Kompetensutveckling för professionella lärare?

Kirsten, Nils; Carlbaum, Sara

doi:10.15626/pfs25.01.01

Cited by 10 publications

(12 citation statements)

References 14 publications

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“…The aim was to encourage teachers to discuss their professional challenges based on their experiences [53] - [56] and engage in reflective practices [57]. These workshops leveraged teachers' professional expertise and knowledge [58], exploring diverse approaches to promote pupil participation, and fostering ongoing collegial learning [59]. The preceding study offered insights into teachers' perspectives as they developed a pedagogical model to support pupil participation and contributed assessment data related to pupils' knowledge outcomes and progression.…”

Section: Previous Studies On Participationmentioning

confidence: 99%

Teachers' Perspectives on Using Technology to Facilitate Pupil Participation

Öberg,

Fors,

Zdravkovic

2024

Int. J. Emerg. Technol. Learn.

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In the current digital era, technology plays a crucial role in facilitating diverse interactions that are essential for pupil engagement in the learning process. This article delves into the perspectives of secondary school teachers regarding the active participation of pupils in school activities through the utilization of digital technologies. The concept of participation is approached from two dimensions: passive presence and active involvement, with a specific focus on the latter, emphasizing active engagement. The study centers on the application of digital resources in Swedish grades 7–9 to promote pupil participation and enhance the learning experience. We examine the use, effectiveness, and areas requiring improvement of existing digital resources. Drawing from prior workshops involving teachers, we aim to elucidate educators’ viewpoints on the role of technology in enhancing pupil participation. Grounded in the Garrison and Andersson’s theoretical framework, the study advances the comprehension of the interactions necessary to foster an effective learning environment, as perceived by educators. The results derived from the thematic analysis yield four themes: 1) Interaction between teacher and pupil, 2) Interaction between pupil and content, 3) Interaction between pupil and pupil and 4) Extended interaction. The study concludes by outlining a set of guidelines in how digital resources can support pupil participation as the response to identified challenges.

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Section: Previous Studies On Participationmentioning

confidence: 99%

Teachers' Perspectives on Using Technology to Facilitate Pupil Participation

Öberg,

Fors,

Zdravkovic

2024

Int. J. Emerg. Technol. Learn.

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“…Plans and evaluation are audited by the school inspectorate. Moreover, Swedish school governance is characterised by many state-driven professional development campaigns (Kirsten, 2020). In a shift from voluntary support to the decentralised school organisation, these campaigns have been become increasingly prescriptive and might therefore be understood as governance that aims to bypass the municipalities (Kirsten and Wermke, 2017).…”

Section: Principals' Perceived Autonomymentioning

confidence: 99%

Deconstructing autonomy: The case of principals in the North of Europe

Wermke

Nordholm

Anderson³

et al. 2023

European Educational Research Journal

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Principal autonomy has been identified as an important ingredient in effective and healthy schools. However, little is known about the various dimensions of the phenomenon and how it takes form in different contexts. This article presents an analytical device contributing to further understand the complex nature of principal autonomy. The device follows the seminal work of Richard Ingersoll on autonomy in school organisations operationalised as decision-making and control. Moreover, we put forward a multidimensional device to organise decisions and control in several schooling domains: educational, social, developmental and administrative. By exemplifying the device on principals’ perceptions of autonomy in the very North of Sweden, Norway and Finland, we can reveal important differences between the three Nordic neighbouring cases. Related to these reforms, principals’ work can be compared in terms of different grades of complexity and risk, with corresponding consequences for their autonomy.

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“…The benefits from learning in common have been shown in international research concerning CPD (Hattie, 2009;Timperley, 2011), but research also points to the complexity and a need for evidence-based methods to enhance theoretical knowledge and understanding among teachers (Timperley, 2007). The Swedish model of CPD, called 'collegial learning' is investigated in a study by Kirsten and Carlbaum (2020). They show how the CPD applied in Sweden is centrally staged and as a consequence can limit teacher autonomy.…”

Section: Previous Researchmentioning

confidence: 99%

Understanding L1 and L2 teachers’ talk about ‘digitalisation’

Magnusson¹

2022

L1-ESLL

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In Sweden, The Swedish national strategy for the digitalisation of the educational system has led to a vast number of projects. This study builds on material from a continuing professional development project among L1 and L2 teachers in Swedish on a local school level. The aim is to contribute to the understanding of how the teachers perceive the integration of digital technology in the educational practice by deconstructing their discussions in a Critical discourse analysis perspective. Research questions: 1) What perceptions about the integration of digital technology in the educational practice can be discerned? 2) How are these perceptions related to the teaching profession and the teaching of Swedish? and 3) How do the teachers build their understanding through the discussions? The study shows how a discourse of challenges dominates the teachers’ discussions and that the integration of digital technology in the educational practice is partly perceived as a threat to the teaching profession and, to some extent, the teaching of Swedish. A key finding is that in the way the discussions are enacted, ‘digitalisation’ becomes the reason for what happens. Consequently, the abstraction of ‘digitalisation’ seems to be a hindrance to the development work.

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Kompetensutveckling för professionella lärare?

Cited by 10 publications

References 14 publications

Teachers' Perspectives on Using Technology to Facilitate Pupil Participation

Teachers' Perspectives on Using Technology to Facilitate Pupil Participation

Deconstructing autonomy: The case of principals in the North of Europe

Understanding L1 and L2 teachers’ talk about ‘digitalisation’

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