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Bergmark, U. (2019). Rethinking researcher–teacher roles and relationships in educational action research through the use of Nel Noddings’ ethics of care. Educational action research
Open this publication in new window or tab >>Rethinking researcher–teacher roles and relationships in educational action research through the use of Nel Noddings’ ethics of care
2019 (English)In: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074Article in journal (Refereed) Epub ahead of print
Abstract [en]

Action research approaches have evolved out of a criticism of previous research traditions, where teachers have been seen as research objects, at risk of being marginalized. Such approaches have also arisen out of the view that teaching, learning, and educational research are interrelated. In action research, teachers are seen as professionals, raising their status to subjects, conducting own research. The research is carried out with or by people rather than on someone, which changes the roles and relationships. Ethical dilemmas can arise, especially evident in action research, where the distinctions between researcher and researched are blurred or removed altogether. This paper aims to explore the changing roles and relationships between researchers and teachers in action research through a philosophical analysis based on the writings of Nel Noddings, especially the concept of ethics of care. The analysis creates an opportunity for a rethinking of researcher–teacher roles, focusing on responsibility and knowledge as well as reciprocity and communication. Based on the author’s own action research experiences, various dilemmas are discussed. Obstacles to and opportunities for developing caring relationships between researchers and teachers will also be highlighted. The implications of the study include valuing both researcher and teacher expertise and learning to understand each other’s perspectives as well as giving tailored care. It is also vital to find strategies to contextualize and enact these views and beliefs within the researcher–teacher relationship. Neither researchers nor teachers will have total control over the process, as they stay open to each other’s perspectives and needs based on a caring relationship.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
Action research, ethics of care, Nel Noddings, relationships, researcher–teacher roles, schools
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-72922 (URN)10.1080/09650792.2019.1567367 (DOI)000465719200001 ()
Available from: 2019-02-15 Created: 2019-02-15 Last updated: 2019-05-14
Bergmark, U. & Kostenius, C. (2018). Appreciative student voice model: reflecting on an appreciative inquiry research method for facilitating student voice processes. Reflective Practice, 19(5), 623-637
Open this publication in new window or tab >>Appreciative student voice model: reflecting on an appreciative inquiry research method for facilitating student voice processes
2018 (English)In: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 19, no 5, p. 623-637Article in journal (Refereed) Published
Abstract [en]

The aim of this paper is to describe and discuss Appreciative Inquiry (AI) as a research method to facilitate student voice in school research. The paper sets out a model for conducting AI in schools. The research questions identified are: What are the researcher’s reflections when using Appreciative Inquiry in school research? What challenges and opportunities can be found when using Appreciative Inquiry in research processes with students? An application of the model will be presented and problematised. The conclusions indicate the importance of inviting students to participate in the process of defining research topics, and of using multimodal methods for facilitating students’ exploration of school experiences. It is also vital that adults support students in imagining and articulating visions on how to improve the school, as well as plans designing for enacting visions. Finally, a ‘whole school approach’ is emphasised for contributing to sustainable appreciative student voice work in schools.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2018
Keywords
Appreciative inquiry, student voice, research method, reflection, school improvement
National Category
Educational Sciences Health Sciences
Research subject
Education; Health Science
Identifiers
urn:nbn:se:ltu:diva-71553 (URN)10.1080/14623943.2018.1538954 (DOI)000453918400005 ()2-s2.0-85057295716 (Scopus ID)
Note

Validerad;2019;Nivå 2;2019-01-30 (inah)

Available from: 2018-11-13 Created: 2018-11-13 Last updated: 2019-01-30Bibliographically approved
Bergmark, U. & Westman, S. (2018). Student participation within teacher education: emphasising democratic values, engagement and learning for a future profession. Higher Education Research and Development, 37(7), 1352-1365
Open this publication in new window or tab >>Student participation within teacher education: emphasising democratic values, engagement and learning for a future profession
2018 (English)In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 37, no 7, p. 1352-1365Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to explore student participation in teaching and learning, focusing on third-year students’ experiences in a Swedish teacher education programme. Student participation is here defined as students being active and engaged in the classroom; students impacting on curriculum design; and students’ feeling of belonging to a community. The research reported is based on an interview study and analyses processes, benefits and challenges of, as well as motivations for, student participation. The findings revealed that students have diverse understandings of student participation and that the degree of participation is dependent on students’ and teachers’ engagement, expectations and responsibility. Student teachers also connected student participation to their learning and future profession as teachers. The students mainly discussed intrinsic motivations (beneficial to learning) for student participation, but there were also traces of altruistic motivations (learning citizenship). Extrinsic motivations (university benefits), however, were absent. Voices of resistance to student participation were also present; these students preferred a more teacher-led education and were not used to a high degree of participation. Students’ understandings of student participation challenge teacher–student roles in teacher education specifically, but also in higher education generally. It is important to acknowledge students’ diverse understandings of student participation. Overall, based on students’ experiences, student participation creates engagement and motivation for learning here and now and for the future profession. The study indicates that student participation has an inherent value beyond benefitting measurable outcomes, where democratic values, engagement and learning for the future profession are promoted.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
Student participation, teacher education, democracy, engagement, teacher–student roles
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-69510 (URN)10.1080/07294360.2018.1484708 (DOI)000447812600003 ()
Note

Validerad;2018;Nivå 2; 2018-11-15 (inah)

Available from: 2018-06-14 Created: 2018-06-14 Last updated: 2018-11-15Bibliographically approved
Bergmark, U. & Kostenius, C. (2018). Students’ Experiences of Meaningful Situations in School. Scandinavian Journal of Educational Research, 62(4), 538-554
Open this publication in new window or tab >>Students’ Experiences of Meaningful Situations in School
2018 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 4, p. 538-554Article in journal (Refereed) Published
Abstract [en]

This paper focuses on school situations students experienced as meaningful and how these experiences can guide educational improvement. Participants included 15 students in grade 3 from a Swedish school. In this qualitative study, the data consisted of drawings, multimodal productions, interviews, and field notes. The analysis resulted in four themes: Having the opportunity to learn in different spaces; Being free and able to participate; Experiencing caring and sharing, and Recognizing one’s own growth and achievement. The findings suggest that situations students find meaningful involve aspects of both learning and wellbeing. The practical implication for these results is that student-generated qualitative data can help indicate needs for educational improvement.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
National Category
Didactics Other Health Sciences Pedagogy
Research subject
Education; Health Science
Identifiers
urn:nbn:se:ltu:diva-61415 (URN)10.1080/00313831.2016.1258670 (DOI)000435015900004 ()2-s2.0-85008192342 (Scopus ID)
Note

Validerad;2018;Nivå 2;2018-06-13 (andbra)

Available from: 2017-01-13 Created: 2017-01-13 Last updated: 2019-01-18Bibliographically approved
Bergmark, U., Lundström, S., Manderstedt, L. & Palo, A. (2018). Why become a teacher?: Student teachers’ perceptions of the teaching profession and motives for career choice. European Journal of Teacher Education, 41(3), 266-281
Open this publication in new window or tab >>Why become a teacher?: Student teachers’ perceptions of the teaching profession and motives for career choice
2018 (English)In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 41, no 3, p. 266-281Article in journal (Refereed) Published
Abstract [en]

The aim of the study is to discursively identify student teachers’ perceptions of the teaching profession early in their education and their motives for this career choice. Students wrote a letter sharing thoughts on why they want to become a teacher, how they regard the teaching profession and if someone inspired them in their career choice. The empirical data consists of 259 student texts from three Swedish teacher education programmes. The study employed a qualitative method denoting different categorizations compared to previous studies, emphasising the idea of multiple motives for career choice and the link to student teachers’ evolving pedagogical identity. Major differences can be distinguished among the programmes, emphasising different main motives and shifting incipient pedagogic identities. The results indicate the value of organising teacher education programmes drawing on multiple motives, which is expected to contribute positively to completion of teacher education and teacher retention in future profession.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
Teacher education, student teachers, teaching profession perceptions, career choice motives, discourse analysis
National Category
Educational Sciences Pedagogy Didactics
Research subject
Education; Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-67882 (URN)10.1080/02619768.2018.1448784 (DOI)000432156100002 ()2-s2.0-85043351011 (Scopus ID)
Note

Validerad;2018;Nivå 2;2018-05-14 (svasva)

Available from: 2018-03-08 Created: 2018-03-08 Last updated: 2018-07-25Bibliographically approved
Bergmark, U., Ekberg, N., Leonardson, J., Westerberg, M. & Westman, S. (2017). Developing teachers for the 21st century by focusing on professional competences. In: : . Paper presented at 45th Congress of the Nordic Educational Research Association (NERA 2017), Copenhagen, 23-25 March 2017.
Open this publication in new window or tab >>Developing teachers for the 21st century by focusing on professional competences
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2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogical Work Didactics Other Engineering and Technologies not elsewhere specified
Research subject
Education; Entrepreneurship and Innovation
Identifiers
urn:nbn:se:ltu:diva-62978 (URN)
Conference
45th Congress of the Nordic Educational Research Association (NERA 2017), Copenhagen, 23-25 March 2017
Available from: 2017-04-10 Created: 2017-04-10 Last updated: 2018-02-05Bibliographically approved
Kostenius, C., Bergmark, U. & Hertting, K. (2017). Health Literacy in an age of technology: schoolchildren's experiences and ideas. International Journal of Health Promotion and Education, 55(5/6), 234-242
Open this publication in new window or tab >>Health Literacy in an age of technology: schoolchildren's experiences and ideas
2017 (English)In: International Journal of Health Promotion and Education, ISSN 1463-5240, E-ISSN 2164-9545, Vol. 55, no 5/6, p. 234-242Article in journal (Refereed) Published
Abstract [en]

he aim of this paper was to explore opportunities to promote schoolchildren’s health literacy based on their own experiences and ideas. Research suggests the necessity for health literacy to be included into the school curriculum, and to view health promotion as part of lifelong learning. There is also a need to involve schoolchildren in developing health literacy so they can find strategies to improve their health. However, there is limited research on the best practices of health literacy, based on the schoolchildren’s own experiences and ideas. In this article, a secondary analysis of the data from two previous studies was performed. In total, 540 schoolchildren aged 10–15 from the northern regions of Finland, Sweden, Norway and Russia participated by sharing their experiences in written reflections or by completing an open question in a survey. Two questions were posed to gather the data in the secondary analysis: ‘What signifies the schoolchildren’s experiences of health and well-being?’ and ‘What are the strategies to promote health and well-being suggested by the schoolchildren?’ The results show that people and interactive technology support schoolchildren’s health literacy. The schoolchildren highlighted the importance of being cared for, confirmed by and connected to others. They also stressed the importance of being in an environment that enabled them to participate and thus be engaged, which made them empowered to take care of their own health and well-being. In addition, they identified empowering aspects of technology as a tool in health promotion that created health opportunities for the schoolchildren.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
National Category
Other Health Sciences Pedagogy
Research subject
Health Science; Education
Identifiers
urn:nbn:se:ltu:diva-65454 (URN)10.1080/14635240.2017.1369891 (DOI)
Note

Validerad;2017;Nivå 2;2017-11-22 (andbra)

Available from: 2017-09-01 Created: 2017-09-01 Last updated: 2017-11-24Bibliographically approved
Bergmark, U. & Westman, S. (2016). Co-creating curriculum in higher education: promoting democratic values and a multidimensional view on learning (ed.). International journal for academic development, 21(1), 28-40
Open this publication in new window or tab >>Co-creating curriculum in higher education: promoting democratic values and a multidimensional view on learning
2016 (English)In: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324, Vol. 21, no 1, p. 28-40Article in journal (Refereed) Published
Abstract [en]

This paper discusses a case study in teacher education in Sweden, focusing on creating spaces for student engagement through co-creating curriculum. It highlights democratic values and a multidimensional learning view as underpinning such endeavors. The main findings are that co-creating curriculum is an ambiguous process entailing unpredictable, thought-provoking, motivational, collaborative, and transformative aspects. The conclusion points to the importance of challenging traditional roles of students and teachers as well as organizational structures and regulations, and argues that academic developers have a vital role in supporting teachers in creating spaces for larger-scale student engagement initiatives.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-9605 (URN)10.1080/1360144X.2015.1120734 (DOI)000409877600004 ()2-s2.0-84955342769 (Scopus ID)84157f58-bcc4-45c6-b476-3d5f3ee7db58 (Local ID)84157f58-bcc4-45c6-b476-3d5f3ee7db58 (Archive number)84157f58-bcc4-45c6-b476-3d5f3ee7db58 (OAI)
Note

Validerad; 2016; Nivå 1; Bibliografisk uppgift: Special Issue: Engaging students as partners in learning and teaching: Implications for academic development; 20151228 (andbra)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-08-16Bibliographically approved
Mitra, D. L., Bergmark, U., Kostenius, C., Brezicha, K., Maithreyi, R. & Serriere, S. (2016). Ironies of democracy: Purposes of education and the construction of citizens in Sweden, India and the United States (ed.). Paper presented at . Citizenship Teaching and Learning, 11(2), 191-210
Open this publication in new window or tab >>Ironies of democracy: Purposes of education and the construction of citizens in Sweden, India and the United States
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2016 (English)In: Citizenship Teaching and Learning, ISSN 1751-1917, E-ISSN 1751-1925, Vol. 11, no 2, p. 191-210Article in journal (Refereed) Published
Abstract [en]

With relatively few comparative studies of civics curricula in diverse democratic contexts and world regions, this article considers how civic values are negotiated in national curricular policy texts. To explore the purposes of education and the construction of citizens in curricular documents, we layer two theoretical frameworks together - Biesta’s framework examining the purposes of education and Westheimer and Kahne’s framework examining the types of civic education. Looking at curricular frameworks from Sweden, India and the United States, we engaged qualitative content analysis to identify common themes of civic values across these nations: workforce preparation, positioning in society and democratic questioning. We found growing commonality of how ‘citizenry’ is increasingly being defined in terms of individual contributions to the larger enterprises of the nation and the global economy.

National Category
Pedagogy Other Health Sciences
Research subject
Education; Health Science
Identifiers
urn:nbn:se:ltu:diva-15512 (URN)10.1386/ctl.11.2.191_1 (DOI)2-s2.0-84975246852 (Scopus ID)f0b6adfb-947c-4705-a107-3fe798acb2a7 (Local ID)f0b6adfb-947c-4705-a107-3fe798acb2a7 (Archive number)f0b6adfb-947c-4705-a107-3fe798acb2a7 (OAI)
Note
Validerad; 2016; Nivå 1; 20160630 (andbra)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-07-10Bibliographically approved
Alerby, E. & Bergmark, U. (2016). Plats, identitet och lärande: Relationen mellan människa och rum ur högskolepedagogiska perspektiv (ed.). Paper presented at . Luleå: Luleå tekniska universitet
Open this publication in new window or tab >>Plats, identitet och lärande: Relationen mellan människa och rum ur högskolepedagogiska perspektiv
2016 (Swedish)Report (Refereed)
Place, publisher, year, edition, pages
Luleå: Luleå tekniska universitet, 2016. p. 62
Series
Research report / Luleå University of Technology, ISSN 1402-1528
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-24271 (URN)a5013ee4-984a-40fc-b173-e49848578f11 (Local ID)978-91-7583-547-1 (ISBN)978-91-7583-548-8 (ISBN)a5013ee4-984a-40fc-b173-e49848578f11 (Archive number)a5013ee4-984a-40fc-b173-e49848578f11 (OAI)
Note

Godkänd; 2016; 20160307 (eval)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-12-04Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-7952-5111

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