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Publications (10 of 88) Show all publications
Woo, H., LeTendre, G. K., Brezicha, K., Bergmark, U. & Ikoma, S. (2023). Coherence and fragmentation: Global influences on Nordic and East Asian teacher policies. Teaching and Teacher Education: An International Journal of Research and Studies, Article ID 104352.
Open this publication in new window or tab >>Coherence and fragmentation: Global influences on Nordic and East Asian teacher policies
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2023 (English)In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, article id 104352Article in journal (Refereed) Epub ahead of print
Place, publisher, year, edition, pages
Elsevier, 2023
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-103155 (URN)10.1016/j.tate.2023.104352 (DOI)
Available from: 2023-12-01 Created: 2023-12-01 Last updated: 2023-12-01
Bergmark, U., Kassfeldt, A., Viklund, S., Westerlund, S., Wiklund, C. & Wikström, L. (2023). Ett forsknings- och utvecklingsteams arbete i uppstarten – en balansgång mellan behov, krav och förväntningar. Forskning & utveckling i förskola och skola (Fufos), 2(1), 32-48
Open this publication in new window or tab >>Ett forsknings- och utvecklingsteams arbete i uppstarten – en balansgång mellan behov, krav och förväntningar
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2023 (Swedish)In: Forskning & utveckling i förskola och skola (Fufos), ISSN 2004-3635, Vol. 2, no 1, p. 32-48Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [sv]

I Piteå kommun bildades i januari 2022 ett forsknings- och utvecklingsteam (FoU-teamet) bestående av kommunens vetenskapliga ledare och fyra förvaltningsövergripande förstelärare. Teamet tillsattes för att arbeta med forskning och utveckling (FoU) i kommunens grundskolor och gymnasier och utgjorde ett led i Utbildningsförvaltningens strävan att förverkliga Skollagens krav om en utbildning på vetenskaplig grund och beprövad erfarenhet (SFS 2010:800). Denna artikel bygger på en studie av FoU-teamets uppstartsfas: de utmaningar som teamet mötte under den första terminen och de lärdomar som gjordes. För att förstå de olika kontexter som var centrala för teamets arbete användes ett policy enactment-perspektiv (Braun et al., 2011). Data samlades in genom att teammedlemmarna och en inbjuden medforskare reflekterade skriftligt samt genomförde fokusgruppsamtal. De utmaningar som framträder i materialet rör tre teman: Öppenhet och styrning i uppdraget, Strategiskt och operativt arbete samt Bredd och djup i aktiviteterna. Lärdomar som drogs var att det behövs tydliga men samtidigt flexibla strukturer, både långsiktigt och kortsiktigt perspektiv samt att förankringsarbete är viktigt. En central slutsats är att teamet, för att hantera utmaningarna, har gått balansgång och navigerat mellan interna och externa behov, krav och förväntningar på teamets arbete.

Place, publisher, year, edition, pages
Piteå: Utbildningsförvaltningen Piteå kommun, 2023
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-101324 (URN)
Note

Godkänd;2023;Nivå 0;2023-09-12 (joosat);

Available from: 2023-09-12 Created: 2023-09-12 Last updated: 2023-09-12Bibliographically approved
Bergmark, U., Dahlbäck, A.-C., Hagström, A.-K. & Viklund, S. (2023). Leading with care: four mentor metaphors in collaboration between teachers and researchers in action research (Translated from the Swedish and revised by the authors). Educational action research
Open this publication in new window or tab >>Leading with care: four mentor metaphors in collaboration between teachers and researchers in action research (Translated from the Swedish and revised by the authors)
2023 (English)In: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074Article in journal (Refereed) Epub ahead of print
Abstract [en]

Mentoring is a central aspect of action research processes and raises ethical issues concerning roles and responsibilities, particularly when teachers and researchers collaborate. The purpose of the study is to explore mentoring and the roles of mentors in action research from an ethical stance. The theoretical basis is the philosophy of care ethics developed by the American educational philosopher, Nel Noddings. Participants in the study included one researcher and three teachers with experience serving as mentors in action research. Data collection included written reflections and collegial conversations on mentoring. Thematic analysis and the domain interactional model were used in the analysis, where four mentor metaphors in action research emerged: the gardener, the shepherd, the teacher and the bridge-builder. All roles can be practiced at the same time; sensitivity determines when a mentor moves in and out of different roles. The study finds that care ethics can contribute to an increased understanding of mentoring as something situated and relational, where a symmetrical approach between mentor and mentee is emphasized. The goal of mentoring should not be to treat everyone equally, but instead to build relationships on the individual level in order to establish mutual trust based on individual needs. The study shows that the four mentor metaphors can serve as a useful tool for critical reflection on the complexity of the mentor role and accordingly, the renegotiation of stereotypical mentor roles in relation to the quality of teaching.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
Action research, collaboration, mentoring, teacher-researcher relationship, ethics of care, metaphors, >
National Category
Didactics Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-99290 (URN)10.1080/09650792.2023.2229870 (DOI)001021397500001 ()2-s2.0-85164469497 (Scopus ID)
Note

Licens fulltext: CC BY License

Available from: 2023-08-08 Created: 2023-08-08 Last updated: 2023-08-08
Bergmark, U. (2023). Teachers’ professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development. Professional Development in Education, 49(2), 210-224
Open this publication in new window or tab >>Teachers’ professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development
2023 (English)In: Professional Development in Education, ISSN 1941-5257, E-ISSN 1941-5265, Vol. 49, no 2, p. 210-224Article in journal (Refereed) Published
Abstract [en]

A prominent phenomenon in education in Europe and internationally is the demand for research-based education, which is also the case in Sweden, the context of this study. Therefore, greater academic demands have been placed on teachers, which can present a distinctive challenge for teachers who were educated when teacher education prioritised practical teacher training rather than academic training. Therefore, it is especially important to explore what and how experienced teachers learn and develop when moving towards a research-based education. The theoretical framework builds on communities of practice and social learning. The empirical data consists of written reflections from 50 teachers in preschool, compulsory and upper secondary school, who participated in action research projects that aimed to help build research-based education. The findings show that the teachers’ professional learning entailed changes in the ways they think, act and relate to others in three areas: teaching, research and collaboration. The study offers insights into the importance of a professional development process being based on a bottom-up perspective, collaborative, context-specific and integrated in teachers’ work. Lastly, the study points to the benefit of engagement on multiple levels – principals, lead teachers, teachers and researchers – to achieve lasting success in building research-based education.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
Research-based education, teachers’ professional learning, action research, community of practice, social learning
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-80943 (URN)10.1080/19415257.2020.1827011 (DOI)000574315400001 ()2-s2.0-85091607484 (Scopus ID)
Funder
Riksbankens Jubileumsfond, RMP17-0054:1, RMP17-0054:2
Note

Validerad;2023;Nivå 2;2023-04-13 (sofila);

Available from: 2020-09-28 Created: 2020-09-28 Last updated: 2023-04-13Bibliographically approved
Bergmark, U., Dahlbäck, A.-C., Hagström, A.-K. & Viklund, S. (2022). Att leda med omsorg: fyra handledningsmetaforer i aktionsforskning. Pedagogisk forskning i Sverige, 27(2), 28-53
Open this publication in new window or tab >>Att leda med omsorg: fyra handledningsmetaforer i aktionsforskning
2022 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 27, no 2, p. 28-53Article in journal (Refereed) Published
Abstract [sv]

Intresset för praktiknära skolforskning är idag stort. Aktionsforskning är en populär form för samarbete mellan forskare och lärare där handledning är centralt. Syftet med denna studie är att problematisera handledning och handledarroller i aktionsforskningsprojekt. Som teoretisk grund ligger den amerikanska utbildningsfilosofen Nel Noddings omsorgsetik. Deltagarna i studien är en forskare och tre lärare som alla har erfarenheter av att leda aktionsforskningsprojekt genomförda inom kommunal skolverksamhet. Datainsamling har skett genom skriftliga reflektioner och kollegiala samtal om handledning och handledarroller. Analysen har utgått ifrån tematisk analys och domäninteraktionsmodell. I analysen framträder fyra handledningsmetaforer i aktionsforskning: trädgårdsmästaren, herden, läraren och brobyggaren. Alla rollerna kan praktiseras samtidigt och fingertoppskänsla avgör när en handledare går in i och ut ur olika roller. Slutsatsen är att omsorgsetik kan bidra till ökad förståelse för handledning som något situerat och relationellt, där ett symmetriskt förhållningssätt mellan handledare och handledd betonas. I handledning är det viktigt att inte behandla alla likadant, utan att i stället lära känna varandra som individer, ha tilltro till varandra och visa omsorg baserad på specifika behov. Handledarens roll omfattar att skapa förståelse för andras perspektiv samt att inbjuda till kommunikation och reflektion. Utifrån studiens resultat kan konstateras att de fyra metaforerna för handledarroller är användbara för att belysa komplexiteten i handledarroller och för att bidra till underlag för reflektion och omformulerande av stereotypa handledarroller.

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2022
Keywords
aktionsforskning, handledning, omsorgsetik, relationell, situerad
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-88319 (URN)10.15626/pfs27.02.02 (DOI)
Note

Validerad;2022;Nivå 1;2022-08-19 (sofila)

Available from: 2021-12-13 Created: 2021-12-13 Last updated: 2022-08-19Bibliographically approved
Bergmark, U. & Westman, S. (2022). Att utveckla undervisningen i förskola på vetenskaplig grund och beprövad erfarenhet: Förskollärares professionella lärande i ett aktionsforskningsprojekt. Utbildning & Lärande, 16(1), 7-26
Open this publication in new window or tab >>Att utveckla undervisningen i förskola på vetenskaplig grund och beprövad erfarenhet: Förskollärares professionella lärande i ett aktionsforskningsprojekt
2022 (Swedish)In: Utbildning & Lärande, ISSN 2001-4554, Vol. 16, no 1, p. 7-26Article in journal (Refereed) Published
Abstract [en]

The Swedish preschool has undergone some radical education policy changes during recent years, all of which have affected teachers’ work. The focus of this article is on the changes relating to the demand for research-based education and how the concept of teaching has been introduced in preschool. The aim of this article was to study preschool-teachers’ professional learning in relation to research-based education within an action research project which focused a new conversation method with the children. The theoretical framework of the study was based on social learning theory and communities of practice. The empirical data consists of collegial conversations and written documents produced in the action research project. The results show that the preschoolteachers in a mutual agreement persistently examined and negotiated conversation methods so that they could be adapted to their view of teaching, their professional self, and children and children’s participation and learning. Through a common repertoire of scientific tools and social learning processes, they reflected each other’s teaching in an open, trustful, and appreciative collaboration, and together, they critically reviewed and problematized their earlier experiences and their teaching in relation to research.

Place, publisher, year, edition, pages
Högskolan Dalarna, 2022
Keywords
research-based education, action research, preschool, community of practice, teachers’ professional learning and development
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-90210 (URN)
Funder
Riksbankens Jubileumsfond
Note

Validerad;2022;Nivå 1;2022-04-19 (joosat);

Available from: 2022-04-15 Created: 2022-04-15 Last updated: 2022-04-19Bibliographically approved
Bergmark, U. & Graeske, C. (2022). Praktiknära forskning i förskola och skola - undervisning, forskning och utveckling i samverkan (1ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Praktiknära forskning i förskola och skola - undervisning, forskning och utveckling i samverkan
2022 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2022. p. 168 Edition: 1
National Category
Didactics Pedagogy
Research subject
Education; Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-92708 (URN)9789144157726 (ISBN)
Available from: 2022-08-30 Created: 2022-08-30 Last updated: 2022-08-30Bibliographically approved
Bergmark, U. (2022). The role of action research in teachers’ efforts to develop research-based education in Sweden: intentions, outcomes, and prerequisite conditions. Educational action research, 30(3), 427-444
Open this publication in new window or tab >>The role of action research in teachers’ efforts to develop research-based education in Sweden: intentions, outcomes, and prerequisite conditions
2022 (English)In: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074, Vol. 30, no 3, p. 427-444Article in journal (Refereed) Published
Abstract [en]

This paper analyzes teachers’ motivations and expectations when engaging in action research and relates these to the process outcomes and to the broader evidence movement in education. The theoretical framework builds on research on motivations for teaching and engaging in action research. The empirical data consisted of 50 written teacher reflections completed on two occasions within the action research and teachers’ oral presentations using PowerPoint slides. The outcomes regarding individual and collegial professional learning corresponded well to the teachers’ expectations. However, the relationships with their principal, and also with the researcher, developed more than had been expected. Also, the teachers saw evidence of student/child learning in line with the intentions, but the fact that social and emotional learning was, ultimately, more visible, was unexpected. This study shows that action research, based on an evidence-informed perspective, plays an important role when teachers are building a research-based education, in a context where evidence-based teaching is promoted. Implications of this study include: the importance of establishing fair conditions for teachers’ voluntary engagement in action research; highlighting intentions in the beginning, and throughout the process, which increases the probability of achieving the expected outcomes; and promoting teacher-driven processes.

Place, publisher, year, edition, pages
Taylor & Francis, 2022
Keywords
Action research, teacher research, motivations, teacher competency, evidence-based teaching, evidence-informed teaching
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-81575 (URN)10.1080/09650792.2020.1847155 (DOI)000591465500001 ()2-s2.0-85096563161 (Scopus ID)
Funder
Riksbankens Jubileumsfond, RMP17-0054:1,RMP17-0054:2]
Note

Validerad;2022;Nivå 2;2022-08-18 (sofila)

Available from: 2020-11-24 Created: 2020-11-24 Last updated: 2022-08-18Bibliographically approved
Bergmark, U. & Hansson, K. (2021). How Teachers and Principals Enact the Policy of Building Education in Sweden on a Scientific Foundation and Proven Experience: Challenges and Opportunities. Scandinavian Journal of Educational Research, 65(3), 448-467
Open this publication in new window or tab >>How Teachers and Principals Enact the Policy of Building Education in Sweden on a Scientific Foundation and Proven Experience: Challenges and Opportunities
2021 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 65, no 3, p. 448-467Article in journal (Refereed) Published
Abstract [en]

In 2010, Sweden was the first country in the world to introduce a legal requirement that education should be research-based, placing huge demands on schools. The study’s aim is to explore how, through sensemaking, teachers and principals enact this policy in schools. In total, 272 teachers and 23 principals from pre-schools, leisure-time centers, compulsory schools, and upper secondary schools completed a questionnaire.

The findings show the need for understanding central policy concepts, alignment with previous experiences, and a social context within which the policy can be understood, negotiated, and enacted. Policy enactment was dependent on the support given – professional development, time, and financial resources. Teachers and principals have so far experienced challenges and opportunities – a rewarding if complex process.

Place, publisher, year, edition, pages
Taylor & Francis, 2021
Keywords
Education policy, research-based education, policy enactment, teachers’ professional development, principalship
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-77493 (URN)10.1080/00313831.2020.1713883 (DOI)000508807100001 ()2-s2.0-85078439173 (Scopus ID)
Funder
Riksbankens Jubileumsfond, RMP17-0054:1, RMP17-0054:2
Note

Validerad;2021;Nivå 2;2021-04-13 (alebob)

Available from: 2020-01-23 Created: 2020-01-23 Last updated: 2021-04-13Bibliographically approved
Bergmark, U. & Viklund, S. (2020). Litteratursamtalets pedagogik: Relationer, lärande och utveckling (Förstaed.). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Litteratursamtalets pedagogik: Relationer, lärande och utveckling
2020 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2020. p. 176 Edition: Första
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-83588 (URN)9789151104348 (ISBN)
Available from: 2021-04-12 Created: 2021-04-12 Last updated: 2021-06-09Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-7952-5111

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