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Casely-Hayford, J., Lindqvist, P., Björklund, C., Bergström, G. & Kwak, L. (2024). Enculturating a Protective Professional Community - Processes of Teacher Retention in a Swedish Hard-to-Staff School. Education Sciences, 14(1), Article ID 114.
Open this publication in new window or tab >>Enculturating a Protective Professional Community - Processes of Teacher Retention in a Swedish Hard-to-Staff School
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2024 (English)In: Education Sciences, E-ISSN 2227-7102, Vol. 14, no 1, article id 114Article in journal (Refereed) Published
Abstract [en]

This study presented a positive deviant case: a Swedish hard-to-staff school which has had a low rate of teacher turnover over time. In line with the purpose of studying positive deviance in organisations, our exploratory inquiry was geared towards understanding how and why 'at-risk' teachers, i.e., teachers who teach in subjects which are known to have high levels of staffing difficulties in Sweden, stayed at this particular school. Using a modified grounded theory approach, our results suggested that teachers remained at the school due to being embedded in a protective professional community that was enculturated by different expressions of collegiality. Finally, these findings are discussed in relation to the theoretical concepts of teachers' job embeddedness and social capital.

Place, publisher, year, edition, pages
MDPI, 2024
Keywords
teacher retention, hard-to-staff school, teacher turnover, collegiality, teacher community, job embeddedness
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-127682 (URN)10.3390/educsci14010114 (DOI)001149323300001 ()2-s2.0-85183135110 (Scopus ID)
Available from: 2024-02-14 Created: 2024-02-14 Last updated: 2024-03-13Bibliographically approved
Lindqvist, P. & Nordänger, U. K. (2022). Att artikulera lärares yrkeskunnande: erfarenheter från en ostyrig e-Delphistudie. In: Gynne, Annaliina;Jakobsson, Max;Rytzler, Johannes (Ed.), Utbildningsvetenskapliga perspektiv på samverkan: (pp. 104-122). Liber
Open this publication in new window or tab >>Att artikulera lärares yrkeskunnande: erfarenheter från en ostyrig e-Delphistudie
2022 (Swedish)In: Utbildningsvetenskapliga perspektiv på samverkan / [ed] Gynne, Annaliina;Jakobsson, Max;Rytzler, Johannes, Liber, 2022, p. 104-122Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Liber, 2022
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-110421 (URN)9789147144358 (ISBN)
Available from: 2022-02-16 Created: 2022-02-16 Last updated: 2024-02-14Bibliographically approved
Lindqvist, P. (2022). Bör lärare se "hela" eleven?: Perspektiv på lärararbetets sociala dimension. In: Ehrlin, Anna;Jonsson, Linda (Ed.), Pedagogisk takt: Lärares didaktiska och relationella kompetens (pp. 33-52). Liber
Open this publication in new window or tab >>Bör lärare se "hela" eleven?: Perspektiv på lärararbetets sociala dimension
2022 (Swedish)In: Pedagogisk takt: Lärares didaktiska och relationella kompetens / [ed] Ehrlin, Anna;Jonsson, Linda, Liber, 2022, p. 33-52Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Liber, 2022
National Category
Didactics
Research subject
Education, Didactics
Identifiers
urn:nbn:se:lnu:diva-116282 (URN)9789147144655 (ISBN)
Available from: 2022-09-16 Created: 2022-09-16 Last updated: 2024-02-14Bibliographically approved
Jederud, S., Rytzler, J. & Lindqvist, P. (2022). Learning to teach as a two-sided endeavor: mentors' perceptions of paired practicum in initial teacher education. Teaching Education, 33(4), 454-469
Open this publication in new window or tab >>Learning to teach as a two-sided endeavor: mentors' perceptions of paired practicum in initial teacher education
2022 (English)In: Teaching Education, ISSN 1047-6210, E-ISSN 1470-1286, Vol. 33, no 4, p. 454-469Article in journal (Refereed) Published
Abstract [en]

In this article, mentors’ perceptions of paired practicum in initial teacher education in Sweden are studied. Taking the mentors’ perspective, we describe the potentials and the pitfalls of paired practicum. The pros and cons of the model are analyzed from a  perspective of learning the vocation of teaching as a two-sided endeavor. Inspired by a modified Aristotelian perspective, we use the terms participant knowledge and spectator knowledge to conceptualize the learning of two different forms of knowledge. Qualitative data were gathered through interviews with five mentors and analyzed using an abductive process. The analysis reveals that paired practicum facilitates a potential for learning mainly a distanced and propositional spectator knowledge while the learning of a contextual and practical participant knowledge seems to be obstructed. For instance, paired practicum seems to prolong the peripheral position of the students and their opportunities to gain participatory knowledge. Results also show that there is a discrepancy between the pedagogical intentions of paired practicum and the concrete possibilities for realizing these in practice. The limitations of the paired practicum model, and how these can be overcome, both at individual and organizational level, are highlighted.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2022
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-107163 (URN)10.1080/10476210.2021.1978967 (DOI)000702632200001 ()2-s2.0-85115837824 (Scopus ID)
Available from: 2021-09-28 Created: 2021-09-28 Last updated: 2024-02-14Bibliographically approved
Lindqvist, P. & Nordänger, U. K. (2022). Stayers: In the long run: A comparative study of retention in two Swedish teacher generations. In: Ian Menter (Ed.), The Palgrave Handbook of Teacher Educaton Research: (pp. 121-142). London: Palgrave Macmillan
Open this publication in new window or tab >>Stayers: In the long run: A comparative study of retention in two Swedish teacher generations
2022 (English)In: The Palgrave Handbook of Teacher Educaton Research / [ed] Ian Menter, London: Palgrave Macmillan, 2022, p. 121-142Chapter in book (Refereed)
Abstract [en]

With support of data from longitudinal studies of two generations of teacher cohorts, this chapter seeks to contribute to the discussion on teacher shortages, teacher attrition, and the (re) recruitment of teachers. The following questions are highlighted: How much of their working life do individuals devote to their work as a teacher, within the school system and in the educational system as a whole? How do they view their future prospects as a teacher? To what extent are statements about future career development translated into actual action? Do the generations differ in any of the aspects described above, and if so in what ways?

The results of the studies show, firstly, that the horizons of expectations for action of different teacher generations do not differ significantly. The majority of teachers in both cohorts consider their future teaching careers in a positive light. Secondly, expressed intentions of leaving the profession do not seem to be realized to the extent that they are pronounced. Despite predictions of future attrition, most teachers remain in the profession. Over time, we also see that those who leave the profession remain in the school world. In other words, the effectiveness of teacher education can be seen as relatively good.

Place, publisher, year, edition, pages
London: Palgrave Macmillan, 2022
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-111277 (URN)10.1007/978-3-031-16193-3_5 (DOI)2-s2.0-85170162515 (Scopus ID)9783030595333 (ISBN)9783030595333 (ISBN)
Note

Also published with DOI 10.1007/978-3-030-59533-3_5-1

Available from: 2022-04-11 Created: 2022-04-11 Last updated: 2024-02-14Bibliographically approved
Casely-Hayford, J., Björklund, C., Bergstrom, G., Lindqvist, P. & Kwak, L. (2022). What makes teachers stay?: A cross-sectional exploration of the individual and contextual factors associated with teacher retention in Sweden.. Teaching and Teacher Education: An International Journal of Research and Studies, 113, Article ID 103664.
Open this publication in new window or tab >>What makes teachers stay?: A cross-sectional exploration of the individual and contextual factors associated with teacher retention in Sweden.
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2022 (English)In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 113, article id 103664Article in journal (Refereed) Published
Abstract [en]

This cross-sectional study aimed to identify individual and contextual factors associated with Swedish teachers' intention to remain in the profession. A sample of 5903 elementary-year teachers completed a questionnaire between 2004 and 2011 assessing their health and perception of individual and contextual factors at work. The findings showed that teachers' intention to remain in the profession is mainly explained by individual factors, predominantly by teachers' perceived health state, work motivation and collegial support. The main implication is the importance of teachers' perceived health state for their intention to remain, underscoring the importance of a health promoting work environment in schools. (c) 2022 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).

Place, publisher, year, edition, pages
Elsevier, 2022
Keywords
Teacher retention, Teacher health, Teacher attrition, Occupational health
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-112964 (URN)10.1016/j.tate.2022.103664 (DOI)000791654200011 ()2-s2.0-85124712523 (Scopus ID)
Available from: 2022-05-23 Created: 2022-05-23 Last updated: 2024-02-14Bibliographically approved
Nordänger, U. K. & Lindqvist, P. (2021). Man måste veta vad man önskar sig: Skolexistens mellan belastning och belöning. In: Ögonblick: En vänbok till Anders Persson om människor och deras möten (pp. 89-103). Lund University
Open this publication in new window or tab >>Man måste veta vad man önskar sig: Skolexistens mellan belastning och belöning
2021 (Swedish)In: Ögonblick: En vänbok till Anders Persson om människor och deras möten, Lund University , 2021, p. 89-103Chapter in book (Refereed)
Place, publisher, year, edition, pages
Lund University, 2021
Series
Lund Studies in Educational Sciences, ISSN 2002-6323 ; 16
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-101243 (URN)978-91-89213-45-6 (ISBN)978-91-89213-46-3 (ISBN)
Available from: 2021-02-17 Created: 2021-02-17 Last updated: 2024-02-14Bibliographically approved
Nordänger, U. K. & Lindqvist, P. (2020). Avhopp och framtidstro: En jämförande studie av två lärargenerationer. Utbildning och Lärande / Education and Learning, 14(1), 27-45
Open this publication in new window or tab >>Avhopp och framtidstro: En jämförande studie av två lärargenerationer
2020 (Swedish)In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 14, no 1, p. 27-45Article in journal (Refereed) Published
Abstract [en]

With support of data from longitudinal studies of two generations of teacher cohorts, this article aims to contribute to the discussion on teacher shortages, teacher drop-out and (re) recruitment of teachers. The following questions are highlighted: How much of their working time do individuals devote to work as a teacher, within the school system and in the education system as a whole? How do they view their future as a teacher? To what extent can we see that statements about the future career are translated into actual action? Do the generations differ in any of the aspects described above, and if so in what way?

The results of the studies show, firstly, that the horizons for action of different teacher generations do not differ significantly. The majority of teachers in both cohorts consider their future teaching career as positive. Secondly, intentions of leaving the profession do not seem to be realized to the extent that they are pronounced. Despite predictions of future dropouts, most teachers remain in the profession. Over time, we also see that those who quit the profession remain in the school world. In other words, the effectiveness of teacher education can be seen as relatively good.

Place, publisher, year, edition, pages
Högskolan Dalarna, 2020
Keywords
Teachers, Career trajectories, Attrition
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-98327 (URN)
Funder
Swedish Research Council, 2015-01390
Available from: 2020-10-06 Created: 2020-10-06 Last updated: 2024-02-14Bibliographically approved
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: 2024-02-14Bibliographically approved
Lindqvist, P. (2020). ”Låt lärarna vara lärare” – idéer om lärararbete i det offentliga samtalet om lärarassistenter. Pedagogisk forskning i Sverige, 25(4), 7-29
Open this publication in new window or tab >>”Låt lärarna vara lärare” – idéer om lärararbete i det offentliga samtalet om lärarassistenter
2020 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 25, no 4, p. 7-29Article in journal (Refereed) Published
Abstract [sv]

I artikeln uppmärksammas det offentliga samtalet om behovet av avlastning för lärare, i vilket införandet av lärarassistenter förts fram som en potentiellt verkningsfull åtgärd.  Med hjälp av en innehållsanalys av medietexter prövas att se på samtalet som en del av en svängning i samtalet om skolan och lärararbetet som i förlängningen kan innebära en omdefiniering av lärares arbete. De övergripande frågorna i artikeln kretsar kring vilka olika idéer om lärararbetet som träder fram och som ges dominans i samtalet. I studien diskuteras också hur samtalet kan komma att påverka framtida förflyttningar av gränser kring framför allt den sociala dimensionen av lärararbetet.

Resultatet visar att exponeringen av begreppet ”lärarassistent” i media ökade närmast explosionsartat under början av 2016 samt att mediasamtalet har präglats av konsensus om idén om det ”rena” lärararbetet där lärarna ska ägna sig åt undervisning och överlämna andra kringuppgifter åt antingen yrkesgrupper med lägre status i organisationen eller professionella yrkesgrupper med specialistkompetens. Studien visar också att samtalet om införande av lärarassistenter i de svenska skolorna kan ses som ett steg på väg tillbaka mot en reduktion av lärararbetets sociala dimension, där lärarassistenter tar hand om det elevnära arbetet och där lärarens utsträckning från klassrummet begränsas.

Place, publisher, year, edition, pages
SWERA, Swedish Educational Research Association, 2020
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-98446 (URN)10.15626/pfs25.04.01 (DOI)2020 (Local ID)2020 (Archive number)2020 (OAI)
Available from: 2020-10-13 Created: 2020-10-13 Last updated: 2024-02-14Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4529-181X

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