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Fritzén, Lena, Professor
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Publications (10 of 40) Show all publications
Fritzén, L. & Krantz, J. (2018). Lärarprofession i förändring. In: Krantz, Joakim & Sundberg, Daniel (Ed.), Att leda lärande: En vänbok till Per Gerrevall (pp. 163-192). Kalmar, Växjö: Linnaeus University Press
Open this publication in new window or tab >>Lärarprofession i förändring
2018 (Swedish)In: Att leda lärande: En vänbok till Per Gerrevall / [ed] Krantz, Joakim & Sundberg, Daniel, Kalmar, Växjö: Linnaeus University Press, 2018, p. 163-192Chapter in book (Other academic)
Place, publisher, year, edition, pages
Kalmar, Växjö: Linnaeus University Press, 2018
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-77345 (URN)978-91-88761-70-5 (ISBN)
Available from: 2018-08-27 Created: 2018-08-27 Last updated: 2019-01-15Bibliographically approved
Krantz, J. & Fritzén, L. (2017). From Expert to Novice?: The Influence of Management by Documents on Teachers Knowledge Base and Norms.. Professions & Professionalism, 7(3), Article ID e2113.
Open this publication in new window or tab >>From Expert to Novice?: The Influence of Management by Documents on Teachers Knowledge Base and Norms.
2017 (English)In: Professions & Professionalism, ISSN 1893-1049, E-ISSN 1893-1049, Vol. 7, no 3, article id e2113Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to reveal how teachers experience the effects of management by documents in their professional practice. Approximately one hundred primary school teachers were asked to describe their daily teaching work with special focus on the demands in terms of the production of documentation. The reports were analysed using a “profession theoretical” model which focuses on the following aspects of professional knowledge: recognition, emotional engagement, and evaluation of and responsibility for one’s own work. The results show that the teachers have experienced that the teaching profession has changed because of fixation on results, and fragmentation has resulted in a decrease in the levels of trust and a feeling that the work is boring. The internal pedagogic discourse is weakened because of the presence of an external legal discourse. Management by documents can thus be a factor that causes a professional regression.

Place, publisher, year, edition, pages
OsloMet – storbyuniversitetet, 2017
Keywords
Management by documents, teacher knowledge and norms, professional regression
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-68991 (URN)10.7577/pp.2113 (DOI)2-s2.0-85038111200 (Scopus ID)
Available from: 2017-11-24 Created: 2017-11-24 Last updated: 2019-09-09Bibliographically approved
Norman, A.-C., Fritzén, L. & Andersson Gäre, B. (2015). Pedagogical approaches in quality improvement coaching in healthcare: A Swedish case study of how improvement coaches approach learning in a contemporary healthcare system. Nordic Journal of Studies in Educational Policy, 1, Article ID 30178.
Open this publication in new window or tab >>Pedagogical approaches in quality improvement coaching in healthcare: A Swedish case study of how improvement coaches approach learning in a contemporary healthcare system
2015 (English)In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 1, article id 30178Article in journal (Refereed) Published
Abstract [en]

In this study we adopt a critical perspective and explore different coaching styles in quality improvement (QI) work in the provision of healthcare. Coaching has gained attention as an effective way to enhance QI in healthcare. This study investigates how coaching is realized in terms of learning: What kinds of learning ideals pervade QI coaching, and how is support for learning realized, given the prevailing conditions in a contemporary healthcare system? For the purpose of this case study, a group of coaches exchanged experiences of their pedagogic roles and the strategies that they employ, on four occasions, over a period of four months. The conversations were filmed and then analyzed, using critical discourse analysis as an analytic framework. Three parallel styles of coaching were identified, which were symbolized by (i) a pointing, (ii) a bypassing, and (iii) a guiding discourse. No persistent dominance of any one of the discourses was found, which suggests that there exists an ever-present tension between a pointing and a guiding pedagogy in the coaching activities. The findings indicate that QI coaching in healthcare is more complex than previous conceptualizations of coaching. Additionally, the findings present a new, ‘bypassing’ coaching style which the coaches themselves were not fully aware of.

Keywords
coaching, quality improvement in healthcare, critical discourse analysis
National Category
Pedagogy Other Health Sciences
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
urn:nbn:se:lnu:diva-48544 (URN)10.3402/nstep.v1.30178 (DOI)
Projects
Bridging the Gaps
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare
Available from: 2015-12-28 Created: 2015-12-28 Last updated: 2017-12-01Bibliographically approved
Krantz, J. & Fritzén, L. (2013). Lärarprofessionens kollektiva självbild: som den framträder i Lärarnas tidning och Pedagogiska magasinet 1990 - 2010. Institutionen för utbildningsvetenskap vid Linnéuniversitetet
Open this publication in new window or tab >>Lärarprofessionens kollektiva självbild: som den framträder i Lärarnas tidning och Pedagogiska magasinet 1990 - 2010
2013 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Institutionen för utbildningsvetenskap vid Linnéuniversitetet, 2013. p. 142
Series
En rapport från Forum för professionsforskning ; 2013:3
Keywords
Lärarprofession, kollektiv självbild, Lärarnas tidning, Pedagogiska magasinet
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-25392 (URN)978-91-87427-55-8 (ISBN)
Projects
Frihet under ansvar eller ansvar under insyn? Om dokumentstyrnings påverkan på autonomi, kunskapsbas och normsystem bland professionella.
Funder
FAS, Swedish Council for Working Life and Social Research
Available from: 2013-04-22 Created: 2013-04-22 Last updated: 2015-05-26Bibliographically approved
Norman, A.-C., Fritzén, L. & Lindblad-Fridh, M. (2013). One Lens Missing? Clarifying the Clinical Microsystem Framework with Learning Theories. Quality Management in Health Care, 22(2), 126-136
Open this publication in new window or tab >>One Lens Missing? Clarifying the Clinical Microsystem Framework with Learning Theories
2013 (English)In: Quality Management in Health Care, ISSN 1063-8628, E-ISSN 1550-5154, Vol. 22, no 2, p. 126-136Article in journal (Refereed) Published
Abstract [en]

Introduction: The clinical microsystem (CMS)approach is widely used and is perceived as helpfulin practice but, we ask the question: “Is its learningpotential sufficiently utilized?” Objectives: Toscrutinize aspects of learning within the CMSframework and to clarify the learning aspects theframework includes and thereby support theframework with the enhanced learning perspectivethat becomes visible. Methods: Literature on theCMS framework was systematically searched andselected using inclusion criteria. An analytical toolwas constructed in the form of a theoretical lensthat was used to clarify learning aspects that areassociated with the framework. Findings: Theanalysis revealed 3 learning aspects: (1) The CMSframework describes individual and social learningbut not how to adapt learning strategies forpurposes of change. (2) The metaphorical languageof how to reach a holistic health care system foreach patient has developed over time but can stillbe improved by naming social interactions totranscend organizational boundaries. (3) Powerstructures are recognized but not as a characteristicthat restricts learning due to asymmetriccommunication. Conclusion: The “lens” perspectivereveals new meanings to learning that enhance ourunderstanding of health care as a social system andprovides new practical learning strategies.

Place, publisher, year, edition, pages
Lippincott Williams & Wilkins, 2013
Keywords
clinical microsystem, learning theory, quality improvement, workplace learning
National Category
Didactics Health Care Service and Management, Health Policy and Services and Health Economy
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
urn:nbn:se:lnu:diva-26906 (URN)10.1097/QMH.0b013e31828c22e2 (DOI)000209317100006 ()2-s2.0-84879369102 (Scopus ID)
Projects
Bridging the Gaps
Funder
VINNOVA
Available from: 2013-06-20 Created: 2013-06-20 Last updated: 2017-12-06Bibliographically approved
Fritzén, L. (2012). Hur värnar vi om "Lillen"?. In: Martin Stigmar & Thomas Sandstedt (Ed.), Kvalitet och kollegialitet: vänbok till Leif Lindberg (pp. 21-34). Kalmar/Växjö: Linnéuniversitetet. Institutionen för pedagogik, psykologi och idrottsvetenskap
Open this publication in new window or tab >>Hur värnar vi om "Lillen"?
2012 (Swedish)In: Kvalitet och kollegialitet: vänbok till Leif Lindberg / [ed] Martin Stigmar & Thomas Sandstedt, Kalmar/Växjö: Linnéuniversitetet. Institutionen för pedagogik, psykologi och idrottsvetenskap , 2012, p. 21-34Chapter in book (Other academic)
Place, publisher, year, edition, pages
Kalmar/Växjö: Linnéuniversitetet. Institutionen för pedagogik, psykologi och idrottsvetenskap, 2012
Series
Skriftserie, Institutionen för pedagogik, psykologi och idrottsvetenskap, Linnéuniversitetet ; 7
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
urn:nbn:se:lnu:diva-26066 (URN)978-91-86983-38-3 (ISBN)
Available from: 2013-06-05 Created: 2013-06-05 Last updated: 2013-06-12Bibliographically approved
Fritzén, L. (2012). Magnus - mästaren i manegen. In: Bengt Abrahamsson, Gunnar Berg & Bengt-Åke Gustafsson (Ed.), Vilken cirkus! I manegen med Magnus Söderström: (pp. 39-42). Växjö: Linnaeus University Press
Open this publication in new window or tab >>Magnus - mästaren i manegen
2012 (Swedish)In: Vilken cirkus! I manegen med Magnus Söderström / [ed] Bengt Abrahamsson, Gunnar Berg & Bengt-Åke Gustafsson, Växjö: Linnaeus University Press, 2012, p. 39-42Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2012
Series
Pedagogisk kommunikation : Växjö universitet, Institutionen för pedagogik, ISSN 1104-4772
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
urn:nbn:se:lnu:diva-26068 (URN)
Available from: 2013-06-05 Created: 2013-06-05 Last updated: 2016-01-27Bibliographically approved
Norman, A.-C. & Fritzén, L. (2012). 'Money talks': En kritisk diskursanalys av samtal om förbättringar i hälso- och sjukvård. Utbildning och Demokrati, 21(2), 103-124
Open this publication in new window or tab >>'Money talks': En kritisk diskursanalys av samtal om förbättringar i hälso- och sjukvård
2012 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 2, p. 103-124Article in journal (Refereed) Published
Abstract [en]

Based on learning as taken for granted in health care quality improvement, the aim was to identify discursive patterns in practice, and to discuss how these patterns create conditions for learning. Observations of quality improvement conversations were made at a clinic and analyzed through critical discourse analysis. Four different discursive patterns were found; a market pattern, a care-for-all pattern, a medical pattern and a value pattern. The order of discourse shows that the market pattern dominates the others while money is linked to quality control. The findings also showed a balance between discourse patterns when economical incentives were absent. In other words, the professionals can handle all complex, and sometimes contradicting, quality aspects when they don’t compete about money. We discuss that market principles impact on learning in terms of displacement effects which discourages long-term sustainable improvements.

Keywords
critical discourse analysis, marketization in healthcare, quality improvement
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-23047 (URN)
Projects
Bridging the Gaps
Available from: 2012-12-19 Created: 2012-12-19 Last updated: 2017-12-06Bibliographically approved
Tapola, A. & Fritzén, L. (2011). Fear and self-appointed superiority: Two major hindrances in education for a global networked society.: EARLI (European Association for Research on Learning and Instruction) conference in Exeter, the UK, 30 August–3 September 2011.. In: : .
Open this publication in new window or tab >>Fear and self-appointed superiority: Two major hindrances in education for a global networked society.: EARLI (European Association for Research on Learning and Instruction) conference in Exeter, the UK, 30 August–3 September 2011.
2011 (English)Conference paper, Published paper (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-11521 (URN)
Available from: 2011-05-01 Created: 2011-05-01 Last updated: 2015-04-20Bibliographically approved
Krantz, J. & Fritzén, L. (2011). Lärarprofessionen - som den framträder i Lärarnas tidning och Pedagogiskt Magasin 1990 - 2009. Paper presented at Svenska nätverket för professionsforskning; Kunskap, profession och expertis. Konferens 28-29 september 2011 i Växjö.
Open this publication in new window or tab >>Lärarprofessionen - som den framträder i Lärarnas tidning och Pedagogiskt Magasin 1990 - 2009
2011 (Swedish)Conference paper, Published paper (Refereed)
Abstract [sv]

Lärarprofessionen har de senaste decennierna genomgått stora förändringar, där kommunaliseringen ofta pekas ut som en av huvudorsakerna. Med ändrade styrformer har bl a följt att lärares arbete alltmer kommit att styras, kontrolleras och standardiseras via olika typer av dokument. Det handlar dels om styrning via standarder för hur olika processer ska genomföras, dels om styrning via krav på dokumentering av den egna arbetsprocessen. I båda fallen innebär dokumentstyrning att de professionellas arbetsprocesser synliggörs. I vårt antagande ligger att synliggörandet förändrar lärarprofessionens kunskaps- och normbas. Med fokus på relationen mellan professionell autonomi och synliggörande av professionella arbetsprocesser, och med hjälp av en teoretiskt grundad analysmodell, har vi analyserat den bild som Lärarförbundet gett av lärarprofessionen under åren 1990 – 2009. Det empiriska underlaget har bestått av ett stort antal artiklar i Lärarnas tidning och Pedagogiskt Magasin med relevans för relationen mellan autonomi och synliggörande av arbetsprocesser. Syftet med papret är att problematisera förskjutningar i lärarprofessionens kunskaps- och normbas, så som dessa framträder i Lärarförbundets bild av lärarprofessionen. Förskjutningarna diskuterar vi utifrån begrepp som auktorisation, legitimation, inre och yttre gränsdragning i arbetsprocessen, styrning, organisering, dokumentation, social status samt politisk och massmedial granskning. Bilden som framträder är en profession som kämpar för självständighet, och då ofta med elevernas bästa för ögonen, samtidigt som olika kontrollmekanismer alltmer begränsar deras handlingsutrymme. 

National Category
Social Sciences
Research subject
Pedagogics and Educational Sciences, Pedagogics
Identifiers
urn:nbn:se:lnu:diva-14070 (URN)
Conference
Svenska nätverket för professionsforskning; Kunskap, profession och expertis. Konferens 28-29 september 2011 i Växjö
Projects
Projektet Frihet under ansvar eller ansvar under insyn? Om dokumentstyrnings påverkan på autonomi, kunskapsbas och normsystem bland professionella
Available from: 2011-09-12 Created: 2011-09-12 Last updated: 2015-05-26Bibliographically approved
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