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Nordänger, Ulla Karin
Publications (10 of 106) Show all publications
Perselli, A.-K., Nordänger, U. K., Ackesjö, H., Wernholm, M. & Dahl, M. (2023). Scientific grounding and navigable waterways: – practice-developing research in motion – what happened?. In: NERA 2023: . Paper presented at NERA 2023, the 49th annual congress of the Nordic Educational Research Association. Oslo, Norge, 15-17 mars, 2023.
Open this publication in new window or tab >>Scientific grounding and navigable waterways: – practice-developing research in motion – what happened?
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2023 (Swedish)In: NERA 2023, 2023Conference paper, Oral presentation with published abstract (Refereed)
Keywords
Praktiknära forskning
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-125455 (URN)
Conference
NERA 2023, the 49th annual congress of the Nordic Educational Research Association. Oslo, Norge, 15-17 mars, 2023
Projects
Vetenskapliga grund och framkomliga farleder – praktikutvecklande forskning i rörelse, som i sin tur är en del av Utveckling, lärande, forskning (ULF)
Available from: 2023-11-02 Created: 2023-11-02 Last updated: 2023-11-02
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. & 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
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
Gardesten, J., Nordänger, U. K. & Herrlin, K. (2021). Scenkonst eller gatuteater?: Lärares arbete i relation till struktur, organisering och yrkesgränsernas utsträckning. Nordic Studies in Education (2), 148-166
Open this publication in new window or tab >>Scenkonst eller gatuteater?: Lärares arbete i relation till struktur, organisering och yrkesgränsernas utsträckning
2021 (Swedish)In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, no 2, p. 148-166Article in journal (Refereed) Published
Abstract [en]

The study highlights the extension and scope of teachers’ work. Swedish teachers reflected on this before and after visiting schools in France, where “CPE-staff” alleviate teachers with different tasks. In sum, findings indicate that the extension and scope of teachers’ work can be discussed in terms of what, when and where, but also as already institutionalized or something that reshapes during negotiations on a daily basis. The findings are analyzed by the concepts of “structure” and “communitas” (Turner, 1974, 2008), highlighting how the professional boarders are dependent on patterns of structures and relationships within the school as an organization.

Place, publisher, year, edition, pages
Cappelen Damm Akademisk, 2021
Keywords
core practices, teacher student relationship, teachers’ work
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-103072 (URN)10.23865/nse.v41.2251 (DOI)2-s2.0-85106579019 (Scopus ID)
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2017-00643
Available from: 2021-05-06 Created: 2021-05-06 Last updated: 2023-03-22Bibliographically 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
Ackesjö, H., Lindqvist, P. & Nordänger, U. K. (2020). De första åren i yrket: nyutexaminerade lärares upplevelser av en ny yrkesroll (1ed.). In: Björn Haglund, Jan Gustafsson Nyckel, Karin Lager (Ed.), Fritidshemmets pedagogik i en ny tid: (pp. 101-117). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>De första åren i yrket: nyutexaminerade lärares upplevelser av en ny yrkesroll
2020 (Swedish)In: Fritidshemmets pedagogik i en ny tid / [ed] Björn Haglund, Jan Gustafsson Nyckel, Karin Lager, Malmö: Gleerups Utbildning AB, 2020, 1, p. 101-117Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2020 Edition: 1
Keywords
Fritidshem, Lärare, Hybriditet
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-92486 (URN)978-91-511-0101-9 (ISBN)
Available from: 2020-03-02 Created: 2020-03-02 Last updated: 2023-03-22Bibliographically 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
Ackesjö, H., Lindqvist, P. & Nordänger, U. K. (2019). “Betwixt and Between”: Leisure-time Teachers and the Construction of Professional Identities. Scandinavian Journal of Educational Research, 63(6), 884-898
Open this publication in new window or tab >>“Betwixt and Between”: Leisure-time Teachers and the Construction of Professional Identities
2019 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 6, p. 884-898Article in journal (Refereed) Published
Abstract [en]

In 2014, a newly formed group of teachers graduated from Swedish universities. In addition to their qualification as leisure-time pedagogues, their degree includes teaching practical/aesthetical subjects in compulsory school. This group of teachers thus has to relate to dual professional identities and to maintain a balance between the socially oriented leisure-time centres and a goal- and results-driven school. In this article we describe their first two years after graduation, trying to get hold of their negotiation of professional identities and orientation in the professional landscape. Results shows that the graduates try to balance own ideals and hybrid professional intentions against traditional professional identities and labour market conditions and that position in a liminal phase might be crucial for the outcome.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
Professional identity, hybrid professionality, leisure-time centre, liminal spaces
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-74473 (URN)10.1080/00313831.2018.1466356 (DOI)000479216200005 ()2-s2.0-85047275718 (Scopus ID)
Available from: 2018-05-22 Created: 2018-05-22 Last updated: 2024-02-14Bibliographically approved
Carlsson, R., Lindqvist, P. & Nordänger, U. K. (2019). Is teacher attrition a poor estimate of the value of teacher education? A Swedish case.. European Journal of Teacher Education, 42(2), 243-257
Open this publication in new window or tab >>Is teacher attrition a poor estimate of the value of teacher education? A Swedish case.
2019 (English)In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 42, no 2, p. 243-257Article in journal (Refereed) Published
Abstract [en]

Far from all who complete teacher education end up working as teachers throughout their entire career. At first sight the value of teacher education, in terms of efficiency, seems to be a failure. In the present article we argue that teacher attrition, when defined as whether one is working as teacher or not, is a too blunt measure to gauge whether teacher education has been valuable. With a unique dataset, where we have detailed information on 87 Swedish teacher graduates’ working life across 23 years, we can consider whether activities and/or experiences point to an apparent use of teacher education. In conclusion, we find that in order to get informative estimates of its value it is important to consider it from different perspectives and to consider attrition related to the total working time spent in educational settings across a career rather than percentage leaving teaching after a set of years.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
teacher attrition, teacher education, teacher career
National Category
Pedagogical Work
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-80668 (URN)10.1080/02619768.2019.1566315 (DOI)000619284400008 ()2-s2.0-85060151390 (Scopus ID)
Available from: 2019-02-19 Created: 2019-02-19 Last updated: 2024-02-14Bibliographically approved
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