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  • 1.
    Alerby, Eva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Backman, Ylva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Åsa
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Hertting, Krister
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Kostenius, Catrine
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    Öhrling, Kerstin
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Omvårdnad.
    ”Det ska vara kul att lära!”: Skolan som den bästa platsen för lärande2012Ingår i: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 8, s. 41-49Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Inom ramen för denna artikel diskuterar vi såväl den psykosociala som den fysiska miljön i skolan. Vidare argumenterar vi för att skolans miljö är av betydelse för elevernas möjligheter att lära sig, likväl som för deras upplevelser av lärandesituationerna. Särskilt intressant blir då att lyssna till eleverna. Syftet med denna artikel är därför att synliggöra och diskutera elevers röster i förhållande till hur skolan kan bli den bästa platsen för lärande. Detta görs med utgångspunkt i forskningsprojektet ”Skolan suger” eller?, där drygt 200 elever i åldrarna 11–15 år deltog. Eleverna fick skriftligen reflektera över hur skolan ska bli en riktigt bra lärandemiljö. För att utveckla skolan till den bästa platsen för lärande uttryckte eleverna en önskan att kunna påverka sin lärandemiljö, att uppnå ömsesidighet och samspel, att kunna hantera tidsregleringen i skolan, samt att uppfylla behov för välbefinnande.

  • 2.
    Alerby, Eva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Backman, Ylva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Åsa
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Hertting, Krister
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Kostenius, Catrine
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    Öhrling, Kerstin
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Omvårdnad.
    ”Skolan suger” ... eller?: Att ge röst åt barns och ungdomars erfarenheter av psykosocial hälsa i sin lärandemiljö2012Ingår i: Resultatdialog 2012, Stockholm: Vetenskapsrådet , 2012, s. 9-15Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 3.
    Alerby, Eva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Delaktighet för lärande2015Rapport (Övrigt vetenskapligt)
  • 4.
    Alerby, Eva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Plats, identitet och lärande: Relationen mellan människa och rum ur högskolepedagogiska perspektiv2016Rapport (Refereegranskat)
  • 5.
    Alerby, Eva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Skolan som etisk praktik: att ge röst åt elevers erfarenheter av bemötande2014Ingår i: Värdepedagogik i förskola och skola / [ed] Eva Johansson och Robert Thornberg, Stockholm: Liber , 2014, s. 152-167Kapitel i bok, del av antologi (Refereegranskat)
  • 6.
    Alerby, Eva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Student Participation and Influence in Education: Possibilities and Challenges2016Ingår i: Successful Approaches to Raising Attainment and Tackling Inequity: CIDREE Yearbook 2016 / [ed] Stephen Edgar, Livingston: Education Scotland , 2016, s. 168-182Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Education is one way for society to promote active engagement and participation as forms of civic responsibility. The decline in academic achievement in schools in Europe, and particular in Swedish schools, can be addressed through working with issues related to teaching, where student participation is an important part.

    In this article, we aim to illustrate and exemplify how student participation can be described and understood as a continuous process that includes both students’ influence over formal decision-making and student active education. The content of the text emerges from a research overview (Swedish National Agency for Education, 2015), in which current research about student participation and influence in schools was collected, illuminated, analysed and discussed.

    The article illustrates existing challenges and opportunities identified in educational research, relating to students’ influence over decision-making processes and students being active in their education. The article concludes with a few thoughts about the future, including how student voices are becoming a clearer part of school improvement. Furthermore, we discuss the need for staff training, organisational conditions for developing participation work and the importance of further educational research that will highlight student participation and influence. 

  • 7.
    Alerby, Eva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    What can an image tell?: Challenges and benefits of using visual art as a research method to voice lived experiences of students and teachers2012Ingår i: Journal of Arts and Humanities, E-ISSN 2167-9045, Vol. 1, nr 1, s. 95-104Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    As humans, we have the ability to use many forms of “language” to express our self and our experiences, where visual art, an image, is one. Accordingly, experiences can be described in many different ways. In this paper we describe the challenges and benefits of using visual art as a research method to voice lived experiences of students and teachers based on life-world phenomenology. We give three examples of the analysis of visual art works, such as photographs, lino prints, and drawings made by students and teachers, as a way to express their lived experiences of different phenomena. The conclusion is that there are limits with using visual art as the sole source of empirical data. We argue that such data has to be accompanied by oral or written comments to enhance credibility and rigor. A life-world phenomenological analysis of visual art and subsequent comments emphasizes openness and humility to participants’ experiences as well as an all-inclusive understanding of a phenomenon.

  • 8.
    Alerby, Eva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Dahlén, Göran
    Piteå kommun.
    Larsson, Iris Rosengren
    Piteå kommun.
    Vikström, Anna
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ömsesidig samverkan mellan pedagogisk forskning och pedagogisk praktik2010Ingår i: Utbildning på vetenskaplig grund, Stockholm: Lärarförbundet , 2010, s. 22-32Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Vad innebär det i praktiken att skolans och förskolans verksamhet skall vila på vetenskaplig grund och beprövad erfarenhet? Det vi tycker är intressant att lyfta fram är på vilket sätt forskningen bedrivs, hur forskningsfrågorna kommer till och hur resultaten kommer den pedagogiska praktiken tillgodo. I denna artikel diskuterar och problematiserar vi relationen mellan den pedagogiska forskningen och förskolans och skolans verksamhet. Diskussionerna exemplifieras från ett konkret forsknings- och samverkansprojekt, där forskning och praktik har gått hand i hand. Vidare ger en forskare, en doktorand, en lärarutbildare, en skolledare och en lärare sin personliga syn på samverkan mellan pedagogisk forskning och praktik.

  • 9.
    Alerby, Eva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Forsman, Arne
    Hertting, Krister
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Kostenius, Catrine
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    Öhrling, Kerstin
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Omvårdnad.
    Lasten hyvinvointi ell – näkökulmia aiheeseen2008Ingår i: Psykososiaalisen hyvinvoinnin edistäminen opetustyössä, Rovaniemi: Lapin yliopistokustannus , 2008, s. 39-46Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 10.
    Alerby, Eva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Bergmark, Ulrika
    Forsman, Arne
    Hertting, Krister
    Kostenius, Catrine
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    Öhrling, Kerstin
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Omvårdnad.
    Några perspektiv på psykosocial hälsa bland barn2008Ingår i: Barns trivsel i Nord: aktiviteter for psykososial trivsel fra skoler i Barentsregionen, Oslo: Gyldendal Norsk Folag AS , 2008, s. 39-45Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 11.
    Alerby, Eva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Bergmark, Ulrika
    Forsman, Arne
    Hertting, Krister
    Kostenius, Catrine
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    Öhrling, Kerstin
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Omvårdnad.
    Well-being among children: some perspectives from a Swedish viewpoint2008Ingår i: Crystals of schoolchildren's well-being: cross-border training material for promoting psychosocial well-being through school education, Rovaniemi: Lapland University of Applied Sciences, 2008, s. 39-46Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 12.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Åsa
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Hertting, Krister
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Kostenius, Catrine
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    Öhrling, Kerstin
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Omvårdnad.
    Improvement of school environment from a student perspective: Tensions and opportunities2012Ingår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 3, nr 1, s. 19-35Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Managerial documents for the national school system in Sweden have emphasised taking students’ voices as a starting point in forming education, and several previous studies have indicated the benefits of giving students opportunities to participate in school. This study aimed to explore students’ reflections on what they would do if they were to decide how to make school the best place for learning. A total of 200 students aged 11 to 15 years from four schools (rural and urban) in two municipalities in the northern part of Sweden participated. The empirical data consisted of the students’ written reflections. The findings fall within four themes: (i) influencing educational settings; (ii) striving for reciprocity; (iii) managing time struggles; and (iv) satisfying well-being needs. Tensions between the students’ previous experiences and future visions appeared. The findings can offer direction regarding aspects of the learning environment in school that could be improved.

  • 13.
    Backman, Ylva
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Gardelli, Åsa
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Hertting, Krister
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Kostenius, Catrine
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    Öhrling, Kerstin
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Omvårdnad.
    Learning within and beyond the classroom: compulsory school students voicing their positive experiences of school2012Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 56, nr 5, s. 555-570Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study was to describe, reflect upon, and create a deeper understanding of aspects relevant for promoting a positive school environment from a student perspective. The data was analyzed by using an inductive phenomenological method and based on written responses from 200 Swedish students from grades 5–9. The results indicated that the students found aspects within, as well as beyond, the classroom relevant for a positive school environment. For instance, outings were considered relevant for building and maintaining friendships and for learning processes. Moreover, the students discussed formal and informal conditions and considered social as well as structural circumstances important for having a good time in school. The relation between learning and well-being was also emphasized by the students.

  • 14.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Activity: ArctiChildren project: A good example of giving voice and space to students in an international cross-border network2014Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
  • 15.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Activity: Creating opportunities for diversity and unpredictability: inviting children to be co-researchers2014Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
  • 16.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Betydelsen av att bli uppskattad som lärare: påverkan på lärares identitet ochutveckling av professionen2010Ingår i: Didaktisk Tidskrift, ISSN 1101-7686, Vol. 19, nr 3, s. 79-95Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Att bli uppskattad som lärare - vilken roll spelar det i den pedagogiska vardagen? Hur kan en lärares erfarenheter om uppskattning förstås ur ett teoretiskt perspektiv? Syftet med artikeln är att synliggöra, skapa förståelse för och diskutera uppskattningens roll i pedagogisk praktik i allmänhet och i synnerhet lärares pedagogiska vardag. Artikeln vill erbjuda kunskapsbidrag om och möjligheter till reflektion över kopplingar mellan uppskattning, lärande och undervisning. För att belysa artikelns ämne inbjöds en lärare med lång erfarenhet av yrket att skriva ner reflektioner om betydelsen av att bli uppskattad som lärare. Att bli uppskattad har stor betydelse för en lärares identitet och vilja till fortsatt utveckling som lärare är något som denna studie visar. Uppskattning kan ges på olika sätt, vid olika tillfällen och av olika personer. Samtidigt finns det utmaningar i samband med uppskattning av lärares arbete. Det kan förekomma inneboende svårigheter för elever att ge sina lärare uppskattning, beroende på deras asymmetriska maktförhållande. En möjlighet är dock att lärare och elever tränar sig i att se sig som ett "vi" och inte som vi och dem. Detta för att skapa en dialog som kännetecknas av respekt som uppmuntrar till kreativa handlingar som ett led i att etablera en uppskattande miljö i skolan.

  • 17.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Building an ethical learning community in schools2009Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    The overall aim of this thesis was to explore the school as a site for ethical practice. Specific objectives were to elucidate, encourage understanding for, and discuss: (i) teachers' and students' lived experience of ethical situations in school, (ii) teachers' and students' working together to promote learning in subjects and also to develop an ethical attitude towards society and the way people interact, and (iii) teachers' and students' working together to create an appreciative and positive climate in school. The research was conducted in a secondary school in Northern Sweden, which participated in a school improvement process, entitled Full of Value. The process has aimed at promoting learning through the development of an ethical attitude. This involves both the psycho-social and the physical community of the school.The research was inspired by life-world phenomenology. A total of 45 teachers and 45 students participated in the study. To create empirical data, the following methods have been used: written reflection, interview, close observation, and photo documentation. Through empirical findings during the research process, some parts of the research were inspired by participatory and appreciative action research (PAAR).The thesis consists of five part studies, published in international pedagogical journals. The findings show essential values for teachers and students in school, such as: openness, communication, trust, respect, care, empathy, truth, justice, appreciation, participation, and mutual learning.Teachers' and students' experiences of school as a site for ethical practice imply the value of: striving for ethical awareness, building ethical relationships, and encouraging ethical actions. The findings in this thesis suggest that the schools' mission to integrate ethics into the curriculum can be viewed as a process whereby, together with students in different educational settings, an ethical learning community can be created and sustained.

  • 18.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Case commentary 5: Case: Striptease on Day Three2009Ingår i: Exploring Leadership and Ethical Practice through Professional Inquiry, Québec: Les Presses de l'Université Laval , 2009, s. 101-103Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 19.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ethical leadership interpreted as fostering an appreciative environment in schools in Sweden2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper emanates from my thesis (Bergmark, 2009), which explored the school as a site for ethical practice. The research was inspired by life-world phenomenology. A total of 45 teachers and 45 students participated.Teachers’ and students’ experiences of school as a site for ethical practice imply the value of: striving for ethical awareness, building ethical relationships, and encouraging ethical actions. The findings in this thesis suggest that the schools’ mission to integrate ethics into the curriculum can be viewed as a process whereby, together with students in different educational settings, an ethical learning community can be created and sustained.When exploring teachers’ and students’ experiences of school the opportunity for an appreciative attitude emerged. This outlook includes the importance of meeting others where they are, care about them, have faith in their abilities, letting them influence, and encouraging and recognizing them. It is of specific interest to reflect on how the findings from my thesis can be interpreted and affect the preparation and practice of school leaders. One aspect of ethical leadership interpreted as fostering an appreciative environment in schools will be discussed.This paper emanates from my thesis (Bergmark, 2009), which explored the school as a site for ethical practice. The research was inspired by life-world phenomenology. A total of 45 teachers and 45 students participated.Teachers’ and students’ experiences of school as a site for ethical practice imply the value of: striving for ethical awareness, building ethical relationships, and encouraging ethical actions. The findings in this thesis suggest that the schools’ mission to integrate ethics into the curriculum can be viewed as a process whereby, together with students in different educational settings, an ethical learning community can be created and sustained.When exploring teachers’ and students’ experiences of school the opportunity for an appreciative attitude emerged. This outlook includes the importance of meeting others where they are, care about them, have faith in their abilities, letting them influence, and encouraging and recognizing them. It is of specific interest to reflect on how the findings from my thesis can be interpreted and affect the preparation and practice of school leaders. One aspect of ethical leadership interpreted as fostering an appreciative environment in schools will be discussed.

  • 20.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ethical learning through meetings with others2007Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Different kinds of meetings are natural for every student and teacher in schools around the world. This study deals with matters of ethics as a relation, meetings with Others, narratives, reflection and learning experiences. In a secondary school in northern Sweden eight students and one teacher worked within a course where different guests were invited into the classroom - a homosexual, a refugee and a disabled person. The aim of this article is to elucidate, enable understanding for and discuss students' and a teacher's learning experiences through their meetings with Others. The empirical data was created through close observation, field notes, reflective journals and e-mail communication. Theoretically the study is based on the philosophies of Emanuel Lévinas and Nel Noddings.

  • 21.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ethical learning through meetings with others2007Ingår i: International Journal of Learning, ISSN 1447-9494, E-ISSN 1447-9540, Vol. 14, nr 5, s. 105-112Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Different kinds of meetings are natural for every student and teacher in schools around the world. This study deals with matters of ethics as a relation, meetings with Others, narratives, reflection and learning experiences. In a secondary school in northern Sweden eight students and one teacher worked within a course where different guests were invited into the classroom - a homosexual, a refugee and a disabled person. The aim of this article is to elucidate, enable understanding for and discuss students' and a teacher's learning experiences through their meetings with Others. The empirical data was created through close observation, field notes, reflective journals and e-mail communication. Theoretically the study is based on the philosophies of Emanuel Lévinas and Nel Noddings.

  • 22.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Forskarutbildade lärare - en väg till skolutveckling: En kartläggninge av kommundoktorander inom förskolans och skolans verksamhet, gjord i samarbete mellan Lärarförbundet och Sveriges Kommuner och Landsting2010Rapport (Övrig (populärvetenskap, debatt, mm))
  • 23.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    'I want people to believe in me, listen when I say something and remember me': how students wish to be treated2008Ingår i: Pastoral Care in Education, ISSN 0264-3944, E-ISSN 1468-0122, Vol. 24, nr 4, s. 267-279Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In Sweden the compulsory school curriculum prescribes that education should promote learning in different subjects while simultaneously assisting students to develop into citizens of good character. To achieve these goals students need to cultivate such character strengths as respect and responsibility, so that they can create positive relationships and live in a community. The development of these skills in a school setting could be called character education. Research shows that good character education promotes the moral development of students and also enhances their academic learning. Giving voice to students is the cornerstone of character education; if adults in schools listen carefully to students educational practice can be improved. This study was conducted in a secondary school in northern Sweden. The phenomenology of the life-world and the principles of participatory and appreciative action research guided the research. The aim was to explore student voices as they described how they do and do not wish to be treated by others. The empirical data consisted of written responses to questions posed to students in Grades 7 and 8. The data analysis revealed four themes: striving for mutual understanding, being accepted for who you are, seeking honesty and truth and being acknowledged, recognized and encouraged. A comprehensive understanding of the themes suggests how practice may be improved in educational settings.

  • 24.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Learning for life through meeting with others2008Ingår i: Crystals of schoolchildren's well-being: cross-boarder training material for promoting psychosocial well-being through school education, Rovaniemi: Lapland University of Applied Sciences, 2008, s. 93-99Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 25.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Livsnära möten och relationer: en artikel om skolans lärandemiljö sett ur etiskt perspektiv2006Ingår i: På kurs mot lärande: betraktelser av lärande ur några olika perspektiv, Luleå: Luleå tekniska universitet, 2006, s. 25-41Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 26.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Real-life meetings and good relations: a paper about the ethical learning community in the school2006Ingår i: NERA's 34th Congress, Örebro 9-11 March, 2006: ABSTRACTS, Nordic educational research association, NERA , 2006, s. 40-Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The aim of this paper is to discuss the theoretical foundations which lie as a base for my PhD study about the ethical learning community in the school. The core of the school's activities is the process of learning and the school is also a meeting place for both teachers and students with different life stories. Because of the many opportunities of meetings, relations between individuals become very important. The meetings often contain interaction and therefore it is also of importance what values that are guiding our actions. On basis of that the community of the school plays a major part in the school's mission - education. Within this paper the phenomenology of the life-world will serve as a point of departure for the discussion, as well as the concept of ethical learning. The discussion deals with two concepts - ethics and learning - and in an attempt to visualise some conceivable answers to the question of what an ethical community can be, different ways of looking at this concept will be highlighted and discussed. The line of reasoning starts out from philosophical perspectives, and to provide exemplification a few dives will be made into the empirical context, which in this study is teachers written reflections of ethical learning situation at a Swedish compulsory school.

  • 27.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Rethinking researcher–teacher roles and relationships in educational action research through the use of Nel Noddings’ ethics of care2019Ingår i: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074Artikel i tidskrift (Refereegranskat)
    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.

  • 28.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Värdefullt lärande: den goda cirkeln2010Samlingsverk (redaktörskap) (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Berättelserna i Värdefullt lärande - Den goda cirkeln visar med tydlighet hur de aktiva val som vi gör i vår vardag och det vi väljer att fokusera på, påverkar andra och oss själva. Väljer vi att lära av varandra och fokusera på styrkor och det som fungerar i en pedagogisk vardag påverkas vi positivt av det. På så sätt kan den goda cirkeln skapas, som gör att människor växer och lär. När den goda cirkeln snurrar av sig själv sprids erfarenheterna av den som ringar på vattnet. Forskning har visat att etiska aspekter av lärande och undervisning ofta är outtalade i skola och förskola. En tyst kunskap som sällan får utrymme att ställas under strålkastarljusets sken. Här ger vi en rad nycklar som visar på hur ett etiskt förhållningssätt kan prägla din förskola eller skola så att ett värdefullt lärande uppstår. Hur kan du främja elevers lärande och utveckling till goda medmänniskor? Hur kan du göra det i din pedagogiska vardag, med alla dess krav på mätbara resultat? Om du vill veta är det här boken för dig. Här återfinns en rad berättelser av och med lärare, forskare och elever som skildrar erfarenheter som de har upplevt tillsammans.Det är glimtar från en, många gånger komplex och mångfacetterad värld. Men samtliga berättelser har ändå en mycket viktig aspekt gemensamt: De visar alla på hur man som lärare kan utvecklas genom att ta sig tid för reflektion och eftertanke. Välkommen in i en värld av värdefullt lärande!

  • 29.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Developing an ethical school through appreciating practice?: students' lived experience of ethical situations in school2008Ingår i: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 3, nr 1, s. 41-55Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Utveckla en etisk skola genom uppskattning av praktiken? : Elevers levda erfarenhet av etiska händelser i skolanIn meetings between people in school our values are shown through, for example, our actions, our speech and body language. These meetings can be regarded as ethical situations, which can arouse strong emotional reactions that ordinary, everyday situations usually do not do. The aim of this paper is to illuminate, interpret and discuss students' lived experiences of ethical situations in their school. The participants in the study were students in a Swedish secondary school, and the empirical data consisted of written reflections and interviews. The study is based on the lived experiences of students. The analysis of the empirical data resulted in two themes: response in speech and action, and power relations. The comprehensive understanding of the results is that healthy relationships play an important ethical role in the school. Finally, we discuss how ways of listening to students' voices and appreciating practice can develop an ethical school.

  • 30.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ethics of care: a dilemma or a challenge in education?2006Ingår i: Australian association for research in education national conference (AARE), 2006Konferensbidrag (Refereegranskat)
    Abstract [en]

    Daily there are a vast number people within educational systems around the world. The school can be regarded as a meeting place for both adults and children with different backgrounds and expectations. A meeting between humans means for example that we are talking and acting together. Consciously or unconsciously one of the factors that govern our actions are our values - the morals or ethics one has. The aim of this paper is to elucidate, interpret and understand ethical situations in a Swedish secondary school. To develop an understanding of this, teachers were invited to formulate in writing their reflections on ethical situations in their profession. The phenomenology of the life-world is the theoretical basis in this study. During the analysis of the empirical data different themes gradually crystallised, and the picture of ethical situations in a learning community that emerged consists of three themes: Relations to the Other, Conflicts of Values, Ethical Maturity. The findings are discussed according to the philosophers Emanuel Levinas and Nel Noddings. The comprehensive understanding of the results is thatn the teachers are trying to achieve ethics of care. Finally we raise the question if ethics of care can be considered as a dilemma or a challenge in education.

  • 31.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Voicing students lived experiences through creative activities: an ethical matter2010Ingår i: Abstracts: Active citizenship, NERA's 38th Congress, Malmö, 11-13 March 2010, 2010, s. 91-92Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The school's mission is to educate the children and young people in its society, so that they may reach the level of knowledge that the Government has stipulated by law. The task of educating the citizens of Sweden is described in the text of the schools' management documents and these documents stress the importance of taking students' experiences as a starting point in teaching situations, with the goal of increasing the level of knowledge. One way to really take students experiences into account is voicing them, which is the research topic for this study. Three major reasons for contemporary schools giving voice to students are presented by Rudduck and Flutter (2004). The first is the children's rights movement, based on the United Nations Conventions on the Rights of the Child, which states that children are entitled to have a say in decisions that affect them (CRC, 1989). The second reason is the school improvement movement, founded on the perspective of students and advocating their active participation in the learning process. Active participation is also closely linked to citizenship education, the third reason, dealing with matters of student engagement, student empowerment, and fostering democracy in the present and for the future. The importance of student voice underlies inviting students to participate in their own education, as well as in educational research. In schools every day life a lot of people meet and interact with each other, students as well as teachers, and schools can therefore be viewed as meeting places. While meetings and relationships are common we argue for the need to further explore behaviours in school in general, and more specific to voice students lived experiences of the same, as we consider this as an ethical matter and right. The aim of this paper is to explore students' lived experiences of behaviour in school. The theoretical framework of this study is the phenomenology of the life-world.The research was designed according to following: A total of 25 students got a school task to express, in writing, how they want to be treated by others, but also how they do not want to be treated. After many discussions with classmates, teachers and one researcher the students agreed upon three themes in their writing: respect, appreciation, and recognition. Students then expressed these themes with the aid of creative activities in the form of short stories and production of art, combined with subsequent oral comments. The results which emerged indicate that the students give voice to multi-faceted experiences, reflecting both positive and negative aspects of behaviours in school. The results indicate the necessity to take the students' understandings of behaviours into account when improving educational settings. Finally, it is important to raise questions how these results can be considered in other Nordic countries, in order to enable deeper understanding of schooling and educational research within our shared Nordic context.

  • 32.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ghaye, Anthony
    Institute of Reflective Practice.
    Reflective and appreciative actions that support the building of ethical places and spaces2007Ingår i: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 8, nr 4, s. 447-466Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This reflective account discusses the ‘creative renderings' that surfaced as a consequence of a workshop about ethical issues in education, with school staff in a Municipality in Northern Sweden. The paper is part of a longer, on-going conversation in that community about building and sustaining an ethical place and space called ‘school'. The focus for the conversation on this particular day was around every child and every teacher being valued in school. We worked alongside 30 school staff throughout that day with two appreciative activities - The Show-and-share activity and The Building blocks activity. During the day we also made field notes of teacher's shared experiences, we analysed their writing on the Building Blocks and documented the process with a digital camera. After the workshop we invited teachers to write some reflective notes. In the paper we share our collective reflections on what we felt we learnt. The workshop was guided by the principles of participatory and appreciative action research or PAAR.

  • 33.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Brezicha, Mitra
    Pennsylvania State University.
    You want me to do what?: Teachers' translation of democratic initiatives2012Ingår i: Abstract book: the 40:th Annual Congress of the Nordic Educational Research Association, Copenhagen: Nordic educational research association, NERA , 2012Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this article, we will scrutinize teacher understanding and implementation of a new democratic initiative in a United States school. In Dewey Elementary, the principal and two teachers introduced Small School Gatherings (multi-aged advising student groups) as part of a continuing effort to cultivate a democratic school. Drawing on the large body of literature regarding teacher learning and sensemaking, teachers’ understandings of new initiatives are informed by their previous experiences, as well as beliefs about learning and the purposes of schooling. Using a longitudinal case study design intended for the purpose of explanation building, we have chosen to examine three experienced teachers’ Small School Gatherings, and their process of implementing the initiative. We analyzed the empirical data consisting of observations of Small School Gatherings from 2009 to 2011 and interviews with teachers and principal. Semi-structured protocols during these interviews focused on the types of activities occurring and the types of outcomes for youth and how teacher intentions were translated into practice. Two themes emerged from the data analysis: teacher philosophy and teacher engagement. These findings will be discussed in the context of teacher learning and understanding. Finally, the paper sheds light on the processes needed to be in place for teachers to successfully implement new democratic initiatives. This paper has implications for Nordic schools seeking to translate the underlying democratic philosophy present in the national curricula into standard classroom practice.

  • 34.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Dahlén, Göran
    Piteå municipality.
    Larsson, Iris Rosengren
    Piteå municipality.
    Full of value: improving school learning through the development of an ethical community2008Ingår i: The Fifteenth International Conference on Learning, 2008Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    This workshop presents a school improvement process in an area in Northern Sweden. The shared goal for this school area is to develop and sustain an ethical learning community from pre-schools to secondary schools. In an ethical learning community it is important that children's views and thoughts are listened to and taken seriously. Adults, especially the teachers, have a responsibility to encourage the children to be committed to managing their own learning. Adults bring forward fundamental democratic values, which are discussed with the children. In an ethical community there is an ambition that both children and adults will work and learn together with respect and empathy, in order to enable children to grow as humans. Principals, teachers and children from the school area and also researchers from a local university are involved in this on-going process. Different perspectives on the process will be highlighted in the workshop: a principal's view on the importance of bridging practice in schools together with research for improvement in school and a teacher's view on reflection as a way for development, growth and change. Finally we will present the outcomes so far with children and teachers from this school area.

  • 35.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ekberg, Niclas
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Leonardson, Joakim
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Westerberg, Mats
    Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, Innovation och Design.
    Westman, Susanne
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Developing teachers for the 21st century by focusing on professional competences2017Konferensbidrag (Refereegranskat)
  • 36.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande.
    Hansson, Kristina
    Piteå Municpality.
    Teachers’ and school leaders’ understandings of their mission to integrate practice-based research in school: challenges and opportunities2018Konferensbidrag (Refereegranskat)
    Abstract [en]

    Ulrika Bergmark, Luleå University of Technology and Piteå Municipality & Kristina Hansson, Piteå Municipality and Umeå University

     

    Teachers’ and school leaders’ understandings of their mission to integrate practice-based research in school: challenges and opportunities

     

    Research topic/aim

    Over time, states undertake various education policies reforms to govern the development of education. The issue of practice-based research in teacher and school practice in Sweden may be seen as such an example. The Swedish Education Act states, “Education should be based on research and proven experience”. The change to a research-based way of working imposes great challenges on both teachers, school leaders and on non-academic organisations like municipalities to handle.

     

    The aim of this study is to create an understanding of teachers’ and school leaders’ understandings of the mission of integrating practice-based research into the school, their concrete work with the question, perceived challenges and opportunities as well as the support they need in order to fulfill their mission.

     

    Theoretical framework

    The theoretical framework is based on policy enactment and policy implementation, relating it to a school development perspective.

     

    Methodological design

    The study is performed at a municipality in Sweden, who enacted initiatives to promote the integration of practice-based research into schools. Participants of the study were teachers and school leaders from pre-school, compulsory and non-compulsory school. Surveys were used to grasp the participants’ understandings and work with the mission of integrating practice-based research into the school.

     

    Expected conclusions/findings

    The preliminary findings are that the participants experienced the mission to integrate practice-based research as a somewhat complex and ambiguous task that is difficult to master and enact in their practice. However, they also perceived that there are opportunities connected to the mission, which relate to school development. The participants also highlighted the importance of support in carrying out the mission. The support related to, for example, their need for developing their knowledge about practice-based research and also receiving supervision in their practical work as teachers or school leaders working with practice-based research.

     

    Relevance to Nordic educational research

    In the Nordic countries, there is an increasing interest for practice-based research in schools, which aims for developing schools through implementing research results and also producing practice-based research. Therefore, our study in Sweden represents an interesting example on different dilemmas and opportunities, based on teachers’ and school leaders’ experiences of integrating research in schools, that can inform other research and developent projects in Nordic countries and internationally.

    References

    Ball, S.J., & Junemann, C. (2012). Networks, new governance and education. Chicago: The Policy Press.

    Bergh, A. (2015). Local quality work in an age of accountability - between autonomy and control. Journal of Education Policy, 30(4), 590-607.

    Spillane, J.P. (1999). External reform initiatives and teachers’ efforts to reconstruct their practice: The mediating role of teachers’ zones of enactment. Journal of Curriculum Studies, 31(2), 143–175.

    Spillane, J.P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387.

     

     

    Contact

    Ulrika Bergmark, associate professor Education, Luleå University of Technology

    Department of Education

    Piteå Municipality

    Box 732

    941 28  Piteå

    +46 (0)911-69 72 98

    ulrika.bergmark@ltu.se

    ulrika.bergmark@pitea.se

     

    Kristina Hansson, senior lecturer, Head of Research and Deveopment,

    Piteå Municipality

    Box 732

    941 28 Piteå

    +46(0)911-696227

    kristina.hansson@pitea.se

     

     

  • 37.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande.
    Hansson, Kristina
    Piteå Municipality.
    Teachers’ understanding and experiences of integrating practice-based research in schools: challenges and opportunities2018Konferensbidrag (Refereegranskat)
    Abstract [en]

    Teachers’ understanding and experiences of integrating practice-based research in schools: challenges and opportunities

     

    Ulrika Bergmark, Luleå University of Technology and Piteå Municipality & Kristina Hansson, Piteå Municipality and Umeå University

     

    Network 1 Continuing Professional Development: Learning for Educational Professionals and Organisations

     

    Keywords:

    School reform, practice-based research, implementation, teachers’ professional development

     

    General research questions, objectives and theoretical framework

    Over time, states undertake various education policy reforms to govern the development of education. Like an epidemic, education reforms are spread to different educational systems in the world, affecting, and to some extent reorienting, teaching and learning in a local context (Ball, 2003). The issue of integrating practice-based research in teachers’ work and school practice in Sweden may be seen as an example of an education reform that follows trends in other European countries (Caena, 2014; Cain, 2015). The Swedish Education Act states, ‘Education should be based on scientific ground and proven experience’ (Swedish Government, 2010, §5). Based on the policy statement, there could be different ways to achieve an education that rests on scientific ground and proven experience: implementing research results in teaching and teachers being co-researchers in the systematic knowledge creation (Biesta, 2010; Brown, 2017; Englund, Forsberg & Sundberg, 2012). The change to a research-based way of working imposes great challenges on both teachers, school leaders and on non-academic organizations like municipalities to handle (Hansson, 2014).

    The aim of this study is to explore Swedish teachers’ understanding of central notions related to the reform of integrating practice-based research into the school, their experiences of working with the reform, perceived challenges and opportunities as well as the support and the professional development they need in order to fulfill their mission. The research questions are: How do teachers understand and interpret the reform of integrating practice-based research in their work? How do individual, social and structural factors affect teachers’ reform implementation of practice-based research in schools?

                          Since the reform of integrating practice-based research in schools is a rather new initiative in Sweden, there are only a few studies that explored the reform and its enactment. Previous research points to, for example, benefits of the reform: higher student achievements and a higher level of teacher professionalism (Ryve, Hemmi & Kornhall, 2016). The importance of school leaders’ support when implementing the reform and the need for involving students in the processes are also emphasized (Bergmark & Kostenius, 2009, Håkansson & Sundberg, 2016). Previous research does not explicitly focus on teachers’ understanding of central notions relating to the reform. It is especially relevant to explore teachers’ understanding and experience since they are the ones who are expected to implement the reform. Their understanding will further affect how they implement the reform and what support and areas of professional development they perceive they need.

    The theoretical framework is based on literature on reform implementation, emphasizing different factors affecting the enactment of a reform: individual, social and structural. Thus, reform implementation relates to teachers’ professional development. Individual factors involve teachers’ sense-making of an initiative. How teachers learn about, understand and implement a reform relates to their prior beliefs, knowledge, and experiences (Coburn, 2005; Spillane, 2002). Social factors relate to social interaction and the context of the organization, effecting teachers’ learning and implementing of a new reform initiative (Spillane, 1999). Teachers exchange interpretations of policies in connection to their teaching goals and practice through interactions with colleagues and school leaders in, for example, professional learning communities (Stoll et. al 2006). Structural factors involve what support teachers are offered and the degree of teacher participation in decision-making (Spillane, Reiser & Reimer, 2002). When implementing reforms, school leaders play a pivotal role in understanding teachers’ views, knowledge and beliefs, supporting the building of social networks and constructing the setting of the organization supporting the reform implementation (Brezicha, Bergmark & Mitra, 2014).

     

    Methodology

    The study was performed at a municipality in Sweden, that enacted initiatives to promote the integration of practice-based research into schools. Participants of the study were teachers from pre-school, compulsory and non-compulsory school. A questionnaire with closed-ended and open-ended questions was used to grasp the participants’ understanding and work with the mission of integrating practice-based research into the school. In the questionnaire, the teachers were asked to define central notions relating to integration of practice-based research in schools, such as: ‘scientific foundation’, ‘proven experience’ and ‘scientific approach’ and then, give examples from their teaching of practical applications of the notions. In addition, the teachers gave examples of challenges and dilemmas relating to implementing the new reform and what support and professional development they perceive they need. In total, 272 teachers responded to the questionnaire. The choice to use both closed-ended and open-ended questions is based on the reason that responses to closed-ended questions are easy to categorize based on the options the participants have selected and open-ended questions may allow for new aspects to appear not expected by the researcher (cf. Bailey, 1994). To understand teacher responses, content analysis was used in this study (cf. Graneheim & Lundman, 2004). Such analysis moves through certain phases of defining the unit of analysis (teachers’ understanding and experiences of the implementation of a new reform) and the units of meaning (defining central notions, application in teaching practice, challenges and dilemmas as well as well as support and areas of professional development). These phases help the researcher to condense the data. In the abstraction phase, emerging themes were formulated, based on the research questions, and accordingly related to the theoretical framework of the study. In the attempt to understand teachers’ understanding and experiences of reform implementation, it was crucial to go beyond individual experiences and focus on the collective understanding of the research topic.

     

    Expected outcomes and results

    The preliminary results are that the participants experienced the mission to integrate practice-based research as a somewhat complex and ambiguous task, difficult to master and enact in their practice. Teachers’ understanding of ‘scientific foundation’ relate to knowledge coming from the outside, i.e. results produced by university researchers. ‘Proven practice’ involves knowledge coming from the inside, created by individual teachers or by groups of teachers, school leaders and students. Teachers regard ‘scientific approach’ as a combination of research-based methods and their proven practice, applied in their teaching.

    On the individual level, teachers struggle to make sense of the intentions behind the reform. Since the reform emphasizes scientific knowledge, which can be seen as a new aspect added to teachers work, the reform does not explicitly connect to prior teaching experiences.  

    Teachers underlined the importance of the social context. They are supported by being part of a professional learning community where the meaning and the application of the reform is negotiated and enacted. Structural factors affecting teachers’ implementation of the reform negatively, were lack of time and financial resources, and the dealing of many and sometimes competing contemporary reforms. The teachers also highlighted the importance of support in carrying out the reform. The support related to, for example, their need for developing their knowledge and competence about how to carry out practice-based research, which can be done in professional development initiatives including, for example, courses and supervision in their practical work with practice-based research.

    However, teachers also perceived that when these conditions were met, they acknowledged opportunities connected to the mission, which relate to both professional development and school development. To integrate practice-based research in school can be a bridge between theoretical and practical knowledge – to explicit tacit knowledge. In addition, it can contribute positively to teachers’ professionalism and teacher status.

                         

    Intent of publication 

    An international journal

     

    References

    Bailey, K. D. (1994). Methods of social research (fourth edition). New York: The Free Press.

    Ball, S.J.  (2003): The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215-228.

    Bergmark, U., & Kostenius, C. (2009). ‘Listen to me when I have something to say’ - Students’ participation in educational research for sustainable school improvement. Improving Schools, 12(3), 249-260.

    Biesta, G. J. J. (2010). Why ‘What Works’ still Won’t work: From Evidence-Based Education to Value-based Education. Stud Filos Educ 29, 491-503.

    Brezicha, K., Bergmark, U., & Mitra, D. (2015).  One size does not fit all: Differentiating leadership to support teachers in school reform. Education Administration Quarterly. 51(1), 96–132.

    Brown, C. (2017). Further exploring the rationality of evidence informed practice: A semiotic analysis of the perspectives of a school federation. International Journal of Educational Research 82: 28-39.

    Cain, T. (2015). Teachers' Engagement with Published Research: Addressing the Knowledge Problem. Curriculum Journal, 26(3), 488-509.

    Caena, F. (2014). Teacher Competence Frameworks in Europe: Policy-as-Discourse and Policy-as-Practice. European Journal of Education 49(3): 311-331.

    Coburn, C. E. (2005). Shaping teacher sensemaking: School leaders and the enactment

    of reading policy. Educational Policy, 19, 476-509.                  

    Englund, T., Forsberg, E. & Sundberg, D. (Eds.). (2012). Vad räknas som kunskap? Läroplansteoretiska utsikter och inblickar i lärarutbildning och skola. Stockholm: Liber AB.

    Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105-112.

    Hansson, K. (2014). Skola och medier: Aktiviteter och styrning i en kommuns utvecklingssträvanden. Umeå: Umeå universitet.

    Håkansson, J., & Sundberg, D. (2016). Utmärkt skolutveckling. Forskning om skolförbättring och måluppfyllelse. Stockholm: Natur och Kultur.

    Ryve, A., Hemmi, K., & Kornhall, K. (2016). Skola på vetenskaplig grund. Stockholm: Natur och Kultur.

    Spillane, J.P. (1999). External reform initiatives and teachers’ efforts to reconstruct their practice: The mediating role of teachers’ zones of enactment. Journal of Curriculum Studies, 31(2), 143–175.

    Spillane, J. P. (2002). Local theories of teacher change: The pedagogy of district policies

    and program. Teachers College Record, 104, 377-420.

    Spillane, J.P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387.

    Stoll, L., Bolam, R. McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities. A review of the literature. Journal of Educational Change, 7(4), 221-258.

    Swedish Government (2010). Swedish Education Act, SFS 2010:800.

     

    Contact

    Ulrika Bergmark, associate professor Education, Luleå University of Technology

    Department of Education

    Piteå Municipality

    Box 732

    941 28  Piteå

    +46 (0)911-69 72 98

    ulrika.bergmark@ltu.se

    ulrika.bergmark@pitea.se

     

    Kristina Hansson, senior lecturer, Head of Research and Deveopment,

    Piteå Municipality

    Box 732

    941 28 Piteå

    +46(0)911-696227

    kristina.hansson@pitea.se

     

     

  • 38.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Jonsson, Gunnar
    Karlstads Universitet.
    Nordlund, Marie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Lärarstudenter som medforskande aktörer i praxisnära ämnesdidaktisk forskning2014Ingår i: NU 2014: Umeå 8-10 oktober : abstracts, Umeå: Umeå universitet. Pedagogiska institutionen , 2014, s. 66-Konferensbidrag (Refereegranskat)
  • 39.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Kostenius, Catrine
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    Appreciation as fuel for school improvement2011Konferensbidrag (Övrigt vetenskapligt)
  • 40.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Kostenius, Catrine
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    Appreciative based learning and research: amplifying the positive2009Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    In this paper we will explore and discuss possibilities to learn and research through an appreciative approach in order to enhance continuing professional development for teachers and leaders in school systems. Traditionally humans are used to define problems and trying to find solutions. This involves identification of the bad or threatening and preventing it from taking place, in other words prevention. What would happen if we choose to solve problems in a different way: identify what we appreciate and let this be the base for continued development and improvement? A promoting perspective and salutogenic focus has shown to be successful in helping humans increase their experience of health, which may also create opportunities for learning. How would it be if we changed our point of departure in learning and research processes from problems to appreciation?Our thoughts about Appreciative Based Learning (ABL) has evolved while working with Problem Based Learning (PBL) as teachers. When we came in contact with Participatory and Appreciative Action Research (PAAR) and Appreciative Inquiry we sensed an increased opportunity for positive change, a new way of working with education and research. PAAR can be seen both as a process of building and sustaining change in organizations (Participation, Appreciation, Action and Reflection) and also as a research methodology. PAAR has its roots in action research which is a problem based method aiming at developing and improving practice. Action research can be seen as participatory and collaborative research. A central question in this kind of research is how change of practice can be done, individually or collectively. The new aspect in PAAR is appreciation. An improvement process starts from for example acknowledging factors that work well in an organization or for an individual and the next step is to amplify these positive factors. PAAR research seeks for example to explore positive experiences of a phenomenon and how these experiences can be amplified and sustained in a practice.Central aspects of ABL are appreciation, participation, multimodalities, learning from each other and reflection. Just like PAAR, ABL can offer an opportunity to take positive questions and turn them into positive actions. We will give examples of how we as teachers and researchers have applied ABL in our own teaching and research. Finally we raise questions of how ABL can play a role in school improvement and educational research, building not only a better school but a better future as well.Methodology or methods/research instruments or sources used:We will focus on how to use ABL in the field of school improvement generally and specifically pertaining to educational research, through giving the theoretical background and examples of how we have applied ABL. We have been inspired by ABL in our own research, when teaching in higher education and when working with continuing professional development for teachers and leaders in school systems.Conclusions or expected outcomes or findings:This paper seeks to introduce and explore ABL as a method in school improvement processes and in educational research. We will share our process in developing ABL; how we have applied ABL in our teaching and research. We hope that our thoughts about the possibility to learn and research through an appreciative approach will inspire the participants to reflect on their own practice.

  • 41.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Kostenius, Catrine
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    Appreciative student voice model: reflecting on an appreciative inquiry research method for facilitating student voice processes2018Ingår i: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 19, nr 5, s. 623-637Artikel i tidskrift (Refereegranskat)
    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.

  • 42.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Kostenius, Catrine
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    Creating opportunities for diversity and unpredictability: inviting children to be co-researchers2014Konferensbidrag (Refereegranskat)
  • 43.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Kostenius, Catrine
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    Leadership for learning and well-being with an appreciative attitude2011Konferensbidrag (Övrigt vetenskapligt)
  • 44.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Kostenius, Catrine
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    Let’s have a “school-rules-attitude”2015Ingår i: Empowering School eHealth Model in the Barents Region, Rovaniemi: Lapland University of Applied Sciences. , 2015, s. 309-311Kapitel i bok, del av antologi (Refereegranskat)
  • 45.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Kostenius, Catrine
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    Listen to me when I have something to say: students paricipation in research for sustainable school improvement2009Ingår i: Improving Schools, ISSN 1365-4802, E-ISSN 1475-7583, Vol. 12, nr 3, s. 249-260Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article focuses on student participation in the research process as a contribution to school improvement. The specific aim of this article was to explore students' participation in different phases of a research process and discuss how their participation can contribute to school improvement. Based on a life-world phenomenological ontology, we used two research and development projects - Full of Value and Arctic Children - to shed light on participation in research. When doing research together with students, we have been inspired by Participatory Appreciative Action Research (PAAR). The methods used in the projects were open writing, group reflection, drawings, and exhibition discussions. This research showed that students were able to explore and express their lived experiences of behaviour and well-being in school, and how this was linked to positive change. We found students trustworthy, capable, and competent, enriching the process of school improvement.

  • 46.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Kostenius, Catrine
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    Researcher’s role: possibilities and challenges when giving voice to students’ experiences2010Konferensbidrag (Övrigt vetenskapligt)
  • 47.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Kostenius, Catrine
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    Student visual narratives giving voice to positive learning experiences: a contribution to educational change2012Ingår i: Academic Leadership, ISSN 1533-7812, E-ISSN 1533-7812, Vol. 10, nr 1Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this paper is to explore students’ positive experiences of their learning through the use of visual narratives, observation, and field notes in two secondary school classes in Sweden. Four themes were found: (1) knowing the needs of mind and body, (2) embracing each other in mutual support, (3) learning in a facilitating environment, and (4) using a variety of learning modalities. Students wished to have a voice in setting the curriculum, favored a variety of assignments, and sought to expand their learning environment beyond the classroom. Finally, challenges for teachers and school leaders are discussed.

  • 48.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Kostenius, Catrine
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    Students’ Experiences of Meaningful Situations in School2018Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, nr 4, s. 538-554Artikel i tidskrift (Refereegranskat)
    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.

  • 49.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Kostenius, Catrine
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    ’Tact of researching’: the ethically aware researcher giving voice to students in a Swedish context2011Ingår i: The Student Voice Handbook: Bridging the Academic/Practitioner Divide, Bingley: Emerald Group Publishing Limited, 2011, s. 399-408Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 50.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Kostenius, Catrine
    Luleå tekniska universitet, Institutionen för hälsovetenskap, Hälsa och rehabilitering.
    The cup is half full: appreciating the positive present in research and in practical work in school2008Ingår i: ECER 2008 Gothenburg: The European Conference on Educational Research in Gothenburg, Sweden, 8 - 9 September 2008, 2008Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    In this workshop we will present the background and the development of Participatory Appreciative Action Research (PAAR) as a research methodology and a school improvement process as well. This method has its roots in participatory action research which emphasizes the improvement of practice through involvement and participation. The new addition in PAAR is the appreciative aspect, this means for example working together and sharing the best practices and appreciating each other and our abilities. PAAR can be viewed as the opposite of problem-solving because it focuses on success and what works well instead of problems. Key concepts in PAAR are re-framing, positive questions, participation and positive present. These concepts will be discussed and explored. PAAR offers an opportunity to take positive questions and turn them into positive actions. This can be compared to Antonovsky's way of looking at health and development driven by the positive, in other words what is healthy not what is ill. This perspective can also be used when building an educational setting that encourages co-operation and sharing which make possible a positive psychosocial culture enhancing the learning process.We will give examples of how we as researchers have applied PAAR to our own research areas that include ethical perspectives on learning and health promotion with children in compulsory school in Sweden. Finally we raise questions of how educational research and school improvement relate to each other and if, in what way and when they can cooperate in building not only a better school but a better future.Methodology or methods/research instruments or sources used:We will focus on how to use PAAR methodology in the field of school improvement generally and specifically pertaining to educational research and health promotion, through giving the theoretical background and examples of how we have applied PAAR in our own research with students in compulsory school.Conclusions or expected outcomes or findings: This hour-long workshop seeks to introduce and explore PAAR as a method in educational research and in school improvement processes. After giving the background of PAAR, the participants in the workshop will have the opportunity to begin to explore how PAAR can be used in their own research and/or practice. This is done through interactive activities. We will present how we have used PAAR in our research and hope that this will inspire the participants to reflect on their own research and practice. We also want to address the issue of the relationship between research and improvement of a practice.

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