation of online courses.
ER  - 

TY  - CONF
T1  - The role of telecollaboration as a primer in EFL team teaching exchanges
T2  - Advancing CALL: New research agendas - EUROCALL 2025 Short Papers
A1  - Allen, Christopher
PY  - 2025
SP  - 242
EP  - 250
DO  - 10.4995/EuroCALL2025.2025.21180
LA  - eng
PB  - : Universitat Politecnica de Valencia
KW  - elecollaboration
KW  - teacher education
KW  - tandem team teaching
KW  - international teaching
KW  - lingvistik
KW  - linguistics
AB  - This paper reports on results from a telecollaborative project in English language teacher education involving universities in southern Germany and Sweden. Student teachers were tasked with preparing for a team-teaching exchange in a Swedish primary / lower secondary school using Zoomas a telecollaborative platform in advance of the physical exchange. The paper focuses on the role of telecollaboration in fostering and developing notions of intercultural competence as defined by UNESCO (2013) and digital literacy in the EFL classroom based on Dudley, Hockly and Pegrum (2022), at primary and lower secondary levels. Both the German and Swedish teachers were in the second and third terms respectively of a state-sector teacher training degree programme. 12 student teachers from Germany (primary and lower secondary) and 12 Swedish secondary teachers met initially in Zoom to acquaint themselves with each other and discuss similarities and differences in English teaching in their respective school systems prior to the physical exchange in Sweden. Results from a Google forms questionnaire distributed at various points before, during and after the exchange point towards the value of telecollaboration in ‘priming’ student teachers with the requisite intercultural perspectives in order to derive maximal benefit from international teaching exchanges
ER  - 

TY  - BOOK
T1  - International perspectives on knowledge and curriculum: Epistemic Quality across School Subjects
PY  - 2022
DO  - 10.5040/9781350167124
LA  - eng
PB  - Bloomsbury Academic
KW  - biology
KW  - comparative literature
AB  - Drawing together an international author team from Australia, Finland, France, Germany, Norway, Sweden and the UK, this book examines how we might democratize and open up access to ‘knowledge of the powerful’ for all. This book moves beyond the narrow knowledge vs skills debate of the 20th century to interrogate the epistemic quality of education in schools, and is a valuable resource for reflecting on the design and implementation of teacher education. Based on a range of national studies by the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), the chapters explore teachers’ powerful professional knowledge and the implications this has for innovation in teacher education, policy and practice in educational settings.
ER  - 

TY  - BOOK
T1  - International Perspectives on Knowledge and Quality: Implications for Innovation in Teacher Education Policy and Practice
PY  - 2022
DO  - 10.5040/9781350178434
LA  - eng
PB  - Bloomsbury Academic
KW  - powerful knowledge
KW  - transformation
KW  - epistemic quality
KW  - teacher education
KW  - biology
KW  - comparative literature
AB  - Drawing together an international author team from Australia, Finland, France, Germany, Norway, Sweden and the UK, this book examines how we might democratize and open up access to 'knowledge of the powerful' for all. This book moves beyond the narrow knowledge vs skills debate of the 20th century to interrogate the epistemic quality of education in schools, and is a valuable resource for reflecting on the design and implementation of teacher education. Based on a range of national studies by the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), the chapters explore teachers' powerful professional knowledge and the implications this has for innovation in teacher education, policy and practice in educational settings.
ER  - 

TY  - CHAP
T1  - The Philosophical and Political Value of Technology Education: Fostering Technological Multiliteracies
T2  - The Bloomsbury Handbook of Technology Education
A1  - Hallström, Jonas
PY  - 2023
SP  - 346
EP  - 355
DO  - 10.5040/9781350238442.0035
LA  - eng
PB  - London : Bloomsbury Academic
KW  - teknikundervisning
AB  - It is generally understood that scientists and engineers are needed in an industrial, technologically complex society, and engineering professions also have a high status. Comprehensive, pre-university technology education, however, often has to struggle for its place in the school curriculum, despite the fact that it constitutes the foundation for all tertiary education. The aim of this chapter is to argue for and discuss the philosophical and political value of comprehensive technology education in early 21st century society. It is concluded that the justification of technology education in the school curriculum and teacher education curriculum is as much political as it is philosophical, and that future citizens will need to acquire technological multiliteracies. Philosophical questions and political decisions concerning technology, now and in the future, relate to the whole designed and natural worlds, and if anything is certain it is that a future technologically multiliterate person will need a range of technological knowledge and skills to meet global challenges, in the broadest sense.
ER  - 

TY  - CHAP
T1  - Sustainability and primary teacher education in a Swedish context: from concept mapping to experience designing
T2  - International perspectives on critical English language teacher education
A1  - Vu, Mai Trang
PY  - 2024
SP  - 195
EP  - 200
DO  - 10.5040/9781350400351.ch-25
LA  - eng
PB  - London; New York : Bloomsbury Academic
KW  - education
ER  - 

TY  - CHAP
T1  - An Education: Johannes Schefferus and the Prodigious Son of a Fisherman
T2  - Exceptional Bodies in Early Modern Culture
A1  - Bondestam, Maja
PY  - 2020
SP  - 141
EP  - 161
DO  - 10.5117/9789463721745_CH06
LA  - eng
PB  - : Amsterdam University Press
KW  - prodigies
KW  - monstrous births
KW  - seventeenth century
KW  - sweden
KW  - knowledge
KW  - virtue
AB  - In this essay, the value of monsters and prodigies is examined in relation to seventeenth-century learned reflection and the German-Swedish intellectual Johannes Schefferus. Earlier research on the positive meaning of wonders has highlighted the Augustinian tradition of reading prodigious bodies as reminders of God's presence. Schefferus himself emphasized a cultural heritage in which strange and thought-provoking bodies were considered educational and morally enhancing. A monstrous birth and a boy with a prodigious appearance thus functioned as a teacher of virtue, a guiding example and an object of contemplation. For Schefferus, this pedagogical and moral potential was the reason why such a body should be displayed and remembered through museums, histories, books and images.
ER  - 

TY  - CHAP
T1  - ‘Somewhat Heated, Quick and Lively’: Humoral Explanations of the Learning Difficulties of Charles XI of Sweden (1655–1697)
T2  - Health and Society in Early Modern Sweden
A1  - Hellerstedt, Andreas
PY  - 2024
SP  - 83
EP  - 99
DO  - 10.5117/9789463724296_ch04
LA  - eng
PB  - Amsterdam : Amsterdam University Press
KW  - learning difficulties
KW  - ingenium
KW  - talent
KW  - charles xi of sweden
KW  - emund gripenhielm
AB  - This chapter explores the education of King Charles XI. The king struggled when learning to read and his teacher struggled to understand and alleviate his pupil’s difficulties. The teacher claimed that the king’s difficulties were a result of a heroic talent, characteristic of monarchs. Deterministic views of individual talent could serve to reinforce the hierarchical relations of seventeenth-century estate society, but it could also benefit a few talented men from the lower orders. Even in a king, the expectation of innate talent had a meritocratic side, incompatible with hereditary monarchy. The young king was expected to have an exceptional talent, but when this turned out to be unsuitable for academic study, political ideology and pedagogical theory conflicted, while also being unhelpful to the royal pupil.
ER  - 

TY  - JOUR
T1  - Scandinavian experiments in democratic education
T2  - Dialogic Pedagogy An International Online Journal
SN  - 1600-0110
A1  - Marjanovic-Shane, Ana
A1  - Kullenberg, Tina
A1  - Gradovski, Mikhail
PY  - 2023
VL  - 2
IS  - 11
EP  - 132
DO  - 10.5195/dpj.2023.477
LA  - eng
PB  - : University Library System, University of Pittsburgh
AB  - This article is the first of four articles exploring democratic schools co-founded by teenage students in Norway and Sweden. Our larger project explores the relationship between democracy in education and educational dialogism. Both democracy in education and educational dialogism are partially rooted in the idea that education should be a personal meaning-making practice where the participants can create and organize their lives in ways that make sense to them and explore their interests, values, and desires. We describe the processes of founding two schools – one in Oslo, Norway, and the other in Gothenburg, Sweden – in which students practiced the right to democratic governance. We describe the process of the founding of these schools against the background of the students’ movements in the late 1960s and the 1970s and the social and political conditions in Norway and Sweden at that time. We explore the students’ perspectives on the possibility, desirability, and legitimacy of the students’ voices in ethical-ontological dialogues in which the participants jointly examine their relationships with the world, with others, and with themselves. Further, we explore the forms of democratic school governance that Norwegian and Swedish students created and identified tensions that appeared between the legitimacy of individual students’ rights to ownership of their learning, teachers’ ownership of teaching, and the conventional normative educational policies in Norway and Sweden.
ER  - 

TY  - BOOK
T1  - The Nordic folk high school teacher: Identity, work and education
PY  - 2023
DO  - 10.52038/9783643912404
LA  - eng
PB  - LIT Verlag
KW  - folk high school
KW  - folk high school teacher
KW  - teacher education
KW  - teacher educational trajectories
KW  - folkhögskola
KW  - folkhögskollärare
KW  - lärarutbildning
AB  - This anthology presents the Nordic folk high school teacher through thirteen research articles combined under three themes: identity, work, and education, each part capped by overarching summary chapters. The teachers represent the folk hight schools' identity, and in their work a 175-year old tradition is confronted with new realities and forced to adapt to new challenges.The folk high schools are given a central role in the democratic development of the Nordic region and are described as a signif- icant influence on adult education globally, but there have been few regional research projects describing the schools. The inclusion of research covering five Nordic countries in a peer reviewed anthology makes this publication a unique portrayal, both of the schools' common identity and their naional variations.
ER  - 

TY  - CHAP
T1  - Becoming a folk high school teacher in Sweden
T2  - The Nordic folk high school teacher
A1  - Hallqvist, Anders
A1  - Andersson, Per
A1  - Morén, Sol
PY  - 2023
SP  - 239
EP  - 255
DO  - 10.52038/9783643912404
LA  - eng
PB  - Zürich : LIT Verlag
KW  - folk high school
KW  - teacher
KW  - teacher training
KW  - teacher programme
KW  - pathways
AB  - The educational pathways among the 4000 Swedish folk high school teachers are many and diverse. Drawing on existing literature and five authentic cases that exemplify folk high school teachers’ career trajectories, this chapter describes and discusses this diversity of teachers’ educational pathways. 
ER  - 

TY  - CHAP
T1  - Teaching with a mission: Dimensions of professional identity among folk high school teachers in Sweden
T2  - The Nordic folk high school teacher
A1  - Colliander, Helena
A1  - Hallqvist, Anders
A1  - Andersson, Per
PY  - 2023
SP  - 35
EP  - 59
DO  - 10.52038/9783643912404
LA  - swe
PB  - Zürich : LIT Verlag
KW  - folk high school
KW  - teacher
KW  - mission
KW  - professionalism
AB  - This chapter aims at describing the ways in which folk high school teachers in Sweden understand and claim themselves and their mission. Besides existing literature on the subject, the analysis is based on interviews with 12 teachers, located at different folk high schools and working with different courses and subjects.
ER  - 

TY  - CHAP
T1  - Freedom with reservations: the work of the Swedish folk high school teacher
T2  - The Nordic folk high school teacher
A1  - Andersson, Per
A1  - Millenberg, Filippa
A1  - Österborg Wiklund, Sofia
PY  - 2023
SP  - 143
EP  - 156
DO  - 10.52038/9783643912404
LA  - eng
PB  - Zürich : LIT Verlag
KW  - folk high school
KW  - teachers
KW  - teaching
KW  - work
AB  - Folk high school teachers work many hours in fluid ways with no clear distinction between working hours and leisure time. Pedagogically, they are often described as being value driven and participant focused. Creating interests, involving, motivating, giving recognition to, challenging, and creating possibilities for participants to grow as human beings is important for the teachers. In this chapter, we mobilise empirical examples to explore if these aspects are connected to a particular understanding of what learning is and should be, a mutual/embedded exploration process where both participants and teachers are challenged and grow as persons and where collaboration and the collective are prerequisites. This particular perspective on learning appears far removed from the traditional subject-based classroom of child education. We describe and discuss the work of folk high school teachers in Sweden, and problematise the work conditions of this diverse group of teachers.
ER  - 

TY  - JOUR
T1  - Pupils in the clouds: Implementation of Google Apps for Education
T2  - First Monday
SN  - 1396-0466
A1  - Lindh, Maria
A1  - Nolin, Jan
A1  - Nowé Hedvall, Karen
PY  - 2016
VL  - 4
IS  - 21
EP  - 4
DO  - 10.5210/fm.v21i4.6185
LA  - eng
PB  - : University of Illinois Libraries
KW  - google apps for education
KW  - affordance
KW  - tunnel-vision affordance
KW  - cloud computing
KW  - tethered appliances
KW  - handel och it
KW  - bussiness and it
KW  - library and information science
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The study focuses on the implications of affordances identified in Google Apps for Education (GAFE), by strategic staff within a Swedish school organisation, with responsibility for schools in around 30 municipalities. A complex picture emerged, where GAFE was perceived both as a neutral, well-functioning tool and as a means of educating in partly new ways. Furthermore, the study shows that GAFE, despite its characteristic of being a non-generative appliance, still can be used in creative ways. The implementation of cloud technology, such as GAFE, endorses a tunnel-vision affordance that downgrades more nuanced perceptions of the different technological, economical, and ethical aspects of the technology. Studying GAFE, different tensions of power emerge: Google vs. the school, IT professionals vs. teachers, management vs. teachers, teachers vs. pupils, Google vs. pupils.
ER  - 

TY  - JOUR
T1  - What music teacher will I be?: A case study on the teaching philosophies of final-year pre-service Swedish music teachers
T2  - Música Hodie
SN  - 2317-6776
A1  - Mateos-Moreno, Daniel
PY  - 2022
IS  - 22
SP  - 1
EP  - 25
DO  - 10.5216/mh.v22.74137
LA  - eng
PB  - : EMAC - Escola de Música e Artes Cênicas Universidade Federal de Goiás
KW  - teaching
KW  - beliefs
KW  - sweden
KW  - education
AB  - Written teaching philosophies are a common part of applications for music teaching positions and a pivotal exercise for pre-service teacher development. However, their contents are not often addressed in the music education research literature. Using a case study of last-year pre-service music teachers at a Swedish university, I explore these statements to uncover their beliefs about practicing the music teaching profession. The results revealed four different areas of concern for the participants related to methodology, self, curriculum and students. Furthermore, the participants differ slightly from their counterparts in other subjects by highlighting aspects such as professional development or the teacher-parents/guardians relationship. In addition, they often express their alignment with humanistic or constructivist pedagogical approaches while simultaneously intending to work with extrinsic motivation. I argue the impossibility of classifying their underlying music teaching philosophies within the traditional ones in the field as such proposed by Keith Swanwick, Bennett Reimer and Christopher Small. Finally, I discuss the limitations and the implications of the results for the professional world.
ER  - 

TY  - JOUR
T1  - Temporal orientation in Spanish and Swedish teacher students’ narratives about gender equality
T2  - Historical Encounters
SN  - 2203-7543
A1  - Alvén, Fredrik
A1  - Ortuno-Molina, Jorge
PY  - 2022
VL  - 2
IS  - 9
SP  - 30
EP  - 44
DO  - 10.52289/hej9.204
LA  - eng
PB  - : HERMES History Education Research Network
KW  - temporal orientation
KW  - gender equality
KW  - history teacher education
KW  - moral
KW  - historical consciousness
KW  - narration
AB  - The main objective of the study was to analyze how Swedish and Spanish pre-service teachers’ temporal orientation influences their narratives and moral conceptions about gender inequality. 55 Spanish students and 76 Swedish students participated. The narratives were analyzed through a separate process of coding by both authors and the subsequence crossing of information in order to achieve agreement and reliability for the codes used. The analysis shows differences depending on cultural context, which may reflect the learning of narrative templates in History Education instead of a reflexive and critical learning. Mainly Spanish students described time under the concepts of change and continuity while Swedish students oftener saw time more as abrupt changes when describing the differences of current gender inequality regarding past times. Likewise, in almost all the narratives there is a naive way of understanding the sense of change over time. In the narratives there are no calls for individual action or descriptions of what possible actions there are for us to fight for a better future probably because history education does not provide examples in the past which mirror current social issues. These reflections make us to question why we teach history and how we do it. 
ER  - 

TY  - CHAP
T1  - VET Education for Sustainable Development in Sweden
T2  - Teacher Training for Education for Sustainable Development: Developing a Shared Competence Framework, Eds. Jaume Ametller, Eveliina Asikainen, Marta Gual Oliva & Karel Němejc
A1  - Uusimäki, Liisa
A1  - Gustavsson, Susanne
PY  - 2024
SP  - 26
EP  - 32
DO  - 10.5281/zenodo.10842117
LA  - eng
PB  - Prague : Czech University of Life Sciences Prague
AB  - The book “Teacher Training for Education for Sustainable Development: Developing a Shared Competence Framework” is tangible evidence of the collaborative efforts of committed researchers, educators and policy makers who are striving to improve the quality of teacher education for sustainable development. This work crystallizes valuable insights gained from in-depth research, workshops and interviews conducted in five collaborating countries, and lays the foundation for a unified competency framework that crosses borders and strengthens the global dialogue on education.
ER  - 

TY  - CONF
T1  - Quality in Swedish and Austrian VET and VETteacher education. A comparative study.
T2  - Nägele, C., & Stalder, B. E. (Eds.): Trends in vocational education and training research. Proceedings of the European Conference on Educational Research (ECER).
A1  - Henning Loeb, Ingrid
A1  - Lassnigg, Lorenz
PY  - 2018
DO  - 10.5281/zenodo.1319663
LA  - eng
PB  - Berlin, DE. : Vocational Education and Training Network. VETNET.
KW  - quality in vet
KW  - vet systems
KW  - vet teacher education
AB  - The paper provides an overview of VET for youngsters in Sweden and Austria, two countries that differ in institutional structures and the development of VET. In Sweden, VET has been integrated in upper secondary school since the 1970s. The Austrian system, on the other hand, provides a strong upper secondary VET school sector, and has retained in parallel a strong separate apprenticeship sector also, with a completely separate governance structure from the state-led school sector. Quality is not a word with a single meaning but a contested concept, used in different ways, by different actors, national bodies, etc. and for different purposes. Yet, the interest of comparison has been on “quality” in VET and measures taken for “quality improvement” in the two countries. Some descriptive data are presented but the main focus in the article is on current policy discourses and reform agendas. Four themes are addressed and structure the comparison: competencies, procedures, teachers and supervisors.The conclusion brings forth how the notion of “quality” and steps for “quality improvement”differ in these two countries, but also how it, due to the elusiveness of the concept, is difficult to use for a comparison of different VET systems.
ER  - 

TY  - BOOK
T1  - Teacher education for working in linguistically diverse classrooms: Nordic perspectives
PY  - 2025
DO  - 10.5281/zenodo.15147416
LA  - eng
PB  - Language Science Press
KW  - education
AB  - This volume presents studies on aspects of teacher education that prepare teachers for working in linguistically diverse classrooms and schools in five Nordic countries; Denmark, Finland, Iceland, Norway and Sweden. This twin focus (teacher education in linguistically diverse contexts; and Nordic perspectives) makes the volume unique in its field, and contributes to international discussions on how teacher education can prepare preservice and in-service teachers for working with linguistically diverse student groups.The volume includes contributions on:Teacher education policiesTeacher educators’ perspectives on teacher educationPre-service teacher perspectives on teacher education.The ways in which teacher education prepares educators for working with newcomers and multilingual students has attracted considerable attention in recent years. This reflects the increasingly linguistically diverse nature of classrooms that teachers around the world meet, that is in turn, a direct result of intensified globalisation and transnational migration. Clearly, teacher education is crucial for successful implementation of educational provisions for multilingual students. Teacher knowledge, gained partly through teacher education, plays a central role in creating educational environments where multilingual students can thrive.This volume focuses specifically on teacher education in a Nordic context, a region traditionally associated with progressive approaches in education based on principles of inclusivity, social justice and equal opportunity. In the twenty-first century, most Nordic countries have experienced increasing levels of migration. While neither multilingualism nor transnational migration are new phenomena in the region, geographical and social factors, as well as the ways humans communicate have helped make multilingualism more visible in the twenty-first century. Schools in the Nordic countries have had to act quickly and think flexibly to meet the needs of an increasingly linguistically and culturally heterogenous group of students. The ability of the Nordic countries to provide these students with “inclusive, equal education and a fair chance to start a new life” constitutes in some ways the ultimate test of the “Nordic model” of education. Investigating how this challenge is addressed in different forms of teacher education is the topic to which this volume turns its attention.
ER  - 

TY  - CHAP
T1  - Study guidance in mother tongue: Legitimate knowledge and the emergence of a profession in Swedish schools
T2  - Teacher education for working in linguistically diverse classrooms
A1  - Rosén, Jenny
A1  - Wedin, Åsa
PY  - 2025
SP  - 55
EP  - 76
DO  - 10.5281/zenodo.15280897
LA  - eng
PB  - Berlin : Language Science Press
AB  - In this chapter we problematise the role and the training for assistants in Study Guidance in the Mother Tongue (SGMT) in Swedish schools, through the case of one SGMT assistant. The chapter addresses questions of competence and legitimacy on different scales using the framework of nexus analysis, basing its analysis on national policy documents, syllabi from university courses for SGMT assistants, interviews with the assistant, teachers and principals and observations of classroom and school practices. The findings show that the specific competences mentioned in official documents become visible in the different roles the assistant performs, both in classroom practices and in negotiation with other school staff. However, lack of recognition of his competence leaves him frustrated in the school practice, and creates a position of in-betweenness for the assistant. The contrast between the knowledge the SGMT assistants gained through academic courses, and the attitudes of teachers and principals reveals the need to include knowledge about SGMT in teacher education, to create equitable education and understanding of SGMT across school contexts.
ER  - 

TY  - CONF
T1  - Swedish vocational education and training teachers’ role in work with WBL
T2  - Pedagogical concerns and market demands in VET.
A1  - Mårtensson, Åsa
PY  - 2019
SP  - 337
EP  - 341
DO  - 10.5281/zenodo.2644069
LA  - eng
PB  - Valencia : European Research Network of Vocational Education and Training (VETNET)
KW  - vocational teacher
KW  - work-based learning
KW  - teacher work
AB  - VET teachers play a key role in introducing and connecting students to learning environments of specific workplaces, and in helping students to consolidate learning in schools with learning in the workplace. Therefore, the aim of this paper is to describe and analyze the role played by VET teachers in their work with the students’ work-based learning (WBL). The empirical study builds on cases from three of the twelve national vocational programmes in Sweden: Building and Construction, Child and Recreation, and Handicraft. The study consists of 15 interviews with teachers from these programmes. The result shows that depending on to what extent the school or the physical classroom has similarities to the workplace, the VET teacher uses examples from the workplace differently in his or her teaching. The analysis shows two different enactments in how VET teachers talk about creating continuity between school and work.
ER  - 

TY  - CONF
T1  - Vocational learning: empirical examples from vocational education workshop sessions
T2  - Trends in vocational education and training research
A1  - Kilbrink, Nina
A1  - Asplund, Stig-Börje
A1  - Asghari, Hamid
A1  - Arvidsson, Minna
PY  - 2021
SP  - 144
EP  - 149
DO  - 10.5281/zenodo.5348202
LA  - eng
KW  - vocational learning
KW  - workshop sessions
KW  - interaction
KW  - vocational learning content
KW  - cavta
AB  - In Sweden, upper secondary vocational education is organised as school-based as well as workplace-based learning, just like in other European countries. However, few studies focus on the programme-specific teaching and learning in the school-based part of the education. In a three-year project, we address this lack of research in different sub-projects. In this paper we present empirical examples from four of those sub-projects concerning teaching and learning in vocational education workshop sessions carried out in four vocational programmes. Video-recorded teaching and learning in workshop sessions have been analysed based on CAVTA (Conversation Analysis and Variation Theory Approach), with a specific focus on the learning processes that take shape when vocational teachers and upper secondary students interact with tools and materials in relation to technical objects of learning. Altogether, these examples show complex and dynamic interactive processes, which become visible in the analysis of the interaction between teacher(s) and student(s) while teaching and learning in vocational workshops. 
ER  - 

TY  - CONF
T1  - Diversity and inclusion in mathematics teacher education: Lessons from Chile and Sweden
T2  - Exploring new ways to connect
A1  - Valero, Paola
A1  - Andrade Molina, Melissa
A1  - Caligari, Laura
A1  - Goizueta, Manuel
A1  - Montecino, Alex
A1  - Norén, Eva
A1  - Skog, Kicki
A1  - Valoyes-Chavez, Luz
A1  - Österling, Lisa
PY  - 2021
SP  - 107
EP  - 110
DO  - 10.5281/zenodo.5385791
LA  - eng
PB  - Hamburg : Tredition
KW  - mathematics teacher education
KW  - diversity
KW  - chile
KW  - sweden
KW  - mathematics education
KW  - matematikämnets didaktik
AB  - Based on the examination of Chilean and Swedish research, the symposium addresses the possi­bilities and challenges for researching diversity and inclusion in mathematics pre- and in-service teacher education. Departing form concrete localized research and its contextual, theoretical and methodological stances, larger reflections and implications for the education of mathematics teachers that may lead to an increased sensitivity towards students’ diversities and their impact in inclusion of students and change of educational experiences in mathematics are drawn.
ER  - 

TY  - CONF
T1  - Let's Vary the Travel Speed: Interaction and Critical Aspects in WeldingEducation
T2  - Trends in vocational education and training research, Vol. IV.
A1  - Axelsson, Jan
PY  - 2021
SP  - 17
EP  - 25
DO  - 10.5281/zenodo.5415306
LA  - eng
KW  - vet
KW  - variation theory
KW  - conversation analysis
KW  - cavta
KW  - learning study
AB  - Learning to weld in vocational education is an action research project and its purpose is to meet the demand of research regarding the relation between teaching and learning in technical vocational education.In the research project the welding education at an upper secondary vocational school in Sweden is video-recorded in iterative cycles. The two theoretical perspectives conversation analysisand variation theory are combined and a new didactic approach is formed – CAVTA (ConversationAnalysis and Variation Theory Approach). CAVTA permeates the complete process ofthe study, where analytic tools deriving from the two theoretical perspectives have been used in the design of the teaching and in the data analysis. Learning to weld in vocational education is inspired by the learning study method but the traditional pre- and post tests have been removed. This paper focuses the second year of Learning to weld in vocational education, developing previously published material. The systematic implementation of CAVTA into welding education is in focus. The research question is formulated: How can the didactic approach CAVTA be implemented in TIG welding education?Preliminary results of the second year of the study confirm the results of the first year. The implementation of CAVTA affects the design of the welding lessons and the evaluation of the lessons. The vocational teachers’ discussions concentrate on subject specific issues. There is an increased focus on the object of learning with its critical aspects. The discussions about how todesign the teaching to make the critical aspects discernable result in adjustment of the welding lessons. The systematic teacher and student interactions, including other semiotic resources than verbal language, gradually increase throughout the cycles.The main implications of the paper concern the forms of teaching subject specific contents within welding education. Nevertheless, the results of the second year of Learning to weld in vocational education, may spur development of the teaching of other objects of learning. The project also contributes with knowledge in other fields, such as theoretical framework and methodology, with its combination of conversation analysis and variation theory. The collaboration between researchers and a team of vocational teachers might be of interest to anyone interested in professional development.
ER  - 

TY  - CONF
T1  - Voices and texts in Swedish mathematics teacher education
T2  - Exploring new ways to connect
A1  - Pansell, Anna
A1  - Jatko Kraft, Veronica
PY  - 2021
SP  - 728
EP  - 736
DO  - 10.5281/zenodo.5415842
LA  - eng
PB  - Hamburg : Tredition
KW  - matematikämnets didaktik
KW  - mathematics education
AB  - Instead of getting access to the diversity of perspectives in mathematics education, prospectivemathematics teachers read secondary sources of research providing a local or skewed image ofthe field. It then becomes important to see what is assumed scholarly sufficient for inclusion astexts for prospective mathematics teachers. The literature from a mathematics teacherprogramme, in Sweden, was submitted to an analysis of authors’ occupation and country ofresidence as well as what types of texts the prospective teachers read. Through these texts, theprospective teachers were invited to participate in a local practice-based intellectualconversation. Besides risking not engaging with the forefront of research, there is a risk thatprospective teachers are not sufficiently invited to challenge the educational philosophies withwhich they are accustomed.
ER  - 

TY  - JOUR
T1  - Exploring an experience of active learning in higher education
T2  - Journal of education and training
SN  - 2330-9709
A1  - Mendonça, Marta
A1  - Frånberg, Gun-Marie
PY  - 2014
VL  - 2
IS  - 1
SP  - 1
EP  - 14
DO  - 10.5296/jet.v1i2.5153
LA  - eng
PB  - : Macrothink Institute
KW  - active learning
KW  - communication
KW  - experience
KW  - higher education
KW  - self-regulation
AB  - This article presents a subjective experience of attending a pedagogical training course for higher education teaching staff at Umea University, in Sweden. A participant observation was carried out based on an inductive approach. Data were collected through reports done in form of narratives at the end of eachsession. The analysis was done by critical reflection and the narratives were selected and thematically grouped according to the activities carried out during the course. Further, the analysis was supported by relevant literature related to educational theories that sustain student’s accountability in learning and interactive classes. The results of the study conclude that the role ofthe teacher is crucial to make students active, motivated and self-regulated. However, students’ active learning also depends on other factors such as contextual, social and psychological aspects. In addition, the communication involved in the process of teaching and learning develops confidence, empathy and achievement of good academic results.
ER  - 

TY  - JOUR
T1  - Consultation in Special Needs Education in Rural Schools in Sweden: An Act of Collaboration between Educators
T2  - Journal of Education and Training
SN  - 2330-9709
A1  - Pettersson, Gerd
A1  - Ström, Kristina
PY  - 2016
VL  - 1
IS  - 4
SP  - 8
EP  - 26
DO  - 10.5296/jet.v4i1.10422
LA  - eng
PB  - : Macrothink Institute, Inc.
KW  - class teacher
KW  - consulting strategies
KW  - educational consultation
KW  - professional development
KW  - special educator
KW  - education
AB  - The article attempts to shed light on how the expertise of special educators can be utilized in classroom teachers' professional development at rural schools with a diverse student body. The study focused on the educational consultations that took place between the two types of professionals, namely the special educators and the classroom teachers, at three rural schools in three communities in northern Sweden. The special educators did not work at the schools. Rather, they worked at Community centers and ran the consultation with the aid of ICT or when they visited the schools. The multiple-case study describes and analyzes the a) context for consultation, b) how consultation is used to support the teachers, and c) the consultation strategies. The data collection methods were observations, interviews, and questionnaires. After the interviews were transcribed, the data were analyzed by thematic content analysis. The results show that the consultations were based on students’ needs, but the consultations focused on the learning environment more than on individual shortcomings. The two professionals collaborated and shared their professional expertise across professional boundaries. This boundary-crossing professional collaboration seems to deepen the consultation between the two professionals and enable them to work together to create a learning environment that supports all pupils.
ER  - 

TY  - JOUR
T1  - Il Sistema scolastico svedese
T2  - Dynamis: Rivista di filosofia e pratiche educative
SN  - 2785-4523
A1  - Borsgård, Gustav
A1  - Colella, Gianluca
PY  - 2024
VL  - 2
IS  - 7
SP  - 13
EP  - 22
DO  - 10.53163/dyn.v7i7.280
LA  - ita
KW  - educational policies
KW  - school decentralization
KW  - teacher training
KW  - socio-educational integration
KW  - independent schools
KW  - national tests
AB  - The Swedish educational system is characterized by a well-structured framework with a strong focus on inclusivity and student-centered learning. Over the course of the 20th and 21st centuries, reforms have progressively adapted the system to meet social and economic demands, emphasizing both academic and vocational preparation. Democracy, sustainability, and digital innovation are key elements integrated into all educational levels. However, recent challenges, such as the privatization of schools (friskolor) and the digitization of education, have raised concerns about potential inequalities and their impact on educational quality. Despite its strengths, the system faces issues related to increasing social disparities and standardized assessments.
ER  - 

TY  - JOUR
T1  - “It ended up being a bit too advanced”: discourses on dance collaborations in a Swedish holistic educational landscape
T2  - Dance Articulated
SN  - 2703-8327
A1  - Pastorek Gripson, Märtha
A1  - Mattsson, Torun
A1  - Lindqvist, Anna
PY  - 2023
VL  - 1
IS  - 9
SP  - 31
EP  - 49
DO  - 10.5324/da.v9i1.5054
LA  - eng
PB  - Trondheim : NTNU Open Access Journals
KW  - dance education
KW  - discourse
KW  - preschool
KW  - collaboration
KW  - cooperation
KW  - school-age educare centers
KW  - m4hp
AB  - It is well-known that art and cross-sectoral collaborations are needed and have value in the educational sector. The aim of this article is to describe and problematise beliefs, norms, and experiences that are articulated in descriptions of collaboration surrounding dance teaching in educational contexts in Sweden. This article rests on social constructionist perspectives and is informed by discourse analysis to problematise the experiences of collaboration regarding dance education. The empirical material consists of focus group interviews with dance teachers, pre-school teachers, and school-age educare center teachers. Analysis is focused on the discourses that occur in the empirical material, where different educators describe their experiences of collaborations. Three discourses emerge in the result: first, dance as an eraser; second, the dance teacher as inspirer and physically competent; and finally, ‘Jack in the box’—dance as collaboration? The conclusion drawn from the results is that cooperation is common, but collaborations are not. If one intends to develop shared values, alignment, and equal power relations, collaboration is required. The importance of combining dance competence with pedagogical competence adapted to the specific educational setting is essential.
ER  - 

TY  - JOUR
T1  - Differences in Swedish and Norwegian pre-service teachers’ explanations of solutions of linear equations
T2  - Nordic Journal of STEM Education
SN  - 2535-4574
A1  - Larson, Niclas
A1  - Larsson, Kerstin Elisabeth
PY  - 2024
VL  - 2
IS  - 8
SP  - 137
EP  - 153
DO  - 10.5324/njsteme.v8i2.4074
LA  - eng
PB  - : NTNU Norwegian University of Science and Technology
KW  - matematikens och naturvetenskapernas didaktik
KW  - mathematics and science education
AB  - Solving linear equations is a cornerstone in the learning of algebra. There are two main strategies for solving a linear equation, ‘swap sides swap signs’ (SSSS) and ‘do the same to both sides’ (DSBS). While SSSS can often be more efficient for solving equations, DSBS has been shown to better promote the learning of algebra. Thus, the preference of SSSS or DSBS might depend on the purpose of solving equations. Since both approaches are common, mathematics teachers, and thus also pre-service teachers (PSTs), must be familiar with both SSSS and DSBS. This study draws on data from 161 Swedish and 146 Norwegian PSTs. They were given a correct but short and unannotated solution to the linear equation x + 5 = 4x − 1. The PSTs were invited to explain the provided solution for a fictive friend. Of the Norwegian PSTs, 2/3 explained the additive steps in the solution by SSSS, while only 1/3 of the Swedish PSTs applied SSSS. Consequently, DSBS was more frequent among the Swedish PSTs regarding the additive steps. However, in the final, multiplicative step, 3/4 of the Norwegian PSTs invoked DSBS. On the contrary, among the Swedish PSTs, the proportion applying DSBS for the multiplicative step decreased, and it was common to provide an incomplete explanation of the final operation. We also analysed how mathematics textbooks for secondary school presented how to solve linear equations. In Sweden, all textbooks utilised DSBS through the whole solution for all years in secondary school. This also applied for Norwegian textbooks for the first two years of lower secondary school. However, in last year of lower secondary school, they changed their approach and promoted an SSSS strategy in additive steps, while DSBS was still suggested for multiplicative steps. This might explain the differences between the two countries regarding the PSTs’ preferences of solution strategies. We suggest that these results can be useful for teacher education, since increased awareness of PSTs’ pre-knowledge is beneficial to support their development of teaching linear equations. 
ER  - 

TY  - JOUR
T1  - Swedish preschool student teachers’ views on family–(pre)school partnerships
T2  - International Journal about Parents in Education
SN  - 1973-3518
A1  - Vuorinen, Tuula
A1  - Gu, Limin
PY  - 2023
IS  - 13
EP  - 13
DO  - 10.54195/ijpe.16411
LA  - eng
PB  - Nijmegen : European Research Network about Parents in Education
KW  - preschool
KW  - student teacher
KW  - family-school partnership
KW  - collaboration
KW  - parents
KW  - education
AB  - International studies indicate that preservice teachers are inadequately prepared to conduct effective family–school partnerships (FSP), and first-year preschool teachers may find working with families especially challenging. This issue calls for more attention in teacher-training programs toward preparing teachers with sufficient competence for FSP. This study is intended to provide knowledge about Swedish preschool student teachers’ perceptions and experiences working with FSP to inform development areas within teacher education. Data were collected using an online survey of 153 preschool student teachers. The results show that most participants have a positive view of FSP based on their knowledge and previous experience. Communication is regarded as the most important prerequisite but also one of the top challenges. However, they estimate their preparedness to work with parents at varying levels and recognize that competence is created and developed through experience and a reflective approach. It calls for more practical training in combination with theoretical knowledge in teacher education to prepare future preschool teachers to work with families effectively.
ER  - 

TY  - JOUR
T1  - Learning style differences between nursing and teaching students i Sweden: A comparative study
T2  - International Journal of Higher Education
SN  - 1927-6044
A1  - Boström, Lena
A1  - Hallin, Karin
PY  - 2012
VL  - 1
IS  - 2
SP  - 22
EP  - 34
DO  - 10.5430/ijhe.v2n1p22
LA  - eng
PB  - : Sciedu Press
KW  - learning style preferences
KW  - nursing students
KW  - teaching students
KW  - teaching strategies
AB  - The teaching profession has been continually challenged to provide evidence of the effectiveness of teaching and learning methods. Teacher education, as well as nursing education, is currently undergoing reforms in Sweden. At the university where the research was conducted, teaching and nursing programs are two priority educational programs and maybe knowledge of learning styles can improve the quality of these programs. The purpose of this research was to examine the learning style preferences for two student groups, teachers and nurses, to analyze their differences in light of international research on learning styles. The study involved 78 teaching students and 78 nursing students. Twenty subscales of the Productivity Environmental Preference Survey (PEPS) (Dunn, Dunn, & Price, 1984; 1991;2000) were used to identify the participants’ learning style preferences. The results showed statistically significant differences between the two student groups. In comparison to teaching students, more nursing students were highly motivated, kinesthetic, and preferred authorities. More teaching students were highly persistent. The findings suggest the need for widely diverse teaching approaches and conscious didactic action skills in higher education, as well as implementation of learning strategies for students.
ER  - 

TY  - JOUR
T1  - Implementing test enhanced learning: Swedish teacher students’ perception of quizzing
T2  - International Journal of Higher Education
SN  - 1927-6044
A1  - Nyroos, Mikaela
A1  - Schéle, Ingrid
A1  - Wiklund-Hörnqvist, Carola
PY  - 2016
VL  - 4
IS  - 5
SP  - 1
EP  - 12
DO  - 10.5430/ijhe.v5n4p1
LA  - eng
PB  - : Sciedu Press
KW  - the testing effect
KW  - test anxiety
KW  - teacher education
KW  - quizzing
AB  - Given previous findings on test enhanced learning, the present study examined the implementation of this practice in terms of quizzing, during the progress of a course. After completing the university course, 88 Swedish teacher students were asked to answer an adapted Retrieval Practice and Test Anxiety Survey. The results showed that students perceived quizzing to improve learning, and reduce test anxiety. Nonetheless, based on students’ misconceptions regarding why quizzing actually enhances learning, it is suggested that implications of test enhanced learning was not fully conveyed. It is for educational purpose imperative to not forget this application.
ER  - 

TY  - CONF
T1  - The Dataveillance and Care in Teachers’ Work with Early Warning Systems
T2  - Proceedings of the International Conference on Networked Learning , 14(1).
SN  - 2794-7661
A1  - Moraiti, Kalliopi
A1  - Bergviken Rensfeldt, Annika
PY  - 2024
DO  - 10.54337/nlc.v14.8081
LA  - eng
PB  - : Aalborg University
KW  - early warning systems
KW  - teacher work
KW  - accountability
KW  - dataveillance
KW  - care with technology
KW  - machine learning
AB  - It has now become a widespread practice in both public and private organisations to analyse data collected through digital systems and tools. Datafication in schools has resulted in additional work tasks for teachers and an increased level of accountability on their part. One of these data-work-related tasks of teachers is to proactively recognize students who may be at risk of dropping out of school and help them. Machine learning holds significant promise in the creation of advanced early warning systems (EWS) for predicting such student dropouts. Such systems are in line with a positive discourse supporting teachers’ effective decision making and a deeper understanding of student behaviour. In contrast, critical scholars raise concerns about the impact of data-driven practices in education on the teaching profession. This study adds to this body of literature by exploring how teachers are regulated by and regulating EWS as part of their work practice. In this study as part of a larger working life funded project, we focus on one digital tool used in Swedish upper secondary schools called StudyBee, integrated with Google Classroom and connected to the Swedish National Agency for Education. We conducted a combination of ethnographic methods such as desktop research of application’s website and social media posts to gain a deeper knowledge on the StudyBee’s Graphical User Interface, interviews with teachers and principals, as well as go-alongs with teachers to understand their interactions with EWSs. Based on Decuypere’s (2021) topological framework, we analyse what is happening on, with, behind, and beyond EWS. To argue that teacher work is shaped by accountability mechanisms, we use a critical perspective on teacher work within the digital platform/accountability discourse, aiming to reveal underlying power dynamics. We apply the concept of dataveillance (datafied surveillance, Clarke in Lyon, 2022) to illustrate how power operates, encouraging teachers to self-regulate in alignment with school accountability. Furthermore, we utilize the concept of care (Zakharova & Jarke, 2022) to understand technology-related aspects and care for students.
ER  - 

TY  - JOUR
T1  - Hur blir en litteraturvetare litteraturdidaktiker?: En fallstudie om kompetensförsörjning och kompetensutveckling
T2  - Tidskrift för litteraturvetenskap
SN  - 0282-7913
A1  - Wijkmark, Sofia
A1  - Olin-Scheller, Christina
PY  - 2022
VL  - 1
IS  - 52
SP  - 66
EP  - 79
DO  - 10.54797/tfl.v52i1.2212
LA  - swe
PB  - : Foreningen for utgivande av Tidskrift for litteraturvetenskap
KW  - literature in education
KW  - comparative literature
KW  - teacher education
KW  - faglighet
KW  - subject-specific education
KW  - ämnesdidaktik
AB  - How can a Literary Scholar be Transformed Into a Literary Didact?: A Case Study on Competence Provision and Competence DevelopmentThis article highlights issues that deal with the relationship between comparative literature and literature in education. Our point of departure is a problem with competence maintenance within the subject of comparative literature in relation to teacher education. We address areas such as collaboration between comparative literature and literature in education and the role of thehumanities in the Swedish educational system. Previous publications on the relationship between comparative literature and literature in education, as well as interviews with active researchers, form the basis for a case study in which we do an overview of ways to acquire competence in literature in education. The context consists of local strategies, visions and perceptions of competence, as well as UKÄ’s (Swedish Higher Education Authority) national evaluations of subject teacher education in Swedish. Our results demonstrate that the fields have moved closer to each other in different ways, and we suggest that increased collaboration between comparative literature and literature in education  would be mutualy beneficial and that the specific expertise of both fields together would strengthen the role of teaching literature and the subject of Swedish in schools and teacher training. The results also indicate that it is crucial for literary scholars to approach issues related to literature in education in their research. A more literature-oriented didactic is needed when teaching future teachers to strengthen the students’ literary competence and raise questions about the meaning and function of literature – and humanities – in schools. The future professionalism (faglighet) of teachers in literary studies and literature in education should therefore focus on what unites the fields and be open to each other’s specific research competencies. Increased cooperation can contribute to strengthening the role of the humanities and Bildung in schools, above all by clarifying its importance for the future teachers that we teach.
ER  - 

TY  - JOUR
T1  - Values in Effective Mathematics Lessons in Sweden: what do they tell us?
T2  - The Mathematics Enthusiast
SN  - 1551-3440
A1  - Peng, Aihui
A1  - Nyroos, Mikaela
PY  - 2012
VL  - 3
IS  - 9
SP  - 409
EP  - 430
DO  - 10.54870/1551-3440.1252
LA  - eng
PB  - : University of Montana, Maureen and Mike Mansfield Library
KW  - value
KW  - effective teaching and learning
KW  - mathematics teaching
KW  - explanation
KW  - sweden
KW  - matematikdidaktik
KW  - didactics of mathematics
KW  - mathematical education
AB  - This study aims to examine values in effective mathematics lessons in Sweden from the perspectives of students in different groups and their teachers. By using methods with lesson observations, student focus group interviews and teacher interviews, it shows that instructional explanation and classroom atmosphere with quietness are shared-values of students and their teachers. The findings propose some crucial issues which related to how mathematics teaching could be adjusted to different students’ learning conditions and whether it needs more instructional explanation in mathematics teaching in Sweden.
ER  - 

TY  - JOUR
T1  - What is Inclusive Didactics?: Teachers´Understanding of Inclusive Didactics for Students with EBD in Swedish Mainstream Schools.
T2  - International Education Studies
SN  - 1913-9020
A1  - Gidlund, Ulrika
A1  - Boström, Lena
PY  - 2017
VL  - 5
IS  - 10
SP  - 87
EP  - 99
DO  - 10.5539/ies.v10n5p87
LA  - eng
PB  - : Canadian Center of Science and Education
KW  - emotional and behavioral difficulties (ebd)
KW  - inclusion
KW  - inclusive didactics
KW  - mainstream schools
KW  - teachers’ understanding
KW  - qualitative content analysis
AB  - Including students with emotional and behavioral difficulties (EBD) in general education is one of teachers’ greatest challenges and make the dilemma of inclusion displays its most difficult side. This article contributes to the understanding of how teachers in Swedish mainstream schools understand the concept of inclusive didactics for students with EBD. This article employs a directed qualitative content analysis supplemented with descriptive statistics related to the categories of inclusive didactics. Didactic theory was the basis of the predefined categories by which the analysis was completed. Empirical data were collected through 6 focus-group interviews and 37 individual follow-up interviews. The findings indicate that three didactic aspects were dominant in teachers’ understanding of inclusive didactics: Student(s), Methods, and Teacher. Less accentuated were Subject, Rhetoric and Interaction. Thus these teachers’ understanding and previous research is not consistent. The overall conclusion is that the concept of inclusive didactics is complex, complicated, and difficult for teachers to relate to. The descriptions are both vague and simplistic and therefore difficult for teachers to implement. This article clearly highlights that teachers often feel frustrated and inadequate, and blame themselves for the students’ deficiency and failure, thus concluding that strategies for distinct descriptions and teacher practices are needed.
ER  - 

TY  - JOUR
T1  - Swedish schools and gender equality in the 1970s
T2  - International Education Studies
SN  - 1913-9020
A1  - Hedlin, Maria
PY  - 2013
VL  - 3
IS  - 6
SP  - 76
EP  - 87
DO  - 10.5539/ies.v6n3p76
LA  - eng
PB  - : Canadian Center of Science and Education
KW  - gender equality
KW  - femininity
KW  - masculinity
KW  - compulsory school
KW  - educational policy
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - pedagogics and educational sciences
AB  - In Sweden, as in many countries before Sweden, boys’ academic achievements are getting considerable attention as the big gender issue. The Swedish gender equality policy that was put on the agenda in the 1970s is now associated with extreme discussions. This study aims to explore how gender equality was discussed in the 1970s, in connection with work on a forthcoming curriculum. The empirical material examined consists of the preparatory work for the Swedish comprehensive school National Curriculum, LGR 80 and the publication Lärartidningen [Teachers’ Journal]. In the material, the gender inequality problem was first and foremost discussed in terms of sex-role values that led to sex-linked choices of education and jobs. Hopes that girls would turn to technical education and technical career choices were highly connected to the issue of equality between the sexes. Attention was occasionally drawn to women’s second-rate position in society, but mainly the problem of gender inequality was considered to be pupils’ attitudes rather than structures and strong cultural norms. Through information and sex-mixed classes the problem would be solved. Thus, in the material examined the gender discussions were rather superficial.
ER  - 

TY  - JOUR
T1  - Teaching about reader identities. Stories from a reading project: [Undervisning om läsaridentiteter. Berättelser från ett läsprojekt]
T2  - Acta Didactica Norden
SN  - 2535-8219
A1  - Asplund, Stig-Börje
A1  - Ljung Egeland, Birgitta
PY  - 2024
VL  - 1
IS  - 18
EP  - 1
DO  - 10.5617/adno.10212
LA  - eng
PB  - : Universitetet i Oslo
KW  - läsning
KW  - pojkar
KW  - literacy
KW  - läsaridentitet
KW  - ruralitet
KW  - läsundervisning
KW  - svenska språket
KW  - swedish
AB  - This article reports on findings from a reading project about reader identities carried out in collaboration with a teacher in the school subject Swedish in two classes in traditionally male dominated vocational programmes at an upper secondary school in Sweden. The study is based on the narrative research tradition where narratives and narration are important resources in the work of developing teaching, and on ecological literacy theories that emphasize the mutual interaction between the individual, the context, and reading as a social practice. Life story interviews have been conducted with four students in each class where the focus has been on rural boys’ narrated experiences of the reading instruction provided in the context of their vocational education. The study shows that the reading instruction has initiated a process among the boys of reevaluating what reading can be and themselves as readers. Further, some of the boys position themselves against the dominant discourse about boys and their problematic relationship to reading that they have encountered in various contexts. Through these counter-narratives, the boys also construct alternative narratives about themselves and other boys as readers where they are given space to talk about themselves as readers of different types of texts. The study shows that it is possible to set into play a reading instruction with quite limited efforts through which a group of students who are often described as reluctant readers show agency in their storytelling and both reconstruct and reclaim their reader identities.
ER  - 

TY  - JOUR
T1  - Diskurser om att lära sig läsa och skriva som vuxen: Nexusanalys av svenska för invandrare
T2  - Acta Didactica Norden
SN  - 2535-8219
A1  - Wedin, Åsa
PY  - 2024
VL  - 2
IS  - 18
SP  - 1
EP  - 25
DO  - 10.5617/adno.10736
LA  - swe
PB  - : University of Oslo Library
KW  - grundläggande skriftspråksutveckling
KW  - vuxenundervisning
KW  - sfi
KW  - nexusanalys
AB  - I denna artikel undersöks diskurser om grundläggande skriftspråksfärdigheter för vuxna andraspråksinlärare inom studieprogrammet svenska för invandrare (sfi), med det specifika syftet att undersöka diskurser om skriftspråksundervisning på studieväg ett, för elever med kort eller ingen tidigare skolbakgrund. Studien har sin teoretiska bas i nexusanalys, vilket innebär att skriftspråksundervisningen studeras som en social handling, genom de tre diskurserna: Discourses in place, Historical bodies och Interaction order. Dessa studeras genom aktuella styrdokument, lärarintervjuer och klassrumsobservation.När det gäller betoningen i styrdokumenten på att undervisningen ska vara funktionellt utformad överensstämmer detta väl med lärarnas tal om hur skriftspråksundervisningen ingår som en del i den generella undervisningen i svenska och hur denna kopplas tydligt till elevernas upplevda behov i sin vardag. Samtidigt stämde den brist som påtalas i granskningar och rapporter, vad gäller att skapa individualiserad undervisning utifrån tidigare kartläggning, överens med att detta inte framträder starkt i diskurser som framkommer i intervjuer och klassrum. De motsägelser vad gäller kartläggning och individualisering som framträdde visar på ett utvecklingsbehov. Detta gäller även den tidiga bokstavsinlärningen som inte hade en framträdande plats i styrdokument och föreföll att behandlas separat i undervisningen. Idag utgör inte kunskap om skriftspråksutveckling för vuxna andraspråksinlärare ett behörighetskrav för sfi-lärare och av studiens 24 lärare sade sig enbart en ha sådan. Kunskap om tidig skriftspråksutveckling ingår vanligtvis enbart i lärarutbildning för lärare för barn, och gäller då förstaspråkstalare. Denna studie visar alltså både på ett behov av att skapa ytterligare kunskap om dessa initiala skeden av skriftspråksutveckling för vuxna och av kompetensutveckling för lärare på sfi, studieväg ett. 
ER  - 

TY  - JOUR
T1  - «Jeg tror ikke, man skal læse et fantastisk eventyr om at prinsen samlede skrald og så blev hele verden perfekt»: En undersøkelse av danske, norske og svenske lærerstudenters opplevelser av tverrnordisk litteraturundervisning
T2  - Acta Didactica Norden
SN  - 1504-9922
A1  - Svelstad, Per Esben
A1  - Steffensen, Tom
A1  - Brekke, Marit Lovise
A1  - Bondesson, Anna Smedberg
PY  - 2025
VL  - 2
IS  - 19
EP  - 2
DO  - 10.5617/adno.11367
LA  - nor
PB  - : Universitetet i Oslo
AB  - Bærekraftig utvikling er i ferd med å bli ei ny didaktisk utfordring for førstespråksfaga dansk, norsk og svensk – i både i lærerutdanninga og grunnskolen. I denne artikkelen presenterer vi et forsøk med å utvikle tverrnordiske litteraturtemadager om bærekraft for lærerstudenter i disse faga. Vi analyserer studentenes opplevelser av litteraturens potensial i arbeid med bærekrafttemaet i fire fokusgruppeintervju. Analysen viser at studentene anerkjenner relevansen av å arbeide med bærekraft i førstespråksfaga, men også at de orienterer seg mot ei fakta- og atferdsorientert oppfatning av bærekraft­undervisning og har ei overveiende nytteorientert holdning til litteraturens rolle i skolen. Studentene synes å være engstelige for meiningsbryting og for at konsensusen om det grønne skiftet skal utfordres i klasserommet. På denne bakgrunnen argumenterer vi for at litteraturundervisninga i lærerutdanningas førstespråksfag har et uforløst potensial i å la studentene oppleve at uenighet kan være en bærekraftdidaktisk ressurs. Dette indi­kerer et behov for å utvikle didaktiske grep som mer eksplisitt støtter studentene i å utvikle ei undersøkende, kritisk og diskuterende tilnærming til litteratur innafor den pluralistiske bærekrafttenkinga. Slik finnes det et potensial for å utfordre den utbredde oppfatninga av at bærekraftdidaktikk primært sokner til natur- og samfunnsfaga.
ER  - 

TY  - JOUR
T1  - Ready for the assignment? Newly qualified teachers’ perspectives on sustainable development in teacher education
T2  - Acta Didactica Norden (ADNO)
SN  - 2535-8219
A1  - Bursjöö, Ingela
PY  - 2025
VL  - 2
IS  - 19
EP  - 2
DO  - 10.5617/adno.11368
LA  - eng
KW  - teacher education
KW  - education for sustainable development (esd)
KW  - newly qualified teacher
KW  - placement schools
KW  - interdisciplinary collaboration
AB  - Education for sustainable development (ESD) is advocated for in both Swedish policy documents and international UN policy. The expectations for a teacher education programme are therefore high, while previous research indicates a tension regarding how teacher education is best conducted. The purpose with the present exploratory study is to gain a deeper knowledge of how newly qualified teachers describe how they are prepared for professional teaching related to ESD. Empirical data are collected from twenty-three newly qualified teachers from six consecutive cohorts of the same short-track teacher education programme. They have all participated in a compulsory course focusing on ESD within the one-year programme. The findings from the questionnaires and interviews used in the study show that the respondents value a course with a focus on ESD when they start their professional practice, especially as they find the topic contested and not easily taught. They emphasise the importance of the teaching practice and the opportunities for interdisciplinary collaboration. Despite the perceived high relevance of ESD, some respondents describe some aggravating circumstances. They perceive a lack of communication between the different elements of the teacher education programme. The findings imply that the transition from being a student teacher to becoming a practicing teacher is a receptive period, and that well-developed collaborations between academia and placement schools would be beneficial for teacher professional growth related to ESD. The study’s focus on newly qualified teachers’ experiences of their initial time in the profession is relevant to discussions about conditions for ESD in the educational system. This study can hopefully contribute to the growing research field of teacher education for sustainable development.
ER  - 

TY  - JOUR
T1  - Collaborative Meaning- Making: Teacher Educators Experiences in Developing Sustainability Competence Badges
T2  - Acta Dida Norden (ADNO)
SN  - 2535-8219
A1  - Uusimäki, Liisa
A1  - Asikainen, Eveliina
A1  - Ruhalahti, Sanna
A1  - Davis, Hanna
A1  - Brauer, Sanna
PY  - 2025
VL  - 2
IS  - 19
EP  - 2
DO  - 10.5617/adno.11385
LA  - eng
KW  - eng
KW  - key words: erasmus teacher academy
KW  - edusta
KW  - international collaboration
KW  - competence based digital open badges
KW  - learning for sustainability se nyckelord: erasmus teacher academy
KW  - internationellt samarbete
KW  - kompetensbaserade digitala open badges
KW  - lärande för hållbar utveckling
AB  - Teacher competences play a crucial role in driving meaningful change during the green transition. However, defining these competences for Learning for Sustainability in a tangible and practical manner that benefits teacher education has been a persistent challenge. This case study describes the development process of a competence-based digital open badge constellation for teachers' sustainability competences within the Erasmus+ Teacher Academies project, “Academy for Sustainable Teacher Educators – EduSTA”. The article highlights how transnational teams of teacher educators and researchers from Finland, Sweden, the Netherlands, Czechia, and Spain collaboratively analysed abstract competence frameworks and transformed them into clear, actionable descriptions of competence demonstrations. This case shows that it is possible to design concrete and operational competence-based assessment schemes for abstract phenomena like teachers’ sustainability competences in international collaboration. The article describes carefully the negotiation process on the competences that unfolded through cycles of sensemaking, bargaining, defining and refining. The resulted Digital Open Badge Constellation offers tools to develop teachers’ pedagogical competences to support Learning for Sustainability in many contexts. Secondly, the process description provides valuable insights for designing similar processes. Process and content expertise as well as templates and milestones are needed to provide regular support and feedback on the process. Finally, frequent meetings and sharing ideas helps to see how individual competences create the whole. This is crucial for being able to design small and concrete enough competence demonstrations. SVENSK Översättning Ett Internationellt Samarbetsbaserat meningsskapande: Lärarutbildares erfarenheter av att utveckla kompetensmärken för hållbarhet Lärarkompetenser spelar en avgörande roll i att driva meningsfull förändring under den gröna omställningen. Att definiera dessa kompetenser för lärande för hållbar utveckling på ett konkret och praktiskt sätt som gynnar lärarutbildningen har dock varit en återkommande utmaning. Denna fallstudie beskriver utvecklingsprocessen av en kompetensbaserad digital open badge-konstellation för lärares hållbarhetskompetenser inom Erasmus+ Teacher Academies-projektet, "Academy for Sustainable Teacher Educators – EduSTA". Artikeln belyser hur transnationella team av lärarutbildare och forskare från Finland, Sverige, Nederländerna, Tjeckien och Spanien gemensamt analyserade abstrakta kompetensramverk och omvandlade dem till tydliga, handlingsbara beskrivningar av kompetensdemonstrationer. Denna fallstudie visar att det är möjligt att utforma konkreta och operativa kompetensbaserade bedömningsmodeller för abstrakta fenomen såsom lärares hållbarhetskompetenser genom internationellt samarbete. Artikeln beskriver noggrant förhandlingsprocessen kring kompetenserna, som utvecklades genom sekvenser eller cykler av meningsskapande, förhandling, definiering och förfining. Den resulterande digitala open badge-konstellationen erbjuder verktyg för att utveckla lärares pedagogiska kompetenser för att stödja lärande för hållbar utveckling i olika sammanhang. Dessutom ger processbeskrivningen värdefulla insikter för att utforma liknande processer. För att ge regelbundet stöd och återkoppling under processen krävs både expertis inom process och innehåll samt mallar och milstolpar. Slutligen bidrar frekventa möten och idéutbyte till att förstå hur individuella kompetenser skapar en helhet, vilket är avgörande för att kunna utforma små och tillräckligt konkreta kompetensdemonstrationer. Nyckelord: Erasmus Teacher Academy; EduSTA; Internationellt samarbete; Kompetensbaserade digitala open badges; Lärande för hållbar utveckling
ER  - 

TY  - JOUR
T1  - Didactic perspectives on multilingualism in primary teacher education
T2  - Acta Didactica Norden
SN  - 2535-8219
A1  - Bylund, Jasmine
A1  - Warnby, Marcus
PY  - 2024
VL  - 2
IS  - 18
EP  - 2
DO  - 10.5617/adno.11555
LA  - eng
PB  - : University of Oslo Library
KW  - linguistic diversity
KW  - multilingualism
KW  - subject matter education
KW  - syllabi
KW  - teacher education
AB  - This study examines how didactic perspectives on multilingualism and related concepts emerge in primary teacher education at three universities in Sweden. A content analysis of the syllabi for the mandatory courses in Swedish, English, and mathematics in the primary teacher education program focusing on grades 4–6 shows that didactic perspectives on multilingualism were most prominent in the Swedish courses. The extent to which these perspectives are present and made explicit also varies between the three universities, with one adopting a significantly stronger positioning. These differences in how didactic perspectives on multilingualism appear in the syllabi highlight a lack of a common policy regarding the role multilingualism should play in Swedish teacher education.
ER  - 

TY  - JOUR
T1  - Didaktiska perspektiv på flerspråkighet i grundlärarutbildningen
T2  - Acta Didactica Norden (ADNO)
SN  - 2535-8219
A1  - Bylund, Jasmine
A1  - Warnby, Marcus
PY  - 2024
VL  - 2
IS  - 18
SP  - 1
EP  - 23
DO  - 10.5617/adno.11555
LA  - swe
PB  - : University of Oslo Library
KW  - flerspråkighet
KW  - språklig mångfald
KW  - lärarutbildning
KW  - didaktiska perspektiv
KW  - kursplaner
AB  - I denna studie undersöks hur didaktiska perspektiv på flerspråkighet och närliggande begrepp framträder på grundlärarutbildningen vid tre lärosäten i Sverige. En innehållsanalys av kursplanerna för de obligatoriska kurserna i svenska, engelska och matematik på grundlärarprogrammet med inriktning årskurs 4–6 visar att didaktiska perspektiv på flerspråkighet var mest framträdande i kurserna i svenska. I vilken omfattning det förekommer och explicitgörs skiljer sig också åt mellan de tre lärosätena där ett av lärosätena antar en betydligt starkare positionering. Dessa skillnader i hur didaktiska perspektiv på flerspråkighet framträder i kursplanerna synliggör en avsaknad av en gemensam policy gällande vilken roll flerspråkighet bör ges i svensk lärarutbildning.
ER  - 

TY  - JOUR
T1  - Vad behöver eleverna undervisning i för att utveckla sitt skrivande? Förväntningsnormer och didaktiska beslut i svensklärares bedömningssamtal
T2  - Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge
SN  - 1504-9922
A1  - Blomqvist, Per
A1  - Lindberg, Viveca
A1  - Skar, Gustaf B.
PY  - 2016
VL  - 1
IS  - 10
EP  - 1
DO  - 10.5617/adno.2642
LA  - swe
PB  - : University of Oslo Library
KW  - writing assessment
KW  - assessment criteria
KW  - pedagogical decision-making
KW  - formative assessment
KW  - swedish in upper secondary school
KW  - skrivbedömning
KW  - kvalitetsuppfattningar
KW  - förväntningsnormer
KW  - didaktiska beslut
KW  - formativ bedömning
KW  - svenskämnets didaktik
KW  - svenska på gymnasiet
KW  - språkdidaktik
KW  - language education
AB  - I studien samtalar tre lärargrupper om elevers skrivande och skrivundervisning i ämnet svenska på gymnasiet. Det teoretiska perspektiv som läggs på dessa samtal är didaktiskt och inriktas på hur lärare formulerar och använder bedömningsinformation om elevers skrivande för beslut om skrivundervisningens innehåll. Resultatet visar att lärares bedömningar av elevers skrivande behandlar fler och delvis andra aspekter av skrivförmåga än vad deras didaktiska beslut sedan omfattar. De kvalitetsuppfattningar och förväntningsnormer som lärarna uttrycker i sina bedömningar av elevers skrivande inriktas huvudsakligen på texters kommunikativa kvaliteter, den stilistiska utformningen och textuppbyggnaden, följt av ämnesinnehåll och källanvändning. De didaktiska beslut som fattas utifrån bedömningen av elevers texter inriktas däremot i stort sett enbart på att eleverna behöver skrivundervisning i att disponera text och att använda källor. Detta gör att överensstämmelsen är låg mellan lärarnas beslut om skrivundervisningens inriktning och deras förväntningar på vad eleverna ska kunna. De didaktiska besluten omfattar i begränsad utsträckning den bedömningsinformation som lärarna själva har formulerat.
ER  - 

TY  - JOUR
T1  - Sense of agency among frequently anxious learners of English in Swedish primary school: Mismatching beliefs and experiences
T2  - Acta Didactica Norden
SN  - 2535-8219
A1  - Nilsson, Maria
PY  - 2021
VL  - 2
IS  - 15
EP  - 2
DO  - 10.5617/adno.8310
LA  - eng
PB  - : University of Oslo Library
KW  - young learners
KW  - learner beliefs
KW  - sense of agency
KW  - foreign language anxiety
KW  - target language use
KW  - early language instruction
KW  - språkdidaktik
KW  - language education
AB  - Instilling a sense of agency (SoA) in young learners is an important aspect of foreign language instruction, as is the counteracting of emergent foreign language anxiety (FLA). Focusing on learners who frequently experience FLA, this study explores young learners’ beliefs and classroom experiences in relation to teaching and learning of English, in order to highlight the way they perceive their own agency, that is, their situated SoA. Together in small groups, learners from seven Swedish classrooms, across years 2–5, were prompted with open questions to discuss target language use, oral interaction, instructional work mode and the role of the teacher and the learners. The present study is based on discussions among 31 of those learners. Qualitative content analysis of the recorded discussions reveals conflicting beliefs and experiences. These frequently anxious learners stressed the importance of extensive input in English and of learners engaging and speaking the target language. However, they also expressed that they felt insecure about oral instructions and prompts, and combined with fear of embarrassment, they refrained from volunteering or asking questions. Their FLA and the mismatches that they accounted for apparently hampered their SoA, and illustrate the interrelated nature of beliefs, emotional experiences and agency. Implications for primary language teaching are discussed.
ER  - 

TY  - JOUR
T1  - Språkliga normer i förskollärarutbildning: ett kritiskt perspektiv
T2  - Acta Didactica Norden
SN  - 2535-8219
A1  - Wedin, Åsa
A1  - Rosén, Jenny
PY  - 2021
VL  - 2
IS  - 15
EP  - 2
DO  - 10.5617/adno.8361
LA  - swe
PB  - : University of Oslo Library
KW  - multilingualism
KW  - linguistic norms
KW  - preschool teacher education
KW  - ideological  space 1 introduktio
KW  - flerspråkighet
KW  - språkliga normer
KW  - förskollärarutbildning
KW  - ideologiskt utrymme
AB  - Syftet med denna studie är att utifrån ett kritiskt perspektiv bidra med kunskap om språkideologier inom lärarutbildningen i Sverige. För att möjliggöra en likvärdig skola menar vi att det är centralt att förskollärare och lärare utvecklar arbetssätt för att ge alla barn och elever oavsett språkliga erfarenheter möjlighet att utvecklas. Fokus riktas här mot språkideologier i svensk lärarutbildning genom att undersöka hur ideologiska rum och rum för implementering av språklig mångfald konstrueras och förhandlas inom förskollärarprogrammet. Det empiriska materialet har skapats under fyra år genom observationer, individuella intervjuer och fokusgruppsamtal med lärarutbildare och studenter när vi följde en grupp studenter som på grund av sin migrationsbakgrund valts ut och getts stöd för att delta i förskollärarprogrammet. Analysen visar på en rådande enspråkig norm för standardiserad svenska såväl i förskollärarutbildningen som för studenternas framtida arbete som förskollärare, och att en förutsättning för att bli en erkänd medlem i denna grupp var att följa denna norm. Ideologiska utrymmen för flerspråkighet skapades under utbildningen men möjligheter att implementera dessa var få. En spänning fanns mellan å ena sidan pluralism och mångfald och å andra sidan ett starkt krav på anpassning av språkanvändning för minoritetsstudenter till en enspråkig standardiserad norm. Som lärarutbildare inser vi värdet och kanske nödvändigheten av en gemensam språklig norm, och även att denna i hög grad behöver gälla skriven text. Samtidigt argumenterar vi för att öppna lärarutbildningen för en flerspråkig pedagogik som inkluderar och stärker både studenternas språkliga repertoarer och ger dem möjlighet att utveckla förhållningssätt och arbetssätt för att arbeta i verksamheter präglade av språklig mångfald.
ER  - 

TY  - JOUR
T1  - Att identifiera och beskriva naturvetenskapligt ämnesläsande i språkligt heterogena mellanstadieklassrum
T2  - Acta Didactica Norden
SN  - 2535-8219
A1  - Uddling, Jenny
A1  - Lindholm, Anna
PY  - 2022
VL  - 1
IS  - 16
EP  - 1
DO  - 10.5617/adno.9245
LA  - swe
PB  - : Universitetet i Oslo
KW  - disciplinary literacy
KW  - disciplinary reading
KW  - linguistically diverse classrooms
KW  - science education
KW  - upper elementary classrooms
KW  - ämneslitteracitet
KW  - ämnesläsande
KW  - språkligt heterogena klassrum
KW  - mellanstadiet
KW  - naturvetenskaplig ämnesundervisning.
KW  - swedish as a second language
KW  - svenska som andraspråk
KW  - teacher education and education work
AB  - För att kunna delta fullt ut i naturvetenskapliga klassrum behöver elever, i synnerhet elever som undervisas på sitt andraspråk, stöd i att utveckla ämneslitteracitet. Det över­gripande syftet med studien är att föreslå en analysmodell som kan användas för att identifiera och beskriva ett naturvetenskapligt ämnesläsande på mellanstadiet. Med hjälp av analysmodellen undersöks om och i så fall hur elever i två språkligt heterogena klasser ges möjlighet att delta i ämnesläsande under arbete med läromedelstexter. Teoretiskt bygger modellen på a) hur experter närmar sig naturvetenskapliga texter, och b) typiska språkliga utmaningar som finns i naturvetenskapliga läromedelstexter. I denna studie används data från observationer gjorda i två klasser – i ett biologiklassrum i årskurs 4 och ett fysikklassrum i årskurs 5. Resultaten visar att eleverna i båda klasserna ges möjligheter att delta i naturvetenskapligt ämnesläsande, såsom att trans­formera ett ämnesinnehåll mellan olika modaliteter och uppmärksamma tekniska ord och taxonomiska relationer. Vår analysmodell kan alltså användas för att identifiera och beskriva ämnesläsande i naturvetenskapliga mellanstadieklassrum, men också i senare skolår. Studiens resultat kan bidra till att lärare blir medvetna om och tydligare kan för­stå vilka aspekter av ämneslitteracitet som behandlas i deras egna klassrum. Emellertid behöver modellen i större utsträckning anpassas till de olika texter som elever möter i naturvetenskaplig undervisning.
ER  - 

TY  - JOUR
T1  - Degree projects in Swedish primary teacher education - a content analysis of didactics and topics
T2  - Acta Didactica Norden (ADNO)
SN  - 2535-8219
A1  - Börjesson, Mattias
A1  - Nyman, Rimma
PY  - 2023
VL  - 1
IS  - 17
SP  - 1
EP  - 19
DO  - 10.5617/adno.9594
LA  - eng
PB  - : University of Oslo Library
KW  - degree project
KW  - primary teacher education
KW  - topics
AB  - Writing a degree project has been a major part of Swedish primary teacher education since the 2000s. Previous research about degree projects has mostly highlighted the writing processes, such as student teachers’ and supervisors’ experiences, or the academic rigour of projects, but there has been less research about the content. There is a lack of knowledge regarding which topics and aspects of the teaching profession student teachers choose to investigate in degree projects.  Therefore, the aim of this study is to provide knowledge about the content of degree projects in primary teacher education at two universities, with a focus on didactical aspects and topics of the projects. The empirical material consists of 264 degree projects produced during the 2010s in primary teacher education at two universities in Sweden. Regarding didactics, most of the degree projects were about problems related to the teaching of a specific school subject in the classroom. That implies a subject-didactical framing of degree projects in teacher education with a focus on subject matter and teaching methods. Regarding topics, more than half of the degree projects were about learning, instruction and organisation of teaching. This finding is consistent with previous research which suggests that primary teacher education to some extent maintains a vocational tradition.
ER  - 

TY  - JOUR
T1  - Litteraturläsare eller inte? Elever på IB-programmets förberedande år och deras läsarbiografier
T2  - Acta Didactica Norden
SN  - 2535-8219
A1  - Johansson, Maritha
A1  - Nordenstam, Anna
PY  - 2023
VL  - 1
IS  - 17
SP  - 1
EP  - 21
DO  - 10.5617/adno.9728
LA  - swe
PB  - : University of Oslo Library
KW  - litteraturläsning
KW  - läsarbiografier
KW  - litterär identitet
KW  - ib-programmet
KW  - itteraturläsning
AB  - The  aim  of  this  paper  is  to  increase  our  understanding  of  upper  secondary  school students’  reading  identities.  In  the  study  we  perform  a  thematic  analysis  (Robinson,  2021)  of  28  students’  written  reader  autobiographies  (Golland,  2019;  Millard,  1997a;  Mossberg Schüllerqvist & Olin-Scheller, 2011). The texts are written by students who have just begun their studies at the International Baccalaureate Diploma Program at two schools in Sweden. The analysis reveals that the students’ reading from childhood until today can be described in different periods, marked by being read to, being a bookworm, and interruptions. All the students share positive experiences from being read to at an early  age.  Hereafter,  the  students  follow  five  different  tracks,  where  interruption  is  followed by a bookworm period or vice versa. Some students give up reading after the bookworm  period,  while  others  return  to  books  after  an  interruption.  Reading  for  pleasure is challenged by school reading and other interests, but the students also show an interest in positioning themselves as readers. The reasons why the students read are described as a will to escape from the real world for a while, but they also put forward education  (Bildung)  as  a  main  reason.  The  students  are  aware  of  what  is  a  valuable  cultural capital in this specific context (Bourdieu, 1977). The results of the study can have an impact on how literature education is planned since the strong ideal of Bildung can be used as a point of departure. As a teacher, it is also essential to be aware of the competition from other school subjects and the students’ leisure-time activities.
ER  - 

TY  - JOUR
T1  - Matriser, krafter och fysik: Elevers levda erfarenheter av bedömningsmatriser i grundskolans fysikundervisning
T2  - NorDiNa
SN  - 1504-4556
A1  - Hallström, Henrik
A1  - Levinsson, Magnus
PY  - 2024
VL  - 1
IS  - 20
SP  - 72
EP  - 85
DO  - 10.5617/nordina.10201
LA  - swe
PB  - : University of Oslo Library
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Over the past decade, the use of rubrics for formative purposes in science education has attracted at-tention for its potential to positively influence students’ self-regulation and learning. This study explores students’ lived experiences of using rubrics as part of learning about the concept of force in the physics classroom. To address these experiences, 19 compulsory school students were interviewed about their use of a rubric specifically designed for an assignment on force and motion. Three main themes emerged from an analysis of the descriptions of their lived experiences: (i) rubrics provide a sense of control; (ii) rubrics are required for high grades, but create stress; and (iii) rubrics foster strategic learning. The experiences revealed in these themes have the potential to deepen our understanding of the challenges involved in using rubrics to teach physics and have implications for teaching students about force
ER  - 

TY  - JOUR
T1  - Upper secondary students’ ways of positioning the science studies course as potentially relevant to their lives
T2  - Nordic Studies in Science Education
SN  - 1894-1257
A1  - Andersson, Johanna
A1  - Hansson, Lena
A1  - Leden, Lotta
PY  - 2025
VL  - 1
IS  - 21
EP  - 1
DO  - 10.5617/nordina.10259
LA  - eng
PB  - : University of Oslo, Norwegian Centre for Science Education
AB  - This article focuses on Swedish upper secondary students’ ways of positioning the course science studies (Swe: Naturkunskap) as potentially relevant to their lives. Six focus groups with students (N=24) studying programmes other than science and technology programmes were conducted. Through an inductively oriented thematic analysis, five themes representing different ways to position science studies as potentially relevant were developed: Relevance for future vocational life; Relevance for self-fulfilment, Relevance for actions in everyday life; Relevance for handling information in society; Relevance for having an impact on the world. The study contributes to knowledge about in what ways science education can be experienced as relevant to students who do not specialise in science, from the lens of the student’s perspective. We argue that the themes can support teachers’ and students’ joint reflections concerning the relevance of science studies.
ER  - 

TY  - JOUR
T1  - Chemistry in crisis? Perspectives on teaching and learning chemistry in Swedish upper secondary schools
T2  - NorDiNa
SN  - 1504-4556
A1  - Broman, Karolina
A1  - Ekborg, Margareta
A1  - Johnels, Dan
PY  - 1970
VL  - 1
IS  - 7
SP  - 43
EP  - 53
DO  - 10.5617/nordina.245
LA  - eng
PB  - : Naturfagsenteret
AB  - Explanations for a decline in the number of students studying chemistry at advanced level all over the world have been sought for quite some time. Many students do not find chemistry relevant and meaningful and there have been difficulties in developing school chemistry courses that engage students sufficiently and tempt them to further studies in the field. In this study, Swedish upper secondary school students (Ns=372) and their teachers (Nt=18) answered a questionnaire on their experiences of the content and the working methods of their chemistry course. They were also given the opportunity to express ideas on how to make chemistry courses more interesting and meaningful. The results point out some subject areas as both easy and interesting, e.g. atomic structure; while other areas are hard to understand but still interesting, e.g. biochemistry. The students find chemistry lessons teacher-centred, something they appreciate. When teachers and students gave suggestions on how to improve the relevance of chemistry education at upper secondary level, more laboratory work and connections to everyday life were the most common proposals. But on the whole, these students seem quite satisfied with their chemistry courses.
ER  - 

TY  - JOUR
T1  - Chemistry in crisis?: Perspectives on teaching and learning chemistry in Swedish upper secondary schools
T2  - NorDiNa
SN  - 1504-4556
A1  - Broman, Karolina
A1  - Ekborg, Margareta
A1  - Johnels, Dan
PY  - 2011
VL  - 1
IS  - 7
SP  - 43
EP  - 60
DO  - 10.5617/NORDINA.245
LA  - eng
PB  - Oslo : Naturfagsentret
KW  - chemistry
KW  - subject didactics
KW  - ämnesdidaktik
KW  - kemididaktik
KW  - didactics of chemistry
AB  - Explanations for a decline in the number of students studying chemistry at advanced level all over the world have been sought for quite some time. Many students do not find chemistry relevant and meaningful and there have been difficulties in developing school chemistry courses that engage students sufficiently and tempt them to further studies in the field. In this study, Swedish upper secondary school students (Ns=372) and their teachers (Nt=18) answered a questionnaire on their experiences of the content and the working methods of their chemistry course. They were also given the opportunity to express ideas on how to make chemistry courses more interesting and meaningful. The results point out some subject areas as both easy and interesting, e.g. atomic structure; while other areas are hard to understand but still interesting, e.g. biochemistry. The students find chemistry lessons teacher-centred, something they appreciate. When teachers and students gave suggestions on how to improve the relevance of chemistry education at upper secondary level, more laboratory work and connections to everyday life were the most common proposals. But on the whole, these students seem quite satisfied with their chemistry courses.
ER  - 

TY  - JOUR
T1  - Blivande lärares (åk 1-6) baskunskaper i Danmark, Finland och Sverige: 1. Kunskaper och uppfattningar om människans biologi
T2  - NorDiNa
SN  - 1504-4556
A1  - Palmberg, Irmeli
A1  - Jeronen, Eila
A1  - Svens, Maria
A1  - Yli-Panula, Eija
A1  - Andersson, John
A1  - Jonsson, Gunnar
PY  - 1970
VL  - 1
IS  - 7
SP  - 54
EP  - 70
DO  - 10.5617/nordina.249
LA  - swe
PB  - : University of Oslo Library
KW  - education
AB  - Alarming trends in science in Nordic schools, indicating a diminishing interest among students, a lack of knowledge and competence among teachers as well as a decreasing amount of science in teacher education sparked this study of student teachers in Denmark, Finland and Sweden. This quantitative and qualitative study of teacher students’ views of human biology made it clear that human biology is seen as basic teacher knowledge by a majority of the students, in Finland in particular. The student teachers’ level of knowledge in human biology is very low. They have difficulties in explaining basic body functions, for example in relation to the human blood circulation system. They lack understanding of how various body organs work together, a fact that makes teaching and pupil guidance more difficult. Nordic teacher education should provide more time for diagnosing and developing student teachers’ critical and scientific thinking skills as well as problem-based science teaching.
ER  - 

TY  - JOUR
T1  - Science in society or science in school: Swedish secondary school science teachers' beliefs about science and science lessons in comparison with what their students want to learn
T2  - NorDiNa
SN  - 1504-4556
A1  - Oscarsson, Magnus
A1  - Jidesjö, Anders
A1  - Karlsson, Karl-Göran
A1  - Strömdahl, Helge
PY  - 1970
VL  - 1
IS  - 5
SP  - 18
EP  - 34
DO  - 10.5617/nordina.280
LA  - eng
PB  - : UiO, University of Oslo
KW  - subject didactics
KW  - ämnesdidaktik
AB  - This article presents comparisons concerned with secondary school science teachers’ and their students’ beliefs about science and technology and also what science content secondary science teachers teach and what their students want to learn. Student data are part of the Relevance of Science Education (ROSE) study and the teacher data are part of an extensive study carried out only in Sweden. The results indicate that both secondary science teachers and their students are optimistic about science and technology as essential parts of societal development. When content from these knowledge fields is considered for instruction, significant disparities exist between what teachers teach and what their students want to learn. Additional results concerning the secondary science teachers’ beliefs, ‘out-of-school experiences’, ‘Science Technology and Society’ (STS) approaches and ‘inquiry-based instruction’ are pointed out as important for the development of science instruction in secondary schools. The results are discussed in the contexts of students’ voices and teachers’ beliefs.
ER  - 

TY  - JOUR
T1  - Teknik, systemgräns och människa: Tekniklärares uppfattningar om vad tekniska system är
T2  - NorDiNa
SN  - 1504-4556
A1  - Schooner, Patrick
A1  - Klasander, Claes
A1  - Hallström, Jonas
PY  - 2018
VL  - 4
IS  - 14
SP  - 427
EP  - 442
DO  - 10.5617/nordina.4110
LA  - swe
PB  - Oslo, Norway : Naturfagsenteret
KW  - technology education
KW  - technological system
KW  - conception
KW  - teacher
AB  - The subject matter of technological systems is central in compulsory school technology education in Sweden. However, technology teachers would need more support in their endeavors to interpret the curriculum as both educational and philosophical research lack a clear answer to the question of what technological systems are. A better conceptualization of technological systems could also facilitate communication between teachers and students, and even improve learning about systems. The aim of this study is thus to investigate Swedish technology teachers’ conceptions about technological systems. We interviewed 11 technology teachers in compulsory education from various parts of Sweden. The transcripts from the interviews were analyzed with thematic content analysis and resulted in four characteristic system properties. In the teachers’ collective depictions of technological systems, the first two system properties focused on the technological core of the system, closely related to a philosophical conception of technology as objects. In contrast, the last two system properties illustrated the teachers’ descriptions of technological systems as something that is closely connected to a socio-technical understanding of systems where humans play a significant role for their evolution. There was one exception to this, namely how the systems are controlled, and here the teachers were ambivalent as to how much humans can intervene. The conception of technological systems as objects and the uncertainty about human control over these systems, are two obstacles to well-designed systems teaching that will lead to technological literacy for students.
ER  - 

TY  - JOUR
T1  - Geografiska informationssystem som en integrerad del av lärarutbildningen och skolundervisningen: [Geographic information systems as an integral part of the teacher and school education]
T2  - NorDiNa
SN  - 1504-4556
A1  - Schubert, Per
A1  - Johansson, Maria C.
PY  - 2019
VL  - 1
IS  - 15
SP  - 511
EP  - 522
DO  - 10.5617/nordina.4448
LA  - swe
PB  - Oslo, Norway : University of Oslo
KW  - curriculum development
KW  - geographic information system
KW  - secondary and upper-secondary school
KW  - short literature review
KW  - pedagogics and educational sciences
AB  - The Swedish school education in geography has developed slowly and still focuses on names of, for example, countries and capitals, rather than geographical concepts and processes. To implement the secondary and upper secondary school curricula, teachers need both broad and deep geographical knowledge. For example, teachers need knowledge of geographic information systems (GIS), which are computerised information systems for analysis and presentation of geographical data. This literature-based discussion article aims to analyse opportunities and difficulties with using GIS programs in the teacher and school education. In summary, the preconditions are good, with few technical barriers, for developing GIS-based teaching in the teacher and school education that promotes active, inquiry-based, cooperative, and problem-based learning. This would make the school education more problem-oriented and interdisciplinary so that it promotes pupils’ opportunities to achieve the competencies stipulated in the curricula. Such development requires that teacher educators and school teachers get the time and resources needed to develop technological pedagogical content knowledge. However, it is probably enough for educators and teachers to get started with simpler internet- and web-based GIS and then develop their knowledge at an appropriate pace.
ER  - 

TY  - JOUR
T1  - Vad ska elever lära sig angående naturvetenskaplig verksamhet?: En analys av svenska läroplaner för grundskolan under 50 år
T2  - NorDiNa
SN  - 1504-4556
A1  - Johansson, Annie-Maj
A1  - Wickman, Per-Olof
PY  - 2012
VL  - 3
IS  - 8
SP  - 197
EP  - 212
DO  - 10.5617/nordina.528
LA  - swe
PB  - : University of Oslo Library
KW  - naturvetenskapsämnenas didaktik
KW  - science education
KW  - utbildning och lärande
AB  - What should students learn about scientific inquiry? A comparative study of 50 years of the Swedish national curriculaThe purpose of this study is to contribute to an understanding of which changes related to scientific inquiry have been made historically in curriculum documents.  A comparative analysis is made of five Swedish national curricula– Lgr 62, Lgr 69, Lgr 80, Lpo 94 and Lgr 11 – during the last 50 years regarding what compulsory school students (school years 1–9) should learn about scientific inquiry. It focuses 1) what students should learn about carrying out scientific inquiries, and 2) what students should learn about the nature of science. All of the curricula examined have aims concerning scientific inquiry. The results show that during the period there have been many shifts in emphasis and changes of aims, for example from learning an inductive method to a more deductive one, and from an emphasis on carrying out investigations to an emphasis on more conceptual understanding of scientific investigations. Because teaching traditions tend to conserve aspects of earlier curricula, it is discussed how the results can help teachers, teacher students and curriculum developers to better see the consequences of the changes for teaching and learning.
ER  - 

TY  - JOUR
T1  - Elevimpulser och lärarresponser: Betydelsen av lärares återkoppling för undervisningens diskurs och elevernas meningsskapande i undervisning om sociovetenskapliga dilemma
T2  - NorDiNa
SN  - 1504-4556
A1  - Eriksson, Cecilia
A1  - Lundegård, Iann
PY  - 2018
VL  - 3
IS  - 14
SP  - 285
EP  - 298
DO  - 10.5617/nordina.5873
LA  - swe
PB  - : University of Oslo Library
KW  - classroom discourse
KW  - socioscientific issues
KW  - feedback
KW  - education
AB  - Today teachers face an increased challenge in listening to classroom discourses and students’ areas ofinterest to let these coincides with the overall teaching purpose by feedback. Present study explorehow classroom communication can be modeled to allow this. The socio-scientific-issues raised wereat the same time aimed at creating relevance in the students’ social life as giving a respond to thecurriculum. The data consisted of recordings from science lessons in grade 7 and 8 in Sweden. To makevisible the tension that occurred between different discourses and displacement of power in theconversations, practical epistemological analysis has been made. This resulted in a categorization offive different ways the teacher is taking care of and reconnects the students’ impulses in relation tothe overall purpose. Consequently, this study is offering opportunities for teachers to, in a consciouslymanner, reflect on different strategies for discourse feedback in teaching.
ER  - 

TY  - JOUR
T1  - Mellan det lokala och globala - förskollärarstudenters meningsskapande om undervisning för hållbarhet i förskolan: Between the global and the local – preschool teacher students meaning-making on Education for Sustainability in Swedish Early Childhood Education
T2  - NorDiNa : Nordic Studies in Science Education
SN  - 1504-4556
A1  - Ärlemalm-Hagsér, Eva
A1  - Larsson, Jonna
PY  - 2019
VL  - 4
IS  - 15
SP  - 370
EP  - 386
DO  - 10.5617/nordina.6212
LA  - swe
PB  - : University of Oslo Library
KW  - undervisning för hållbarhet
KW  - lokala-globala perspektiv
KW  - stem
KW  - förskola
KW  - förskollärarstudenter
AB  - Tidigare studier om lärarutbildning, lärarstudenter och undervisning för hållbarhet har visat att det finns stort behov av mer kunskap inom detta högskolepedagogiska fält. Specifikt behövs fler studier med syftet att problematisera hur förskollärarstudenter förstår och hanterar undervisning för hållbarhet. En sådan undervisning går bortom en miljöbaserad/naturvetenskaplig diskurs genom en integration av flera dimensioner av hållbarhet. Föreliggande studie möter detta behov genom att studera hur förskollärarstudenter  beskriver  undervisning  för  hållbarhet  och  hur  globala  och  lokala  hållbarhetsfrågor  framträder  i  en förskolekontext. Vidare hanteras hållbarhet som en kunskapsbas vilken bidrar till barns möjlighet att förstå världen och utveckla sin kreativitet och nyfikenhet samt att de i nutid och framtid, i likhet med intentioner kring STEM-education, utvecklar sin kunskap och kompetens ta ställning i komplexa frågor.  Studien utgår från en kritisk teoretisk ansats och dess metod är kritisk textanalys. Det empiriska underlaget utgörs av nitton essäer skrivna av förskollärarstudenter. I resultatet framträder två skilda undervisningsstrategier; ett sammanhållet och ett fragmentariskt. Dessa strategier skiljer sig åt, bland annat i hur barn skrivs fram som aktörer som delaktiga i arbetet för hållbarhet, men även som enbart deltagande i det tematiska arbetet. Vidare framstår digitala redskap som en möjlighet att koppla samman lokala och globala perspektiv samt att STEM visar sig företrädesvis i relation till ekologi.
ER  - 

TY  - JOUR
T1  - När läroplan och tradition möts: hur högstadielärare bemöter yttre förväntningar på undersökande arbete i naturämnesundervisningen
T2  - NorDiNa
SN  - 1504-4556
A1  - Lunde, Torodd
A1  - Rundgren, Carl-Johan
A1  - Chang Rundgren, Shu-Nu
PY  - 2015
VL  - 1
IS  - 11
SP  - 88
EP  - 101
DO  - 10.5617/nordina.783
LA  - swe
PB  - : University of Oslo Library
KW  - inquiry-based science teaching
KW  - laboratory work
KW  - science education
KW  - lower secondary
KW  - teaching tradition
KW  - curricula
KW  - undersökande arbetssätt
KW  - laborativt arbete
KW  - laborationer
KW  - naturämnen
KW  - grundskolans senare del
KW  - undervisningstradition
KW  - läroplan
KW  - chemistry
AB  - The current Swedish curricula for compulsory school (Lgr11) emphasize inquiry-based science teaching to develop pupils’ critical thinking while the Swedish laboratory teaching tradition emphasize laboratory work to gain students conceptual understanding. The aim of this study is to illuminate how a group of teachers within the Swedish teaching tradition, based on the prevailing condition, met the external expectations of involving pupils in inquiry-based science teaching. During a teacher professional development program, the entire group of lower secondary science teachers within a school district, twelve in total, participated in group reflections about own inquiry activities. The results indicated that teachers, despite shortage of activates, wanted to involve pupils in inquiry-based science teaching to meet the curricula’s’ and national tests’ request for such activities. The teachers did this through hybridization, in which the teachers opened up and transformed existing laboratory activities; and by imitation, in which they imitated how investigative inquiry is carried out on national tests. Inquiry-based science teaching, as it emerges in this study, possessed several characteristics might limiting the potential for pupils to develop an understanding functional for critical thinking in private- and public lives. 
ER  - 

TY  - JOUR
T1  - Computational thinking as part of compulsory education: how is it represented in Swedish and Norwegian curricula?
T2  - NorDiNa
SN  - 1504-4556
A1  - Vinnervik, Peter
A1  - Bungum, Berit
PY  - 2022
VL  - 3
IS  - 18
SP  - 384
EP  - 400
DO  - 10.5617/nordina.9296
LA  - eng
PB  - Oslo : Universitetet i Oslo
KW  - computational thinking
KW  - programming
KW  - curriculum
KW  - compulsory school
KW  - sweden
KW  - norway
KW  - datalogiskt tänkande
KW  - programmering
KW  - läroplan
KW  - grundskola
KW  - sverige
KW  - norge
AB  - In recent years, many countries have revised their school policy documents to incorporate digital competence, computational thinking and programming. This study examines and compares how and in what contexts Nordic curricula, Swedish and Norwegian in particular, embody aspects of computational thinking. Results show that only parts of the practices defined in the computational thinking framework used for analysis could be explicitly identified in the curriculum documents. The most salient computational thinking practice represented in both the Swedish and Norwegian curricula is programming, and programming is primarily recognized as a method and tool for learning other subject content and not as a knowledge domain in its own right. Implicitly both curricula leave leeway for teachers to implement a broader approach to computational thinking. However, this would need much time, teacher competence and effort, and what it requires seems to be under-communicated in the curricula, leaving schools and teachers with major challenges.
ER  - 

TY  - JOUR
T1  - Naturvetenskapernas karaktär som redskap för inkluderande undervisning i biologi
T2  - Nordic Studies in Science Education
SN  - 1894-1257
A1  - Jönsson, Anders
PY  - 2023
VL  - 1
IS  - 19
SP  - 114
EP  - 129
DO  - 10.5617/nordina.9756
LA  - swe
PB  - : University of Oslo, Norwegian Centre for Science Education
AB  - This article presents experiences of using selected aspects of Nature of Science as guidelines for inclusive science education in biology at the upper-secondary level in the Swedish school system. First, the purpose and background of the project is described, along with a discussion on inclusive science education and the specific interpretation of Nature of Science used. Then, some concrete examples of tasks and teaching strategies used are provided. Finally, an evaluation of the project is presented, based on students’ experiences and findings from a questionnaire, and the experiences are discussed in relation to the purpose of the project. As no comparisons have been made, it is not possible to claim that this teaching is more inclusive, or better in any other regard, as compared to any other teaching. Hopefully, however, the text can provide inspiration and a basis for further development work with a similar focus.
ER  - 

TY  - JOUR
T1  - Discourse of influence: participation and opinions in digital and print media
T2  - Sakprosa
SN  - 1502-6000
A1  - Ström, Peter
A1  - Lindgren, Eva
A1  - Boström, Per
A1  - Hermansson, Carina
PY  - 2024
VL  - 1
IS  - 16
EP  - 1
DO  - 10.5617/sakprosa.9732
LA  - eng
PB  - Oslo : University of Oslo Library
KW  - participation
KW  - opinions
KW  - appraisal
KW  - letters to the editor
KW  - twitter
KW  - deltagande
KW  - åsikter
KW  - insändare
KW  - insändarsidor
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - In democratic societies, exchange of written opinion is fundamental, but since the 1990s, public debate has gradually moved away from print media platforms to digital media platforms. In order to understand how a shift from print to digital media in opinion-oriented writing may have consequences for interaction and participation, it is relevant to investigate interpersonal aspects of opinion-oriented texts situated in digital and print media. The aim of the study is to explore and compare writers’ attitudes and the construction of the writer-reader-relationship in digital media (represented by Twitter) and (traditionally) print media (represented by letters to the editor, LEs). Bakhtinian dialogism and appraisal theory form the theoretical backdrop of the study. Results show that in the LEs, writers tend to take a negative general value position, but in the tweets, the writers’ attitude is more often either positive or negative, making Twitter a more diverse platform. Furthermore, attitudinal meaning is more transparent in the LEs, indicating that tweets are more often specialized, and readers who are not familiar with the context and interactional style of specific writers may be excluded from the communication. Another result is that a shift from print to digital media platforms seems to turn the focus of discussion more towards attitudes and perspectives in general, and less towards writers’ own attitudes. Therefore, digital media opinion exchange can be understood as a meta-discussion of attitudes, while print media rather transmit writers’ personal attitudes.
ER  - 

TY  - JOUR
T1  - Percepções de professores sobre a inteligência artificial generativa no ensino superior: Evidências no Brasil e na Suécia: [Teachers' perceptions of generative artificial intelligence in higher education: Evidence from Brazil and Sweden][Percepciones del profesorado sobre la inteligencia artificial generativa en la educación superior: Evidencia de Brasil y Suecia]
T2  - Lumen et Virtus
SN  - 2177-2789
A1  - Garrote Jurado, Ramón
A1  - Zwierewicz, Marlene
A1  - Baade, Joel Haroldo
A1  - Mazzurana, Elis Regina
A1  - Almeida, Aline Lima da Rocha
A1  - Prigol, Edna Liz
PY  - 2025
VL  - 54
IS  - 16
SP  - 1
EP  - 19
DO  - 10.56238/levv16n54-144
LA  - por
KW  - higher education
KW  - teachers’ perceptions
KW  - educational innovation
KW  - ethics in education
KW  - ensino superior
KW  - inteligência artificial (ia)
KW  - percepções docentes
KW  - inovação educacional. ética na educação
KW  - educación superior
KW  - inteligencia artificial (ia)
KW  - percepciones del  profesorado
KW  - innovación educativa
KW  - ética en la educación
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - teacher education and education work
AB  - O uso de Inteligência Artificial (IA) generativa no Ensino Superior traz desafios concernentes à autoria, à avaliação e à qualidade da aprendizagem ao mesmo tempo que amplia possibilidades de inovação pedagógica. Considerando tais perspectivas, este artigo apresenta resultados de uma pesquisa sobre percepções e experiências de docentes de uma universidade brasileira em relação ao uso da IA em comparação com dados de um levantamento realizado em uma universidade sueca. Trata-se de um estudo  comparativo  realizado  com  26  docentes  brasileiros  que  responderam  a  um  questionário originalmente elaborado e aplicado na Suécia, devidamente traduzido e validado no Brasil. Dentre os principais resultados, observa-se que, ainda que docentes brasileiros e suecos reconheçam a crescente relevância da IA no Ensino Superior, suas percepções divergem quanto aos impactos e às formas de utilização: no Brasil, predomina uma visão mais otimista, que associa a IA ao apoio ao trabalho docente,  mesmo  que  acompanhada  de  preocupações  com  a  aprendizagem  e  a  criticidade  dos estudantes; na Suécia, prevalece uma postura mais cautelosa, centrada na integridade acadêmica, na avaliação e na definição de limites para o uso. Conclui-se que a integração da IA não depende apenas da tecnologia, mas também das condições institucionais, pedagógicas e culturais de cada contexto, confirmando seu caráter sociotécnico.
ER  - 

TY  - JOUR
T1  - Inkludering, en skola för alla och elever med intellektuell funktionsnedsättning i grundskolan: en forskningsöversikt av forskning i Sverige, Norge, Danmark och Finland
T2  - Nordisk Tidskrift för Allmän Didaktik
SN  - 2002-2832
A1  - Frostlund, Jörgen
A1  - Nordgren, Pia
PY  - 2023
VL  - 1
IS  - 9
EP  - 1
DO  - 10.57126/noad.2023.19540
LA  - swe
PB  - : Göteborgs universitet
KW  - autism
KW  - communication
KW  - inclusion
KW  - interaction
KW  - intellectual disabilities
KW  - special education
KW  - special needs
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - I denna scoping review analyseras resultaten av forskningen om obligatorisk grundskoleutbildning för elever med intellektuell funktionsnedsättning (IF) i Sverige, Norge, Danmark och Finland, under perioden 2011–2023. De vetenskapsteoretiska perspektiv och metoder som använts, samt de forskningsfrågor och resultat som har ansetts viktiga inom forskningsområdet presenteras. Därvid diskuteras också hur inkluderingsbegreppet använts i forskningen samt vilka forskningsluckor som finns inom forskningsområdet. Inom forskningsområdet är tolkande och kritiska vetenskapsteoretiska perspektiv vanligast och mest använda metoder är enkäter/test och dokument/litteratur/textanalys. De forskningsfrågor som har ställts inom forskningsområdet är varierande, men vanligast är frågor inriktade på det professionella innehållet i utbildningen av elever med IF. Professionella i skolan är överens om att inkludering är ett eftersträvansvärt ideal, som dock inte alltid är uppnåeligt eftersom skolor har svårt att tillgodose elevgruppens behov. Vidare uttrycker professionella en variation av definitioner (dock är placeringsdefinition vanligast), när de definierar begreppet inkludering. Resultatet är väntat, då det inom forskningsområdet saknas konsensus kring hur inkluderingsbegreppet ska definieras. Vidare är det sällsynt med forskning utifrån ett elevperspektiv. Ett resultat av forskningen är att elever med IF är mer negativa till sin lärmiljö (i kontexten inkludering) än andra elevgrupper. Elever med IF deltar också i mindre utsträckning i sociala aktiviteter under skoltiden, vilket indikerar att det fattas gemenskaper i skolan som välkomnar alla elever. Det saknas dock en stabil vetenskaplig grund för säkert kunna säga hur elever med IF upplever inkluderande ansatser i skolan. Inom forskningsområdet behövs studier med elevperspektiv. Det saknas också forskning om interaktion mellan elever, mellan elever och lärare; om kommunikationsförmåga i ett elevnära perspektiv; om samverkan mellan olika professioner, samt om lärares erfarenhet av undervisning med olika läroplaner i samma klassrum. Det finns behov av forskning som mer entydigt definierar vad inkludering innebär samt hur inkludering praktiskt bör utformas i den obligatoriska grundskoleutbildningen för elever med IF.
ER  - 

TY  - JOUR
T1  - ”Titta blåsippor!”: Fritidshemslärares uppmärksamhet som didaktisk potential
T2  - Nordisk Tidskrift för Allmän Didaktik
SN  - 2002-2832
A1  - Gardesten, Jens
A1  - Ackesjö, Helena
PY  - 2022
VL  - 1
IS  - 8
SP  - 53
EP  - 67
DO  - 10.57126/noad.v8i1.10600
LA  - swe
PB  - : University of Gothenburg
KW  - joint attention
KW  - practical wisdom
KW  - school age educare
KW  - student-centered education
KW  - teacher knowledge
KW  - teaching practices
KW  - pedagogik och utbildningsvetenskap
KW  - pedagogics and educational sciences
AB  - School-age educare (fritidshem) was included in the Swedish education act in 2010 and received its own section in the national curriculum in 2016. From that point on, teaching in school-age educare was also linked to predefined core contents and abilities that the pupils are supposed to develop. At the same time, the curriculum states that teaching in school-age educare is to be based on “the pupils’ needs, interests and experiences”. In the article, this duality is discussed in relation to empirical findings from school-age educare teachers. The teachers describe situations when they pay attention to pupils’ doing and saying, and how this is transformed into teaching purposes. The findings are related to the concept of “phronesis”, while the teachers’ attention gets a significant meaning through that concept. Moreover, the findings indicate that “episteme knowledge” also needs to be emphasized in this form of student-centered education, as something necessary for school-age educare teachers to know.
ER  - 

TY  - CHAP
T1  - Programme Integrating Courses Making Engineering Students Reflect
T2  - Theorizing STEM Education in the 21st Century
A1  - Kann, Viggo
PY  - 2020
DO  - 10.5772/intechopen.88253
LA  - eng
PB  - : IntechOpen
KW  - programme integrating course
KW  - self-regulated learning
KW  - programme coherence
KW  - reflection
KW  - engineering education
KW  - technology and learning
KW  - teknik och lärande
AB  - A programme integrating course (PIC) is a special type of course, lasting for several academic years and aiming to strengthen programme coherence, by tying the students, instructors and programme director closer together. The first PIC was started at KTH in 2008. Since then, the concept has been polished and adopted by many engineering and masters of science programmes at KTH and at other universities. The course is built around regular (four times a year) reflection seminars in small cross-grade groups, mentored by a teacher. Each seminar has a topic, for example, study skills, procrastination, exchange studies, generic skills, minorities and equal treatment and ergonomics and mental health. Before the seminar, the students are presented with some material to read and view. Based on the texts and videos, each student should write a reflection document and read and comment some other students’ reflections. At the seminar, the students will further discuss the topic and discuss the courses that they are currently taking. PIC has been evaluated and found very valuable by both the students and the teachers acting as mentors. This chapter will review the existing literature on PICs, which is mostly in Swedish.
ER  - 

TY  - CHAP
T1  - Teaching Innovations in Social Work Education
T2  - <em>Social Work Education</em>
A1  - Wolmesjö, Maria
PY  - 2020
DO  - 10.5772/intechopen.90601
LA  - eng
PB  - London : IntechOpen
KW  - creative teaching methods
KW  - collaboration
KW  - sustainability
KW  - user participation
KW  - människan i vården
KW  - the human perspective in care
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The aim of this chapter is to discuss how the use of creative methods can support students to become aware of global social challenges and give opportunity to reflect on sustainable solutions in relation to different social contexts. Further on, the aim is to discuss preconditions needed. The method used is Future workshop, which is combined with other creative methods as storytelling, scenario, painting, drama, reflective thinking, etc. Data is gathered, from a Swedish perspective during 20 years of being a social worker, lecturer and researcher in social work and national and international collaboration. Results shows, by using different creative methods in education and research, students are allowed to “think outside the box” and new perspectives on common challenges and solutions can be identified. This chapter intends to contribute to a discussion of preconditions needed for using creative methods and multidisciplinary collaboration in the social work programme. The conclusion is working with creative methods needs lecturers who have knowledge of different methods, flexibility to choose between those and confidence in the students to find new solutions. The biggest challenge is not the students, it’s often other colleagues. Support from the managerial level is therefore crucial when introducing creative teaching methods in social work education.
ER  - 

TY  - JOUR
T1  - From Teacher to Manager: Hybridization as a Pathway Towards a New Profession
T2  - Scandinavian Journal of Public Administration
SN  - 2001-7405
A1  - Blomgren, Maria
PY  - 2026
DO  - 10.58235/sjpa.47965
LA  - eng
PB  - : University of Gothenburg
KW  - hybrid profession
KW  - professionalization
KW  - knowledge
KW  - principals
KW  - schools
AB  - The concept of hybrid professionals refers to individuals who acquire skills and knowledge beyond their core area of expertise to navigate institutional complexity. It is often applied to public-sector professionals who extend their roles into managerial areas, requiring them to complement their original expertise with additional management knowledge. Through a historical case study of the education and training of Swedish school principals, this article examines the role of such additional knowledge in professional development over time, aiming to deepen our understanding of how hybrid professionalism evolves. Data were drawn from extant research, archival documents, and testimonies, and analyzed using a historical case study approach focusing on conditions, actions, and effects. Findings show that the introduction and evolution of the additional knowledge base initially fostered hybridization but eventually contributed to the emergence of a new, distinct profession separate from the original group. Three conditions facilitating this transition are identified: (1) a weakened original profession, (2) societal recognition of additional knowledge as valuable, and (3) supportive but not overly controlling governmental actions. Policy implications suggest that an ambivalent governmental stance—oscillating between support and strict control—can perpetuate a perception of weakness in the new profession, necessitating ongoing external reinforcement.
ER  - 

TY  - JOUR
T1  - Institutional Complexity in Schools: Reconciling Clashing Logics Through Technology?
T2  - Scandinavian Journal of Public Administration
SN  - 2001-7405
A1  - Gullberg, Cecilia
A1  - Svensson, Jenny
PY  - 2020
VL  - 1
IS  - 24
SP  - 49
EP  - 71
DO  - 10.58235/sjpa.v24i1.8626
LA  - eng
PB  - : Göteborgs universitet
KW  - institutional complexity
KW  - materiality
KW  - schools
KW  - teacher practice
KW  - politik
KW  - ekonomi och samhällets organisering
KW  - politics
KW  - economy and the organization of society
KW  - östersjö- och östeuropaforskning
KW  - baltic and east european studies
AB  - The article analyses the introduction and use of an IT platform in two Swedish schools. The aim is to examine the role of information systems in shaping institutional complexity, and the research questions addressed are: what logics are manifested through the use of the system and how do they interact with each other in relation to teachers’ emerging work practices? The article is based on a qualitative case study of how teachers and principals perceive and use the system, and it combines theoretical thinking on institutional logics and complexity with ideas on materiality and its role in organisational change. An analysis of three teacher practices that are emerging with use of the system enables a discussion of the presence and, notably, interplay of three primary logics. Logics of professionalism, bureaucracy and management are shown to interrelate in competitive but, primarily, cooperative ways. The very materiality of the IT system is shown to attenuate experiences of incompatibilities between logics and facilitate the management of different logics when they are actually perceived to be incompatible. Contrary to what much previous literature on institutional complexity in the field of education suggests, we therefore argue that institutional complexity may facilitate and enrich teachers’ practices instead of merely constituting a hindrance.
ER  - 

TY  - JOUR
T1  - Meeting the Challenges of Generational Change in the Teaching Profession: Towards a European Model for Intergenerational Teacher Collaboration
T2  - Educational Research eJournal
SN  - 2254-0385
A1  - Löfgren, Kent
A1  - Niemi, Esa
A1  - Mäkitalo-Siegl, Kati
A1  - Mekota, Anna-Maria
A1  - Ojala, Mikko
A1  - Fischer, Frank
A1  - Kahlert, Joachim
A1  - Cernochova, Miroslava
A1  - Achterberg, Frits
A1  - Haak, Els
A1  - Peltonen, Antti
A1  - Prokysek, Milos
A1  - Heikkinen, Pia
PY  - 2013
VL  - 2
IS  - 2
SP  - 107
EP  - 119
DO  - 10.5838/erej.2013.22.03
LA  - eng
PB  - : Educational Research e-Journal (EREJ)
KW  - collaborative learning
KW  - continuing education
KW  - junior teacher
KW  - senior teacher
KW  - collaboration scripts
KW  - supporting system
KW  - teacher learning
KW  - education
AB  - In a European-wide effort to improve the professional development of teachers, the 2AgePro project was conducted from November 2008 to October 2010. One of its goals was to develop and test different forms of intergenerational teacher collaboration among junior and senior teachers in primary and secondary schools. Another aim was to utilise the results from these pilots, which were conducted in the Czech Republic, Finland, Germany, the Netherlands, and Sweden, to create a model for intergenerational collaboration that could be used in any national or cultural setting. This article reports on the national pilots and proposes a European model for intergenerational collaboration for teachers.
ER  - 

TY  - JOUR
T1  - Cultural influences upon health, affect, self-esteem and impulsiveness: An Indonesian-Swedish comparison
T2  - International Journal of Research Studies in Psychology
SN  - 2243-7681
A1  - Adrianson, Lillemor
A1  - Ancok, Djamaludin
A1  - Ramdhani, Neila
A1  - Archer, Trevor
PY  - 2013
VL  - 3
IS  - 2
SP  - 25
EP  - 44
DO  - 10.5861/ijrsp.2013.228
LA  - eng
PB  - : Consortia Academia Publishing
KW  - cultural influences
KW  - health
KW  - self-esteem
KW  - impulsiveness
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
KW  - culture
KW  - age
KW  - affect
KW  - optimism
KW  - stress
AB  - The present study examines several personal attributes that distinguish the personal profiles of individuals, from Indonesian and Swedish cultures, according to self-reports of positive and negative effect, stress and energy, self-esteem, hospital anxiety and depression, dispositional optimism and health. Indonesian participants expressed both more PA and more NA than Swedish participants but less stress and a higher energy-stress quotient than the Swedish participants. Additionally, the former expressed a higher level of optimism and self-esteem, but also more depression, and less impulsiveness than the latter. Younger participants expressed less positive affect and more negative affect and impulsiveness than older participants who expressed both more stress and a higher energy stress quotient. Regression analyses indicated that PA was predicted by optimism and health whereas NA was predicted by anxiety and depression and impulsiveness and counter predicted by health. The present findings are discussed according to the notion of emotional regulation according to which individuals differ in their use of emotion regulation strategies such as reappraisal and suppression, and these individual differences have implications for affect, well-being, and social relationships.
ER  - 

TY  - JOUR
T1  - ”Räknas detta också som text?”: Lässtrategier i ett ämnesintegrerat arbete med läromedelstexter
T2  - Utbildning och Lärande / Education and Learning
SN  - 2001-4554
A1  - Walldén, Robert
PY  - 2022
VL  - 1
IS  - 16
SP  - 27
EP  - 50
DO  - 10.58714/ul.v16i1.11293
LA  - swe
PB  - Falun : Högskolan Dalarna
KW  - classroointeraction
KW  - disciplinary literacy
KW  - metalanguage
KW  - reading strategies
KW  - science teaching
KW  - education
AB  - This article responds to the need of further qualitative insight into teachers’ supporting students’ factual reading by introducing reading strategies. Inspired by ethnographic methods and action research, the material of the study consists of observations and audio recordings (20 lesson) ofteaching in Grade 4 which integrated the subjects Swedish and Science (Physics and Biology). The analysis is mainly based on Langer’s stances for building knowledge in academic disciplines and a social-semiotic perspective inspired by Macken-Horarik’s knowledge domains. The findings show that the classroom interaction involved considerable attention to both the features of the disciplinary texts, verbal as well as visual, and the process of reading. The reading practice allowed the students to share previous experiences and discover a need for new information. However, the teacher and the students largely relied on informal metalanguage and foregrounded connections to everyday experience, rather than using a more elaborate metalanguage to explore how knowledge is construed from the perspective of physics and biology. Implications for teaching reading strategies in ways which promote students’ engagement with disciplinary content are discussed.
ER  - 

TY  - JOUR
T1  - Fritidshemspersonals tal om barns fysiska aktivitet – samhällelig påverkan och möjliga implikationer
T2  - Education & Learning
SN  - 2001-4554
A1  - Johansson, Jonas
A1  - Söderman, Johan
PY  - 2023
VL  - 1
IS  - 17
SP  - 45
EP  - 63
DO  - 10.58714/ul.v17i1.12751
LA  - swe
PB  - Falun : Dalarna University
KW  - critical discourse analyze
KW  - physical activity
KW  - children
KW  - school-age educare
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The aim of this paper is to shed light on how teachers’ talk about children’s physical activity in school-age educare can be seen as part of comprehensive social discourses concerning education and physical activity. Focus-group interviews with a discourse-analytic approach have been carried out with staff from two municipal school-age educare in Sweden. The transcriptions was analyzed with inspiration from critical discourse analyze which is the theoretical standpoint. In the result the discourses of risk, shortage, activity, complement and joy of movement are the most prominent. In analysis these discourses are seen as inter-discursively influenced by the public health discourse wherein concepts as activity rate, discipline, joy of movement and organization are central. These discourses, concepts and possible implications for school-age educare are discussed. It is also argued that a social pedagogical discourse of care with focus on children’s relation making and conflict management seems to be manifest within Swedish school-age educare.
ER  - 

TY  - JOUR
T1  - Legitimation of digitalisation in education. A case study of vocational student teachers´ lesson plans
T2  - Utbildning och Lärande / Education and Learning
SN  - 2001-4554
A1  - Nordmark, Marie
PY  - 2023
VL  - 1
IS  - 17
SP  - 65
EP  - 83
DO  - 10.58714/ul.v17i1.12757
LA  - eng
PB  - Falun : Högskolan Dalarna
KW  - vocational student teachers
KW  - teacher education
KW  - lesson plans
KW  - digitalisation
KW  - legitimation
KW  - yrkeslärarstudenter
KW  - lärarutbildning
KW  - lektionsplanering
KW  - digitalisering
KW  - legitimering
AB  - In 2018, the curricula and subject syllabi in Sweden were revised, the aim being to increase the digital competence of pupils. This article presents a study of how vocational student teachers at upper-secondary school legitimise the use of digital tools in their lesson planning as a means to support the learning of pupils. This provides knowledge of what vocational student teachers view as central to their teaching. Using Theo van Leeuwen's legitimation analysis, the lesson plans of 25 vocational student teachers, as well as eight ethnographic interviews, were analysed. In legitimation, the vocational student teacher argues using references or actions that need to be performed, or not performed. The task of the argument is to justify language or actions so that they are acceptable to others. Legitimation also makes visible the relationships and responsibilities between different parties. The results show that vocational student teachers legitimise their choices to authority. The lesson plans are based on the relationship of vocational student teachers to their own actions in teaching. However, how pupils develop their learning and digital competence is not affected. The digital tools as resources in teaching are legitimised with reference to speed, agility, control, and overview. The use of digital tools links strongly to writing, which affects the educational environment and professional life.
ER  - 

TY  - JOUR
T1  - Vad kan en elev som kan prata engelska? Didaktisk transposition av muntlig färdighet i lärares matriser för bedömning av det nationella provet
T2  - Utbildning och lärande
SN  - 1653-0594
A1  - Byman Frisén, Liliann
A1  - Sandlund, Erica
A1  - Sundqvist, Pia
PY  - 2023
VL  - 2
IS  - 17
SP  - 11
EP  - 38
DO  - 10.58714/ul.v17i2.15844
LA  - swe
PB  - : Högskolan Dalarna
KW  - oral proficiency
KW  - scoring rubrics
KW  - efl
KW  - lal
KW  - transformation
KW  - english
KW  - engelska
AB  - Swedish students’ oral proficiency in English as a foreign/second language (L2) is tested annually in a part of the English national test entitled Speaking (test construct: oral production and interaction), which students’ own teachers both administer and assess. Despite access to extensive assessment guidelines from the Swedish National Agency for Education, many teachers choose to construct their own scoring rubrics for assessment. In this study, we examine teachers’ professional knowledge about assessment of oral proficiency in L2 English, as it emerges from policy transformation in these teacher-generated rubrics. Data consists of 20 rubrics for assessment of Speaking in years 6 and 9. Rubrics were collected through professional networks and two English-teacher groups on Facebook. Qualitative content analysis was used to analyze teachers’ conceptualizations of the test construct, as well as similarities and differences between conceptualizations. Results showed consensus of what to assess, but not necessarily how, which was particularly salient for interaction. Analysis of policy transformation indicated that when teacher-generated scoring rubrics were used for assessment of Speaking, each criterion was considered separately, making them beneficial for formative feedback. The professional knowledge that emerged is therefore formed by teachers’ dual roles – as examiner and teacher – in the test situation.
ER  - 

TY  - JOUR
T1  - Uppdrag forskningscirkel: Ett ULF-projekt på landsbygden
T2  - Utbildning & Lärande
SN  - 2001-4554
A1  - Eliaso Magnusson, Josefina
A1  - Nordén, Per
PY  - 2023
VL  - 3
IS  - 17
EP  - 3
DO  - 10.58714/ul.v17i3.13021
LA  - eng
PB  - : Institutionen för lärarutbildning, Högskolan Dalarna
KW  - autoethnography
KW  - mediated discourse analysis
KW  - research circle
KW  - school development
KW  - ulf
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Sweden has had the national experimental activity known as ULF – development, learning and research – running since 2017 as an investment in practice-oriented research. This study is carried out within the framework of ULF. More specifically, this study is based on experiences from two research circles with lead teachers in a rural area during 2021/2022. Through autoethnography, not only teachers’ experiences of research circles are made visible, but also those of the researchers. Here, the empirical basis also consists of the researchers’ personal stories with the aim of exploring, describing, and analyzing the research circle as a process from an inside perspective. The empirical material has been analyzed from the perspective of mediated discourse analysis (MDA). The result shows how the research circles come to constitute an epistemological development, a change of perspectives among the lead teachers. The result also shows how the research circles generate experience of autonomy. This enables the lead teachers to conduct their own school development projects in the future, such as classroom interventions with their own pupils. We argue that the research circles have an emancipatory function since they theorize the social relationship of learning. 
ER  - 

TY  - JOUR
T1  - Swedish-English preschool as a site for the collaborative discovery of bilingual meanings
T2  - Journal of Early Childhood Education Research
SN  - 2323-7414
A1  - Anatoli, Olga
PY  - 2024
VL  - 1
IS  - 13
SP  - 92
EP  - 121
DO  - 10.58955/jecer.129823
LA  - eng
PB  - : Early Childhood Education Association Finland
KW  - bilingualism
KW  - early childhood education
KW  - interaction
AB  - This paper examines spontaneous conversations about word meaning in a bilingual preschool in Sweden. This qualitative empirical study is grounded in an ethnomethodological theoretical framework and contributes to research on multilingualism by using a sociocultural lens to examine mundane linguistic experiences of very young children who learn to speak in more than one language. The data comprise video-recordings of naturally occurring interactions among teachers and children in a Swedish-English preschool with a one teacher-one language policy. The data were collected during ethnographic fieldwork in an urban area in Sweden. Approached with multimodal interactional analysis, the data draw attention to teachers’ everyday didactics, including their professional strategies for initiating spontaneous vocabulary work and orchestrating multiparty engagement in the collaborative discovery of meaning, and children’s participation. The analysis discusses strategies for providing word definitions and demonstrates mundane institutional contexts outside of the classroom setting where such interactions were possible. Both teachers and children engaged in vocabulary exploration by using words in a situated, locally meaningful way. The study highlights that the teachers followed the preschool’s language policy and embodied monolingual identities, while orienting to children as multilingual learners and supporting their language development.
ER  - 

TY  - JOUR
T1  - (Re)thinking children’s picturebooks as the mirror of contemporary society
T2  - Journal of Early Childhood Education Research
SN  - 2323-7414
A1  - Skaremyr, Ellinor
A1  - Hermansson, Carina
A1  - Abraham, Getahun Yacob
A1  - Lindström, Margareta
PY  - 2024
VL  - 1
IS  - 13
SP  - 343
EP  - 367
DO  - 10.58955/jecer.130137
LA  - eng
PB  - : Suomen varhaiskasvatus ry
KW  - picturebooks
KW  - belonging
KW  - multilingual society
KW  - early childhood education
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This study deals with all children’s possibilities of meeting the multilingual society and aims to explore the norms regarding language and culture that are reflected in picturebooks in preschools. Previous research has shown how picturebooks can be used to develop literacy skills and intercultural understandings among children. A postcolonial lens is used to identify social locations and thereby unfold hidden power relations and social positionings of who is to be included and who is not (Spivak, 1988; Yuval-Davis, 2006). 35 picturebooks collected from preschools in Iceland, Norway and Sweden have been analysed by frequency and qualitative content analysis, eleven of which were found to contain multilingualism and/or multiculturalism. The results show a) a prevailing monolingual norm in which solely artefacts carry multilingual trails; b) a strong monocultural norm, which places people of diversity in a marginalised position; c) the English language holds an advanced position compared to majority languages, which situates other minority languages as anomalous. The educational significance of the research implicates a need for multilingual and multicultural diversity to be more observable in picturebooks used in preschool, to help children develop languages, and their own linguistic and cultural identity/-ies and, thus, their sense of belonging to a multilingual society.
ER  - 

TY  - JOUR
T1  - Preschool teachers’ reflections of their leadership – personal, professional and positional perspectives
T2  - Journal of Early Childhood Education Research
SN  - 2323-7414
A1  - Bodin, Ulrika Larsdotter
PY  - 2026
VL  - 1
IS  - 15
SP  - 70
EP  - 94
DO  - 10.58955/jecer.153343
LA  - eng
AB  - The purpose of this study is to investigate preschool teachers' insights into their leadership role, drawing on individual and collective reflections generated during dialogue seminars. Given the complexity of the preschool teacher's leadership, which is shaped by interactions with others and varies across contexts, the study emphasises the personal, professional and positional perspectives of leadership (Saarukka, 2015, 2017; Sergiovanni, 2001). Dialogue seminars (Hammarén, 1999) were used to elicit preschool teachers’ reflections on leadership, and research interviews (Kvale & Brinkman, 2014) were conducted to further explore these insights. The findings show that the participating preschool teachers developed greater self-awareness and a deeper understanding of their leadership identities. They also came to view their leadership in relation to children, guardians and colleagues, highlighting the personal, professional and positional perspectives of the complex leadership role in preschool education. Finally, participation in the dialogue seminars left teachers feeling confirmed and validated in their leadership role. This is particularly relevant in the Swedish context, where preschool teachers are facing increasing responsibilities and therefore require a renewed understanding of what what leadership entails. The main implication of the study is a need for structured opportunities within preschool teacher education and professional development for teachers to reflect on and articulate their leadership identity. Such initiatives can strengthen their ability to meet the increased pedagogical responsibilities mandated by policy documents.
ER  - 

TY  - JOUR
T1  - Swedish preschool teachers’ views on and use of digital technology in preschool education
T2  - Journal of Early Childhood Education Research
SN  - 2323-7414
A1  - Palmér, Hanna
A1  - Sjöwall, Matilda
PY  - 2026
VL  - 1
IS  - 15
SP  - 1
EP  - 23
DO  - 10.58955/jecer.156170
LA  - eng
PB  - : Suomen varhaiskasvatus ry
KW  - digitalization
KW  - preschool
KW  - preschool teacher
KW  - digital tools
KW  - mathematical education
KW  - matematikdidaktik
AB  - Research on digital technology in early childhood education is limited, especially in relation to pedagogical practices and educators’ perspectives. This study investigates views and experiences of digital technology among Swedish preschool teachers focusing on the following two research questions: 1) What are the preschool teachers' views of digital technology in preschool? 2) How do the preschool teachers use digital technology in preschool? A total of 44 interviews were analysed thematically (RQ1) and using a framework of replacement, amplification and transformation (RQ2). The results show that most of the preschool teachers expressed positive views on the use of digital technology in preschool, but also a need for more knowledge about how to use different digital tools. When the preschool teachers talked about teaching and learning, they mentioned the importance of children being producers who actively create digital content, rather than consumers of ready-made digital software. Further, the teachers often expressed that their view depended on how and with whom digital technology was to be used. The results in this study must be seen in the context of Swedish preschools, where pre-school teachers are well educated and expected to plan and implement high-quality teaching with or without digital technology.
ER  - 

TY  - JOUR
T1  - Pedagogical framing of OER - The case of language teaching
T2  - Open Praxis
SN  - 2304-070X
A1  - Bradley, Linda
A1  - Vigmo, Sylvi
PY  - 2016
VL  - 4
IS  - 8
SP  - 283
EP  - 295
DO  - 10.5944/openpraxis.8.4.336
LA  - eng
PB  - : International Council for Open and Distance Education
KW  - pedagogical design
KW  - sharing
KW  - repository
KW  - participation
KW  - oer
AB  - This study investigates what characterises teachers’ pedagogical design of OER, and potential affordances and constraints in pedagogical design in an open education practice, when contributing to a Swedish repository Lektion.se. The teachers’ framing of the OER shared on the repository included the analyses of a delimited number of OER for learning Swedish. The analytical work with analysing what characterised the OER, was followed up with teacher interviews to explore teachers’ incentives for sharing. The OER selected for analysis were investigated linked to the features given in the repository, to identify what distinguished different categories of OER when framed by the teachers. The OER displayed a continuum of ways of framing an activity, though the majority was represented by low levels of description, which afforded less guidance. The teachers expressed a positive attitude towards sharing. The findings suggest that OER need to be defined and supported by web features to enable going beyond reuse.
ER  - 

TY  - JOUR
T1  - Engaging with Scale and Place: Geographical Thinking on Migration in Middle-School
T2  - Journal of Geography education
SN  - 2198-4298
A1  - Sandahl, Johan
PY  - 2023
VL  - 2
IS  - 51
SP  - 55
EP  - 69
DO  - 10.60511/51460
LA  - eng
KW  - geography education
KW  - geographical thinking
KW  - migration
KW  - scale
KW  - place
KW  - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik
KW  - teaching and learning with specialisation in the social sciences education
AB  - This article addresses the challenges of teaching migration as a complex content in middle-school geography educa-tion. In this collaborative educational design research project between a researcher and teacher in Sweden, students engaged with data and different types of knowledge to develop powerful geographical knowledge. The article provides empirical exam-ples of powerful geographical knowledge through descriptions of how middle-school students’ (12-year-olds) understandings of migration changed through teaching. The article highlights students’ preconceptions about migration and describes the teaching intervention with contextual content, and substantive and procedural concepts. It also addresses how students’ reason-ing developed after the teaching.
ER  - 

TY  - CONF
T1  - G-CoRe: A pedagogical tool for gender mainstreaming in higher education
T2  - Regendering Science. For an Inclusive Research Environment
A1  - Isaksson, Anna
A1  - Lindgren, John
A1  - Nilsson, Pernilla
PY  - 2020
SP  - 171
EP  - 172
DO  - 10.6092/unibo/amsacta/6360
LA  - eng
KW  - g-core
KW  - gender mainstreaming
KW  - higher education
KW  - content
KW  - gender equality
AB  - Aims of the contributionThe aim of this contribution is to present and further explore a pedagogical tool aiming to enhance gender mainstreaming in teaching and content in higher education.Description of the researchIntroductionPrevious research has demonstrated how teachers often experience gender mainstreaming in higher education (content, design and implementation) as a challenge (Heikkilä and Häyrén Weineståhl, 2009; Lindroth and Bondestam, 2014). In Sweden however, requirements for gender mainstreaming are high both in the Higher Education Act and the evaluations of the quality of higher education undertaken by the Swedish Higher Education Authority. Gender equality and gender mainstreaming are also key quality factors in the universities’ own quality assurance systems.Today, there are few methods that support teachers in their efforts with integrating a gender perspective into the teaching content. Hence, the need for scientifically based tools is widespread. In this study we investigate a pedagogical tool (Gender CoRe) that aim to help teachers integrate gender aspects both in the content and the teaching of that content. The main research question for the study is “How do teachers experience Gender CoRe (G- CoRe) as a way to enhance gender mainstreaming in teaching and content in higher education?Materials and methodsWithin the subject didactic research, a didactic reflection tool called Content Representations (CoRe) has been developed to support teachers in planning and teaching the content in a way that promotes student learning. Research demonstrates that CoRe is an effective tool for teachers to develop their ability to communicate content in a way that provides successful learning situations for students. When using CoRe, the teacher formulates a number of Big Ideas, important phenomena or concepts, within a specific subject area. Each of these Big Ideas is reflected on a number of pedagogical prompts e.g. what students need to learn and why, as well as students' possible difficulties in understanding the concepts (e.g. Nilsson and Karlsson, 2019; Nilsson and Elm, 2017; Hume and Berry, 2010, 2013; Loughran et. al., 2006). Based on this didactic research, researchers at Halmstad University, Sweden, have developed a so-called G-CoRe (Gender CoRe) where teachers are supposed to formulate Big Ideas and reflect on how it may be possible to integrate gender equality into the content.During 2019-2020, five teachers at Halmstad University, Sweden, used the Gender CoRe for planning content where a gender perspective was included. In this presentation we present a case of how one of the five teachers (a teacher within the Construction Engineering programme) experienced the use of G-CoRe to integrate gender aspects, both in the content of and the actual teaching performance; What were perceived as possibilities and challenges with the G-CoRe? How could the G-CoRe be further developed to enable teachers in their work with gender mainstreaming?ResultsIn the data collected on teachers ́ experience of using G-CoRe there were several examples of how the G-CoRe was experienced as valuable as a reflective tool to integrate gender aspects in the content and teaching. In the particular case presented here the teacher in Construction Engineering highlighted the strength of the G-CoRe as it focuses on and describes their abilities and also their challenges in the classroom while working with gender mainstreaming in the classroom. Further, with the help of the G-CoRe, the teachers can reason together and think about what different gender aspects within the content they need to identify and implement within their teaching. It appeared that using a G-CoRe design encouraged collaborative discussion and reflection about integrating gender aspects when teaching certain big ideas linked to a topic. As such, our findings suggest that the G-CoRe has potential to overcome some of the challenges that many teachers experience in their efforts to integrate a gender perspective in their higher education practice.
ER  - 

TY  - JOUR
T1  - The Observer's Blind Spot: Swedish Student Teachers' Struggles With Scientific Theories In Degree Projects
T2  - Journal of Advance Research in Education & Literature
SN  - 2208-2441
A1  - Ridder, Iris
A1  - Dimenäs, Jörgen
PY  - 2025
VL  - 2
IS  - 11
SP  - 78
EP  - 91
DO  - 10.61841/sy68h790
LA  - eng
KW  - theory
KW  - systems theory
KW  - writing process
KW  - teacher education
KW  - reflective approach
AB  - This study aims to deepen the understanding of the challenges students face in using theory during thesis writing in teacher education and to explore the potential of a systems theory approach to explain these challenges. Data were collected via focus group discussions, informed by the analysis of approximately 70 purpose statements used to develop an interview guide. Nine students participated in three focus groups. The writing process is viewed as an operationally closed, self-referential system, regulated by the internal logic emerging from students' communication and actions. Findings reveal that effectively using theory requires recognizing the mutual influence between theory and the phenomena being theorized, which necessitates non-linear and complex thinking. Students must adopt the perspective of an observer and consider the factors shaping their own knowledge creation. A significant insight is that theory is not merely a tool for understanding phenomena but also shapes how observers perceive knowledge. This highlights the importance of addressing "the blind spot"- what remains unseen in scientific processes - and the inherent limitations of language in articulating complex, interdependent relationships. These insights underscore the need for a reflective approach to theory in thesis writing. 
ER  - 

TY  - JOUR
T1  - Utveckling av matematikundervisning som främjar likvärdighet i förskoleklass
T2  - Forskning om undervisning och lärande
SN  - 2000-9674
A1  - Walla, Maria
A1  - Palmér, Hanna
PY  - 2024
VL  - 2
IS  - 12
SP  - 8
EP  - 30
DO  - 10.61998/forskul.v12i2.23887
LA  - swe
PB  - : Lärarstiftelsen
KW  - early mathematics
KW  - educational design research
KW  - preschool class
KW  - equity
KW  - design principles
KW  - tidig matematikundervisning
KW  - designforskning
KW  - förskoleklass
KW  - likvärdighet
KW  - designprinciper
KW  - mathematical education
AB  - Developing mathematics education contributing to equity in preschool classThis article presents an educational design research study aiming to develop preschool class mathematics in line with equity. In the study, equity is defined as all students have access to mathematical content and opportunity to develop prosperous positions in and towards the subject. The design of the education was based on the mandatory assessment at the start of preschool class, one preschool class teacher and two researchers together planned, carried out, and evaluated the mathematics education. At the start of the study, three areas of development were identified: instruction, student solutions, and students’ verbal contributions. To address these areas of development, three design principles were introduced: low threshold, open-ended mathematical tasks, and prompts for reasoning. This article presents the way these design principles developed these areas of development in line with the goals of the study, that is, mathematics education that meets the diverse needs of students.
ER  - 

TY  - JOUR
T1  - Rikta blicken mot texten
T2  - Forskning om undervisning och lärande
SN  - 2000-9674
A1  - Rosenbaum, Cecilia
A1  - Runesson Kempe, Ulla
A1  - Svensson, Anette
PY  - 2021
VL  - 1
IS  - 9
SP  - 31
EP  - 49
DO  - 10.61998/forskul.v9i1.26905
LA  - swe
PB  - : Lärarstiftelsen
KW  - variation theory
KW  - learning study
KW  - middle school education
KW  - literature education
KW  - reading comprehension
KW  - literary competence
KW  - inferences
KW  - character traits
KW  - inferenser
KW  - karaktärsdrag
KW  - läsförståelse
KW  - litterär kompetens
KW  - litteraturdidaktik
KW  - mellanstadieundervisning
KW  - variationsteori
AB  - Inom svensk forskning om läsundervisning har det framhållits att elever redan på mellanstadiet (åk 4-6) behöver utveckla litterär kompetens och få vägledning i hur de kan angripa och bearbeta en text för att utveckla fördjupad läsförståelse. Syftet med föreliggande artikel är att ge ett kunskapsbidrag beträffande hur undervisning som syftar till att utveckla förmågan att dra slutsatser om en skönlitterär huvudpersons karaktärsdrag kan utformas. En specifik litteraturdidaktisk aktivitet som utvecklats inom ramen för en Learning study i årskurs 4 och 5 studerades närmare. Syftet med undervisningen var att eleverna skulle utveckla sin förmåga att dra slutsatser om en huvudpersons karaktärsdrag utifrån en läst text. 15 timmars videoinspelade lektioner, där samma berättelse användes i samtliga cykler, analyserades med utgångspunkt i variationsteori. Analysen visar att de olika cyklerna erbjöd olika lärandemöjligheter beroende på hur läraren gav instruktioner till lärandeaktiviteten, hur uppgiften formulerades och utformades, om texten och huvudpersonens karaktärsdrag kom i fokus och relaterades till varandra samt vilka aspekter som öppnades upp som dimensioner av variation.
ER  - 

TY  - CHAP
T1  - Teacher education and internationalisation: policy ideas and practices in Finland and Sweden: [Lehramtsausbildung und Internationalisierung: Policies und Praktiken in Finnland und Schweden]
T2  - Effects of internationalization in teacher education
A1  - Alexiadou, Nafsika
A1  - Filippou, Kalypso
A1  - Vu, Mai Trang
PY  - 2024
SP  - 169
EP  - 191
DO  - 10.62350/NGOS9463
LA  - eng
PB  - Landau : Verlag Empirische Pädagogik
KW  - internationalisation
KW  - teacher education
KW  - policy ideas
KW  - finland
KW  - sweden
KW  - internationalisierung
KW  - lehramtsausbildung
KW  - policy
KW  - finnland
KW  - schweden
AB  - Preparing student teachers for work in increasingly diverse Nordic schools has brought attention to thevalue of internationalisation that, until recently, was debated primarily in other disciplinary contexts withinhigher education settings. In this article, we examine how internationalisation is introduced and integrated in two teacher education providers in Finland and Sweden. Drawing on internationalisation as a policy idea with distinct cognitive and normative properties, we explore rationales, values and attitudes that underpin internationalisation positions and practices. The comparative study identifies different ways that the two providers introduced internationalisation into their existing practices, and, to some extent, different meanings and emphases internationalisation has in the two institutional settings. In both cases, the filtering ofthis policy idea and its embeddedness into teacher education is contingent upon curricular and organisational structures; university and faculty leadership; attitudes and commitments of academic staff. 
ER  - 

TY  - JOUR
T1  - Teacher educators’ perspectives on literacy
T2  - Journal of Praxis in Higher Education
SN  - 2003-3605
A1  - Bergh Nestlog, Ewa
A1  - Uddling, Jenny
A1  - Thyberg, Anna
PY  - 2025
VL  - 2
IS  - 7
SP  - 56
EP  - 80
DO  - 10.63223/jphe.2025.54899
LA  - eng
PB  - : University of Borås
KW  - disciplinary literacy
KW  - disciplinary literacy teaching
KW  - general academic literacy
KW  - primary teacher educators
KW  - professional literacy
KW  - teacher education
KW  - swedish didactics
KW  - svenska språket med didaktisk inriktning
KW  - teacher education and education work
AB  - The purpose of this study is to deepen the understanding of literacy perspectives in teacher education by analysing how four primary teacher educators from different disciplines talk about their practice. In dialogic interviews, focal points included what types of activities regarding language and texts the participants mention using in their respective disciplines. The results reveal three main perspectives on literacy: general academic literacy, disciplinary literacy, and professional literacy. A visualization of the results in the form of a model renders visible the three main perspectives as well as overlapping combinations that relate to disciplinary literacy teaching. Thereby, this study contributes a metalanguage that can be used across disciplines by teacher educators to support pre-service teachers’ disciplinary socialisation drawing on the different literacy practices. The complexity of the literacy perspectives merits further research in order to explore different discourses within and between each perspective.Keywords: disciplinary literacy; disciplinary literacy teaching; general academic literacy; primary teacher educators; professional literacy; teacher educationReceived 18 October 2024; revised version received 24 February 2025; accepted 14 March 2025. Corresponding author: Ewa Bergh Nestlog, Linnaeus University, Sweden (ewa.bergh.nestlog@lnu.se).1.Introduction
ER  - 

TY  - JOUR
T1  - Student Teachers' Didactic Choices and Motives when Designing Digital Competence Education: Pupils' Age as a Didactic Dimension
T2  - Educare
SN  - 1653-1868
A1  - Martinez, Carolina
PY  - 2025
VL  - 2
SP  - 169
EP  - 195
DO  - 10.63310/edu.2025.2.54827
LA  - eng
PB  - : Malmö University Press
KW  - age
KW  - digital competence
KW  - school-age educare
KW  - teacher education
AB  - This study furthers the understanding of how student teachers make didactic choices when designing digital competence education. It investigates what age groups student teachers choose to include in digital competence education, how they motivate these choices, and how their choices can be understood within the context of the university course in which they designed this education. The material includes 48 papers written by student teachers within a Swedish university course in which they each designed a project intended to promote digital competence among pupils in school-age educare (children aged 6 to 12 years). These papers were analyzed using a mixed-method approach involving both qualitative and quantitative analysis. The perspectives on age as a didactic dimension developed by Klafki and Comenius and the concept of boundary-work were used as a theoretical framework to analyze student teachers’ didactic choices. The results show that students most commonly choose to include older pupils, namely those in Grade 3 and 4 (9–10-year-olds), while paying less attention to the younger pupils. They motivated their choice of age groups based on arguments related to three key themes: children’s media use, children’s capacities, and their own future needs and circumstances as teachers. One implication of the study is that teacher education courses on digital competence should emphasize age as a didactic dimension and encourage student teachers to critically reflect on their assumptions about children’s age and capabilities.
ER  - 

TY  - JOUR
T1  - VFU-handledares synliggörande av förskollärarstudenters yrkeskunnande under verksamhetsförlagd utbildning
T2  - Educare
SN  - 1653-1868
A1  - Eriksson, Elin
A1  - Fredriksson, Maria
A1  - Dimenäs, Jörgen
A1  - Walter, Sofia
PY  - 2025
VL  - 3
SP  - 55
EP  - 86
DO  - 10.63310/edu.2025.3.58235
LA  - swe
KW  - bedömning
KW  - förskollärarutbildning
KW  - verksamhetsförlagd utbildning
KW  - vfu
AB  - In this article, we examine assessment practices during the school placement component of teacher education, focusing on how school-based placement supervisors evaluate and report information about student teachers’ professional skills to the university. While previous studies have shown that universities employ various methods to collect such information, this research has predominantly emphasised oral discussions. This study investigates how supervisors articulate student teachers’ professional skills in written evaluations, which serve as the basis for grading. Theoretically, the study is grounded in Ball’s theory of policy enactment. A qualitative thematic analysis was conducted on 62 written assessments from the final placement of a preschool teacher education programme at a university in Sweden. The findings reveal that the supervisors highlight professional skills by: (1) referencing students’ development over time, (2) drawing on their own interpretations of professional competence, (3) aligning with learning objectives and assessment criteria, and (4) describing how students demonstrate the competencies outlined in these frameworks. The study shows that supervisors are enacting policy in diverse ways that results in varying degrees of consistency and legal certainty in the assessment of student teachers’ placement performance.
ER  - 

TY  - JOUR
T1  - Skolans osynliga (men oumbärliga?) arbetskraft: en deskriptiv studie av stöd- och resursfunktioner i svenska högstadieskolor
T2  - Educare
SN  - 1653-1868
A1  - Lindqvist, Per
A1  - Ackesjö, Helena
A1  - Casely-Hayford, Jeffrey
PY  - 2025
VL  - 4
SP  - 26
EP  - 61
DO  - 10.63310/edu.2025.4.55617
LA  - swe
PB  - : Malmö University (National Library of Sweden)
KW  - deskriptiv analys
KW  - kartläggning
KW  - skola
KW  - stöd- och resurspersonal
KW  - paraprofessionella
KW  - education
AB  - The number of educational paraprofessionals is increasing in Swedish schools. Despite their growing presence, these support roles have gone largely unnoticed in Swedish educational research. This study addresses this gap by mapping this group through examining the frequency of their deployment, the nature of their professional titles, job duties, job requirements and employment terms using survey data collected in Swedish lower secondary schools. These data were analyzed descriptively to identify potential tendencies and variations in their deployment. The results show that the use of paraprofessional support roles is relatively widespread, with an average of one paraprofessional support staff member for every five teachers. The findings also reveal a heterogeneous and fragmented professional landscape characterized by a wide range of job titles and diverse responsibilities. Moreover, the distribution and use of paraprofessionals differs between public and private lower secondary schools and across socio-economic contexts. Finally, considerations for future research are discussed, highlighting the need for research into how this growing reliance on paraprofessional support staff affects educational outcomes, teacher roles and student support structures in lower secondary schools.
ER  - 

TY  - JOUR
T1  - Att undervisa om sexualitet, identitet och relationer: studenters och  lärarutbildares tankar om nytt examensmål, kompetensbehov och  innehåll i lärarutbildningen
T2  - Educare - Vetenskapliga skrifter
SN  - 1653-1868
A1  - Davidsson, Anna
PY  - 2025
VL  - 4
SP  - 107
EP  - 141
DO  - 10.63310/edu.2025.4.56429
LA  - swe
KW  - examensmål
KW  - kunskapsområde
KW  - lärarutbildning
KW  - läroplan
KW  - sexualundervisning
AB  - The provision of comprehensive sexuality education in schools, and the formal training of teachers in this  area, is crucial to promoting sexual health and well-being. From autumn 2021, graduated teachers in Sweden  must be able to communicate and reflect on issues related to identity, sexuality, and relationships. Using  quantitative and qualitative analysis of survey data from teacher educators and teacher students, this study  aims to highlight the challenges that universities face in integrating this target. The findings can be used to  inform future pedagogical development with the aim of providing self-efficient and competent teachers for  Swedish schools. Results show a generally positive attitude among respondents, while critical attitudes  indicate challenges posed for teacher education. An overarching challenge for teacher education is to  continue addressing already integrated themes while also preparing teacher students for a broader range of  the knowledge area. To facilitate this, teacher education should work to ensure that the target is also  addressed in subject courses. To strengthen confidence and competence among students, it is important  that they are provided with more knowledge on teaching methods and more opportunities for practicing  skills during their education. Pedagogical and professional development among teacher educators is needed  to meet these needs.
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TY  - JOUR
T1  - Vuxenutbildningens distansundervisning: En villkorad flexibilitet
T2  - Educare
SN  - 1653-1868
A1  - Åkerfeldt, Anna
A1  - Paul, Enni
A1  - Hrastinski, Stefan
PY  - 2025
VL  - 4
SP  - 283
EP  - 311
DO  - 10.63310/edu.2025.4.60035
LA  - swe
PB  - : Malmö University (National Library of Sweden)
AB  - The Swedish municipal adult education curriculum emphasizes that there should be flexibility in education and accommodation to meet the adults’ diverse needs. However, it appears unclear what the concept of flexibility means in practice especially in the context of adult distance education. This study explores how the distance teacher role is constructed, how flexibility is enacted, and its implications for didactic practice. Drawing on focus groups with 46 teachers and principals and a mapping of seven municipal adult education activities, the findings reveal a paradox of conditional flexibility: while teachers are expected to be highly adaptable, organizational and economic constraints, standardized structures, and policy-driven efficiency goals limit real flexibility. Teachers navigate tensions between pedagogical ideals, administrative demands, and students’ expectations of autonomy, often at the cost of didactic quality. Assessment requirements further restrict flexibility, reinforcing rigid practices in a system that markets itself as flexible. The study argues for strategic organizational support and a redefinition of flexibility that prioritizes pedagogical and didactic dimensions.
ER  - 

TY  - JOUR
T1  - Discourses of Cultural and Linguistic Diversity in Mathematics Teacher Education Policy in Sweden
T2  - Educare
SN  - 1653-1868
A1  - Alhadi Alhasani, Huda
A1  - Svensson, Petra
A1  - Roos, Helena
PY  - 2026
VL  - 1
SP  - 40
EP  - 83
DO  - 10.63310/edu.2026.1.63511
LA  - eng
PB  - : Malmö University Press
KW  - cultural and linguistic diversity
KW  - discourse analysis
KW  - mathematics teacher education
KW  - policy
KW  - matematikens didaktik
KW  - mathematics education
AB  - This study investigates how cultural and linguistic diversity is discursively construed in mathematics teacher education for Grades 4–6 in Sweden at policy level. Discourse analysis was used to examine 55 mathematics course syllabi and 20 educational curricula from various Swedish universities. The analysis uncovered how cultural and linguistic diversity is framed in policy, and what assumptions and values underpin these framings. The analysis identified two dominant Discourses: the cultural and linguistic homogeneity Discourse, which emphasises a monolingual norm, and the cultural and linguistic plurality Discourse, which acknowledges and values students’ diverse backgrounds. Further, it revealed that cultural and linguistic diversity is largely marginalized in the policy documents. Tensions and inconsistencies in how diversity is addressed were identified, suggesting incoherence in the guidance provided to pre-service teachers. These insights aim to encourage policymakers and teacher educators to critically reflect on how diversity is framed and addressed in teacher education, thereby preparing pre-service teachers for the realities of culturally and linguistically diverse mathematics classrooms.
ER  - 

TY  - JOUR
T1  - Pedagogiken och ämneslärarutbildningen: den obligatoriska magisterkursen i ämbetsexamen 1907–1968
T2  - Pedagogisk forskning i Sverige
SN  - 1401-6788
A1  - Larsson, Anna
PY  - 2024
VL  - 1
IS  - 30
EP  - 2
DO  - 10.63843/pfs.v30i1-2.53835
LA  - swe
PB  - : Swedish Educational Research Association (SWERA)
KW  - teacher education
KW  - history of knowledge
KW  - educational knowledge
KW  - sweden
KW  - historia med utbildningsvetenskaplig inriktning
KW  - history of education
AB  - I universitetsexamen för samtliga ämneslärare ingick 1907–1968 en kurs i ”psykologi samt pedagogikens teori och historia” som var obligatorisk och högst en termin lång. Upprättandet av denna kurs var tätt sammanvävt med etableringen av pedagogik som disciplin vid universiteten. De blivande lärarna som läste kursen utgjorde pedagogikämnets största studentgrupp och för många studenter utgjorde kursen deras enda möte med den pedagogiska vetenskapen. Denna artikel följer kursen över tid och analyserar kursens plats i ämneslärarutbildning och i grundutbildning i pedagogik utifrån dels förväntningarnas roll och dels gränsdragningen mellan teori och praktik. I och med detta erbjuder studien en belysning av relationen mellan ämneslärarutbildningen och pedagogiken som vetenskaplig disciplin som kan ge en ökad förståelse för de kunskapsorganisatoriska avvägningar som ämneslärarutbildning ännu idag har att hantera.
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TY  - JOUR
T1  - Agonism in a Classroom Discussion on Strindberg's Miss Julie
T2  - Democracy & Education
SN  - 1085-3545
A1  - Tysklind, Emma N.
A1  - Areskoug, Linn
A1  - Hultin, Eva
PY  - 2024
VL  - 1
IS  - 32
EP  - 1
DO  - 10.65214/2164-7992.1608
LA  - eng
KW  - agonism
KW  - literature education
KW  - democratic education
KW  - litteraturdidaktik
KW  - demokratisk undervisning
KW  - curriculum studies
AB  - In many parts of the world, researchers and policymakers alike report possible threats to democracy and its institutions. Accounts in the media of hatred and threats aimed at people taking part in public discourse, and of a polarized political debate, raise general questions about the current state and future of democratic dialogue and processes. Solutions are sought, by both research and policy, in the educational context. Some researchers have turned to the agonistic theory proposed by Chantal Mouffe, highlighting the democratic role of conflict and dissent. Empirical research on agonism in education is, however, scarce. In this article, we explore agonistic democratic theory in educational practice, more precisely in a conversation about a literary classic in an upper-secondary Swedish L1 classroom. Based on the analysis of data generated through a teacher-researcher collaboration, we propose six didactic conditions that are fruitful for what we call agonistic literary discussions. Contributing to the debate on how education could meet a possible threat to democracy, we argue that an agonistic approach is a productive path. This approach views democracy as an ongoing process, and it views the classroom as a place where the meaning of democracy can be negotiated.
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TY  - JOUR
T1  - Waiting for Discovery and Support?: Neurodivergent Subjectivities in the Swedish Educational Landscape
T2  - European Journal of Inclusive Education
SN  - 2794-4417
A1  - Österborg Wiklund, Sofia
A1  - Bertilsdotter Rosqvist, Hanna
A1  - Bagger, Anette
A1  - Allan, Julie
PY  - 2023
VL  - 1
IS  - 1
EP  - 1
DO  - 10.7146/ejie.v1i1.135517
LA  - eng
PB  - : Inclusive Education Network
KW  - neurodiversity
KW  - teacher education
KW  - critical policy analysis
KW  - norm critical education
KW  - neurodivergence
KW  - sex and cohabitation education
KW  - education
AB  - PURPOSE: In this paper, we explore and contrast the Swedish state and NGO arguments for initiating two changes in national educational degree objectives in Swedish teacher education: one regarding sex and cohabitation education, and the other regarding support for pupils with ʻneuropsychiatric difficultiesʼ such as autism and ADHD (here referred to as neurodivergent pupils).APPROACH: Using critical policy analysis, we compare the arguments from the government as well as responding bodies for introducing the two objectives, with a focus on neurodivergent pupils.RESULTS: Our findings suggest that discourses concerning sex and cohabitation education for all pupils and support for pupils with ʻneuropsychiatric difficultiesʼ respectively derive from different educational ideologies and reproduce different ideas about pupils as active citizens versus passive objects of interventions. The objective of sex and cohabitation education is framed within a norm critical discourse putting forward reflexivity and identity, and where pupils are active subjects to be involved in the process. In contrast, neurodivergence is framed within a deficit approach as neurobiological, individual impairment, and a special educational problem that should be managed by professionals. It is seen as a risk for school failure, where neurodivergent pupils are passive objects of professional discovery and support.CONCLUSION: In a Swedish educational policy landscape, stressing the importance of educating pupils in line with ideas of children as right-bearers, our exploration illustrates how ʻall pupilsʼ versus neurodivergent pupils, within teacher education, are positioned as belonging to different categories of citizens: as active subjects of rights, versus passive subjects of care. This perception of neurodivergence, we argue, hampers progress towards embracing neurodivergence as a social category, and neurodivergent pupils as political subjects.
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TY  - JOUR
T1  - Inclusive education in Sweden: A survey of teachers’ attitudes, self-efficacy and collaboration towards better meeting pupils’ learning
T2  - European Journal of Inclusive Education
SN  - 2794-4417
A1  - Söderlund, Göran
A1  - Thoutenhoofd, Ernst D.
A1  - Westman Andersson, Gunilla
A1  - Gerrbo, Ingemar
A1  - Berhanu, Girma
PY  - 2024
VL  - 1
IS  - 3
SP  - 142
EP  - 166
DO  - 10.7146/ejie.v3i1.145185
LA  - eng
PB  - : Det Kgl. Bibliotek/Royal Danish Library
KW  - swedish education
KW  - inclusive education
KW  - teacher efficacy
KW  - teacher attitude
KW  - teacher collaboration
AB  - Background and aim: Teachers’ positive attitudes towards inclusive education are taken to be critical to providing education that better meets all pupils’ learning. Studies have therefore tried to clarify interaction between teachers’ attitudes and inclusive education. The present study reports data on teachers’ attitudes, self-efficacy and collaboration towards inclusive education in Sweden. Nation-wide data were collected from teachers before they joined a national professional development programme aimed at strengthening schools' competence in adapting teaching to pupils’ learning.  Methods: Participants were 2,348 (51,6%) out of 4,553 targeted teachers that answered an online survey. The survey included three instruments: the Ohio State Teacher Efficacy Scale (OSTES), the Sentiments, Attitudes and Concerns about Inclusive Education – Revised (SACIE-R), and bespoke questions about teachers’ attitudes towards collegial learning (TACL). Mean values and correlations were assessed. Responses to an open question about teachers’ expectations ahead of starting their training programme were analysed in NVivo, using word frequency analysis. Results: Three-quarters of respondents show overall positive responses towards adapting their teaching to pupils’ learning. However, almost two-thirds of teachers do also report significant concerns about their ability to do inclusive education well. Scores remained largely unaffected by public or private school ownership, nor did the affluence of school catchment areas affect teacher scores. Conclusions: The self-reported attitudes, self-efficacy and collaboration among teachers in Sweden towards adapting their teaching to pupils’ learning support positive research conclusions: although they do have concerns likely to be founded on professional considerations, teachers are by and large positive about better meeting all pupils’ learning.
ER  - 

TY  - JOUR
T1  - The teacher as innovator during a pandemic: Changing practices and culture
T2  - Læring og Medier
SN  - 1903-248X
A1  - Lindberg, Ylva
A1  - Haglind, Therése
PY  - 2021
VL  - 24
IS  - 14
EP  - 24
DO  - 10.7146/lom.v14i24.125581
LA  - eng
PB  - : Det Kgl. Bibliotek
AB  - Gymnasieskolans övergång till digital undervisning våren 2020 visade på svenska skolors beredskap att ställa om till undervisningen på distans (Skolinspektionen, 2020). Processerna i förloppet avslöjade att tekniken inte bara tog plats, utan även tog över. I syfte att skapa fördjupad kunskap om förutsättningar och praktiker som underlättat omställningen, har ett data-set konstruerats utifrån gymnasielärares berättelser om sina personliga upplevelser av övergången. Sammantaget bygger analysen på 52 berättelser. Den narrativa ansatsen (Riessman, 1993; 2008) tjänar till att komma åt kvalitativa aspekter och olika dimensioner av praktiken i förändring. Teoretiskt beskriver Kemmis (2019) betydelsen av att uppmärksamma praktiker i rörelse och att nära och stödja praktiker i vardande, eftersom mänsklig utveckling, samt individens och kollektivets lärande, bygger på ständigt förändrade praktiker. Datamaterialet har analyserats tematiskt (Cohen et al., 2011; Lincoln & Guba, 1986) och belyser tre övergripande tematiska praktiker: kollaborativa, kommunikativa, och kreativa praktiker som avgörande i utvecklingsarbetet av undervisningen på distans. Analysen ger indikationer på att om dessa tre praktiker samverkar och stöds gemensamt och likvärdigt inom lärarkår och organisation utvecklas också undervisningens kvalitet.
ER  - 

TY  - JOUR
T1  - Educational leadership in collegial decision-making? How course leaders and teachers participate and influence decisions in planning meetings
T2  - Qualitative Studies
SN  - 1903-7031
A1  - Bennerstedt, Ulrika
A1  - Åberg, Eva Svärdemo
PY  - 2024
VL  - 3
IS  - 9
SP  - 8
EP  - 41
DO  - 10.7146/qs.v9i3.149705
LA  - eng
PB  - : Det Kgl. Bibliotek/Royal Danish Library
KW  - educational leadership
KW  - leadership-in-interaction
KW  - joint decision-making
KW  - epistemic
KW  - deontic
KW  - emotion
KW  - krigsvetenskap
KW  - war studies
AB  - Although decision-making is central to development and change in higher education, few studies unpack how leadership is enacted and negotiated in situ in collegial planning tasks where decisions are at stake. This article addresses this gap in educational leadership by examining influencing work in decision-making processes at a Swedish university. It explores educational leadership in course-planning meetings with course leaders and teachers. The empirical material consists of video recordings of meetings from two teams with challenging conditions: not only was the data recorded during the pandemic, but the teams also had a high teacher turnover. Drawing on the tradition of leadership-in-interaction, this article explores educational leadership in meeting interaction by illustrating and contrasting how course supervisors and teachers participate in and influence decision-making on pedagogic and didactic designs. Analyses of empirical episodes show how team members struggle to find common ground in the past and formulate decision proposals for educational change in backward- and forward-looking cycles. A key finding is how the trajectory of decision-making processes differs between the studied teams. The article discusses high teacher mobility as an organizational constraint that limits the collective competence of course teams, providing problematic conditions for smooth decision-making and, thus, educational change and leadership. This constraint places a heavy burden on course leaders to navigate ambiguities of knowledge, power, and emotion in interaction that highlight underlying assumptions about the course leader’s role as a collegial leader without managerial decision-making power.
ER  - 

TY  - JOUR
T1  - Reading the World: Challenging Cultural Insideness in Swedish Upper Secondary Literature Education
T2  - Journal of Literary Education
SN  - 2659-3149
A1  - Bradling, Björn
A1  - Lindberg, Ylva
PY  - 2024
IS  - 8
SP  - 114
EP  - 136
DO  - 10.7203/JLE.8.28881
LA  - eng
KW  - cultural insideness
KW  - transnational  literature
KW  - multi-perspectivism
KW  - transformative  learning
KW  - participatory research
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This study sets out to challenge politically motivated reinforced insideness of Swedish upper secondary L1 literature education. It does so by highlighting transformative aims presented in the curriculum and introducing transnational literature to L1 students. Theoretically, categories of insideness (Relph, 2016) and the pedagogical idea of transformative learning (Mezirow, 1994; 2003; 2006) are used to analyse the material, which consists of 28 student reflections on transformative phrasing used in the curriculum and on two transnational short stories. Methodologically the study is based on participatory research which isconcretised through a focus group interview with school librarians. The interview was part of preparing for the intervention in the students’ L1 classroom. The material was thematically analysed (Braun & Clarke, 2006; Braun, Clarke & Hayfield, 2019) using the categories of vicarious, empathetic, and existentialinsideness (Relph, 2016).The results show how students’ insideness is revealed and challenged by the use of transnational literature. Literature which challenge the students’ expectations and frames of reference can add to a more multiperspectivist understanding of the world. However, for this transformation to occur it is necessary for the reader to recognize aspects of oneself in the literary work. Moreover, scaffolding teaching practices, including subject-specific language such as the conceptual apparatus of cultural insideness, are crucial to support transnational reading as a transformative learning practice. L1 literature education can become a window to the world, but only if it includes aspects of recognition. To know a there you have to know a here and vice versa.
ER  - 

TY  - JOUR
T1  - A general overview of the Swedish approach to inclusive education
T2  - Italian Journal of Special Education for Inclusion
SN  - 2282-6041
A1  - Samuelsson, Marcus
A1  - Sundström, Pether
PY  - 2019
VL  - 2
IS  - 7
SP  - 110
EP  - 123
DO  - 10.7346/sipes-02-2019-11
LA  - eng
KW  - collegial collaboration
KW  - didactical considerations
KW  - educational systems
KW  - inclusion
KW  - simulation training
AB  - This article is set to inform about the Swedish school system, parts of the Swedish teacher education, didactical considerations using co-teaching for inclusion and some ongoing Swedish research about simulation training within teacher education for special needs teachers and ways to improve pupils reading skills. The work has been done as literature studies of earlier research and regulatory documents as well as case studies of teacher education at Linköping University where they use simulation training and ongoing research in a municipality in Sweden where they use response to intervention (RTI) to support pupils to become faster and more confident at coming up with answers to addition and subtraction problems. The case study about simulation training showed how simulations could be used to train the ability for teacher for special needs training and teachers for special educational needs ability to observe, a skill that is of great importance in taking stock of a situation and carrying out an investigation in school practices. The influence of the instructor/teacher when using different ways of teaching such as simulation was also showed. The case study about RTI showed that fewer pupils than expected have automatic recall of number combinations, which has the consequence that a larger group than expected will carry on practice with help of adapted computer program.
ER  - 

TY  - JOUR
T1  - Learning as Peers in Practice – An Obstacle or Support for Student Teachers’ Vocational Learning?
T2  - Educational Practice and Theory
SN  - 1323-577X
A1  - Jederud, Sandra
PY  - 2021
VL  - 1
IS  - 43
SP  - 77
EP  - 97
DO  - 10.7459/ept/43.1.06
LA  - eng
PB  - : James Nicholas Publishers
KW  - assessment
KW  - collaboration
KW  - teacher education reforms
KW  - participatory perspective
KW  - spectator perspective
KW  - peer learning
KW  - sweden
KW  - teacher education
KW  - teacher practice
AB  - Re-organization of practicum within Initial Teacher Education in Sweden has initiated changes of supprt for student teachers. This article discusses learning during practice, where student teachers are placed with peer students, and what this method of learning indicates how student teachers should learn the profession of teaching. This article examines perceived consequences when student teachers collaborate during practice within ITE. I make use of the concepts of participatory perspective, where practical knowledge is learned through taking part in practice, and spectator perspective, where practical knowledge is learned through reflecting together with peers. This article illuminates how different forms of learning are experienced and valued in this part of teacher education. A case study was conducted among ITE preschool students implementing their final period of practice. Findings show that when student teachers implement practice together, perceptions are that learing through a spectator perspective is seen as an obstacle for learning the profession of teaching authentically. 
ER  - 

TY  - JOUR
T1  - What Do We Want? A Study of the Role of Self-Efficacy in Inclusive Education: Special Educators’ Attitudes Towards Community Building
T2  - Education and Society
SN  - 0726-2655
A1  - Reichenberg, Monica
A1  - Löfgren, Kent
PY  - 2019
VL  - 1
IS  - 37
SP  - 37
EP  - 57
DO  - 10.7459/es/37.1.04
LA  - eng
PB  - : James Nicholas Publishers
KW  - attitudes
KW  - inclusive education
KW  - self-efficacy
KW  - special educators
KW  - students with intellectual disability
AB  - The overall aim of this study was to describe the role of self-efficacy for inclusive education as a predictor of Swedish special educators’ attitudes towards participation by students with ID in the community outside the school building. Consequently, our research question was the following: To what extent does self-efficacy for inclusive education predict Swedish special educators’ attitudes towards participation by students with ID in the community outside the school? 148 special educators filled out questionnaires about their self-efficacy beliefs and other personal variables. We found that special educators are overwhelmingly positive towards more community building. However, self-efficacy for education of students with ID was, on average, negatively associated with attitudes towards more community building. We conclude that our findings should have consequences for teacher education programmes in special education.
ER  - 

TY  - JOUR
T1  - Online intercultural dialogue amongst student teachers from seven countries: A study of IPC global discussions
T2  - Education and Society
SN  - 0726-2655
A1  - Margrain, Valerie
A1  - Fredholm, Kent
A1  - Schultheis, Klaudia
PY  - 2020
VL  - 1
IS  - 38
SP  - 57
EP  - 72
DO  - 10.7459/es/38.1.04
LA  - eng
PB  - Melbourne : James Nicholas Publishers, Pty. Ltd.
KW  - globalisation
KW  - internationalisation
KW  - intercultural dialogue
KW  - online engagement
KW  - teacher education
AB  - This article shares qualitative analysis of online discussion threads between student teachers in seven countries. The student teachers engagedtogether online to share intercultural perspectives and experiences on arange of topics of relevance to education systems, policy, teacher education, and childhood. In 2017, participating countries were: Australia, Bulgaria, Germany, Japan, Spain, Sweden, and the USA. Through theprocess of discussing and documenting diverse cultural and educationalpractices – for example the age children start school, the involvement ofparents in education, uniforms, daily routines, inclusion, and technology– student teachers reflected on values, beliefs, traditions and aspirations.Findings relate to intercultural communication and intercultural praxis.Thematic analysis of 675 posts identified a range of open and closed discourses, and three intercultural positions. The conclusion of the study isthat online engagement provides a sustainable and accessible strategyto enrich interculturality in teacher education.
ER  - 

TY  - JOUR
T1  - “We are Swedish Preschool Teachers”.: Student Teacher Feedback on Internationalisation and Interculturality in Preschool Teacher Education
T2  - World Studies in Education
SN  - 1441-340X
A1  - Abraham, Getahun Yacob
A1  - Margrain, Valerie
PY  - 2022
VL  - 1
IS  - 23
SP  - 77
EP  - 95
DO  - 10.7459/wse/22.1.06
LA  - eng
PB  - : James Nicholas Publishers, Pty. Ltd.
KW  - internationalisation
KW  - interculture
KW  - preschool teacher education
KW  - sociomateriality
KW  - student teachers
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - Course materials in teacher education programmes are one of the means to support young teachers learn content knowledge and pedagogical theories. The materials are chosen to support their learning in a range of areas, and this article presents the findings of a study that explored how Swedish preschool student teachers perceived their course materials in relation to internationalisation and intercultural practice. Questionnaires were administered to students in a preschool teacher education at a Swedish university through the Survey and Report tool, and 94 students responded. Findings indicate that the responding student teachers valued content and materials for three key reasons: (i) materials that were localised, (ii) practice-oriented, and (iii) prepared them for working specifically in Swedish preschools. Identity as a Swedish preschool teacher (Swedish context and preschool teaching focus) appeared to be of greater influence in determining the responding students’ value of content than the higher education goals of globalisation and internationalisation. 
ER  - 

TY  - JOUR
T1  - Intersection Between Culture and International Contexts in Early Childhood Teacher Education: Internationalisation in Action
T2  - World Studies in Education
SN  - 1441-340X
A1  - Gilmore, Gwen
A1  - Margrain, Valerie
PY  - 2022
VL  - 1
IS  - 23
SP  - 7
EP  - 16
DO  - 10.7459/wse/23.1.02
LA  - eng
PB  - : James Nicholas Publishers, Pty. Ltd.
KW  - early childhood
KW  - teacher education
KW  - internationalisation
AB  - This article presents the concept of internationalisation and explores related discourses within the context of early childhood education. The provision of educational experiences for children prior to commencing school can be understood and enacted in many ways and such provision is typically country- and culture-specific. This article elaborates on the variation within which early childhood education opportunities are afforded to children and understood in the profession. Four qualitative, autobiographical narratives explore intercultural practices in New Zealand and Sweden, using aspects of Sorrell's (2016) intercultural framework to illustrate how internationalism links to early childhood education teacher education. The model's six key elements of (i) inquiry, (ii) framing, (iii) positioning, (iv) dialogue (v) reflection and (vi) action inform our perceptions and experiences as early childhood educators, and the influence of internationalisation on practice.
ER  - 

TY  - JOUR
T1  - Interculturality and internationalisation in a Swedish teacher education programme
T2  - World Studies in Education
SN  - 1441-340X
A1  - Jacobsson, Andreas
PY  - 2022
VL  - 1
IS  - 23
SP  - 17
EP  - 35
DO  - 10.7459/wse/23.1.03
LA  - eng
PB  - : James Nicholas Publishers
AB  - The concepts of interculturality and internationalisation have gained prominence in Swedish teacher education in general. This is a direct response to intensified migration, mobility and demographic shifts in contemporary, typically Western, societies. However there remains confusion and lack of clarity about what these mean both as a policy, and in practice, given that interculturality is a polysemic concept, used in different ways in different contexts. This article explores these concepts through a case study involving document analysis (curricula, study plan, syllabi, required reading lists) in an early childhood education programme within a Swedish university. The findings are further discussed with the support of analytical concepts from the field of critical interculturality in education. The research found that even though the concepts are widely discussed in general educational discourse, they are poorly represented and problematised in the course documents.
ER  - 

TY  - JOUR
T1  - Internationalisation and Diversity in Preschool Teacher Education: Representations in Preschool Student Teachers' Projects
T2  - World Studies in Education
SN  - 1441-340X
A1  - Cooper, Ami
PY  - 2022
VL  - 1
IS  - 23
SP  - 37
EP  - 57
DO  - 10.7459/wse/23.1.04
LA  - eng
PB  - : James Nicholas Publishers, Pty. Ltd.
KW  - diversity
KW  - discourse
KW  - internationalisation
KW  - preschool teacher education
AB  - Internationalisation of higher education has been a top priority in many countries for decades, yet teacher education programmes in Sweden have lower number of exchange students. This is predominantly ascribed to the Swedish national context of education and to the lack of conceptualisation of internationalisation and diversity among teacher educators in Sweden. The need to address issues of internationalisation and diversity is reinforced by the fact that many societies today are heterogeneous with high levels of linguistic and cultural diversity. This study examines conceptualisations of internationalisation and diversity in preschool teacher education at one Swedish university. Drawing from Stephen Ball’s writings on policy as text and policy as discourse, student preschool teachers are simultaneously regarded as policy workers that act upon policy and as subjects constructed by the same policy. Through 26 preschool student teachers’ undergraduate degree projects, the question “What is the problem represented to be?” is used to explore the projects. The results show that the projects reproduce prevailing discourses of internationalisation and diversity from content, literature, and policy. The findings show that to develop students’ conceptualisations of internationalisation and diversity, a reconceptualisation of the purposes and means of internationalisation in preschool teacher education is needed. 
ER  - 

TY  - JOUR
T1  - Becoming a visual arts teacher with a/r/tography: Dealing with desires, doubts and fears in examinations in art teacher education
T2  - Nordic Journal of Art & Research
SN  - 2535-7328
A1  - Karlsson Häikiö, Tarja
A1  - Hellman, Annika
PY  - 2024
VL  - 13
IS  - 3
SP  - 1
EP  - 27
DO  - 10.7577/ar.5456
LA  - eng
PB  - : OsloMet - Oslo Metropolitan University
KW  - art education
KW  - a/r/tography
KW  - art-based education
KW  - examination
KW  - teacher education
AB  - Examination practice in art teacher education in Sweden is a part of the development of professional practice in compulsory, secondary and upper secondary education. Visual arts as a school subject entails a hybridity of artistic and didactic perspectives.In art teacher education, a double didactic perspective involves the learning of the student teacher and their future teaching of students in the visual arts. This article focuses on an examination of student teachers in the visual arts. An entry point isthe methodology of a/r/tography, which entails exploring different subject positionings as artist, researcher and teacher in student teachers’ examination projects. Three examination projects were presented exemplifying how the use of art-based methods supports an understanding of subject didactics in the process of becoming a visual arts teacher. The examinations consisted of written academic texts and art-based explorative investigations in different visual media. The study also elaborated on how student teachers’ artistic production supports an understanding of the subject’s theoretical and practice-based content. The results indicated how a/r/tography can be used for reflected learning in becoming-teacher through student teachers’ efforts to encompass their future professional roles. The results also showed the challenges of student teachers in confronting their desires, doubts and fears in their learning processes during art teacher education.
ER  - 

TY  - JOUR
T1  - Colour and form: Changing expressions of vocational knowing within floristry education
T2  - FORMakademisk
SN  - 1890-9515
A1  - Gåfvels, Camilla
PY  - 2018
VL  - 2
IS  - 11
SP  - 1
EP  - 11
DO  - 10.7577/formakademisk.1719
LA  - eng
PB  - Oslo : OsloMet, Oslo Metropolitan University
KW  - vocational knowing
AB  - This article investigates how expressions of vocational knowing regarding colour and form changed in Swedish upper secondary floristry education between 1990 and 2015. An analytical approach is used which falls within the framework of a sociocultural interpretation of educational activity. During the period studied, subject matter related to colour and form became increasingly formalised. Empirical data was obtained from multiple sources, including two interviews with an experienced senior teacher, which helped to reveal the local history of a leading Swedish floristry school. The findings of the article are as follows: (i) conceptualisation, verbal analysis and reflection have gained prominence in Swedish floristry education since the 1990s, and (ii) these tools have increasingly served to help participants in education make and express aesthetic judgements. Through a discussion of various aspects of contemporary Swedish floristry education, the article illuminates the complexity of long-term changes in vocational knowing.
ER  - 

TY  - JOUR
T1  - Theorising craft practices through sketching: The case of Swedish post-compulsory floristry and textile education.
T2  - FORMakademisk
SN  - 1890-9515
A1  - Gåfvels, Camilla
A1  - Lindberg, Viveca
PY  - 2021
VL  - 2
IS  - 14
SP  - 1
EP  - 15
DO  - 10.7577/formakademisk.4206
LA  - eng
PB  - Oslo : OsloMet - Oslo Metropolitan University
KW  - floristry
KW  - textile design
KW  - curriculum change
KW  - teacher educators
KW  - educational change
KW  - craft knowing
KW  - florist
KW  - seamstress
KW  - sketching and drawing
KW  - vocation
AB  - This article explores how craft practice is theorised through sketching, by comparing narratives about the role of sketching from interviewed Swedish upper secondary textile design and floristry education teachers, and aiming to discern connection to curriculum. The theory and methods used in the article are influenced by Ivor Goodson's work on subject knowledge and curriculum change (1998). Empirical data was obtained from multiple sources, including interviews with four teachers. The findings reveal that, while sketching has been intrinsic to textile design and seamstress vocational knowing for considerable time, sketching is a relatively new phenomenon within floristry vocational knowing and education; essentially dating from the 2011 Swedish educational reform. The discussion claims that sketching provides means to theorise craft practice, through providing an intermediary level between the abstract (theory) and the concrete (objects) within the practice. [ABSTRACT FROM AUTHOR]
ER  - 

TY  - JOUR
T1  - Children’s rights in Swedish teacher education
T2  - Human Rights Education Review
SN  - 2535-5406
A1  - Olsson, Åsa
PY  - 2025
VL  - 2
IS  - 3
SP  - 49
EP  - 67
DO  - 10.7577/hrer.3925
LA  - eng
PB  - : University of South-Eastern Norway; NOR
KW  - children’s rights
KW  - uncrc
KW  - swedish teacher education
KW  - syllabus
AB  - In 2020, the United Nations Convention on the Rights of the Child (UNCRC) was incorporated into Swedish domestic law. In the proposals for new legislation, it is emphasised that steps be taken to develop knowledge of children’s rights among professionals at all levels. This article explores the presence and status of children’s rights in Swedish teacher education. A total of 362 teacher-education course plans and syllabi at 12 universities were examined, and a questionnaire was conducted among 156 teacher educators. Although teacher educators judge knowledge around children’s rights to be important for pre-service teachers, the syllabi provide little guidance as to what knowledge pre-service teachers need. Using the framework for analysing human rights education designed by educational specialist Felisa Tibbitts, it is concluded that Swedish teacher education fits with a Values and Awareness Model, which is associated with socialisation but not with social change.
ER  - 

TY  - JOUR
T1  - Vilka kompetenser beskriver förskollärarstudenter att de erhåller genom examensarbetet?
T2  - Nordisk Barnehageforskning
SN  - 1890-9167
A1  - Råde, Anders
PY  - 2019
VL  - 1
IS  - 18
SP  - 1
EP  - 15
DO  - 10.7577/nbf.2900
LA  - swe
PB  - Oslo : Cappelen Damm AS - Cappelen Damm Akademisk
KW  - academic competence
KW  - final thesis
KW  - preschool teacher education
KW  - professional competence
KW  - examensarbete
KW  - förskollärarutbildning
KW  - professionell kompetens
KW  - vetenskaplig kompetens
AB  - I denna studie analyseras och diskuteras vilka kompetenser som förskollärarstudenter i Sverige beskriver att examensarbetet har givit dem. Analysen av 114 studentessäer visar sex vetenskapliga och fem professionella kompetenser som studenterna erhållit via examensarbetet. De mest framträdande kompetenserna är färdigheter i vetenskapligt skrivande, ämneskunskaper och professionell insikt. Flertalet kompetenser som beskrivs uppvisar likheter mellan vetenskapliga och professionella kompetenser, som till exempel ett ifrågasättande förhållningssätt. De vetenskapliga kompetenserna möjliggör en analys och förståelse av professionen, en form av ”veta varför”-diskurs. De professionella kompetenserna ger praktiska färdigheter för professionen, en form av ”veta hur”-diskurs. En utvecklingspotential för examensarbetet finns i de likheter som identifierats mellan de vetenskapliga och professionella kompetenserna.
ER  - 

TY  - JOUR
T1  - Preschool teachers’ reasoning about interactive whiteboard embedded in mathematics education in Swedish preschools
T2  - Nordisk Barnehageforskning
SN  - 1890-9167
A1  - Bourbour Hosseinbeigi, Maryam
A1  - Björklund, Camilla
PY  - 2014
VL  - 2
IS  - 7
SP  - 1
EP  - 16
DO  - 10.7577/nbf.608
LA  - eng
PB  - : Høgskolen i Oslo og Akershus
KW  - mathematics education
KW  - interactive whiteboard
KW  - young children
KW  - preschool teacher
AB  - This paper aims to investigate the ways in which teachers enact the interactive whiteboard (IWB) in Swedish preschools in relation to preschool children’s mathematical learning. Data collected from interviews with four preschool teachers have provided the opportunity to consider the potential of IWB to facilitate a creative approach to young children’s mathematics education. The findings suggest that IWB use in preschool is mostly viewed as “Space for children to involve in problem-solving situations”, “Supporting collaborative learning and mutual negotiation”, “Goal-oriented mathematics learning facilitated by IWB” and “Retaining children’s interest in learning activities”. This study also highlights the importance of teachers’ technological knowledge and skills in mediating the interaction and facilitating the use of IWB in preschool pedagogical practices.
ER  - 

TY  - JOUR
T1  - A Comparison of University Curriculum in Special Teacher Education in Finland and Sweden
T2  - Nordic Journal of Comparative and International Education
SN  - 2535-4051
A1  - Takala, Marjatta
A1  - Nordmark, Marie
A1  - Allard, Karin
PY  - 2019
VL  - 2
IS  - 3
SP  - 20
EP  - 36
DO  - 10.7577/njcie.2659
LA  - eng
PB  - : OsloMet - Oslo Metropolitan University
KW  - curriculum
KW  - special teacher education
KW  - professional competence
KW  - inclusion
KW  - utbildning och lärande
KW  - education and learning
AB  - The education of special teachers’ is seldom studied, and when it is examined, it is compared primarily with general teacher education. The written academic curricula reflect scientific, professional, social, and ethical values, goals, and competences in education, school and society. This study analyses the special teacher education (STE) curricula from six Finnish and seven Swedish universities. The results show that Finnish STE curricula consists of 60 credits over one year , while the Swedish curricula comprises 90 credits over 1.5 years. Finnish STE can be called a “combo degree,” which addressed various learning difficulties, and Swedish STE transformed it into a specialization, with five different options. Teaching practice is essential in Finnish education, but does not exists as such in Sweden. Inclusive elements are somewhat present in the curricula, often in the form of co-operation. The core contents in these two countries are discussed and compared.
ER  - 

TY  - JOUR
T1  - Decolonial options and challenges for ethical global issues pedagogy in Northern Europe secondary classrooms
T2  - Nordic Journal of Comparative and International Education
SN  - 2535-4051
A1  - Pashby, Karen
A1  - Sund, Louise
PY  - 2020
VL  - 1
IS  - 4
SP  - 66
EP  - 83
DO  - 10.7577/njcie.3554
LA  - eng
PB  - Oslo : Høgskolen i Oslo og Akershus
KW  - global citizenship education
KW  - decoloniality
KW  - education for sustainable development
KW  - teacher pedagogy
KW  - education
AB  - This article builds from scholarship in Environmental and Sustainability Education and Critical Global Citizenship Education calling for more explicit attention to how teaching global issues is embedded in the colonial matrix of power (Mignolo, 2018). It reports on findings from a small exploratory study with sec-ondary and upper secondary school teachers in England, Finland, and Sweden who participated in work-shops drawing on the HEADSUP (Andreotti, 2012) tool. HEADSUP specifies seven repeated and inter-secting historical patterns of oppression often reproduced through global learning initiatives. Teachers dis-cussed the tool and considered how it might be applied in their practice. The paper reviews two of the key findings from their discussions: a) the mediation of charity discourses and global-local relations and b) emerging evidence of how national policy culture and context influence teachers’ perceptions in somewhat surprising ways.
ER  - 

TY  - JOUR
T1  - Global Demands - Local Practices: Working towards Inclusion of Gender Equality in Teacher Education in Finland and Sweden
T2  - Nordic Journal of Comparative and International Education (NJCIE)
SN  - 2535-4051
A1  - Kreitz-Sandberg, Susanne
A1  - Lahelma, Elina
PY  - 2021
VL  - 1
IS  - 5
SP  - 50
EP  - 68
DO  - 10.7577/njcie.4052
LA  - eng
PB  - : OsloMet - Oslo Metropolitan University
KW  - gender equality
KW  - gender awareness
KW  - gender inclusion
KW  - teacher education
KW  - finland
KW  - sweden
KW  - comparative case studies
KW  - pedagogik med inriktning mot utbildningsvetenskap
KW  - educational science
AB  - Gender equality is a global aim that has been presented in numerous documents. However, teacher education programs in many countries still lack sustainable strategies for working towards gender equality in education. Working successfully in this area may promote more sustainable practices in schools to reach gender-fair societies. The Nordic countries are known for pro-active gender policies and they provide interesting cases for investigating achievements and struggles in the field. The purpose of this article is, from an international comparative perspective, to explore the rationales and practices when working with issues of gender equality in Finnish and Swedish teacher education and to reflect on related concepts. We describe, analyse and compare local practices, theoretical frameworks and challenges by revisiting gender and teacher education research and equality projects from the 1980s up to today. The comparative methodology chosen facilitates understanding examples from two neighbouring countries, illustrating different ways to develop policies and strategies. Local actors not only follow global claims to work with gender and equality in teacher education but also play an active role and contribute to these discourses. Our study suggests that gender equality cannot be achieved overnight; appropriate strategies need to be negotiated constantly in specific national and institutional contexts at universities and teacher education institutions.
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TY  - JOUR
T1  - Beyond exceptionalism: Decolonising the Nordic educational mindset
T2  - Nordic Journal of Comparative and International Education (NJCIE)
SN  - 2535-4051
A1  - Conolly, Joffy
A1  - Abraham, Getahun Yacob
A1  - Bergersen, Ane
A1  - Bratland, Kari
A1  - Jaeger, Kirsten
A1  - Aarup Jensen, Annie
A1  - Lassen, Inger
PY  - 2025
VL  - 1
IS  - 9
EP  - 1
DO  - 10.7577/njcie.5989
LA  - eng
PB  - Oslo : OsloMet - Oslo Metropolitan University
KW  - decoloniality
KW  - equality
KW  - mindset
KW  - nordic education
KW  - nordic exceptionalism
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - The idea of Nordic countries as benevolent, egalitarian nations largely innocent of colonialism, is increasingly challenged by researchers. Yet, there is still reluctance within Nordic education systems to properly examine issues of coloniality, race, and white privilege. In this conceptual paper we first draw on research from Denmark, Finland, Norway, and Sweden to deconstruct the notion of Nordic exceptionalism. We highlight a shared history of colonial complicity and ongoing coloniality towards Indigenous and minoritised groups. We also show that the Nordic emphasis on societal equality is based on a narrative of cohesion, an imagined sameness, that increasingly fails to reflect their diverse populations. This egalitarian ideology results in colour-blindness in society and an unwillingness to acknowledge or confront issues of race, white supremacy, or inequality for fear of disturbing the equilibrium. Using decolonial theory, we then suggest that within education, Nordic exceptionalism has led to a singular historical narrative and attempts to assimilate minoritised groups, in the process valorising Western epistemology. Educators either dismiss, or are ignorant of, what Quijano (2000) terms the colonial matrix of power: the system of Western domination that continues to normalise epistemic violence and devalue other knowledges and perspectives. Educators prefer to protect white sensitivities rather than allow critical discussion and uncomfortable questions of coloniality. We demonstrate that Nordic education needs to decolonise itself, but that this cannot be achieved until it overcomes a discomfort with difference that prevents alternative knowledges and practices from being valued or adopted. We conclude with some thoughts on how to begin this process.
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TY  - JOUR
T1  - Differentiation as a Consequence of Choice and Decentralization Reforms: Conditions for Teachers' Competence Development
T2  - Professions & Professionalism
SN  - 1893-1049
A1  - Parding, Karolina
A1  - Jansson, Anna Berg
A1  - Sehlstedt, Therese
A1  - McGrath-Champ, Susan
A1  - Fitzgerald, Scott
PY  - 2017
VL  - 2
IS  - 7
EP  - 2
DO  - 10.7577/pp.1855
LA  - eng
PB  - : Oslo and Akershus University College of Applied Sciences
KW  - industrial work environment
KW  - industriell produktionsmiljö
AB  - This paper examines the conditions for teacher competence development as they relate to the current restructured governance of the education sector in Sweden. In reviewing the literature, contextual factors in the workplace are often pointed out as central to conditions for competence development. However, we argue that a sector-level approach is useful in examining and explaining competence development conditions, especially in times of governance change. We describe how a workplace’s geographical location and budgetary situation, along with its size and age, relate to how teachers experience their working conditions. The findings indicate that the organization of work at a local workplace level impacts the conditions for competence development. Moreover, various regional and local characteristics seem to affect the conditions for competence development in that the organization and governance of the education sector create different conditions for competence development
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TY  - JOUR
T1  - Swedish School Reforms and Teacher Professionalism
T2  - Professions and Professionalism
SN  - 1893-1049
A1  - Nilsson-Lindström, Margareta
PY  - 2020
VL  - 3
IS  - 10
SP  - 38
EP  - 78
DO  - 10.7577/pp.3878
LA  - eng
PB  - : Høgskolen i Oslo og Akershus
AB  - The education policy of the last few decades has significantly changed the Swedish school system. Municipalization and deregulation reforms were implemented in parallel with an internationally prescribed professionalization of teachers. This seemingly contradictory combination has reshaped not only teachers’ attitudes and actions but also those of principals and students as managers and consumers. In light of these changes, the professionalization of teachers and the strategic importance of a teacher-specific knowledge base, multi-year academic training, certification and career steps are analysed. Based on Freidson's three competing work organization and control logics, this article focuses on how the mix of logics has changed at the expense of professionalism in favour of bureaucracy and the market. The professionalization reforms have in some respects benefited teachers, especially with regard to their positions in the labour market. In other respects, the actions of managers and consumers have resulted inrestrictions on teachers' autonomy as professionals.
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TY  - JOUR
T1  - The Emergence of the Professional Field of Higher Education in Sweden
T2  - Professions & Professionalism
SN  - 1893-1049
A1  - Agevall, Ola
A1  - Olofsson, Gunnar
PY  - 2013
VL  - 2
IS  - 3
SP  - 1
EP  - 22
DO  - 10.7577/pp.547
LA  - eng
PB  - : Høgskolen i Oslo og Akershus
KW  - universities
KW  - field of higher education
KW  - layers of function
KW  - institutional form
KW  - institutional expansion/contraction
KW  - corps of university teachers
AB  - The changing structure of the Swedish university system has shaped its corps of university teachers. The analytical device used to demonstrate this connection is the changing social functions of Swedish universities which serve as the lens through which we understand this change. We argue for five successive and historically added layers of functions: the training of church officials, state functionaries, experts of the industrial society, the welfare professions, and, finally, the mass of employees of the “knowledge society.” Each new function is superimposed on the existing ones, adding to the complexity of tasks, areas of knowledge, and teacher categories in the universities. The position of the university as the arbiter of the highest form of knowledge, the internal differentiation of the field of higher education, and the growth and stratification of its teaching corps are three main building blocks for this history of the Swedish system of higher education.
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TY  - JOUR
T1  - “Back to the future”: Socio-technical imaginaries in 50 years of school digitalization curriculum reforms
T2  - Seminar.net
SN  - 1504-4831
A1  - Bergviken Rensfeldt, Annika
A1  - Player-Koro, Catarina
PY  - 2020
VL  - 2
IS  - 16
EP  - 2
DO  - 10.7577/seminar.4048
LA  - eng
PB  - : OsloMet - Oslo Metropolitan University
KW  - it networks
KW  - curriculum reform
KW  - governance transformation
KW  - infrastructure
KW  - learning platforms
KW  - school computers
KW  - school digitalization
KW  - socio-technical imaginary
KW  - teacher education and education work
KW  - lärarutbildning och pedagogisk yrkesverksamhet
AB  - This paper examines major Swedish school digitalization curriculum reforms over the past 50 years by analyzing similarities and differences between the late 1960s, mid-1990s, and early 2010s curricular reforms. By drawing on Jasanoff’s (2015) socio-technical imaginary concept, we examine how digitalization reforms are constituted discursively and materially in struggles over curricular knowledge content, preferred citizenship roles, and infrastructural investments and especially by relating curricular reforms to governance transformations. One recurrent strategy of reform is what we call the back to the future argument, where curricula address an ideal citizenship of future societies, politically used to support change. We suggest that in the more than 50 years of school digitalization issues, it has been surrounded by strong and shifting struggles over the curriculum content and governance transformations. This pendulum movement (Englund, 2012) has taken place partly through central, state-led or new monopolized technology governance and infrastructures and partly through decentralized forms of governing (e.g., in municipal contexts and via IT-supported networks).
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TY  - JOUR
T1  - The effect of frame factors on (vocational) teacher educators’ teaching work: A narrative study within short-track teacher education at a Swedish university
T2  - Scandinavian Journal of Vocations in Development
SN  - 2464-4153
A1  - Asghari, Hamid
A1  - Andersén, Annelie
PY  - 2022
VL  - 1
IS  - 7
SP  - 62
EP  - 83
DO  - 10.7577/sjvd.4582
LA  - eng
PB  - : OsloMet - Oslo Metropolitan University
KW  - teacher educators
KW  - vocational teacher educators
KW  - short-track teacher education
KW  - narrative research
KW  - frame factors
AB  - This  study  is  about  six  teacher  educators’  descriptions  of  their  teaching  of  (vocational)  subject-specific didactics to teacher students at a university in Sweden. The analysis has been carried out categorically  on  the  basis  of  material  from  two  focus  group  interviews  and  with  a  narrative  ap-proach. Central to the narrative approach is the basic assumption that narratives are constructed together with and in relation to other people. The theoretical approach in the study is based on the concept of frame factors. We have assumed Hiim’s (2010) didactic relationship model, but use only the frame factors in her model. The study tries to answer the research question: What cate-gories of teaching-related frame factors appear in the teacher educators’ descriptions of their teach-ing? The results comprise four categories and show that time, authorities, evaluation, and student base, aspects that are related to other factors in Hiim’s relationship model, govern their teaching. The conclusion is that the teacher educators try to create opportunities for their stud-ents, who are prospective teachers, to acquire teaching skills alongside an ongoing societal development, but this attempt is governed by frame factors that they themselves are unable to change. 
ER  - 

TY  - JOUR
T1  - Newly arrived vocational students’ situation in life and at school: Understanding teacher stories through Foucault’s power and counter-power
T2  - Scandinavian Journal of Vocations in Development
SN  - 2464-4153
A1  - Asghari, Hamid
A1  - Abraham, Getahun Yacob
PY  - 2022
VL  - 1
IS  - 7
SP  - 103
EP  - 122
DO  - 10.7577/sjvd.4593
LA  - eng
PB  - Oslo : Oslo Metropolitan University
KW  - power
KW  - counter-power
KW  - newly arrived immigrant students
KW  - vocational upper secondary school
KW  - foucault
KW  - narrative research
KW  - education
KW  - teacher education and education work
AB  - This study investigates prominent themes about newly arrived immigrant students’ situation in life and at school as reflected in interviews with four teachers in a vocational upper secondary school located in a Swedish city suburb dominated by residents with immigrant background. Foucault’s concept of power and counter-power as well as Riessman’s narrative analysis are used to discuss and analyse the interviewed teachers’ descriptions. The results highlight the power and counter-power mechanisms involved in the discrepancy between well-behaved and ambitious immigrant students and the media representations of the students' housing area as criminal. The study also points to the power and counter-power relations between certain immi-grant student groups with strong solidarity and other non-belonging students. There is also a power and counter-power dynamic between authorities making decisions affecting the immi-grant students' life situation and resistance to these decisions. The study contributes valuable information of the mechanisms involved in the lives of newly arrived immigrant young students in Sweden, with possible relevance to similar contexts in other Nordic and European countries.
ER  - 

TY  - JOUR
T1  - Professional development in teacher education: (Vocational) teacher students’ descriptions: [Professionsutveckling inom lärarutbildning: (Yrkes)lärarstudenters beskrivningar]
T2  - Scandinavian Journal of Vocations in Development
SN  - 2464-4153
A1  - Asghari, Hamid
A1  - Kilbrink, Nina
A1  - Johansson, Anders E.
PY  - 2024
VL  - 1
IS  - 9
SP  - 137
EP  - 154
DO  - 10.7577/sjvd.5753
LA  - eng
PB  - : OsloMet
KW  - professional  development
KW  - (vocational)  teacher  education
KW  - communities  of  practice (cop)
KW  - interview study
KW  - professionell utveckling
KW  - (yrkes)lärarutbildning
KW  - praxisgemenskaper (cop)
KW  - intervjustudie
AB  - This article focuses on a learning objective, as part of a teacher education course at a Swedish university, where student teachers should be able to discuss their own professional development and identify further development needs. Since both research and policy documents highlight professional development as an important part of teacher education, it is important to study professional development from the perspective of student teachers. The theoretical starting point is Communities of Practice (CoP), and the study focuses on knowledge and learning within a social community. Ten subject teacher students and six vocational teacher students are interviewed about their descriptions of what the professional development for teachers in teacher educationmeans for them, which results in six prominent themes: 1) the developmentof identity formation, 2) the developmentof subject specific and vocational knowledge, 3) the developmentof leadership, 4) the developmentof relationship-building, 5) the developmentof knowledge about policy documents, laws, rules and regulations, 6) the developmentin relation to changes in the society.Despite common denominators in the students’ descriptions of professional development, there are also nuanced differences that can be understood by positioning actors about the (vocational) teacher education community. The vocational teacher students frequently connect their professional knowledge to industry and working life, whereas the subject teacher students often connect their subject knowledge to university courses and research. Both the vocational teacher students and the subject teacher students in the study describe that they need to stay up-to-date and continue developing their competence in pedagogy. However, the vocational teacher students specifically highlight the need for pedagogical knowledge within the school environment, rather than in the context of working life and workshop settings. This may be because some vocational teacher students are accustomed to training and teaching interns in these environments as part of their professional practice.
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TY  - JOUR
T1  - Nursing students' views on learning opportunities in primary health care
T2  - Nursing Standard
SN  - 0029-6570
A1  - Löfmark, Anna
A1  - Hansebo, Görel
A1  - Nilsson, Marina
A1  - Törnkvist, L
PY  - 2008
VL  - 13
IS  - 23
SP  - 35
EP  - 43
DO  - 10.7748/ns2008.12.23.13.35.c6730
LA  - eng
PB  - : RCN Publishing Ltd.
KW  - health personnel attitude
KW  - human
KW  - nursing student
KW  - organization and management
KW  - primary health care
KW  - psychological aspect
KW  - sweden
KW  - teacher
KW  - nursing education
KW  - vårdpedagogik
KW  - caring sciences
AB  - AIM: To evaluate a new supervision model for nursing students' placements in primary care in Sweden and to document students' opinions on their learning experiences in this setting. METHOD: Nursing students' (n=238) opinions were collected using a questionnaire administered before and after implementation of a new supervision model for student placements in primary care. RESULTS: Respondents were generally satisfied with their placements and rated factors that supported the new model: distinct structure for following students during the placement period; continuous caring experiences with some patients; having more than one district nurse as a mentor during the period; and seminars in primary care settings. However, just one third of respondents felt that they gained insight into how nursing research could be used in patient care. CONCLUSION: The evaluation of the new supervision model and learning opportunities in primary care were positively rated by respondents. Application of nursing research and planned time for reflection were ranked low, findings that are noteworthy and should be investigated further.
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TY  - JOUR
T1  - Physical education preservice teachers’ physical activity habits and perceptions of the profession and subject: development during teacher education
T2  - Journal of Physical Education and Sport
SN  - 2247-8051
A1  - Ferry, B. Magnus
A1  - Romar, Jan-Erik
PY  - 2020
IS  - 20
SP  - 3108
EP  - 3119
DO  - 10.7752/jpes.2020.s6422
LA  - eng
PB  - : Physical Education and Sport Faculty
KW  - habitus
KW  - professional socialization
KW  - pete
KW  - subjective warrant
KW  - sweden
AB  - Teachers’ perceptions of the subject and the teacher profession are embodied during the socialization process of becoming a physical education (PE) teacher and through participation in different social fieldsThe initial acculturation phase of the socialization has been shown to be of utmost importance for the development of these perceptions; however, research on the impact of PE teacher education (PETE) on preservice teachers’ (PSTs’) perceptions and beliefs has yieldedmixed results. The purpose of this study was to explore if PSTs’ physical activity habits and perceptions related to the subject and profession develop between enrolment in and graduation from PETE. The study used web-based questionnaires with closed- and open-ended questions completed by 60 students in a Swedish PETE programme. The open-ended questions were subject to content analysis in three steps before comparisons, and we performed statistical analysis with an independent t-test, chisquare tests, and Fischer’s exact test. The results show that PE PSTs are a homogenous group of students, with vast experience of sports and physical activities both during enrolmentand at graduation. Furthermore, although PSTs’ perceptions of a good PE teacher were unchanged during PETE, their perceptions of a good PE lesson did develop. The lack of development of PSTs’ perceptions of a good PE teacher could be explained by their initial perceptions of this question being suitable at enrolment and simultaneously well-grounded in their habitus; the development of their perceptions of a good PE lesson could be understood in relation to the elements during PETE that offer PSTs opportunities to apply learned skills and knowledge in real-life situations.
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TY  - JOUR
T1  - The impacts of individualization on equity educational policies
T2  - Journal of New Approaches in Educational Research
SN  - 2254-7339
A1  - Francia, Guadalupe
PY  - 2013
VL  - 1
IS  - 2
SP  - 17
EP  - 22
DO  - 10.7821/naer.2.1.17-22
LA  - fre
PB  - Universty of Alicante : Springer Science and Business Media LLC
KW  - educational policy
KW  - curriculum
KW  - children’s rights
KW  - social mobility
KW  - social differences
KW  - education
AB  - The present article has as its aim to illustrate and discuss the impacts of individualization strategies on equity educational policies through the analysis of individualized teaching strategies applied within the framework of educational priority policies in Sweden. The methodology used in our research work includes: (a) the study of research literature about the individualization of teaching implemented in the Swedish comprehensive compulsory school; and (b) the study of research literature about educational priority policies aimed at children from socially and ethnically segregated areas. Comparative research of educational policies considers the individualization of teaching carried out in the Swedish comprehensive compulsory school as a relevant explanation for the successful application of equitable educational policies in that country. However, research studies published during the 2000s in Sweden show a more complex perspective regarding the effects of individualized teaching strategies. This contribution reviews European comparative research studies on individualization strategies followed in the context of equity policies. It raises questions about the lack of analyses referring to the impacts of individualization on schools located in socially and ethnically segregated areas. It argues that this ideology tends to reduce the issue of school failure to ethnic segregation and individualized teacher support. This article claims that individualization strategies based on differentiated curricula for students run the risk of increasing the discrimination of students for reasons of language or ethnic background. Even though the present study focuses on the Swedish experience, it can lead to a better understanding of the impacts caused by individualization strategies on equity in other European countries.
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TY  - JOUR
T1  - Swedish Final Year Early Childhood Preservice Teachers' Attitudes, Concerns and Intentions towards Inclusion
T2  - International Journal of Special Needs Education
SN  - 2159-4341
A1  - Uusimäki, Liisa
A1  - Garvis, Susanne
A1  - Sharma, Umesh
PY  - 2020
VL  - 1
IS  - 23
SP  - 23
EP  - 32
DO  - 10.9782/17-00034
LA  - eng
KW  - swedish early childhood (ec) teacher education
KW  - a school for all
KW  - educational policy
KW  - inclusion
KW  - attitudes
KW  - concerns
KW  - special needs.
AB  - This article explores ninety-seven (n=97) Swedish Early Childhood (EC) preservice teachers' attitudes, concerns, and intentions to include children with disabilities in regular classrooms. A six-part self-reporting questionnaire was used to examine participants' attitudes, concerns, efficacy, and intentions toward inclusion. The results showed that although the Swedish EC preservice teachers' in this study expressed 'some' concern about working with children the results indicated a high degree of teacher efficacy. To determine predictors of participants' intentions and use of inclusive practices a series of regression analysis were undertaken. Knowledge of local legislation emerged as significant predictor of participants' intention scores. Teaching efficacy scores were significant predictors for both intention and use of inclusive practices. The results are discussed in the context of the Swedish idea 'a school for all' with a focus on the Swedish preschool teacher education program.
ER  -