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Publications (10 of 30) Show all publications
Arndt, S., Alerby, E. & Westman, S. (2019). Editorial: Affect, embodiment and interrelationships: Reconceptualising educational policy through encounters with learning spaces and places. Policy Futures in Education, 17(4), 455-459
Open this publication in new window or tab >>Editorial: Affect, embodiment and interrelationships: Reconceptualising educational policy through encounters with learning spaces and places
2019 (English)In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 17, no 4, p. 455-459Article in journal, Editorial material (Refereed) Published
Place, publisher, year, edition, pages
Sage Publications, 2019
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-74899 (URN)10.1177/1478210319845446 (DOI)000470323200001 ()2-s2.0-85067191797 (Scopus ID)
Available from: 2019-06-24 Created: 2019-06-24 Last updated: 2019-07-01Bibliographically approved
Alerby, E., Arndt, S. & Westman, S. (2019). Philosophical reimaginings of educational places and policy: Through the metaphor of a wardrobe. Policy Futures in Education, 17(4), 460-473
Open this publication in new window or tab >>Philosophical reimaginings of educational places and policy: Through the metaphor of a wardrobe
2019 (English)In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 17, no 4, p. 460-473Article in journal (Refereed) Published
Abstract [en]

The aim of this paper is to challenge the physical and conceptual boundaries of educational places and spaces with the use of metaphor: the story of Professor Kirke’s magic wardrobe in The Lion, the Witch and the Wardrobe, the first book in The Chronicles of Narnia by CF Lewis (1950). By explicating and theorising the concerns that arise, we provoke diverse ways of thinking about the complexities of shifting, expanding, constantly evolving educational spaces and places. In our theorisations, we draw on the philosophy of the life-world through Maurice Merleau-Ponty, on a post-structural approach through Julia Kristeva’s work, and on the new-materialist perspective of Gilles Deleuze. As these three philosophical perspectives draw upon different basic assumptions about humans and the world, they also illuminate different aspects of a variety of phenomena and concepts, which we elaborate on in this paper to reach a more comprehensive understanding of educational spaces and places. Our argument arises from philosophical engagements with the story of the Pevensie siblings’ transformation – and transportation – to Narnia through the wardrobe, with notions of educational openings and opportunities, to explore possibilities for reimagining the conceptions and realities of places and spaces in education. To conclude, citizens of today, including children, students, teachers, politicians and researchers, need to discuss basic assumptions for education and policy to reimagine the entangled complexities of educational spaces and places.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
Educational places and spaces, Maurice Merleau-Ponty, Gilles Deleuze, Julia Kristeva, the magic wardrobe, The Chronicles of Narnia by CF Lewis
National Category
Pedagogy Philosophy, Ethics and Religion
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-66665 (URN)10.1177/1478210317739489 (DOI)000470323200002 ()2-s2.0-85067210756 (Scopus ID)
Note

Validerad;2019;Nivå 2;2019-06-24 (johcin)

Available from: 2017-11-21 Created: 2017-11-21 Last updated: 2019-06-24Bibliographically 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., 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
Arndt, S., Alerby, E. & Westman, S. (2017). Places and Spaces for Embodiment: Developing an Aotearoa New Zealand/Sweden Partnership. In: Rachel McNae, Bronwen Cowie (Ed.), Realising Innovative Partnerships in Educational Research: Educational Partnerships and Collaborations (pp. 291-300). Rotterdam: Sense Publishers
Open this publication in new window or tab >>Places and Spaces for Embodiment: Developing an Aotearoa New Zealand/Sweden Partnership
2017 (English)In: Realising Innovative Partnerships in Educational Research: Educational Partnerships and Collaborations / [ed] Rachel McNae, Bronwen Cowie, Rotterdam: Sense Publishers, 2017, p. 291-300Chapter in book (Refereed)
Abstract [en]

Put together three researcher/lecturers at a philosophy of education conference and what do you get? Our first meeting in Chiayi, Taiwan at the Philosophy of Education Society of Australasia (PESA) conference in 2012 is responsible for our Aotearoa New Zealand/Swedish partnership, which is now an internationally funded research project

Place, publisher, year, edition, pages
Rotterdam: Sense Publishers, 2017
Series
Educational Partnerships and Collaborations
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-65188 (URN)10.1007/978-94-6351-062-2_30 (DOI)978-94-6351-062-2 (ISBN)
Available from: 2017-08-18 Created: 2017-08-18 Last updated: 2018-02-05Bibliographically approved
Westman, S. & Alerby, E. (2016). A glimpse into toddlers learning places: tensions and potentials in Swedish preschool. The first years: New Zealand journal of infant and toddler education, 18(2), 16-19
Open this publication in new window or tab >>A glimpse into toddlers learning places: tensions and potentials in Swedish preschool
2016 (English)In: The first years: New Zealand journal of infant and toddler education, ISSN 1175-0529, Vol. 18, no 2, p. 16-19Article in journal (Refereed) Published
National Category
Pedagogy Didactics
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-60920 (URN)
Note

Validerad; 2017; Nivå 1; 2017-04-25 (andbra)

Available from: 2016-12-05 Created: 2016-12-05 Last updated: 2018-02-05Bibliographically 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; 20151228 (andbra); Bibliografisk uppgift: Special Issue: Engaging students as partners in learning and teaching: Implications for academic development

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2019-08-23Bibliographically approved
Alerby, E., Westman, S. & Arndt, S. (2016). Embodiment, Places and Relationships: Re-imagining creativity and innovation in the university. In: : . Paper presented at Creative University Aalborg University, Denmark, August 18-19, 2016.
Open this publication in new window or tab >>Embodiment, Places and Relationships: Re-imagining creativity and innovation in the university
2016 (English)Conference paper, Published paper (Refereed)
National Category
Didactics
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-60932 (URN)
Conference
Creative University Aalborg University, Denmark, August 18-19, 2016
Available from: 2016-12-06 Created: 2016-12-06 Last updated: 2018-02-05Bibliographically approved
Arndt, S., Alerby, E. & Westman, S. (2016). Higher education in transformation: Spaces, places and world-wide rooms. In: Annual PESA Conference, Coral Coast, Fiji, December 8-12 2016: . Paper presented at 46th PESA-conference, Philosophy of Education Society of Australasia, Coral Coast, Fiji, December 8-12 2016.
Open this publication in new window or tab >>Higher education in transformation: Spaces, places and world-wide rooms
2016 (English)In: Annual PESA Conference, Coral Coast, Fiji, December 8-12 2016, 2016Conference paper, Oral presentation with published abstract (Refereed)
National Category
Didactics
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-60926 (URN)
Conference
46th PESA-conference, Philosophy of Education Society of Australasia, Coral Coast, Fiji, December 8-12 2016
Available from: 2016-12-06 Created: 2016-12-06 Last updated: 2018-02-05Bibliographically approved
Ekberg, N., Westman, S., Grape, M., Högström, P., Edström, K. & Lundmark, E. (2016). Pekplattan och lärarutbildningen: om studenters och pekplattors intra-agerande (ed.). In: (Ed.), : .
Open this publication in new window or tab >>Pekplattan och lärarutbildningen: om studenters och pekplattors intra-agerande
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2016 (Swedish)Conference paper, Oral presentation only (Refereed)
Abstract [sv]

Syftet med detta paper är att presentera och diskutera erfarenheterna av att introducera och använda pekplattan som pedagogisk resurs för studenter och lärare i en förskollärarutbildning. Fokus fästs på att utifrån ett posthumanistiskt perspektiv och en rhizomatisk syn på lärandet förstå och diskutera tekniksatsningarna i utbildningen som samtillblivelser av lärarstudenter och pekplattor. Projektet ”Pekplattan som resurs – ett pedagogiskt verktyg för lärare och lärande”, har bedrivits mellan VT2014 och HT2015 och inbegripit 42 studenter, i slutet av sin utbildning, samt nio lärare. Satsningen har ingått som del av Luleå tekniska universitets pedagogiska utvecklingsarbete, med medel från universitets utvecklingsfond. Projektet, syftande till att utforska pekplattans pedagogiska möjligheter och utveckla metoder som berikar undervisningen och lärandet, initierades under VT2014 bland lärarna för att under läsåret 2014/2015 också inbegripa studenterna. Det har innefattat inköp och utdelning av pekplattor och applikationer till lärare och studenter, fortbildningsinsatser för lärarna, egenproduktion av utbildnings- och instruktionsmaterial för projektdeltagarna, teknikinvesteringar i lektionssalar samt organiserade kollegiala erfarenhetsutbyten. Under projektets gång har data insamlats från deltagarna genom återkommande enkäter, bestående av både öppna och slutna svarsalternativ, samt genom dokumenterade kollegiala samtal. Den första resultatanalysen utmynnade i tre teman, vilka karaktäriserar vilka betydelser teknikanvändningen har kommit att få för projektdeltagarna. Dessa tre teman är Personal Learning Environment (PLE), undervisningens och lärandets gestaltning samt professionalisering. Studenterna framhåller hur den mobila tekniken bidragit till en mer personifierad studiemiljö och studiesituation. Den ständiga tillgången till och möjligheten att själv arrangera läromaterialet visade sig inte bara betydelsefull för studenternas upplevelse av tekniken som ett organisatoriskt stöd för studierna. Teknikanvändningen har även kommit att främja studenternas självständighet vad gäller produktion och presentation i utbildningen och har vidare bidragit till deras upplevelser av ett ökat engagemang och en ökad självkänsla. Projektets fokus på lärandets multimodala aspekter har inneburit nya vägar till kunskapsrepresentation och reflektion. Genom att nyttja flera olika uttrycksformer och själva figurera i olika produktioner och representationer har studenterna upplevt ett rikare lärande och en större glädje och kreativitet i studierna. Projektet har därtill visat sig ha betydelse för studenternas professionalisering då det bidragit till en högre beredskap att använda de tekniska resurserna samt givit ett större mod att både möta och ta en egen plats i förskoleverksamheten. Den inledande resultatuppföljningen gav oss som forskarlag, tillika projektdeltagande lärare, en del svar på våra frågor om pekplatteanvändningens betydelse för såväl undervisningens villkor som studenternas lärande och professionalisering, men väckte i sin tur även nya: Vad innebär lärarstudentens möte med den mobila tekniken för lärandets villkor, vägar och uttryck? Till vem blir studenten och till vad blir pekplattan i det inom utbildningen arrangerade mötet mellan människa-teknik? Hur kan lärarstudenters och pekplattans intra-agerande förstås? Med utgångspunkt frågorna genomfördes en fördjupad studie bland de projektdeltagande studenterna. Vårt datamaterial består i sju videodokumenterade gruppsamtalsessioner under vilka studenterna behandlar och diskuterar fyra givna frågeställningar av öppen karaktär. Vi avser att under presentationen både redogöra för resultaten av vår studie och diskutera det posthumanistiska perspektivets möjligheter till förståelse av studenters möte med och relationer till den mobila informations- och kommunikationstekniken.

Keywords
Social sciences - Education, sociomaterialitet, förskollärarutbildning, professionsutveckling, mobil teknik, pekplattan, Socialvetenskap - Pedagogik
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-29574 (URN)314ec37f-c0f5-415c-a62d-945659a8efac (Local ID)314ec37f-c0f5-415c-a62d-945659a8efac (Archive number)314ec37f-c0f5-415c-a62d-945659a8efac (OAI)
Projects
Pekplattan som resurs – ett pedagogiskt verktyg för lärare och lärande
Note

Godkänd; 2016; Bibliografisk uppgift: Nr 5.6.1 i abstraktsamlingen för NU2016; 20160627 (nicekb)

Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2018-05-29Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3657-6223

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