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  • 1.
    Alvunger, Daniel
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Towards new forms of educational leadership?: The local implementation of förstelärare in Swedish schools2015In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 1, no 3, p. 55-66, article id 30103Article in journal (Refereed)
    Abstract [en]

    In 2013, the Swedish government launched a reform of career services for teachers that introduced förstelärare (‘first teacher’) as a new category. This article presents results from an ongoing research project about the implementation of the reform in a municipal local context in public schools with attention to leadership practices förstelärare engage in and the impact on the educational leadership of the principals. The theoretical framework for the analysis provides perspectives on the interdependencies between and within different levels and sub-systems in the school organisation through the concepts of nested learning systems and distributed leadership. The main results indicate that the introduction of förstelärare strengthens the idea of distributed leadership through the fact that förstelärare engage in leadership practices mandated by the principals. However, it also challenges existing collegial structures through an increased need for collaboration and interaction among both principals and förstelärare.

  • 2.
    Arnesson, Kerstin
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Social Work.
    Albinsson, Gunilla
    Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.
    Mentorship – a pedagogical method for integration of theory and practice in higher education2017In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 3, no 3, p. 202-217Article in journal (Refereed)
    Abstract [en]

    Mentorship is a method that is used in both professional education and training and inworking life to introduce new employees. Previous research has shown that there is limitedexperience of mentorship in the parts of higher education that are outside of professionaleducation and training. The purpose of this article is to deepen knowledge of how mentorshipcan be used as a pedagogic tool to integrate theory and practice in a social scienceprogramme at a Swedish university. The empirical material is obtained from a case study thatincludes students/mentees and contact persons/mentors. The results show that mentorship isan important contribution to the learning process for the integration of theory and practice inhigher education to develop both practically applied and theoretically anchored knowledge.Besides cooperation forms and workplace-related studies in the programme, mentorship thusbecomes the third component of the learning process.

  • 3.
    Gerdin, Göran
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Sport Science.
    Ovens, Alan
    Linnaeus University, Faculty of Social Sciences, Department of Sport Science. University of Auckland, New Zealand.
    Spatializing health work in schools - exploring the complex interconnection of space, health, physical education and masculinity2016In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 2, p. 1-12, article id 30158Article in journal (Refereed)
    Abstract [en]

    The spaces of schooling are not mere settings or backdrops where students’ learning take place, but are implicated in the production of knowledge and identities/subjectivities - spaces embody specific values, beliefs and traditions. In this paper we draw on visual ethnographic data from an all-boys school in New Zealand to examine how the spaces of schooling and PE perform health work in relation to the all round development of healthy young masculinities. By drawing on a complexivist philosophy we draw attention to how school policies, spaces, bodies, students, teachers all intersect to provide the boys with a socio-spatial context in which knowledge and learning about healthy young masculinities is constructed. We demonstrate how stereotypical notions of what boys should be doing and what they like doing is, for instance, materialised by the design and provision of schooling and PE as sporting spaces, based on a form of ‘healthism’, which privileges individualistic notions of health and the assumption that sport = fitness = health. We conclude that although the design and provision of schooling and PE spaces based on healthism is an important source of pleasures for young men, it also reinforces narrowly defined and even problematic forms of healthy young masculinities.

  • 4.
    Norman, Ann-Charlott
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy. Jönköping University.
    Fritzén, Lena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Andersson Gäre, Boel
    Jönköping University ; Academy for Health and Care Region Jönköping County.
    Pedagogical approaches in quality improvement coaching in healthcare: A Swedish case study of how improvement coaches approach learning in a contemporary healthcare system2015In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 1, article id 30178Article in journal (Refereed)
    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.

  • 5.
    Román, Henrik
    et al.
    Uppsala University.
    Hallsén, Stina
    Uppsala University.
    Nordin, Andreas
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Ringarp, Johanna
    Uppsala University.
    Who governs the Swedish school?: Local school policy research from a historical and transnational curriculum theory perspective2015In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 1, no 1, p. 81-94, article id 27009Article in journal (Refereed)
    Abstract [en]

    In this article, we present a comparative research project on municipal school policy in Sweden 1950–2010 which in our view contributes to the research fields of education policy and curriculum theory. Our project which started in 2014 links to a line of international research on education policy concerned with the tensions between decentralisation and globalisation and comparative research investigating transnational transfers of education policy ideas. In this article, we provide some preliminary findings which display municipal school policy dealing with national and transnational school initiatives and affecting local school actions. Most of the findings in this article concern the time period 1950–1975, during which the present two Swedish school forms, Grundskolan (a 9-year comprehensive school) and Gymnasieskolan (upper secondary school), were introduced and established. We compare local policy, through six interrelated indicators, in two municipalities with different structures and origins. On the basis of our findings, we conclude that municipal school policy research in a comparative and historical perspective is an important field of research as it reveals the complexity of school governance. Historical studies of municipal school policy and practice are crucial for exploring different dimensions of curriculum theory, including the transnational dimension.

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