The Individual Development Plan: supportive tool or mission impossible? Swedish teachers’ experiences of dilemmas in IDP practice

Hirsh, Åsa

doi:10.3402/edui.v5.24613

Cited by 12 publications

(9 citation statements)

References 15 publications

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“…This work has investigated, for instance, how teachers negotiate policy dilemmas (e.g. Hirsh 2014;März et al 2017;Priestley, Minty, and Eager 2013;Wall 2017) in the context of curriculum work. According to these studies, teacher dilemmas often arise at the intersection of politics, bureaucracy, and profession.…”

Section: Curriculum Work As Imbued With Dilemmasmentioning

confidence: 99%

“…Although knowledge resources embody specific ways of understanding and putting knowledge to use, they do not determine practice but pave the way for interpretive flexibility (Cho and Wayman, 2014). For teachers to navigate this landscape of resources, they require the ability to negotiate different concerns and to handle the simultaneous presence of varied logics, knowledge, and representations (Fransson and Grannäs 2013;Hirsh 2014;Jonasson, Mäkitalo, and Nielsen 2015;Singh Märtsin and Glasswell 2014). This, in turn, challenges our understanding of the teaching profession and what it encompasses in a high-tech, international, knowledge-based society.…”

Section: Introductionmentioning

confidence: 99%

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Investigating teachers’ work with multiple knowledge resources in local curriculum development

Tronsmo

2018

Pedagogy, Culture & Society

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She writes on teachers' knowledge work, and has a special interest in the ways in which professional groups handle new knowledge challenges related to changing conditions for their work and learning. Investigating teachers' work with multiple knowledge resources in local curriculum development This paper investigates how teachers handle dilemmas generated by the multiplicity of knowledge resources in contexts of local curriculum development. In a study using an ethnographic approach, one team of lower secondary school teachers in Norway, mandated to develop a school based curriculum, was followed closely over a year. Drawing on socio-material perspectives, data from six team meetings were analysed to explore how the team reached decisions in their efforts to develop a subject curriculum. While previous research has paid less attention to what the presence of a diversity of knowledge resources 'does' with the epistemic dimension of teachers' curriculum work, the present study shows that teachers' engagement with multiple knowledge resources created dilemmas but also greater scope for action in decision-making situations. These processes, however, bring new responsibilities to the fore which require agency from the teachers and should be acknowledged in current discussions of teachers' work.

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Section: Curriculum Work As Imbued With Dilemmasmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Investigating teachers’ work with multiple knowledge resources in local curriculum development

Tronsmo

2018

Pedagogy, Culture & Society

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“…New aspects of understanding arise from viewing IEP as a mediating artefact. Namely, when an activity system, such as inclusive teaching practice, adopts a new element from the outside, such as IEP, this often leads to an aggravated contradiction where some old element collides with the new one (Engeström & Miettinen, 1999;Engeström & Sannino, 2010;Hirsh, 2014). Such contradictions generate dilemmas, disturbances and conflicts, but also innovative attempts to change the activity (Nelson, 2002).…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, an overview of multiple studies (Blackwell & Rossetti, 2014) reported findings that raised concerns regarding IEP content, including the quality of IEP goals and objectives and the extent to which the goals facilitated access to the general education curriculum. Insufficient time and excessive paperwork are also recurring themes in studies of IEPs worldwide (Hirsh, 2013(Hirsh, , 2014Smith, 1990). It seems that these logistic challenges can prevent teachers from seeing the positive sides of the IEP and from seeing that the IEP is part of practice rather than something that goes on alongside regular practice.…”

Section: Research Findings On Individual Education Planmentioning

confidence: 99%

Individual education plan as an agent of inclusiveness of the educational system in Serbia: Different perspectives, achievements and new dilemmas

2016

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This paper consolidates data gathered through four recently conducted research studies on inclusive education in Serbia, all of them based on multiple-perspective design and mixed method approach. The main purpose is to explore achievements and unresolved contradictions in the implementation of individual education plan as a critical tool in the schooling of students who need additional support. The results suggest that the introduction of individual education plans has produced multiple contradictions between ?old habits? of schools and teachers and new tasks required by inclusive educational policy. Different attempts to resolve these contradictions are evident in the school practice, changing the use of individual education plans, the understanding of inclusive education of all involved actors and at the same time transforming the everyday education practice. Findings are discussed in the light of activity theory. [Projekat Ministarstva nauke Republike Srbije, br. 179018]

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“…Thus, in a dilemmatic situation, one must fulfill different requirements that are perceived to conflict with one another, which is why the 'solution' to a dilemma is about positioning and balancing rather than problem solving (cf. Hirsh, 2014). Agevall and Jenner (2008) discuss dilemmas in light of the concept of complementary attitudes, referring to professionals' ability to see different requirements as complementary rather than contradictory.…”

Section: Dilemmas and Complementary Attitudesmentioning

confidence: 99%

When assessment is a constant companion: students’ experiences of instruction in an era of intensified assessment focus

Hirsh

2020

Nordic Journal of Studies in Educational Policy

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The current study aims to deepen the knowledge of students' experiences of teachers' assessment related instructional actions, with particular focus on problematic consequences of an intensified assessment paradigm. Its empirical material consists of 20 focus-group interviews with a total of 102 sixteen-to eighteen-year-old students in ten Swedish municipalities. Through inductive qualitative content analysis on manifest data level, six categories of aspects emerge that together describe students' experiences of assessment related instructional actions. Clearly, assessment, learning goals, knowledge requirements, tests, and grades are dominant elements in Swedish students' classroom life. Consequently, they often feel strong pressure and great insecurity. For the students, it seems to make no difference whether assessment purposes are summative or formative. Rather, it appears to be the total amount of assessment related instructional actions that causes stress, and decreased desire to participate and learn in school. The results are problematized and discussed through the lens of the concepts of dilemmas and complementary attitudes. It is argued that the last decade's intensified assessment paradigm, with its numerous macro-level reforms and decisions with bearing on summative as well as formative assessment, has led to teachers adjusting pedagogical and ethical positions in the classroom. Consequently, counterproductive practices seem to have evolved.

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The Individual Development Plan: supportive tool or mission impossible? Swedish teachers’ experiences of dilemmas in IDP practice

Cited by 12 publications

References 15 publications

Investigating teachers’ work with multiple knowledge resources in local curriculum development

Investigating teachers’ work with multiple knowledge resources in local curriculum development

Individual education plan as an agent of inclusiveness of the educational system in Serbia: Different perspectives, achievements and new dilemmas

When assessment is a constant companion: students’ experiences of instruction in an era of intensified assessment focus

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