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  • 151.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Ethical learning through meetings with others2007Inngår i: International Journal of Learning, ISSN 1447-9494, E-ISSN 1447-9540, Vol. 14, nr 5, s. 105-112Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 152.
    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 (Annet (populærvitenskap, debatt, mm))
  • 153.
    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 treated2008Inngår i: Pastoral Care in Education, ISSN 0264-3944, E-ISSN 1468-0122, Vol. 24, nr 4, s. 267-279Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 154.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Learning for life through meeting with others2008Inngår 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. 93-99Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 155.
    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 perspektiv2006Inngår i: På kurs mot lärande: betraktelser av lärande ur några olika perspektiv, Luleå: Luleå tekniska universitet, 2006, s. 25-41Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 156.
    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 school2006Inngår i: NERA's 34th Congress, Örebro 9-11 March, 2006: ABSTRACTS, Nordic educational research association, NERA , 2006, s. 40-Konferansepaper (Annet vitenskapelig)
    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.

  • 157.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Värdefullt lärande: den goda cirkeln2010Collection/Antologi (Annet (populærvitenskap, 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!

  • 158.
    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 school2008Inngår i: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 3, nr 1, s. 41-55Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In 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.

  • 159.
    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?2006Inngår i: Australian association for research in education national conference (AARE), 2006Konferansepaper (Fagfellevurdert)
    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.

  • 160.
    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 matter2010Inngår i: Abstracts: Active citizenship, NERA's 38th Congress, Malmö, 11-13 March 2010, 2010, s. 91-92Konferansepaper (Annet vitenskapelig)
    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.

  • 161.
    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 spaces2007Inngår i: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 8, nr 4, s. 447-466Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 162.
    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 initiatives2012Inngår i: Abstract book: the 40:th Annual Congress of the Nordic Educational Research Association, Copenhagen: Nordic educational research association, NERA , 2012Konferansepaper (Fagfellevurdert)
    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.

  • 163.
    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 community2008Inngår i: The Fifteenth International Conference on Learning, 2008Konferansepaper (Annet vitenskapelig)
    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.

  • 164.
    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 forskning2014Inngår i: NU 2014: Umeå 8-10 oktober : abstracts, Umeå: Umeå universitet. Pedagogiska institutionen , 2014, s. 66-Konferansepaper (Fagfellevurdert)
  • 165.
    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 improvement2011Konferansepaper (Annet vitenskapelig)
  • 166.
    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 positive2009Konferansepaper (Annet vitenskapelig)
    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.

  • 167.
    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-researchers2014Konferansepaper (Fagfellevurdert)
  • 168.
    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 attitude2011Konferansepaper (Annet vitenskapelig)
  • 169.
    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 improvement2009Inngår i: Improving Schools, ISSN 1365-4802, E-ISSN 1475-7583, Vol. 12, nr 3, s. 249-260Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 170.
    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’ experiences2010Konferansepaper (Annet vitenskapelig)
  • 171.
    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 change2012Inngår i: Academic Leadership, ISSN 1533-7812, E-ISSN 1533-7812, Vol. 10, nr 1Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 172.
    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 School2018Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, nr 4, s. 538-554Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 173.
    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 context2011Inngår i: The Student Voice Handbook: Bridging the Academic/Practitioner Divide, Bingley: Emerald Group Publishing Limited, 2011, s. 399-408Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 174.
    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 school2008Inngår i: ECER 2008 Gothenburg: The European Conference on Educational Research in Gothenburg, Sweden, 8 - 9 September 2008, 2008Konferansepaper (Annet vitenskapelig)
    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.

  • 175.
    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.
    Uppskattningens kraft: lärande, etik och hälsa2011Bok (Annet (populærvitenskap, debatt, mm))
  • 176.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Lundström, Stefan
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Manderstedt, Lena
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Palo, Annbritt
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Why become a teacher?: Student teachers’ perceptions of the teaching profession and motives for career choice2018Inngår i: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 41, nr 3, s. 266-281Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

  • 177.
    Bergmark, Ulrika
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Salopek, Michelle
    Pennsylvania State University.
    Kawai, Roi
    Pennsylvania State University.
    Lane-Myler, Jennifer
    Pennsylvania State University.
    Facilitating Democracy in a Testing Culture: Challenges and Opportunities for School Leaders2014Inngår i: Journal of Cases in Educational Leadership, ISSN 1555-4589, E-ISSN 1555-4589, Vol. 17, nr 1, s. 32-44Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In 2010, Principal Kirk introduced Small Group Meeting (SGM) at Hillcrest Elementary. SGMs are multiage student groupings who meet with school faculty once a month to work on community building, service-learning projects, and advising. Many teachers liked the SGMs, some felt they needed more time to prepare, and others felt it was a waste of time. The case raises the questions: How can school leaders facilitate teacher autonomy and help push the learning community toward a common vision? If a leader has a strong vision, will teachers’ voices always be stifled? When introducing new initiatives like SGMs, what is the best pace to proceed? The case targets graduate classes in educational leadership and administration as well as professional development of leaders of different educational settings.

  • 178.
    Bergmark, Ulrika
    et al.
    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.
    Co-creating curriculum in higher education: promoting democratic values and a multidimensional view on learning2016Inngår i: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324, Vol. 21, nr 1, s. 28-40Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 179.
    Bergmark, Ulrika
    et al.
    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.
    Re-considering the epistemology of student engagement in higher education2016Konferansepaper (Fagfellevurdert)
    Abstract [en]

    We want to reconsider and explore the epistemology of student engagement in higher education as part of a democratic and sustainable education, going beyond neo-liberal groundings. In our exploration, we mainly draw on the philosophy of Gilles Deleuze and his co-writers Felix Guattari and Claire Parnet.

    In contemporary educational systems, teachers are often urged to work with student engagement in various forms due to the connection between academic success and student engagement. Student engagement is being perceived as an important factor in quality measurements – a trend which can be connected to the neoliberal marketization focusing on performance, individualization, competition, goal-rationality and linear progression. This neo-liberal agenda produces new demands on education, changing students’ and teachers’ possibilities to act and become within higher education. In addition, some theories are prioritized which lead to narrowed and limited epistemologies for higher education and accordingly student engagement.

    Deleuze’s way of thinking challenge linearity and dualistic views of subject/object and process/product when emphasizing becoming, appreciating multiplicities and the unpredictable; what has not yet come into being. When ”doing” Deleuze in teacher education, we have considered ‘pedagogical relations’ to involve both human and non-human relations - assemblages that are both intercorporeal and entangled. Such assemblages open, according to Deleuze, for a rhizomatic thinking about learning where events are created that bear possibilities for all actors involved to become-multiple-others for a while. These processes of becoming runs through on-going affective, entangled and moving relationships and modes of existence.

    Although our exploration is mainly philosophical, we will connect our exploration to an ongoing project at our university. This attempt to reconsider the epistemology of student engagement, challenges structures, power-relations and epistemological pre-assumptions in higher education by creating disruptions, openings and lines of flight?

  • 180.
    Bergmark, Ulrika
    et al.
    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.
    Student participation within teacher education: emphasising democratic values, engagement and learning for a future profession2018Inngår i: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 37, nr 7, s. 1352-1365Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 181.
    Bergslycka, Marie
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    ”Ska vi släcka eldarna eller ska vi se till att de inte börjar brinna?”: Framgångsfaktorer vid närvarofrämjande, frånvaroförebyggande och frånvaroåtgärdande arbete vid problematisk skolfrånvaro på grundskolan2019Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Problematic school absenteeism is a global problem that concerns teachers, parents, children as well as government and legislators. In Sweden schools attending is both a right as well as a duty. This study is focused on success factors that effective schools student health teams express concerning problematic school absenteeism. Student health team has a key role to both promote school presence as well as prevent and fix absenteeism (SOU, 2016:94). Previous studies have been focused on reasons for problematic school absenteeism in the family or on the individual (Bodén, 2016). There is a lack of studies that suggest what school can do to address the problem problematic school absenteeism. The study was conducted in two school´s with focus group interview as a method with one health team, one local “presence team” and an individual interview with a special education teacher. The result of the study shows that these successful examples varies in what they consider to be a success factor. The argued success factors concerning promoting school presence are the feeling of safety and wellbeing and working with available learning environment. The identified factors suggest that the success factors to address preventing problematic school absenteeism is a “presence team” at the school, earlier effort, calling home, follow up statistically, active mentoring, the principal leadership and last tuition. Success factors to fix problematic school absenteeism suggest having presence team at the school, relationship and trust, cooperation, monitoring, flexibility, student suited technology, discover undiagnosed neurodevelopment disorder, preparing going back to school, special teaching group and last take mandate. The conclusion of the study is that the two studied successful schools work in all the dimensions to prevent, fix problematic school absenteeism and promote school presence. Notable is that the result in the two different school varies.

  • 182.
    Bergström, Allan
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Karlefors, IngerLuleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.Lindell, Nils-ErikLuleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.Nyberg, SvenLuleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Lära till lärare i norr: lärarutbildningen i Luleå 100 år2007Collection/Antologi (Annet (populærvitenskap, debatt, mm))
  • 183.
    Bjerstedt, Sven
    et al.
    Lund University, Malmö Faculty of Fine and Performing Arts.
    Fossum, Hanne
    Norwegian Academy of Music, Oslo.
    Leijonhufvud, Susanna
    Örebro University.
    Lonnert, Lia
    Lund University, Malmö Faculty of Fine and Performing Arts.
    The musical present: A polyphonic philosophical investigation2017Inngår i: Nordisk musikkpedagogisk forskning: årbok 17 / [ed] redaksjon: Eva Georgii-Hemming..., Oslo: Norges musikkhøgskole , 2017, Vol. 17, s. 9-39Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    How can music education be enriched by the concept of time? This article is based on the assumption that the present moment, the musical ‘now’, is of the utmost importance not only to the musical performer or listener but to the musical learner and teacher as well. It aims at a philosophical discussion and conceptual clarification of a number of issues of time that are considered to be crucial to music education through a presentation and discussion of thoughts and concepts put forward by four selected philosophers: Augustine, Edmund Husserl, Mikhail Bakhtin, and Paul Ricoeur. It is suggested that reflecting upon time may significantly challenge and develop students’ ways of thinking about music connected to different actions within several fields of music education. For instance, Augustine’s analysis of time offers important perspectives on practising, remembering, and performing music. Husserl’s philosophy of time constitutes the stream of consciousness, which leads to an understanding of the comprehension of tonality. Discussions of Bakhtin’s concepts of utterance and chronotope demonstrate that the need for experiencing and understanding music arguably poses a challenge for current music education in schools with regard to its predominant ways of dealing with time. With reference to Ricoeur’s analysis of time and narrative, it is suggested that musicians’ need for multi-directedness in the musical present calls for a rich learning ecology framework. In conclusion, it is argued that reflection on musical practice in general would benefit from taking the shape of polyphonic philosophical investigations.

  • 184.
    Bjurman, Ida
    et al.
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande.
    Pettersson, Josefine
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande.
    "Det som jag tycker är oerhört skrämmande är att stå ensam i beslutet. Som jag sa, vad är en magkänsla?": En kvalitativ studie om omsorgssvikt och anmälningsplikt i förskolan.2017Independent thesis Basic level (university diploma), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syftet med denna studie är att belysa förskolepersonalens beskrivningar om och hur de hanterar uppdraget som de är ålagda att arbeta efter, samt hur personalen tolkar begreppet omsorgssvikt. Studien lyfter fram olika former av omsorgssvikt samt hur dessa kan visa sig hos barn och vilka tecken som är vanligast i respektive form av omsorgssvikt. Studien redogör även för Killéns (2014) överlevnadsstrategier som återfanns i många av förskolepersonalens beskrivningar. Studien utgår från ett hermeneutiskt perspektiv som bygger på förståelse och tolkning av någons upplevelser och erfarenheter. Studien bygger på intervjuer som sedan analyserats med hjälp av meningskoncentrering och meningstolkning som analysmetod. En egen analysmodell konstruerades med hjälp av Killéns överlevnadsstrategier. Personal inom förskolan är medvetna om att barn utsätts för omsorgssvikt och att de som verksamma inom förskolan har en anmälningsskyldighet. Studien visar på att det råder en osäkerhet om vad begreppet omsorgssvikt innefattar och vad uppdraget innebär. Problem uppstår om personalen inte känner sig trygga i sin roll att anmäla, socialtjänsten får då inte möjligheten att hjälpa familjer eftersom oron inte kommer till deras kännedom. Studiens resultat visar även att personal inom förskolan använder sig av Killéns överlevnadsstrategier när de beskriver sitt uppdrag, och hur de ser på begreppet omsorgssvikt. Problematiken här blir att när förskolepersonalen tillämpar dessa överlevnadsstrategier i sitt förhållningssätt, försvårar det uppdraget. Resultatet visar även att personal inom förskola många gånger söker efter tecken som tyder på att barnet inte befinner sig i en omsorgssviktsituation och att de därmed inte behöver göra en orosanmälan. Det blir tydligt av studiens resultat att förskolepersonalen behöver ges möjlighet till kompetensutveckling, med tanke på den osäkerhet som råder.

  • 185.
    Björk, Siv Larsgren
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik, språk och Ämnesdidaktik.
    Tal i bråkformat: en analys av läromedel i matematik i årskurs sex2019Independent thesis Advanced level (professional degree), 20 poäng / 30 hpOppgave
  • 186.
    Björkén, Majki
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Engelskundervisning för nyanlända elever: En intervjustudie utifrån ett lärarperspektiv2018Independent thesis Advanced level (professional degree), 20 poäng / 30 hpOppgave
    Abstract [sv]

    Studien syftar till att synliggöra de strategier verksamma lärare beskriver att de använder sig av i mötet med nyanlända elever i engelskämnet. Bakgrunden behandlar en beskrivning av svenskt asylmottagande och en definition av begreppet nyanländ samt andra för studien relevanta begrepp. Bakgrunden redogör även för tidigare forskning om andra- och tredjespråks­­­inlärning samt vad som kännetecknar undervisning i främmande språk ur ett historiskt samt nutida perspektiv.  Data har samlats in genom kvalitativa intervjuer med sex engelsklärare verksamma på fyra olika skolor. Samtliga av dessa skolor ingår i en kommun vars mottagande och undervisning av nyanlända elever organiseras genom direktplacering. Resultatet visade att läraren innehar en viktig roll för i vilken utsträckning de nyanlända eleverna deltar socialt och pedagogiskt i engelskundervisningen. Resultatet visade även att engelskundervisningen för nyanlända elever försvåras av att undervisningen i stor ut­sträckning utgår från svenska som normspråk. Verksamheterna genomsyrades även av olika definitioner av inkluderingsbegreppet, vilket påverkat lärares förutsättningar för att planera och genomföra undervisningen för de nyanlända eleverna.

  • 187.
    Bolldén, Karin
    Linköpings universitet, Pedagogik och vuxnas lärande.
    Materialities and Virtualities of Online Teaching: A Practice Theory Perspective2014Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Various kinds of information and communication technologies (ICT) are common elements for educational purposes in higher education. Researchers have found that educational issues have been put in the background in favor of technology when it comes to teaching with ICT. Investments and efforts have been prioritised concerning hardware and software, and teachers' skills development have been focused on learning how to use specific software programs technically. However, teachers are also asking for skills development concerning pedagogical issues in relation to ICT. Mishra and Koehler (2006) argue that one of the reasons pedagogy has not been given more space is lack of theories that can help us understand the integration of technology in education.

    In order to use ICT teachers have to step into them to show presence and to conduct their teaching. Research has emphasised that presence is important in online learning and thus it becomes an issue of pedagogical interest. Embodiment as a way of showing presence has not been highlighted as other aspects of presence has been. Therefore this study sets out to study teachers' embodiments online. The study has an online ethnographical approach where the analysis is based on data from two case studies where different ICT are used; It's learning and Second Life. Each focuses on a course at university level that is held entirely online. Practice theory (Schatzki, 2002; Schatzki, 1996) and concepts of being a body, having a body and instrumental body have been used for analysing how teachers are stepping into embodied presence.

    Bodily presence implies choices where personalisation of teacher embodiment is afforded by the systems but not demanded. The embodiment is ranging from a default to a personalised one. This study shows that it is possible to customise the embodiment which happens but not always. Further, both the online and offline body is actualised in the online setting. What happens in the practice online is not cut off from what happens offline. Teaching in a virtual world is a matter of managing several bodies that overlaps to a more or lesser degree. There is a need to consider that being a body includes several bodies, not just one. To teach in a virtual world comprises knowledge and skills of manoeuvring the bodies and of teaching subject matter, with both of them in the foreground from time to time. Teachers' bodies online could be understood as instrumental, used for doing teaching in the online setting. The border between the bodies and the ICT is blurred and it is difficult to discern where one ends and the other begins.

    Mishra, P. & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record 108(6), 1017-1054.

    Schatzki, T. (2002). The site of the social: A philosophical account of the constitution of social life and change. University Park: Pennsylvania State University Press.

    Schatzki, T. (1996). Social practices: A Wittgensteinian approach to human activity and the social. Cambridge: Cambridge University Press.

  • 188.
    Bolldén, Karin
    Linköpings universitet, Pedagogik och vuxnas lärande.
    Online teaching practices: Sociomaterial matters in higher education settings2015Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    The aim of this study was to describe and analyse online teaching practices in the Swedish higher education context. The study had an online ethnographic approach and was based on empirical data on the teaching in two university courses. The study rested primarily on observational data but interviews and available documents also formed the basis for analysis. Empirical data were analysed with a perspective of practice theory – a perspective within a sociomaterial account. The results showed that online teaching was characterised by an embodied sociomaterial practice. The teacher’s body could be understood as both multiple and closely interwoven with technology. Furthermore, the teacher’s body was used in the teaching situation to reduce technological complexity but also, along with other forms of materiality, to prefigure what kind of teaching would take place. Teacher interventions in online environments could furthermore be understood as relational to both technology (that is the virtual material arrangement) and teachers’ doings and sayings (that is the teaching practice). Teacher interventions were aimed at making the arrangement intelligible for the students. The study showed that teacher interventions arranged both students and information and communication technology (ICT) in order to make them work as a teaching practice. The teaching practice that emerged was characterised as an interplay between virtual materiality and social practice, where asymmetricrelations between teachers and the ICT prevailed.

  • 189.
    Bolldén, Karin
    Linköpings universitet, Pedagogik och vuxnas lärande.
    Teachers' embodied presence in online teaching practices2016Inngår i: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 38, nr 1Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study aims to examine teachers’ embodiments online. The analysis is based ononline ethnographic data from two online courses in higher education settings usingdifferent information and communication technologies. The perspective of practicetheory and the concepts of being a body, having a body and the instrumental body wereused to analyse how teachers step into an embodied presence. The embodied presencedepends on both teacher judgements and what the technology offers. The finding addsto the understanding of the concept of teacher presence online, in showing that teacherembodiment occurs online and furthermore that the body could be understood asmultiple. The result also shows how online and offline bodies hang together,actualising the offline body in the online setting, which in turn raises questions onthe dualism of online and offline. Teachers also deliberately used their embodimentsand bodily traces online in order to sustain presence and to bring about certain teachingpractices. Their bodily positioning signalled what kind of teaching that would takeplace. A deliberate positioning of the online body in a virtual world also helped toreduce the complexity of the arrangements for the students.

  • 190.
    Bolldén, Karin
    Linköpings universitet, Pedagogik och vuxnas lärande.
    The emergence of online teaching practices: A sociomaterial analysis2016Inngår i: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 41, nr 3, s. 444-462Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this article was to analyse relations between online teaching practices and their virtual material arrangements. Two higher education online settings were studied using an online ethnographic approach in which observation of the teaching process was of central importance. The first setting was a course in education carried out on itslearning© (a learning management system) and the second setting was a language course in Second Life® (a virtual world). A sociomaterial perspective based on practice theory was used in the analysis, and the focal point was the co-constitutive relation between teaching practices and material arrangements in online settings. A number of relations between practice and arrangement were identified and analysed in the results section. It is argued that the relation between online arrangements and practice is not fixed and determined beforehand, but emerges and alters as the teaching unfolds.

  • 191.
    Boudrie, Anna
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande.
    Lågstadielärares dagliga arbete med skönlittertur: Läsning i språkutvecklande syfte i svenska och svenska som andraspråk2017Independent thesis Advanced level (professional degree), 20 poäng / 30 hpOppgave
    Abstract [sv]

    Syftet med denna kvalitativa studie var att bidra med kunskap om hur lärare i årskurs F – 3 arbetar med skönlitterär läsning för att främja elevers språkutveckling. Studien grundas i tre frågeställningar där den första syftar till att beskriva hur lärare arbetar med skönlitterär läsning. Den andra frågeställningen synliggör hur lärarna anser att skönlitterär läsning är språkutvecklande och den sista frågeställningen belyser de skillnader som lärarna beskriver finns i arbetet med elever som har svenska som första- respektive andraspråk. Studien grundar sig i det sociokulturella perspektivet samt i en fenomenografisk forskningsansats. Det empiriska materialet har samlats in genom semistrukturerade intervjuer med fyra verksamma klasslärare i två olika kommuner.  Studiens resultat visar att samtliga lärare är positiva till skönlitterär läsning som ett språkutvecklande arbetssätt och att de dagligen arbetar med skönlitteratur. Lärarna anser att en av de största vinsterna med att arbeta med skönlitterär läsning är att den ger eleverna ett bredare och mer omfångsrikt ordförråd och att den möjliggör gemensamma samtal och diskussioner i klassrummet. Resultatet visar vidare att skillnaderna i arbetet mellan elever som har svenska som förstaspråk gentemot de elever som har svenska som andraspråk är små. 

  • 192.
    Brekke, Mary
    Luleå tekniska universitet.
    Lærerutdanning i nord: et historisk kasus gjennom tre tidsperioder2000Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    Avhandlingen beskriver den historiske utviklingen av lærerutdanningen, med spesiell vekt på lærerutdanningsdidaktikk, ved en spesiell utdanningsinstitusjon i Nord-Norge i perioden 1826-1940. Studien er i hovedsak basert på arkivdokumenter som kildemateriale. Det studerte kasus er den eldste statlige lærerinstitusjonen i Norge. Som andrehåndskilder er brukt historisk forskning om norsk seminar-/lærerutdanning og norsk allmue-/folkeskole. Samtidige lærebøker og håndbøker, aviser og fagtidsskrift for lærere er brukt som supplerende kilder. Studien er delt inn i tre tidsperioder; 1826-1848, 1848-1902 og 1902-1940. Inndelingen er gjort på bakgrunn av sentrale hendelser, enten i institusjonens historie eller i nasjonal lærerutdanningshistorie, avhengig av hva som brakte de viktigste didaktiske endringene. Studien er gjort så induktiv som mulig. Funnene er derfor satt inn i en teoretisk ramme først mot slutten av avhandlingen. De teoretiske begrep som er benyttet er hentet fra didaktisk og sosiologisk teori. Selv om tilnærmingen er induktive, er det likevel foretatt en kontinuerlig tekst- og kildeanalyse med tilhørende tolkninger i forbindelse med kildearbeidet, datainnsamlingen og funnene underveis i studien. Studien viser at den lærerutdanningsdidaktiske utvikling har gått gjennom en stille revolusjon, fra en pedagogisk kode dominert av lærer, fag, kirke, kristne normer og strenge regler for atferd til en mer usynlig didaktisk/pedagogisk kode. Samtidig har utdanningen bevart sentrale grunnverdier, slik som troen på metodeoverføring, lærerutdanneren som yrkesmodell og praksiserfaringer som grunnleggende for danningen til lærer.

  • 193.
    Brezicha, Kristina
    et al.
    Pennsylvania State University.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Mitra, Dana L.
    Pennsylvania State University.
    One Size Does Not Fit All: Differentiating Leadership to Support Teachers in School Reform2015Inngår i: Educational Administration Quarterly, ISSN 0013-161X, E-ISSN 1552-3519, Vol. 51, nr 1, s. 96-132Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Purpose: Many of the predominant leadership models acknowledge the need to support teachers’ work, but these models rarely specify how to support teachers’ implementation process. This article studies the relationship between leadership support and teachers’ sensemaking processes. It brings together three divergent bodies of literature on educational leadership, teachers’ sensemaking and implementation of reforms to conceptualize leadership that specifically addresses how leaders can provide teachers differentiated support. Research Design: This article uses case descriptions to illuminate the relationship between leadership support and three teachers’ sensemaking processes of implementing a new initiative. The empirical data consists of observations and interviews with teachers and principal in an U.S. elementary school. Findings: The findings present the need for developing a concept of leadership that increases support of teachers’ implementation work by focusing on school leaders’ understanding of individual teachers’ views and philosophy, their enabling of flexibility of a reform, their encouraging of horizontal support structures, including teacher social networks. It also considers how leaders’ influence the school’s setting and the delivery of information around new reforms. Conclusions: Our findings suggest that providing teachers with differentiated support improves teachers’ understanding of the reform and supplies teachers the necessary tools to implement the new idea, facilitate teacher voice and participation in the process.

  • 194.
    Brezicha, Kristina
    et al.
    Pennsylvania State University.
    Mitra, Dana
    Pennsylvania State University.
    Bergmark, Ulrika
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    One size does not fit all: Differentiating Leadership to Support Teachers in School Reform2012Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Within the prevailing discourse of measurement, this paper explores how leaders can engage teachers in a discussion of the moral and ethical imperatives of education. This discussion can aid both the teachers and leaders come to a more holistic understanding of their role as educators during an era of high-stakes accountability. We suggest that building a culture of honest dialogue regarding the values of education could facilitate the implementation a counter-normative reform that focuses on building students’ social and civic skills.The empirical data consist of observations and interviews with teachers and principal in an U.S. elementary school. The findings demonstrate that implementation of an initiative cannot be understood through a single aspect of teachers’ working life. The conclusion is that counter-normative school-driven reform has to be undergirded by a culture of honesty regarding the ethical and moral acts involved in the reform.We suggest that school leaders can facilitate this culture by providing the space and time for these considerations to surface. Teachers need local incentives along with an enabling school organization if the building of students’ social and civic skills will be worthwhile in an already pressured teaching practice. This can only come through the relationships and culture of a school that establishes respect for divergent beliefs and practices and allows for an ongoing dialogue about these differing practices and values.

  • 195. Brown, J.
    et al.
    Alerby, Eva
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Pedagogik språk och Ämnesdidaktik.
    Atkinson, B.
    MaRhea, Z.
    Voices from the margins: school experiences of indigenous, refugee and migrant children2008Konferansepaper (Fagfellevurdert)
  • 196.
    Brändström, Sture
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Anders Ljungar-Chapelons Le respect de la tradition: Om den franska flöjtkonsten: dess lärande, hantverk och estetik i ett hermeneutiskt perspektiv2008Inngår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 13, nr 4, s. 310-312Artikkel i tidsskrift (Annet vitenskapelig)
  • 197.
    Brändström, Sture
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Bedömningsproblem i musiklärarutbildning1998Inngår i: Kvalitetskonferens 1998, Högskoleverket , 1998Konferansepaper (Annet vitenskapelig)
  • 198.
    Brändström, Sture
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Framnäs folkhögskola 1952-19572006Konferansepaper (Annet vitenskapelig)
  • 199.
    Brändström, Sture
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Framväxten av musikpedagogiska ideal vid en folkhögskola: rekrytering och studiemiljö2007Inngår i: Nordisk musikkpedagogisk forskning: Årbok, ISSN 1504-5021, Vol. 9, s. 83-93Artikkel i tidsskrift (Fagfellevurdert)
  • 200.
    Brändström, Sture
    Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, Musik och dans.
    Freedom to learn in music education1998Inngår i: Ubuntu: music education for a humane society ; conference proceedings of the 23rd World Conference of the International Society for Music Education held in Pretoria, South Africa / [ed] Caroline van Niekerk, Pretoria, SA: Unisa Press, 1998, s. 52-59Konferansepaper (Fagfellevurdert)
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