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Gardesten, Jens
Publications (10 of 14) Show all publications
Lindqvist, P., Ackesjö, H., Fonseca, L., Gardesten, J., Herrlin, K., Nordänger, U. K., . . . Johansson, M. (2020). (Lärar)avlastande yrkesgrupper – Var går gränserna?: En studie om nya fördelningar av och förhandlingar om arbete i skolan. Kalmar & Växjö: Linnaeus university
Open this publication in new window or tab >>(Lärar)avlastande yrkesgrupper – Var går gränserna?: En studie om nya fördelningar av och förhandlingar om arbete i skolan
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2020 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Kalmar & Växjö: Linnaeus university, 2020. p. 106
Series
Rapport från Forum för professionsforskning ; 2020:1
National Category
Pedagogical Work
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-90889 (URN)
Available from: 2020-01-14 Created: 2020-01-14 Last updated: 2020-03-20Bibliographically approved
Gardesten, J. & Fonseca, L. (2019). Att hantera lärarbristen: Erfarenheter från skolor som anställt heltidsmentorer. Educare - Vetenskapliga skrifter (3), 34-48
Open this publication in new window or tab >>Att hantera lärarbristen: Erfarenheter från skolor som anställt heltidsmentorer
2019 (Swedish)In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 3, p. 34-48Article in journal (Refereed) Published
Abstract [en]

Schools in Sweden need to handle an acute lack of teachers. One way to handle this problem is to hire new staff who can work with social and administration tasks, enabling the teachers in school to teach some more classes instead. This study examined two secondary schools in Sweden where this way to solve the problem was tried out. The aim of the study was to highlight possible consequences for teachers’ core practices (teaching), and discuss whether more teaching might involve another sort of teaching. In this analysis, Ryle´s distinction of “achievements” versus “tasks” was being used (Ryle, 1949). Another aim was to highlight possible consequences for teacher-student relationships and possible consequences for the teachers´ working conditions. The empirical base was five focus group interviews with the teachers. The findings indicate that the new work model might turn into a “mechanical teaching”, more of an achievement than a task, in Ryle´s sense. Moreover, while new staff was hired to solve social problems among students, teachers still describe how they handle acute conflicts in the school environment; “because I´m an adult”. Finally, even though the working conditions are still demanding, the clarifying of job boundaries has contributed to less work stress.

Place, publisher, year, edition, pages
Malmö: Malmö university, 2019
Keywords
core practices, teachers ́ health, teacher student relationship
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-86026 (URN)10.24834/educare.2019.3.3 (DOI)
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, dnr. 2017-00643
Available from: 2019-06-28 Created: 2019-06-28 Last updated: 2019-10-18Bibliographically approved
Gardesten, J. (2019). Does it make any difference? University teachers’ experiences of work-integrated teacher education.. In: : . Paper presented at ATEE 2019, Bath Spa University.
Open this publication in new window or tab >>Does it make any difference? University teachers’ experiences of work-integrated teacher education.
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-88139 (URN)
Conference
ATEE 2019, Bath Spa University
Note

Ej belagd 20191018

Available from: 2019-08-20 Created: 2019-08-20 Last updated: 2019-10-18Bibliographically approved
Lindqvist, P., Nordänger, U. K., Gardesten, J., Fonseca, L., Ackesjö, H. & Herrlin, K. (2018). Alleviation or obstruction?: Teachers, teacher assistants and negotiations on professional domains. In: : . Paper presented at The 9th Nordic Work Life Conference, "Creating a sustainable future of work in the Nordic countries", 13-15 June, 2018, Oslo, Norway.
Open this publication in new window or tab >>Alleviation or obstruction?: Teachers, teacher assistants and negotiations on professional domains
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2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-76276 (URN)
Conference
The 9th Nordic Work Life Conference, "Creating a sustainable future of work in the Nordic countries", 13-15 June, 2018, Oslo, Norway
Available from: 2018-06-21 Created: 2018-06-21 Last updated: 2019-05-09Bibliographically approved
Nordänger, U. K., Herrlin, K., Strandberg, C., Gardesten, J. & Bredmar, A.-C. (2018). En verksamhetsintegrerad lärarutbildning - möjligheter och utmaningar. In: : . Paper presented at Den femtonde nordiska lärarutbildningskonferensen 7−9 May, 2018, Vasa, Finland.
Open this publication in new window or tab >>En verksamhetsintegrerad lärarutbildning - möjligheter och utmaningar
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2018 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-76275 (URN)
Conference
Den femtonde nordiska lärarutbildningskonferensen 7−9 May, 2018, Vasa, Finland
Available from: 2018-06-21 Created: 2018-06-21 Last updated: 2019-05-09Bibliographically approved
Gardesten, J. & Nordänger, U. K. (2018). Gör det någon skillnad? Universitetslärares erfarenheter av en verksamhetsintegrerad lärarutbildning.. Utbildning och Lärande / Education and Learning, 12(2), 25-40
Open this publication in new window or tab >>Gör det någon skillnad? Universitetslärares erfarenheter av en verksamhetsintegrerad lärarutbildning.
2018 (Swedish)In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 2, p. 25-40Article in journal (Refereed) Published
Abstract [en]

In this article, some initial findings from a research project where the practice/theory relationship and collaboration between schools and universities in teacher education are studied. The purpose of the study is to highlight possible effects of a work-integrated teacher education. The empirical base are eight interviews where university teachers describe how the increased time spent in schools might influence student teachers´ performances in university courses. Are any dimensions of teacher competence developed? The answers from the university teachers are first categorized into three themes, namely knowledge of subject didactics, connections theory/practice and practice/practice and finally in relation to the student teachers as legitimate participants. The themes are thereafter related to the concepts of spectator-knowledge and participant-knowledge and to Biestas (2012) concepts: qualification, subjectification and socialization. In conclusion, findings indicate that the “work integrated profile” have potential to balance these purposes of education.

Place, publisher, year, edition, pages
Högskolan Dalarna, 2018
Keywords
teacher education, work integrated learning, theory and practice
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-81425 (URN)
Available from: 2019-03-29 Created: 2019-03-29 Last updated: 2019-05-09Bibliographically approved
Fonseca, L., Lindqvist, P., Nordänger, U. K., Ackesjö, H., Gardesten, J. & Herrlin, K. (2018). Lärarassistenter och lärare - samarbete, arbetsdelning eller konflikt?. In: Nordisk netværk for Professionsforskning: Magt, teknologi og mennesker – samtidige udfordringer for professionelle og borgere. Paper presented at NordPro,København, 8-9:e november 2018.
Open this publication in new window or tab >>Lärarassistenter och lärare - samarbete, arbetsdelning eller konflikt?
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2018 (Swedish)In: Nordisk netværk for Professionsforskning: Magt, teknologi og mennesker – samtidige udfordringer for professionelle og borgere, 2018Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Problemställning:

Internationella studier visar att svenska lärare ägnar mer tid åt administration och mindre åt undervisning och kompetensutveckling än lärare i andra OECD-länder (OECD, 2013). I Sverige styrs skolan offensivt med ökade inslag av granskning och kontroll, vikande PISA-resultat och en ökande lärarbrist (Bejerot m.fl., 2015; UKÄ, 2016).

Trycket på svenska lärare är högt och skilda initiativ tas för att lärare ska kunna fokusera på "kärnuppdraget". Bland annat föreslås införandet av avlastande tjänster, lärarassistenter. Innehållet i avlastningen beskrivs emellertid på olika sätt. Introduktionen av lärarassistenter kan ses som ett försök till intern stratifiering av läraryrket, där arbetet delas upp och där delar av arbetet lämnas över till andra yrkesgrupper. Följden blir att professionella domäner behöver förhandlas, förskjutas och fördelas.

Frågeställningar:

-       Vilka delar av lärares arbete förväntar skolledare att redan införda avlastande tjänster skall ta över?

-       Vilka förväntningar på önskvärda avgränsningar mellan professionella domäner beskrivs av lärarna själva?

-       Vilka förväntningar om professionell domän för den nya yrkeskategorin lärarassistenter beskrivs i utbildningsinformation för lärarassistentutbildningar?

-       Harmonierar dessa olika förväntningar? Finns potentiella eller redan konstaterade konfliktytor?

 

Teoretiska utgångspunkter:

Introduktionen av lärarassistenter i den svenska skolan medför med stor sannolikhet att skolorganisationens ekologi rubbas, att professionella rörelser uppstår och att professionella domäner förhandlas, förskjuts och fördelas. (Abbott, 1988).

 

Ett tydliggörande av läraryrkets kärna (Lindqvist & Nordänger, 2007; Gardesten, 2016) och en nyintroducerad arbetsspecialisering kan betraktas som ett sätt att förstärka läraryrkets professionella status. Men introduktionen av nya yrkesgrupper kan lika gärna uppfattas som ett hot mot det professionella. Idén om införandet av lärarassistenter ”översätts” således på olika sätt - i olika praktiker - av olika aktörer (Czarniawska & Joerges, 1996) där uppfattningar om vad som är kärnan i lärararbetet (Gardesten, 2016; Lindqvist & Nordänger, 2007) och vad framstår som ”smutsigt” (Landahl, 2006; Hughes, 1958/1981) kan skilja sig åt.

 

Metoder:

-       Webb-enkät till skolledare om innehållet i 408 införda avlastande tjänster.

-       Enkäter till 65 lärare vid tre skolor där lärarassistenter införts. Enkätfrågor om vilka arbetsuppgifter lärarna vill bli av med, vill behålla, vill tillföra respektive vill samarbete med andra yrkesprofessioner om. Uppföljande intervjuer om utfallet av arbetsfördelningen med olika professioner på de tre skolorna.

-       Innehållsanalys av utbildningsplaner för 18 svenska lärarassistentutbildningar

Empiriskt fält:

Professionella domäner i skolan

Keywords
Skola, arbetsspecialisering, professionella domäner
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-93074 (URN)
Conference
NordPro,København, 8-9:e november 2018
Projects
Av- eller be-lastning? Om lärare, lärarassistenter och förhandlingar om professionella gränser (Forte, Lindqvist, dnr. 2017-00643)
Note

Ej belagd 20200326

Available from: 2020-03-23 Created: 2020-03-23 Last updated: 2020-03-26Bibliographically approved
Gardesten, J. (2017). Lärarkvalitetens nödvändiga grund (1ed.). In: Per Gerrevall (Ed.), Att bedöma lärarkvalitet: Skicklighet, lämplighet & kompetens (pp. 77-90). Stockholm: Natur och kultur
Open this publication in new window or tab >>Lärarkvalitetens nödvändiga grund
2017 (Swedish)In: Att bedöma lärarkvalitet: Skicklighet, lämplighet & kompetens / [ed] Per Gerrevall, Stockholm: Natur och kultur, 2017, 1, p. 77-90Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2017 Edition: 1
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-63195 (URN)978-91-27-81878-1 (ISBN)
Available from: 2017-05-08 Created: 2017-05-08 Last updated: 2019-05-09Bibliographically approved
Gardesten, J. (2017). Room for productive failures? Gatekeeping versus learning during teacher education.. In: : . Paper presented at ATEE Conference 2017,23-25 October, Dubrovnik, Croatia.
Open this publication in new window or tab >>Room for productive failures? Gatekeeping versus learning during teacher education.
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-69104 (URN)
Conference
ATEE Conference 2017,23-25 October, Dubrovnik, Croatia
Available from: 2017-12-06 Created: 2017-12-06 Last updated: 2019-05-09Bibliographically approved
Gardesten, J. (2016). "Den nödvändiga grunden": underkännanden och erkännanden under lärarutbildningens verksamhetsförlagda delar. (Doctoral dissertation). Växjö: Linnaeus University Press
Open this publication in new window or tab >>"Den nödvändiga grunden": underkännanden och erkännanden under lärarutbildningens verksamhetsförlagda delar
2016 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

The thesis builds on how contemporary policy documents express an interest in gatekeeping and in controlling teacher competence, for instance in the form of aptitude tests before teacher education or during practicum in teacher education. The thesis is hence characterised by a general interest in teacher competence and what in the governmental official report SOU 2008:109 is referred to as “the essential basis” in terms of teacher competence – a metaphor that serves as a key notion in the thesis. By analysing interviews and surveys from teacher educators who have been involved in failing student teachers during practicum, the aim is to identify what is considered to be the content of this essential basis. The results indicate that the essential basis contains communicative and relational aspects of teaching, about the ability to take space (oneself) and make space (for others). The most fundamental part is however the ability to assume adult responsibility and maturity in relation to children/pupils in pre-school/school. This is described as an important initial value for teacher education and a desirable ”baseline” for those starting a teacher education. However, informants describe how it is possible within teacher education to work in multiple ways with students who need to learn how to distinctly take space (themselves), in order to then assume a more active role in teaching and in the interaction with children or adolescents. An approach based on a theory of recognition and the concept of social visibility (Heidegren, 2009) is used in this part of the analysis, in order to understand the informants’ description of what usually happens when student teachers develop this essential teacher ability. The interpretation is also backed by Polanyi’s theory on tacit knowledge (1962; 1966/2013). Moreover, findings indicate that the “gate” sometimes opens, even though teacher educators doubt whether the student teacher has developed an essential basis or not. An argument for this is that school is a workplace that ”cleans out rather briskly”, as one supervisor puts it, and school is ”not an easy environment to hold on to”. In brief, school itself is regarded to be an active gatekeeper after teacher education. This might explain the tendency to sometimes pass rather than to fail during teacher education. Therefore the thesis suggests and discusses that teacher education from the very beginning pursue what can be characterised as a “pedagogy of honesty”.

 

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2016. p. 182
Series
Linnaeus University Dissertations ; 268/2016
Keywords
Gatekeeping, Teacher Competencies, Failure, Teaching Conditions, Teacher Education, Student Teaching, Practicum Supervision.
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education; Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-58079 (URN)978-91-88357-44-1 (ISBN)
Public defence
2016-12-02, V159, Storken, Kalmar, 10:15 (Swedish)
Opponent
Available from: 2016-11-14 Created: 2016-11-11 Last updated: 2019-05-09Bibliographically approved
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